Integrated

Mathematics
counse I Second Edition
lsidore Dressler
Former Chairman
D epartment of Mathematics
Bayside High School, New York City

Edward P. Keenan
Curriculum Associate, Mathematics
East Williston Union Free School District
East Williston, New York

Ann Xavier Gantert

Department of Mathematics
Nazareth Academy
Rochester, New York

Marilyn 0cchiogrosso
Former Assistant Principal
Mathematics
Erasmus Hall High School, New York City
 Integrated
Mathematrcs
couRse I Second Edition

AUTHORS

lsidore Dressler
REVISERS
Edward P. Keenan
Ann Xavier Gantert
Marilyn Occhiogrosso

0edicated to serving

our nation's youth

When ordering this book, please specify: either R 481 H or

INTEGRATED MATHEMATICS: COURSE I, SECOND EDITION' HARDBOUND

AMSCO SCHOOL PUBLICATIONS, INC.

315 Hudson Street New York, N.Y. 10013
rsBN 0-87720-266-4

Copyright O 1989 by Amsco School Publicationsn Inc.

No part of this book may be reproduced in any form

without written permission from the publisher.

PRINTED IN THE UNTTED S'TATES OF AMERICA

 Preface

INtncuton Mernprraltrcs: CouRss I, Second Edition, is a thorough

revision of a textbook that has been a leader in presenting high school
mathematics in a contemporary, integrated manner. Over the last
decade, this integrated approach has undergone further changes and
refinements. Amsco's Second Edition reflects these developments.
In this new edition:
o Problem solving has been expanded by (1) adding a new chapter
that focuses on a four-step general technique and its application to se-
lected strategies, (2) adding many nonroutine problems throughout the
book, and (3) further emphasizing a problem-solving approach in the
text and model problems.
o Integration of Algebra, Geometry, and other branches of mathe-
matics, for which the First Edition was well known, has been broadened
by the inclusion of new topics and the earlier introduction of selected
concepts.
. New topics, such as the introduction of Transformation Geometry
and the expanded presentation of Coordinate Geometry, ensure that the
Second Edition fully satisfies the revised requirements of the New York
State syllabus and also provides the framework for a richer course of
study.
o Enrichment has been extended by (1) increasing the number of
challenging exercises, (2) adding a variety of optional topics, and
(3) adding to the Teacher's Manual more thought-provoking aspects of
topics in the text, and supplementary material that reflects current
thinking in mathematics education.
. Dimensional analysis has been promoted by (1) including units of
measure in applicable model problems and exercises and (2) providing
suggestions in the Teacher's Manual for discussions to heighten aware-
ness of unit measure.
o Review exercises are included at the end of each of the twenty
chapters.

v
vi Integrated Mathematics: Course I

The First Edition of the text had been written to provide effective
teaching materials for a unified program appropriate for 9th-grade
mathematics students, including topics not previously contained in a
traditional Elementary Algebra course. These topics-Logic, Probabil-
ity, Statistics, and Numerical Geometry-are retained and expanded in
the Second Edition.
An intent of the authors was to make the original book of greatest
service to average students. Since its publication, however, the text has
been used successfully with students of varying ability levels. To main-
tain this broad spectrum of use, the basic elements of the original work
have been preserved in the Second Edition. Once again:
o Concepts are carefully developed using appropriate language and
mathematical symbolism.
r General principles and procedures are stated clearly and concisely.
o The numerous model problems are solved through detailed step-by-
step explanations.
o Varied and carefully graded exercises, in abundance, test student
understanding of manipulative and arithmetic skills.

This new edition is offered so that teachers may effectively continue

to help students comprehend, master, and enjoy mathematics from an
integrated point of view.

INtncnetno Meutruarrcs: Counsr I is dedicated to Hilda Dressler

and Joan Keenan.

The Authors
 Contents

CHAPTER 1 Numbers, Sets, and Operations

1-1 The Basic Operations 1
r-2 The Numbers of Arithmetic 7
1-3 Bases, Exponents, and Powers t2
t-4 Order of Operations L4
1-5 Properties of Operations 18
1-6 Comparing Numbers 25
L-7 Number Lines 28
1-8 Operations in Geometry . 32
t-9 Sets 39
1-10 Operations With Sets 44
1-1 1 Reuiew Exercises 47

CHAPTER 2 Problem.Solving
Problems
General Technique for Solving 49
2-L Guessing and Checking 50
2-2 Using a Simpler Related Problem 52
2-g Working Backward 54
2-4 Discovering Patterns 56
2-5 Drawing Pictures and Diagrams . 58
2-6 Making Lists and Charts 6L
2-7 Choosing and Combining Strategies 64
2-B Reuiew Exercises 67

CHAPTER 3 Algebraic Expressions and Open Sentences

3-1 Tlanslating Verbal Phrases Into Algebraic Language 68
3-2 Using Letters to Represent Variables 7I
3-3 Understanding the Meaning of Some Vocabulary
Used in Algebra 74

vtl
viii Integrated Mathematics: Course I

g-4 Evaluating Algebraic Expressions 76

3-5 Tlanslating Verbal Sentences Into Formulas 79
3-6 Using Formulas for Perimeter, Area, and Volume 81
3-7 Open Sentences and Solution Sets 91
3-8 Reuiew Exercises 93

CHAPTER 4 Simple Equations and Problems

4-L Preparing to Solve an Equation 95
4-2 Solving Simple Equations by Using Addition or
Subtraction Postulates 99
4-3 Solving Simple Equations by Using Division or
Multiplication Postulates lo2
4-4 Writing Verbal Sentences as Equations 106
4-5 Solving Problems by Using Variables and Equations 109
4-6 Solving Percent Problems Itz
4-7 Solving Equations by Using Several Operations 113
4-8 More Practice in Solving Equations tL7
4-g Reuiew Erercises 118

CHAPTER 5 Introducing Logic

5-1 Sentences, Statements, and Truth Values 119
5-Z Negations and'Symbols L23
5-g Conjunctions I2g
5-4 Disjunctions 140
5-5 Conditionals I47
5-6 Reuiew Exercises 1"55

CHAPTER 6 Using Logic

6-1 Compound Statements and Truth Values r57
6-2 Compound Sentences and Truth Tables 161
6-3 Biconditionals 164
6-4 Tautologies . 169
o-o Inverses, Converses, and Contrapositives . L75
6-6 DrawingConclusions :. 185
6-7 Reuiew Exercises 190
 Contents ix

CHAPTER 7 Signed Numbers

7-t Extending the Number Line L92
7-2 Graphing the Solution Set of an Open Sentence
Involving One Variable on a Number Line . 195
7-3 The Opposite of a Directed Number 199
7-4 The Absolute Value of a Number 20L
7-5 Adding Signed Numbers on a Number Line 203
7-6 Addition of Signed Numbers 205
7-7 Subtraction of Signed Numbers 21r
7-8 Multiplication of Signed Numbers 215
7-9 Division of Signed Numbers 220
7-to Using Signed Numbers in Evaluating
Algebraic Expressions . 225
7_LL Using the Additive Inverse in Solving Equations . 227
7-r2 Using the Multiplicative Inverse in Solving Equations 228
7-r3 Reuiew Exercises 230

CHAPTER 8 Operations With Monomiats

8-1 Adding Like Monomials 292
8-2 Subtracting Like Monomials 235
8-3 Multiplying Powers of the Same Base 238
8-4 Multiplying a Monomial by a Monomial 240
8-5 Dividing Powers of the Same Base 243
8-6 Dividing a Monomial by a Monomial 244
8-7 Nonpositive Integral Exponents 246
8-8 Expressing Large Numbers in Scientific Notation 249
8-9 Expressing Small Numbers in Scientific Notation 25r
8-10 Reuiew Exercises 254

CHAPTER 9 Operations With Polynomials

9-1 Adding Polynomials 256
9-2 Subtracting Polynomials 26t
9-3 Multiplying a Polynomial by a Monomial 264
9-4 Using Multiplication to Simplify Algebraic Expressions
Containing Symbols of Grouping 266
 Integrated Mathematacs: Course I

9-5 Multiplying a Polynomial by a Polynomial 267

9-6 Dividing a Polynomial by a Monomial 270
9-7 Dividing a Polynomial by a Polynomial 272
9-8 Review Exercises 274

CHAPTER 10 First-Degree Equations and Inequalities

in One Variable
10-1 Using Both the Additive and Multiplicative Inverses
in Solving Equations 276
l0-2 Solving Equations That Have the Variable
in Both Members 279
10-3 Solving Equations Containing Parentheses . 282
t0-4 Consecutive Integer Problems 285
10-5 Finding the Value of a Variable in a Formula 289
10-6 Perimeter Problems . 290
10-7 Solving Equations That Have Variables
in the Answers 293
10-8 Transforming Formulas 295
10-9 Properties of Inequality 297
10-r.0 Finding and Graphing the Solution Sets
of Inequalities 300
10-11 Solving Verbal Problems by Using Inequalities 304
10-12 Review Exercises 308

CHAPTER 11 Geometry
I 1-1 Points, Lines, and Planes 310
LL_2 Angles, Angle Measures, and Perpendicularity 3Lg
11-3 Pairs of Angles 3I7
11-4 Angles and Parallel Lines . 325
11-5 Geometric Figures 330
11-6 332
tL-7 Congruent Triangles 343
11-8 The Quadrilateral 350
11-9 Transformations 355
11-10 Reuiew Exercises 366
 contents xi

CHAPTER 12 Ratio and Proportion

12-1 Ratio 369
r2-2 Using a Ratio to Express a Rate 373
12-3 Solving Verbal Problems Involving Ratios 374
t2-4 Proportion 376
L2-5 Direct Variation 381
12-6 Percent and Percentage Problems 386
12-7 Similar Polygons 389
L2-8 Similar Triangles; Dilation 393
L2-9 Ratios of Perimeters and of Areas of Similar Polygons 402
t2-to Reuiew Exercises 408

CHAPTER 13 Special Products and Factoring

13-1 Understanding the Meaning of Factoring 4Ll
L3-2 Factoring Polynomials Whose Terms Have
a Common Monomial Factor 4t4
13-3 Squaring a Monomial 4t6
13-4 Multiplying the Sum and Difference of Two Terms 417
13-5 Factoring the Difference of T\vo Squares 418
13-6 Finding the Product of TWo Binomials 42L
13-7 Factoring Tlinomials of the Form or2 * bx * c 423
13-8 Factoring Completely 427
13-9 Reuiew Exercises 429

CHAPTER 14 Fractions, and First-Degree Equations

and Inequalities Involving Fractions
t4-l The Meaning of an Algebraic Fraction 430
t4-2 Reducing Fractions to Lowest Terms 43r
14-3 Multiplying Fractions 435
t4-4 Dividing Fractions 438
t4-5 Adding or Subtracting Fractions That Have
the Same Denominator 440
L4-6 Adding or Subtracting Fractions That Have
Different Denominators 443
14-7 Solving Equations Containing Fractional Coefficients . 449
14-8 Solving Inequalities Containing Fractional Coefficients 454
xtl Integrated Mathematics: Course I

l4-g Solving Fractional Equations 458

14-10 Equations and Formulas Involving Several Variables ' 46L
14-11 Reuiew Exercises 462

CHAPTER 15 ProbabilitY
15-1 EmpiricalProbabilitY 465
I5-2 Theoretical ProbabilitY 473
15-B Evaluating Simple Probabilities 479
l5-4 The Probability of A and B 486
15-5 The Probability of A or B 490
15-6 The Probability of Not A; Probability as a Sum 495
L5-7 The Counting Principle and Sample Spaces 499
15-8 Probabilities and the Counting Principle;
Predicting Outcomes 504
15-9 Probabilities With Two or More Activities 508
15-10 Permutations 513
15-11 More About Permutations 516
l5-t2 Probability Without Replacement;
Probability With RePlacement 519
15-13 Reuiew Exercises 526

CHAPTER 16 Statistics
16-1 The Collectionof Data 529
t6-2 The Organization of Data Into Tables 532
16-3 Using Graphs to Present Organized Data 537
t6-4 The Histogtam 544
16-5 The Mean, the Median, and the Mode 548
16-6 Measures of Central Tendency and Grouped Data ooo
t6-7 Cumulative Frequency Histograms and Percentiles . 564
16-8 Reuiew Exercises 572

CHAPTER 17 The Coordinate Plane

L7-l Ordered Number Pairs and Points in a Plane 574
l7-2 Graphing Polygons and Finding Areas 576
17-3 Finding Solution Sets of Open Sentences
in Two variables 578
 Contents xiii
l7-4 Graphing a Linear Equation in Two Variables
by Means of Its Solutions bg1
L7-5 Graphing Lines Parallel to the X-Axis or y-Axis b86
17-6 The Slope of a Line 587
l7-7 Graphing Direct Variation bgg
17-8 The Slope and Y-Intercept of a Line 596
L7-g Graphing a Linear Equation in Two Variables
by the Slope-Intercept Method bgg
17-10 Writing an Equation for a Line 601
L7_LT Graphing a Linear Inequality in Two Variables 608
L7-L2 Coordinates and Transformations 607
L7-T3 Graphs Involving Absolute Value 611
17-t4 Reuiew Exercises 613

CHAPTER 18 Systems of Linear Open Sentences

in Two Variables
18-1 Graphic Solution of a System of Linear Equations
in Two Variables 615
I8-2 Algebraic Solution of a System of Simultaneous
Linear Equations by Using Addition . 620
18-3 Algebraic Solution of a System of Simultaneous
Linear Equations by Using Substitution 625
18-4 Solving Verbal Problems by Using Two Variables 628
18-5 Graphing Solution Sets of Systems of Inequalities 632
18-6 Reuiew Exercises 635

CHAPTER 19 The Real Numbers

19-1 The Set of Rational Numbers 637
t9-2 The Set of Irrational Numbers 643
19-3 The Set of Real Numbers 645
t9-4 Finding a Rational Root of a Number 647
19-5 Square Roots That Are Irrational Numbers 652
19-6 Using a Table to Find Squares and Square Roots 653
r9-7 Using Division to Find Approximate Square Roots ooo
19-8 Finding the Principal Square Root of a Monomial 657
19-9 Simplifying a Square-Root Radical 658
19-10 Adding and Subtracting Radicals 660
xiv Integrated Mathematics: Course I

19-11 Multiplying Square-Root Radicals 662

t9-L2 Dividing Square-Root Radicals 664
19-13 The Geometry of the Circle 666
19-14 Area and Volume Related to the Circle 67L
19-15 Reuiew Exercises 678

CHAPTER 20 Quadratic Equations

z}-t The Standard Form of a Quadratic Equation . 680
2O-2 Using Factoring to Solve a Quadratic Equation 681
2O-g Solving Incomplete Quadratic Equations 685
20-4 The Quadratic Formula 688
20-5 Using the Theorem of Pythagoras 691
20-6 Using Quadratic Equations to Solve Problems 697
2O-7 Graphing!:ax2*bxlc. 702
2O-8 Reuiew Exercises 7O4

Table of Squares and Square Roots 706

Index 709
 Chapter

Numbers, Sets, and

Operations

1.1 THE BASIC OPERATIONS

In arithmetic, you have studied numbers and performed computa-
tions involving operations on numbers. It is important to review certain
ideas from arithmetic because they will aid you in the study of many
other branches of mathematics this year. Arithmetic helps you to un-
derstand concepts in algebra. The numbers in arithmetic are used in
measuring geometric objects. Also, arithmetic plays a key role in the
study of probability and statistics. Although arithmetic is only one
small part of mathematics, it is an important thread that binds to-
gether many different branches of mathematics.

Symbols for Numbers

A number is really an idea; it is something that we can talk about
and think about. we represent numbers in writing by using the sym-
bols 1, 2,3,4, and so on. These symbols, called numerals ot numerical
expressions, are not numbers but are used to represent numbers.

Counting Numbers or Natural Numbers

The eounting numbers, which are also called natural numbers, are
represented by the symbols:
1r 2,3, 4,5,6,7r 9,9,10, 11, 12, . . .
 Integrated Mathematics: Course I

The three dots after the 12 indicate that the numbers continue in
the same pattern without end. The smallest counting number is 1. Every
counting number has a ilucce}hor that is one more than the number.
The successor of 1 is 2, the successor of 2 is 3, and so on. since this
process of counting is endless, there is no last counting number.

Whole Numbers
Zero is not a counting number. By combining zero with all the count-
ing numbers, we form the set of whole numbers. The whole numbers
are represented by the sYmbols:
o, r, 2, 3, 4, 5, 6, 7, 8,9, 10, l]-, L2, . , '
The smallest whole number is 0. There is no largest whole number.

Subsets of the Whole Numbers

A sef is a collection of distinct objects or elements, such as the set
of whole numbers.
when all the elements of a set are whole numbers only, no matter
how many or how few, we call this set a suDset of the set of whole
numbers.
Some subsets of the whole numbers are:
1. The odd whole numbers: t,3,5,7,...
2. The even whole numbers: 0,2,4,6, ...
3. One-digit whole numbers: 0,L,2,3,...,9
4. Whole-number multiPles of 5: 0, 5, 10, 15,20, . . .
5. Whole numbers less than 6: 0, t,21 3, 41 5

Symbols for Operations

The basic operations in arithmetic are addition, subtraction, multi-
plication, and division. An operation is a procedure or a rule that re-
lates elements in a set.
We commonly use an operation to work with two elements at a time.
some operations performed on two elements are bina.ry operations. In
a binary operation, two elements from a set are replaced by exactly one
element from the set.
 Numbers, Sets, and Operations 3

For example, in the addition of the whole numbers 8 and Z, we re-

place 8 and 7 by exactly one whole number, 15. Here, the set is the set
of whole numbers, and the operation is addition. In a binary operation,
every problem must have an answer, and there must be only one an-
swer. We use the wotd unique to mean "one and only one."
Using the + symbol for addition, we write 8 + 7 : 15. Since adding
two whole numbers always gives a unique whole-number result, addi-
tion is a binary operation for whole numbers.
Note that even when we are finding the sum of three or more num-
bers, we still add just two numbers at a time:
2+3r7:(2+3)+7:5+7:L2
In the subtraction of the whole numbers 8 and 7, we replace 8 and
7 by a unique whole number, 1. Using the - symbol for subtraction,
we write 8 - 7 : 1. If the order of the elements 8 and 7 were reversed,
the replacement would not be found in the set of whole numbers. There
is no whole number associated with 7 - 8. Because there are pairs of
whole numbers whose difference is not a whole number, subtraction is
not abinary operation for whole numbers. In the future, you will study
a set of numbers for which subtraction is a binary operation.
In a binary operation, the ord.er of the elements is important. Two
elements in a particular order form an ordcred pair. Later in this book,
we will use the notation (a, b) to show that o is the first element and
b is the second element of an ordered pair. For now, we will show a
binary operation in symbols as:

,/+\\
axS:c
First element I Second element Unique answer
from the set II from the set from the set
Operation
symbol

O Definition. A binary operation in a set assigns to every ordered

pair of elements from the set a unique answer from the set.

In the study of mathematics, we will identify many diferent binary

operations. Notice now how we have used letters to illustrate a general
statement we wish to make. In this way, we are not restricted to ex-
amples using specific numbers. Also, we have used * as the symbol for
a general operation. The symbol for any particular binary operation
can take its place.
 Integrated Mathematics: Course I

Symbols for Arithmetic Operations

Since the symbols for arithmetic operations are used in the study of
other branches of mathematics such as algebra, geometry, and proba-
bility, it is important to know the words used to describe these oper-
ations and their results.
Operation Symbol Result

addition T sum
subtraction difference
multiplication X product
division + quotient

A particular operation can sometimes be shown by the use of differ-

ent symbols. For example, to indicate multiplication, a centered dot,',
can be used or the second number or both numbers can be placed in
parentheses with no multiplication symbol.
6x2:L2 or 6'2:I2 or 6(2):12 or (0(2):12
Division can also be represented symbolically by using a fraction
where the numerator, or first element of the ordered pair, is divided by
the denominator, or second element of the pair. We can write:

6+2:3 o" !=a

Numerical Expressions
A nurnerical expression is a way of writing a number in symbols'
The expression can be a single numeral or it can be a collection of nu-
merals with one or more operation symbols. For example:
6+2 18-1,0 4x2 640+80
2x2x2 2+2+2+2 Lx7+1 8

Each of these numerical expressions is a way to indicate the number

8. In general, every numerical expression is a way of naming a number'

MODEL PROBLEMS

In 1 and 2, each row contains four numerical

expressions. Three of
the four represent the same whole number. Which expression does nof
represent that number?
1.8+4 3x4 12+l D+O
 Numbers, Sets, and Operations

Solution: In order, the expressions represent 12, 12, 12, and 11.
Therefore, 5 + 6 does not represent the same number that the other
expressions represent. Answer: 5 + 6

2.0+8 8-0 8+0 8x1

Solution: The first, second, and fourth expressions represent 8. The
expression 8 + 0 does not represent any number, since division by
zero is not possible. Remember, however, that 0 + 8 : 0.
Answer: 8 + 0

3. From the quotient of 10 and 2, subtract 1.

Solution:
First, divide 10 by 2. 10+2:5
Then, from the result 5, subtract 1. 5 - | : 4 Answer: 4

4. Add 6 to the product of 3 and 9.

Solution:
First, multiply 3 by 9. 3x9:27
Then, add 6 to the product 27. 27 + 6:33 Answer: 38

EXERCISES

In 1-16, use the set of whole numbers, symbolized by {0, L,2,3,. . .1,
and the indicated binary operations to find whole-number answers. If
no whole-number answer is possible, write the word Noze.
1.4+8 2.4-8 3.4x8 4.4+8
5.20+20 6. 20-20 7.20x20 8.20+20
9.6+0 10.6-0 11.6x0 12,6+0
13. 78 + 97 14. 93 - 19 15. 27 x 38 16. 594 + 11

In 17-26, use the set of whole numbers to answer the question or to

perform the operations.
17. What is the product of 2 and 8?
18. What is the difference of 12 and 3?
19. What is the sum of 18 and 6?
20. What is the quotient of 10 and 2?
21. From the quotient of 20 and 4, subtract 2.
22. From the difference of 20 and 4, subtract 4.
23, To the product of 20 and 4, add 8.
 Integrated Mathematics: Course I

24. To the sum of 20 and 4, add 8.

25. Subtract 3 from the product of 4 and 8.
26. Add 7 to the quotient of 6 and 3.
ln27-3L, each row contains four numerical expressions. Three of the
four expressions result in the same numerical value. Which expression
has a numerical value different from the other three?
2t.3+6 L2-3 3.3 3-12
28.10+0 10-0 10x0 0+10
29. L4-14 14x0 0+14 14+14
30. 75 x 80 25x 200 40 x 125 8x625
6t2
31. 522 + 29 697 + 4L
476
,9, 36

ln 32-41, write the numeral that answers each of the following. If

no answer is possible, explain why.
32. Name the first counting number.
33. Name the first whole number.
34. Name the successor of the whole number 75.
35. Name the successor of the counting number 999.
36. Name the successor of the natural number 1,909.
37, Name a whole number that is not a counting number.
38. Name a counting number that is nof a whole number.
39. Name the largest whole number.
40. Name the product of the smallest whole number and the largest
one-digit counting number.
41. Name the product of the smallest counting number and the largest
one-digit whole number.

42. In Column I. sets of numbers are described in words. In Column

II, the sets are listed using patterns and dots. Match the lists from
Column II with their correct sets in Column L
Column I Column II
1. Counting numbers a.0, 1,2,...,9
2. Whole numbers b. 0, 1, 2, ...
3. Even whole numbers c.0,2,4,6,.,.
4. Odd whole numbers 4,6,8
d.. 0,2,
5. Even counting numbers e. L,2,3,4,...
6. One-digit whole numbers f. r,2,3,...,9
7. One-digit counting numbers g.1,3,5,7,...
8. Odd whole numbers less than 10 h. 1, 3, 5,7,9
9. Even whole numbers less than 10 i.2,4,6,8,...
 Numbers, Sets, and Operations 7

1.2 THE NUMBERS OF ARITHMETIC

In the set of whole numbers, division is not a binary operation be-
cause some quotients, such as 3 + 2, do not represent whole numbers.
If we consider the set of all quotients of whole numbers for which the
divisor is not zero, we can define another set of numbers, called, the
nurnbers of arithmetic, for which division is a binary operation.

O If a is a whole number and D is a counting number, o + b is

a unique member of the set of numbers of arithmetic.

The whole numbers and the counting numbers are subsets of the
numbers of arithmetic.
The numbers of arithmetic can be symbolized in many different ways.
Fractions: The quotient of any whole number divided by any counting
number can be written as a fraction.

3 + 4 can be written as 9.
4

12 + 5 can be written as I.
o

2I + 7 can be written 21 3
rasTori.
Mixed Numbers: If the quotient of any whole number divided by a
smaller counting number cannot be written as a whole number, then
it can be written as a mixed number. that is. the sum of a whole num-
ber and a fraction.

4 + 3 can be written as 11.

3

L2 + 5 can be written as Z?.

Decimal Fractions: If the quotient is the ,".,1t, of dividing a whole

number by 10 or the product of 10's, the quotient can be written as a
decimal fraction.
4 + 10 can be written as .4 or 0.4.
203 + 100 can be written as 2.03.
Percents: If the quotient is the result of dividing some number by 100,
the quotient can be written as a percent.
27 + 100 can be written as 277o.
35 + 10 : 350 + 100 can be written as 3507o.
8 Integrated Mathematacs: Course I

Many of the numbers of arithmetic can be written in all of these

ways.

29 + 4 :?: zLn : z.zs :,I2Evo

The following are examples of some fractions represented as equivalent

decimals and percents:

I: .ru : 25vo ,a
: 'to : tovo

1-^4/2\ : :
i : .SO : SOVo 10 (o" ;)
.4 (or .40) 4OVo

3-,4/4\
-zs : :
i: 75vo ro= (ot;) : '8 (or '80) Sovo

Other Operations in Arithmetic

There are many operations in arithmetic other than addition, sub-
traction, multiplication, and division. Remember that a binary opera-
tion is simply a way of assigning, to some ordered pair of numbers in
a set, a unique answer that is a number from that set.
Students are often concerned about their average in a subject. To
find an aaerage of two numbers, add the numbers and divide the sum
bv 2.

t !!+y
For example, the average of ?5 and = =
Y = tt.
This is a binary operation. We could rewrite this problem in the form
of the binary operation, a, * b : c. Replacing x, the symbol for the op-
eration, with oug, we obtain the result 75 avg 87 : 81.

O Definition. If o and b are numbers of arithmetic:

AAvg
, a+b
O: z

MODEL PROBLEMS

1. Compute 98 avg 84.

Solution: (1) Add the numbers given. 98 + 84 : t82
(2) Divide the sum by 2. L82 + 2 : 9L Ans.
 Numbers, Sets, and Operations I
2. The high temperature of the day was 33.5" Celsius and the low
temperature was 19"C. What was the recorded average tempera-
ture for the day?

solution: 33.5 avg 19 -

33'5 t 19'0 : W : y:9 : 26.25
222-'
Answer: The records should show 26.25o Celsius.

Sometimes we have to discover which of two numbers is the larger.

Finding the larger of two numbers can be thought of as a binary op-
eration called ma-rimum. For example, the maximum of 13 and 17 is
17. To rewrite this problem in the general form of a binary operation,
a x b : c, replace x with max. The result is 13 max 17 : L7.

O Definition. If o and b are numbers of arithmetic:

o max b : the larger of the numbers o and b

MODEL PROBLEMS

l. Is there more gasoline in the tank of a car when the tank is

i full

or when the tank is I5 futtt

Solution: Answer this problem by evaluatins

| -u* f.
- 1. Change the fractions to
Step 2 s
equivalent forms with a 5 ma* t
common denominator. :3 r;*"":
":
109
:;max*
Step 2. Of the two fractions that have
the same denominator, select
the fraction that has the : 10
larger numerator. 15

Step 3. Rewrite this fraction in its :i e An'

originalform.
10 Integrated Mathematics: Course I

2. Reliable Company's school buses each hold 33 passengers. To trans-

port students to a ball game, how many of these buses are needed
if there are:
a. 50 students? b. 66 students? c. 24 students? d. s students?
Solution: To begin, divide the total number of students by the num-
ber a bus can hold. Then, where necessary, round up; that is, find
the smallest whole number greater than or equal to the quotient.
Answers
50 .17
a' Bg
-33 2 buses

b.# _.) 2 buses

24
c' gg
1 bus

d.s the smallest whole number that is

33
greater than or equal to I33

EXERCISES

In 1-5, write three fractions that are different names for the given
number.
1.4 2.0 3. 0.5 I - .1
o'
4. ;o tn

6. Answer the questions using the symbols 0, 1,

01
1'0'
a. Which represent counting numbers?
b. Which represent whole numbers?
c. Which represent numbers that can be written as fractions?
d. Which are meaningless?
In 7-22, write the number that each numerical expression repre-
sents.

't. 3.7 8. + r.25 35 JI

-+-
oo
.75 9.
8-8 10. -+--
24
L2 _! ! _? 15_1
11.
77 12. 4.65 - 2.25 13. 88 14.
32
15. rzx] 16.
,1
; ";
|
17- =x4 18. 2.5 x .64

19. 6.5 - .35 20. 1.25 x 4 21. 6.28 + 4 22. 60 + 1.25

 Numbers, Sets, and Operations 11

ln 23-54, perform the indicated operations within the set of all num-
bers of arithmetic.
3,1 ti*ra 25.3*ui 7,3
E- t 8-a
27.
4-; 28. ryL1
'i-, 2s. ut - ,L 30. ui-'i
31. ,i"? 4"i ss. zl"zi al"z|
35. zl* el 36. s|*rf 37. zf,+t 38. t +z|
39. 3.7 + .37 40. 1.9 + .09 41. 1.9 - .09 42. 3.2 - .31
43. .8x.5 44. .375 x .8 45. .I25 + 5 46. .008 + .4

47. 3-11 a)
48. 3-L.2 4s. 1.2l-a 50. L2.75 - I
51. r| x.e 52. ? + 1.5 bB. l- nu r.a+]
In 55-66, find the unique answer using the numbers of arithmetic.
55. rf, avs +| 56. 3.4 avg 6.6 Dt. .1
L4aYgi
3

58. 8 avg 3 59. 80 avg 85 60. 2.9 avg 4.1

A1
61. 3."* 3 62. I
""* 3
63. i"ei
64. .5 avg .2 65. 1.8 avg .9 66. .24 avg 2.4
ln67-72, each row contains five numerals. Four of the five are equiv-
alent. Which numeral is not equivalent to the other four?
c
67. .5 .50 .05
10
e b
ivo
68. i .75
^
7iVo
8

69. 1 l0OVo .1 1.0 I

1
I
70. .2 ZVo
5
207o .20
9
71. 9OVo .90
10
.9 .09
D
72. tiu" l25Vo
4
L.25 11
4

In 73-84, find the unique answer using the numbers of arithmetic.

(We will define o max q. : a. as in 3 max 3 = 3.)
73. 8 max 3 74. 8 max 11 75. 8 max 8
76. L.2 max .I2 77. .2 max .15 78. .8 max .30
12 Integrated Mathematics: Course I

79. .4 max .40 80. ;o max

2
u
81. l*.* *
R
1.3 I
82.
i max 83.
b
max 1.6 84.
; *.*:
85. Elaine is offering her bicycle for sale and agrees to sell it to the
person who makes the best offer. Mary Rose offers her $35 and
Barbara offers her $27.50. To whom will Elaine sell the bicycle?
What binary operation did you use to answer the question?
86. On Monday, Pam walked 3 miles in the morning and 1.5 miles in
the afternoon. Anne walked the same total distance as Pam, but
she walked equal distances in the morning and the afternoon. How
far did Anne walk in the morning? What binary operation did you
use to answer the question?
87. A stock clerk is packaging books in cartons for shipment. A carton
can hold 24 books. How many cartons are needed to package:
a. 40 books? b. 75 books? c. 18 books? d. b books?
88. In a school store, pens cost 19 cents each. How many pens can be
bought for:
a. 50 cents? b. 38 cents? c. 12 cents? d. c cents?

1.3 BASES, EXPONENTS, AND POWERS

Factors
When two or more numbers are multiplied to give a certain product,
each number is called a faetor of the product. For example:
Since 1 x : 16 16, then 1 and 16 are factors of 16.
Since 2x8 : 16, then 2 and 8 are factors of 16.
Since 4x4 : 16, then 4 is a factor of 16.
The numbers l, 2,4, 8, and 16 are all factors of 16.

Bases, Exponents, Powers

In the statement 4 x 4: 16, the number 4 is used as a factor two
times. We can rewrite 4 x 4 : 16 as 42 : 16. We read 42 as "four
squared," "four raised to the second power," or "the second power of
four." lr:^ 42, the small 2 above and to the right of 4 tells us that 4 is
to be used as a factor two times. In 42 : 16, 4 is called t]ne base,2 is
called the exponent, and 42 or 16 is called the power. The exponent is
always written in smaller size, to the upper right of the base.
A ba,se is a number that is used as a factor in the product.
An exponenf is a number that tells how many times the base is to
be used as a factor.
 Numbers, Sets, and Operations 13

A power is a number that can be expressed as a product of equal

factors.
In the same way, the product 4 x 4 x 4 may be written 43, which
is read as "four cubed," "four raised to the third power," or "the third
power of four." Since 4 x 4 x 4:64, then 43 : 64. Here,4 is the
base, 3 is the exponent, and 43 or 64 is the power. The exponent 3 tells
us that the base 4 is to be used as a factor 3 times.
Theproduct3 x3x3x 3 The Fourth Power of S
may be written 34, which is read
"three to the fourth power." Since
3a:3x3x3x3:81
3x3x3x3:81,3anames
the same number as 81. We say ,l-exPonent
bur"*34
that the value of 34 is 81, and also
that 81 is the fourth power of 3. - 81+power
A number raised to the first power is equal to the number itself. For
example, 5r : 5 and 4l : 4.
Raising a number to a power is an arithmetic operation, just as ad-
dition and multiplication are operations. Although raising to a power
is defined as repeated multiplication of a base, it can be thought of as
a binary operation. The base is the first element of the ordered pair;
the exponent is the second element of the ordered pair; the power is
the result.
In the general form of a binary operation, a * b : c, the base would
be o, the exponent would be b, and the power would be c. Some hand
calculators and computers use a symbol to show raising to a power:
3 I 4 :81 or 3 ** 4 - 81. However, it is more convenient to write the
expression without an operation symbol simply by raising the exponent
to the upper right of the base: 3a : 81. Examples like 3a : 81 and
43 : 64, in which interchanging the 3 and the 4 gives diferent results,
point out that order is important in this binary operation.

MODEL PROBLEMS

Compute the value of the given expression.

1. 54 2. (.4)3 3 (;)', 4- ('i)'
Solution:
l. 5a:5x5x5 x5:625 Ans.
: .4 x .4 x .4 : .064
2. (.4)s Ans.
3.
/2\2224
l-l :-X-:- Ans.
\3/33e
4. (';)' : l,x \ : f ' Z:1:'i Ans.
14 Integrated Mathematics: Course I

EXERCISES

In L-24, find the value of the given expression.

1. 92 2. 103 or3a
u.d?. 152
/1\ 2 2
5. 105 6. 45 7. t=l
\J/
8. /1\
\t
/1\4
e' (,t)' 11. t-:)
1
r0. /qy t2. /8\

13. (.8)2
\4/
14. (.5)3
u0/
15. (.3)2 16.
\t
(D4
17. (.1)5 18. (.2:|i}2 19. (1.1)3 20. (3.1)2
/
23. (3r)-
/ t \, 1\ 3
21. (2.il2 22. (r*)' 24. {1;}
\
10/ \o/

ln 25-32: a. Find the value of each of the three given expressions.

b. Name the expression that has the greatest value.
25. (5)2 (5)3 (5)4 26. (.il2 (.6)2 (7)2
27. (1.1)2 (1.1)3 (1.1)4 28. (1.0)2 Q.2)2 Q.qz
2s.
c)' (lJ',
e')',
31. (.5)3 (.q2 (.D4
30. (.1)3 (.D2 (.3)1
32. (1.5)3 0.q2 G.2)4

1.4 ORDER OF OPERATIONS

When a numerical expression involves two or more operations, we
need to agree upon the order in which these operations will be per-
formed. To evaluate
5+3x2
One person may wish to multiply Another person may wish to add
first. Then: first. Then:
5+3"'=ir*u 5+3"r=?u"
Who is right?

In order to give a single meaning to the expression 5 + 3 x 2 and

others like it, mathematicians have agreed on the following order of
operations:
1. Simplify powers.
2. Do multiplications and divisions.
3. Do additions and subtractions.
 Numbers, Sets, and Operations 15

We use the above order to evaluate numerical expressions that con-

tain two or more operations. Thus:
5+3x2:5+6
:11
3.22-8:3.4-8
:L2-8
:4

Expressions With Grouping Symbols

In mathematics, parentheses ( ) are used to indicate the meaning of
an expression. For example, (4 x 6) * 7 and 4 (6 * 7) have two
" of 4 and 6, we
different meanings. If 7 is to be added to the product
would write (4 x 6) + 7. But if the sum of 6 and 7 is to be multiplied
by 4, we would write 4 x (6 + 7) or 4(6 + 7). When an operation is
enclosed in parentheses, that operation is performed first. Therefore,
parentheses act as a grouping symbol and can change the order in which
operations are performed.
In simplifying any numerical expression, we first perform the oper-
ations indicated on the numbers within parentheses. For example:
30-(6+5)=30-11 6(4+L)2=6(5)2
:19 : 6(25)
: 150

Besides parentheses, there are other symbols to indicate grouping,

such as brackets, [ ]. The expressions 2(5 + 9) and 215 + 9l have the
same meaning, that is, 2 is multiplied by the sum of 5 and 9. A bar,
or fraction line, also acts as a symbol of grouping, telling us to perform
the operations in the numerator and denominator first.
20-8 :T:4
12 63r
3 3+1 4 2-'z
When there are two or nxore grovping symbols in an expression, we
perform the operations on the numbers in the innermost symbol first.
For example:
5+216+(3-1)31
:5+216+231
:5+2[6+8]
: 5 + 2lt4l
:5+28
:33
16 Integrated Mathematics: Course I

MODEL PROBLEMS

1. Simplify the numerical expression 80 - 4(6 - 4).

How to Proceed Solution

(1) Write the expression. 80 - 4(6 - 4)
(2) Simplify the expression within the
parentheses. :80 - 4(2)
(3) Do the multiplication. : 80 - 8
(4) Do the subtraction. : 72 Ans
2. Evaluate: 5(6 - - 5
4)3
How to Proceed Solution
(1) Write the expression. 5(6 - 4)s - 5
(2) Simplify the expression within
parentheses. :5(2)s - 5
(3) Evaluate the power. : 5(8) - 5
(4) Do the multiplication. : 4O 5
(5) Do the subtraction. : 35 -Ans.
3. Evaluate: 28 + 4 - 28 - 7)2 + 5 x 3

Proceed
How to Solution
(1) Writetheexpression. 28 + 4 - 2(8 - 7)2 +5x 3
(2) Simplify the expression
withintheparentheses. :28 + 4 -2(1)2 + 5 x 3
(3) Evaluatethepower. :28 + 4 -2{o) + 5 x 3
(4) Do multiplication and
: 7 - 2 + 15
division from left to right.
(5) Do addition and subtraction
from left to right. : 5 + 15
: 20 Ans.
 Numbers, Sets, and Operations 17

EXERCISES

In 1-8, state the meaning of the expression in part a and the mean-
ing of the expression in part b and simplify each expression'
1. a.20+(6+1) b.20+6+1
2. a. 18-(4+3) b. 18-4+3
3. a. t, - (t -;) b. 12-3-; 1

4. a. 15x(2+1) b. 15x2+1
D. a.(12+8)+4 b. L2+8+4
6. a.48+($-4; b.48+8-4
l. a.7+52 b. (7 + 5)2
8. a. 4x32 b. (4 x 3)2
In 9-14, use parentheses to express the sentence in symbols.

9. The sum of 10 and 8 is to be found, and then 5 is to be subtracted

from this sum.
10. 15 is to be subtracted from 25, and 7 is to be added to the difference.
ll. 8 is to be multiplied by the difference of 6 and 2.
12. 12 is to be subtracted from the product of 10 and 5.
13. The difference of L2 and 2 is to be multiplied by the sum of 3 and 4.
14. The quotient of20 and 5 is to be subtracted from the product of 16
and 3.

Basic Operations
In 15-20, simplify the numerical expression.

15.6x5-8x2 16.20+20 +5*5

17.36-12+4-l 18.36+ix10 1

19.24-a+UI 20.28+0+4-10x.2
Basic Operations a,nd Powers
In 21-35, simplify the numerical expression.
/t\ 3
21.2x32 22.4x52 29. 81 xG/
24. 64 x (.5)2 25. 23 x L2 26, 102 x 33
27. la x 92 28. rzulll\'
\2/
2s. 52 + 122
30. !62 + 92 31. 132 - 52 32. 202 - t2
33. 6 + 46)2 34.3Q)2+ 6 35. t20 - 6(2)4
18 Integrated Mathematics: Course I

Grouping Symbols
In 36-59, simplify the numerical expression.
36.10+(1+4) 37. 13-[9+1] 38. 36 - (10 - 8)
39. 7(5 + 2) 40. (6 - 1)10 41.20+[]131
48
42.15-3 43.
24-8 17 + 13
44. 25-t0
2
45. 15 - (15 + 5) 46. 3(6+3)-4 47. 25 + 3(10 - 4)
48. 26 - 4[7 - 5] 49. 25+($-1)+3 50. 3(6 + 4)(6 - 4)
51. 100(6)2 - 75 52. (4 + 6)2 53. 2tr4 - (1 + 7)l
54. (20 - tilz DD. t7-(2+3)13 56. 2(4 + 02 - ro
57. 200 - 3(5 - 1)3 58. L2152 - 421 59. (72 - 62)Q2 + 22)

In 60-63: a. Write a numerical expression for each of the following.

b. Evaluate the numerical expression written in answer to part a.
60. The cost of 2 chocolate chip cookies and 3 peanut butter cookies if
each cookie costs 8 cents.
61. The number of miles traveled by Ms. McCarthy if she drove 30
miles per hour for
I no"" and 55 miles per hour for fj nours.

62. The cost of 2 pens at $.38 each and 3 notebooks at 9.69 each.
63. The cost of 5 pens at $.29 each and 3 notebooks at 9.75 each if
ordered from a mail order company that adds 91.75 in postage and
handling charges.

M. Insert operational symbols (+, -, X, +) and parentheses to make

the following statements true.
a.3-2- l:4 b. 1-3-L:4
c. 1-2-3-4:5 d. 4_3_2_1:5
e.6-6-6-6:5 f. 6_6_6_6:6

1-5 PROPERTIES OF OPERATIONS

When numbers behave in a certain way for an operation, we describe

this behavior as a property.

Commutative Property of Addition

When we add numbers of arithmetic, we assume that we may change
the order in which two numbers are added without changing the sum.
 Numbers, Sets, and Operations 19

For example, 4 + 5 : 5 + 4, and ; . i:,n + |. rn"." examples

illustrate the commuta.tiae property of ad.dition.
In general, we assume that for every number o and every number b:

a*b:b+a

Commutative Property of Multiplication

In the same way, when we multiply numbers of arithmetic, we as-
sume that we may change the order of the factors without changing
theproduct. Forexample,5 x 4:4 x 5,a"alx];:i >< j. tt"."

examples illustrate the commuta.tiue propertg of multiplication.

In general, we assume that for every number o and every number b:
a'b=b'a

The General Commutative Property

Recall that o * b : c was the general form used for a binary oper-
ation where a, b, and c were numbers in a set and where x was the
symbol used for the operation. If we can change the order of every pair
of numbers, o and b, in the set without changing the answer obtained,
c, then the commutatiue property holds for the operation x.
In general, when for every number o and every number b:

a*b-b*d,
then x is a commutative operation. However, if we find even one case
where o x b and b * o produce different answers, then the operation * is
not commutative. For example:
The operation subtraction is not commutative because 5 - 4 + 4 - 5.
(The symbol + means is not equal to.)
The operation diuision is not commutative because 8 + 4 + 4 + 8.
Although we are not ready at this time to show that the commutative
property for a particular operation always holds, we can say it ap-
pears that an operation is commutative. For example:
: 7 and 11 avg} : 7, so3avg 11 :
3 avg 11 11 avg3.
1'
2avg 9:5;and 9avg2:5:r,so2avg 9- 9avg2.
20 Integrated Mathematics: Course I

It appears that the commutative property holds for the operation of

averaging two numbers. Or, for every o and b:
aavgb:bavga

Associative Property of Addition

Addition is a binary operation; that is, we add two numbers at a
time. If we wish to add three numbers, we find the sum of two and add
that sum to the third. For example:
2 +5.r or 2 + s.r
;u'iB :; l*;o
Therefore, we see that (2 + 5) + I : 2 + (5 + 8). This example
=o
illustrates the ossociotiae property of addition.
In general, we assume that for every number o, every number b, and
every number c:
(a+b)tc:a+(b+c)

Associative Property of Multiplication

In a similar way, to find a product that involves three factors, we
first multiply any two factors and then multiply this result by the third
factor. We assume that we do not change the product when we change
the grouping. For example:
5x4"'=.;r::i or 5x4"'=;
X*;''
Therefore, (5 x 4) x 2 : 5 x (4 x 2).
This example illustrates the ossociatioe property of multiplication.
In general, we assume that for every number o, every number b, and
every number c:
(a' b\' c: a' (b ' c\

The General Associative Property

In a binary operation, symbolized by x, we work with two numbers
at a time. According to the order of operations, we must simplify op-
erations within parentheses first.
 Numbers, Sets, and Operations 21

In general, when for every number o, for every number b, and for
every number c:
(a*b\*c=a*(b*c)
then * is an associative operation.
Remember that we need to find only one case where (a x b) * c and
a (b * c) produce different answers to say that the operation * is not
x
associative. For example, the operation subtraction is not associative
because (10 - $ - 2 + 10 - (8 - 2). Also, the operation diuision is
not associative because (8 + 4) + 2 * 8 + (4 + 2).
Although we are not ready at this time to show that the associative
property is true for a particular operation, we can say it appears that
the operation is associative.

The Distributive Property

Weknow 4(3 + 2):4(5):20 andalso4(3) + 4(2): 12 + 8:20.
Therefore, we see that 4(3 + 2) : 4(3) + 4(2).
This result can be illustrated geometrically. Remember that the area
of a rectangle is equal to the product of its length and its width.
l+_3______'f+_2__+.l

T T
4 4(3+21 -4

1
l-3+2
l F_3__-]
F-3--|
1E
F-2--t|
This example illustrates the distributive property of multiplication
over addition, also called the distributive property. This means that
the product of one number times the sum of a second and a third num-
ber equals the product ofthe first and second numbers plus the product
of the first and third numbers.
Thus, 4(3 + 2): 4(3) + 4(2).
In general, we assume that for every number o, every number b, and
every number c:
alb+c\=ab+ac and a,b + ac = a(b + c)
The distributive property is also assumed to be true for subtraction:
alb - c): ab - ac and ab-ac:adb-c)
22 Integrated Mathematics: Course I

Observe how we can use the distributive property to find the follow-
ing products:
1. 6 x 23 : 6(20 + 3) : 6 x 2O + 6 x 3 : 120 + 18 : 138
: g(s *:) : e x 3 + e x I : zz + B : Bo
2. e x g*J\3/J
3. 6.5 x 8 = (6 + .5)8 : 6 x 8 + .5 x 8 : 48 + 4 : 52

Notice how we can use the distributive property to change the form
of an expression from a product to a sum or a difference:
l.5h+b):5q+5b 2. 9(a - b) : 9a --9b

Working backward, we can also use the distributive property to

change the form of an expression from a sum or difference to a product:
1. 3c + 3d: 3(c + d) 2.9y-4y:(9-4)y:5,
Note that the substitution principle allows us to replace one expres-
sion by another expression that represents the same number, as in
(9 - 4y : 5y where (9 - 4) was replaced by 5.

Addition Property oI Zero

The true sentences 5 + 0 : 5 and 0 + 8 : 8 illustrate that the sum
of any number and zero is that number itself. These examples illustrate
the addition property of zero.
In general, we assume that for every number o:

a*O=a and O+a=a

We call 0 the id,entity element of addition, or the additit:e id.entity
element, for the numbers of arithmetic. We will also agree that if
a + x : afor any number a, then r : 0.

Muftiplication Property of Zero

The true sentences 4 x 0 : 0 and 0 x 3 : 0 illustrate that the
product of any number and zero is zero. These examples illustrate the
multiplication property of zero.
In general, we assume that for every number o:

o'O:0 and 0'a =0

 Numbers, Sets, and Operations 23

Multiplication Property of One

The true sentences 5 x 1 : 5 and 1 x 9 : 9 illustrate that the
product of any number and one is that number itself. These examples
illustrate the multiplication property of one.
In general, we assume that for every number o:

a'l: a and I a: a
We call I the id,entitg element of multiplication, or the multiplica-
tive id,entity element, for the numbers of arithmetic.

MODEL PROBLEMS

1. Evaluate the number expression 3 x 1 + (8 + 0) and give the rea-

son for each step of the procedure.
Solution:
Step Reason
(1) 3 x 1*(g + 0):3 x 1+ 8 (1) Additionpropertyof 0.
(2) : 3+8 (2) Multiplication property of 1.
(3) : 11 (3) Substitution principle.
Answer: Il

2. Express 6t + t as a product and give the reason for each step ofthe
procedure.
Solution:
Step Reason
(1) 6t + t:6t + lt (1) Multiplication property of 1.
(2) :(6+1), (2) Distributive property.
(3) : 7t (3) Substitution principle.
Answer: 7t

EXERCISES

1. Name the number that is the additive identitv element for the
numbers of arithmetic.
2. Name the identity element of multiplication for the numbers of
arithmetic.
 Integrated Mathematacs: Course I

3. Give the value of each number expression.

a.9+0 b.9x0 c.9x1 d.r?x0 e.0+', t.t"'U
In 4-20: a. Give a replacement for the question mark that makes
the sentence true. b. Name the property illustrated in the sentence
that is formed when the replacement is made.
4.8+6:6+? 5.17x5:?x17
6. (3 x 9) x 15 : 3 x (9 x ?) 7. :
6(5 + 8) 6(5) + ?(8)
e' /1+1\+1:r+/l+1\
8. \lJ o/'2 ' \o z/ e- 4+o:?
f0. 3(r + 5) : 3r + 3(?) 11. (3x7)+5:(?xB)+5
12. (19 x 2) x 50 : ? x (19 x 2) 13. (19 x ?) + 50 : 19 + 50
14. 3(8 + 2) : (? + 2)3 15. (5+?)+2:5+(6+2)
16.
1-^1 r7.Ixro:10x?
=avg6:?avg-
2 ' '2
18. :
3(v + ?) 3v 19. ?x:x
20. (7 max 9) max 4 : 7 max (? max 4)

In 21-30, state whether the sentence is a correct application of the

distributive property. If you believe that it is not, state your reason.

21.6(5+8):6x5+6x8 zz.ro(1+]):roxl+l
\2 5t 2 5
23.(7+9)5:7+9x5 24.3(r+5)=3r*3x5
25. Z(y + 6) :2y + 6 26.6+2)a:ba*2a
27. 4a(b + c) : 4ab * 4ac 28. 4bG - 2):4bc - 2
29,8m+6m: (8+6)m 30. l4x - 4x : G4 - 4)x

In 31-36. a. Tell whether the sentence is true or false. b. Tell

whether the commutative property holds for the given operation.
31. 357 + 19 : 19 + 357 32.2+L:L+2
/ r\ / 1\
33.25-7:7-25 34. (18)(2;) = (2;)(18)
\z/ \z/
ato.
2332 36.5-0:0-5
510105
ln 37-42, a. Tell whether the sentence is true or false. b. Tell
whether the associative property holds for the given operation.
37. (73 x 68) x g2 : 73 x (68 x 92)
38. (24+6)+2:24+(6+2)
 Numbers, Sets, and Operations 25

39. (19-8)-5-19-(8-5)
40. (9 + .3) * .7 : I + (.3 + .7)
41. (8+4)+2:8+(4+2)
42. (40 - 20) - 10 : 40 - (20 - 10)
43. If r * s = r: a. What is the numerical value of s? b. What is the
numerical value of rs?
44. If xy : r, what is the numerical value of y?
45. If xy : 0 and x * 0, what is the numerical value of y?

In 46-51, complete the sentence so that it is an application of the

distributive property.

46.9(7+3):- 47. :'],-xf,+12xI

48.4(p+q):- 49. 2x-2y
50. 8t + t\t 51. (L5 - 7)m

52. Which is an illustration of the commutative property of addition?

(1)a+0:a (2)a(b *c):ab+ac
(3)a+b:b+a (4)(a+b)+c:a*(b+c)
53. Which statement illustrates the associative property of multipli-
cation?
/r\
(1) 2(;) : 1 Q) 2(3 + 4) : 2(il + 2(4)
(3) 2(L):2 (4) 2(3 . 4): (2 . 3)4
54. a. Find the unique solution of (10 avg L4) avg 2.
b. Find the unique solution of 10 avg (I4 avg 2).
c. Are the solutions in parts a and b the same or different?
d. Does it appear that the operation of averaging two numbers is
associative?
55. Place parentheses to make each statement true.
a.3x2+I+3:3 b.4x3+2*2:3
c.8+8+8-8x8:8 d.3+3+3x3-3:1
e.3+3+3x3-3:0 f.0x12x3-16+8:0

1.6 COMPARING NUMBERS

In our daily lives, we are often asked to compare quantities. Which
is cheaper? Which weighs more? Who is taller? Which will last longer?
Are they the same size? The answers to these questions are given by
comparing quantities that are stated in numerical terms.
26 Integrated Mathematics: Course I

Symbols of Inequality
If two numbers are not equal, the relationship between them can be
expressed in several different ways.

Symbol Example Read

8>3 8 is greater than 3

3<8 3 is less than 8
3>8 3 is not gteater than 8
I 8{3 8 is not Iess than 3
8>3 8 is greater than or equal to 3
3<8 3 is less than or equal to 8
+ 8+3 8 is not equal to 3

Notice that in an inequality lhe symbols ) and < point to the smaller
number.
When we say 8 max 7 : 8, we are comparing the numbers 8 and 7,
and saying that the first element, 8, is greater than the second ele-
ment. 7. Thus:
8max7:8 and 8>7
are different ways of stating the relationship between 8 and 7.
In the case of 3 max 8 : 8. the first element 3 is less than the second
element 8. Thus:
3max8:8 and 3<8
are different ways of stating the relationship between 3 and 8.
In general, if omax b : aand o * b, then a > band b < o.

MODEL PROBLEMS

In 1-6, tell whether the statement is true or false.

l. 6+7 +15 True Ans. 2. 0 +8-8 False Ans.
3. 8+6 > 10 True Ans. 4. 3 x 6 < 10 False Ans.
5. 20 + 5 < 8 True Ans. 6. t5 - 13 4. 7 False Ans.

In 7 and 8, write three true statements to compare the numbers in

the order given.
7. 8 and 2 Answer: 8 > 2;8 + 2;8 I 2
8. 12 and 12 Answer: L2 : 12: t2 * 12: 12 4. 12
 Numbers, Sets, and Operations 27

EXERCISES

In 1-5, state whether the inequality is true or false.

1. 8+5+6+4 2.9+2+2+g 3. 6x0+4x0
4. The sum of 8 and 12 is not equal to the product of 24 and,4.
5. The product of 5 and 4 is not equal to 5 divided by 4.
In 6-11, write the inequality using the symbol > or the symbol <.
6. 25 is greater than 20.
7. 12 + 3 is less than 20.
8.6-Bislessthan5*4.
9. 80 + 4 is greater than 6 + 3.
10. The sum of 9 and 4 is less than the product of 10 and 5.
11. The sum of 8 and 7 is greater than the quotient 20 divided by 5.
In L2-14, express each inequality in words.
12.9+8>16 13. 12-2<4x7 14.5+24 {90+3
In 15-23, state whether the inequality is true or false.
15. 20-4<5+8 16. 6x0>3+5 17. 18+0>4+0
18. 2.05<20.5 re. i**..t 20. B-.25>2t
21. 4.6-2.t>1.5+.9 22. 8x.5 s6+!
'll
23.;*;>r-; 1

In 24-32, replace the question mark with a numeral that will make
the resulting statement true.
24.5+?+ll 25.?-7>3 26.15+5<?+2
27. 8t; +6-? 28. 10+?<10 29. 4-.7{1x?
30.3max?:7 max5 31.3avg?:7 avgS
32.7-?:7xr
In 33-41, write three true statements to show the comparison of the
numerals, using the order in which they are given.
33. 8 and 14 34. 9 and 3 35. 15 and 15
36. .11 and .6 37. .3 and .21 38. .8 and .80
3e. .8 and .08 40.
I a"d 1 nt. ] ]
'"a
 , r,LT'u,

28 lntegrated Mathematics: Course I

42. Paperbacks can be purchased from a local bookstore for $1.35 each.
A mail order catalog has the same selection of books for $1.10 each
plus $2.00 per order for postage and handling.
a. Which is the less expensive place to purchase books if 5 books
are to be purchased?
b. Which is the less expensive place to purchase books if 12 books
are to be purchased?
c. Which is the less expensive place to purchase books if 8 books
are to be purchased?
43. A local photo shop will develop pictures for $.20 for each print. A
roll of film can be mailed to a company that charges $.12 for each
print plus $1.50 for postage.
a. Which offer is better if a roll of 15 pictures is to be developed?
b. Which offer is better if a roll of 24 pictures is to be developed?
44. A typist is offered a wage of $1.50 per page or $7.50 per hour'
a. What is the better offer if he can type 5 pages in an hour?
b. What is the better offer if he can type 6 pages in an hour?

1.7 NUMBER LINES

If we think of a straight line as a set of points, we can assign all the
numbers of arithmetic to points on the line. This line, called a number
line, is a useful tool in comparing numbers and in understanding some
of the operations of arithmetic.
To build a number line, we begin with two points. We label the first
point 0 and the second point 1. Then, using the length of the segment
from 0 to 1 as a unit measu.re, and going in the direction of 1, we con-
tinue along a straight line, marking equally spaced points. Since every
segment between adjacent points is equal in measure to the unit seg-
ment, we assign the numbers 2, 3, 4, and so on, to these points. An
arrowhead indicates that the number line extends without end, just as
the set of whole numbers is endless.
A number line can go in any direction, but horizontal and vertical
lines are most commonly used. On a horizontal number line, the num-
bers increase as we move to the right. On a vertical number line, the
numbers increase as we move up the line.
Consideranumberlineon ! ?
3 I3 I3
which points have been associ- , ,t
ated with whole
"J;:;'."ii;;
dividetheintervalsbetween
v 4 t f t 28lz
whole numbers into halves, thirds, quarters, etc., we can label addi-
tional points as shown.
In this manner, we can assign fractions, decimals, mixed numbers,
and, in fact, all of the numbers of arithmetic to specific points on the
 Numbers, Sets, and Operations 29

number line. The number that is associated with a point on the number
line is called the eoord,ina.te of that point. The point on the number
line that is associated with a number is called the graph of that num-
ber.
No matter how close two points may be on a number line, there is
always an endless number of points between them. Since there are in-
finitely many points between any two points, there are infinitely many
numbers that can be named between any two given numbers.
While it is true that every number of arithmetic can be associated
with a point on a number line, there are some points that are not as-
sociated with the numbers of arithmetic. You will study these points
and the numbers with which they are associated later on in this course.

Ordering Numbers on a Number Line

Consider the binary operation 4 max 2. When the two numbers in-
volved are graphed on a standard horizontal number line, the larger of
the two numbers appears to the
right of the smaller; the smaller of
thetwonumbersappearstotheleft O 1 2 3 4 5 6 7
of the larger.
Thus, since 2 < 4, the graph of 2 is to the left of the graph of 4.
Also, since 4 > 2, the graph of 4 is to the right of the graph of 2. We
say that the phrases less thq.n and. greater than express an order re-
lation illustrated by the order in which the numbers appear on a num-
ber line.
The statement "4 is between 2 and,6" means 4 > 2 and 4 < 6. These
two inequalities can be combined into a single expression, 2 < 4 < 6,
which is read as "2 is less than 4 and 4 is less than 6" or as "4 is
between 2 and 6." We may also express this relationship as 6 > 4 > 2.

MODEL PROBLEMS

1. Use the number line in the figure to N U M B E R S

answerpartsa-d. #
oltlz!s
Answers
a. Name the number assigned to point S. B
b. Name the coordinate of point M. 1

c. Name the point that is the graph of

|. U

d. Name the point that is the graph of lj. B

30 Integrated Mathematics: Course I

2. On the number line shown at the

right, locate the points that can be
associated with the following num-
bers:
8.: 3
1,-20d.
b..C C.-2t) e. 1.8
4
Answer:
a. Point G, which is
i of the way M GR A PHT
fuom M to A.
#
o12
b. Point B, which is I of the way
/ f\
from M to A. (Remember that .5 names the same number as i'l

c. Point A. (Remember that

fi ,,"-", the same number as 1.)

d. Point P, which is J of the way from A to ?.

e. Point f/, which is I of the way from A to ?.
/ 4\
(Remember that 1.8 names the same number as ti.)

Answers
3. a. How many whole numbers are
there between 3 and 6? Two
b. List these numbers. 4,5

4. a. How many numbers are there

between 3 and 6? Infinitely many
b. List four numbers between i1.Dr
13 - -1
Or O;
3 and 6. 5,
(There are many other
possible answers.)

EXERCISES

In 1-3, name the number that can be associated with each of the
labeled points on the number line.

l. olt
 Numbers, Sets, and Operations 31

BEATS
2.
v33l
^!2-1
HtsADY
o1
4. Draw a number line and on it locate the points whose coordinates
are:
13 6 911 13681316
,D. -.
^. r,r,r,r,, .
4 4'4'4' 4' 4

:, ?, *, z!, s?
". :,oooDcD d. .1, .3, .7, L.0,2.7,3.4
I 1 3 .1 25
e
f.. 1 1 5 ? r! r*
". i,;,;, r;,2.25,; i, 3, tz, 6, zt, o.to
In 5, use the following number line:
ABCDEFGHIJKLM
oiStrZSlz;fi3
5. Name the point that is the graph of the number:
a. 1 b. : t: d.r; e. .5 f. I.25 g. 2.75
".
In 6-17: a. State whether on a standard number line the graph of
the first number lies to the left or to the right of the graph of the second
number. b. state whether the first number is smaller or greater than
the second by writing the two numbers with the symbol < or > be-
tween them.
6. 12,18 7. 2g,2g 8. 9.!
2'z e. i,;
ro. t3, u* ll. s.e, 1.g t2. 3.1, 9.3 13. .5, .05
14. 11, 110 15. .47, 4.7 16. 6.4,6.45 r7. .95, .905

In 18-26, arrange the numbers in proper order so that they will ap-
pear from left to right on a number line.
18. 16,4 le. ;,i 20. 2.5,3.2
2r. zl, z.a 22. 2,3,9 23. 9,6, 11

24. L^,1r,? 25. 3.2,2.6, 4.3 26. lf,, S.ZS, S)

32 Integrated Mathematics: Course I

In27-35, select the number that is between the other two numbers.
Then, rearrange the numbers to show the proper ordering:
(a) using the symbol < (as in 2 < 3 < 5);
(b) using the symbol > (as in 5 > 3 > 2).

27. 13, 17, s 28. +|,Al

Sl, 29. 4.7,6.6,5.s
11
30. +[, +.s, s) 31. 0, .L, .12 92. .5, .05, .55

ss. i, :, ; s4. ], .s, .ra 35. .eoe, .e, 'e1

1.8 OPERATIONS IN GEOMETRY

Just as there are operations in arithmetic, there are operations in

other branches of mathematics. Many of the binary operations in ge-
ometry depend on arithmetic. In this section, we will discuss only a few
examples of operations in geometry. Many more will be found in later
work.

Sets of Points
A line is a set of points. unless it is otherwise stated, the word line
will mean a straight line.we usually think of a straight line as the set
of points that is suggested by a stretched string or the edge of a ruler.
But a stretched string and a ruler are limited in length, whereas a line
extends endlessly in both directions.
To name a line, we use two capital let-
ters that name any two points on the A B C
line. Thus, the line shown is the line AB,
the line ACr1g the line BC. Line AB can
be written aa. rne arrowheads on the diagram of the line and on the
symbol for line tell us that the line continues without end.

Line Segments
A line segment can be thought of as a part of a line.

o Definition. A line segment is the set of points consisting of two

points on a line, called endpoints, and all points on the line between
the endpoints.
 Numbers, Sets, and Operations 33

A line segment whose endpoints are A

and B is called segment AB or segment BA.
Segment AB can be written as AB and ser'- B
ment BA can be written as BA.

Measure of a Line Segment

To find the distance between two points, A and B, we place a ruler
so that it touches both points. we read the numbers that are associated
with points A and B. or we think of them as points on a number line
to which coordinates have been assigned.
In the figure, when 0 is asso-
ciated with A, 3 is associated
with B. The distance between A 1 2 3 4
and B is 3 units. This can be
written AB : 3. We can find the
distance by subtracting:
AB:3-0:3
If we use the same ruler but A
place A at 5, then B is at 8. We
can find the distance 3 bv sub- 5 6 7 8 9
tracting 5 from 8:
AB:8-5:3
In each case, we subtracted the smaller number from the larger one.
It does not matter which coordinates are associated with A and B. The
distance will be 3 if we use a ruler or number line having this same
scale. Note that the distance from A to B is exactlv the same as the
distance from B to A.

O Definition. The distance between any two points on a number line

is the difference between the coordinates of the two points, always sub-
tracting the smaller coordinate from the larger one.

o Definition. The measure of a line segment is the distance between

its endpoints.

Finding the distance between two points is a binary operation that

makes use of subtraction. However, we may have to change the order
of the numbers to place the larger coordinate first and the smaller co-
ordinate second.
34 Integrated Mathematics: Course I

Midpoint of a Line Segment

A line segment is a set of points. In this set, there is a unique point
(one and only one) called the midpoint.

o Definition. The midpoint of a line segment is a point of that seg-

ment that divides the segment into two segments that have the same
length.
We say that the midpoint bisects the segment.
In the figure below, if M is the midpoint of AB, then AM : MB'
#
AMB
We can use a number line to see that this operation in geometry relates
directly to a binary operation in arithmetic. For example, place a num-
ber line so that coordinate 0 is at A, coordinate 6 is at B, and AB : 6'
If we wish to find the midpoint M of AB, we must find the point M
such that AM : MB. Since the length of segment AB is 6 - 0, or 6,
point M must be 3 units from A and 3 units from B. Hence, the coor-
dinate of M must be 3.
Notice that the binary operation auerage takes the ordered pair 0
and 6 and assigns the number 3 as the result: 0 avg 6 : 3.
M

o1234567
Using the same number line, let us place AB so that the coordi-
nate of A is 5 and the coordinate of B is LL. AB is still 6 because
11 - 5 : 6. Once again' point M must be 3 units from A and 3 units
from B. Hence, the coordinate of M must be 8.
Here, too, the binary operation auerage takes the ordered pair 5 and
11 and assigns the number 8 as the result: 5 avg 11 : 8.

Half-Lines and Rays

Each point on a line separates the line into two opposite sets of points
called half-tines. since opposite half-lines have no points in common,
the point of division does not belong
to either half-lile, In the diagram,
point C divides AB into the half-line
that contains A and the half-line that contains B'
 Numbers, Sets, and Operations 35

O Definition. A ray is a part of a line that consists of a point on the

line, called the endpoint, and all of the points on one side of the end-
point.

A ray is named by the endpoint

and any point in the halfJine. The A CB
diagram shows ray AB (written
AF). Since C is also a point of the same ray, AB may also be called
AC. Note that the endpoint of the ray is always written first.

Angles
O Definition. An angle is a set of points formed by two rays having
the same endpoint. The common endpoint of the two rays is called the
vertex of the angle. Each ray is called a side of the angle.

In the diagram, EE and, A-D have a com-

mon endpoint, A. We call the angle formed by
these rays angle BAD or angle DAB. Notice
that in each case, the letter that names the
vertex is between two letters, one from each
of the rays that form the angle.
When only one angle is shown at a given
vertex, we may also name the angle by using just the letter of the ver-
tex. Using the symbol z for angle, we may also call the angle shown
above zA,

Measuring Angles
We use a protractor to determine the measure of an angle. Most
protractors use a degree as the unit of measure. Although there are
other units used to measure angles, in this book the measure of an
angle will always be given in degrees.
Place the protractor so that
the vertex of the angle is at the
center of the protractor and one
side of the angle is aligned with
0 on either the inner or the outer
scale of the protractor. On the
same scale. read the number at
the point where the other side of
the angle meets the protractor.
36 Integrated Mathematics: Course I

The measure of the angle shown in the figure is 50o, which is written
mzBCA : 50.
Notice that even if one side of the angle is not aligned with 0, we
can find the angle measure with the protractor. Place the protractor so
that the vertex ofthe angle is at the
center of the protractor. Choose
either the inner or the outer scale.
Read the numbers at the points
where the rays of the angle meet
the protractor. The measure of the
angle is the difference between
these numbers, always subtracting
the smaller number from the larger.
Thus, the measure of zBCA is
(110 - 60)" or (120 - 70)" or 50'.
We can think of finding the measure of an angle as a binary oper-
ation that makes use of subtraction. However, we may have to change
the order of the numbers to place the larger number first.
If the two rays of an angle are dif- 180"
ferent rays of the same line, the angle
is called a straight angLe. When we
use a protractor to measure this an-
gle, the rays will meet the protractor at 180 and 0. Therefore, the mea-
sure of a straight angle is (180 - 0)' or 180'.
mzPQR: 180 Angle PQR is a straight angle.
With Q as the endpoint, draw ray QS
that divides zPQR into two angles of
the same measure. Since the measure of
zPQR is 180o, the measure of each of
the angles into which it is divided is 90'.
An angle whose measure is 90' is called
a right angle.
mzPQS: 90 Angle PQS is a right angle.
mzRQS :90 Angle EQS is a right angle.

MODEL PROBLEMS

In 1-3, use the number line and the associated points to find the
distances named.

2345678910 l',t 12
 Numbers, Sets, and Operations 37

Solutions
1. CD Since 2 is at point C and 10 is at point D, the distance
CD:10-2:8.
2, DC Again, 2 is at C and 10 is at D. Subtract the smaller number
from the larger: DC : 10 - 2 : 8
3. CR CR:7 - 2:5
4. The coordinate of P is 12 and the coordinate of 7 is 15. Find the
coordinate of M, the midpoint of -PT.
Solution: The coordinate of M is the average of 12 and 15.
27 1
t2 avg15: l2+L5
Z
:T:l3rAns.

5. The midpoint of RS is K. The coordinates of ,R and K are 5 and 12,

respectively. Find the coordinate of S.
Solution: Since K is the midpoint, RK : ,I(S.
RK : L2 - 5: 7. Then, KS must equal 7. I 5 :
Add this distance 7 to the coordinate 12 to 5 ,lz
obtain the coordinate 19 at point S.
Answer: 19

6. In the diagram, .E is a point on DF.

a. Name three angles.
b. Name the straight angle.
Solution: DEF
a. zDEG or z-GED, zGEF or zFEG, zDEF or zFED
b. zDEF is the straight angle.

EXERCISES

In 1-6, use the number line shown.

SIMPLEWORK
567891011121314
Ex. 1-6
1. Find the distances named:
a. SZ b. MR c. MS d.. OK e. KS f. PI
2. Name the midpoint of the segments given:
a. SL b. MR c. MS d. -OP e. ES- f. PI
38 Integrated Mathematics: Course I

3. Name four segments on the line whose midpoint is L.

4. If X is a point such that E is the midpoint of PX, what coordinate
is assigned to point X?
5. If Y is a point such that R is the midpoint of PY, what coordinate
is assigned to point Y?
6. If Z is a point such that K is the midpoint of SZ, what coordinate
is assigned to point Z?

In 7 and 8, the points named are spaced at equal intervals so that

TO : OU : UG, and so on. The coordinate 15 is assigned to point G
in every problem.
TOUGHER
15
Ex. 7-8
7. If the coordinate 12 is assigned to point U, find the distances
named.
a. UG b. GH c. UH d,. TE e. RO f. GO
8. If the coordinate 13.5 is assigned to point U, find the distances
named.
a. UG b. GH c. UH d.. TE e. RO f. GO

In 9-16, the coordinates of A and B, the endpoints of AB, are given.

Find the coordinate assigned to X, the midpoint of AB.
9. 5
3 and 10. 8 and 2 ll. 7 and26 12. 40 and 17
13. 8 and 12.8 14. 8 and 2.8 15. ! a"d i tu. 1n and 5
ln 17-20, AB has a midpoint X. The coordinate of X is 1.5. Find the
coordinate ofendpoint B when the coordinate ofendpoint A is the given
number.
r7. t4 18. 10 te. 20 20. toi
In 2I-28, AB has the coordinate L2 assigned to endpoint A. Find the
possible coordinate(s) assigned to endpoint B for the given length of AB.
21. AB :7 22. AB -g 23. AB:I0 24. AB : L2

25. AB :; 1

26. AB : 1.5 27. AB : .8 28. AB:?

29. Using the figure at the right:
a. Name three rays.
b. Name three angles.
c. Name a straight angle.
d. What is the degree measure of zABC! A
 Numbers, Sets, and Operations 39

30. A protractor is placed as

shown in the diagram.
Find the measure of:
a. zABP b. zABQ Nt'"
c. zPBQ d. zRBP \ "-.P//
/
e. zABC f. zPBC '"-'o

31. Name two right angles

using the rays given in
the figure. Ex. 30-31

1-9 SETS

We speak of sets of numbers in arithmetic and sets of points in ge-

ometry. Sets will play an important role in the algebra, geometry, and
probability you will be studying this year.

The Elements of a Set

When a collection of distinct objects is so clearly described that we
can always tell whether or not an object belongs to it, we call the col-
lection a well-defined collection, or more simply a sef.
A set is often represented by a capital letter. The set can be described
in words. or its members or elements can be listed within braces, { }.
For example, if A is the set of odd counting numbers less than 10, then
we can write:
By description: A : the set of all odd counting numbers less than ten
By listing: A : {1,3,5,7,9}
To show that 3 is an element of A, write: 3eA
To show that 2 is not an element of A, write: 2eA
If the elements of a set form a pattern, we can make use of the pat-
tern and three dots to represent the set. For example, {1,2' 3, 4, ' . .l
names the set of counting numbers while {1, 2,3,4, '..,200} names
the set of the first two hundred counting numbers.
There is still another way of describing the set of the first two
hundred counting numbers. We can use set'builder notation:

{n I n is a countingnumber between 1 and 200 inclusive}

This is read: 11
the set of-- |

all elements nj
such that
n is a counting number between 1 and 200 inclusive
40 Integrated Mathematics: Course I

Notice that the word "inclusive" is used to emphasize that the set
includes the end numbers 1 and 200 as well as the numbers between.
Other examples of sets described by the set-builder notation are:
1. {r I r is a natural number} : {1,2,3, 4,5, . . .\
2. l" I n is an odd whole number) : {1, 3, 5,7,9,. . .l

Kinds of Sets
A finite sef is a set whose elements can be counted, and in which the
counting process comes to an end. Some examples of finite sets are:
1. the set of all students in your mathematics class
2. 12, 4, 6, 8,. . . , 9,200)
3. {, I r is a whole number less than 20}
An infinite sef is a set whose elements cannot be counted, and in
which the counting process does not come to an end. Some examples of
infinite sets are:
1. the set of counting numbers
2. the set of points that are on a straight line
3. 12,4, 6, 9,...)
The emptg Bet, or null set, is the set that has no elements. Some
descriptions of the empty set are:
1. the set of months that have names beginning with the letter Q
2. {x I r is an odd number exactly divisible by 2}
The empty set may be represented by the symbol 6 or by a pair of
empty braces, { }. BV drawing a slash mark through the symbol nor-
mally used for zero, we might think of g as indicating that not euen
zero is a member of this set.
Note that the set {0} is notthe empty set because it does contain an
element, the number 0.

Relationships Between Sets

Set A is equal to set B if every element of A is an element of B and
every element of B is an element of A. In other words, set A and set
B contain exactly the same elements.
Example: A : {1, 3,5,7,91
B : {odd counting numbers less than 10}
C: 12,4, 6, 8, 10)
A: B, butA * Cand B + C
 Numbers, Sets, and Operations 41

Set A and set B are matching sets, or equivalent sets, denoted by

A - B, if each element of set A can be matched with exactly one ele-
ment of set B, and each element of set B can be matched with exactly
one element of set A. When two sets can be matched in this way, we
say that there is a one-to-one correspondence between the two sets.
Example: A {1, 3, 5, 7, 9}
=
B {odd counting numbers less than 10}
=
c = {2, 4, 6, 8, 10}
A - C, B - C, and A - B
Note that equivalent sets have the same number of elements but that
the elements may be different.
If every student in a class were assigned to a seat and there were
no empty seats left over, there would be a match of students to seats
and a match of seats to students. The set of students would be equiv-
alent to the set of seats.
If there were unassigned seats, however, or if there were students
left standing, then there would not be a match of students to seats, and
the two sets would not be equivalent.
Notice that if two sets are equal sets, they are also equivalent sets.
However, if two sets are equivalent sets, they are not necessarily equal
sets.
The universal set, or the universe, is the entire set of elements under
consideration in a given situation and is usually denoted by the letter
U. For example:
1. In arithmetic, U = {numbers of arithmetic}
2. In given situations, like scores on a classroom test, the universal set
may be whole numbers from 0 to 100. U = {O, 1, 2, 3, . . . , 100}

Subsets

Set A is a subset of set B, denoted by A C B, if every element of set

A is an element of set B . For example:
1. The set A = {Harry, Paul} is a subset of the set B = {Sue, Harry,
Mary, Paul}.
2. The set of odd whole numbers {1 , 3, 5, 7, . . . } is a subset of the set
of whole numbers, {O, 1, 2, 3, .. . }.
3. AB is a segment containing a set of points. If M is the midpoint of
AB, then set M contains one point. Set Mis a subset of the set of
points found on the segment AB .
 42 Integrated Mathematics: Course I

Since a subset of a set may contain all the elements of the set itself,
a subset can have the very same elements as the set itself. When this
is true, the two sets are equal. We see, therefore, that every set is a
subset of itself.
Mathematicians can show that the empty set Z is a subset of every
set.
Consider the set A = 1I,2, 3). To list all the subsets of set A, we
i: isen FltP* a simple pattern:
(1) List all subsets of three elements. {1,2,31
(2) List all subsets of two elements. {1, 2} {1, 3} {2, 3}
(3) List all subsets of one element. {1} {2} {3}
(4) List all subsets of no elements. tltt
Eight subsets can be formed from the set {1, 2, 3}. Notice that ll,2l
and {2, 1} are not both listed, because they are simply two ways to
name the same set.

EXERCISES

In 1-3, list the elements of the that is described.

set
1. {days of the week that begin with the letter ?}
2. {even numbers greater than 3 and less than 12}
3. {natural numbers less than 100 that are the squares of natural
numbers)

In 4 and 5, tabulate the elements of the set that is described. Use

three dots when convenient or necessary.
4. the set of all even counting numbers
5. the set of all whole numbers greater than 10 and less than 1,000

In 6-16, state whether the set is a finite nonempty set, an infinite

set, or the empty set.
6. the set of all the people who live in the United States today
7. the set of all women who are 120 cm tall
8. the set of all women who are 120 feet tall
9. the set of points on a line segment, AB
f0. the set of endpoints on a line segment, AB
11. the set of midpoints on a line segment, AB
12. the set of segments that contain the same midpoint M
13. the set of natural numbers less than 1 billion
 -I

Numbers, Sets, and Operations 43

14. the set of natural numbers greater than 1 billion

L5. the set of natural numbers between 0 and 1
16. the set of rectangles
In 17-19, give a description of the given set.
17. {January, June, July}
18. {2, 4, 6,8, 10, . . .}
19. {3, 6, 9, L2,..., 999}
ln20-22, use the symbol : or * to write a true sentence about the
two sets.
20. A : {5, 10, 15,20\ and B : {20,15, 10, 5}
21. C : {1, 3, 5} and D : {I,3,5,71
22. K: {0} and L : a

In23-25: a. Tell whether or not there is a one-to-one correspondence

between the two sets. b. State whether the two sets are equivalent.
23. {6, 7, 8, 9} and {I,2,3, 4}
24. {a, b, c, d} and {x, y, z\
25. {Tom, Dick, Harry} and {Sally, Mary, Sue}
26. a. If set A has three elements and set B has four elements, can
set A and set B be put into one-to-one correspondence?
b. Explain the answer given in part a.
ln27 -37 , tell whether the sentence is true or false. Justify the answer,
27. {Sam, Bill} is a subset of {Joan, Bill, Sam}
28. {6, 7, 8,9} is a subset of {6, 7, 8}
29. A is a subset of {10, Il, L2l
30. {2, 4,61 c {!,2,3, 4, 5, 6}
31. {odd natural numbers} C {odd natural numbers}
32. {squares} c {rectangles}
33. {Y, E, A, S} c {8, A, S, Y}
34. 4 e {n I n is a counting number}
35. 4 e {x I r is an odd number}
36. 5 * {y I y is an even number}
37.5e{y y is an odd number greater than 10)

In 38-41,4 : {13, 14, 15}. Write all the subsets of A that meet the
indicated condition.
38. contain one element 39. contain two elements
40. contain three elements 41. contain no elements
44 Integrated Mathematics: Course I

ln 42-47, list all the subsets of B.

42. B : {b} 43. 3 : {8,7} 44. B : {m, l, g\
:
45. B {0} 46. B: {true,false} 47. B: {1,2,9,41
In 48-50, represent the set by listing its members.
48. {r I r is a whole number less than 6}
49. {n | , is an even whole number between 1 and 9}
50. {, I n is a natural number greater than 4 and less than 12}

1.10 OPERATIONS WITH SETS

Just as we have seen operations in arithmetic and in geometry, there

are operations with sets.

Intersection of Sets
The intersection of two sets, A and B, denoted by A O B, is the set
of all elements that belong to both sets, A and B. For example:
1. WhenA : {1,2,3,4,5} and B: {2,4,6,8, 10},
thenAOBis{2,41.
2. In the figure, two lines called .fF urra 6 irrt"r-
sect. The intersection is a set that has one ele-
ment, point ,8. We write the intersection of the
lines in the example shown .r iE n 66 : n.
Two sets arc disjoint sets if they do not intersect;
that is, if they do not have a common element. For
example: when C : {1, 3, 5, 7} and D : {2,4,6,8},
thenCnD:9.
Remember that earlier a binary operation was shown symbolically
as cr * b : c, where two elements o and 6, under some operation *,
were replaced by a unique element c. When we write, for example,
{1,2, 3} n {1, 3, 5} = {1, 3}, the elements a, b, and, c are sets them-
selves and the operation is intersection, fl. We can think of {!,2, gl ,
{1, 3, 5}, and {1, 3} as elements of a larger set. In this way, we are
taking two subsets from a universal set and performing an operation
that results in assigning a unique subset of that universal set. Thus,
intersection is a binary operation for a universal set.
 Numbers, Sets, and Operations 45

Union of Sets
The union of two sets, A and B, denoted by A U B, is the set of all
elements that belong to set A or to set B, or to both set A and set B.
For example:
1. IfA : 1L,2,3, 4) and B : {2,4, 6}, then A U B : {1,2,3, 4, 6}'
Note that an element is not repeated in the union of two sets even
if it is an element of each set.
2. In the figure, both region .R (vertical shad-
ing) and region S (horizontal shading) rep-
resent sets of points. The shaded parts of
both regions represent I U S, and the
cross-hatched part where the regions over-
laprepresentsRfiS.
3. IfA : {1, 2} and B : {1,2,3, 4, 5}, then the union ofA and B is
11,2,3,4,5).Wecanwrite A U B: {1,2,3,4,5}, orA U B: B.
Once again we have an example of a binary operation, where the ele-
ments are taken from a universal set and where the operation here
is union.

Complement of a Set
T1,e complement of a set A, denoted by A, is the set of all elements
that belong to the universe u but do not belong to set A. Therefore,
before we can determine the complement of A, we must know U.
For example:
1. If A : {3, 4, 5} and U : {1,2,3, 4,5}, then a- : {t, 2} because 1
and 2 belong to the universal set U but do not belong to set A'
2. If the universe is {whole numbers} and A : {even whole numbers},
then A : {odd whole numbers} because the odd whole numbers be-
long to the universal set but do not belong to set A'
3. In the figure, a rectangular plate, before it is stamped
out by a machine, represents the universe. If the key-
hole punched out represents set A, then the shaded re-
gion represents the complement of A. A corresponds to
the metal plate found on the door after the keyhole has
been stamped out.
Although it seems at first that only one set is being considered in
writing the complement of A as A, there are two sets. This suggests a
binary operation, where the universe u and set A are the pair of ele-
ments, where complement is the operation, and where the unique result
is [. The complement of any universe is the empty set.
 Integrated Mathematics: Course I

MODEL PROBLEM

_lf U_: {I, 2, 3, 4, 5, 6, 71, A : {6, 7}, and B : {3, 5, 7}, determine
ANB.
Solution
U : {1,2,3,4,5,6,71
Since A : {6, ?}, then A : {\,2,3, 4, 5}.
Since B : {3, 5, 7}, then B : {t, 2,4,6\.
Since 1, 2, and,4 are elements in both A- and B. we can write:
A nE:1r,2,4| Ans.

EXERCISES

In 1-8,A : {1,2,3},8:13,4,5,6}, and C: {1,3,4,6}. List

the elements of the given sets.
L ANB 2. ANC 3. AUB 4. AUC
5. BNC 6. BnA 7. BUC 8. BUa
9. Using the sets A, B, and C given for Exercises 1-8, list the ele-
ments of the smallest possible universal set of which A, B, and C
are all subsets.

In 10-17, the universe U : ll, 2, 3,4, 5) and subsets 4 : {1, 5},

B : 12,5), and C : {21. List the elements of the given sets.
ro.A lt.E r2.e ts.AuB
V. ANB 15. AUB 16. ANB N.AUE
In 18-33, the universe U : {2,4,6,8}. Subsets include A : 12,4},
B : 12,4,8\, C : {8}, and D : {6, 8}. Indicate the answer to each
set operation by writing the capital letter that names the resulting set.
(Example: A n B: A.) If the result is the null set, write A.
18.AUC 19.BUC 20.CUD 21.AUA
22. AnC 23. BiC 24.CnD 25. AnA
26.BnD 27.4 28.AnD 2s.Dun
30.AUD 3I. BUD 32.BNU 33.BUU
94. Suppose that set A has two elements and set B has three elements.
a. What is the greatest number of elements that A U B can have?
b. What is the least number of elements that A U B can have?
c. What is the greatest number of elements that A fl B can have?
d. What is the least number of elements that A n B can have?
 Numbers, Sets, and OPerations 47

1-11 REVIEW EXERCISES

ln 1-14, perform the indicated operation within the set of the num-
bers of arithmetic.
1. 8.5 + .64 2. 8.5 - .64 3. 8.5 x .64 4. 6+0.2
5.:.: 0.4-3 7. s!" +) 8.
'i*3
9. 7 avg 31 10. 1.2 avg 2 11. 3 max 18 12. .3 max .18

rs. f *." ? tn. z|

"'s I
In 15-20, simplify the numerical expression.
15.20-3x4 16. Qo-il4 t7.8+ 16+4-2
18. (.16)2
ar3
19. 62 + 82 20. 7(9 - t)

In 2I-23, state whether the inequality is true or false.

21.18x0>6+12 zz. (i)'n * zs. ti - .5 < 2.75
In 24-26, arrange the numbers in order, using the symbol <.
24. L.4, 14, .14 25. +,:,i 26. .\02, .012, .2

In27-32: a. Replace the question mark with a number that makes

the sentence true. b. Name the property illustrated in the sentence that
is formed when the replacement is made.
27.8+Q +9):8+(9+?) 28.8+(2 +9):(8+?)+9
29. 3(?) : 3 30. 3(?) : 0
Bt. E(7 + 4) : b(z) + ?(4) 32.5Q+4):(7+4)?

In 33 and 34, points on the number line are spaced at equal intervals
such that ME : ET : ?.R, and so on.
METRICS
rlllllllr
Ex. 33-34

33. If the coordinate 6 is assigned to ? and 9 is assigned to R, find

the distances named:
a. IC b. MR c. MS d. TM
34. Name the midpoint of the segment: a. IM b. n
48 Integrated Mathematics: Course I

35. In the diagram, C is a point on iF and

zACD is a right angle.
a. What is the measure of zACD?
b. What is the measure of a straight
angle?
c. Name a straight angle in the dia-
gram. ACB
d. What is the measure of zDCB?
36. If TE is a segment whose length is 5 and if the coordinate of B is
17, find the possible coordinate(s) for point A.

ln 37-4t, the universe U : {1, 2, 3, 4, 5, 61, set A : {1, 2, 4, 5\,

and setB : {2,4,6}. List the elements of the given sets.
37. AnB 38. AUB 39. A 40.AnB 4r. AnA
42. List the members: {r I r is an odd whole number less than 13}.

In 43-50, for each property named in Column I, match the correct

application of the property found in Column II.

I Column Column II
43. AssociativePropertyof a. 3 + 4 : 4 * 3
Multiplication
44. Associative Property of b. 3 . 1 : 3
Addition
45. Commutative Property of c. 0 . 4 : 0
Addition
46. Commutative Property of d. 3 + 0 : 3
Multiplication
47. IdentityElementof e. 3. 4:4.3
Multiplication
48. IdentityElementof Addition f. 3(4 + 5):3.4 + 3.b
49. Distributive Property g. 3(4 . 5) : (3 . 4)b
50. MultiplicationPropertyof Zero h. (3 + 4) + b: B + (4 + b)
 t)
Chapter I
Problem Solving

We are living in exciting times. Our world is changing at a faster

pace than ever before. Since you will probably see advances in science
and technology that today are only ideas in the minds of creative per-
sons, you cannot foresee some of the kinds of problems you will have
to solve on your job or in your life.
This chapter is about learning to solve problems. The emphasis is
not on any particular type of problem. Rather, the focus is on the tech-
nique that you can use to solve any problem. As you will discover, the
strategies developed here can help you to become a better problem
solver.

General Technique for Solving Problems

In order to solve any problem, it is useful to work through these four
basic steps:
1. Understand the problem.
Read and reread the problem. Be sure that you understand what
information is given and what the problem is asking you to do.
2. Mahe a plan.
Gather and organize the information, discarding whatever is not
necessary for the solution of the problem.
Decide on an approach that may lead to a solution. If several steps
are involved, list them in order.
If possible and appropriate, make an estimate to determine what
a reasonable answer might be.
3. Solue the problem.
Carry out the stePs of Your PIan.
4. Check the solution.
Test your result. Is it reasonable? Does it satisfy the given con-
ditions? Ifyour check shows that you have correctly solved the prob-
lem, you may write your solution as the answer.
49
50 Integrated Mathematics: Course I

Not every problem is solved in the first attempt. If carrying out your
plan does not result in a solution that fulfills all of the conditions or if
it is impossible to carry out your plan, start again. Reread the probrem
for information or ideas that you may have overlooked. Tly another
strategy-a different plan or approach that may lead to a solution.
It is impossible to list all the ways in which a problem may be solved.
The following strategies are some of the more commonly used ones.
They will help you to formulate your plan for solving a problem.
1. Guessing and Checking
2. Using a Simpler Related problem
3. Working Backward
4. Discovering Patterns
5. Drawing Pictures and Diagrams
6. Making Lists and Charts
There is no one "right" strategy for a given problem. Often, a prob-
lem can be solved by any one of several strategies or by combining
strategies. Problems sometimes require that you use familiar ideas in
new ways.
As you work through the remaining chapters of this text and develop
algebraic skills, you will be able to add to these six strategies a seventh
one: using an algebraic equation. Because algebra is important in the
development of advanced mathematics, this algebraic strategy is the
one that you will most often be asked to use in this course.

2.1 GUESSING AND CHECKING

This strategy is often called trial and error. It is particularry useful
when the answer must be a whole number between limits.

MODEL PROBLEMS

1. Find two whole numbers whose sum is 45 and whose difference

is 23.
understand: Read the problem to be sure that you understand what
is given and what you are to find. Recall that sum means that you
add and difference means that you subtract. If the sum of two whole
numbers is 45, the numbers cannot be larger than 4b.
Plan: Pick a whole number less than 45. use this number as a first
trial, and increase or decrease the number as needed.
 Problem Solving 51

Solution: Start with 20, a convenient number that is about half the
required sum. In order that the sum be 45, the other number must
be 25. Their difference is 5. Since you need a much larger difference,
23, you need to make the smaller number much smaller.
Try 10. To have a sum of 45, the other number must be 35. The
difference is 25. This is closer. The difference is now too big, but
only by a little. Make the smaller number a little bigger.
Try 11. To have a sum of 45, the other number must be 34' Since
the difference is 23, these are the numbers that satisfy the condi-
tions of the problem.
Check: 34 + 11 :45
34 - ]-l:23
Answer: The two numbers are 34 and 11.

2. Ann has 8 bills that are five-dollar bills and ten-dollar bills worth
$50. What bills does she have?
Plan: Try possible combinations of five-dollar bills and ten-dollar
bills until you find the combination whose value is $50.
If all 8 bills were five-dollar bills, the value would be $40' Since
this total is just a little too small, you may estimate that you need
a small number of ten-dollar bills.
Solution: Try 7 five-dollar bills : $35
1 ten-dollar bill : $10
total value : S45

Since you need to increase the total value, you need another ten-
dollar bill.
Tly 6 five-dollar bills: $30
2 ten-dollar bills : $20
total value : $50
Check: You checked as part of the solution. Note that the small
number of ten-dollar bills agrees with the estimate.
Answer: Ann has 6 five-dollar bills and 2 ten-dollar bills.

EXERCISES

1. Find two whole numbers whose sum is 60 and whose difference

is 12.
2. Cynthia is 5 years older than her sister Sylvia. The sum of their
ages is 13. How old is each girl?
52 Integrated Mathematics: Course I

3. Anthony has24 coins, all nickels and dimes, worth $2.20. How many
of each coin has he?
4. Mr. Strapp makes stools with 3 legs and with 4 legs. One week, he
used 70 legs to make 18 stools. How many stools of each kind did
he make?
5. The freshmen made 50 corsages to present to their mothers at Open
House. Each corsage used either 2 gardenias or 3 roses. How many
of each kind of corsage were made if 130 flowers were used?
6. T$o different numbers use the same two digits. The sum of the dig-
its is 7 and the difference of the numbers is 27. Find the numbers.
7. Place 40 checkers in two stacks so that, if 5 checkers are moved
from the taller stack to the shorter one, there will be the same num-
ber of checkers in each stack. How many checkers are in the taller
stack?
8. If Shelly gives John $5, they will have the same amount of money.
If John gives Shelly $5, she will have twice as much money as he
will have. How much monev does each have?

2.2 USING A SIMPLER RELATED PROBLEM

If a problem uses large numbers or consists of many cases, it is often
possible to find the solution by first finding the solution to a similar
problem with smaller numbers or with fewer cases.

MODEL PROBLEMS

1. Find the sum of the whole numbers from 30 through 39.

PIan: First, find the sum of the whole numbers from 0 through 9.
Since each number in the sum required is 30 larger, add 10(30) to
the sum of the numbers from 0 through 9.
To estimate an answer, use the fact that, since all but one of the
10 numbers are larger than 30, the sum should be larger than
10(30), or 300. Since all 10 numbers are less than 40. the sum should
be smaller than 10(40), or 400.
Solution: O * I+2+3+4+5+6+7+8+9:45
45 + 10(30) : 45 + 300 : 345
Check: You can use a calculator to check the sum. Notice that the
sum is within the range that was estimated.
Answer: The sum of the whole numbers from 30 through 39 is 345.
 Problem Solving 53

2. A man has 1.00 pennies. He tries to place them all in three stacks
so that the second stack has twice as many pennies as the first, and
the third stack has twice as many pennies as the second. What is
the largest number of pennies that can be placed in each stack and
how many pennies are left over?
Plan: Make the smallest possible stacks and determine how many
such stacks could be made with 100 pennies.
Solution: To make the smallest possible stacks (1, 2, and 4 pennies),
you need 7 pennies.
To find how many such stacks can be made from the 100 pennies,
divide:
100 + 7 : 14, with a remainder of 2
Therefore, you can make each of these small stacks L4 times as
large and use all but two of the pennies:
14(1) : 14 first stack
r4(D :28 second stack
r4(4): 56 third stack
98 pennies

There would be 2 pennies left over.

Check: The second stack has twice as many as the first stack
(2' 14 : 28), and the third stack has twice as many as the
second stack (2 ' 28 : 56).

Answer: The three stacks contain t4,28, and 56 pennies. There are
2 pennies left over.

EXERCISES

l. Dora has a bank that contains 4 times as many quarters as dimes.

The bank contains more than 10 dollars and less than 12 dollars.
How many dimes and quarters are in the bank?
2. Agnes won $10,000. She wants to spend part for a trip and three
times as much as that to make repairs on her house. She also plans
to put twice as much as she spends on her house into a savings
account. How much money does she plan to save?
3. A man wishes to divide his herd of horses among his children so
that each child gets half as many horses as the next older child'
Any extra horses will be sold. The man has 4 children and 48 horses.
How many horses will each child get and how many horses will be
sold?
54 Integrated Mathematics: Course I

4. Find the sum of the whole numbers from 51 through 59.

o. Cookies cost 15 cents each and brownies cost 25 cents each. What
can you buy for exactly $1.50? (Hint: Divide each number by 5 in
order to have smaller numbers.)
6. Donuts cost 30 cents each and pastries cost 24 cents each. What can
you buy for exactly $3.00?
7. In the town of Tranquility, each of the 5,285 families has 0, 1, or
2 children in the local school. The majority of families have 1 child.
Half of the remaining families have 2 children. How many children
from the town attend the local school? (Hint: Try small numbers of
families and assign a number at random to the number of families
who have 1 child.)

2.3 WORKING BACKWARD

This strategy is often useful when you know the result of a series of
events and want to find a value present at the beginning of the series.

MODEL PROBLEMS

1. Bob runs the elevator in an apartment building. He took Mr. Sloan

up 6 floors from the middle floor, on which he lives. Then, Bob went
down 5 floors, where he picked up Mrs. Rice. He took her down 10
floors to the first-floor lobby. What is the number of the floor on
which Mr. Sloan lives?
PIan: Work backward, reversing the course of the elevator. Then,
when you know the number of the middle floor, you will know where
Mr. Sloan lives.
Solution: From the lobby, go up 10 floors to where Mrs. Rice got
on. This is the llth floor.
Go up 5 more floors to where Mr. Sloan got off. This is the 16th
floor.
From the 16th floor, go down 6 floors to where Mr. Sloan got on.
Thus, the middle floor is the 10th floor.
Check: Let Mr. Sloan get on at the 10th floor and follow the original
course of the elevator. The elevator went from the 10th floor up
6 floors to the 16th. From there, it went down 5 floors, to the 11th,
and then down the remaining 10 floors to the 1st floor, or lobby.
Answer: Mr. Sloan lives on the 10th floor.
 Problem Solving 55

2. Ms. McCarthy has misplaced her bank statement for May. Since
there was little activity in her account that month, she is sure that
she can figure out her May 1 balance even before she receives the
duplicate statement that she has requested. She knows that she
withdrew one-third of her funds early in May, and later deposited
a total of $150 on three separate days. She also remembers that her
June 1 balance was $672. What was her May 1 balance?
Plan: To solve the problem, you will need to organize the facts:
1. Ms. McCarthy had withdrawn (subtracted) one-third of the
May 1 balance.
2. She deposited (added) a total of$150. It is not important that she
made the deposits at different times.
3. Her June 1 balance was $672.
Estimate an answer, using rounded numbers and working back-
ward.
1. She had about $650 - $150, or $500, before the deposits.
2. This $500 represents two-thirds of the May 1 balance. Therefore,
one-third of the May 1 balance that she withdrew was about
$250. The May 1 balance must have been about $500 + $250'
or $750.
Solutioni $672 June 1 balance
- 150 total deposits
$522 two-thirds of the May 1 balance
+ 26I one-third of the May 1 balance (half of $522)
$783 May l balance
Check: $783 May l balance
- 261 withdrawal (one-third of $783)
$522 balance after the withdrawal
+ 150 total deposits
$672 June 1 balance
Note that $783 is reasonably close to the estimated $750.
Answer: Ms. McCarthy's bank balance on May 1 was $783.

EXERCISES

1. Yolanda was standing on the middle step of a staircase, painting a

wall. She went up 4 steps to touch up a spot. Then, she went down
5 steps to continue painting. When she finished painting everything
within reach, she went down 6 steps to the 1st step. Which step is
the middle step?
56 Integrated Mathematics: Course I

2. After 4 pickup stops, every passenger seat in a school bus was taken.
Half as many students got on at the second stop as at the first stop,
and half as many got on at the third stop as at the second stop. At
the fourth stop, 5 students got on, the same number as at the third
stop. How many passenger seats were there on the bus?
3. Dolores bought a box of pastries at the bakery. She gave half of
them to friends that she met on her way home. At home, she gave
1 to her brother, ate t herself, and had 2 left. How many pastries
did she buy?
4. Kim won some money. She spent $25 to have her hair cut, and
Ioaned one-fifth of the remaining money to a friend. After she de-
posited two-thirds of what was left in the bank, she still had $40.
How much money did she win?
o. Marsha had some math exercises to do for homework. She did one-
half during study period, two-thirds of those remaining while wait-
ing for her friend after school, and had 3 to finish at home that
evening. How many exercises did she have to do for homework?
6. Dan scored the same number of points in each of the first two quar-
ters of a basketball game, 5 points during the third quarter, and 2
points during the fourth quarter. If he scored 19 points in the game,
how many points did he score during each of the first two quarters?
'1. Of 100 students surveyed, 28 had neither
a dog nor a cat, 18 had
both a dog and a cat, and 32 had a dog but not a cat. How many
students had cats?
8. Of the 200 students in the 9th grade at West High School, 70 study
French and biology, 10 study French but not biology, and 12 study
neither French nor biology. How many students in the 9th grade of
West High School study biology?

2.4 DISCOVERING PATTERNS

Many problems about sets of numbers that follow a pattern can be
solved by making use of the patterns involved.

MODEL PROBLEMS

l. What is the next number in the sequence?

t,2, 4,7, Ll, . . .

Ploz.' Since the numbers are increasing whole numbers, look for
patterns that add whole numbers or multiply by whole numbers.
 Problem Solving 57

Solution: Look for a multiplication pattern. The second number is

twice the first, and the third number is twice the second. However,
the fourth number is not twice the third. Thus, the sequence is not
the result of multiplication by the same number.
Look for an addition pattern.
t24711
+1 +2 +3 +4
Each number is obtained by adding a number larger by 1 than
the number previously added. If this pattern is continued, the next
number is obtained by adding 5 to 11. Using this pattern, the next
number is 16.
Check:L2471116
+1 +2 +3 +4 +5
Answer: The next number is 16.

2. What is the sum of the whole numbers 1 through 80?

Pla.n: One possible solution is simply to add the eighty numbers.
To estimate an answer, consider that of these 80 numbers, the
middle is about 40. Since the numbers below 4O are less than 40 by
the same amount as the numbers above 40 are greater than 40, we
can think of adding 40 eighty times. Thus, 80(40), or 3,200, is a good
estimate of the sum of the first 80 whole numbers.
Now, look for a pattern. If you write the sum of the numbers in
increasing order, each number is 1 more than the one before.
I + 2+ 3+4+5 +...+ 76 + 77 + 78 + 79 + 80
If you write the sum of the numbers in decreasing order, the sum
is not changed but each number is 1 less than the one before.
80 + 79 + 78 + 77 + 76+...+ 5 + 4+ 3 + 2 + |
If you put these two ways of writing the numbers together, the ef-
fect of increasing in one set and decreasing in the other set will
result in no change in the sums of the pairs of numbers from the
two sets together.
1+ 2+ 3+ 4+ 5+...+76+77+ 78+79+80
80+79+78+77+76 +...+ 5+ 4+ 3+ 2+ L
81 + 81 + 81 + 81 + 81 +... + 81 + 81 + 81 + 81 + 81
Notice that by adding the pairs of numbers as shown, each pair has
the same sum.
58 Integrated Mathematics: Course I

Solution: The sum of each pair is 81.

There are 80 such pairs in the double sum.
The double sum is 80(81), or 6,480.
The sum is 6,480 + 2, or 3,240.
Check: You could use a calculator to check this sum. Notice that
the result is close to the estimate.
Answer: The sum of the whole numbers 1 through 80 is 3,240.

EXERCISES

1. Find the sum of the whole numbers 1 through 100.

2. Find the sum of the first 50 even whole numbers.
3. Find the sum of the first 10 odd whole numbers.
4. If a clock strikes once on the half hour and strikes the hour on the
hour (that is, strikes once at one o'clock, twice at two o'clock, and
so on), how many times does the clock strike from 12:15 A.M. to
12:15 p.tvI.?
o. Find the next number in the sequence 7, 3, 7, I3, 2L,31, 43, . . . .
6. Find the next number in the sequence 2,6, 18, 54, t62,486, . . . .
't. Find the next number in the sequence 7, 3,7, 15, 31, 63, t27, . . . .

8. If 4 * 3 :24.8*2:32. and 1* 5 : 10. thenwhatisthe value

of6 * 7?
9. If 2x3:12,3*5:45, and4 * 5 :80, thenwhatisthe value
of3*4?

2.5 DRAWING PICTURES AND DIAGRAMS

A picture can often help you visualize a problem and may suggest a
way to solve it.

MODEL PROBLEMS

l. Mr. Vroman had a rectangular vegetable garden. He decided to in-

crease the size by making the length twice that of the original gar-
den and the width three times that of the original garden. How
many times as large as the original garden is the new garden?
 Problem Solving 59

PIan: Draw a diagram ofthe original garden and ofthe new garden
and compare them.

Solution: Sketch the original garden.

Double the length.

Tliple the width.

The new garden consists of six gardens of the same size as the orig-
inal one.

Check: Assign numbers to the length and width to show that the
relationship does hold.
Original: 1 by 5 Area 5 3 by 4 Area 12
New: 3 by 10 Area 30 9 by 8 Area 72
30 : 6(5) 72 : 6$2)
Answer: The new garden is six times as large as the original one.

2. Saleem planted some trees alongside his family's driveway. If the

distance from the first tree to the last tree was 200 feet and he
planted the trees 50 feet apart, how many trees did he plant?

Solution:

50'

Answer: Saleem planted 5 trees.

60 Integrated Mathematics: Course I

3. Boxes measuring 3" by 2" by 5" are to be packed in a carton whose

dimensions are 9" by 15" by 5".
a. If all the boxes must be aligned the same way, how many boxes
will fit into the carton and still allow the carton to be closed?
b. If the boxes can be placed in any way, how many can fit and still
allow the carton to be closed?
Plan' Since both the carton and the boxes to be put into the carton
are 5" high, draw diagrams to show how the 3" -by-Z" boxes will fit
in the 9"-by-15" space.
Solution:
a.
l-__ib__________i
i
2

22 2 333
3(7) : 2L 4(5) : 20

The diagrams show that, at most, 21 boxes will fit.

Answer: 21 boxes can fit into the carton.

b.

T
I

222222
II

3(6)+4:18*4:22
Answer: 22 boxes can fit into the carton.

EXERCISES

1. Mrs. Rodriguez has a rectangular flower garden that she plans to

enlarge by making the garden four times as long and twice as wide.
How many times as large as the original garden will the new gar-
den be?
 Problem Solving 61

2. One side of a 3O-foot walkway is to be fenced using fence posts placed

6 feet apart. How many posts are needed?
3. The McMahons decided to build a fence along the back of their prop-
erty. They planned to use a post every 8 feet. Since the posts were
more expensive than they had expected, however, they bought 3
fewer posts than planned and placed the posts 10 feet apart. How
many posts did they purchase?
4. A parking lot is 100 feet wide. Traffic markers are placed in rows
so that they are 3 feet apart and so that no marker is closer than
20 feet to the sides of the lot. How many markers are there in a
row?
o. A man built some pens to house his dogs. If he puts 1 dog in each
pen, he will have 2 dogs left over. If he puts 2 dogs in each pen, he
will have 1 empty pen. How many dogs and pens has he?
6. Cora wants to arrange her doll collection on the bookshelves in her
room. If she puts 2 dolls on each shelf, she will have 1 doll left over.
If she puts 3 dolls on each shelf, she will have 2 extra shelves. How
many dolls and how many shelves has she?
7. A milk crate holds bottles in 4 rows of 5. How can you place 14
bottles of milk in the crate so that each row and each column has
an even number of bottles?
8. A milk crate holds bottles in 5 rows of 5. How can you place 11
bottles of milk so that each row and each column has an odd num-
ber of bottles?

2.6 MAKING LISTS AND CHARTS

Problems in which different possible solutions are to be investigated
can often be solved by making organized lists or charts.

MODEL PROBLEMS

1. Three friends, Jane, Rose, and Phyllis, study different languages

and have different career goals. One wants to be an artist, one a
doctor, and the third a lawyer.
(1) The girl who studies Italian does not plan to be a lawyer.
(2) Jane studies French and does not plan to be an artist.
(3) The girl who studies Spanish plans to be a doctor.
(4) Phyllis does not study ltalian.
Can you find the language and career goal of each girl?
62 Integrated Mathematics: Course I

Plan: Make a chart and fill in the information, starting with the
most definite clues first.

Solution: Make a chart.

Jane Rose Phyllis

Language
Career

Clue (2) gives the most definite information about language. After
using that, use Clue (4) to determine the other languages.

Jane Rose Phyllis

Language French Italian Spanish

Career

Now that you know which girl studies which language, Clue (3)
gives definite information about a career choice. After using that,
Clues (1) and (2) determine the other career choices.

Jane Rose Phyllis

Language French Italian Spanish

Gareer lawyer artist doctor

Check: Compare each clue with the chart.

Rose studies Italian anddoes not plan to be a lawyer.
Jane studies French and does not plan to be an artist.
Phyllis studies Spanish and plans to be a doctor.
Phyllis does not study Italian.
Answer: The chart displays the answer.

2. Magda needs 50 cents for a coin machine that takes nickels, dimes,
and quarters. In how many different ways can she have the correct
change?
PIan: List the coins that can be used and all possible combinations
of these coins that make 50 cents.
 Problem Solving 63

Solution: Nickels 10 x 6 o 4 3 2 I 0 0
,|
Dimes U 1 2 0 3 4 2 5 0

Quarters 0 0 0 1 0 1 U 1 0 2

Check: Determine the value of each set of coins to verifv that it is

50 cents.
Answer: Magda could have the correct change in 10 different ways.

EXERCISES

1. Beta has 3 boxes of paper. The first is labeled "white," the second
is labeled "blue," and the third is labeled "assorted." She knows
that these 3 labels correctly describe the contents of the boxes, but
the covers of the boxes were replaced carelessly so that each box
has an incorrect label. She opens the box marked "assorted" and
finds that the top sheet of paper is white. Which incorrect label is
on which box?
2. Mark, Jay, and Fred have each invited a sister of one of the other
two boys to the senior dance. From the clues given below, determine
the name of the girl that each boy has invited to the dance.
(1) No girl is going to the dance with her brother.
(2) Sally is not Mark's sister and is not going to the dance with
Joan's brother.
(3) Marion is Jay's sister.
3. A florist charges $3 for a rose and $2 for three carnations. Carna-
tions cannot be purchased separately. One customer paid 920 for
flowers. What assortments could have been purchased?
4. In how many ways can change for a 920 bill be made in $1, $5,
and./or $10 bills?
5. The 8 bills in Marilyn's purse are worth less than $30. What bills
could she have?
6. The 8 bills in Marilyn's purse are worth less than 930. She makes
a $12 purchase and gives the exact amount in payment. What bills
could she have had in her purse? (Consider the combinations you
found in answer to Exercise 5.)
7. Find the smallest number that will leave a remainder of 1 when
divided by 3, a remainder of 3 when divided by 4, and a remainder
of 4 when divided by 5.
8. Find the smallest number that will leave a remainder of 1 when
divided by 2, a remainder of 2 when divided by 3, a remainder of
3 when divided by 4, and a remainder of 4 when divided by 5.
64 Integrated Mathematics: Course I

2.7 CHOOSING AND COMBINING STRATEGIES

Many problems can be solved by several diferent strategies or by a

combination of strategies.

MODEL PROBLEMS

l. Brian and Linda work at a restaurant that is open 7 days a week.

Brian works for 5 days and then has 2 days of. Linda works for 3
days and then has 1 day off Neither Brian nor Linda worked on
Sunday, April 1, and both worked on April 2. What other days in
April do both Linda and Brian have ofl
Plan 1: Make a chart in the form of a calendar on which you can
mark the days on which each person works.
Solution: Start the chart with a blank for April 1, on which neither
Brian nor Linda worked.
Mark Brian's schedule, beginning with April 2.
Mark Linda's schedule, beginning with April 2.

s M T w Th F s
1 2B 3B 4B 5B 6B n

L L L L L
8 9B 10B 11 B L2B 13B L4
L L L L L
15 16B 178 188 19B 20B 2t
L L L L L
22 238 248 258 268 278 28
L L L L L L

29 308
L

Answer: Brian and Linda will both be off on April 2l and 29.
There are other strategies that you can use to solve this problem.
Plan 2: Make a list of the davs each has off and find the dates that
occur in both lists.
Solution:
Brian is off every 6th and 7th day after April 1. Add 6 and 7 to
the last date that Brian had off.
Brian: 7 I L4 15 21 22 28 29
 Problem Solving 65

Linda is off every 4th day after April 1. Add 4 to the last date
that Linda had off.
Linda: 5 9 13 17 2L 25 29
April 21 and April 29 appear in both lists.
Answer: Brian and Linda will both be off on April 2L and.29.

2. Mr. Breiner has a machine that can harvest his corn in 40 hours.
His neighbor has a larger machine that can harvest the same num-
ber of acres of corn in 30 hours. If they work together, how long
will it take to harvest Mr. Breiner's corn using both machines?
Plan: Use trial and error. To determine a starting guess, estimate
from the facts. The smaller machine needs 20 hours to do half of
the job, and the larger machine needs 15 hours to do half of the job.
Working together, the larger machine will do more than half, and
the smaller machine will do less than half. A good estimate would
be between 15 and 20 hours.
Solution: Try 17 hours and test the result. If the smaller machine
takes 40 hours to do the job, it can do ] of the job every hour and
40
11
*::
in 17 hours. If the larger machine takes 30 hours to do the job,
I -
it can do of^.,the job every hour and-17 in 17 hours. Together, the
,: *
two machines must do 1 whole job.
17 _ 51 68 _ 119
30 L20* r20 L20
40+L7
The result is very close but not exact. The answer is probably a
fractional part of an hour and, therefore, the number of possibilities
to try is endless. This is not a good strategy. However, what you
have done is not lost. It suggests that you need to consider what
part of the work can be completed in t hour. Use the strategy of a
simpler related problem. Use the same problem but change the
question: What part of the work can be done by both machines in
t hour?
You have already seen that, in t hour, the smaller machine can
do
fi and the larger machine can do
,oa
of the job. Together, in
t hour, the two machines can do
noa
** of the job.

11347
40 30 r20 L20 r20
66 Integrated Mathematics: Course I

Now, use the strategy of working backward.

what number is
fit 1?

,*h=1.#:?=ti
1 .-1 :-' L r20 3
Check: Smaller machrne: 40 -'7 40 7 7

1 .-1 1 120 4
Larger machine:
30 ''7 30 7 7

Together:
347. L
i+i:i:
Answer: Working together, the two machines will do the job in
171 hours.

EXERCISES

1. A nine-inch square is divided into 81 one-inch squares that are

colored alternately red and black. How many red and how many
black squares are there if the corner squares are red?
2. A kitten in a bucket weighs 3 kilograms. A rabbit in the same
bucket weighs 5 kilograms. The kitten and the rabbit together
weigh 6 kilograms. What is the weight of the bucket?
3. A group of people enter a room in which there are some benches.
If I person sits on each bench, 4 persons remain standing. If 2
people sit on each bench, 1 bench is empty. How many people and
how many benches are there?
4. At a movie, adults pay $4 and children pay $2.50. The cashier col-
Iected $300 for 99 tickets. How many adults and how many chil-
dren attended the movie?
D. Greg agreed to work for 1 year for $10,000 and a car. After 6
months, he quit and was paid $1,000 and the car' What was the
value of the car?
6. At the end of an hour, a cook in a diner noted that ]3 of the cus-
tomers had ordered sandwiches, I n.a ordered hamburger",
I nua
ordered steak, and the remaining 2 had ordered just a salad' If no
customer ordered more than one of these items, how many cus-
tomers were served?
't. Draw two squares that intersect in
a. exactly 1 point b. exactly 2 points c. exactly 3 points
d. exactly 4 points e. exactly 5 points f. exactly 6 points
g. exactly 7 points h. exactly 8 points.
 Problem Solving 67

8. Both Rosa and Tony work Monday through Friday of each week.
Rosa is paid $32 per day, including holidays. Tony is paid 9680
per month.
a. Who is paid more in a month? b. Who is paid more in a year?
9. Gumdrops cost 4 for a penny and chocolate drops cost 4 cents each.
Glen bought 20 pieces of candy for 2O cents. What did he buy?

10. How many triangles are there

in the figure?

2.8 REVIEW EXERCISES

t. There were 5 students in the cafeteria line today. Bernie was first
in line. Joel was 2 places behind Edith. Lester was ahead of Pierre,
who was fifth. Who was second in line?
2. Carl is 4 years older than Chris. Five years ago, Carl was twice as
old as Chris. How old is Carl now?
3. A student wants to give 25 cents to each of several charities but
finds that she is 5 cents short. If she gives 20 cents to each, she will
have 15 cents left. How much money does she have to start with?
4. Ernestine is 3 times as old as her sister Lucy. In 5 years, Ernestine
will be twice as old as Lucy. How old are Ernestine and Lucy now?
o. The 400 voters in the town of Euclid voted on two issues. There
were 225 in favor of the first issue and 355 in favor of the second.
If there were 40 persons who voted against both issues, how many
voted in favor of both issues?
6. lf 2 * 4 : 12,3 r. 5 : 16, and 1 * 2 : 6,what is 2 x 3?
Each letter in the words at the right stands for a COME
number. The same letter always stands for the same +HOME
number and different letters stand for different num- eU I C K
bers. Find numbers that will make a correct addition.
There mav be more than one solution.
8. How many boxes 3" by 4" by 5" will fit in a carton whose dimen-
sions are 9" by 15" by 10"?
9. A group of Americans and Canadians were on a bus tour of Niagara
Falls. There were 8 boys, 5 American children, 9 men, 6 Canadian
boys, 10 Americans, 3 American males, and 15 Canadian females.
How many persons were on the bus tour?
 Chapter
a
\,

Algebraic Expressions
and Open Sentences

3-1 TRANSLATING VERBAL PHRASES INTO

ALGEBRAIC LANGUAGE
A machine can produce 25 articles in one day. The number of articles
the machine can produce would be:
25 x 7 in one day 25 x 3 in three daYs
25 2
x in two days 25 x 4 in four daYs
Each of these expressions is of the form 25 x n, where n may rep-
resent a member of {1, 2, 3, 4}. We call n a uariable or a placeholder
because it represents any member of a given set. The set whose mem-
bers the variable may represent is called the d.gmain or the replace'
rnent set of the variable.
An expression or mathematical phrase that contains one or more
variables is called an open expression, an open phrase, or an algebraic
expression.
In Chapter 1, you saw how number relationships could be expressed
with mathematical symbols. Now you will see how verbal phrases can
be translated into the language of algebra by using letters as variables
and by using symbols to represent operations.

Verbal Phrases Involving Addition

The algebraic expression o * b may be used to represent several
different verbal phrases, such as:
o plus b a and b are added o is increased by b
the sum of o and b b is added to o b more than o

68
 Algebraic Expressions and Open Sentences 69

The word exceeds means is more than. Thus:

7 exceeds 5 by 2 means 7 is 2 more than 5
or7 :5 + 2.
The number that exceeds 5 by 2 is 5 + 2 or 7.
The number that exceeds a bv b is o * b.

Verbal Phrases Involving Subtraction

The algebraic expression o - b may be used to represent several
diferent verbal phrases, such as:
o minus b o decreased by b b less than o
the difference between o and b o diminished by b o reduced by b
b subtracted from o

Verbal Phrases lnvolving Multiplication

The algebraic expressions o x b, a ' b, and ab may be used to rep-
resent several different verbal phrases, such as:
o times b the product of a and b b multiplied by a
Since the multiplication symbol x can be confused with the letter r,
which is often used as a variable, and since the raised dot can be con-
fused with a decimal point, we prefer not to use these symbols. In al-
gebra, a product such as ob is commonly indicated by using no symbol
between the factors.
If the factors are numbers, all but the first must be in parentheses:
3(5X2). If the factors are variables, parentheses may be used but are
not needed: 3(bXh) : \bh.

Verbal Phrases lnvolving Division

The algebraic expressions o + b and Ib may be used to represent sev-

eral different verbal phrases, such as:

o divided by b the quotient of o and b

The symbols a + 4 attd I4 mean one-fourth of o as well as o divided

bv 4.
70 Integrated Mathematics: Course I

In some verbal phrases, using a comma can prevent misreading. For

example, in "the product of r andy, decreasedby 2," the comma after
y makes it clear that the phrase means (xy) - 2 and not x(y - 2).

MODEL PROBLEMS

l. Use mathematical symbols to translate each of the following verbal

phrases into algebraic language:
Answers
a. u, more than 3 3+w
b. rrl less than 3 3-w
c. r decreased by 2 r-2
d. the product of 5r and s 5rs
e. twice r, decreased by 10 2x-I0
f. 25, diminished by 4 times n 25-4n
g. the sum of t and. u, divided by 6
t+u
6
h. 100 decreased by twice (.r + 5) r00 - 2@ + o,

2. Representin algebraic language:

a. a number that exceeds 5 hy m 5*m
b. a number that .r exceeds by 5 x- o
c. twice the sum of r and y 2(x +Y)

EXERCISES

In 1-28, use mathematical symbols to translate the verbal phrase

into algebraic language.
l. y plus 8 2. 8 plus y
3. r minus 4 4. 4 minus r
5. 7 times r 6. r times 7
7, r divided by 10 8. 10 divided by r
9. the product of 6 and d 10. c decreased by 6
11. 15 added to b 12. one-tenth of ru
13. the sum of b and 8 14. r diminished by y
15. the product of r and y 16. the quotient of s and r
17. 12 increased by o 18. 5 less than d
19. 8 divided by y 2O. y multiplied by 10
21. the product of 2c and,3d 22. f more than ru
23. one-third of z 24. twice the difference of p and q
 Algebraic Expressions and Open Sentences 71

25. a number that exceeds mby 4

26. one-half of the sum of L and W
27. 5 times r, increased by 2
28. 10 decreased by twice o
In 29-39, using the letter n to represent a number, write the verbal
phrase in algebraic language.
29. a number increased by 2 30. 20 more than a number
31. 8 increased by a number 92. a number decreased by 6
33. 2 less than a number 34. Stimesanumber
35. three-fourths of a number
36. 4 times a number, increased by 3
37. 10 times a number, decreased by 2
38. 3 less than twice a number
39. the product of 5 more than a number, and 4

ln 40-45, translate the verbal phrase into algebraic language, rep-

resenting the two numbers by Z and W, with Z being the larger.
40. the sum of the two numbers
41. the product of the two numbers
42. the larger number decreased by the smaller number
43. the smaller number divided by the larger number
/U. the sum of twice the larger number and twice the smaller number
45. 10 times the smaller number, decreased by 6 times the larger
number

3.2 USING LETTERS TO REPRESENT

VARIABLES

A knowledge of arithmetic is important in algebra. Since the vari-

ables represent numbers that are familiar to you, it will be helpful to
apply the strategy of using a simpler related problem; that is, relate
similar arithmetic problems to the given algebraic ones.
72 Integrated Mathematics: Course I

MODEL PROBLEMS

Represent by an algebraic expression:

1. a distance that is 20 meters shorter than r meters
How to Proceed Solution
(1) Write a similar problem in a distance that is 20 meters
arithmetic. shorter than 50 meters
(2) Write an expression for the
arithmetic problem. 50 - 20
(3) Write a similar expression
involving the letter. (x - 2O) meters Azs.

2. the value of z hats, each worth d dollars

How to Proceed Solution
(1) Write a similar problem in the value of 5 hats, each
arithmetic. worth 10 dollars
(2) Write an expression for the
arithmetic problem. 5(10)
(3) Write a similar expression
involving the letters. nd dollars Azs.
After some practice, you will be able to do steps (1) and (2) mentally.

Answers
3. a weight that is 40 lb. heavier than p lb. (p + 40) lb.
4. an amount of monev that is twice d dollars 2d dollars

EXERCISES

In 1-18, represent the answer in algebraic language, using the vari-

able mentioned in the problem.
1. The number of kilometers traveled by a bus is represented by r.
If a train traveled 200 kilometers farther than the bus, represent
the number of kilometers traveled by the train.
2, Mr. Gold invested $1,000 in stocks. If he lost d dollars when he
sold them, represent the amount he received for them.
3. The cost of a fur coat is 5 times the cost of a cloth coat. If the cloth
coat costs r dollars, represent the cost of the fur coat.
4. The length of a rectangle is represented by .L. If the width of the
rectangle is one-half of its length, represent its width.
 Algebraic Expressions and Open Sentences 73

6. After 12 centimeters had been cut from a piece of lumber, there

were c centimeters left. Represent the length of the original piece
of lumber.
6. Paul and Martha saved 100 dollars. If the amount saved by Paul
is represented by r, represent the amount saved by Martha.
7. The sum of two numbers is s. If one number is represented by r,
represent the other number in terms of s and r.
8. A suit costs $150. Represent the cost of z suits.
9. A ballpoint pen sells for 39 cents. Represent the cost of r pens.
10. Represent the cost of f feet of lumber that sells for g cents a foot.
11. If Hilda weighed 45 kilograms, represent her weight after she had
lost r kilograms.
12. Ronald, who weighs c pounds, is d pounds overweight. Represent
the number of pounds Ronald should weigh.
13. A man spent $250 for a suit and a coat. If he spent y dollars for
the coat, represent the amount he spent for the suit.
14. A man bought an article for c dollars and sold it at a profit of $25.
Represent the amount for which he sold it.
15. The width of a rectangle is represented by lV meters. Represent
the length of the rectangle if it exceeds the width by 8 meters.
16. The width of a rectangle is r centimeters. Represent the length of
the rectangle if it exceeds twice the width by 3 centimeters.
17. If a plane travels 550 kilometers per hour, represent the distance
it will travel in h hours.
18. If an auto traveled for 5 hours at an average rate of r kilometers
per hour, represent the distance it has traveled.
19. Represent algebraically the number of:
a. centimeters in r? meters b. meters in i centimeters
c. days in au weeks d. weeks in d days
e. hours in d days f. days in h hours
g. feet in c inches h. grams in h kilograms
20. Represent the total number of days in a; weeks and d days.
21. Represent the number of baseballs you can buy with c dollars if
each baseball costs nz dollars.
22. Represent the total number of calories in r peanuts and y potato
chips if each peanut contains 15 calories and each potato chip con-
tains 18 calories.
23. The charges for a long-distance telephone call are $.45 for the
first 3 minutes and $.09 for each additional minute. Represent the
cost of a telephone call that lasts m minutes when m is greater
than 3.
24. A printing shop charges a 5O-cent minimum for the first 8 photo-
copies of a flyer. Additional copies cost 6 cents each. Represent the
cost of c copies if c is greater than 8.
74 Integrated Mathematics: Course I

25. A utilities company measures gas consumption by the hundred cu-

bic feet, CCF. The company has a 3-step rate schedule for gas cus-
tomers. First, there is a minimum charge of $5.00 per month for
up to 3 CCF of gas used. Then, for the next 6 CCF, the charge is
$.75 per CCF. Finally, after 9 CCF, the charge is $.SS per CCF.
Represent the cost of g CCF of gas, if g is greater than 9.

3.3 UNDERSTANDING THE MEANING OF SOME

VOCABULARY USED IN ALGEBRA
Term
A term is a numeral, a variable, or the indicated product or quo-
tient of numerals and variables. For example, 5, x, 4y,8ob, and {
v
are terms.
An algebraic expression such as 4a * 2b - 5c has three terrps. The
terms 4a,2b, and 5c are separated by + and - signs.

Factors of a Product
If an indicated product involves two or more numbers, each of the
numbers, and the product of any of them, are factors of the product.
Also, any product has 1 as a factor. For example, the faetors of 3xy arc
l, 3, x, !, 3x, 3y, xy, and 3ry. Note that when we factor, we usually
concern ourselves onlv with factors that are whole numbers.

Coefficient
Any factor of a product is the coefficient of the remaining factor or
product of factors.
For example, in the product 4ob:
4 is the coefficient of ob 4a is the coefficient of 6
4b is the coefficient of o ob is the coefficient of 4
When a numeral and variables are factors of a product, the numeral
is called the numerical eoeffi,cient of the product. For example, in 8y
the numerical coefficient is 8: in 4ab the numerical coefficient is 4.
When the word cofficient is used alone, it usually means the nu-
merical coefficient. For example, in the term 7rs the coefficient is 7.
Since r names the same number as 1r, the coefficient of r is under-
stood to be 1. Likewise, the coefficient of ab is understood to be 1.
 Algebraic Expressions and Open Sentences 75

Base, Exponent, Power

A power is a product of equal factors:
4'4:42 c c'c c:c4
42, or L6, and ca are powers.
An exponenl refers only to the number or variable that is directly to
the left of it:
5dzmeans5'd'd
To use the product 5d as a factor 2 times, enclose the product in pa-
rentheses:
(5d)2 means (5d)(5d)
To use a sum, difference, product, or quotient as a base, enclose the
base in parentheses:
(a + 2)(a + 2) : (a + 2)2 (9(9(9 : (9'
(/\a/ \a/ \4/
MODEL PROBLEM

Name the numerical coefrcient, base, and exponent in the term 4r5.
Answer: The numerical coefficient is 4, the base is r, and the exponent
is 5.

EXERCISES

In 1-6, name the factors (other than 1) of each product.

1. xy 2. 3a 3. 5n 4. 7mn 5. lSxy 6. l1sl

In7-12, name the numerical coefficient of r.

7. 81 8. (5 + 2)x 9. +, 10. x ll. r.4x 12. 2+ 7x

In 13-18, name the base and exponent of the power.

lB. m2 14. s3 15. t 16. 106 fi. 6in 18. (x + y\5

In 19-30, write each expression, using exponents.

19. tn'nI m 20. b'b'b'b'b
21.4'x'x x x x 22. T rr
23.a'q'u'a'b'b 24.7 r' r r s s
25. 9 ' c' c' c' d 26. (6o)(6o)(6o)
76 Integrated Mathematics: Course I

27. (x+y112ca11 28. (a - b)(a - bXo - b)

29. the square of (b - 5) 30. the fourth power of (m + 2n)
In 31-36, write the term as a product without using exponents.
31. rB 32. \xa 33. x3y5 94. 4aab2 Bb. Bczdse J6. (By)5

3-4 EVALUATING ALGEBRAIC EXPRESSIONS

The algebraic expression 3n * 1 represents an unspecified number.
It is only when we replace the variable n by a specific number that
3n * 1 represents a specific number. For example, suppose that the
domain of z is {1, 2, 3}. The specific numbers that 3n * 1 represents
(the values of 3n * 1) can be found as follows:
lf n: t,3n * 1 :3(1) + 1 :3 + 1 :4.
Ifn : 2,Bn r 1 : g(2) + 1 : 6 + 1 : Z.
If n : 3,3n + 1 : 3(3) + 1 : 9 + 1 : 10.
When we determine the number that an algebraic expression rep-
resents for specified values of its variables, we are evaluating the aI-
gebraic expression; that is, we are finding its value or values.

$i
fi;

Ei
,4t
tt,l
tli

MODEL PROBLEMS

l. Evaluate 50 - 3r when x : 7.

How to Proceed Solution

(1) Write the expression.
:50 --3x
50
(2) Replace the variable by its given value. 3(7)
(3) Do the multiplication. :50 -2r
(4) Do the subtraction. :29 Ans.
 Afgebraic Expressions and Open Sentences 77

2. Evaluate 2x2 - r : 7.
5x + 4 when
How to Proceed Solution
(1) Write the expression. 2x2 - 5x + 4
(2) Replace the variable by its given value. = 2g)2 - 5Q) + 4
(3) Evaluate the power. : 2(49) - 5(7) + 4
(4) Do the multiplication. : 98 - 35 + 4
(5) Do the addition and subtraction. : 67 Ans.
9.a
3. Evaluate 7o + (o - L)d when a : 40, n: 10, and d : 3.

How to Proceed Solution

2a
(1) Write the expression. g+(n-L)d
uJ their
(2) Replace the variables by uucu :- 2(40) +, ,,(10 - 1)(3)
given valuea.'ot'o""o T
(3) Simplify the expression grouped by : I * tnltt,
parentheses or a fraction bar. 5 '"
(4) Do the multiplication and division. : tG + 27
(5) Do the addition. : 43 Ang

4. Evaluate (2x)2 - 2x2 when x= 4.

How to Proceed Solution

(1) Write the expression. (2x)2 - 2x2
(2) Replace the variable by its given
value. =(2'q2-2@)2
(3) Simplify the expression within
parentheses. :(8)2 -2@)2
(4) Evaluate the powers. : 64 - 2(LG)
(5) Do the multiplication. : 64 - 32
(6) Do the subtraction. : 32 Ang

EXERCISES

Basic Operations
In 1-21, find the numerical value of the expression. Use a : 8,
b : 6, d : 3,x : 4,! : $,andz = L.

l.5a 2.gb 3.;. 4..3y 5.a*3 6.7+y

78 Integrated Mathematlca: Course I

7.a-2 8.5-y 9. a-b 10. ax 1l.hxy 12.?!3

ls- 3bd
ru' g 14. 2x r g rE. By - b

16. 20 - 4z * 2y
17. 5x 18. ab - dx
19. a-r5d*lx 20.9y+6b-d 21. ab-d-xy

Basic Operatinns and Powers

In 22-51, find the numerical value of the expression. Use a : 8,
b : 6, d: 3, X : 4,! : $,andz : 1.
22. a2 2g. x2 24. bs 25. yB 26. d4 zT. z5

zg. 2x2 zg. gb2 80. 4d3 Br. 6zs sz. Bs.
# l*t
?-
34. ir" 35. a2d 36. xy2

g7. Szza 38. 2azbs 39. i*'r'

40. (2il2 41. a2 + b2 42. b' - y"
43. a2+b2-d2 44. x2+x 45. b2+2b
48. y2 - 4y 47. 2b2 + b 48. 9a - a2
49. x2+3x+5 5O. y'+2y-7 51.2a2-4ai6
Grouping Symbols
ln 52-72, find the numerical value of the expression. Use w : tO,
r:8,y:5,and.z:2.
52. 2(x + 5) 53. x(y - 2) 54. 3(2x + z)

55.4(2x-3y) 56. lg+z) r' + z)

ot. 1x\l
Z-
58. 3y - (x - z) 59. 2x + 5(y - L) 60. 2(x + z) - 5
61. 3x2 62. (3x)2 88. y2 + z2
84. (y + z)z 65. w3 - xB 66. (w - x)g
87. gw2 - 2x2 68. (Bw - 2x)2 69. (Bw)2 - (2x)2
70. ("y), 7t. (y*)" 72. (w2)(x2)
7g. Find the value of x2 - 8y when x : 5 and,l : |.
74. Find the value of r2 + 4s when r : 3 and s : .5.
75. Evaluate II tf - 32) when the value of F is:
a. 50 b. 77 c. 86 d,. 32 e. 212
 Algebraic Expressions and Open Sentences 79

3-5 TRANSLATING VERBAL SENTENCES INTO

FORMULAS

A formula uses mathematical language to express the relationship

between two or more variables. Some formulas can be found by the
strategy of looking for patterns. For example, how many square units
are shown in the rectangle? The rectangle, mea-
suring 5 units in length and 3 units in width, con-
tains a total of 15 square units of area. Several
such examples lead to the conclusion that the area
of a rectangle is equal to the product of its length
and width. This relationship can be expressed by
the formula A : Iw. Here, A, l, and w are variables that represent,
respectively, the area, the length, and the width of a rectangle.

MODEL PROBLEMS

l. Write a formula for each of the following relationships.

a. The perimeter P of a square is equal to 4 times the length of
each side s.

Answer: P : 4s
b. The cost C of a number of articles is the product of the number
of articles n and the price p of each article.
Answer: C : np

2. Write a formula that expresses the number of months m that there

are in y years.
Solution: Apply the strategy of discovering a pattern.
Since there are 12 months in a year, the number of months rn in
y years is equal to 12 times the number of years y.
Answer: m : L2y

EXERCISES

In 1-15, write a formula that expresses the relationship.

1. The total length I of 10 pieces of lumber, each m meters in length,
is 10 times the length of each piece of lumber.
2. An article's selling price s equals its cost c plus the margin rn.
80 Integrated Mathematics: Course I

3. The perimeter p of a rectangle is equal to the sum of twice its

length I and twice its width ra.
4. The average M of three numbers, o, b, c, is their sum divided
bv 3'
5. The area A of a triangle is equal to one-half the length of the
base b multiplied by the length of the altitude h.
6. The area A of a square is equal to the square of the length of a
side s.
7. The volume V of a cube is equal to the cube of the length of an
edge e.
8. The surface area S of a cube is equal to 6 times the square of the
length of an edge e.
9. The surface area S of a sphere is equal to the product of 4r and.
the square of the radius r.
10. The average rate of speed E is equal to the distance that is trav-
eled D divided by the time spent on the trip ?.
11. The Fahrenheit temperature .F' is 32o more than nine-fifths of the
Celsius temperature C.
12. The Celsius temperature C is equal to five-ninths of the difference
between the Fahrenheit temperature F and 32.
13. The dividend D equals the product of the divisor d and the quo-
tient Q plus the remainder R.
14. A sales tax T that must be paid when an article is purchased is
equal to 87o of the value of the article V.
15. A salesman's weekly earnings ,E is equal to his weekly salary S
increased by 24o of his total volume of sales V.

In 16-20, each formula you write will express one of the variables
in terms of the others.
16. Write a formula for finding the number of trees z in an orchard
containing r rows of t trees each.
17. Write a formula for the total number of seats n in the school au-
ditorium, if it has two sections, each with r rows having s seats in
each row.
18. A group of n persons in an automobile crosses a river on a ferry.
Write a formula for the total ferry charge c in cents, if the charge
is $2.00 for the car and driver and t cents for each additional
person.
19. Write a formula for the cost in cents c of a telephone conversation
lasting 9 minutes if the charge for the first 3 minutes is r cents
and the charge for each additional minute is y cents.
20. Write a formula for the cost in cents c of sending a telegram of 18
words if the cost of sending the first 10 words is o cents and each
additional word costs b cents.
 Algebraic Expressions and Open Sentences 81

21. A gasoline dealer is allowed a profit of 12 cents a gallon for each

gallon she sells. If she sells more than 25,000 gallons in a month,
she is given an additional profit of 3 cents for every gallon over
that number. Assuming that she always sells more than 25,000
gallons a month, express as a formula the number of dollars D in
her monthly income in terms of the number N of gallons sold.

3.6 USING FORMULAS FOR PERIMETER,

AREA, AND VOLUME
The variable for which a formula is solved is called the subject of
the formuln. For example, P is the subject of P : 4s, the formula for
the perimeter P of a square each of whose sides has a length repre-
sented by s.
If the values of all the variables of a formula except the subject are
known, you can compute its value; that is, you can evaluate the subject
of the formula.
':
PRO0HDURE. To evaluate the subject of a formulai
r , ,

1. Replace the other variables in the formula by their values

2. Ferforrn the indicated operations.
'.', :

Evaluating Perimeter Formulas

Recall that the perimeter of a geometric figure is the sum of the
lengths of its sides.

l. If P :3s, find P 2. lf P :2b + 2h, find P

whens:5ft. whenb:Scmandh:7cm.
Solution Solution
P:3s P:2b + 2h
P : 3(5) P:2(g+2(7)
P:T5 P:6 + 14:20
Answer: 15 ft. Answer: 20 cm

To find the perimeter of a figure, you must express all lengths in the
same unit of measure, which will be the unit of measure of the perim-
eter.
82 Integrated Mathematics: Course I

EXERCISES
l. The formula for the perimeter of a triangle
isP:a*b*c.FindPwhen:
a.a : 15 in., 6 : 10 in., c : 7 in.
b.o = 4.5 m, b : 1.7 m, c : 3.8 m
e.a = 9ft., b : 8 ft., c : 18 in.
d.o : tln., b : u|ft., c : af,ft.

The formula for the perimeter 3. The formula for the perimeter
of an equilateral triangle is of an isosceles triangle is
P : 3s. Find P when s equals: P : 2a + b. Find P when:
a. 12 cm b. 4.8 m a.o.=6m,b:4m
I
c. ei ft. b.o=7.5m,b:5.4m
'I

c. a:3; ft.,.b : 5 ft.

rectangle

b
The formula for the perimeter 5. The formula for the perimeter
of a square isP:4s. FindP of arectangle is P:2b + 2h.
when s equals: Find P when:
a.4cm b.3.5m a.b:20cm,h:9cm
^3.tn.
c. U; b.b:7.3m,h:6.9m
c.b:s| i".,h=slin.
crrcle 6. The formula for the circumference of a circle
d is C zrd. Using o :'], find C when d
equals: a. t4 ft. b. 3i cm c. 3 ft.
7. The formula for the circumference of a circle
is C : 2zrr. Using r : 3.14, find C when r
Ex. 6-7 equals: a. 10 ft. b. 13 ft. c. 5.6 in.
 Algebraic Expressions and Open Sentences 83

Evaluating Area Formulas

Recall that the area of a region is the number of unit squares it
contains.
l. IfA:sr,findAwhen Z. lf A:f,At*c),findAwhen
s:7Yd' h:3rr,b:4m,andc:5m.
Solution Solution

i='rr A:;h$ + c)

A: (7)(7):49 A::(BX4 + b)
Answer: A : 49 sq. yd.
A :;(3)(9) : tu<zt> : tt.s
Answer: A:13.5m2
To find the area of a figure, you must express all lengths in the same
unit of measure. Then, the area will be square units of this measure.

EXERCISES

In a polygon, the base is a side, and the height (or altitude) is a

segment from an opposite vertex, perpendicular to the base. The length
of the base is often represented by b and the length of the altitude is
represented by h.
b b
/ffi,*,7
./t./
rectangle
,/ lrr ,/
/n/
b h-b--+.|
A=bh A =bh
Ex. 1 Ex.2

1l The formula for the area of a rectangle is A : bh. Find A when:

a. b :15ft., h : l}ft. b. b : 7'5m, h :3Am
I
e. b:8;ft.,h:6ft. d. b:1m,h:4Ocm
2t The for-rrtt for the area of a parallelogtam is A : bh. Find A when:
a. b :8ft..h :l2ft. b. b:3.5m,h=6'4m
c. b:1;in.,h:8in.
' -1 ' d.b:]. m,h:10cm
 84 Integrated Mathematics: Course I

/)u,,/W
F-b-----{
A=bh
I
'l square

A=S2
rs
I

Ex.3 Ex.4
t $. The formula for the area of a rhombus (a parallelogram all of whose
sides have the same length) is A : bh. Find A when:
a.b:5m,h:3m b.b:7in.,h:4.5in.
c. b = 10 ft., n = Aift. d. b : 14.b cm, h: LI.4 cm
r 4, The formula for the area of a square is A : s2. Find A when s
equals:
a. 25 in. b. 9 cm c. Zl tt. d. 6.1 m

A ,a--]l,
c

,/trapezoidhl\
dA
F-b---*{
/
/tl\

F__b
F- \

A=lbh A= lh(b+c)
Ex. 5 Ex. 6
5.: The formula for the area of a triangle is A : |al. fi"a A when:
8. b : 10 cm, h : 6 cm b. b : 10.b m. h :7.G m
c. b:slin.,h:8in. d. 6: tft,h:sli".
6.r The formula for the area of a trapezoid is A : lnfU + c). Find A
when:
a. h : 9ft., b : l{fl.,c : 8 ft.
b. h:5 in.,6 : a| in.,
": I i".
e.h:2m,b:1.8m,c:1.1 m
 Algebraic Expressions and Open Sentences 85

Evaluating Formulas for Volumes of Solids

Recall that the aolume of a solid is the number of unit cubes it con-
tains. To find the volume of a figure, you must express all lengths in
the same unit of measure. The volume will be expressed in cubic units
of this measure.
A right prisrn is a solid with bases of the same size triangular
and shape, and with its height perpendicular to the right prism
bases. The volume, V, of a right prism is the product
of the area of a base, B, and the height, h, of the
prism:
v:Bh
The bases of a right prism are triangles with base
16.2 mm and height 10 mm. Find the volume of the
V:Bh
prism if its height is 12 mm.

How to Proceed Solution '

L^ : l,-
(1) Find the value of B, the :(base)tlrer9ntt :t16.2)(10)
area of a triangle. :81
(2) Write the volume formula. v:Bh
(3) Substitute into the volume
formula. v:(81X12):972
Answer: Volume : 9?2 mm3

Rectangular solids and cubes are two special types of right prisms.
The general volume formula V : Bh is adapted for these special cases,
as given in the following exercises.

EXERCISES

1. The formula for the volume of a rectangular solid is V : lwh.

Find v when: rectanqurar sorid
a. I : 5 ft., w : 4 ft., h : 7 ft.
b. l:8 cm, ur :'l cm, h : 5 cm
c. l:8.5m, w : 4.2m,h :6.0m h

d. I : zf,in., w : 8 in., h : s| in. w

V=lwh
86 Integrated Mathematics: Course I

cuoe
2. The formula for the volume of a cube is V : es. /-, -7
f---- <
Find Vwhen e equals:
a.2in.
u.io.
b.3m
e. 1.5 in.
c.8cm
l,l)
1..' I
|

e
V=e3

3. Use the formula V : Bh for the volume of the right prisms shown.
triangular
right prism
a. In a triangular right prism, the base and altitude IVBZ
of a triangle have lengths 8 cm and 6 cm, respec- | Y l^
tively. Find the volume if the height of the prism is I I
ecm. ( l,
I

vlan
trapezoidal
right prism
b. A right prism with trapezoidal bases is 7 inches
high. If a trapezoid has bases 3 inches and 5
inches long, and height 4 inches, find the volume
of the prism.

4. In the pyramid and the prism pictured

at the right, the bases are squares
whose measures are equal and the
measures of the heights are also equal.
If we were to fill the pyramid with
water three times and each time pour
the water into the prism, we would find
that the prism would be full. I
Pyramid - 5 Prism
This means that the volume, or capac-
ity, of the pyramia is ,f of the volume of the prism.
Since the formula for the volume of the prism is V : Bh, the for-
mula for the volume of the pyramid is:

v: i"o
 Algebraic Expresslons and Open Sentences 8V

Find the volume of a pyramid whose height is 4 inches, and

whose base is a rectangle 6 inches long and 3| inches wide.
b. The base of a pyramid is a parallelogram whose base and height
are 5.2 cm and 3 cm, respectively. If the height of the pyramid
is 9 cm, find its volume.

Finding Perimeters and Areas of Geometric Figures

The measures of the sides of a triangle are
a 4.5 cm, b : 6.1 cm, and c : 5.7 cm.
:
The altitude h to side b measures 4 cm.
a. Find the perimeter of the triangle.
b. Find the area of the triangle. F-b---l
a. How to Proceed Solution
(1) Write the proper perimeter formula. P a+b*c
(2) Substitute the given values of the variables. P 4.5+6.1 +5.7
(3) Perform the computation. P 16.3

Answer: Perimeter : 16.3 cm

b. How to Proceed Solution

(1) Write the proper area formula. e:f,tn

(2) Substitute the given values of the variables. a : |te.ut+l
(3) Perform the computation. A : L2.2

Answer: Area : 12.2 cm2

EXERCISES

In 1-8: For each figure, find (a) its perimeter and (b) its area. Recall
that: (1) For figures such as the parallelogram and the rectangle, the
opposite sides are equal in length. (2) For the square and the rhombus,
all sides are equal in length.
/T--------7
2
/l'/
,/a
8 t--6---------.1 h_4-__-*t
1. Rectangle 2. Square 3. Parallelogram 4. Rhombus
88 Integrated Mathematacs: Course I

2rF-\a',',N '
F_rto
5.
15

Trapezoid
l*-6-------i
6. Triangle 7.
5

Triangle
F-1o'5.________i
8. Triangle
's

9. Find the area of a rectangle in which the base measures 20 cm

' and the height is half thelength of the base.
10. Find the area of a parallelogram in which the height measures 14
I inches and the base measures 6 inches more than the height.
11. Find the area of a triangle in which the base measures 8.5 cm and
t the height measures 3 cm less than the base.

In 12-16, the given measure represents the perimeter of a square.

Find: (a) the length of a side of the square; (b) the area of the square.
12. 20 cm 13. 100 mm 14. 4 ft. 15. 2 in. 16. 2.8 m
ln 17-29: a. Find the measure of each line segment whose algebraic
representation is given, when .r : 5 and I : 4. b. Using the results
found in part a, find the area of the geometric figure.

x+y I--2x-------4 F_ x +y
_-_---1

17. Rectangle 18. Parallelogram 19. Square 2r0. Trapezoid

-,A'.'
F_2x_______-l 3x+2
/l
/J x+3
/

t_y+tl
21. Triangle 22. Rectangle 23. Triangle 24. Parallelogram

25. a triangle: measure of the base = 3r * 1; height :2X

26. a rectangle: length : 2.r; width :y*2
2!. a square: the length of a side : 2x
 Algebraic Expressions and Open Sentences 89

28. a parallelogram: measure of the base : *; height = x * 7

I 2'
29. a trapezoid: height : x + 3; measures of the bases are y + 3 and
x+y
In 30-34: When r : 3, evaluate the volume of a cube if the length
of an edge is represented by the given algebraic expression.

30.r 31.xr2 32.2x-5 33.2(x-L) u. O,

In 35 and 36: Whenx, : 4, find the volume of a rectangular solid

whose measures are represented by the given algebraic expressions.
35. length : x * 2, width : x - 1, height : 2r
36. length : 2x * 1, width : 1r, height :2x + L

37. A rectangular mall located between two parallel streets is 50 feet

wide and 200 yards long. Find the area of the mall.

88. a. An area of a lobby floor measures 15 feet by

18 feet. In one corner, an 8-foot-by-7-foot
rectangular portion ofthe floor space is to be
covered with tile. The remainder of the floor
is to be carpeted. How many square feet of
carpet are needed?
b. When the carpet is laid, a metal strip is used
along each edge of the carpet to hold it in
place. How many feet of stripping are
needed?

If the uncarpeted area were in the center I 'l

|
c.
along one side as shown in the diagram,
would the amount of carpet change? Would
the amount of stripping change?
15

l-l
't-l
18

d. If the uncarpeted section were in the cen-

ter of the area as shown in the diagram,
f'l
would the amount of carpet change? Would
the amount of stripping change?
E_l '18
 90 Integrated Mathematics: Course I

In 39-43, find the area of the shaded region.

o
1
30
Tn 4
i4
t-
15
4,
fi'l
4
&

4 :: l#;
!I

4 4,4

lo ,o o,l
l_rr___4 F--27
Ex. 39 Ex. 40 Ex. 41

Ex. 43

44. Chow Li is planting a border of 48 seedlings that will completely

surround a rectangular garden plot. He wants to plant the seed-
lings 2 feet apart. If the garden plot is to be 30 feet long, how wide
should it be?
45. A square is folded in half horizontally. If the perim-
eter of the resulting figure is 24 feet, what was the
area of the original square?

46. Ann wants to make a rectangular pen for her rabbit by using one
side of the garage as one long side of the pen. She has 26 feet of
fencing to use for the other three sides.
a. If she makes the pen 12 feet long and uses all of the fencing,
what are the dimensions of the pen? What is the area?
 Algebraic Expressions and Open Sentences 91

b. If she makes the pen 10 feet long and uses all of the fencing,
what are the dimensions of the pen? Will the rabbit have more
room?
c. Using the garage wall and all of the 26 feet of fencing, what
are the dimensions of the largest possible pen?

3.7 OPEN SENTENCES AND SOLUTION SETS

If 3 is added to a number, the sum is 7. Using n to represent the
number, you can write the sentence algebraically as z + 3 : 7. The
sentence may be either true or false depending on the number that you
use to replace n. Such a sentence is called a\ open sentence. Assume
that the d.onain or replacement set for n is {I, 2, 3, 4, 5}.
The subset of the domain of the variable consisting of those elements
of the domain that make the open sentence true is called the solution
set, or lhe truth set, of the open sentence.
You can substitute values to discover the solution set of the open
sentence n + 3: 7 when the domain is {1,2,3,4,5}.
n]-3:7
If n : 1, then 1 + 3 : 7 is a false sentence.
If n :2, then 2 + 3: 7 is a false sentence.
If n : 3, then 3 + 3 : 7 is a false sentence.
lf n : 4, then 4 + 3 : 7 is atruesentence.
lf n : 5, then 5 + 3 : 7 is afalse sentence.
Since 4 is the only element of the domain that makes the open sen-
tence true, the solution set of the open sentence n -l 3: 7 is {4}.
The elements of the domain of a variable are called the aalues of the
variable. If a variable has only one value, it is called a constant.
If no member of a replacement set will make a sentence true, we say
that the solution set is the ernpty set, or null set, represented by the
symbol O.

MODEL PROBLEMS

l. Using the replacement set {0, I,2,3}, find the solution set for the
open sentence 2n > 3.

Solution: Replace the variable n in the open sentence 2n > 3 by

each member of the replacement set.
2n>3
If n :0, then 2(0) > 3, or 0 > 3, is a false sentence.
92 Integrated Mathematlcs: Course I

If n = 1, then > 3, or 2 > 3, is a false sentence.

2(1)
lf n :2, then > 3, or 4 > 3, is a true sentence.
2(2)
If n :3, then > 3, or 6 > 3, is a true sentence.
2(3)
Answer: Since n = 2 and n : 3 are replacements that make
2n > 3 a true sentence, the solution set is {2, 3}.
The answer may also be written as follows:
{n | 2n > 3} : {2, 3} when n e {0, L,2,31

2. Using the replacement set 11,2,31, find the solution set for the
opensentencey+5:9.
Solution: Replace the variable y in the open sentence y + 5 : 9 by
each member of the replacement set.
y*5:9
If Y : 1, then 1 + 5 : 9 is a false sentence'
lf y : 2, then 2 + 5 : 9 is a false sentence.
Ify : 3, then 3 + 5 : 9 is a false sentence.
Answer: Since no member of the replacement set makes y * 5 : 9
a true sentence, the solution set is the empty set.
This answer may also be written as follows:
{y I y * 5 : 9\ : Awhenye {1, 2, 3}

EXERCISES

In 1-6, tell whether or not the sentences are open sentences.

1.2+3 =5+0 2. r+10:14 3. y - 4:12
4.3+2 <10x0 5. n>7 6. r<5*2
In 7-9, name the variable.
7,r*5:9 8. 4Y :20 9. r-6:12
In 10-21, use the domain {0,1,2,3,4,5} to find all the replacements
that will change the open sentence to a true sentence. If no replacement
will make a true sentence, write None.
10. n13=7 11.5-n:2 12. 5z: O

13. 2m:7 14. x - x:0 15. n)2

16. n*3>9 17.2n*l<8 18.
#:'
 Algebraic Expressions and Open Sentences 93

19.'"-jt:n 3r
J 20.!s1
4 2l' t'*
ln22-29, using the replacement set 1I,2,3,4,5,6,7,8,9,10), find
the solution set.
22.r*6:9 23.8-r:5 24.2x+t:24
25.16:18-r 26. y>9 27.4<m
28.2m>17 29.2x-L>50
In 30-37, using the domain {2,2;, g, g;, 4,4r\, find the solution
set.
11v
30. x+2:4:
222 31.2x:7 32.5-r=i 33. i:Z.ZS
34. y>4 35. m<3 36. 2x>8 37.3a<4.5
In 38-41, using the domain {2.1, 2.2, 2.3, 2.4,2.5}, find the solution
set.
38. x*.7:2.4 39.3x-4:2.3
to. Yr: z.a 41.2x*3 <6.5
In 42-47 , determine the elements of the set if the domain of the vari-
able is the one indicated.
42. ln n * 2 : 5), ne {0, L,2,3,4,5\
43. {x x-4:6), xe{7,8,9, 10}
44. {v y-l <8), ye{7,8,9, 10}
45. {r 2r - L > 41, r e {1,2,3,41
48. {d 9 - d : 5), de {0,1,2,3,4,5\
47. {x 3r f L < 72\, r e {0, I,2,3,4,5\

3-8 REVIEW EXERCISES

In 1-4, use mathematical symbols to translate the verbal phrases
into algebraic language.
1. r divided by b 2. 4 less than r
3. q decreased by d 4. 3 more than twice g
5. Nancy and Gary scored a total of 30 points in a game. If Gary
scored r points, represent Nancy's score in terms of r.
94 Integrated Mathematics: Course I

In 6-13, find the value of the expression when a : I0, b : 8, c : 5,

and d : 24.

6. ac -d 7.4c2 8.3b+c 9.d-b+c

bc
lo. a
11. 2a2 - 2a 12. (2d2 - 2a 13. a(b - c)

14, If p : 5 and e : !, find the value of (p - q)3.

15. Write a formula to express the number of grams g in k kilograms.
'16. Ifp represents the perimeter of an equilateral triangle, represent
the length of one of its sides in terms of p.
(17. If the base of a triangle is 8 cm and its height is 12 cm, find the
number of square centimeters in the area of the triangle.
.18. The lengths, in inches, of the sides of a triangle are represented
by y, y + 3, and 2y - 2. Find the perimeter of the triangle when
! :7.
19. The length and width, in meters, of a rectangle can be represented
by 2x and r - 5. Find the area of the rectangle when r : 12.
"

In 20-23, using the domain {1, 3, 5, 7, 9}, find the solution set.
x
20.2a<8 21.3b>21 22' b
<2 23.5<L2-y

In 24-27 , select the numeral preceding the expression that best com-
pletes the sentence or answers the question.
24. What is the total number of cents in z nickels and q quarters?
(1) z + s Q) n + 5q (3) 5n + 25q (4) SOnq
25. If the perimeter of a square is 4y, then its area is represented as
Q) ay Q) y2 (3) 4y2 (4) t6y2
28. In the term 2xy3, the base that is used three times a6 a factor is
(1) y (2) xy (3) Zxy (4) 2x
27, One member of the solution set of 19 < y < 29 is
(1) e (2) 19 (3) 2e (4) 3e
28. A bag contains between $5 and $6 in pennies, dimes, and quarters.
There are three times as many dimes as pennies and twice as many
quarters as dimes. How many of each kind of coin are in the bag?
 Chapter 4
Simple Equations
and Problems

4.1 PREPARING TO SOLVE AN EQUATION

An equation is a sentence that states that two algebraic expressions

are equal. For example, .r * 3 : I is an equation in which r * 3 is
called the left sidc, or Ieft member, and g is called the right sidc, or
right member.
An equation may be a true sentence such as 5 + 2 :7, a false sen-
tence such as 6 - 3 : 4,or an open sentence such as r * 3 : g. When
the variable in an open sentence can be replaced by a number that will
make the equation true, that is called a root, or a solution, of the equa-
tion. For example,6 is a root of r * 3 : 9.
The set consisting of all the solutions of an equation is called its
solution set or truth set. The solution set of an equation is a subset of
the replacement set (the domain) of the variable. This subset consists
of the elements of the replacement set that make the open sentence
true. Therefore, if the replacement set of r is {numbers of arithmetic},
then the solution set of x * 3: 9 is {6}. observe that {6} is a subset
of {numbers of arithmetic}.
To solue an equatinn means to find its solution set.
If every element of the domain satisfies an equation, the equation is
called an idcntity. Thus, 5 + x : tc I 5 is an identity when the domain
of r is {numbers of arithmetic} because every element of the domain
makes the sentence true.
If not every element of the domain satisfies an equation, the equa-
tion is called a eonditional equation, or simply an equation. Therefore,
x * 3 : 9 is a conditional equation.

95
96 Integrated Mathematica: Course I

MODEL PROBLEM

Is ? a root of the equation 5r - 1O : 25?

How to Proceed Solution

(1) Write the equation. 5x - :25
10
(2) Replace the variable r by 7. 5(D-rOL25
(3) Do the multiplicatiori. 35-10325
(4) Do the subtraction. 25 = 25 (T!ue)

Answer: Yes

Postulates of Equality
In mathematics, any statement that we accept as being true without
proof is called an essutnption, a postulate, or an axiom.
At this point, we will state several postulates of equality. These pos-
tulates, and others that are stated in later sections, will be used to
solve equations in a systematic manner.

O POSTULATE f. Reflexive hoperty of Equality

Tlne reflexiue property of equality states that for every number o:

A:O

O POSTULATE 2. Symmetric Property of Equality

T}ne syrnrnetric property of equality states that for all numbers a and b:
lf a: D, then b = a.

O POSTULATE 3. Transitive Property of Equality

Tlne transitiue property of equality states that for aII numbers a, b,
and c:
lfo=brandb=6thenc=c.
 I

Simple Equations and Problems 97

Inverse Operations
when solving equations, you will need to be aware of the combined
efect of pairs of related operations.
subtracting a number undoes the effect of having added that
number.
8+2-2:8 x*a-a:rc
Adding a number undoes the effect of having subtracted that
number.
8-2+2:8 x-a+a:x
Ad.d.ition and. subtraction are ca.lled inuerse operations.

Dividing by a number undoes the effect of having multiplied by that

number.
8.2 :, ^ x,'a
2 -;:r wherea+O
Multiplying by a number undoes the effect of having divided by that
number.
8
!.e.:x wherea*0
,.2:g
Multiplicatinn and d.ivision are called inuerse operations,
where the numbers are not equal to 0.

whenever a variable and a number of arithmetic are related by ad-

dition, subtraction, multiplication, or division, we can use the inverse
operation to obtain the variable itself.

MODEL PROBLEM

State the operation that is the inverse of the operation used in the
algebraic expression.
Answers
a. 5x The inverse of multiplication is division.
.l
b. =o
b
The inverse of division is multiplication.
c. t+4 The inverse of addition is subtraction.
d. y- 8 The inverse of subtraction is addition.
98 Integrated Mathematics: Course I

EXERCISES

In 1-9. tell whether the number in the parentheses is a root of the

given equation.
1. 5r: 50 (10) 2. |x : n (36)
3. f,, = tz (4)
4. r+5:11 (6) 5.y+ 8:14 Q2) 6. r-5:13 (8)

;) 8.2x*7:21 (14) 9. 19:4x-r

1/
7. m-ar:9 (4
('5)

In 10-18, using the domain 11,2,3,4,5,6,7,8,9, 10), find the

solution set of the equation. If the equation has no roots, indicate the
solution set as the null set, A.
10. x'r5=7 ll. y-3:4 12.2x*1:9
13.6:3r-1.8 a:50
14. f,x + 15. 14 - 2x :2
17. 3x + .2 :28
v-LR IY
16."': -:3
4
18. - - l:49
4

ln 19-24, using the domain {5, 6, 7 ,8, 9, L0}, tell whether the equa-
tion is a conditional equation or an identity.
19. r*3:3+x 2O. r+3:10 21. Y+3+4:7 +Y
22. 5a: a' 5 23. 5a:40 24. 5'2' q.: a' 2' 5

In 25-30, name the property of equality that the sentence illustrates.

25.5+2:5+2
26. If6 + 2:5 + 3, and 5 + 3 :7 + 1, then 6 + 2:7 + I-
27. If4 + 3 : 6 + 1, then 6 + 1 : 4 + 3.
28. x+Y:x*!
Zg. lfx: y,theny:x.
30. lf m + n : r* s,andr * s : x * !,thenm I n : x + y.
In 31-50, state the operation that is the inverse ofthe operation used
in the algebraic expression.

31. 8y 32-
T 33. d+3 34. x-G 35.
t
38. c*7 39. t-I 40. d+r4
36. i* ez. ]r
-1
4r. ti^ c+2;
2
42. 43. d+l=
-'23 44. r-- 45.
#
48. n*.7 s-.8 50. x -
46. .5c 47.
# 49. 1.5
 Simple Equations and Problems 99

4-2 SOLVING SIMPLE EQUATIONS BY USING

ADDITION OR SUBTRACTION POSTULATES

O POSTULATE 4. Addition Property of Equality

The addition property of equality states that for all numbers d, b,
and c:

lfa=b,thena+c=b+c.
Therefore, we can say: If the same number is added to both sides
of an equality, the equality is retained.
Study the following examples:
In Arithmetic In Algebra
If 8:8 Ifx-2:8
Then,8+2:8+2 Then,x-2r2=8+2 [Ar]
And, 10 : 10 And, r : 10

A, means that 2 has been added to both sides of

the equation.

Recall that the substitution principle allows us to replace a quantity

by its equal. Using this principle, we can replace r with 10 in the pre-
ceding algebraic example.

x-2:8
10-2:8
8: 8 (True)

Since replacing r with 10 results in a true sentence, we have checked

the work done and we have established that 10 is a root ofthe equation.
Equations that have the same solution set are called equiualent
equations. Notice that, previously, when we applied the addition prop-
erty to the equation r - 2 : 8, we obtained the two equivalent equa-
tionsr - 2 + 2 : 8 * 2 andr : 10.
When we solve an equation, we transform it into a simpler equiva-
lent equation in which we can easily see the value that can replace the
variable and make the resulting sentence true.
In this chapter, when the domain of the variable is not stated, we
will assume that it is the set of the numbers of arithmetic.
Now, we will use the addition property of equality in solving equa-
tions.
100 Integrated Mathematics: Gourse I

MODEL PROBLEMS

1. Solve and check: x - 5 : 4 2, Solve and check: 5 : y - 3;

Solution Solution

x-5:4 E:y-g;
x-5 +5:4+5 [Au] b + B; : y - a| + a| ta';t
x=9
'f,:
,
Check Check

x-5:4 5:y-g;
9-5L4 szatr_si
4: 4 (TYue)
5 : 5 (T!ue)

Answer: x :9 Answer: y =81

2

O POSTULATE 5. Subtraction Property of Equality

T}ne subtraction property of equalily states that for all numbers a, b,
and c:
Ifo=b,thena.-c=b-c.
Therefore: If the same number is subtracted from both sides
of an equality, the equality is retained.
Study the following examples:
In Arithrnetic In Algebra
8:8 If If r + 3 : 8
Then,8-3:8-3 Then,r*3-3:8-3 [Sr]
And,5 : 5 And,r:5
Ss ineans that 3 has been subtracted from both
sides of the equation.

Notice that the application of the subtraction property in the equa'

tion.r + 3 : 8 resulted in the equivalent equations x * 3 - 3 : 8 - 3
and r : 5. All three equations have the same solution set, {5}.
 Simple Equations and Problems 101

Now, we will use the subtraction property of equality in solving

equations.

MODEL PROBLEMS

l. Solve and check: n t 7 : I 2. Solve and check: .8 : .3 + I

Solution Solution
n*7:9 .8:.3+t
nr7-7-9-7 [S?] .8:/*.3 (Commutative
n:2 property)
.8-.3:t+.3-.3 [S.s]
.5:t
Check Check
n47:9 .8:.3+t
2+7 z9 .8r.8+.b
9: 9 (True) .8 : .8 (True)

Answer: n :2 Answer: t: .5

EXERCISES

In 1-60, solve and check the equation.

1. x-t:7 2. m-3:0 3. x-13:25
4. y-64:77 5.9:r-3 6.15:ru-15
7.I7:x-2I 8.89:b-73 9. x-.3:.4
10. r-.07:.32 11..9:c-.3 12.7:d-.7
n-1:l 14. t - ri:4
,1
13. "22 15.4-::m-)
JJ
1O2 Integrated Mathematlcs: Course I

16. t;:y-71 17. y*1:8 18. f*8:8

r9. y+18:29 20. d+53:81 21. 9:.r*3
22. 17:t*L7 29. 39:e-f 2L 24. gg: f+ 89
26. r*.7:.8 26. s*.02:.08 27. .9:mt.3
13
r+----
28. L2.9=fr+.6 29.
'*3:; 30.
24
31. a!="+| 32. tt*: k+5h 33. a-4:9
34. a*5:17 36. b+4:L3 36. d+1:12
37. 18:o-3 38. 16:r.*2 39. 25:s*11
40. 54:t+39 41. y - 13:14 42. m+15:L5
11
43. n-7:3! 4. y+5:8| 45. * +;- L4;
73
u?a= * -I 47. t - zl: s. -:V+- 4

49. Eo. sl:a+sl, 51. d.-5:2.3

"-tl:e| 64, 1l=pI1.8
62. m.r.7=2.9 63. 8.6:c-.2
DD. 15=r*1.5 66.3.1 =z-.8 57.4*x:50
68. 19:74y 59. L+x:7; 60..15+v:2.25
61. If g + 9 = 11, find the value of 79.
62. If t - .5 : 2.5, find the value of t + 7.
6:f. lf 22 = y + 8, find the value of |f.
u. ff c - tl,: ,i, find the value of 8c - 2.

66. If 1.8 + b :2.7, find the value of *U - .t.

4.3 SOLVING SIMPLE EQUATIONS BY USING

DIVISION OR MULTIPLICATION POSTULATES

O FOSTULATE 6. Division koperty of Equality

T|lte diuisian property of equality states that for all numbers a, b,
andc(c + 0):

Ifa=b.theng=!.
'cc
Therefore: If both sides of an equality are divided by the Eame
non:aero number, the equality is retained.
 Simple Equations and Problems 103

Study the following examples:

In Arithmetic In Algebra
8:8
If If4w:8
'Inen. 88 4w8
Then,i:
'4 4 n [D4]
And.,2 : I And,w:2
Dn means that both sides of the
equation have been divided by 4.

Notice that the application of the division property in the equation

4w :8 resulted. in the equivalent equations u., : 2. All
+:Zand
three equations have the same solution set, {2}.
It is important to remember that when we apply the division prop-
erty of equality, we divide both sides of an equation by the same zon-
zero number. Division by zero is impossible.
Now, we will use the division property of equality in solving equa-
tions.

MODEL PROBLEMS

Solve and check:

1. 8Y: 56 2. 22:4x 3..3r:9
Solution Solution Solution
8Y:56 22: 4x .3r:9
8y 56 rnl
r'sr
22: 4x Rr Cl

T:T 4 4 ll,a')
;:; rDsl

l:7 ,t:
-1 , r:30

Check Check Check

8Y:56 22:4x .3r:9
8(7) 1 56 .3(30) 3 e
zz L +(s!\
56 : 56 (T!ue) \2/ 9 : 9 (True)
22:22 (T!ue)

Answer: I : 7 '-L
nnswer: * : o, Answer: r: 30
104 Integrated Mathematlce: Course I

O POSTULATE 7. Multiplication Property of Equality

The tnultiplication property of equality states that for all numbers a,
b, and c:
If a :6, then ac = bc.
Therefore: If both sides of an equality are multiplied by the same
number, the equality is retained.

Study the following examples:

In Arithmetic In Algebra

If 8 = 8 If 1= 8
4

Then,4'8:4' 8 Then, n'i:x n't [Mr]

And,32 : 32 And, x : 32

Ma means that both sides of the equation

have been multiplied by 4.

Notice that the application of the multiplication property in the

equation a resulted in the equivalent equations 4 '
;:4 ' 8 and
i:
x: 32. All three equations have the same solution set, {32}.

One might now expect that the application of the multiplication

pioperty of equality to an equation always gives an equivalent equa-
tion. This is true, with one important exceptian. We may not multiply
both sides ofan equation by zeroto obtain an equivalent equation. For
example:
x:2 O'x:O'2
The solution set is {2}.
0'r:0
The solution set is
{numbers of arithmetic}.

Now, we will use the multiplication property of equality in solving

equations.
 Simple Equations and Problems 105

MODEL PROBLEMS

In 1-3, solve and check.

,. t: r, 2. t:*, nx4
o' g:5
Solution Solution Solution

t'
or: 8:; x4
93
rL
s';:s.rztMrl 2'8:2'; lMrl r.;:n.;rM,l
n:36 16:r x: 12

Check Check Check

!: 12 I :;. x4
It 93
36, .,o a I jool L2r4
3--' 93
12: L2 (True) 8 : 8 (True) 44:5 (rrue,
5
Answer: n :36 Answer: r: 16 Answer: x : L2

:
: :,.
:: : : :J . :-;,:. ;.
:-;.
:. :.i .: :. : i

i*.'+ii*u *:., ;;[ffi1 "fi ;i;

EXERCISES

In 1-40, solve and check the equation.

1. 3r: 15 2. 10c: 90 3. 20 :5d 4. 84 :7y
5. 5c:5 6.6s:0 7. 5p :9 8. 16 :4y
9. 8m= 1 10.1:66 ll. 4x : .8 12. .36 :6m
106 lntegrated Mathematics: Course I

t.a: n 14. ZO:*r 1'

lb. ir:r8 16.
Qn
13.
t: o

L7. 3y=3 18. 2b : 0 19. 8r :27q 20. 15 :2y

21. 6c:44 22. 6w:3 23. *r:o 24. 2a: .6

25. .4x : 3.2 26. L.4x : 5.6 27. .3c : t.2 28. .02x : 25

29. .06x : 54 30' 32 : .O4z 31. .OGy = 12 32. .15c : 300

! =Y sb. ?b:8 tf,x:t

33.
:,: i s4.
343
36.

: nl rKX J_:l
37. 7x 38.
it:A 3e. 40.
t.4
^:4
41. If 9r : 36, find the value of 2x.
42. lf 2x :64, find the value of lr.
4

43. If ! :12. find the value of 5/.

2

44. rcf;t :16, find the value of 3y + 7.

45. If .08y : .96, find the value of |r - 3.

4.4 WRITING VERBAL SENTENCES

AS EQUATIONS
In algebra, many verbal problems involving number relations are
solved by expressing verbal sentences as equations and then solving
the equations. At the start, this procedure may seem moTe difficult than
solving the problem by other strategies, such as trial and error. With
practice, you will find equations easier to write. Most importantly, as
the problems become more complex, you will find that using an alge-
braic strategy is powerful and efficient.
Verbal Sentence: Four times a number s equals 20.
\-J*

Equation: 4s 20

Verbal Sentence: \_A number y

',
increased by_L_6 equals
_ )+
8.

Equation:y+6-8
Verbal Sentence: .A number r $ecreased
by ? gql"t" S.

Equation: x -
 Simple Equations and Problems 107

Verbal Sentence: $ number z $ivided by. 2 gryI 1

Equation:n+2:4
Note that the words of a sentence may need to be replaced by symbols
in a different order.
Verbal Sentence: Eight less than a number is 10.
Equation: x-8 :10

lit F*i. ##- ,'ti *o*'i ;*nir, ** n*'ui *no*nr"*'urooo*"-,

:iep-remnt :the yefi#Ie:, theh ahit .'Iptter; :with, the,',,,,,
:, .,: a, lCttb, t'o
"* r

:
.,. sl'lrybols,,for,arith-metic, operaiime, to' Cffs,the-,ve'1p!l senten+€r
:

MODEL PROBLEM

Write the following sentence as an equation: "5 times a number de-

creased by 7 equals 13."
Solution: Let r represent the number.
5 times a number decreased by 7 equals 13.
J' -

5x 7:13
Answer:5x-7=13

EXERCISES

In 1-9, select the equation that represents, in terms of the given

variable, the numerical relationship expressed in the sentence.
l. Three times Harold's height is 108 inches. Let h : Harold's height.
(1)h+3:108 (D7h:108
(3)h - 3:108 <n>io:108
2. One-half of Mary's weight is 20 kilograms. Let ru : Mary's weight.
I
(l) ;w : 20 (2) 2w : 20 (3) ru - 2 = 20 (4) w + 2 : 20
3. A number increased by 7 equals 28. Letn = the number.
(r) 7n : 28 (2) n + 7 : 28 (3) z - 7 : 28 @) ln : 28
108 Integrated Mathematics: Gourse I

4. A number decreased by 5 equals 15. Let r : the number.

(1) r + b : lb (2) br = lb (B) ]r = lb (4) x - 5 = 15
5. If 7 is subtracted from a number. the iesult is 8. Let r : the num-
ber.
(1)7-.r:8 (2) x-7 :8 (3)8- x:7 (4)x+8:7
6. A movie star bought 15 suits and now has 75 suits. Let s = the
number of suits he had originally.
(1) s + 15 : 75 (2) s - 15 : 75 (3) 15s : 75 (4) * = ?S
liJ

7. In a rectangle, four times the width is 100 cm. Let u; : width of

the rectangle.
(1) rr + 4 : 100 (2) 4w: 100
(3)u-4:100 {+)lw=100
8. In a parallelogram whose area measures 24 cm2, the base mea-
sures 6 cm. Let h : height of the parallelogram.
(1) h + 6 : 24 (2) 6h : 24 (3) h + 6 : 24 (4) 24h : 6
9. In a triangle whose area measures 32 m2, the base measures 4 m.
Let h : height of the triangle.
(l) 4h : 32 (2) 2(4h) : 32
@\;@ * 4): s2 <+l f,<+nl : zz

In 10-26, write the sentence as an equation. Use n to represent the

number.
10. Eight more than a number is 15.
11. Four less than a number is 24.
12. Twelve added to a number is 26.
13. A number decreased by 5 equals 25.
14. A number multiplied by 3 equals 39.
15. A number divided by 4 equals 16.
16. The product of 7 and a number equals 70.
17. One-half of a number, decreased by 7, equals 11.
f8. Twice a number, increased by 7, equals 27.
19. Twice a number, decreased by 5, equals 25.
20. The sum of three times a number and 7 is 22.
21. When 9 is subtracted from 5 times a number, the result is 31.
22. The sum of 100 and a number is equal to three times that number.
23. If 3 times a number is increased by L2, the result is the same as
twice the number increased bv 24.
 Simple Equations and Problems 109

24. If 8 times a number is decreased by 20, the result is the same as

3 times the number increased by 80.
25. The sum of a number and twice that number equals 45.
26. Three times a number decreased by half of that number equals 40.

4-5 SOLVING PROBLEMS BY USING

VARIABLES AND EQUATIONS
Now you are ready to use an important algebraic problem-solving
strategy.

"

.ffi $I***ffi
-*t$ii
;***ffi **i'.*'
- *J# ,fi* a' .*si** *,, rr' U"**
-.

MODEL PROBLEMS

1. When a number is decreased by 7, the result is 9. Find the number.

How to Proceed Solution
(1) Read carefully and deter- You want to find a certain
mine what you must find. number.
(2) Represent the number by a
variable. Let x : the number.
(3) Write the word statement
asanequation. r-7:9
(4) Solve the equation. [Az] + 7 : +7
x: L6
(5) Check in the original Is 16 decreased by 7 equal
problem. to 9? Yes.
Answer: The number is 16.
110 Integrated Mathematics: Course I

2. Ned traveled
I of the distance that Ben traveled. If Ned traveled
12 kilometers, how far did Ben travel?
How to Proceed Solution
(1) What must you find? The distance Ben traveled.
(2) Represent the distance
Ben traveled by a
variable. Let d : distance Ben traveled.
(3) Using the same
variable, represent the
distance Ned traveled. Then |d : distance Ned traveled.
*' :
id
'"""TjnJ[H,;T '2
(5) Solve the equation. [Ma] n 'id : !2 ' 4
d:48
(6) Check in the original Ben traveled 48 km, Ned traveled
problem' 12 km. Did Ned travel 1 of the
4
distance that Ben traveled? Yes.
Answer: Ben traveled 48 kilometers.

EXERCISES

In 1-32, solve the problem using a variable and an equation.

1. A number decreased by 20 equals 36. Find the number.
2. Seven times a number is 63. Find the number.
3. If 7 is subtracted from a number, the result is 46. Find the num-
ber.
4. Five times a number is 50. Find the number.
5. What number increased by 25 equals 40?
6. When a number is doubled, the result is 36. Find the number.
7. If 18 is added to a number, the result is 32. Find the number.
8. A number divided by 5 equals 17. Find the number.
9. Ten less than a number is 42. Find the number.
10. A number divided by 4 is Sj. fina the number.
11. One-half of a number is 12. Find the number.
12. Three-fifths of a number is 30. Find the number.
13. The sum of 42 and a number is 96. Find the number.
 Simple Equations and Problems 111

14, A number multiplied by .3 is 6. Find the number.

15. Four-hundredths of a number is 16. Find the number.
16. After Helen had spent $.25, she had $.85 left. How much money
did she have originally?
17. After he had lost 13 kg, Ben weighed 90 kg. Find Ben's original
weight.
18. After 2|feet had been cut from a piece of lumber, there were 9|
feet left. What was the original length of the piece of lumber?
19. After a car had increased its rate of speed by 24 kilometers per
hour, it was traveling 76 kilometers per hour. What was its orig-
inal rate of speed?
20. During a charity drive, the boys in a class contributed $3.75 more
than the girls. If the boys contributed $8.25, how much did the
girls contribute?
21. The width of a rectangle is 8 feet less than its length. If the width
is 9.5 feet, find the length of the rectangle.
22. A high school admitted 1,125 sophomores, which was 78 fewer than
the number admitted last year. How many sophomores were ad-
mitted last year?
23. How many hours do you have to work to earn $132 if you are paid
$5.50 per hour?
24. A man earned $1,000 in 4 weeks. What was his weekly salary?
25. A dealer sold an electric broiler for $39.98. This amount was $12.50
more than the broiler had cost him. How much did the broiler cost
the dealer?
26. After using his baseball glove for some time, Charles sold it for
$12.25less than he paid for it. If Charles sold the glove for $3.50,
how much did he pay for it originally?
27. Baseballs cost $3.50 each. How many baseballs can be bought for
$28.00?
28. The width of a rectangle is
] of its length. If the width of the rect-
angle is 6 meters, what is its length?
29. Sue wishes to buy a radio that costs $38. If she has already saved
$26 for this purpose, how much must she still save to buy the radio?
30. A merchant bought 8 dozen shirts. If he has sold all but 18 of them,
how many shirts has he sold?
31. Mr. Alvarez withdrew from his savings account $25 per week for
each of 8 weeks. He then had $1,623 in his account. How much
did he have in his account before he made these withdrawals?
82. In a basketball game, the Knicks scored 12 points more than the
Celtics. If the Knicks scored 108 points, how many points did the
Celtics score?
112 Integrated Mathematics: Course I

4-6 SOLVING PERCENT PROBLEMS

A percent is a way of expressing the quotient of a number divided
by 100. When used in computation, a percent is always expressed as
an equivalent decimal or common fraction.
In Arithmetic In Algebra
1. To find L2Vo of 420, write 1. To express l2%o of a number z,
l2Vo as .L2: wfite l2%o as .12:
72Vo of 420 : .12(420) LZVo of a number n : .l2n
: 50.40
2. To find 7Vo of $300, write 2. To express 77o of an amount o,
7Vo as
n
write |Vo..
t
-:
100 100 '

|vo of$300 : ftfaOOl 7Vo of an amounto: 7

looo
: $21

MODEL PROBLEM

The Hesters save 9Vo of the family income. What was the income last
week if they saved $34?
How to Proceed Solution
(1) Represent last week's income
by a variable. Lel n : last week's income.
(2) Using the same variable, rep-
resent last week's savings. Then, .08n : last week's savings.
(3) Write an equation 08n : 34
(4) Solve the equation. [D.oe] n : 425
(5) Check. Is 8Vo of 425 equal to 34?
Yes, .08(425) : 34.
Answer: The Hester family's income was $425.

EXERCISES

In 1-18, use an algebraic equation to solve each problem.

1. 4Vo of a number is 8. Find the number.
2. 257o of a number is 12. Find the number.
3. L2OVo of a number is 54. Find the number.
 Simple Equations and Problems 1 13

4. ISVo of what number is 4.5?

D. nf,u" ot what number is 3f?
6. Marvin saved 25Vo of his allowance. If he saved $2.50, how much
was his allowance?
7. The Giants won 24 games. If that was 60Vo of all the games they
played, how many games did they play?
8. Pearl bought a coat at a sale that offered 40Vo off. Ifshe saved $48,
what was the original price of the coat?
9. Patricia answered 9OVo of the questions on a test correctly. If she
answered 45 questions correctly, how many questions were on the
test?
10. At a sale, a radio sold for $20. This amount was 80Vo of the original
price. What was the original price?
11. In a restaurant, Mrs. Green left a tip of $1.20, which was lSVo of
the amount of the bill. What was the amount of the bill?
t2. There are 210 freshmen at East High School. The number of fresh-
men is 30Vo of the number of students enrolled in the school. How
many students are enrolled in the school?
13. One day 92 students, which was 8Vo of the total enrollment, were
absent. Find the total enrollment.
14. Mr. Hendrick's salary this year is 1067o of last year's salary. If
this year's salary is $26,341, what was last year's salary?
15. A dealer sold a suit for l50Vo of the amount he paid for it. If the
dealer sold the suit for $120, how much did it cost him?
16. The selling price of an article is 775Vo of the dealer's cost price. If
the dealer sold the article for $28, how much did she pay for it?
17. When Irene bought a dress, she had to pay an 87o sales tax. If the
sales tax was $2.40, what was the original price of the dress?
r8. The Surevalve Company tested 1Vo of the valves it had produced.
If 350 valves were tested, how many valves had the company pro-
duced?

4.7 SOLVING EQUATIONS BY USING

SEVERAL OPERATIONS
In the equation 2x * 3 : 15, there are two operations indicated in
the left member: multiplication and addition. To solve the equation, we
use the inverse operations: diuision qnd subtraction. As shown on the
next page, in Method 1, we first perform subtraction to undo the ad-
dition and then perform division to undo the multiplication. In Method
2, we first perform division to undo the multiplication and then perform
114 lntegrated Mathematics: Course I

subtraction to undo the addition. Notice that solution bv either method

results in the same root.
Method 1 Method 2
2xI3:15 2x+3:15
2r+3 -3-15-3 [Sr] 2x*3 : 15: IDrl
2x: 12 22
x :6 [Dr] 2x315/2x\ */
2 2 2\2
2x*3:L5
Check
*:;12 r,
LsB]
2(6)+3315 x:6
12+3Lr5 Check is shown at the left.
15 : 15 (True)
Answer: x : 6
While both methods yield the correct answer, Method 1 is simpler.
In general, it is preferable to perform addition or subtraction first and
then to perform multiplication or division.

''nn,OGHtrUhf;'.,,*o:.sofur,,.ffi.iq [",,in.,*UlcU,,,r*+i .;$**ttU**,,,

a#,,indic$t"4,:'[erf '-
, -

MODEL PROBLEMS

l. Solve and check: 7x + 15 : 7I

How toProceed Solution
(1) Write the equation. *
'7x 15 : 7l
(2) Use the subtraction property. - 15 : -15 [Slb]
7x 56

(3) Use the division property. tDrl

T T
x:8
(4) Check the solution. 7.r * 15 = 7L
7(8)+t5a 7L
56+15r 7L
71 7L (T!ue)
Answer: r : 8
 Simple Equations and Problems 115

2. Find the solution set and check: 2x

o
- 6: t2

Solution Check

f-o:t,
+6:+6
lx-6:t2
3r
;:o 18
ry- 6LL2
- /3"\
uF/ = 5(18)
f-o:rz
18-6312
3r:90 12 : 12 (True)
r:30
Answer: The solution set is {30}.

If 4 times a number is increased by 7, the result is 43. Find the

number.
How to Proceed Solution
(1) Represent the number by a letter. Letx=thenumber.
(2) Write the word statement as an
equation. 4x+7:43
(3) Solve the equation. 4x:36
x=9
Check: Does 4 times 9, increased by 7, give a result of 43?
Yes,36+7:43.
Answer: The number is 9.

EXERCISES

In 1-33, solve and check the equation.

1.3r*5:35 2. |a.-r t7 : 47 3. 4x-l:15
4.3y-5:16 5. 55:6a * 7 6. 17:8c-4
7. 15r * L4: 19 8.75=11+16r 9. 14:l2b+8
10.8:18c-1 11.11:15t+1 L2. 1L': 16d - 1
3o -r, 4r
ia
ru.g--o - 14. i: zo 15. o, =!!8
I
116 Integrated Mathematics: Course I

16. ?. =18 17. L2: 3

4"
18.
!m: 30
t4
re. T 45
2
20.
7t
3 T 21. t., =+
22.
; *4: 13 23.
d
4- 9:51 24. rs=f-a
v ,1 : t8:
26. .6m -5 gd ,r;
25. t2 :_.f
o
27. -;:
28.4a+.2:5 29. 4: 3t- .2 30.
lx-5:LL
31. jr+a:13 32. rs : |r -o 33. +z:lt+z
In 34-50, use an algebraic equation to solve the problem.
34. Ten times a number, increased by 9, is 59. Find the number.
35. The sum of 8 times a number and 5 is 37. Find the number.
36. If six times a number is decreased by 4, the result is 68. Find the
number.
37. The difference between 4 times a number and 3 is 25. Find the
number.
38. If a number is multiplied by 7, and the product is increased by 2,
the result is 100. Find the number.
39. When 12 is subtracted from 3 times a number. the result is 24.
Find the number.
40. If 9 is added to 50Vo of a number, the result is 29. Find the number.
41. If two-thirds of a number is decreased bv 4. the result is 56. Find
the number.
42. If 38 is added to of a number, the result is 128. Find the number.
I
49. The sum of 60Vo of a number and 2.3 is 14.6. Find the number.
44. The larger of two numbers is 12 more than twice the smaller. The
larger number is 36. What is the smaller number?
45. The larger of two numbers exceeds six times the smaller by 10. If
the larger number is 76, find the smaller number.
46. Find the width of a rectangle if the length is 12 cm and the pe-
rimeter is 42 cm.
47. Wiien Rosalie bought 4 packages of paper napkins, the tax was
$.22. lf the total cost of the napkins and the tax was $3.38, what
was the cost of a package of napkins?
48. The bookstore ordered boxes of pencils for resale. The cost of the
pencils was $2.25 per box and the shipping cost of the order was
$2.80. If the total cost of the pencils and shipping was $29.80, how
many boxes of pencils were ordered?
 Simple Equations and Problems 1 17

49. Dr. Cortez spent 30 minutes driving from home to Seaview Hos-
pital. This was 12 minutes less than twice the time it took him to
drive home. How long did it take him to drive home?
Last week. Juan worked 7 hours more than 3 times the number
of hours that George worked. If Juan worked 40 hours, how long
did George work?

4.8 MORE PRACTICE IN SOLVING

EQUATIONS

In l-42, solve and check the equation.

1.9r:108 2.96+8:8 3. 4y + 2:39
4..15x:.06 5.79:5x-G 6.5y+L9=27
7. 18:4o*10 8. 14:n-5.6 e. ]u=zs
10.39=51 11.7x-2:68 12. 48 :7m - I
r3. 48 :5.7b - 3.3 14. T * ,S = gZ
o
15. at-|:sf
f6. 87 :2x - LB 17. .Lla = 44 18. r-s|:z]

19.3y+19:94 zo.
T: tn 21.6r*3=60
2
22. 10r:
s- 24..8c-4=3.2
23. --o=J
4
25..01r=5 26. .96 : .18 27.5n-5:30
28.8m+ 3=91 29. .3r*.2:8 so. u?: t I
i.
81.
!-sz=za s2.2e:f,a+L2 33.9r-3=95
t; :; 35.
34. frr = 35 BG.
|t+lt=n
37.
h:i .1
rf;=; 66
7
39. |c-1=1a
40. Bm - ui : ti 41. t:?
82 42, L8=8c-2
118 Integrated Mathematics: Course I

4.9 REVIEW EXERCISES

In 1-3, using the domain {1, 3, 5, 7, 9}, find the solution set of the
equation. The null set, Q, is a possible answer.
1. 18-Br:9 2. O.2y+3:4 3. 4t-7:17
4. Twelve less than a number is 18. Find the number.
5. If 6k : 48, find the value of k + 5.
6. lf d + !4 : 2!.
-2"what is the value of l2d.?
In 7 and 8, select the numeral preceding the correct response.
7. Which of the numbers is a root of the equation 0.2w : 4?
(1) 0.2 (D 2 (3) 20 @) 4
8. WhichstatementistrueTf x:alb andotb=2r?
(1)r:r (2)x:2r (3)x:4r (4)a:2r
In 9-20, solve and check the equation.
9. t - 9 : 14 10. 23 * y:31 11.6m:3
12. rr-0.5:9 13. e=\t 14.7x-2:61
15. 5b-3:32 16. g*i+:za n. o.o3p:9.3
h' 5
1.'' n:t 19. gr:9 zo.8+?c:8
4 B

In 2l-24: a. Write the sentence as an equation where n is used to

represent the number. b. Solve for n.
21. When twice a number is decreased by 5, the result is 27. Find the
number.
22. If one-sixth of a number is 1], find the number.
23. Five times a number in"r"urld by 4 is 40. Find the number.
24. A store sold |Vo of a new shipment of toys. If the store sold 16 of
these toys, how many toys were in the shipment?

25. Use an algebraic equation to solve the problem. On a quiz show,

Georgette won $10 less than three times as much as Charlie. If
Georgette won $800, how much did Charlie win?
26. In his will, Mr. Banks left SOVo of the value of his property to his
wife, 22Va to his daughter, L6Vo to his son, and the remaining
$30,000 to charity. What was the value of his property?
 Chapter Jtr
Introducing Logic

5.1 SENTENCES, STATEMENTS, AND

TRUTH VALUES
Still another effective approach to problem solving is through a
branch of mathematics called logic. Logic is the study of reasoning. All
reasoning, whether it is in mathematics or in everyday living, is based
on the ways in which we put sentences together.

Sentences That Are True or False

In mathematics, we are concerned with only one type of sentence. A
mathema,tical sentence must state a fact or contain a complete idea. A
mathematical sentence is like a simple declarative sentence in English.
It contains a subject and a predicate. Because every mathematical sen-
tence states a fact, we can usually judge such a sentence to be true or
false. For example:
1. Every triangle has three sides. True mathematical sentence
2.5+7:12 True mathematical sentence
3. Chicago is a city. True mathematical sentence
4.3+5=7 False mathematical sentence
5. Chicago is the capital of Texas, False mathematical sentence

Nonmathematical Sentences and Phrases

Sentences that ask questions or give commands are not mathemat-
ical sentences. We never use these sentences in reasoning because we
119
12O Integrated Mathematics: Course I

cannot judge if they are true or false. A phrase is an expression that

is only part of a sentence. Because a phrase does not contain a complete
idea, we cannot judge if it is true or false. A phrase is not a mathe-
matical sentence. The following examples are not mathematical sen-
tences:
1. Did you do your homework? This is not a mathematical sen-
tence because it asks a question.
2. Get home early. This is not a mathematical sen-
tence because it gives a com-
mand.
3. Every triangle This is not a mathematical sen-
tence because it is a phrase.
4.4+5 This is not a mathematical sen-
tence because it is a phrase.
In reasoning, we try to judge whethersentences are true or false.
Although some sentences contain complete thoughts, they are true for
some people and false for other people. For example:
1. It's hot in this room.
2. That sound is too loud.
3. Liver really tastes good.
Conclusions based on statements like these mav also be true for some
people and false for others.

Open Sentences
Sometimes it is impossible to tell whether the sentence is true or
false because more information is needed. These sentences contain uori-
ables or unknowns. You have seen that a variable may be a symbol
such as n ot x, but a variable may also be a pronoun like he or if. Any
sentence that contains a variable is called an open sentenee. For ex-
ample:
1.r*3:7 Open senlence; the variable is r.
2. She is my sister. Open sentence; the variable is she.
3. It's on TV at 8 o'clock. Open sentence; the variable is it.
In studying equations, you have seen that a variable is a placeholder
for an element from a set of replacements called lhe damain or re-
placement set. The set of all replacements that will change the open
sentence into true sentences is called the solution set or truth set. For
example:
 fntroducing Logic 121

Opensentence: r + 10:13
Variable: x
Domain: {I,2,3, 4l
When x:3, then 3 * L0 : 13 is a true sentence.
Solution set: {3}

The concepts that we apply to sentences in algebra are exactly the

same as those we apply to sentences that we speak to one another. Of
course, we would not use a domain like { 1, 2,3, 4l for the open sentence
"She is my sister." Common sense tells us to use a domain of girls'
names. The following example compares the sentence with the use of
sentences in algebra. Open sentences, variables, domains, and solution
sets behave in exactly the same way.

Open sentence: She is my sister.

Variable: She
Domain: {Girls'names}
Replace "she" with "Joanna." If "Joanna is my sister" is a true
sentence. then Joanna is an element of the solution set.

Sometimes a solution set contains more than one element. If Mary

has two sisters, then for her, the solution set of "She is my sister" may
be {Joanna, Jennifer}. Some people have no sisters. For them, the so-
lution set for the open sentence "She is my sister" is the empty set.

Statements
A sentence that can be judged to be true or false is called a statement
or a elosed, sentence. In a statement, there are no variables. The fol-
lowing diagram shows how different kinds of sentences are related to
one another.
-Open sentence
(Contains a variable)
Sentence{ sentence
(complete thought) \clo"ed .1"ue
sentenc
(Called a Statement; \F"lr"
sentence
has no variable)
122 Integrated Mathematics: Course I

MODEL PROBLEMS

Identify each ofthe following as a true sentence, false sentence, open

sentence, or not a mathematical sentence at all.
Answers
l. John Wayne was a U.S. President. 1. False sentence
2, John Wayne was a movie star. 2. True sentence
8. He acted in many Westerns. 3. Open sentence
(The variable is he.)
4. Do you like Westerns? 4. Not a mathematical
sentence
(It asks a question.)
5. Read this book. 5. Not a mathematical
sentence
(It gives a command.)
6. 3x + 5 < 26 6. Open sentence
(The variable is r.)
7.5+7+8 7. Notamathematical
sentence
(It is a phrase.)

EXERCISES

In 1-8, tell whether each is or is not a mathematical sentence.

1. The school day ends at 3:15. 2. Take the bus.
3. Are you going? 4. If John goes.
5. Atlanta is a city in Alaska. 6. r * 3 : 2x * |
7. Two teaspoons, three times a day.
8. Do the next seven problems.
In 9-15, all of the sentences are open sentences. Find the variable
in every sentence.
9. She is smart. 10. We elect a president.
11. It is my favorite color. 12. 4y < 2O
13. This is a great country. 14. It is a counting number.
15. He was the most valuable player in the World Series.
In 16-23: a. Tell whether the sentence is true, false, or open.
b. If the sentence is an open sentence, identify the variable.
16. The United States of America declared independence in 1776.
17. They celebrate Independence Day on July 14 every year.
 fntroducing Logic 123

18. San Francisco is a city in New York State.

19. A rectangle is a four-sided polygon.
20. 5x * 2: t7 21. 5(10) + 2: L7
22. 5(3) + 2: 17 29. 23 :32
ln 24-28, use the replacement set {New York, Florida, California,
Hawaii, Kansas) to find the truth set for each open sentence.
24. It was one of the last two states admitted to the U.S.A.
25. It does not border on or touch an ocean.
26, It is on the east coast of the United States.
27. Its capital is Sacramento.
28, It is one of the states
of the United States of America.

In 29-40, use the domain of natural numbers to find the solution set
for each open sentence. It is possible that no replacements make true
sentences.
29. x*5:17 30. x-5:!7 3f.'4:t
3
32. 56:3x - 4 33. 2x t x:6 34. 2x - x: I
35. r<3 g6. r*1(6 qn
otr {-l
B: ,
2r.
38.;:; Be. .2x+B:6 40. r+i:B
1

In 41-48, use the domain {square, triangle, rectangle, parallelo-

grah, rhombus, trapezoid) to find the truth set for each open sentence.
41. It has three and only three sides.
42. It has two pairs of opposite sides that are parallel.
43. It has four sides that are all equal in measure.
44. It must contain only right angles.
46. It has exactly six sides.
46. It has less than four sides.
47. It has exactly one pair of opposite sides that are parallel.
48. It has four angles that are equal in measure and four sides that
are equal in measure.

5.2 NEGATIONS AND SYMBOLS

A sentence that has a truth value is called a statement. There are
two truth values: true and folse, shown by the symbols T and, ^F. Every
statement is either true or false. A statement cannot be both true and
false at the same time.
124 Integrated Mathematics: Course I

In reasoning, you will learn how to make new statements based upon
statements that you already know. One of the simplest examples of this
type of reasoning is found in negating a statement.
The negation of a statement is usually formed by adding the word
not lo the original or given statement. The negation will always have
the opposite truth value of the original statement. For example:
1. Original: John Kennedy was a U.S. President. (True)
Negation: John Kennedy was nol a U.S. President. (False)

2. Original: An owl is a fish. (False)

Negation: An owl is not a fish. (True)

There are many ways to place the word "not" into a statement to
form its negation. One method starts the negation with the phrase "It
is not true that . . . ." For example:
Original: The post office handles mail. (True)
Negation: It is nof true that the post office handles mail. (False)
Negation: The post office does nof handle mail. (False)

Both negations here express the same false statement.

The First Symbols in Logic

In logic, we use a single letter to represent a single complete thought.
This means that an entire sentence may be replaced by a single letter
of the alphabet. Although we can use any letter to represent a simple
statement, the letters most often used in logic are p, q, and r. For ex-
ample, p might represent "John Kennedy was a U.S. President."
To show a negation of a simple statement, place the symbol - before
the letter for the original or given statement. Then -p would represent
"John Kennedy was not a U.S. President." We read the symbol -p as
"not p."

Svrnbol Staternent in Words Truth Value

1. pi There are twelve months in every year. (True)
- p: There are not twelve months in every year. (False)

2. qi 8*9:10 (False)
-q: 8+9+10 (True)

When p is true, then its negation -p is false. When g is false, then

its negation -g is true.
 fntroducing Logic 125

O A statement and its negation have opposite truth values.

However, every sentence is not necessarily a statement with a known
truth value. Questions arise in reasoning when we must deal with sen-
tences having an uncertain truth value, such as "The radio is too loud."

The First Truth Table in Logic

To study sentences where we wish to consider all truth values that
could be assigned, we use a device called a truth table. A truth tabte
is a compact way of listing symbols to show all possible truth values
for a set of sentences. The truth table for negation is very simple. you
will see more complicated truth tables as you continue your study of
logic.

Buifding a Truth Table for Negation, - p

1. Assign a letter to represent the original sentence.

For example: Let p represent "The radio is too loud."

Pi the original sentence

-Pl the negation, not p
column
t2
2. In column 1,, list all possible truth values
for the original sentence. Here p can be
true (shown as ? in row 1) or p can be false row I -
(shown as .F' in row 2). row 2 +

3. In the heading of column 2, write the negation of

the original sentence in symbolic form.

4. Finally, assign truth values for every possible

case. In the fust row, if p is true, then -p must
be false. In the second row, if p is false, then
-p must be true.
Truth Table for
Negation
126 Integrated Mathematics: Course I

As a final note, be aware that many negations can be given in a

statement. Each time another negation is included, the truth value of
the statement will change. For example:

1. k: A dime is a coin. (T!ue)

2. -k: A dime is not a coin. Galse)

3. -(-&): It is not true that a dime is not a coin. (True)

4. -GGk)): It is not the case that it is not true that a dime

is not a coin' Galse)

of course, talk like this because it is too confusing.

we don't usually
Since -(-k) always has the same truth value as ft, we can use h in
place of -Gk). Therefore, we can negate a sentence that contains the
word nof by omitting that word.
- k; A dime is not a coin.
-(-k): A dime is a coin.

MODEL PROBLEMS

In 1-6: Let q represent "Oatmeal is a cereal."

Let r represent "She has cereal every morning."
For each given sentence: a. Write the sentence in symbolic form.
b. Tell whether the sentence is true, false, or open'
Answers
1. Oatmeal is a cereal. a. q b. True
2. Oatmeal is not a cereal. a. -q b. False
3. It is not true that oatmeal is a cereal. a. -q b. False
4. She has cereal every morning. a. r b. Open
5. She does not have cereal every morning. b. Open
^. -r
6. It is not true that oatmeal is not a cereal. a. -(- q) b. Tlue
In 7 and 8, symbols are used to represent statements and the truth
value of each statement is given.
k: An obtuse triangle contains exactly one obtuse angle. (True)
m: An acute triangle contains exactly one acute angle. (False)
 I

lntroducing Logic 127

For each sentence given in symbolic form: a. write a complete sen.

tence in words to show what the symbols represent. b. Tell if the state-
ments are true or false.

Answers
7, -k a. An obtuse triangle does nol contain exactly one obtuse an-
gle. (Or, It is not true that an obtuse triangle contains exactly
one obtuse angle.) b. False
8. - rn a. An acute triangle does not contain exactly one acute an-
gle. b. True

EXERCISES

In 1-8, write the negation of each sentence.

1. The school has a cafeteria.
2. Georgia is not a city.
3. A school bus is painted yellow.
4. 18 + 20 :2:28
5. The measure of a right angle is 90".
6. I+2+3+4
7. There are 100 centimeters in a meter.
8. Today is not Saturday.
In 9-18, for each given sentence: a. Write the sentence in symbolic
form, using the symbols shown below. b. Then tell if the sentence is
true, false, or open.
Let p represent "A cat is an animal."
Let g represent "A poodle is a cat."
Let r represent "His cat is gray.,'
9. A cat is an animal.
10. A poodle is a cat.
ll. A poodle is not a cat.
12. A cat is not an animal.
13. His cat is gray.
14. His cat is not gray.
15. It is not true that a poodle is a cat.
16. It is not the case that a cat is an animal.
17. It is not the case that a cat is not an animal.
18. It is not the case that a poodle is not a cat.
128 Integrated Mathematlcs: Course I

In !9-22, copy the truth table for negation and fill in all missing
symbols.
le.l;T;l 20. 21. 22.
t-1-1
l"t I

tFl-_l
23. Copy the truth table and fill in all missing symbols.

q -cl -(-c) -(-(-s))

T
F

24. A truth table is shown for a sentence and its negation.

rowl-
row2-
Let g represent "r + 3 > 8."
Tell which row of the truth table shows the correct truth values
when:
a.x:2 b.x:9 c.r:0 d.r:b e.*:|lzl
f. r:thesumof8andB g. r : the difference of 8 and 3
h. r : the product of 8 and 3 i. r : the quotient of 8 and 3

In 25-32, the symbols represent sentences.

p: Summer follows spring. r: Baseball is a summer sport.
q: Baseball is a sport. s: He likes baseball.

For each sentence given in symbolic form: a. Write a complete sen-

tence in words to show what the symbols represent. b. Tell if the sen-
tence is true, false, or open.
26. -p 26. -q 27. -r 28. -s
29. -G q) 30. -Gp) 31. -(-r) 32. -(-s)
 fntroducing Logic 129

In 33-36, give a word, a phrase, or a symbol that can be placed in

the blank to make the resulting sentence true.
33. When p is true, then -p is
34. When p is false, then -p is _.
35 -. as
-(-p) has the same truth value
36. A sentence that has a truth value is called a _.

5.3 CONJUNCTIONS
You have seen that a single letter can be used in logic to represent
a single complete thought. sometimes a sentence contains more than
one thought. In English, connectives are used to form compound sen-
tences that have two or more thoughts. one of the simplest connectives
is the word. and.
In logic, a eonjunctioz is a compound sentence formed by combining
two simple sentences, using the word, and. Each of the simple sentences
is called a conjunct. when p and q represent simple sentences, the con-
junction p and q is written in symbols as p n q. For example:
pi There is no school on Saturday.
q: I sleep late.
p A q: There is no school on Saturday and I sleep late.
In order for this sentence to be true, both parts must be true: ,,There
is no school on saturday" must be true and "I sleep late" must be true.
The truth table for a compound sentence contains more than two
rows. The first thought p can be true or false, and the second thought
q can be true or false. You must consider every possible combination
of these true and false statements. The diagram shown below is called
a tree d,iagram. By following its "branches," you can see that there are
four possible "true-false" combinations for every two simple state-
ments.
is true p is true and g is true

is rrr"/
,zp
a/ \, is false p is true and q is false

true P is false and q is true

\
\p i. false( ,/'is
\q i, r"rc p is false and q is false
130 Integrated Mathematics: Gourse I

Use the order shown in the table to set up the first two p cl
columns in every truth table containing two thoughts p and
T T
q. By using the same order all the time, you can find specific
cases quickly and you will reduce your chances of making T F
errors. F T
F F

The truth value of every compound sentence depends upon the truth
value of the simple sentences used within the compound sentence.

O The conjunction p and g is true only when both parts are true:
p must be true, and g must be true.

If p is false, or if q is false, or if both are false, then the conjunction

p and q must be false.
Consider these open sentences:
Let p represent ".tr is an even number."
Let q represent "r < 8."
Then, p n q represents "r is an even number and r < 8."
1. Let r : 6. p: 6 is an even number. (True)
q:6 < 8 (True)
p A qi 6 is an even number and 6 < 8. 0!ue)
When both parts of the conjunction are true, then p and q is true.

2. Let r: 10. p: 1-0 is an even number. (True)

q:10<8 (False)
p A qi 10 is an even number and 10 < 8. (False)

If any part of the conjunction is false, then p and q is false'

3.Letx=7. p: 7 is an even number. (False)
qi7 < 8 (True)
p A qi 7 is an even number and 7 < 8. (False)

If any part of the conjunction is false, then p and q is false.

4. Let r: 13. p: 13 is an even number. (False)
q:13<8 (False)
p A q: 13 is an even number and Lg < 8. (False)

When both parts of the conjunction are false, then p and q is false.
 Introducing Logic 131

Buifding a Truth Table for the Conjunction pAq

1. Assign two letters, each letter to serve as a symbol for a different
simple sentence.
For example: Let p represent "It is cold."
Let q represent "It is snowing."

p q

2. List all possible truth values for the simple T T

sentences p and q in the first two columns. T F
Follow the order shown.
F T
F F

p q p^g
3. In the heading of the third column, write the T T
conjunction of the sentences in symbolic T F
form.
F T
F F

4. Finally, assign truth values for the conjunc- p cl p^g

tion. When both simple sentences p and g are
true, then the conjunction p and q is true. In T T T
all other cases, the conjunction is false. T F F
p A q: "It is cold and it is snowing" will be F T F
true only when both parts are true. F F F
Truth Table for
Conjunction

A compound sentence may contain both conjunctions and negations

at the same time. The truth table for such a sentence is developed in
Model Problem 12 on page 134.
To build any truth table, work from the innermost parentheses first,
or from the simplest level of thinking. This is very much like the order
of operations we use in arithmetic and in solving equations.
132 Integrated Mathematics: Course I

MODEL PROBLEMS

In 1-6: Let p represent "Coffee is a beverage." (True)

Let g represent "Toast is a beverage." (False)
Let r represent "10 is divisible by 2." (True)
Let s represent "10 is divisible by 3." (False)

For each given sentence: a. Write the sentence in symbolic form.

b. Construct that row of the truth table that will tell whether the state-
ment is true or false.
1. Coffee is a beverage and 10 is divisible by 2. p r pAr
Answer: a.pn r b.True T T T

2. Coffee and toast are beverages. p q p^g

Answer: a.pnq b.False T F F

3. Toast is a beverage and 10 is divisible by 2.

P g p^g
Answer: a. q A r b. False F T F

4. 10 is divisible by 2 and 10 is not divisible r s -s r n -s

bv 3.
T F T T
Answer: a. r n -s b. True

5. 10 is divisible by 2 and by 3.
Answer: a.rn s b.False

6. Toast is not a beverage and 10 is q s -q -s -gn-s

not divisible by 3.
F F T T T
Answer: a. -q n -s b. True

7. Use the domain {1,2, 3\ to find the truth set for the open sentence:
(r>1)n(r<4).
Solution: Let x : 1. (1 > 1) n (1 < 4)

FnT:Falsestatement.
Since one part is false, the conjunction is false.
 Introducing Logic 133

Letx:2.(2 > t) n(2 < 4)

TnT:Tluestatement.
Since both parts are true, the conjunction is true.

Letx:3.(3> 1)^(3<4)
TnT:Truestatement.
Since a conjunction is true only when both simple sentences are
true, the truth set or solution set is {2, 3}.
Answer: 12,31

In 8-11, symbols are used to represent statements about a rectangle

with length I and width ru. For each statement made, its truth value
is noted.
Letp represent "Area: lw." (TYue)
: I + w." (False)
Let g represent "Perimeter
: 2l + 2w." (T!ue)
Let r represent "Perimeter w
For each sentence given in symbolic form:
a. Write a complete sentence in words to show
what the symbols represent. b. Tell if the state-
ment is true or false.
8. p^q
Answer: a. Area : lw and Perimeter : I + w.
b. ? n F' : False statement.
9. pnr
Answer: a. Area : lw and Perimeter : 2I * 2w.
b. ?n?:Truestatement.
10. -qAp
Answer: a. Perimeter + I I w and Atea : lw.
b. -F A T : T n T : True statement.
11. -(q n p)
Answer: a. It is not the case that Perimeter : I + w and
Atea : lw.
b. -(F' n ?) : -(F) : True statement.
Note that "It is not the case that . . ." applies to the entire state-
ment that follows it.
134 Integrated Mathematics: Course I

12. Build a truth table for the sentence -(-p n q).

Solution p q
(1) First, write all possible T T
combinations of true-
T F
false statements for p
and q. F T
F F

(2) Then, working inside the

parentheses, you first
p q -p
T T F
need -p. Write -p in
column 3 and negate the T F F
truth values for p found F T T
in column 1.
F F T

(3) Next, to get - p n q, use p q -P -p^q

the truth values found in
columns 2 and 3 to write T T F F
the truth values for the T F F F
conjunction. Since q and F T T T
-p are both true in the F F T F
third row, this is the
only conjunction that is
true. All other rows are
false.

(4) Finally, negate the truth -(-p

values for -p n q found
p q -P -p^g n q)

in column 4 to find the T T F F T

truth values of -(-p^q) T F F F T
to write in column 5. F T T T F
F F T F T
 Introducing Logic 135

13. Three sentences are written. The truth values are given for the
first two sentences. Determine if the third sentence is true, is false,
or has an uncertain truth value.
Tludie likes steak and Phil likes fish. (False)

Trudie likes steak. (True)

Phil likes fish. (?)

Solution:
(1) Use symbols to represent the sentences. Indicate their truth
values.
p A q (False): TYudie likes steak and Phil likes fish.
p (T!ue): TYudie likes steak.
a Q): Phil likes fish.
(2) Construct a truth table for conjunction as follows:

P cl p^q
The first sentence p A q is given as false. In
the truth table, you see that p n q is false in iP ___aF

rows 2, 3, and 4. Therefore, eliminate the T F F

case wherep n q is true by crossing out row 1 F T F
ofthe truth table.
F F F

P q p^g
(3) The second sentencep is given as true. In the
three rows remaining in our truth table, p is iP -1
true only in row 2. Eliminate the cases where T F F
p is false by crossing out rows 3 and 4 in the r- ----F
truth table.
F- ---+

(4) There is only one case where p n q is false and where p is true.
This occurs in row 2 of the truth table. In row 2, q is false. You
can conclude that the sentence g, Phil likes fish, is false.

Answer: "Phil likes fish" is false.

136 Integrated Mathematics: Course I

14. Three sentences are given; the truth values are noted for the first
two sentences. Determine if the third sentence is true, is false, or
has an uncertain truth value.
Jean likes hot weather and Bob likes cold weather. (False)
Jean likes hot weather. (False)
Bob likes cold weather. (?)

Solution:
(1) Use symbols to represent the sentences. Include their truth
values.
p A q (False): Jean likes hot weather and Bob likes cold
weather.
p (False): Jean likes hot weather.
q (?): Bob likes cold weather.
(2) Construct a truth table for conjunction as follows:

P q p^g
The first sentence p A q is false. Eliminate
the case where p A q is true by crossing out ? ---+
row 1 of the truth table. T F F
F T F
F F F

(3) The second sentence p is false. This occurs in

p cl p^g
rows 3 and 4 of the truth table. Eliminate + --1
the case where p is true by crossing out row 2 + ----F
of the truth table.
F T F
F F F

(4) The remaining rows of the truth table show that there are two
cases where p A q is false and where p is false: rows 3 and 4.
Since g could be true, as in row 3, or q could be false, as in
row 4, conclude that q has an uncertain truth value.

Answer: The truth value of "Bob likes cold weather" is uncertain.

 fntroducing Logic 137

EXERCISES

In 1-10, write each sentence in symbolic form, using the given

symbols.
Let p represent "It is cold."
Let g represent "It is snowing."
Let r represent "The sun is shining."
1. It is cold and it is snowing.
2. It is cold and the sun is shining.
3. It is not cold.
4. It is not cold and the sun is shining.
5. It is snowing and the sun is not shining.
6. It is not cold and it is not snowing.
7. The sun is not shining and it is not cold.
8. The sun is not shining and it is cold.
9. It is not the case that it is cold and it is snowing.
10. It is not the case that it is snowing and it is not cold.
In 11-20, for each given statement: a. Write the statement in sym-
bolic form, using the symbols shown below. b. Construct that row of
the truth table that will tell whether the statement is true or false.
Let b represent "Water boils at 100oC." (True)
Let /represent "Water freezes at OoC." (True)
Let f represent "Normal body temperature is 37oC." (True)
Let r represent "Room temperature is 60oC." (False)
11. Normal body temperature is 37'C and water boils at 100'C.
12. Normal body temperature is 37'C and room temperature is 60'C.
13. Water freezes at 0'C and boils at 100"C.
14. Water freezes at OoC and room temperature is 60'C.
15. Water does not boil at 100"C and water does not freeze at 0"C.
16. Room temperature is not 60'C and water boils at 100'C.
17. Normal body temperature is not 37"C and room temperature is
60'c.
18. It is not the case that water does not boil at 100"C.
19. It is not true that water boils at 100'C and freezes at 0'C.
20. It is not the case that water boils at 100"C and room temperature
is 60"C.

ln 2t-27, tell if the sentence is true, false, or open.

21. France is in South America and Germany is in Asia.
22. Every square contains 4 right angles and every triangle contains
1 right angle.
138 Integrated Mathematics: Course I

23. Tuesday follows Monday and 1 * 2 : 3.

24. It is a math book and it contains problems.
25. Most math books contain problems and ! of 12 is 8.
26. x:28 -17andr:11.
27. The Surgeon General of the U.S. has determined that cigarette
smoking is dangerous to your health and warning labels are
printed on cigarette packs.

In 28-30, copy the truth table for conjunction and fill in all missing
symbols.
28. p q p^g 29. m f mAr 30. I g |
^g
T T T T T
T F T F
F T T F
F F F

In 31-36, copy the truth table and fill in all missing symbols.(Note:
In 32-36, prepare a complete truth table similar to the one shown in
Exercise 31.)
31.
P q -p -cl -p^-g 32. p q p^g -(p n c)
T T
T F 33.
P ct | -cl p^ -g
F T
F 34. p
F cI -p -p ^ cl

35. p cl -q g^ -g -(q -q)

36.
P q -q p^-q -(p n -c)

37. Use the domain of whole numbers to find the truth set for each
compound open sentence.

a. (x > 5)n(r < 8) b. (r > 4)n(r < 6) c. (r > 3)n(r < 7)

d. (r < 5)n(r < 2) e. (r < 3)n(r < 4) f. (.r > 8)n(r > 3)
g. (r = 3)n(r +5 <7) h. (r - 8 < 2) A(3x>24)
 Introducing Logic 139

In 38-49, symbols are assigned to represent sentences.

Let b represent "A banjo is a stringed instrument."
Let d represent "A drum is a stringed instrument."
Let g represent "A guitar is a stringed instrument."
Let s represent "She plays a guitar."
For each sentence given in symbolic form: a. Write a complete sen-
tence in words to show what the symbols represent. b. Tell if the sen-
tence is true, false, or open.
38. bng 39. bnd 40. g^s 41. bn-d
42. bn-g 43. bn-s 44. g^-d 45. -sn d
46. -d n -b 47. -(d n b) 48. -(b n 91 49. -(g A s)
In 50-57, give the word, phrase, or symbol that can be placed in the
blank to make the resulting sentence true.
50. Whenp is true and q is true, thenp n q is
51. When p is false, then p A q is -.
52. If p is true, or q is true, but not both, then p A q is
-. and q is
53. When p A q is true, then p is -.
54. When p A -q is true, thenp is - q is
-.
55. When -p A q is true, thenp is -and q is -.
56. Whenp is false and q is true, then -and-(p A q) -. is
57. If bothp and g are false, then A
-p -q is -.
-.
In 58-64, three sentences are written. The truth values are given for
the first two sentences. Determine if the third sentence is true, is false,
or has an uncertain truth value.
58. It is raining and I get wet. (True)
It is raining. (True)
I get wet. (?)

59. I have a headache and I take a nap. (False)

I have a headache. (True)
I take a nap. (?)

60. I have a headache and I take a nap. (False)

I have a headache. (False)
I take a nap. 0)
61. Both a potato and a hurricane have many eyes. (False)
A potato has many eyes. (True)
A hurricane has many eyes. (?)

62. Anna loves TV and Anna loves to stay home. (True)

Anna loves TV. (True)
Anna loves to stay home. (?)
140 Integrated Mathematacs: Course I

63. Joe and Edna like to stay at home. (False)

Joe likes to stay at home. (T!ue)
Edna likes to stay at home. (?)
M. Juan takes the train and the bus to go to work. (False)
Juan takes the bus to go to work. (False)
Juan takes the train to go to work. (?)

In 65 and 66, a compound sentence is given using a conjunction. After

examining the truth value of the compound sentence, determine if the
truth value for each sentence that follows is true or false.
65. Most plants need light and water to grow. (True)
a. Most plants need light to grow.
b. Most plants need water to grow.
c. Most plants do not need light to grow.
66. I do not exercise and I know that I should. (True)
a. I do not exercise.
b. I know that I should exercise.
c. I exercise.

5.4 DISJUNCTIONS
Many diferent connectives are used in everyday conversation. Some
connectives that might be heard at the local diner include: bacon and
eggs; lettuce and tomato; white bread or rye; tea or coffee; mustard or
catsup. In addition to and, another common connective in our language
is the word or.
In logic, a d,isjunetinn is a compound sentence formed by combining
two simple sentences using the word or. Each of the simple sentences
is called a d,isjunct. When p and q represent simple sentences, the dis-
junction p or q is written in symbols as p v g. For example:
p: You can use pencil to answer the test.
q: You can use pen to answer the test.
p v q: You can use pencil or you can use pen to answer the test.
In this example, the compound sentence p or q is true in many cases:
1. You answer in pencil. Here p is true and q is false. The disjunction
pv q istrue.
2. You answer in pen. Here p is false while q is true. The disjunction
pV q istrue.
 fntroducing Logic 141

3. You answer in pen but soon you run out of ink. You finish the test
in pencil. Here p is true and q is true. Since you obeyed the rules
and did nothing false, the disjunction p v q is true.

O The disjunction p or q is true when any part of the compound

sentence is true: p is true, or g is true, or both p and g are true.

In fact, there is only one case where the disjunction p or g is false:

when both p and g are false.

Building a Truth Table for the Disfunction p v g

1. Assign two letters; each letter is to serve as a symbol for a

different simple sentence.
For example: Let p represent "The battery is dead."
Let q represent "We are out of gas."

p q
2. List all possible truth values for the simple
T T
sentences p and q in the first two columns.
Use the same order that was established for T F
conjunction. F T
F F

p cl pvg
3. In the heading of the third column, write the
disjunction of the sentences in symbolic form. T T
T F
F T
F F

p q pvg
4. Finally, assign truth values for the disjunc-
tion. All cases will be true except for the last T T T
row. When both p and q are false, the dis- T F T
junction is false.
F T T
p v qi "The battery is dead or we are out of F F F
gas" will be true when the battery is
Truth Table for
dead, or when there is no gas, or when
Disjunction
both problems exist.
142 Integrated Mathematics: Course I

Two Uses of the Word "Or"

When we use the word or to mean that one or both of the simple
sentences are true, we call this the inclusiae or. The truth table we
have just developed shows the truth values for the inclusiue or.
There are times when the word or is used in a different way, as in
"He is in grade 9 or he is in grade 10." Here it is not possible for both
simple sentences to be true at the same time. When we use the word
or to mean that one and only one of the simple sentences is true, we
call this t}ne exclusiae or. The truth table for the exclusiue or will be
different from the table shown for disjunction. In the exclusiue or, the
disjunction p or q will be true when p is true, or when g is true, but
not both.
In everyday conversation, it is often evident from the context which
of these uses of or is intended. In legal documents or when ambiguity
can cause difficulties, the inclusive or is sometimes written as and/or.

O We will use only the inclusioe or in this book. Whenever we

speak of disjunction, p or q will be true when p is true, or when
g is true, or when both p and q are true.

Logic and Sets

Some people believe that logic is not like any other kind of mathe-
matics that they have ever seen. This is not true. Conjunction and dis-
junction behave in exactly the same way as operations you have seen
with sets.
The truth sets or solution sets of open sentences that use the con-
nectives not, and, and or can be compared to the complernent, intersec-
tion, and, union of sets.
Letprepresentr < 4.
Letgrepresentr > 1.
Let the domain be {1, 2,3,4,51.
In order to find the truth sets of - p, - e, p A g, and p y e, we will
first find the truth sets ofp and of g.
The truth set of p is {1, 2,3l.Therefore, the truth set of -p is
{4, 5}, the complement of the truth set of p.
The truth set of q is 12,3, 4, 5). Therefore, the truth set of -q
is {1}, the complement of the truth set of g.
The truth set of p A q is {2, 3}, the intersection of the truth set
ofp and the truth set of q.
 Introduclng Logic 143

The truth set of p v q is {1, 2, 3, 4, 5}, the union of the truth set
ofp and the truth set of g.
LeL P be the truth set of p.
Let Q be the truth set of q.
The truth set of -p is .P.
The truth set of - q is Q.
The truth set of p A q is P O Q.
The truth set of p v qis P U Q.

MODEL PROBLEMS

In 1-6: Let h represent "Kevin won the play-off "

Let a represent "Alexis won the play-off'"
Let z represent "Nobody won."
Write each given sentence in symbolic form. Answers
1. Kevin or Alexis won the play-off. h v a
2. Kevin won the play-off or nobody won. kvn
3. Alexis won the play-off or Alexis didn't win. av - a
4. It is not true that Kevin or Alexis won the play-off. -(k v a)
5. Either Kevin did not win the play-off or Alexis did
notwin. -kV -a
6. It's not the case that Alexis and Kevin won the
play-off. -(a n k)
In 7-10, symbols are used to represent the statements as shown. For
each statement, its truth value is noted.
Let k represent "Every square is a rhombus." (True)
Let m represent "Every rhombus is a square." (False)
Let q represent "Every square is a parallelogram." (True)
For each sentence given in symbolic form: a. Write a complete sen-
tence in words to show what the symbols represent. b. Tell if the state-
ment is true or false.
Answers
7, kv q a. Every square is a rhombus or every square is a
parallelogram.
b. ? v ? is a true disjunction.
8. k v m a. Every square is a rhombus or every rhombus is a
square.
b. ? v F is a true disjunction.
144 Integrated Mathematics: Course t

9. m v-q a. Every rhombus is a square or every square is not

a parallelogram.
b. F v -T : F' v F' : a false disjunction.
10. -(m v q) a. It is not the case that every rhombus is a square
or every square is a parallelogram.
b. -(F' v ?) = -(T) : a false statement.

In 11-13, use the domain {0, 1,2, 3,4,5,6} to find the truth set of
each compound sentence.
11. (x>4)v(x<2)
{5, 6} U {0, 1, 2} : {0, 1,2,5,61 Ans.
12. (x>4)n(x*2)
{0, 1, 2, 3, 4} n {3, 4, 5,6} = {3, 4} Ans
13. (r>5)^(r<3)
{5, 6} n {0, 1, 2,3} : Q Ans.

EXERCISES
In 1-10, write each sentence in symbolic form, using the given sym-
bols.
Let s represent "I will study."
Let p represent "I will pass the test."
Let /represent "I am foolish." '

l. I will study or I am foolish.

2. will study or I will not pass the test.
3. will study and I will pass the test.
4, will pass the test or I am foolish.
D. am not foolish and I will pass the test.
6. I will not study or I am foolish.
7. I will study or I will not study.
8. I will study and I will pass the test, or I am foolish.
9. It is not true that I will study or I am foolish.
10. It is not the case that I will not study or I am not foolish.
In 11-20, for each given statement: a. Write the statement in sym-
bolic form, using the symbols given below. b. Tell whether the state-
ment is true or false.
Let c represent "A meter contains 100 centimeters." (T!ue)
Let m represent "A meter contains 1,000 millimeters." (True)
Let fr represent "A kilometer is 1,000 meters." (T!ue)
Let I represent "A meter is a liquid measure." (False)
 Introducing Logic 145

11. A meter contains l-.000 millimeters or a kilometer is 1,000 meters.

12. A meter contains 100 centimeters or a meter is a liquid measure.
13. A meter contains 100 centimeters or 1,000 millimeters.
14. A kilometer is not 1,000 meters or a meter does not contain 100
centimeters.
15. A meter is a liquid measure or a kilometer is 1,000 meters.
16. A meter is a liquid measure and a meter contains 100 centimeters.
17. It is not the case that a meter contains 100 centimeters or 1,000
millimeters.
18. It is false that a kilometer is not 1,000 meters or a meter is a
liquid measure.
19. A meter contains 100 centimeters and 1,000 millimeters or a me-
ter is a liquid measure.
20. It is not true that a meter contains 100 centimeters or a meter is
a liquid measure.

In2l-23, copy the truth table for disjunction and fill in the missing
symbols.
22. kvt 23. p
21.
P q pvg k t r Pv I
T T T
T F T
F T F
F F F F F

ln 24-29, copy the truth table and fill in all missing symbols. (Note:
In 24-29, prepare a complete truth table similar to the one shown in
Exercise 21.)
24. p q pvq -(p v c)

25. ptg -Pl-pvq -(-p v c)

26. p -p -g
q -p -q

27.
P q -q pv -q qv(pv -g)

28. p q -q gv-g pv(qv -g)

146 Integrated Mathematics: Course I

29. q pvg p^cl (pvs)v(p^s)

P

30. Use the domain of one-digit whole numbers 10, 1,2,. . . , g) to find
the truth set of each compound open sentence.
a. (r ( 3)v(r < 2) b. (" = 8)v(r < 1) c. (r > 9)v(r < 3)
d. (r > 2) n(x < 7) e. (r ( 5)v(r > 9) f. (r < 5)A(r > 8)

ln 3l-42, symbols are assigned to represent sentences.

Let b represent "Biology is a science."
Let s represent "Spanish is a language."
Let h represent "Homemaking is a language."
Let d represent "It's a difficult course."
For each sentence given in symbolic form: a. Write a complete sen-
tence in words to show what the symbols represent. b. Tell if the sen-
tence is true, false, or open.
31. sVh 32. bvs 33. d 34. -svh
35. -d 36. b v -h 37. -b v -s 88. -(s v D)
39. sAh 40. sn b 41. -(-bvs) 42. -(-svh)

ln 43-49, give the word, phrase, or symbol that can be placed in the
blank to make the resulting sentence true.
43. When p is true, then p V q is _.
44, When g is true, then p v q is _.
45. Whenp is false and q is false, thenp V q is _.
46. When p v -q is false, thenp is _and q is _.
47. When -pv q isfalse,thenpis_andqis_.
48. When p is false and q is true, then - (p V q) is _.
49. Whenp is false and q is true, then -p v -q is _.
In 50-54, three sentences are written. The truth values are given for
the first two sentences. Determine whether the third sentence is true,
is false, or has an uncertain truth value.
50. She will sink. (False)
She will swim. (True)
She will sink or she will swim. (?)

51. I will work after school or I will study more. (True)

I will work after school. (False)
I will study more. (?)
 Introducing Logic 147

52. Michael cannot swim or Michael cannot skate' @alse)

Michael cannot swim. 0alse)
Michael cannot skate. 0)
53. Nicolette is my friend or I have two left feet' (True)
Nicolette is my friend. (True)
I have two left feet. (?)

64. Jennifer draws well or plays the cello' (True)

Jennifer does not draw well. (False)
("t\
Jennifer plays the cello.

5.5 CONDITIONALS
The connective used most often in reasoning can be found in the
fol-
lowing sentence:
If the fever continues, then he should see a doctor'
p
To find the connective, first list the simple sentences using and
q'

p: The fever continues. q: He should see a doctor.

The connective is the words that remain, If ' ' ' then'
InEnglish,suchasentenceiscalledacomplexsentence'Inmathe.
matics, io*"rr"r,all sentences formed by connectives are called com-
pound sentences.

Inlogic,acond,itionalisacompoundsentenceformedbycombining
two simple sentences using the words if ' ' ' then' When
p and g rep-
resent simple sentences, the conditi onal if p then q is written
in sym-
bolsasp-q. symbols
since a conditional is sometimes called an implication, the
p be readp implies q'Let us look at another
for the conditional ' q can
example.
p: It is snowing.
q: The temperature is below freezing'
p - q: If it is snowing, then the temperature is below freezing'
or
p --+ q: It is snowing implies that the temperature is below freezing'
p
Certainly we would agree that the compound sentence if then
q is
must be
true for this example: "I1 it is snowing, then the temperature
U"to*freezing."Ho*".'"r,ifwereversetheorderofthesimplesen-
tences to form the new conditional if q then P, w€ will
get a sentence
with a completely different meaning:
q - pt .If the temperature is below freezing, then it is snowing'
 148 Integrated Mathematics: Course I

when the temperature is below freezing, it does not necessarily fol-

low that it must be snowing. The conditional if q thenp is not neces-
sarily a true statement. changing the order in which we connect two
simple sentences can sometimes result in forming two conditionals with
different truth ualues.

Parts of a Conditional
The parts of the conditional if p then q can be identified by name:
p is called the premise, the hypothesis, or the anteced.ent.lt
is an assertion or a sentence that begins our argument.
The antecedent usually follows the woid ;f,
g is called the conclusion or the eonsequent.rt is an ending
or a sentence that closes our argument. The consequent
usually follows the word, then.

There are different ways to write the conditional if p then q. Notice

that the antecedent p is connected to the word if in the examples shown:
p - qi If Alice scores one more point, then our team will win.
antecedent or hypothesis consequent or conclusion
p '-+ q: Our team will win if Alice scores one more point.

antecedent

"""r"""""
;;;;" *-" thing: -" ;;:esize or hope that
^.Both
Alice scores one more point. when thal happens, we can conclude that
our team will win. Although the word order of a conditionar may vary,
the antecedent is always written first when using symbols.

Buifding a Truth Table for the Conditional p- q

1. Let p serve as the symbor for the antecedent and ret g serve as
the symbol for the consequent.
For example: Dr. Cathy Russo told her patient, Bill, ,,If you
take the medicine, then you'll feel better in 24 hours."

p: You take the medicine.

q: You'll feel better in 24 hours.
 Inroducing Logic 149

p cl
2. List all possible truth values for the anteced-
T T
ent p and the consequent q in the first two
columns. Use the same order established for T F
the other connectives' F T
F F

p q p-q
3. In the heading of the third column, write the
T T
conditional if p then q in symbolic form'
T F
F T
F F

4. Assign truth values to the conditional by con-

sidering the truth values for p and q in each
row, p q p'q
T T T
Row 1:
Billdoes take the medicine. (p is true) T F
He does feel better in 24 hours. (q is true) F T
Dr. Russo has told Bill the truth. F F
The conditional statement is true.

Row 2: P q p'q
Billdoes take the medicine. (p is true)
T T T
He does not feel better in 24 hours'
(q is false) T F F
Dr. Russo did not tell Bill the truth' F T
The conditional statement is false.
F F

Rows 3 and 4: p q p-g

Bill does not take the medicine. (p is false) T T T
It is possible that BilI feels better,
(Row 3, q is true) T F F
or that he does not feel better. F T
,|

(Row 4, g is false) ,|
F F
 150 Integrated Mathematics: Course I

In both cases, the doctor did not tell Bill a lie because she told
him only what would happen if he did take the medicine. since
the doctor did not make a false statement in these two cases.
we will assign true to the conditional statement.

Assign the truth values to complete the table.

p - qi "If you take the medicine, then you'll p cl p-q

feel better in 24 hours" will be true in
all cases except one: when the medi- T T T
cine is taken and Bill does not feel T F F
better in 24 hours.
F T T
F F T
Truth Table for
Conditional

o A conditional is false when a true hypothesis leads to a false

conclusion. In all other cases, the conditional is true.

Hidden Conditionals
we constantly use conditionals in our everyday lives. often the words
if '.. then do not appear in a sentence. In such a case, we say that the
sentence has a hiddcn conditionaL we can still understand that the
sentence is a conditional because it contains an antecedent p and a con-
sequent g. we can rewrite the words in the sentence so that the con-
ditional form if p then q becomes more obvious. For example:

1. "when this assignment has been written, you should hand it in,'
becomes:
p - q: If the assignment has been written, then you should hand
it in.
2. "For good health, exercise regularly', becomes:
p - q: If you want to have good health, then you should exercise
regularly.
 Introducing Logic 151

3. "Vote for me and I'Il whip unemployment" becomes:

p - qi If you vote for me, then I'Il whip unemployment'
4. "r * 3 : x : 7" becomes:
10, therefore
p --+ q: Ifx + 3 : 10, then x : 7.

MODEL PROBLEMS
In 1-3, for each given sentence: a. Identify the hypothesis p'
b. Identify the conclusion q.
1. If Mrs. Garbowski assigns homework, then you'd better do it.
Answer: a. p: Mrs. Garbowski assigns homework'
b. q: You'd better do the homework'
2. You can assemble the bicycle if you follow these easy directions'
Answer: a. p: You follow these easy directions'
b. q: You can assemble the bicYcle'
3. I carry an umbrella when the forecast predicts rain and the
weather looks threatening.
Answer: a. p: The forecast predicts rain and the weather looks
threatening.
b. g: I carry an umbrella.
In 4-'.., identify the truth value to be assigned to each conditional
statement.
4. If 22 :4, then 23 : 8.

Solution: The hypothesis p is "22 : 4," which is true'

The conclusion q is "23 : 8," which is true'
The conditional P + q is true' Ans
5. If 9 is an odd number, then 9 is prime'
Solution: The hypothesis p is "9 is an odd number," which is true.
Theconclusionqis"gisprime,"whichisfalsebecause
9 is divisible bY 3.
The conditional p -- g is false' An*
6. If a square has 5 sides, then 5 + 5 : 10'
solution: The antecedent p is "A square has 5 sides," which is
false.
The consequent q is "5 + 5 : 10," which is true'
The conditional +
P q is true' Ans
 152 Integrated Mathematics: Course I

7, If time goes backward, then I'll get younger every day.

Solution: The antecedent p is "Time goes backward," which is
false.
The consequent q is "I'll get younger every day," which
is false.
The conditional p - g is true. Ans.

In 8-12, for each given statement: a. write the statement in sym-

bolic form, using the symbols given below. b. Tell whether the state-
ment is true or false.
Let rn represent "Tuesday follows Monday." (True)
Let w represent "There are 7 days in one week." (T!ue)
Let h represent "There are 40 hours in a day." (False)

Answers
8. If Tuesday follows Monday, then there are Z a. nx + w
days in one week. b. T - ? is true.
9. If there are 7 days in one week, then there a. w + h
arc 40 hours in a day. b. ? -* F is false.
10. If Tuesday does not follow Monday, then a. - m + - tn
there are not 7 days in one week. b. F - .F' is true.
11. Tuesday follows Monday if there are not 7 a. -tD + ftL
days in one week. b. F * ? is true.
12. If Tuesday follows Monday and there are Z a. (m A w) -+ ft
days in one week, then there are 40 hours in b. (f n ?)
a day.
- F
T - F is false.

EXERCISES

In 1-8, for each given sentence: a. Identify the hypothesis p.

b. Identify the conclusion q.
1. If it rains, then the game is cancelled.
2. If it is 9:05 A.rvr., then I'm late to class.
3. When it rains, then I do not have to water the lawn.
4. You can get to the stadium if you take the Third Avenue bus.
5. The perimeter of a square is 4r * 8 if one side of the square is
x,+2.
6. If a polygon has exactly three sides, it is a triangle.
 lntroducang Logic 153

7. If the shoe fits, wear it.

8. When you have a headache, you should take time out and get some
rest.

In 9-14, write each sentence in symbolic form, using the given sym-
bols.
p: The test is easy. q: Sam studies. r: Sam passes the test'
9. If the test is easy, then Sam will pass the test.
10. If Sam studies, then Sam will pass the test.
11. If the test is not easy, then Sam will not pass the test'
12. The test is easy if Sam studies.
13. Sam will not pass the test if Sam doesn't study.
t4. Sam passes the test if the test is easy'

In15-22, for each given statement: a. Write the statement in sym-

bolic form, using the symbols given below. b. Tell whether the condi-
tional statement is true or false, based upon the truth values given.
r: difficult. (True)
The race is
p; Karen practices. (False)
ar: Karen wins the race. (True)

15. If Karen practices, then Karen will win the race.

16. If Karen wins the race, then Karen has practiced.
17. If Karen wins the race, the race is difficult.
18. Karen wins the race if the race is not difficult.
19. Karen will not win the race if Karen does not practice'
20. Karen practices if the race is difficult.
2t. If the race is not difficult and Karen practices, then Karen will
win the race.
22. If the race is difficult and Karen does not practice, then Karen will
not win the race.

In23-25, copy the truth table for the conditional and fill in the miss'
ing symbols.
24. 25.
28. f t r-t k m k-m q r Q'r
T T T T T T
T F F
F T F T T
F F F F T
154 Integrated Mathematics: Course I

In 26-33, find the truth value to be assigned to the conditional state-

ment.
26. If 5 +'I : L2, then 7 + 5 :12.
27. If 3 > 10, then 10 > 13.
28. If 1'1=l,thenl.1.1:1. 29. L2+B:9if 12+g:3.
30. 2 + z:22 if B * B : 82. Bl. 23 :82 if 2a :42.
32. If 1+2+3:I.2 '3,thenL+2:1.2.
33. If every square is a rectangle, then every rectangle is a square.
rn34-49, symbols are assigned to represent sentences and truth val-
ues are assigned to these sentences.
Let7represent "Ijog." (True)
Let d represent "I diet." (False)
Let g represent "I feel well." (True)
Let h represent "I get hungry." (True)
For the compound sentences in symbolic form: a. Write a complete
sentence in words to show what the symbols represent. b. Tell whether
the compound sentence is true or false.
34. j--g 35. d + 11 36. h -. d 37. -g-- j
38. -g--,-j 39. g --+ -11 40. h- -d 41. -d- -h
42. -j--g 43. j + fl 44. (j Ah) --+ g 48. j - (h n g)
46. (jvd)-h 47. d - (h -g)
4E. -i-(dnh) 49. (inh)-d^
In 50-55, state the word, phrase, or symbol that can be placed in the
blank to make the resulting sentence true.
50. when p and g represent two simple sentences, the conditional if p
then q is written symbolically as _.
51. The conditional if q then p is written symbolically as _.
52. The conditional p - g is false only when p is and q is
53. When the conclusion q is true, then p + q must be _.
54. When the hypothesis p is false, then p - q must - be _. -.
55. If the hypothesis p is true and the conditional p --+ q is true, then
the conclusion q must be
-.
In 56-60, three sentences are written. The truth values are given for
the first two sentences. Determine if the third sentence is true. is false.
or has an uncertain truth value.
56. If you read in dim light, then you can strain your eyes. (True)
You read in dim light. (True)
You can strain your eyes. (?)
 Introducing Logic 155

57. If the quadrilateral has 4 right angles, then the

quadrilateral is a square. (FaIse)
The quadrilateral has 4 right angles. (True)
The quadrilateral is a square. (?)

58. If n is an odd number, then 2 n is an even number' (True)

2 . n is an even number. (True)
n is an odd number. (?)

59. If the report is late, then you will not get an A' (True)
The report is late. (False)
You will not get an A. (?)

60. Area : f,Un,

it the polygon is a triangle. (True)

The polygon is a triangle. (True)

Area : lbh (?)

5-6 REVIEW EXERCISES

In 1-5, for each given statement: a. write the statement in symbolic
form, using the symbols given below. b. Tell whether the statement is
true or false.
LetT represent "July follows June'" (True)
Let o represent "August follows July." (True)
Let w represent "July is a winter month." (False)

1. If July follows June, then August follows July.

2. July follows June and July is a winter month.
3. July is a winter month or JuIy follows June.
4. If August follows July, then July does not follow June.
5. August does not follow July and July is not a winter month'

In 6 and 7: a. Identify the hypothesis p. b. Identify the conclusion q.

6. If at first you don't succeed, then you should try again.
7. You will get a detention if you are late one more time.
8. Let p represent "I sleep" and let q represent "I'm grouchy'" Using
p and q, write in symbolic form: "If I don't sleep, I'm grouchy'"
9. Let p represent "A parallelogram is a rhombus" and Iet g repre-
sent "Its sides are congtuent'" Using p and g, write in symbolic
form: "A parallelogram is a rhombus if its sides are congruent'"
10. which whole number, when substituted for y, will make the fol-
lowing sentence true? (y + 3 > 8) A (y < 7)
156 Integrated ltlathematlcs: Course I

In 11-14, write the word, phrase, or symbol that can be placed in

each blank to make the resulting statement true.
11. -(-p) has the same truth value as
12. When p is true and q is false, then p A -q is _.
13. When p v -q is false, then p is _ and q is _.
14. If the conclusion q is true, then p * q must be
In 15-19, find the truth value of the sentence when o, 6, and c are
all true.
15. -a 16. -bnc 17. b- -c 18. av -b lg. -a+ -b
20. Let the domain be {1, 2,3, 4,. . . , 10}.
Let p represent "r > 5."
Let q represent "r is prime."
Find the solution set for each of the following:
a,p b.-p e.q d,.-q e.pvq f.pAq g.-p\q
21. Peter, carl, and Ralph play diferent musical instruments and dif-
ferent sports. The instruments that the boys play are violin, cello,
and flute. The sports that the boys play are baseball, tennis, and
soccer. From the clues given below, determine what instrument
and what sport each boy plays.
1. The violinist plays tennis.
2. The boy who plays the flute does not play soccer.
3. Peter does not play the cello.
4. Ralph plays baseball.
 .I

chaptero

Using Logic

6.1 COMPOUND STATEMENTS AND

TRUTH VALUES

Your study of logic to this point has included negation, conjunction,

disjunction, and conditional, as shown in the following truth tables:

Negations Conjunction Disiunction Conditional

p q -p -cl p^q pvg P'q
T T F F T T T
T F F T F T F
F T T F F T T
F F T T F F T

A compound sentence often contains more than one connective' To

judge the truth value of any compound sentence, we examine the truth
values of its component parts. When the truth value of every simple
sentence is known within the compound being formed, we have a eotn'
pound, statement.
For example: 8 is an even number and I is not prime'
We may express this compound statement in symbolic form, assign-
ing a letter to represent every simple "positiue" staternent.
Let e represent "8 is an even number."
Let p represent "8 is prime."
Then -p represents "8 is nof prime."
While e A -p represents "8 is an even numbet andS is nof prime."

157
158 Integrated Mathematics: Course I

Substituting truth values directly into the statement A -p, we get

"
T n -F, which reduces to ? n ?, or simply ?. The compound statement
is true. Other examples appear in the model problems.
g,

FROCEDUffi. To find the tnrth value of a cornpund daterrent:

f . Simplify the tnrth values within parenthcnffi or otb€r gfouR
inge, always working from the innerm€gt gFoup first..
2. Simplify negations.
liii
3. Simplify otber connectives, working from left to right.

MODEL PROBLEMS

1. Let p represent <<72

- 49" and let q represent "a rectangle is a
parallelogram."
a. Write in symbolic form using p and q: 72 : 4g or a rectangle is
not a parallelogram.
b. Find the truth value of this compound statement.
Solution:
a. p v -q
b. Substitute the truth values for p and g: T'v - T
Simplify the negation: TvF
Simplify the disjunction: T Ans.

In 2 and 3, find the truth value of the compound sentence when p,

g, andr are all true.
2. (-pnr)-q
Solution: Substitute the truth values: (-TnT)-T
Within parentheses, negate: (FnT)-T
Simplify parentheses: F-T
Simplifv the conditional: T Ans.
3. (p - -q)v -r
Solution: Substitute the truth values: (T- -T)v -T
Within parentheses, negate: (T- F)v -T
Simplify parentheses: Fv -T
Simplify the negation: FvF
Simplify the disjunction: F Ans.
 Using Logic 159

EXERCISES

In 1-4, write a statement in symbolic form to show the correct head-

ing for column 3.
l. Col. 3 2. Col. 3 3. Col. 3 4. Col. 3
p q p q p q P q

T T T T T T T T T T T F
T F F T F F T F T T F T
F T F F T T F T T F T F
F F F F F T F F F F F T

In 5-I2, select the numeral preceding the word or expression that

best completes the statement or answers the question.
5. When p v q is false, then:
(1) p is true and q is false. (2) p is false and q is true.
(3) p and q are both false. (4) p and q are both true.
6. When p q is false, then:
--+
(1) p is true and q is false. (Z) p is false and q is true.
(3) p and g are both false. (4) p and q are both true.
7, If p represents "r is divisible by 2" and q represents ".r is divisible
by 5," then which is true when r : 14?
(l)pns Q)pvq (3) -p (4)s
8. If p represents "the polygon has 4 sides" and q represents "op-
posite sides of the polygon are parallel," then which is true when
the polygon is a triangle?
(l)pns (2)pvq (3) -p (4)q
9. If p represents ".r is a prime number" and q represents "r is di-
visible by 3," then which is true when r : 9?
(1)pnq (2)pvq (3)-s @)p
10. If p n g is true, then:
(1) pv gisfalse. (2) p- qisfalse.
(3) p v q is true. @) -(p A q) is true.
11. When p is true and q is false, then:
(1) pngistrue. (2) p- qisfalse.
(3) p v q is false. (4) -p A -q is true.
12. Let p represent "3.r + 1 : 13" and let q represent "2x * 3x : 25."
Which is true when r : 4?
(1)pns Q)p's (3)pvq (4)-p
160 Integrated Mathematics: Course I

In L3-24:Let m represent "28 is a multiple of 7." (True)

Let s represent "28 is the square of an integer." (False)
Let /represent "7 is a factor of 28." (True)
a. Write a correct translation in words for the statement given in sym-
bolic form.
b. Give the truth value of the compound statement.
13. mA-s 14. fv -m 15. -rrr.+ s 16. -(fns)
17. s V -/ 18. -(rz v s) 19. -f - -m 20. s 1 -m
21. (mnf)-t 22. m--+(svf) 23. (mvs)-f 24. f-(svm)
ln 25-32, find the truth value for the given statement.
25. If2 + 3 : 5 andS + 5 : 8.then5 + 8 : 13.
26. If22 :4 and 2 + 2 : 4, then 32 : 3 * 3.
27. lf 22 :4, then 32 : 6 and 42 : 8.
28. If4 + 8 : 10or4 + 8 : 32.then 10 - 8 - 4or32 - 8 : 4.
29. If 2(3) = 5 and 3(2) : 5, then 2(3) : 3(2).
30. 23 : 32 if 23 : 6 and 32 : 6.
31. It is not true that 3 + 10 : 13 and 3 - 10 : 7.
32. It is not true that 12 is even and prime.
In 33-44, find the truth value of the compound sentence when p, q,
and r are all true.
33.p'-+-q 34.pA-r 35. qv-p 36.pA-p
97. -(pvq) 38. -q+ r 39. -r+ -p 4O. pv -p
41. -pv -S 42. (pnq)--'r 43. (pvq)vr 44. (p^g)v-r
45. Elmer Megabucks does not believe that girls should marry before
the age of21 and he disapproves ofsmoking. Therefore, he put the
following provision in his will: I leave $100,000 to each of my
nieces who, at the time of my death, is over 21 or unmarried, and
does not smoke.
Each of his nieces is described below at the time of Elmer's
death. Which nieces will inherit $100,000?
Judy is 24, married, and smokes.
Diane is 20, married, and does not smoke.
Janice is 26, unmarried, and does not smoke.
Peg is 19, unmarried, and smokes.
Sue is 30, unmarried, and smokes.
Sarah is 18, unmarried, and does not smoke.
Laurie is 28, married, and does not smoke.
Pam is 19. married. and smokes.
 Using Logic 161

46. Some years after Elmer Megabucks prepared his will, he amended
the conditions, by moving a comma, to read: I leave $100,000 to
each of my nieces who, at the time of my death, is over 21, or
unmarried and does not smoke. Which nieces. described in Exer-
cise 45, will now inherit $100,000?

47. Let p represent "r is divisible by 6."

Let q represent "r is divisible by 2."
a. If possible, find a value of r that will:
(1) make p true and q true.
(2) make p true and q false.
(3) make p false and q true.
(4) make p false and q false.
b. What conclusion can be drawn about the truth value of the com-
poundsentencep-q?

6.2 COMPOUND SENTENCES AND

TRUTH TABLES
A truth table shows all possible truth values of a logic statement.
To construct a truth table for a compound sentence that uses two or
more logical connectives, we consider one logical connective at a time.

MODEL PROBLEM

Construct a truth table for the sentence q - -(p v -q).

p q

Solution: T T

(1) List truth values for p and T F

q in the first two columns. F T
F F
162 Integrated Mathematics: Course I

P q -q
(2) Consider the expression T T F
within parentheses, (p v - q).
T F T
First get the negation of q
by negating column 2. F T F
F F T

p q -q Pv -q
(3) Then, find the truth values T T F T
for (p v - S) by combining T p T T
columnslandBunder
disjunction. F T F F
F F T T

p q -c p v -cl -(p v -c)

T T F T F
(4) Negate column 4 to find the
T F T T F
truth values for -(p v -q).
F T F F T
F F T T F

(5) Use column 2 as the hypothesis and column 5 as the conclusion to

arrive at the truth values for the conditional sentence.
p q -cl pv -g -(p v -g) q- -(p v -c)
T T F T F F
T F T T F T
F T F F T T
F F T T F T

Observe that the compound sentence, q - -(p v -q), is sometimes

true and sometimes false, depending upon the truth values of p and q.
 Using Logic 163

EXERCISES

In 1-8, copy and complete the truth table for the given sentence
which is the last column head on the right. (In 2-8, prepare a truth
table similar to the one shown in Exercise 1.)
l. p pvg (pvc)r -g
q -q
T T
T F
F T
F F
2.
p c p^g pvC l(pnC)*(pvg)
3.
p g -p q- -p (g* -p)np
4.
p q -p -p^q lnv(-Rne)
o.
P q -p pv -p q-(pv-p)

p g -p -p v cl p^q (-pvg)-(png)

-(p^q)-(-p^-g)
In 9-14, construct a truth table for the given sentence.
9. -q + (-q np) 10. p - -(p v g) 11. -(p e)v o
12.(-pndvo tg. (p--dnq 14. (-pn_q)v(pnq)
^
15. Given the sentence: "If a number is not even, then it is even or it
is prime."
Let e represent ,,A number is even."
Let p represent ,,A number is prime."
a. Write the compound sentence in symbolic form, using e and, p.
b. Construct a truth table for the compound sentence.
c. For any case where the compound sentence is false, give the
truth values of e and of p.
d. Find a whole number that fits the truth values listed in part c.
164 Integrated Mathematics: Course I

6-3 BICONDITIONALS

The truth table for the condi' When we reverse the order of
tional p - q is shown below. the sentences p and q, we form a
The conditional p - q is false new conditional g - P. The
when the hypothesis P is true conditional q' p is false when
and the conclusion g is false as the hypothesis q is true and the
shown in row 2. In all other conclusion p is false, as shown
cases, the conditional p - q is in row 3. In all other cases, the
true. conditional q' P is true.
Hypothesis Conclusion

UA rclusion Hypothesis
+

p q P' CT p q q-p
T T T T T T
T F F T F T

F T T F T F
F F T F F T

The prefix bi- means two as in bicycle, binary, and bifocals. The bi-
conditional consists of two conditionals. In logic, the bicond'itional is a
compound sentence formed by the conjunction of the two conditionals
p - q and q -- p. To find the truth value of the biconditional, we can
construct a truth table for the sentence (p - g) n (q - tr).

p q p'q q-P (p-g)^(g-P)

T T T T T
T F F T F
F T T F F
F F T T T

The compound sentence formed in the truth table is both lengthy to

read and to write.
(p - q) A (g * p): If p then g, and if q then p
or
p implies q, and
imPlies P. q

we shorten the writing of the biconditional by introducing the sym-

bol, p * q, to replace the compound sentence. We shorten the reading
 Using Logic 165

of the biconditional by using the words p if and only if g. These ab-

breviated versions, as well as the lengthy ones, are all acceptable ways
of indicating the biconditional. From the truth table, we observe that:
O The biconditional p if and onty if g is true when p and q are
both true or both false.

In other words, p .-, q is true

when p and q have the same truth
value. when p and q have diferent truth values. the biconditional is
false.

Buifding the Truth Table for the Biconditional p- q

1. Assign two letters p and q, each to serve as a symbol for a

different simple sentence.
2. List all possible truth values for p and g in columns I and 2.
p q p*q
T T
3. In the third column. write the bicondi- T F
tional in symbolic form.
F T
F F

4. Finally, assign truth values for the bicon-

p q p-q
ditional. When p and g have the same truth T T T
value, as in rows 1 and 4, the biconditional
T F F
is true. When p and q have different truth
values, as in rows 2 and 3, the bicondi- F T F
tional is false. F F T
Truth Table for
Biconditional

Applications of the Biconditional

The truth table shows that the biconditional is not true in all cases.
For example:
p * qi x > 5 ifand only ifx > B.

p * q: Ifr > 5,then x > 3,and

if r > 3,thenx > 5.
166 Integrated Mathematics: Course I

This biconditional is false because it fails for certain numbers. Let

x : 4. Thenp, x ) 5, is false while q, x ) 3, is true' Since the truth
values are not the same, the biconditional is not true'
However, there are many examples where the biconditional is al-
ways true.

EXAMPLE 1. Definitions

Two conditionals are stated.

p + t: If a polygon has exactly 3 sides, then it is a triangle'
t + pi If a polygon is a triangle, then it has exactly 3 sides'
The conjunction (p - t) n (t ' p) is the biconditional (p * l)' When p
is true, t is true. when p is false, f is false. since the truth values are
the same, the biconditional is always true. We use the biconditional to
serue as a definition.

P a t: A polygon is a triangle if and only if

it has exactly three sides.
Precise definitions in mathematics are often stated using the words
if and onty if. The if tells us what we must include, as in "exactly three
sides." The only if tells us what to exclude, as in "all cases that do not
have exactly three sides."

EXAMPLE 2. Equations

2x1-7=17 In simplifying equations, we follow a process,

as shown at the left. Since .r : 8 will be true in
2x:L6 every equation listed here and any other value
r:8 will be false, we can reverse this process.
a - b: 2x * | : 17 implies 2x = t6.
b - a: 2x : 16 imPlies 2x + | : 17.
Equations of this type form biconditional statements'
a* b; 2x + |: L7 if andonly if 2x: 16.
b- c: 2x : t6 if and only ifr : 8.

EXAMPLE 3. Equivalences

When any two statements always have the same truth value, we can
substitute one statement for the other. The statements are said to be
Iogieauy equivalent. You will see examples of equivalences in the next
section.
 Using Logic 167

MODEL PROBLEMS

In 1 and 2, identify the truth value to be assigned to each bicondi-

tional.

l. Cars stop if and only if there is a red light.

Solution: Let p represent "Cars stop."
Let q represent "There is a red light."
When p is true, it does not follow that g must be true. Cars stop
at stop signs, railroad crossings, or when parking. Since p and q do
not have the same truth value, the biconditional p ,+ q is false.
Answer: False

2. x r 2 : 7ifandonlyifr : 5.
Solutiorr Let p represent "r I 2 : 7."
Let g represent "r : 5."
When x:5, bothp and g are true. When x * 5, bothp and g
are false. In any event, p and g have the same truth value. Thus,
the biconditional p <+ q is true.
Answer: True

EXERCISES

In 1-5, write each biconditional in symbolic form, using the symbols

given.
f: The triangle is a right triangle.
r: The triangle contains a right angle.
n: The triangle contains a 90o angle.
l. A triangle is a right triangle if and only if it contains a right
angle.
2. A triangle contains a 90o angle if and only if it is a right triangle.
3. A triangle contains a 90o angle if and only if it contains a right
angle.
4. If a triangle is a right triangle, then it contains a g0o angle, and
if the triangle contains a 90o angle, then it is a right triangle.
5. A triangle is not a right triangle if and only if it does not contain
a 90o angle.
168 Integrated Mathematics: Course I

In 6-8, copy the truth table for the biconditional and fill in the miss-
ing symbols.
6. 7. 8.
p g P-q r s res d k d*k
T T T T
T F T F F
F T F T F
F F F F

In 9-15, complete the truth tables, filling in all missing symbols' (In
10-15, prepare a truth table similar to the one shown in Exercise 9.)
10.
9.
p q q'p p r -l -r)p
T T
T F 11.
t Y tnv (tnvl-1
F T
F F
12. (bvc;-s
b c bvc

13.
P tlt+plp-t (t-p)^(p-t)

14. p q q-p (g-p)-g

15.
r s -f -r+s l(-r-s)*r

In L6-25, identify the truth value to be assigned to each bicondi-

tional.
16. r * 3 : 30 if and only if x : 27.
17. A polygon is a pentagon if and only if it has exactly 3 sides.
18. rc + 4 : l2ifand only if x * 6 : t4.
19. A rectangle is a square if and only if the rectangle has all sides
of equal length.
20. The refrigerator runs if and only if the electricity is on.
21. An angle is right if and only if it contains 90'.
22. A set is empty if and only if it contains no elements.
29. A number is even if and only if it is exactly divisible by 2.
 Using Logic 169

24. Two angles have the same measure if and only if they are right
angles.
25. A sentence is a statement if and only if it has truth values.
26. Using the symbols p and g, write each compound sentence in sym-
bolic form.
a. p if and only if q. b. if p then q and if q then p.
c. p implies g and q implies p. d. q if and only if p.
e. if p then q or if q then p.
27. Of the five responses given in Exercise 26, four of the answers
name the biconditional, p .- q. Which choice does zof represent
the biconditional?

6-4 TAUTOLOGIES
we have seen many compound sentences that are sometimes true
and sometimes false.
In logic, a tautology is a compound sentence that is always true, re-
gardless of the truth values assigned to the simple sentences within
the compound. For example, (p n q) - p is a tautology.
To demonstrate that the compound (p A q) -- p will always be true,
we build a truth table. No matter what truth values p and q have,
every element in the last column is true. This tells us that we have a
tautology, or a basic truth in logic.

p cl p^g (png)-p
T T T T
T F F T
F T F T
F F F T
tautology

Examples of Tautologies
EXAMPLE 1.The sirnplest tautology is seen
pv -p
in the p v -p. Its truth table rs
sentence P -p
shown at the right. We may replace the T F T
symbol p with any simple sentence, whether
F T T
its truth values are known or not.
tautology
17O Integrated Mathematics: Course I

p v - p: A number is odd or a number is not odd.

p v -pi A square is a triangle or a square is not a triangle.
p v - pt It will rain or it will not rain.
pv-pir*3:15orr+3+15.
p v - pi A statement is true or a statement is not true.
This last interpretation of p V -p can also be read as "A statement
is true or false."

EXAMPLE 2. Tautologies are used to develop strong arguments. For

example, these two statements are made:
r + n1; If it rains, then we'll go to the movies.
r; It rains.
What can we conclude?
mi We'll go to the movies.
Combine the first two sentences as a conjunction. This compound
sentence will be used as the hypothesis of a conditional.
The reasoning becomes: If n m and r, then rzr'
Written symbolically: l(r - m) A r) + *
Test the reasoning in a truth table, working from the innermost pa-
rentheses first. Since, as shown in the last column, the statement is
always true, this is a tautologY.

r m r+m (r-mlAr [(r-m)Arl+rn

T T T T T
T F F F T
F T T F T
F F T F T
tautology

EXAMPLE 3. When two statements always have the same truth val-
ues, the two statements are logicallg equivalent.
To show that an equivalence exists, compare the two statements,
using the biconditional. If the statements have the same truth values,
then the biconditional will be true in every case. The biconditional will
be a tautology.
Let p represent "I study."
Let q represent "I fail."
 Using Logic 171

The two statements being tested for an equivalence follow.

-p- q: If I don't study, then I,ll fail.
pv qi I study or I fail.
Use the biconditional to test the statemenr:
(-p-q)*(pvq)
In the truth table, work within parentheses first to find -p, then
-p --+ q. Notice that the truth values of -p - g in column 4 match
exactly the truth values of p v q in column 5. The last column shows
that the biconditional will always be true.

p q -p -P - CI pvq (-P-g)-(pvg)
T T F T T T
T F F T T T
F T T T T T
F F T F F T

Therefore,pVqand - p '-+ q are called equiaalent statements; they

say the same thing in two different ways. This is verified by their
matching truth values.

MODEL PROBLEMS

1. a. on your paper, copy and complete the truth table for the state-
ment:
(p- -q)*(-pv -q)
p cl -P -cI p- -q -pv -g (p - _g) - (_p v _g)

b. Is (p - -q) * (-p v -q) a tautology?

c. Let p represent "I get a job."
Let g represent "I go to the dance."
Which sentence is equivalent to (p - - q)?
(1) If I don't get a job, then I won't go to the dance.
(2) I get a job or I don't go to the dance.
(3) I don't get a job or I don't go to the dance.
(4) If I get a job, then I'll go to the dance.
172 lntegrated Mathematics: Course I

Solution

P cI -P -cl p' -cl -pv -q (p--g)*(-pv-q)

T T F F F F T
T F F T T T T
F T T F T T T
F F T T T T T

b. (p - -q) * (-p v -S) is always true, this statement is

Since
a tautology. Answer: Yes
c. Because the compound sentence (p * -q) * (-p v -g) is a
tautology, (p - -q) and (-p v -q) are logically equivalent
statements. Given (p' -g), Iook for (-p v -s). In choice 3,
(-p v -q):I don't get a job or I don't go to the dance'
Answer: (3)

2. a. construct the truth tables for each of the following statements:

L. -q' p 2. -(p - q) 3.pv q
b. Which, if any, of the three statements in part a are logically
equivalent? State a tautology to show this equivalence or give a
reason why there is no equivalence.

Solution
a. 1. -q'p a. 2. -(p - q) a.3.pvq
P q -cl -cl' p p q p-g -(p - g) P q pvg
T T F T T T T F T T T

T F T T T F F T T F T
F T F T F T T F F T T
F F T F F F T F F F F

b. Because the truth tables for (- q -' p) and (p V q) have the same
truth values, statement 1 and statement 3 are logically equiv-
alent. We can write the tautologY:
(-q - p) * (p v C)
 Using Logic 173

3. Is[(pn q)v -q]- -p atautology?Giveareasonwhy.

Solution

P q p^q -q (png)v -g -p l(pnC)v-gl+-p

T T T F T F F
T F F T T F F
F T F F F T T
F F F T T T T

Answer: No. This is not a tautology because the statement is farse

in rows 1 and 2.

EXERCISES

In 1-10: a. copy and complete the truth table for the given state-
ment. (No/e; In 6-10, prepare a complete truth table similar to the one
in Exercise 5.) b. Indicate if the statement is or is not a tautology.
l. 2.
p -p -(-p) p - -(-p) p -p -p^p -(-p n p)
T T
F F

3.
p -p p- -P (p- -pl€ -p 4.
cl -q -g-g
T T
F F
o.
p cl -p -pv q pv(-pvg)
T T
T F
F T
F F
6.
p q p^cl pvg (pnc)-(pvg)
7.
p cI pvg p^gl(pvC)-(p^g)
174 lntegrated Mathematics: Gourse I

8. p g lpvg p-(pvg)

9.
P g -p | -p^g p^(-p^g) -tp^(-pnc)l

_(p- -g)-(pnq)

ln 11-20, construct truth tables for the given tautologies'

ll. p -+(pve) 12. (pnq) *(sAp)
13. (pvp)-p 14. (p A q) '-+ q
15. 1pv(rns)l*p 16. (-pvq)-(p-q)
17. [(p - q) A _q] - _p 18. -t(-p v q) v -q) - (P ^ q)
19. -@ v q) - (-p -q) 20.1pn(-p vs)l*(Pnq)
^
ln2l-25: a. construct truth table for each of the three statements
a
in the row. b. using the results from part a, either write a tautology
that states that two of the three statements are logically equivalent,
or tell why no tautologY exists.
21. (L) q - -p (2) -p v -q (3) -s I -p
22. (L) qv -p (2) p v -q (3)p-g
23. (t) -p - q (2) q n -p (3) -q - p
24. (1)pne (2)p*q (g -p€ -q
25. (l) p - -q (2) -@ n q) (3) p * -q

26. a. Construct a truth table for the statement (p - q) * (-p v d'

b. p: I like baseball. q: I join the team.
Which sentence, if any, is logically equivalent 1o - c)?
(1) I like baseball or I join the team. 'o
(2) I don't like baseball or I join the team.
(3) If I like baseball, then I don't join the team'
(4) If I don't like baseball, then I join the team'
27. a. Construct a truth table for the statement -(p v - q) * (- p A q)'
b. p: I save money. q: I work.
Which sentence, if any, is logically equivalent to -(p v -q)?
(1) I don't save money and I work.
(2) If I don't save money, then I don't work.
(3) I save money or I don't work.
(4) I don't work and I save money.
 Using Loglc 175

28. a. Construct a truth table for the statement (-p + q) <+ (p v q).
b. Let p represent "I get home late."
Let q represent "We'll go out."
Tell which sentence, if any, is logically equivalent to "If I don't
get home late, then we'll go out."
(1) If I get home late, then we'll go out.
(2) If I get home late, then we won't go out.
(3) I get home late and we go out.
(4) I get home late or we'll go out.
29. a. Construct a truth table for the statement
lPv(q -P)l *(pvq).
^
b. Let p represent "I'll go to college."
Let q represent "I'll go to work."
Which sentence, if any, is logically equivalent to (p v q)?
(1) I'll go to college or I won't go to work.
(2) I'll go to work or I won't go to college.
(3) I'll go to college or I'll go to work and not college.
(4) I'll go to work or I'll go to college and work.
30. l: Mark stays up late at night.
/: Mark is tired in the morning.
a. Write the symbolic form of the sentence "If Mark stays up late
at night, then he is tired in the morning."
b. Write the symbolic form of the sentence "If Mark is not tired in
the morning, then he did not stay up late at night."
c. Test to see if these sentences in a and b are equivalent by con-
structing a truth table, using the biconditional.
31. George made two statements, shown symbolically below.
/v s: I will see you on Friday or Saturday.
-f: I won't see you on Friday.
Can we conclude that s is true? (Hint: Let s represent "I will see
you on Saturday.") Answer the question by constructing a truth
table for the compound sentence t(/v s) n -/l * s.

6.5 INVERSES, CONVERSES, AND

CONTRAPOSITIVES
The conditional if p then q is the connective most often used in rea-
soning. Too often, people attempt to win an argument or to make a
point by "twisting words around." In order to help you avoid becoming
the victim of this kind of argument, you will study three new condi-
tionals, each of which is formed by making some changes in an original
176 Integrated Mathematics: Course I

conditional statement. These new conditionals are called the inuerse,

the conuerse, and the contrapositiue.

The Inverse
starting with an original conditional (p - q), we form the iruterse
(-p - -q) by negating the hypothesis and negating the conclusion'
The symbols for the inverse may be read as not p im'plies not q, ot if
not p, then not q.

Gonditional Inverse

P q -p -q p'q -p -q
T T F F T T
T F F T F T
F T T F T F
F F T T T T

Note that a conditional and its inverse are not equiualent statements
because they do not have matching truth values in every case.

EXAMPLE 1. In advertising a product, the manufacturer sometimes

would like the reader to assume the truth of the inverse of a true con-
ditional statement. For example, the spritz company makes only root
beer. We can agree that the conditional "If you have a Spritz, then you
have a root beer" is true. would it follow that the company's adver-
tisement, "When you're out of Spritz, then you're out of root beer," is
also true? Let us see.

Conditional (p - q): Ifyou have a Spritz, then you have a root beer.
Inverse 1- O - - q')z If you do not have a Spritz, then you do zof have
a root beer.

Notice that the advertisement is a "hidden" form of the inverse.

Inverse (-p - -q\z When you're out of Spritz, then you're out of
root beer.
Suppose we do not have a Spritz, but we have a root beer from an-
other manufacturer. Then p is false and q is true. we see that in this
case the conditional has a false hypothesis and a true conclusion and
 Using Logic 177

is true, and the inverse has a true hypothesis and a false conclusion
and is false.
This conditional and its inverse do not always have the same truth
value.

EXAMPLE 2. s: It is spring. m: The month is Mav.

Conditional (s - m): If it is spring, then the month is May.
Inverse (- s -t -m): If it is not spring, then the month is not May.
The calendar time for spring begins in March and ends in June.
To compare the truth values of the conditional and the inverse, sup-
pose the month is April. Then, s is true and m is false. The conditional
has a true hypothesis and a false conclusion and is farse. The inverse
has a false hypothesis and a true conclusion and is true.
This conditional and its inverse do not always have the same truth
value.

EXAMPLE 3. There are instances in which a conditionar and its in-

verse do have the same truth value.
Conditional (e - f)z If r + 3 : ?. then r: 4.
Inverse (-e' .-f)z If x + 3 + 7, thenr # 4.
When x : 4, e and f are both true, as in row 1 of the truth table.
When x * 4, e and, f are both false, as in row 4 of the truth table.
There are no values of r for which e is true and /is false, as in row 2,
or for which e is false and /is true, as in row B.
Therefore, this conditional and its inverse always have the same truth
value.
Hence, we must judge the truth value of each inverse on its own
merits.

O Conclusion: When a conditional (p - q) is true, its inverse

(-p - -g) may be true or it may be false.

The Converse
starting with an original conditional (p - q), we form the conaerse
(q - p) by interchanging the hypothesis and the conclusion. The sym-
bols for the converse may be read as q implie.s p or if q, then p.
Does the converse have the same truth value as the conditional? To
answer this question, we will construct a truth table. Note that the
178 Integrated Mathematics: Course I

conditional and its converse are not equiualent statements because they
do not have matching truth values in every case.

Conditional Converse

P g p-q q'p
T T T T
T F F T
F T T F
F F T T

EXAMPLE 1. p: It rained. q: The gtound got wet.

Conditional (p ' q\z If it rained, then the ground got wet'
Converse (q - p)z If the ground got wet, then it rained'
In rows 1, 3, and 4, the conditional (p - q)is true. If it rained, then
the ground got wet. However, we notice that in row 3, the converse
(q - p) is false. suppose that the gxound got wet, but the conclusion,
ii rained, is false. A sprinkler or a burst pipe or snow could have caused
the ground to become wet.
since we can find instances where the converse is not true when the
conditional is true, then the conditional and its converse do not always
have the same truth value.

EXAMPLE 2. A television commercial shows a series of beautiful

women, all of whom use cleanse soap. Assuming that these models
really do use the product, let us also assume that the following con-
ditional is true.
Conditional (b - c): If you are beautiful, then you use Cleanse
soap. of course, what the advertiser wants you to believe is that the
converse is true. This is not necessarily so.
Converse (c - b)z If you use Cleanse soap, then you will be beau-
tiful. This converse is false because using the soap will not guarantee
that you will become beautiful.

EXAMPLE 3. There are instances in which a conditional and its con-

verse are both true.
Conditional (ft ' s): If a polygon is a hexagon, then the polygon has
exactly six sides.
 Using Logic 179

Converse (s - ft): If a polygon has exactly six sides, then the

polygon is a hexagon.
We must judge the truth value of each converse on its own merits.

O Conclusion: When a conditional (p - q) is true, its converse

- p) may be true or it may be false.
(q
Remember that we normally start with a true conditional when rea-
soning. Observe that when we start with a false conditional, as is shown
in the second row of the truth table on page 178, the converse is true.

The Gontrapositive
Starting with a conditional (p - q), we form the contrapositioe
(-q - -p) by negating both the hypothesis and the conclusion, and
then interchanging the resulting negations. The symbols for the con-
trapositive may be read as not q implies not p or if not q, then not p.
Does the contrapositive have the same truth value as the condi-
tional? To answer this question, we will construct a truth table.

Conditional Contrapositive
p q -q -p P-q -q- -p
T T F F T T
T F T F F F
F T F T T T
F F T T T T

From the table, we see that the conditional and its contrapositive
are logically equivalent statements.

EXAMPLE 1. p: It rained. q: The ground got wet.

Conditional (p - q\: If it rained, then the ground got wet.
Contrapositive ( - O + - p\z If the ground did not get wet, then it did
not rain.
Because the conditional and its contrapositive have matching truth
values in every case, we can write a tautology:
(p ' q) * (-q --' -P\
Therefore, this conditional and its contrapositive always have the
same truth value.
180 Integrated Mathematics: Course I

EXAMPLE 2. Let us consider an example in which we start with a

false conditional. We will see that the contrapositive, as in the second
row of the previous truth table, must also be false.
Conditional (o r r): If 15 is an odd number, then 1b is a
prime number. Here, (o - r) is false be-
cause (? - F) is false.
Contrapositive (-r J -o): If 15 is not a prime number, then 15 is
not an odd number. Here. (-r -- -o) is
false because (? - F) is false.

O Conclusion: When a conditional (p - q) is true, its contra-

positive (-q - -p) must also be true.
When a conditional is false, its contrapositive must be false.

Logical Equivalents
You have seen that a conditional and its contrapositiue are logical
equivalents because they have the same truth value.
Write the converse of a conditional and the inverse of that same con-
ditional. Notice that one is the contrapositive of the other. For example:
Conditional (p - q\: If it snows, then it is cold.
Converse (g * p): If it is cold, then it snows.
hrverse (-p - -q)z If it does not snow, then it is not cold.
Since the contrapositive of (q - p) is (-p - -e), we can say that a
conuerse of a statement and an inuerse of that same statement are log-
ical equiualents. we may also verify that the converse and inverse are
logically equivalent by examining their truth tables.

Conditional Inverse Converse Contrapositive

p q -p -q p-cl -p- -q q-p -q -p
T T F F T T T T
T F F T F T T F
F T T F T F F T
F F T T T T T T

O The truth table shows that the conditional and the contra-
positive are logically equivalent and that the inverse and con-
verse are logically equivalent.
 Using Logic 181

Forming Related Statements

A conditional statement is not always formed by using a "positive"
hypothesis and a "positive" conclusion. For example, "If it does not
rain, then we'll go to the park." In this case,
ri It rains.
- ri It does not rain.
h: We'll go to the park.
- r - k: If it does not rain, then we'll go to the park.

Using (-r - ft) as the original conditional statement, we can form

its inverse, its converse, and its contrapositive by following the rules
established within each definition.

The General Case and Rules A Specific Case

Conditionali p - q Conditionalz -r - k
The hypothesis is p; the If it does not rain, then we'll
conclusion is g. go to the park.

lnverse: -p - -q Inverse: r - -k
Negate the hypothesis; negate If it rains, then we will not
the conclusion. go to the park.

Converse: q - p Converse: k - -r
Interchange hypothesis and If we go to the park, then it
conclusion. does not rain.

Contrapositive: -g + -p Contrapositive: -lc - r

Negate hypothesis; negate If we do not go to the park,
conclusion; interchange these then it rained.
negations.

Since the conditional (-r -

k) and the contrapositive (-k - r) are
logically equivalent, we can write the tautology:
(-r-k)*(-k-r)
Since the inverse (r - -fr) and the converse(k --+ -r) are logically
equivalent, we can write the tautology:
(r - -k) * (k --' -r)
182 Integrated Mathematics: Course t

MODEL PROBLEMS

In 1-6, write the required statements in symbolic form.

":::"-,
r. the inverse of & - ,
2. nr
the inverse of - rrl na --+ - r
3. theconverseofu-! y-u
t
4. the converse of s -f -/ + s
5. the contrapositive of I - m -tn + -l
6. the contrapositive of -c - d -d - c
7. Given the true statement: If the polygon is a rectangle, then it has
four sides. Which statement must also be true?
(1) If the polygon has four sides, then it is a rectangle.
(2) Ifthe polygon is not a rectangle, then it does not have four sides.
(3) Ifthe polygon does not have four sides, then it is not a rectangle.
(4) If the polygon has four sides, then it is not a rectangle.
Solution: A conditional and its contrapositive always have the same
truth value. When the conditional states "rectangle - four sides,"
the contrapositive is "not four sides - not rectangle."
Answer: (3)

EXERCISES

In 1-4, write the inverse of the statement in symbolic form.

l.p-q 2.t+-w 3. -m-p 4. -p--q
In 5-8, write the converse of the statement in symbolic form.
5.p-q 6.t+-w 7. -m-p 8. q-p
In 9-12, write the contrapositive of the statement in symbolic form.
9. p- S 10. t--+ -w 11. -m+p 12. -q- -p
In 13-16, write the inverse of the statement in words.
13. If you use Charm face powder, then you will be beautiful.
14. If you buy Goal toothpaste, then your children will brush longer.
15. When you serve imported sparkling water, it shows that you have
good taste.
16. The man who wears Cutrite clothes is well dressed.
 Using Logic 183

ln 17-20, (a) write the inverse of the conditional statement in words,

(b) give the truth value of the conditional, and (c) give the truth value
of the inverse.
17. Ifa polygon is a triangle, then the polygon has exactly three sides.
18. If a polygon is a trapezoid, then the polygon has exactly four sides.
19. Ifz' 2 : 4,then 2' 3 : 6.
20. If 22 :4, then 32 : 6.
ln 2l-24, write the converse of the statement in words.
21. If you live to an old age, then you eat Nano yogurt.
22. If you take pictures of your family with a Blinko camera, then you
care about your family.
23. If you drive a Superb car, then you'Il get good mileage.
24. If you use Dust and Roast, you'll make a better chicken dinner.
In25-28,(a) write the converse of the conditional statement in words,
(b) give thetruth value of the conditional, and (c) give the truth value
of the converse.
25. If a number is even, then the number is exactly divisible by 2.
26. If two segments are 5 cm each, then the two segments are equal
in measure.
27. If 5 : 1 * 4, then 52 : 12 + 42.
28. If2(5) + 3 : 10 + 3, then 2(5) + 3 : 13.
ln 29-32, write the contrapositive of the statement in words.
29. If you care enough to send the best, then you send Trademark
cards.
30. If you use Trickle deodorant, then you won't have body odor.
31. If you brush with Brite, then your teeth will be pearly white.
32. If you want a good job, then you'll get a high school diploma'
In 33-3?, (a) write the contrapositive of the conditional statement in
words, (b) give the truth value of the conditional, and (c) give the truth
value of the contrapositive.
33. If opposite sides of a quadrilateral are parallel, then the quadri-
lateral is a parallelogram.
34. If two segments are 8 cm each, then the two segments are equal
in measure.
35. If 1 + 2 : 3, then 2 + 3 : 4.
36. If all angles of a quadrilateral are equal in measure' then the
quadrilateral is a rectangle.
37. If a number is prime, then it is not an even number.
 _-'r- I -.

184 Integrated Mathematics: Gourse I

In 38-42, write the numeral preceding the word or expression that

best completes the statement or answers the question.

38. When p --+ q is true, which related conditional must be true?

(l) q'- O Q) -p + -q (3) p-- -n @) -q + -p
39. Which is the contrapositive of "If winter comes, then spring is not
far behind"?
(1) If spring is not far behind, then winter comes.
(2) If spring is far behind, then winter comes.
(3) If spring is not far behind, then winter does not come.
(4) If spring is far behind, then winter does not come.
40. Which is the converse of "If a polygon is a trapezoid, its area :
I,b+").h"?
(1) If a polygon is not a trapezoid, then its area + + .
NU c) h.
(2) If apolygon has area : .
L$ * c) h,then it is a trapezoid.
(3) If a polygon has area + .
lU + c) h, then it is not a trapezoid.
(4) If the area of a trapezoid is .
|a + d h, then it is a polygon.
41. Which is the inverse of "If x : 2, then r + 3 + 9"?
(1) If r + 3 + 9, then x :2. (2) If x * 3 : 9. then tc + 2.
(3) Ifr + 2,thenr + 3 : 9. (4) lfx * 2,thenr + 3 * 9.
42. Which is the contrapositive of "If r > 2, then 3r * 5r + 16"?
(1) If 3r + ltc + 16, then x ) 2.
(2) lf 3x * 5x : 16, then x + 2.
(3) If 31 4 5x * 16, then x + 2.
(4) If 3r + 5x : 16. then x > 2.

43. For a conditional statement (p - q):

a. Write its inverse in symbolic form.
b. Write the converse of this inverse in symbolic form.
c. What is the relationship between the conditional statement
(p - q) and the converse of the inverse of that statement?
d. What might have been another way to define the contrapositive
of a conditional statement?
In 44-5I, a conditional statement is given. Write in words (a) the
inverse, (b) the converse, and (c) the contrapositive of that conditional.
44. If today is Friday, then tomorrow is Saturday.
45. If Douglas does well in college, then he will apply to medical school.
46. Arlette will get a role in the play if she auditions.
47. Dorothea will graduate from law school in January if she takes
courses this summer.
 Uslng Logic 185

48. If John is accepted at the Culinary Institute, thenhe has a chance

of earning a high salary as a chef.
45. If a man is honest, he does not steal.
50. If Julia doesn't water the plants, then the plants will die.
51. Rachel will not get her allowance if she forgets to do her chores.
ln 52-54, if the given statement is assumed to be true, which of the
four statements that follow must also be true?
52. If a figure is a square, then it is a polygon.
(1) If the figure is a polygon, then it is a square.
(2) If the figure is not a square, then it is not a polygon.
(3) If the figure is not a polygon, then it is not a square.
(4) If the figure is not a square, then it is a polygon.
53. lf a: b, then b + d.
(1) Ifo * b, then b + d. Q) Itb * d,then a : b.
(3) If b: d,then a+ b. (4)lf a * 6,then b: d.
64. I'll get into shape if I exercise.
(1) If I don't exercise, then I won't get into shape.
(2) If I don't get into shape, then I do not exercise.
(3) If I get into shape, then I exercise.
(4) I exercise if I get into shape.
In 55-60, assume that the conditional statement is true. Then:
a. Write its converse in words.
b. Is the converse true, false, or uncertain?
c. Write its inverse in words.
d. Is the inverse true, false, or uncertain?
e. Write its contrapositive in words.
f. Is the contrapositive true, false, or uncertain?
55. If Eddie lives in San Francisco. then he lives in California.
56. If a number is divisible by 12, then it is divisible by 3.
57. If I have the flu, then I am ill.
58. If one pen costs 29 cents, then three pens cost 87 cents.
59. If a polygon is a rhombus, then it has four sides.
60. If Alex loves computers, then he will learn how to write programs.

6-6 DRAWING CONCLUSIONS

In the process of reasoning, we use statements that we believe to be
true and the rules of logic in order to draw conclusions, that is, to de-
termine other statements that are true. When people disagree on the
truth of the conclusions that have been drawn, it is often because they
disagree on the truth value of the initial statements to which the laws
of logic are applied.
186 Integrated Mathematics: Course I

MODEL PROBLEMS

1. What conclusions can be drawn when the following statements are

true?
Today is Monday or I have gym.
Today is not Monday.
Solution:
(1) Use symbols to represent the sentences that we know to be true.
p v q2 Today is Monday or I have rym.
-pi Today is not Monday.

p g pvg
(2) Construct a truth table for p v g. Since
p v q is given true, eliminate the case T T T
where p v q is false by crossing out row 4. T F T
F T T
p- -----F

P g pvg
Since -p is given true, p is false. Eliminate
the cases where p is true by crossing out rows :F- +
1 and 2. !F- ----F
F T T
F_ +

(3) There is only one case that remains. Row 3 tells us that q is
true. Therefore, we may conclude that "I have gym" is a true
statement.

Answer: I have rym.

Nofa In most cases, there will be many possible conclusions. Any

true statement could be considered to be a conclusion. The following
statements could all be shown to be true when the given statements
are true.
Today is not Monday and I have gym.
If today is not Monday, then I have gym.
If I do not have gym, then today is Monday.
 Using Logic 187

2. Draw a conclusion based on the following true statements.

If I do not finish my English essay, I will get a C in English.
I do not get a C in English.
Solution:
(1) Use symbols to represent tfre sentences that we know to be true.
- p --+ q: If I do not finish my English essay, I will get a C in
English.
- q: I do not get a C in English.
(2) Construct a truth table for - p -'+ q.

p q -p -p-q
Since -p - q is true, eliminate
T T F T
the case where it is false by
crossing out row 4. T F F T
F T T T
F_

p q -p -p-g
Since - g is true, q is false. tP
Eliminate the cases where q is
true by crossing out rows 1 and 3. T F F T
F_
F-

(3) There is only one case that remains. Row 2 tells us that p is
true. Therefore, we may conclude that "I did finish my English
essay" is a true statement.
Ansper: I did finish my English essay.

3. What conclusions can be drawn from the following true statement?

Today is Monday and I have gym.
Solution: When a conjunction is true, each of the sirnple statements
from which it is constructed must be true. Therefore. each of the
following statements is true.
Today is Monday.
I have gym.
188 Integrated Mathematics: Course I

4. What conclusions, if any, can be drawn from the following true

statements?
If today is Monday, then I have gym.
Today is not Monday.
Solution;
(1) Use symbols to represent the sentences that we know to be true.

o -_1i, r have gvm.

l{",u"#1,ti#ffi3:l#*
(2) Construct a truth table for p - q.

p q p'q
Since p --+ q is true, eliminate the case
T T T
where p - q is false by crossing out row 2.
lP ---+
F T T
F F T

p q p-g
Since -p is true, p is false. Eliminate lP lF
the cases where p is true. Row 2 has
already been eliminated; cross out row 1. lP
--#
F T T
F F T

(3) There are two cases that remain. Row 3 tells us that q is true.
Row 4 tell us that q is false. Therefore, we can draw no conclu-
sion about the truth value of q.
Ansuter: There is no simple sentence that is a conclusion.

Note: lt may, of course, be possible to write some conclusions that

do not depend on the truth value of g. For example, the contra-
positive of a conditional always has the same truth value as the
conditional. Therefore, when "If today is Monday, then I have gym"
is true, the contrapositive "If I do not have gym, then today is not
Monday" is also true.
 Using Logic 189

EXERCISES

In 1-10, assume that the first two sentences are true. Determine
whether the third sentence is true, false, or cannot be determined to
be true or false.
1. I study hard or I do not pass.
I pass.
I study hard.
2. If Toy is a dog, then Toy is an animal.
Toy is a dog.
Toy is an animal.
3. If I am late for dinner, then my dinner will be cold.
I am late for dinner.
My dinner is cold.
4. If I am late for dinner, then my dinner will be cold.
I am not late for dinner.
My dinner is not cold.
5. I like skating or skiing. 6. I like skating or skiing.
I like skating. I do not like skating.
I like skiing. I like skiing.
7. I will go to college if and only if I work this summer.
I do not work this summer.
I will go to college.
8. I live in New York State if I live 9. r > 10 if r : 15.
inAlbany. x:15.
I do not live in Albany. r > 10.
I live in New York State.
10. The average of two numbers is 10 when the numbers are 7 and 13.
The average of two numbers is 10.
The two numbers are 7 and 13.

In 11-25, assume that the given sentences are true. Write a conclu-
sion that is a simple sentence, if possible. If no conclusion is possible,
write "no conclusion."
11. If I do my assignments, I pass the course.
I do my assignments.
12. On Saturday, we go skiing or we play hockey.
Last Saturday, we did not go skiing.
13. If r is a prime, then r * 9.
x:9,
14. If a parallelogram contains a right angle, that parallelogram is a
rectangle.
Parallelogram ABCD is not a rectangle.
190 lntegrated Mathematics: Course I

16. r>10orr< 10. 16. If2x+5='l,then2x:2.

rt10. lf2x:2,thenx:1.
2x + 5 :7.
17. 2 is a prime if and only if 2 has exactly two factors.
2 has exactly two factors.
18. 3 is a prime if and only if 3 has exactly two factors.
3 is a prime.
19. If r is divisible by 4, then r is divisible by 2.
r is divisible by 2.
20. r is prime or r is even. 21. If it is July, then it is summer.
r is prime. It is not summer.
22. It is October or November, and it is not spring.
It is not November.
23. I study math, and I study French or Spanish.
I do not study French.
24. x is even and a prime if and only if x : 2.
x:2.
26. r is even and a prime if and only if x : 2.
x#2.

6-7 REVTEW EXERCISES

In 1-4, for each given statement: a. Write the symbolic statement

in words. b. Tell whether the statement is true or false.
Let p represent "2 is a prime." (true)
Let g represent "There is one even prime." (true)
Let r represent "4 is a prime." (false)
1. q - -p 2. r--' (p A g) 3. -pv -r 4. q "+ (pv r)
5. Write in symbolic form:
a. the converse of p - q
b'. the inverse of p ' q
c. the contrapositive of p - q

In 6-13, write the numeral preceding the expression that best an-
swers the question or completes the statement.
6. Let p represent "r is prime." Let g represent "tr > 25." When r
is 21, which sentence is true?
(1)P (2)q (3)Pns @)P'-+q
7. Let e represent "r is even." Let d represent "r is divisible by 6."
When r is 46, which sentence is true?
(L)end (2)evd (3)e-d (4) -end
 Using Logic 191

8. The sentence rn v r is false if and onlv if

(1) rn is false and r is true. (2) both m and, r are false.
(3) m is true and r is false. (4) both m and r are true.
9. lf p ,- q is true, which sentence is also true?
(1)p-s Q)p^q (3)pvs @)-p^q
10. What is the inverse of the sentence "If 8r : 24, then ,c : B"?
(1) If r = 3, then 8x : 24. (2) If 8r * 24, then x * 3.
(3) If 8r : 24, then x + 3. (4\ If x * B, then 8x + 24.
ll. Which is the converse of the sentence - p - q?
(L)-q-p (2)q--O @)p--n @)s-p
t2. Which has the same truth value as the sentence "If Will won, then
Lon lost"?
(1) If Lon lost, then Will won.
(2) If Will did not win, then Lon did not lose.
(3) If Lon lost, then Will did not win.
(4) If Lon did not lose, then Will did not win.
13. Which sentence is always false?
(l)pv-p (2)qn-q (3)pn-q (4)qv-p
t4. a. Complete the truth table for the sentence: [(p - - q) n p) - - q
p cl -q P' -q (p- -g)^p [(p- -g)^pl- -g
b. Is[(p- -q) Ap]- -qatautology?
c. Justify the answer given for part b.
15. a. Construct a truth table for the sentence -(p n g) * (- p v - q).
b. Is the sentence a tautology? Why?
16. a. Complete the truth table for the sentence: p e [-(p ' d v q1

p cl P-q -(p - g) -(P-q)vg p*[-(p-q)vgl

b. Is the sentence a tautology? Why?
17. Which of the following sentences is equivalent to -(p v q)?
(1)-pv-q (2)-pvq (3)-pA-q (4)-p-q
r8. Assume that the given sentences are true. Write a simple sentence
that is a conclusion.
If LABC is isosceles, then AB : AC.
AB+AC
19. At a track meet, Janice, Kay, and Virginia were the first three
finishers of a 5O-meter dash. Virginia did not come in second. Kay
did not come in third. Virginia came in ahead of Janice. In what
order did they finish the race?
 chapterT

Signed Numbers

7.1 EXTENDING THE NUMBER LINE

Until now you have used only zero and numbers greater than zero.
But you know that you often want to use a number that is less than
zero. For example, the temperature on a winter day may be below 0"
Celsius. In order to have numbers that are smaller than zero as well
as larger than or equal to zeto, we will consider a new set of numbers
called t}ne real nurnbers. In the set of real numbers, numbers larger
than zero are positive real numbers and numbers smaller than zero are
negatiue real numbers. Like the numbers of arithmetic, the real num-
bers can be associated with points on a number line, which we now
extend to include the negative numbers.

-6 -5 -4 -3 -2 -1 O *1 *2 *3 *4 *5 t6
The + sign is part of the numeral for a positive number, the - sign
is part of the numeral for a negative number, and 0 is not written with
a sign. These numbers are called signed numbers or directed. numbers.
We will make frequent use of an important subset of the set of signed
numbers
+1, *2, *3, *4, . . .\
l. . . , -4, -3, -2, -1, 0,
called the set of integers. The numbers *1, *2, *3,
*4, ... are called
positiue integers; the numbers -1, -2, -3, -4, ... are called negatiue
integers. We think of the positive integers as the same set of numbers
as the natural numbers.
Note that the real number line contains more than just the integers.
Included between any two integers are fractions and decimals, and still
other real numbers that you will study in Chapter 19.

192
 Signed Numbers 193

Ordering Signed Numbers

,4
A vertical number line is used in thermometers.
+3
A temperature of -1" is lower than a temperature
of *4o and higher than a temperature of -8". That +2
is, -1 < *4 and -1 > -3.
On a horizontal number line, n4 is to the right +1
of -1, and -3 is to the left of -1.
0

-4 -3 -2 -1 0 *1 *2 *3 *4 -1

-2
All signed numbers are ordered on the real num-
ber line. In this ordering, any number is greater -3
than every number to its left and is less than everv -4
number to its right.

since -1 is less than +4 and greater than -8, -L is between *4 and, -8.
That is, *4 > -L ) -3 or -B < -1 < *4. Using the conjunction sym-
bol of logic, we can write:
(-4 > -1) n (-1 > -3) or (-g < -1) (-1 < +4)
^

MODEL PROBLEMS

1. state whether each of the sentences is true or false and give a rea-
son for your answer:

Answers
a. *7 > -2 True because *7 is to the right of -2 on a number
line.
b. -5 > -B False because -b is to the left of -B on a number line.

2. Use the conjunction symbol A to rewrite each sentence.

Answers
a.*9>*4 >-1 (*9>*4)n(*4>*1)
b. -2<0 <*3 (-2<0)^(0<*3)
194 lntegrated Mathematics: Course I

EXERCISES

In 1-3, draw a real number line. Then locate the points whose
coordinates are given.

l. *4, -2,0, -5, +3 2. *t

,0, -rL, -tt,-Z 3. *t, -:, o, 't;, -:
ln 4-7, state whether the sentence is true or false. Give a reason for
your answer.

4.*E>*2 5. -B<o 6. -7>-t 7. -tit-tl

In 8-13, use the symbol ( to order the numbers'
g. -4, *8 9. -3, -6 10. .ti,-r!;
11. *3, -2, -4 12. -2, *8,0 13. -}f,, *e, *2f,

In 14*19, use the symbol > to order the numbers'

14. *7, -4 15. -!2, *12 16. -rl,O

17. *3, -3, +5 18. -5, -1, 0 19. -t-.s, .sf,, -2f,

ln 20-22, state which number is between the other two'

20. *8, -2, *2 21. +9, -9, -4 22. +.6, *1.1, -.8

In 23-28, state whether the sentence is true or false.

23. *5 > *2 24. -2 < *5 25. -9 < -r2
26. -3>*3 27. *6>-1>-6 28- -10>-2>0

29. Use the conjunction symbol A to rewrite

*9
each sentence'
a. *2< *5 < *7 b. -B < 0 < c. -8 > -10 > -12
30. If r is a positive number and y is a negative number (r > 0 and
y < 0), tell whether each statement is true or false'
a.x:y b.x>y c.y> r d.r<0 e.Y<0<r
31. What is the smallest positive integer?
32. What is the greatest negative integer?
33. a. Is there a greatest positive integer? b. Why?
34. a. Is there a least negative integer? b. Why?
 Signed Numbers 195

7.2 GRAPHING THE SOLUTION SET OF AN

OPEN SENTENCE INVOLVING ONE
VARIABLE ON A NUMBER LINE
'f*
'# **it #t*# *;;*@+i'
*r****
MODEL PROBLEMS
1. If the domain of r is {-8, -2, -1,0, *1, *2, *B}, graph the solution
set for the sentence x > -2.
Solution: When any element of
the domain except -3 replaces x 3 -2 -1 O *1 *2 *3
in the sentence r > -2 (which
means x ) -2 or rc : -2), the resulting statement is true. Therefore.
the solution set of x > -2 is {-2, *1,0, *1, *2, *gl.
we are able to list the solution set of this inequality because it
is a finite set.

2. Using the set of signed numbers as the replacement set, graph the
solution set of each of the following sentences:
a.y>-4 b.m<-2 c.-B<t<+2
Solution:
a.Thesraphofy> -4 | + I | | I | *2| *3l.
consistsofallpointsto -5-4-3-2-1 O*1
the right of -4. The {YlY > -41
nondarkened circle
shows that - 4 is not
included.
b. The graph of m < -2 consists
ofthepoint-2andallpointsto -4 -3 -2 -1 O *1*2
the left of -2. The darkened cir- {mlm < - 2l
cle shows that -2
is included.
c. Thegraphof-3 <t<+2
consists ofthe point -3 -4 -3 -2 -1 O *1 *2 *3 *4
and all points between {tl-3 . t < *2}
-3 and *2. The point
+2 is not
included.
196 Integrated Mathematics: Course I

Notice that we are not able to list these solution sets because they
are infinite sets. Even in part c, where the graph does not go on in-
*2 is an infinite set.
definitely, the set of points between -3 and

Graphing a Coniunction
The algebraic sentence
*3 < r < *6 is equivalent to the conjunction
(*3 < r) A (r ( +6). since the solution set of a conjunction must contain
all values of the variable that satisfy both open sentences, the graph
(r *6)
of the conjunction (*3 < r) n < can be obtained in the following
manner:
' StePs Solution

(1) Graph the solution set of the Think

*3 <
first open sentence, *3 < r' x

-1 0*1 *2*3"4*5*6*7

(2) Graph on the same number Think

line the solution set ofthe sec- x < *6
*6.
ond opensentence, x <
'3 < x
-1 O*1 *2*3*4*516*7

(3) The graph of the solution set Write

of the conjunction is the set of *3<x<*6
points common to the graPhs
made in steps (L) and (2), that
+ | I | + | | + I'
is. the intersection of the two
sets ofpoints gxaphed in steps (1) and (2)'

Graphing a Disiunction
*6) means *3 < r or x > *6' Since
The disjunction (+3 < r) v (r >
the solution set of a disjunction must contain all the values of the vari-
able that satisfy at least one of the open sentences, the graph of the
*6) can be obtained in the following
disjunction (*3 < r) v (r >
manner:
 Signed Numbers 197
Steps Solution
(1) Graph the solution set of the Think
first open sentence, *3 < r. '3 < x
.l t |
*1 "2 '3 *4 *5 *6I *7I *gI *gh
+ I
(2) Graph on the same number Think
line the solution set ofthe sec- x > *6
ond open sentence, r > *6. *3<x
*1I *2I *3f *4I *5I *6I *7I *gI *gt,
(3) The graph of the solution set Write -
of the disjunction is the set of
points that are in at least one
of the graphs made in step (1) *'l *2 *3 *4 *5 *6 *7 *8 *g
and step (2), that is, the union
of the two sets of points
graphed in step (1) and step (2).

It is possible that two open sentences that are involved in a disjunc-

tion have no elements in common. The graph of the disjunction still
shows the union of both graphs. For example, the graph of the disjunc-
tion (r< *2) V (r > *5) is:
'l 0| *1| *2*3*4
-1 { I | *5| *6| *7I,

EXERCISES

In 1-9, if the replacement set is {-4, -8, -2, -1,0, +1, *2, *9, +4\,
graph the solution set of the open sentence.
1.r>0 2. r<0 B.y>-1
4.t<+2 5. m>*l 6. -1<d<+3
7. -L<x<+2 8. -L<y.*2 9. -3<ts*B
In 10-20, if the domain is the set of signed numbers, graph the so-
lution set of the sentence.
l0.r)*6 1l.y<-3 12. s<0
13. x+*2 14. r-*2!, lb. -B<x<*2
198 Integrated Mathematacs: Course I

16. -2<x<*4 17. -1<y'*3 r8' -3<m<*3

19. (t > -3) v (t > +1) 20. (rp < -1) v (w > *2)

ln 2L-26, choose the inequality that is represented by the accom-

panying graph.

21.(1)-3<x<*2
(2)-3<x<*2 I | |
| | | | | *2,3*4
'l -4-3-2-1 '
(g)-g=x=*2 O*1
(4)-3<x<*2
22,0)-2=x,=+4
Q)-2<r=+4
(3)-2<x<*4 -4-3-2-'l o*1 *2*3*4
@)-2=x<*4
23. (1) -4 < .r *3
< *3
Q) -4 < r <
(3)-4<r=*3 -4-3-2-1 0*1 *2*3*4
@)-4 <r< *3
24. (1) nz < 0
(2)m>0 | | I
I | | | | | *2*3*4 '
(3)ne<0 -4-3-2-1 O+1
(4)rn>0
25. (1) (-2 > y) n (r t *1)
(DC2<J)n(y=*1)
(3)(-2<J)n(y. *1) -4-3-2-1 O*1 *2*3*4
(4) (-2 s y) n (, . *1)

28. (1) (r < -1) v (r > *2)

(2)(x< -l)v(r>*2) . | | | 0 | I *2*3*4
| | I '
(3)(r> -1)v(t> *2) -4-3 -2-1 O*1
(4) (r < -1) v (r > +2)

-L < r *2.
27. Select the graph of the solution set of =
(1)#(2)#
_2 _1 *3 _Z -1 *2'3
O *1 *2 0 *1
(3)#(a)#
-2-1 -2-1
0+1+2+3 0*1*2*3
 Signed Numbers 199
28. Select the graph which shows the solution set of -1 < y s *A.

(1) (2) l ffit l t-

-2-1 O *1 *2*3*4 -2-1 0*1*2*3*4
(3).lglll.Qt,(4)ffi
-2-1 0*1 *2+3*4 -2-1 0*1 +2*3*4
29. Select the graph of the solution set of (rrl s 0) v (u > +B).
(1).l lf l l { l'(2)r l f { l l {-t=r
-2-10*1*2+3+4 -2-10*1+2+3+4

In 30-37, graph the given set.

30. {rl(r < *2) n (x > -3)} 31. {rl(r > -1)n(r. *4))
32. {rl(r > -4) n (x < *1)} 33. {xl(x > 0)n(r.*3))
34. {rl(.r < -1) v (r . *2)l 35. {rl(.r < -2)v(x - *b))
36. {rl(r < -2) v (x < *4)} 37. {rl(r < -3)v(r.-3))

7.3 THE OPPOSITE OF A DIRECTED NUMBER

On a real number line any
-4 -3 -2 -'l 0 *1 *2 *3 *4
number can be paired with
anothernumberthatisthe t t I t I t I t
samedistancefrom0andon | | | | | | |
| | t
|

the opposite side of 0. We call I I

such a pair of numbers opposites.

-(*1) : -1 is read, "the opposite of- +1 is -1"

-(-2) : *2 is read, "the opposite -2 +2"
of is
We write the opposite of 4 as -4.
We know that the opposite of 4 is -4.
since -4 and -4 represent the same number, we will not use the raised
sign when writing negative numbers.
4
fneeative
-4 can mean or
J\the opposite of 4
200 Integrated Mathematics: Course I

We will write positive numbers with a lowered plus sign or with no

sign. A variable, whether or not it has a sign, can represent either a
positive or a negative number, ot zeto.

Number Opposite Opposite of the Opposite

*5or5 -5 +5or5
-66-6
Y -Y -(-Y) : Y

The opposite of the opposite of a number is always the number itself.

Notice the following similaritY.
If p is a sentence, then -(-p) * p.
If y is a signed number, then -(-J) : y.

MODEL PROBLEMS

In 1-4, write the simplest symbol that represents the opposite of the
number.
Answers
l. 15
3. (4 + 8)
-15 2. -10
4. -t-(e - 3)l
lii*,"i'ro
-r2 6

EXERCISES

In 1-12, write the simplest symbol that represents the opposite of

the number.

1.8 2. -8 3. *4 4. -6.5
5. (10+9) 6. (24-LO) 7- (9-9) 8.8x0
e. -(-z) r0. -(-:) rr. -t-(+s)l 12. -t-(6 + 8)l
In 13-16, select the greater of the two numbers.
13. 10, -5 14. -r,7 15. -8, -4 16. -12,0
ln 17-26, tell whether the statement is true or false.
17. If o is a real number, then -o is always a negative number'
18. If o is a negative number, then -o is always a positive number.
19. The opposite of a number is always a different number.
 Signed Numbers 201

20. On a number line, the opposite of a positive number is to the left

of the number.
2'^. On a number line, the opposite of any number is always to the left
of the number.
22. If r is a positive number, then r is greater than its opposite.
23. The opposite of the opposite of a number is that number itself.
24. Ifx>0,then-r(0.
26, If .r < 0, then -r ) 0.
26. r > 0if andonlyif -r < 0.

7.4 THE ABSOLUTE VALUE OF A NUMBER

In every pair of nonzero opposite numbers, the positive number is
the greater. On a number line, the positive number is always to the
right of the negative number that is its opposite. For example, 10 is
greater than its opposite - 10; on a number line, 10 is to the right of - 10.
The greater of a nonzero number and its opposite is called the
absolute value of the number. The absolute value of 0 is 0.
The absolute value of a number, o, is symbolized by l"l.Since 10 is
the greater of the two numbers 10 and -10, the absolute value of 10 is
10 and the absolute value of -10 is 10.

l10l : 10
l-101 :10
l10l l-101:
Notice that the absolute value of a positive number is the number
itself; the absolute value of a negative number is its opposite.
The absolute value of a number can also be considered as the distance
between 0 and the graph of that number on the real number line. For
example, l3l : 3, the distance from 0 to P, the graph of 3 on the real
number line; l-31 : 3, the distance from 0 to S, the graph of -B on the
real number line.

'6;;\6il,
r.lrrlrr\t
-4-3-2-1 0 1 2 3 4
l-31 =3 l3l =3
Observe, too, that the absolute value of any real number r is the max-
imum of the number and its opposite, symbolized as follows:
lrl =xmax(-x)
2O2 Integrated Mathematics: Course I

MODEL PROBLEMS

l. Find the value of the expression l12l + l-31.

Solution:
Since 1L2l : 12, and.l-3| : 3,lL2l + l-31 : 12 + 3 = 15 Azs'

2. Find the value of the expression 112 - 31.

Solution: First, evaluate the expression inside the absolute value
symbol. Then, find the absolute value.
112 - 3l : l9l, and l9l : e Ans.

EXERCISES

In 1-10: a. Give the absolute value of the given number. b. Give

another number that has the same absolute value.
1. 3 2. -5 3. +18 4. -13 5. -20
Q
6. r;
.1
7. 8. -r; e. +2.7 lo.
1
- -
-3; -1.4

In 11-18, state whether the sentence is true or false.

11. l2ol:20 12. l-131 :13 13. l-151 : -15 14. l-el : l9l
15. l-71 < l7l 16. l-101 > l3l 17. l8l < l-lel 18. l-211 > 21

In 19-33, find the value of the number expression.

le. lel + l3l 20. l+81 - l+21 2r. l-61 + l+l
22. l-101 - l-51 23. 14.51 - 14.51 24. l+61 + l-41
25. 18 + 61 26. 17 - 21 27. 115 - 151
28. lel + l-31 - l-41 2e. l-sl - l-21+ l-31 30. l10l - l-61 - l4l
31. l(8 - 4)l + l-31 32. -(l-el - l7l) 33. -(l-81 - 2)

In 34-41, state whether the sentence is true or false.

34. l+rl - l-51 : 0 35. l+sl + l-el : 0
36. l3l . l-31 : -e 37.2.1-41 :l-21 .l-41
I
38. -Rl -l+21 3e. t4l .t-2t-ff:o
-:-41
|

40. l-61 . l4l > 0 4r. 16l + l-41 < 6 - 4

 Signed Numbers 2Og

7.5 ADDING SIGNED NUMBERS ON A

NUMBER LINE
Addition of signed numbers may be shown on a number line. To add
a positive number, move to the right. To add a negative number, move
to the left.

MODEL PROBLEMS

1. Add +3 and +2.

Solution: Start at 0 and move , +3 , +2
3 units to the right to +3;
then, move 2 more units to the
right, arriving at *5. -1 O +1 +2 +3 +4 +5 +6
Answer: (+3) + (+2) : +5

2. Add -g and -2.

Solution: Start at 0 and move -2 -3

3 units to the left to -3: then. '

move 2 more units to the left.

arriving at -5. -O -5 -4 -3 -2 -1 O +1

Answer: (-3) + (-2) : -5

3. Add +3 and -2.

Solution: Start at 0 and move 3 units

to the right to *3; then, move 2 units
to the left, arriving at +1.

Answer: (+3) + (-2) : +L

4. Add -3 and +2.

Solution: Start at 0 and move 3 units , +2 ,

to the left to -3; then, move 2 units :-?

to the right, arriving at -1.

(-3) + (+2) :
#-4 -3 -2 -1 0 +1
Answer: -1
204 Integrated Mathematics: Course I

EXERCISES

In 1-19, use a number line to find the sum of the signed numbers.
1. (+3) + (+4) 2. (+6) + (+8) 3. (-2) + (-4)
4. (-5) + (-3) 5. (+7) + (-4) 6. (+4) + (-1)
7. (-6) + (+5) 8. (-8) + (+10) 9. (+4) + (-4)
10. (-7) + (+7) 11. (-2) + (+2) 12. (0) + (+4)
13. (0) + (-6) 14. (+6) + (0) 15. (-8) + (0)
16. (+3) + (+4)l + (+2) r7. [(+8) + (-4)] + (-6)
18. t(-7) + (-3)l + (+6) 19. t(-5) + (+2)l + (+3)

In 20-24, use signed numbers to solve the problem.

20, In one hour, the Celsius temperature rose 4o and in the next hour,
the Celsius temperature rose 3". What was the net change in tem-
perature during the two-hour period?
21. An elevator started on the ground floor and rose 30 floors. Then,
it came down 12 floors. At which floor was it at that time?
22. A football team gained 7 yards on the first play, lost 2 yards on
the second, and lost 8 yards on the third. What was the net result
of the three plays?
23. Fay deposited $250 in a bank. During the next month, she made
a deposit of $60 and a withdrawal of $80. How much money did
Fay have in the bank at that time?
24. During a four-day period, the dollar value of a share of stock rose
lj on the first day, dropped I on the second day, rose I on the third
day, and dropped 1t on the fourth day. What was the net change
in the stock during this period?

25. What type of number does the sum of two positive numbers always
appear to be?
26. What type of number does the sum of two negative numbers al-
ways appear to be?
27. Is it possible for the sum of a positive and a negative number to
be (a) a positive number? (b) a negative number?
28. If two given signed numbers (not opposites) are to be added, how
can you tell whether the sum is a positive number or a negative
number?
29. Is it possible for the sum of two numbers of arithmetic to be smaller
than either of the numbers?
 Signed Numbers 205

30. a. Is itpossible for the sum of two signed numbers to be smaller

than either of the numbers?
b. If your answer in part a is yes, give an example.

7.6 ADDITION OF SIGNED NUMBERS

In Chapter 1, you learned that the numbers of arithmetic have var-
ious properties of addition. Now, we will define the operation of addi-
tion so that these properties will also be true for signed numbers. By
doing this, you will be able to add signed numbers without the use of
a number line.

Addition of Two Positive Numbers

If +2 and *4 are added on a number line. the sum is +6. We write
(+2) + (+4) : *6, or 2 + 4 : 6. This example illustrates that you can
add positive numbers in the same manner that you added the numbers
of arithmetic.

The sum +6 is a posi-

tive number whose abso- +2 The absolute value of +2 is 2.
lute value 6 is the sum +4 The absolute value of +4 is 4.
of 2 and 4. the absolute +6 The sum of the absolute values is 6.
values of +2 and +4.

O Rule l. The sum of two positive numbers is a positive number

whose absolute value is found by adding the absolute values of the
numbers.

In general, if both o and b are positive numbers:

a,*b=lol +lDl

MODEL PROBLEMS

In 1-4, add the two numbers.

1. +8 2. + 9.1 3. (+7) + (+5): +12 +!:!

4. ?888
+10 + ,.o
+18 .16.16
206 lntegrated Mathematics: Course I

Addition of Two Negative Numbers

If -2 and -4 are added on a number line, the sum is -6. We can
write (-2) + (-4) - -6.
The sum -6 is a nega-
-2 The absolute value of -2 is 2.
tive number whose ab-
-4 The absolute value of -4 is 4.
solute value 6 is the
sum of 2 and 4, the -6 The sum ofthe absolute values is 6.
absolute values of -2
and -4.

O Rule 2. The sum of two negative numbers is a negative number

whose absolute value is found by adding the absolute values of the
numbers.

In general, if both o and b are negative numbers:

a+b=-(lol +lbl)
Observe that in effect Rule 1 and Rule 2 tell us that:
O To add two numbers that have the same sign, find the sum of
their absolute values and give to this sum the common sign.

MODEL PROBLEMS

In 1-6, add.
1. -4 2. -10 3. -4.2 4. - 7.4
-3 -8 -3.6 - 8.7

-7 -18 -7.8 -16.1

/ e\ * / n\ : '7 n / .1\ * / -7\ :
- (-'o-)
b. (-'o-) -'o- 6. (-uil (-%) -11

Addition of a Positive Number and a Negative Number

If +5 and -3 are
+5 The absolute value of +5 is 5.
added on a number
line, the sum is *2. -3 The absolute value of -B is 3.
We can write this as +2 The difference of the absolute values is 2.
(+5)+(-3):+2.
 Signed Numbers 207

If -5 and +3 are
added on a number -5 The absolute value of -5 is 5.
line, the sum is -2. +3 The absolute value of *3 is 3.
We can write this as -2 The difference of the absolute values is 2.
(-5)+(+3):-2.
In both examples, the sum has the sign of the number with the
greater absolute value. The absolute value of the sum is the difference
of the absolute values of the numbers to be added.
If -b and *5 are added on the number line. the sum is 0. We can
write this as (-5) + (+5) : 0.

O Rule 3. To find the sum of two numbers, one of which is positive

or 0 and the other negative, find a number whose absolute value is the
diference of the absolute values of the numbers.
The sum is positive when the positive number has the greater ab-
solute value; the sum is negative when the negative number has the
greater absolute value; the sum is 0 if both numbers have the same
absolute value.
In general, if o is a positive number or 0, that is, d > 0; and if b is
a negative number, that is, b < 0, then:
if lcl > lbl,then a + b = lol - lbl
and
if lbl > lol,then a + b = -(lbl - lol)
and
iflcl =lbl,thenutb=O
Observe that in efect Rule 3 tells us that:
O To add two signed numbers that have different signs, find the
difference of the absolute values of these numbers and give to
this difference the sign of the number that has the gteater ab-
solute value; the sum is 0 if both numbere have the same absolute
value.

MODEL PROBLEMS

In 1-6, add the numbers.

l. +9 2. -8 3. -6 4. -6.7 5. -1.8 6. -?1

-2 +3 +8 +4.2 7.2
+t +2
5i
-o -2.5 5.4
-2;
208 Integrated Mathematics: Course I

Closure Property of Addition

The sum of two signed numbers is always a unique member of the
set of signed numbers. Thus, addition is a binary operation for the set
of signed numbers.
In general, for all signed numbers o and b:
a + b is a unique signed. number

Commutative Property of Addition

In general, for all signed numbers a and b:

atb=b+a

Associative Property of Addition

In general, for all signed numbers a, b and, c:

(o+D)+c=a+(b+c)

Addition Property ol Zero

Since the sum of 0 and a signed number is that number itself, 0 is
called t}ne identity element of add.ition, or the ad.d.itiue idantity.
In general, for every signed number o:

al-O=a and O+a=a

Other properties of signed numbers which we will assume are:

Addition Property of Opposites

Every signed number o has an opposite -o, such that their sum
is 0. The opposite of a number is called the a.dditiae inverse of the
number.
In general, for every signed number o and its opposite -o:
o*(-o):0
 Signed Numbers 209

Property of the Opposite of a Sum

The opposite of the sum of two signed numbers is equal to the sum
of the opposites.
In general, for all signed numbers a and. b:

-(o+b)=(-o)+(-b)
No/e; When adding more than two signed numbers, the commuta-
tive and associative properties allow us to arrange them in any order
and group them in any way. It may prove helpful to add the positive
numbers first, to add the negative numbers second, and then to add
these two results.

MODEL PROBLEM

Add: (+6) + (-2) + (+7) + (-4)

How to Proceed Solution
(1) Write the expression. (+6) + (-2) + (+7) + (-4)
(2) Use the commutative and as- K+6) + (+7)l + K-2) + (-4)l
sociative properties and add +6 -2
the positive and negative num- +7 -4
bers separately. .1g
(3) Add the positive and negative =
sums' (+13) + (-6) : +7 An'

Note that this sum could have been written as 6 - 2 + 7 - 4. We will

agree that this expression will mean the sum of the four signed num-
bers *6, -2, +7, and -4.

EXERCISES

In 1-51, add the numbers.

1. +6 2. +7 3. -14 4. -L7 5. +8
+4 +6 -23 -28 -6
6. -9 7. +8 8. +2 9. +23 10. +6
+7 -4 -9 -35 0
210 Integrated Mathematics: Course I

11. -5 12. 0 13. 0 14. +5 15. -9

0 +4 -9 -o +9

I
16. +15 17. -28 18. -15 19. *6; 20. -5L
+9 -38 -15 .1
+11
J
-ot

2t. 9; 22. -6: 23. -tU; 24. -5: 25. -5.6

, -2.2
8: -1; + 19;
,.

E
26. +5.4 27. -8.8 28. 7.9 29. -6.9 30. +7
+2.9 - /.o -o.o 9.4
-c9

31. (+8) + (-14) 32. (-t2) + (+Bz) 33. (+40) + (-17)

34. (-18) + 0 35. o + (-28) 36. (+15) + (-15)
37. l-341 + l+201 38. -l7l + (-10) 3e. l15l + (- l-151)
40. +27 41. -45 42. 15 43. +20 44. - r.b 45. 8; 1

-9 +r2 -28 -t2 +3.7 z

-t2 +13 13 -8 -8.3 -al4

|7J
a-
4

46. +18-15+9 47.30-18-12

48. -19+8-15 49. -r7 - 19 + 40
50.48-32 +19-41 51. -+f, + t +8:-11

In 52-56, name the signed number that represents the sum of the
quantities. Represent a rise or a profit by a positive number.
62. a rise of 4 meters and a rise of 6 meters
53. a loss of 6 yards and a loss of 2 yards
54. a rise of 7 meters and a fall of 5 meters
55. a loss of $20 and a profit of $20
56. a rise of 4o, a drop of 3o, and a drop of 5'
 Signed Numbers 211

In 57-68, give a replacement for the question mark that will make
the resulting sentence true.
57. (+4) + 0) : 0 58. (-2) + (?) : 0
5e. (0) + (?) : 0 60. (12) + (?) : 0
61. (b) + (?) : O 62. (_y) + (?) : 0
63. (+8) + (?) : (+12) 64. (+10) + (?) : 7
(6) + (?) : 66. (-+1) + : "2
65. -4 \ -2/ t?) -el
67. /-9)
\7/
* ta : (+3)
\7/
68. (-3.75) + (?) : -3.75

In 69-74, give a replacement for the variable that will make the
resulting sentence true.
69.9+y:g 70. r+(-12):0 71.5+c:1
72.x*4--2 73. r*(-6):8 74.d+(-5):-3
In75-79, name the addition property that makes each sentence true.
75. (-3) + (+8) : (+8) + (-g) 76. (+50) + (-50) : 0
77. (-S) :
+ 0 -8 78. -(8 + 9) : (-8) + (-9)
79. (-6) + t(-4) + (+2)l : t(-6) + (-4) + (+2)
In 80-83. state whether the sentence is true or false.
80. l"l + l-rl : 0 (r + 0) 81. (-c) + (-d) : -(c + d)
82. -eD:b 83. @+b) +[-(o+b)]:0

7.7 SUBTRACTION OF SIGNED NUMBERS

In arithmetic, to subtract 3 from 7, we find a number which, when
added to 3, will give 7. That number is 4. We know that 7 - 3 : 4
because 3 + 4 :7.
Subtraction in the set of numbers of arithmetic is defined as the in-
verse operation of addition.

O In general, for every number c and every number D' the

expression c - b means to find a number o such that b + a = c.
We use the same definition of subtraction in the set of signed num-
bers. To subtract (-2) from (+3), written (+3) - (-2), we must find a
number which, when added to -2, will give *3. We write:
(-2)+ (?): +3
212 Integrated Mathematics: Course I

We can use a number line to find

the answer to (-2) + (?) = +3.
Think as follows: From a point 2
units to the left of 0, what motion -3 -2 -1 0 +1 +2 +3 +4
must be made to arrive at a point 3 units to the right of 0? We must
move 5 units to the right. This motion is represented by +5.
Therefore, (+3) - (-2) : *5 because (-2) + (+5) : +3. We can
write (+3) - GD: *5 verticallv as follows:
(+3) or Subtract: (+3) minuend
-e2) (-2) subtrahend
+o +5 difference

Check each of the following examples by using a number line to an-

swer the related question: subtrahend + (?) : minuend.

Subtract: +9 -7 +5 -g
+6 -2 -2 +1
+3 -5 +7 -4
Now, we will consider another way in which addition and subtrac-
tion are related. In each of the following examples, compare the result
obtained when subtracting the signed number with the result obtained
when adding the opposite of that signed number:

Subtract Add Subtract Add Subtract Add Subtract Add

+9 +9 -a
,ad
-t +5 +5 -3 -3
+6 -6 -2 +2 -2 +2 +1 -1
+3 +3 -5 -5 td
1-t -rI
tn
-4 -4
Observe that in each example, adding the opposite (the additive in-
verse) of a signed number gives the same result as subtracting that
signed number. It therefore seems reasonable to define subtraction as
follows:
If o is any signed number and b is any signed number, then:
a-b=o*(-b)

t, . .
**ffi;,'''.+l.J
in
th0.,u$fooif,o.{*ddifi+e
.,";i.. 1 *,a. n'*;;,,.i;* ni*tr,*,,;ia
e) of the subtrahend,to:the,,nrinuend.i
I
 Signed Numbers 213

It is always possible to subtract one signed number from another and

obtain a unique signed number as the result. Therefore, the set of
signed numbers is closed with respect to subtraction and, for the set of
signed numbers, subtraction is a binary operation.

Uses of the Symbol -

There are three ways in which we have used the symbol -.
To indicate that a number is negative:
Example: -2 negative 2

To indicate the opposite of a number:

Example: -(-4) opposite of negative 4
-a' oPPosite of o

To indicate subtraction:
Example: 4 - (-3) the difierence between 4 and -3

MODEL PROBLEMS

1. Perform the indicated subtractions.

a. (+30) - (+12) : (+30) + (-12) : +18
b. (_19) _ (-D : (_19) + (+7) : -L2
c' (-4) - (o) : (-4) + (o) : -4
d.0-8:0+(-8):-8
2. Subtract the lower number from the upper number.
a. +45 b. -19 c. -19 d. +25 e. 0 f. -8 g. -8
+20 -L4 +17 -18 -6 -8 +8
+25 -5 -36 +43 +6 0 -16
Note: In each problem, the signed number is subtracted by adding
its opposite to the minuend.

3. How much greater than -3 is 9?

Solution: *12

-30 +$

9-(-3):9+3:12
Answer: 9 is 12 greater than -3.
214 Integrated Mathematics: Course I

EXERCISES

In 1-36, subtract the lower number from the upper number.

l. +9 2. +25 3. +6 4. +16 5. -7 6. -26
+3 +18 +8 +24 -3 -12
't. -2 8. -34 9. +5 10. +26 11. +4 12. +65
-6 -50 -1 -19 -9 -75
13. -6 14. -63 15. -5 16. -36 17. +10 18. 0
+2 +29 +7 +50 0 +7

19. 0 20. -19 21. +18 22. +15 23. +36 24. -39
-20 -19 +29 +15 -15 +15

-45 26. -6 27. -8 28. 0 29. +8.7 30. +8.3

+17 +6 -8 -15 +6.5 -6.2
31. -6.e 32. 5.e 33. +g1 s4. -31 35. 71 36. -6:
+3, 7 '2 *oL *ri
l5 -J
-r; -zi
-rn! ]-:
In 37-42, perform the indicated subtraction.
37. (+19) - (+30) 38. eLD - e2il 39. 22 - e8)
40. (+6.4) - (+8.1) 4r. (-3.7) - (-5.2) 42. (-9.2) - 8.3
43. How much is 18 decreased by -7?
44. How much greater than - 15 is 12?
45. How much greater than -4 is -1?
46. How much less than 6 is -3?
47. What number is 6 less than -6?
48. From the sum of 25 and -10, subtract -4.
49. Subtract 8 from the sum of -6 and -12.
In 50-55, state the number that must be added to the given number
to make the result equal to 0.
50. +5 51. -3 52. +8.5 53. -s.7 54. *t; 55. -z
In 56-61, find the value of the given expression.
56. (+7) + (+9) - (-4) 57. en) - (+9) + (-20)
58.32-49 -21+10 59. -15+8-5+12
60. ui-u +zl-\ 61. -ui*s+e;-12
 Sfgned Numbers ?15

ln62-70, use signed numbers to do the problem.

62. Find the change when the Celsius temperature changes from:
a. *5o to *8o b. -10' to *18"
c. -6o to -18o d. +12' to -4"
63. Find the change in altitude when you go from a place that is 15
meters below sea level to a place that is 95 meters above sea level.
84, In a game, Sid was 35 points "in the hole." How many points must
he make in order to have a score of L50 points?
65. The record high Fahrenheit temperature in New City is 105";the
record low is -9.. Find the difference between these temperatures.
66. At one point, the Pacific ocean is .5 kilometer in depth; at another
point it is .25 kilometer in depth. Find the difference between these
depths.
87. State whether the following sentences are true or false:
a. (+5) - (-3) : (-3) - (+5) b. (-D - (-4) : (-4) - (-7)
68. If r and y represent numbers:
a. Does x, - y - y - r for all replacements of r andy?
b. Does x - y r for any replacements of r and y? For which
values of r and y?
c. What is the relation between x * y and y - x for all replace-
ments of r and y?
d. Is the operation of subtraction commutative? That is, for all
signed numbers r andy, does x - Y : Y - x?
69. State whether the following sentences are true or false:
a.(1.5-9)-6:15-(9-6)
5. 1-10) - (+4)l - (+8) : (-10) - [(+4) - (+8)]
70. Is the operation of subtraction associative? That is, for all signed
numbers r, y, and z, does (* - t) - z : x - (y - z)?

7.8 MULTIPLICATION OF SIGNED NUMBERS

We will use a common experience to illustrate the various cases that
can arise in the multiplication of signed numbers. Represent a gain of
weight by a positive number and a loss of weight by a negative number,
and represent a number of weeks in the future by a positive number
and a number of weeks in the past by a negative number.
Case 1. Multiplying a Positiue Nurnber by a Positiue Number
If a girl gains 1 kilogram each week, 4 weeks from now she will be
4 kilograms heavier. Using signed numbers, we may write:
(+4).(+1):+4
The product of the two positive numbers is a positive number.
216 Integrated Mathematics: Course I

Case 2. Multiplying a Negatiue Number by a Positiue Number

If a girl loses 1 kilogram each week, 4 weeks from now she will be
4 kilograms lighter than she is now. Using signed numbers, we may
write:
(+4)'(-1):-4
The product of the negative number and the positive number is a
negative number.

Case 3. Multiplying a Positiue Number by a Negatiue Number

If a girl has gained 1 kilogram each week, 4 weeks ago she was
4 kilograms lighter than she is now. Using signed numbers, we may
write:
(-4)'(+1):-4
The product of the positive number and the negative number is a
negative number.

Case 4. Multiplying a Negatiue Nurnber by a Negatiue Nurnber

If a girl has lost 1 kilogram each week, 4 weeks ago she was 4 kilo-
grams heavier than she is now. Using signed numbers, we may write:
e4)'(-1):+4
The product of the two negative numbers is a positive number.
In all four cases, the absolute value ofthe product, 4, is equal to the
product of the absolute values of the factors, 4 and 1.

These examples illustrate the reasonableness of the following rules:

Rules for Multiplying Signed Numbers

O Rule 1. The product of two positive numbers or of two negative
numbers is a positive number whose absolute value is the product of
the absolute values of the numbers.

O Rule 2. The product of a positive number and a negative number

is a negative number whose absolute value is the product of the ab-
solute values of the numbers.
In general, if o and b are both positive or are both negative, then:
ah=lal .lbl
 Signed Numbers 217

If one of the numbers o and b is positive and the other is negative,

then:
aD=-(lcl 'lbl)
In effect, these rules tell us that:

O To multiply two signed numbers, multiply their absolute val-

ues. Then, write a plus sign before this product when the two
numbers have the same sign, or, write a minus sign before this
product when the two numbers have different signs.

MODEL PROBLEMS

In 1-6, multiply the two numbers.

l. +12 2. -13 3. +18 4. -15 o. +3.4 6.
aL
-t; 6
+4 -5 -3 6 -3
-3
+48 +65 -54 -90 -t0.2
+218q

Closure Property of Multiplication

The product of two signed numbers is always a unique member of
the set of signed numbers. Thus, multiplication is a binary operation
for the set of signed numbers.
In general, for all signed numbers o and b:
ab is a unique signed, number

Commutative Property of Multiplication

In general, for all signed numbers o and b:

ab=ba

Associative Property of Multiplication

In general, for all signed numbers a, b, and c:

(ab)c: albc)
218 Integrated Mathematlcs: Course I

Distributive Property of Multiplication Over Addition

In general, for all signed numbers a, b, and c:
alb + e\ = ab + a.c and ab + ac = a(b + c\

Multiplication Property of One

The product of 1 and a signed number is that number itself. For this
reason, 1 is called the idcntitg element of multiplication, or the mul-
tiplicatiae idcntity.
In general, for every signed number a:

a'l=a and I a=a

Multiplication Property of Zero

In general, for every signed number o:

o'0=0 and 0 a=O

We may also note one new property that we will assume for signed
numbers:

Multiplication Property of Negative One

In general, for every signed number a:
(c) ' (-l) = -a and (-l) ' (a) = -a
MODEL PROBLEMS

1. Find the value of GD7.

Solution: (-2)s : (-DGD!2) : -8 Ans.
No/e; The answer is negative because there is an odd number of
negative factors (3 negative factors).

2. Find the value of (-3)4.

Solution: (-3)a : (-3X-3X-BX-B) : *81 Ang
Note: The answer is positive because there is an even number of
negative factors (4 negative factors).
 Signed Numbers 219

EXERCISES

In 1-27, find the product of the numbers.

l. +6 2. -7 3. -15 4. -8 5. +15 6. 24
+4 -1 -7 +4 -8 -6
7. -L2 8. -25 9. -24 10. 0 ll. -75 12. 15
0 -4 +8 -5 -3 -9
13. +1.5 14. -.25 15. +8 16. -15 17. +16
-2.4 80
- _,1
-r, .'-Eg
_1
2

-2L4
3

re. t+ar(+i) 20. (-i)t-zor zr. (+2)(-;)

22. (+4)(+3)(+2) 23. (-1)(-7X-8) 24. (-3X-5)(+4)(-1)
25. (-7X+2X0) 28. l+101 . l-31 .t-+l 27. (+8)(-e)(0x-10)

In 28-39, find the value of the expression.

28. (+4)2 29. (-3)2 30. (+5)3 31. (-4)3
BB. (-1)4
r\
sz. (-b)s 34. /*1)'
Izl 35. /
\2/
36. (.;)' 37. (-l'
\ o,/
38. (-,J' 39. |/ --
\5/
1\4
|

In 40-44, fill in the blanks so that the resulting sentence is an illus-

tration of the distributive property.
40.5(9+7):- 41. -4(x+y):-
42. _=6(-3)+6(-5) 43.
44. 8(_) : (_X5) + (_)(-3)
-:7a+7b
In 45-48, name the multiplication property illustrated.
45. (-6) ' (-5) : (-5) ' (-6) 46. (-B)' 4)' 7 :(-3)' t4' 7)
47. -8.t4 + (-1)l: (-8).(4) + (-8).(-1)
48. 5r * 5' (-y) : 5 [r + (-y)]
49. Name the property that justifies each of statements a through e.
a. 2(r + 3) : 2(1) + 2(3) b. (_2) + (_1) : (-1) + (-2)
c. (1+2)+3:1+(2+3) d..2+0:2
e.(-5)x7:7x(-5)
220 Integrated Mathematics: Course I

60. State whether the following sentences are true or false:

a. 5(7 - 3) : 5(7) - 5(3)
b. 8(+4) - (-2)l: 8(+4) - 8(-2)
51. Is the operation of multiplication distributive over subtraction?
That is, does r(y - z) : x,y - xz for all signed numbers x, y, and. z?

52. a. Complete the first table,

showing the product ab for a b ab p cI
each pair of numbers o
and b. t-D +2 T T T
b. In the second table, what is
+o T F F
the heading for the third -2
column, written in sym- -b +2 F T F
bolic logic?
c. What similarities, if any, -5 -2 F F T
can you find when compar- Table 1 Table 2
ing the two tables?

7.9 DIVISION OF SIGNED NUMBERS

Using the Inverse Operation in Dividing Signed Numbers
Division may be defined as the inverse operation of multiplication,
just as subtraction is defined as the inverse operation of addition. To
divide 6 by 2 means to find a number which, when multiplied by 2,
gives 6. The number is 3 because 3(2) : 6. Thus,
E: 3, or 6 + 2 : 3.
The number 6 is the diuid.end, 2 is ttre diaisor, and 3 is the quotient.
It is impossible to divide a signed number by 0. That is, division by
0 is undefined. For example, to solve (-9) + 0 : ?, we would have to
find a number which, when multiplied by 0, would give -9. There is
no such number since the product of any signed number and 0 is 0.
In general, for all signed numbers o and b (b + 0):

a+ _aor
b, j, means to find a unique number c such that cb = a

In dividing nonzero signed numbers, there are four possible cases.

Consider the following examples:

Case
_+6+6
1. : ? implies (?)(+3) : +6. Answer: : *,
+g i
 Signed Numbers 221

_-6-6 : ? implies (?)(-g)

Case2. - -6' Answer: *2
= =:
-6
Case 3. _i : ? implies OX+3) : -6. Answer: -6 :
-,
-
-+6+6
Case4. : ? implies (?X-3) : +6. Answer: : -2
- -
In the preceding examples, observe:

1. When the dividend and divisor are both positive or both negative,
the quotient is positive.
2. When the dividend and divisor have opposite signs, the quotient is
negative.
3. In all the absolute value ofthe quotient is the absolute value
cases,
of the dividend divided bv the absolute value of the divisor.

The previous examples illustrate the following rules of division:

Rules for Dividing Signed Numbers

O Rule 1. The quotient of two positive numbers, or of two negative

numbers, is a positive number whose absolute value is the absolute
value of the dividend divided by the absolute value of the divisor.

O Rule 2. The quotient of a positive number and a negative number

is a negative number whose absolute value is the absolute value of the
dividend divided by the absolute value of the divisor.

In general, if o and b are both positive or are both negative, then:

a lal
b= lbl
If one of the numbers o and b is positive and the other number is
negative, then:

a /lol\
b \lbll
222 Integrated Mathematics: Course I

Rule for Dividing Zero by a Nonzero Number

If the expre"rior, : ?, then (?)(-5) : 0. Since 0 is the only num'

-g
ber that can replace ? and result in a true statement, : 0. This
+
illustrates that zero divided by any nonzero number is zero.
In general, if o is a nonzero number (a + 0):

o=o
a

MODEL PROBLEMS

In 1-6, perform the indicated division, if possible.

+60: .(G/
r. *15: /00\: +4 +10: /10\: 1
2. _ee- -\*/ -e

8. -27 /27\
- -*=+(+):*9 4. (-45)+9:-(45+9):-5
-t' \o,/
5.0+9=0 6. -3+(0)isundefined

Using the Reciprocal in Dividing Signed Numbers

When the product of two numbers is 1, one number is called the
reciproeal or multiplicotiue inverse of the other. For example, since
/ r\
t+Al(+|) : 1, we say +r1ir th" reciprocal or multiplicative inverse of
+8 and *8 is the reciprocal or multiplicative inverse of +|.
Since (uA)(|) : t,we say t ir th" reciprocal or multiplicative inverse
of I and I ir ttt" reciprocal or multiplicative inverse of f .

St"* (-i)(2):1, we say -2 is the reciprocal or multiplicative

inverse of -; and - ] is ttre reciprocal or multiplicative inverse of -2.
 Signed Numbers 223

Since there is no number which, when multiplied by 0, gives 1, the

number 0 has no reciprocal.
In general, for every nonzero signed number o, there is a unique
.l

signed number : such that:

a

a'L:l
a
Using the reciprocal of a number, we can define division in terms of
multiplication as follows:
For all signed numbers o and b (b + 0):
,al
a+b=i=u'j$+o)
PHOCEDURE. To divide a aigned number by a nonzero signed
aumber, multiply the dividend by the reciprocal of the divisor.

Notice that if we exclude division by 0, the set of signed numbers is

closed with respect to division because every nonzero signed number
has a unique reciprocal, and multiplication by this reciprocal is always
possible. This is to say that if division by zero is excluded, division is
a binary operation for the set of signed numbers.

MODEL PROBLEMS

In 1-5, perform the indicated division.

r. +: ' --'\ oz:

+2 t+ro)(+*) .u 2. +8+: r-nt(+) :
\ 8/ -12
3. -rAlr\fi/1\
- : (-28)( -tl// : ++ 4. : :
\ -;).r,/
(0)( 0
-t \ =-o
E. (+18) - (-tJ : (+18X-2) : -s6
 Integrated tlathematacs: Course I

EXERCISES

In 1-12, name the reciprocal (the multiplicative inverse) of the given

number.
1.6 2. -5 3. I 4.-7
5. I 6. -1 7. ls
5-10
oq ,
4
10. -:J ll. x(x*0) 12. -x(x*O)
In 13-48, find the indicated quotients or write "undefined" ifno quo-
tient exists.

rs.# + rd.; 16.# n.+

+84
14. 18.
4
re. -1 ;fr *69 22. ry 2s. #
zo. -1n 2r. 24. -30
-6
=
25.
ff ru.
# rt. # zs.3 2s.
+L
--d 30.
-6
=
st. :lq
-L2 -4
s2.
+18 33.
# s4.+ BE. l$ ru. -36
-8
0 38. _b 3e.
g
40.
8.4 4r.; 6 42. n
_e _9.6
37.
_ ; -
43.
=
(+48) + (-6) 44. (-75) + (-15) 45. (-50) + (0)
46. (+12) * f-l) 47. /-9) * t+ol 48. /-9) * (-?)
\3/ \4/ \4/ \3/
a. Find the value of r for which the denominator of the fraction
't
has a value of 0.
, _,
b. State the value of r for which the multiplicative inverse of
(x - 2) is not defined.

In 50-53, give the multiplicative inverse of the expression and state

the value of r for which the multiplicative inverse is not defined.
60.x-5 51.r*3 52.2x-l 53.3.r+1
54. State whether the following sentences are true or false:
a. (+10) + (-5) : (-5) + (+10)
b. (-16) + (-2) : (-2) + (-16)
 Signed Numbers 225

55. If r and y represent signed numbers:

a. Does x + y : y + r for all replacements of r and y?
b. Does x + y : y + r for any replacements of r and y? If your
answer is yes, give an example.
c. Whatistherelationbetween x + ! andy + rwhen.r * 0 and
v+0?
d. Is division commutative? That is, does r + y : ! + x for every
nonzero signed number r and every nonzero signed number y?
56. State whether the following sentences are true or false:
a. [(+16) + (+4)] + (+2): (+16) + [(+4) + (+2)]
b. t(-36) + (+6)l + (-2): (-36) + [(+6) + (-2)]
57. Is division associative? That is, does (r + y) + z : x + (y + z)
for every signed number x, y, and z, when y + O and, z + O?
58. State whether the following sentences are true or false:
a.(12+6)+2:12+2t6+2
b. (+25) - (-10)l i (+5): (+25) + (+5) - (-10) + (+5)
59. Does it appear that the operation of division is distributive over
addition? That is, does (r + y) * z : x. + z + y + z for every
signed number x, y, an:,d z when z + 0?
60. a. What is the additive identity for the set of signed numbers?
b. What is the multiplicative identity for the set of signed num-
bers?
c. What is the additive inverse of 3?
d. What is the multiplicative inverse of -6?
e. What number is its own multiplicative inverse?

7.10 USING SIGNED NUMBERS IN EVALUATING

ALGEBRAIC EXPRESSIONS
When you evaluate an algebraic expression by replacing the vari-
ables by signed numbers, you follow the same procedure that you used
when you evaluated algebraic expressions by replacing the variables
by the numbers of arithmetic.

MODEL PROBLEMS

1. Find the value of -3x2ys when r : *2 and y : -1.

How to Proceed Solution
(1) Write the expression. -3*'y"
(2) Replace the variables by the given values. : -3(+2)2(-1)a
(3) Evaluate the powers. : -3(+4)(-1)
(4) Multiply the signed numbers. : :-t2 Ans
 Integrated Mathematics: Course I

2. Find the value of x2 - 3x - 54 when r - -5.

How to Proceed Solution
(1) Write the expression. x2-3x-84
(2) Replace the variable by its given
value. : (-5)2 - 3(-5) - 54
(3) Evaluate the power. :25-3(-5)-54
(4) Do the multiplication. :25+15-54
(5) Do the addition. : -14 Ans.
Note that the algebraic expression may be thought of as the sum
of three terms: x2 + (-3x) + (-54)

EXERCISES

In 1-52, find the numerical value of the expression. Use d : -8,

b:I6,d - -3,N,: -4,!:Srandz - -1.
1. 6a 2. -5b 3. ab 4. 2xy
5. -4bz 6.
la 7. -iu 8.
3
;a
6
9. L*n
2" 10. -l"u 11. a2 12. 4t
13. -y2 U. _d2 15. -zJ r6. 2x2
17. -3y' 18. -3b2 19. 4d2 20. -2zg
21. xy2 22. a2b 23. 2d"y' 24. ;db2
25. -2d7z2 26. a-fb 27. a-x 28.2x+z
29.3y-b 30. a-2d 31. b-4d 32.5xI2y
33. 7b - 5x 34. x2+x 35.2b2+ b 36. y2-y
s7. 2d2 - d 38. 2a + 5d + 3x 39. 8y + 5b - 6d
40.9b-32-2x 41. x2+3x+5 42. z2+22-7
43. a2-5a-6 44. d2-4d+6 45.2x2- 3r*5
46. 15+52-22 47. 2(a + b) 48. 3(2x - 1) + 6
49. 10 - 3(r - 4) 50. (x + 2)(x - I) 51. (a - b)(a + b)
52. (x + d)(x - 4z)
63. Find the value of a2 - gb when a : 4 and b : ;.
64. Find the value of 9x2 - 4y'when r : f and y :
;.
55. If x : 4, find the value of (a) 2x2 and (b) (2r)2.
 Signed Numbers 227
56. If y : -2, find the value of (a) By2 and (b) (By)2.
57. lf z : - j, n"a the value of (a) 422 and (b) (42)2.

In 58-62, find the value of the expression. Use a : -12, b' : -16,
and c : -1.
58. :h 5e.+ 60.# 61.
# 62.
b2-a2
F;E

7.11 USING THE ADDITIVE INVERSE IN

SOLVING EQUATIONS
when we were dealing with the set of numbers of arithmetic, we
used the addition property
ofequality to solve the first-degree equation
x - 4 : 7 and the subtraction property to solve r * 5 = 9.
x-4:'l r*5:9
x-4+4:7+4 x*5-b:9-b
r:11 x:4
The addition and subtraction properties of equality also hold true in
the set of signed numbers. when the same signed number is added to
both members of an equation or subtracted from both members of an
equation, the equality is retained. However, using signed numbers, we
can solve equations such as x - 4 : 7 and r * b : g by using only
the addition property of equality.
Remember that the sum of a number and its additive inverse (op-
posite) is 0; that is, n * (-n) : 0. The following model problems illus-
trate how the additive inverse is used in solving equations:

MODEL PROBLEMS

1. Solve and check: x - 4 :7

How to Proceed Solution Check
Add +4, the additive x - 4:7 x-4:7
inverse (opposite) of -4, x-4+(+4):7+(+4) Lt-4!7
to both members of the r*0:11 dB
l:l
equation. x:LL (True)
Answer: r: 11 or the solution set is {11}.
228 Integrated Mathematics: Course I

2. Solve and check: x* 5: 3

How to Proceed Solution Chech

Add -5, the addi- r*5:3 r*5:3

tive inverse (opposite) r + 5 + (-5) : 3 + (-5) (-2)+5L3
of +5, to both mem- x + 0 : -2 3:3
equation.
bers of the x : -2 (True)

Answer: x : -2

EXERCISES

In 1-20. solve for the vAriable and check.

l. r-5=13 2. y + 8:12 3. t7:t-9
4. 36:c*20 5. x]-6:4 6. x-5:-9
't. n+7:4 8.3:y+t2 9.5+r:-9
10. -5:-7+c 11. -4:d-8 12.s+12:8
13. r*.9=.5 14. w-L6=.3 15..6+Y=.2
16. -.3:s*.7 17. n+}f,:2 18. ,-zf,: -5
1 .3 sl:t+af,
r9. -i="-ti 20'

In2l-23, determine the element(s) of the set if r e {signed numbers}.

21. {xlx+7:21 22. {rl9:r+15} 23. {1110:r+10}

7.12 USING THE MULTIPLICATIVE INVERSE IN

SOLVING EQUATIONS
The multiplication and division properties of equality are true in the
set of signed numbers as well as in the set of numbers of arithmetic.
When both members of an equation are multiplied or divided by the
same nonzero signed number, the equality is retained. However, using
signed numbers, we can solve equations such as 5r : -20 and i : -Z
3
by using only the multiplication property of equality.
Remember that the product of a number and its multiplicative in-
verse (reciprocal) is 1; that ir, frl(l) : 1' The following problems
\n/
illustrate how the multiplicative inverse is used in solving equations.
 Signed Numbers 229

IIiODEL PROBLEMS

1. Solve and check: 5x : -20

How to Proceed Solution Check
Multiply both mem- 5x: -20 5x: -20
Its'l : It-zol
bers of the equation by
5e4) L -20
|, ttr" multiplicative in- I'x:-4
verse (reciprocal) of the -20: -20
coefficient 5. x: -4 (True)

Answer:x:-4
The equation could have been solved by dividing both members
bv 5.

2. Solve and check: -f , : ta

How to Proceed Solution Check
Multiply both
members of the
2
-- 3"1' = 18 -fr:ta
/ 3\/ 2 \
(-i),-rt, .
,3
equatron Dy -;,
the multiplicative
\-tl\-sYl: (- i) rrar ra

inverse (reciprocal) L'y: -27 18:18

of the coefficient -f .
v: -27 (True)

Answer: t : -27

EXERCISES

In 1-20, find the solution set of the sentence and check.

1. 3m: l5 2. Iix: -45 3. -77 = tlk
4. -5 :2y 5. -13o = 65 6. -8h : 8.8
7. -1rn : -35 8. ,*: -i 9. -r:18
10. I": u 11. -20:?d 12.
!r : -10
ro' 12
'l
f3. tt : -t.t 14.
qrr
: 3
-4
9: g'
 Integrated Mathematics: Course I

31: L,
16' -r' r7.#:ri, 18.i:-'u
c2 2x4
l9'g:-5 20' T:9
ln2l-23, determine the elements of the set if r e {signed numbers}.

2,.
["];: -rC 22.
t'l+": *o] zs.
I l,ou':']
7-13 REVIEW EXERCISES
In 1-3, find the sum. In 4-6, find the difference.
l. +9 2. -L7 3. -18 4. -8 5. +19 6. -8.3
-Z +4 -36 +6 -43 -9'6
In 7-9, find the product. In 10-12, find the quotient.
7. -7 8. +26 9. -1.5 10. -6 11. -56 12. +2
+6-4-.6.;-8=
In 13-18, state whether the sentence is true or false.
13. -7 > -2 14. l-71 > l-21 15. l-el : -e
16. l-41 + l++; :0 17. -3.e < -3.2 18. +H
|+41
- -6
19. How much greater than -8 is +14?
20. Name the greatest negative integer.
21. From the sum of 15 and -18, subtract -4.
ln 22-30, find the value of the expression.
22. -7 + (-9) 23. (-3X+17) 24. (-75) + (-5)
26. -28 - (+4) 26. -1.7 - e23) 27. (-3)(-10X-8)
/3\
2t. r-r+l\-?i 29.
0
30.
/
(-:)
t\2

-_rz
\ .r/
In 31-36, graph the solution set of the open sentence using (a) a
replacement set of {-3, -2, -1, 0, 1,2, 3\ and (b) a replacement set
of all real numbers.
31. x>2 92. x< 7 33. -2<x<2
34.(r<-1)v(r>1) 35. k> -2)n(x<2)
36. (r>0)v(r<3)
 Sfgned Numbers 231

37. The solution set of which inequality is shown in the graph above?
(1) (r < -3)n(r > 1) (2) (x> -3)n(r> L)
(3) (r > -3)^(r< 1) (4) (r> -3)v(.r < 1)
In 38-49, find the numerical value of the expression. Use e. : -8,
b :
12, C : -4,X : -Lrandy - -5,
38. -2x 39. -2 + x 40, 4a2
41. (4a)2 42. cx2 48. y2 + y
44. b2+by 45. abcx 4G. a-b+c
47. (a + b)(a - b) 48. (c - 5Xc + 8) 49. l-bcx - y1
50. Forwhatreplacementof rwill L2 -l x = -3beatruestatement?
51. What is the opposite of -(-2)?
In 52-59, solve for the variable and check.
52. x!10:2I 53. y -11:4 64.z*3:-g
55.'l:r-3 56.3a=42 57.L2:-3x
qh
58. ia : ts 5e. -8:;
60. Maurice answered all of the 60 questions on a multiple-choice test.
To penalize for guessing, the test was scored by using the formula
S : E - ;,w where S is the score on the test, .E is the number he
4'
got right, and lI/ is the number he got wrong.
a. What is the lowest possible score?
b. How many answers did Maurice get right if his score was -5?
c. Is it possible to get a score of -4?
 Chapter

Operations With
Monomials

8.1 ADDING LIKE MONOMIALS

An algebraic expression consisting of one term that is a constant,
a variable, or the product of constants and variables is called a
manomial. Examples of monomials are:
5 x 8z -4y' 7a2b3

T\no or more terms containing the same variables, with correspond-

ing variables having the same exponents, are called like terms. For
example, pairs of like terms include:
6ft and k 5x2 and -7x2 9ab and2ab 9*'y" and -11.r2y9
Two or more terms are called unlike terrns when they are not like
terms. For example, pairs of unlike terms include:
3r and 4y 5r2 and 5r3 9ab and' 2a 8r3y2 and 4*'yt
To add like terms or like monomials, we use the distributive prop-
erty of multiplication over addition.
9x * 2r: (9 + 2)x : l]-x
-LGcd + \cd: (-16 + 3)cd : -l|cd
t8f + (-y'): [(18) + (-1)]y2 : t7v2
Since the distributive property is true for any number of terms, we
may add any number of monomials.
+ 4ab2 -
-3ab2 2ab2 : (-3 + 4 - 2)ab2 : -!ab2 ot -ab2
13+lka-8r3 -4x3:(1 +11 -8 -4)xs:0r3or0
232
 Operations With Monomials 233

Note in the above examples that when like terms are added:
1. The result has the same variable factor as the original terms.
2. The numerical coefficient is the sum of the numerical coefficients of
the terms.
The sum of unlike terms cannot be expressed as a single term. For
example, 2x + 3y cannot be written as a monomial. An algebraic
expression in simplest form contains no like terms.

pnOCgUUnE. To aed like monomials; use the distributive prop-

srty of multiBlication; or find the eum of ihe numerical coefficients
and rnultiply this sum by the eommon variable factors.

We often represent the measures of sides and the measures of angles

of geometric figures in algebraic terms. For example, if the length of
each side of a square is represented by s, the perimeter of the square
will be represented by s * s + s + s, or 4s. Since the length of the
side of a geometric figure is always a positive number, the variable s
cannot have a nonpositive value.
When an algebraic expression involving a variable is used to rep-
resent the measure of a line segment or the measure of an angle of a
geometric figure, the domain of the variable must be restricted to such
values that result in a positive value for the measure involved.

MODEL PROBLEMS

l. Add.
a. *7x b. -By' c. -Ilabc d. +8x2y e. -gy f. +2(a + b)
-3r -5y' *6abc -x2y +9y +6(o + b)
-r4x -8y' -9abc +7x2y 0 +g(a + b)

2. Jos6 has twice as many nickels in his pocket as does Ralph. Ralph
has twice as many nickels as does Lucy. If Lucy has z nickels, ex-
press in simplest form the total number of nickels these three peo-
ple have.
Solution:
Since Lucy has n nickels,
then Ralph has 2n,
and Jose };;as 2(2n), or 4n.
The sum of the numbers of nickels is n * 2n t 4n, or 7n. Ans.
234 Integrated Mathematics: Course I

EXERCISES

In 1-6, simplify the expression by adding the monomials.

1. (+8c) + (+7c) 2. (+10r) + (-3r) 3. (-4a) + (-6a)
4. (-20r) + (5r) 5. G7d + G7w) 6. (lab) + (-9ab)

In 7-31-, add:
7. *7c 8. -39r 9. -19t 10. *t4c 11. -t.lrn
*8c -22r +6t -c *\2m
*3e 13. +2x2 L4. -48y" 15. -d2 f6. .5y"
-3e +9x2 -l}v' +7d2 st_
L7. *Z"n 18. -1013 19. 8rs 20. -Brnn 21. -4xyz
10r3 6rs - n'Ln 45xyz
na
-73-
+.4cd 23. -8xy +3(r + y) 25. +6a2b 26. -xy2
-.8cd *8xy +9(.r + y) +7 azb -\ry'
27. -16x2 -4rst -6ry' 30. gc2d2 31. +5(r + s)
-x2 *8rsf +9xy2 3c2d2 -6(r + s)
+15x2 *9rsf -3ry' -7 c2d2 *(r * s)

In 32-37, simplify the expression by combining like terms.

32. (+6r) + (-4x) + (-5r) + (+10r)
33. -5y + 6y + 9y - l4y
34. (+7c) + (-15c) + G2c) + (+I2c)
35.4m*9m-l2m-m
36. (+8x2) + (-x2) + (-L2x,2) + (+2x2)
87. L}y' - L'y' - y' + 8y'

38. Express in simplest form the perimeter of a

rectangle whose width is represented' by 2y
and whose length is represented bY
a. 6y b. 10y c. 7.5y
length
d. 1.8y e. zlt f. zl.v
4'
 Operations With Monomials 235

39. Express the perimeter of each of the following figures and simplify
the result by combining like terms.

tzY

10m 4a 8l v

(a) (b) (c) (d)

40, Sharon is twice as old as Amanda. If Amanda's age is represented

by o, express the sum of the ages of Sharon and Amanda in sim-
plest form.
41. Ruth earned three times as much as Bernadette. If Bernadette
earned r dollars, express the sum of their earnings in simplest
form.
42. A cheeseburger costs three times as much as a soft drink, and an
order of fries costs twice as much as a soft drink. If a soft drink
costs s cents, express in simplest form the total cost of a cheese-
burger, an order of fries, and a soft drink.
43. Jack deposited sorne money in his savings account in September.
In October, he deposited twice as much as in September, and in
November he deposited one-half as much as in September. If r rep-
resents the amount of money deposited in September, represent in
simplest form the total amount deposited in the three months.
44. On Tuesday, Melita read three times as many pages as she did on
Monday. On Wednesday, she read one-and-one-half times as many
pages as she did on Monday, and on Thursday, she read half as
many pages as she did on Monday. If Melita read p pages on Mon-
day, represent in simplest form the total number of pages read in
the four days.

8.2 SUBTRACTING LIKE MONOMIALS

We can subtract like monomials by using the same method that we
used to subtract signed numbers; we add the opposite (additive inverse)
of the subtrahend to the minuend.
(+7) - (-3) : (+7) + (+3) : +10
(+7r) - (-3r) : (+7x) + (+3r) : *10r
236 Integrated Mathematics: Course I

it{iffi i .5;;iiid i.:.ffi l.1.$$ndEi'gj.i.l

th-e ,,m-inuendl

MODEL PROBLEMS

1. Subtract.
a. +8y b. -5x2 c. * 15rsl d.0 e, -8m f. +4(m + n)
+3v -3x2 *l4rst -5t -8m -j(rn + n)
+5v -2x2 + rst +5t 0 +9(m + n)

2. What must be subtracted from -8r to give the result +5r?

Solution: Reword the problem as an addition: What must be added
to *5r to give the result -8r?
_13#

-8 +5
Answer: -13r must be subtracted from -8r to give the result +5r.

EXERCISES

In 1-30. subtract.
l. *9r 2. +l2c 3. r7ab 4. +L2c& 5. -7x
*'3x *9c *8ab +8c& -9x
6. -L2v '1.
-6xy 8. -5azb2 9. *15c 10. -8x
-8y -4xy -a2b2 -3c *3r
ll. -7 xyz 12. i7z 13. 0 14. 3m 15. -5m
*9xyz -t
0 -DX- -3m -5m
16. +7d 17. -5.1r 18. -7 r 19. 7d2 20. -8r3
-d I2.3x -7r -3d2 +t3
2r. - 1.5yt 22, t9(m + n) 23. +7 cd 24, -8mn 25, -6rs
+.7y" *5(m I n) +9cd -9 mn *5rs
26. -\ab 27. .4cd 28. -5(x + y) 29. +3y222 30. -\ry'
7ab -.9cd -3(x + y) +2y222 *2xyz
 Operations With Monomials 297

ln 3L-42, simplify the expression by subtracting the monomials.

31. (+9r) - (+2r) 32. (+15s) - (-5s)
33. (-I7n) - (112) 34. (-15t) - (-15t)
35. (+8r) - (0) 36. (0) - (+8r)
37. 1+912) - (-3x2) 38. (-3y2) - (+7y21
39. (+lab) - (+2ab) .40. (-I2xy) - (+3ry)
41. (-4rs2)- (2rs2) 42. (+7x2y) - (gx2y)
43. Subtract -2r from -8.r. 44. From 0 take -5r.
46. From *3ry2 subtract 0. 46. Take -7r from 0.
47. What must be added to *6r to give the result +10r?
48. What must be subtracted from *9d to give the result +5d?
49. What must be subtracted from -8e to give the result +3e?
50. From the sum of -bry and +l2xy subtract the sum of +9ry and
-L5xy.
In 51-54, the representations of the perimeter of triangle ABC and.
the lengths of AB and BC are given. Find the representation of the
length of AC. A
51. Perimeter : 18r, AB : 6x, BC : 4x /\A.
52. Perimeter : L1y, AB : y, BC : 7y / \
53. Perimeter : 35k, AB : 3h, BC : tlk
54. Perimeter : x, AB : lx, BC : f,x B C
Ex. 51-54
In 55-58, in triangle ABC, two sides have equal measures. The rep-
resentations of the perimeter of triangle ABC and of the measure of
each of the equal sides are given. Find the representation of the third
side.
55. Perimeter : L3 c, side : 4 c
56. Perimeter : 20bc, side : 6bc
57. Perimeter : 12.8d, side : 5.2d
58. Perimeter : 10r, side : 3]r
59. Of three sisters, Ellen weighs twice as much as the baby, Susan.
Lisa weighs six times as much as Susan. If Susan weighs p pounds,
express in simplest form how much more Lisa weighs than Ellen.
60. Kelly has five times as many dimes in her pocket as does Jill. Jill
has twice as many dimes as does Leon. If Leon has d dimes, ex-
press in simplest form the diference between the numbers of dimes
that Kellv and Jill have.
238 Integrated Mathematics: Course I

8-3 MULTIPLYING POWERS OF THE SAME BASE

Finding the Product of Powers
We know that y2 means y' y andys means y' y' y. Therefore:
235
y, ys: G; C .; .j :t:t:;;l;:
. y6

24
Similarly, c2' c4 :it't'
Z_
(r' = c' c' c' c' c' i = c6
"' "' ")
13
x'xr: (r)
"(x'x'x)': xn

The exponent in each product is the sum of the exponents in the

factors as shown in these examples.
In
general, when r is a signed number and a and b are positive
integers:
xo' xb = xo*b

il...i$h PltRS;i,...:To.,,a*lti$$.pow*.,.rf.fih$.iu$ u.,.il i.,frniithryx;....,..

gxea*1# ffii,$* .. .i.fiddffi rrm*1d*Wrffii,$i:+$o.,faffi*t .ffi ;,..,.,
;"'..i
*.**u'ffittn..*n.,.**n,u* ** b 'bf ,&CItorsx ' :
'
..
'.0*u.
Note that this procedure does not apply to the product of powers that
have different bases. For example, c2 ' d3 cannot be simplified because
&' da : c' c' d' d' d, anexpression that does not have 5 factors
that are the same.

Finding a Power of a Power

Since (a3;a : x3 . x3 x3 13, then (rs)a : rr2. The exponent 12
can be obtained by addition, 3 + 3 + 3 + 3 : L2,or by multiplication,
4x3:12.
In general, when .r is a signed number and o and c are positive
integers:
(xn)" : x*
 Operations With Monomials

An expression such as (r5y2)3 can be simplified by using the com-

mutative and associative properties:
(x5 y2)3 : 1x5 y2)(x5 !'){tu y'1
- (x5 . *s . x5)(12 . y, . yr)
: xl5y6
When the base is a product of two or more factors, the power can be
simplified by applying the rule to each factor:
(x5y2)3 : (t5)3(y2)3 : x5'3y2'3 : xrsyo

MODEL PROBLEMS

In 1-5, simplify the expression by multiplying.

l. x5 tc4 - J05+4 - xg 2. mG'nt: tn6'fTtl: fi16*l: frtT
3. 103.102:103*z:105 4. m4o. rtso: *4a+3a: rnTo
5. @2)3: a2 a2'a2: a2+2+2 - a6 or (a2\3: a2'3 - 0)6

EXERCISES

In 1-35, multiply.
l. d.2.d.3 z. b3.b4 g. c2 cE 4. d4.d6 b. 12 14 r5
6. t2 tz 7. r3 r3 8. s4 s4 9. e5 e5 10.23.23.25
11. x3 x2 12. e.5 . a2 la. s6 ss 14. yn . y' lb. t8 t4 t2
16. rc x 17. a2.a 18. b4.b 19. c.c5 20. e4 e.e5
z1.. 23 .22 . .
zz. 84 83 29. E2 s4 24. 43 4. 25. 24 .25 . 2
26. (x3)2 27. (aa)2 29. (y2)n 29. (y',)', 30. (23)2 . (24)2
gt. (r'y")' 82. (ab2)4 gB. (rs)3 94. (22 gz)a 95. (5 . 23)4
.
In 36-40, multiply. (The exponents in each exercise are positive
integers.)
36. xo .xzo 37. y" .y' 38. c' . c2 39. x- . x 40. (3y)" .(3y)b
In 41-48. state whether the sentence is true or false.
41. 104 . 103 : 107 42. 2a . 22 :28 43.33.22:65
44.33.22-66 45.54 5:55 46. 22 + 22 :23
47, (22)s = 25 48. (23)5 :215
24O Integrated Mathematics: Course I

In 49-51, the representations of the

length, l, width, w, antd. height, h, of a
rectangular solid are given. Represent
the volume, V, of the rectangular solid. h
(Remember:V: l'w'h)
49. l:tr,w:x,h:x Ex. 49-51
50. I:y,w:x,h:x
51. I:z,w:zrh:l

8.4 MULTIPLYING A MONOMIAL BY A MONOMIAL

We know that the commutative property of multiplication makes it
in any order and that the
possible to arrange the factors of a product
associative property of multiplication makes it possible to group the
factors in any combination. For example:
(5r)(6y) : (5X6XrXy) : (5' 6)(r' y) : 30xy
(3rX7r) : (3)(?)(rXr) : (3' 7)(x' x) : 2lx2
(- 2 x2)(+ 5 x4) : (-2)(x2)( + 5)(r4) : [( - 2X + 5)] [(r2Xr4)] = - 1016
(-g a2bs)(- 4aaby : - BXo2)(aa)( -4X@4Xb)
(

: t(-3X-4)l(o2xo4)l(bt)(b)l : +L2a6b4
In the preceding examples, the factors may be rearranged and
grouped mentally.

PROCEDURE, Ts multiply monomials:

1. Use the commrtative *nd asstriative propertiee to reflmange :

and group the factors. Thie may be done mentally.

2. Multiply, the numerical coefficients l,
3. When variable factors are powelt ndth,th6 eame base, multiply
bf adding exponents.
4. Multiply the products obtained in steps 2 and 3.

MODEL PROBLEMS

1. Multiply.
a. (+8ry)(+32) : +24xyz b. (-4as)(-5a5) : +2oag
c. (-6y3)(y) : -6y4 d. (+3o2b3)(+4a3bt : +r2a5b7
 Operations With Monomials 241

e. (-5x2y3)(-2xy2) : +10r3y5
^ ^/ 'l\:
f. (*6c"d")(_;( / -Bc2da
g. (-Br2)3 : (-3r2)(-}tc\(-Brc\ : -27xG or
(-3r2)3 : (-3)3(tr2)s : -27x6
2. Represent the area of a rectangle whose length
is represented by 3r and whose width is rep-
resented by 2x.

How to Proceed Solution

(1) Write the area formula. A:t.w
(2) Substitute the values of I and w. A:(3x)'(2x)
(3) Perform the multiplication. A:(3'2)'(x'x)
A : 6xz Ans.
Notice that the same answer can be obtained by using the following
set of geometric models:
x+x +x
X x
=+
X x

EXERCISES

In 1-6, multiply.
1. 4x2 2. 5w 3. -3t2 4. -5d3 5. 6d5 6. -9c
3r3 3w -t +5d3 -3d 12c

In7-42, find the product

7. (+6X-20) 8. (-4)(-6b) e. (+5X-2X-sy)
10. (4a)(5b) 11. (-8r)(-2s) 12. (+71c)(-2y)(32)
r3. (+6r)(-lr)
\ 2-/
r+. / - 9o\r +eat
\ 4/
15.
/1 \/ 1\
(-6ll\;y)(-;,/
16. (+5obx-3c) 17. (-7r)(5st) 18. (-2)(+6cd)(-e)
19. (+9xy)(-2cd) 20. (3s)(-4 m)(\cd) 21. (+5e\(-4d2)
22. (-6r4)(-3f3) 23. (20y3)1-7 r21 24. (18r5)(-512)
25. (+32\(+42) 26. (-8yu)(+sy) 27. (-gz)(8zrQg)
242 Integrated Mathematlcs: Course I

zB. (+6r2y3;1- 4xay2) 29. (-7a3b)(+5a2b\ 30. (+4ab2)(-2a2b3)

3r. (- 2ras)(+8rs) 32, (-9c)(+8cd2) 33. (-3yX5ry)(15xyz)
s4. ( +?*r\<-a*t sb. (+la)z s6. (-.5x)2
\ i' / / r ^ ^\-
87. 1-2x2)B 38. (-ir"')' 39. (+2x)2(+3y)2
/1 ^\ ^
40. (!r*')"t-b"l' 41. 5x(4x)z 42. L0(2x)21-yz1t

In43-45, represent the area ofthe rectangle whose length and width
are given.
43. l:\y,w:3y 44. l:}x,w:5y 45. l:3cd2,w:8cd
In 46-49, represent the area ofthe square the length ofeach ofwhose
sides is given.
46. 2x 47.
i, 48. \xy 49. 5x2

In 50-53, represent the volume of the rectangular solid whose

length, l, width, ru, and height, h, are given.
50. I : 4x,u) : 2x,h : 5x 51. I : 4x,w : 2x,h : 5
52. I : 4x,w : 2y,h : 5z 53. I : b,u) : 2o',h : d
In 54-57, represent the volume of a cube the length of each of whose
edges, e, is given. fRemember: V : esl

54. e:u) 55. e:3x 56. e:5y 57. n=:k

In 58-60, select the correct answer.
58. The product of (5rs) and (3r5) is:
(1) 8rr5 (2) 75xr5 (3) 1518 (4) 8r8
59. The product of (-3o3) and (4o2) is:
(L) t2a5 (2) -12a6 (3) -12a5 (4) 7a5
60. When 4rs2 is multiplied by 3rss5, the product is:
(1) 12r3sr0 (2) 7 r+sro (3) l2ras7 (4) 7 r3s7

61. If one pound of grass seed costs 25r cents, represent the cost of 7y
pounds of seed in simplest form.
62. If a bus travels at the rate of 102 miles per hour for 4z hours,
represent the distance traveled in simplest form.
63. If Lois has 2n nickels, represent the number of cents she has in
simplest form.
 Operations With Monomials 243

8.5 DIVIDING POWERS OF THE SAME BASE

You know that division and multiplication are inverse operations.
Since 12 : 15, then xb * x,3 :
. x3 Jc2.

Sincey5 ' ya : ye, then yn * yo : y'.

Sinceca . c: cu,thencs + c: cn.(Re*ember:cmeansct)
Observe that the exponent in each quotient is the difference between
the exponent of the dividend and the exponent of the divisor.
In general, when.r * 0 and o and b are positive integers with o > b:

xo+xb=ya-b

FROCEDURE. To divide powers of the $ame base, find the ex- .

pon€nt of the quotient by subtracting the exponent of the divisor

from the exponent of the dividend. The baee o{ the quotient is the
sarne as the baee of the dividend and the base of the divisor.

You know that any nonzero number divided by itself is 1. Therefore,

x + Jc: l and ys + ys : r.
In general, when r * 0 and o is a positive integer:
.tro+xo=l

MODEL PROBLEMS

l. Simplify by performing the indicated division.

a. xs + x5 = x9-u: *n b. yu * y: y'-t = ln
c. cb * c5 : I d. 105 + 103 : 105-3 : 102

e. y6b + ynb : y6b-4b - y2b

(b is a positive integer.)

2. Write in simplest ror*'

{6q
Solution: First, simplify the numerator. Then, apply the rule for
division of powers with the same base.
. 104 107+4 Lolr
107
-lbr-: 1011-8 : 103 Ans.
iF-: lr":
244 Integrated Mathematics: Course I

EXERCISES

In 1-20, divide.
l.x8+x2 2.a|o+a5 3.b7+bs 4.c5+ca 5.d7+d7
^ do -7. e9 n'o
6.
P V 8.--72 e.
b
16
ro.F
11. x8+x 12.y7+y 13. zto+z 14.t5+t
15. rn + nx 16. 25 + 22 17. 106 + 104 18. 3a + 32

19. 53 + 5 20. 10a + 10

In 2l-26, divide. (Exponents in each exercise are positive integers.)

zl. x'o * x2o 22. yrob + y2b zg. r" + rd (c > d)
24. s'+s2(x>2) 25. ob * ab 26. 2" +2b(a> b)
In 27-32, simplify the expression.
23 . 24 68 102 . 103
27. '-+ 2A.54,u.5 29. a^
z- ru'
1n6 ar 108 102 .
a, 64 . 6e
30.
,-1t 31. orq- 62 .6s

In 33-35, tell whether the sentence is true or false.

33. 45 +23 :22 34. 56 + 52 = 5a 35. 38 + 3a : la

8.6 DIVIDING A MONOMIAL BY A MONOMIAL

that I
"-"--b
You know ::99.
d bd'
Therefore, by the reflexive property,
#:; ;
Using this relationship, we can write:
-3016 -30 xG
ni:; 7: -'5x2

-2ra6ba: -2L ja.5 b4 :

--i;i +7a1b3 or 7ab3
- i
l2y2z2 L2 y2 z2
ztorsz
ffi:;7;:3'1
 Operations With Monomials 245
::'::::::,':'::':':::,

If the area of a rectangle is 42 and its length is 6, we can find its

width by dividing the area 42by the length 6. Thus, 42 + 6 : 7, which
is the width. Similarly, if the area of a rectangle is represented'by 42x2
and its length is represented by 6t, we can represent the width by di-
viding the area 42x2 by the length 6r. We get (42x2) - (6.r) : ?r, which
represents the width.

MODEL PROBLEMS

In 1-7, divide:
l. (+24a5) + (+302; : +8o3 2. (-15r6y5) + (-gx3y2) = +5xsy3

s.
#--Bxy 4. ry#=-4cdz u'#:t
,. rlVt4 : 6@ + b)B
".W:2ab
EXERCISES

In 1-19, divide.
1. lSxby 2 2. l4x2yz by -7 3. -36yto by t6y2
4. 40a4 by -4a 5. 24azb2 by -8b2 6. rSc4dby -5c3d
7. Tracby -7rac 8. -28czd by 7cd 9. 3ode3 by 5de2
10. (+8cd) + (-4c) 11. (-l4xys) + (-7xya)
1 Rv6 -8c3 5x2vs -49c4b3
12. 13. 14. :if ro' -77F-
2x,' %
-
r'(c - d\
r6. -24xzy 17. -27xyz lE. -56abc
_- 19. -;--;
-Bxy 9xz 6aDC -D\C - A)
20. If 5 oranges cost 15y cents, represent the cost of one orange in
simplest form.
246 Integrated Mathematics: Course I

21. If a car traveled 300r miles in 6r hours. find the rate at which the
car traveled.
22. Represent in simplest form the time needed for a train to travel
l50ab miles at 15a miles per hour.
23. If 3y pens cost 12yB dollars, represent the cost of one pen.
24. If the area of a rectangle is 35ra and the length is'7x2, represent
the width in simplest form.

In 25-27, represent the width of a rectangle whose area is repre-

sented by 24xsy2 and whose length is given.
25. length : 8r3 26. length : 24y2 27. length : 2xzy

8.7 NONPOSITIVE INTEGRAL EXPONENTS

Now you will see that nonpositive integers such as 0, -1, and -2
can also be used as exponents. We will define powers having zero and
negative integral exponents in such a way that the properties that were
valid for positive integral exponents will also be valid for nonpositive
integral exponents. Hence, the following properties will be valid for all
integral exponents:

1. xo.xb = x6arb 2. xo + xb: xa-b (r + 0) 3. 1ra1b - *a'b

The Zero Exponent

o

You know that :; :

+a

x"
1 when r + 0. If we wish fi : ,"-s (that is,
Y3
: ro) to be a true meaningful statement, then we must say that
x"-.,
-a
xo : !, since.ro and 1 are each equal to {. fni, leads us to make the
x"
following definition:
.tro = I if .r is a number such that x+0
It can be shown that all the laws of exponents remain valid when
ro is defined as 1. For example:
Using the definition 100 : 1, 103 . 100 : 103 .1: 103.

Using the law ofexponents, 103 . 100: 103*0 : 103. Each procedure
results in the same product.
 Operations With Monomials 247

The definition r0 : 1 (r + 0) permits us to say that the zero power

of any number except zero equals 1,.
40:L (-4)o:1 (4r)o:1 (-4r)o:1
Note that 4xo : 4L xo : 4' ! : 4.
But, (4r)o : 4o'.ro : 1 1 = 1.

The Negative Integral Exponent

weknowthat,for x*0,{: ''*'* - 1 :-1. If *"
OQ
x,' x,' x' x.' x x' x x-
tv"
wish - .r3-5 (thut is, i : r-')
ix"\.t"/ to be a true meaningful statement,

then we must say that x-2: -1

, "irr"" r-2 and \ ^r" each equal to
i.Nu tttis leads us to make the following definition:

x-n :1tt * is a number such that x + 0

x"
Now we can say that for all integral values of o and b,
va
(x+o)
7=t"-o
It can be shown that all the laws of exponents remain valid if r-"
1
is defined For example:
". F. tr2-l
' :
Using the definiti on 2-a
*, r' ,-o -o2-
-a 24-24-22--
Using the law of exponents,22 ' 2-4 - 22+(-4) :2-2, the same as
the previous result.

MODEL PROBLEMS

1. Transform the given expression into an equivalent expression in-

volving a positive exponent.
/ r\-4 :
u.4-":* b.1o-1=# "' \-;i 1

-rT
\- r)
d.#:+: r**:'"+ :25
-20
248 Integrated Mathematics: Course I

2. Compute the value of the expression.

1.1
a.30:1 b. 10-z :ld- : ,,
+ 2-4: : t*
c. (-5)o
*: t. *
1+
. /,\_ 6 _?
d. 6(3-.,) : 6(*: -
l"/ 27 I
3. Use the laws of exponents to perform the indicated operation.
a. 27 . 2-3 : 1212 +{-il _ 2a
b. 3-6 + B-2 : (g)-6-(-2r : g-a

C. (xa)-3 - r(4)(-3) _ x-r2

d. (y-2)-4 - yc2x-41 : !8

EXERCISES

In 1-5, transform the given expression into an equivalent expression

involving a positive exponent.

l. 10-4 2. 2-1 B. (;)-' 4. nn-6 b. r-s

In 6-21, compute the value of the expression.

6. 100 7. (-4)0 8. yo 9. eK)o
10. 3-2 11. 2-4 t2. (-6)-r 13. (-1) -5
14. 10-1 15. LO-z 16. 10-3 17.10-4
18. 4(10)-2 19. 1.5(10)-3 20. 70 + 6-2 2r. /rto + 3-"
(il
In 22-33, use the laws of exponents to perform the indicated oper-
ation.
22. 10-2 . 105 zg. g-4 . g-2 24. 10-3 + r0-5 zE. Ba + B0
26. @-\2 27. (g-s)-2 zB. ao .ej zg. x-5 x
30. m2 + m7 gr. [6 + t2 gz. (a-n)" gB. (x-2)o
94. Find the value of 7xo - (6r)0.
35. Find the value of 5r0 + 2x-r when r : 4.
 Operations With Monomials 249

8.8 EXPRESSING LARGE NUMBERS IN

SCIENTIFIC NOTATION
Scientists frequently deal with very large numbers that have been
rounded. In order to be able to write and to compute with such numbers
more easily, the seientific (or standard) notation system was developed.
Scientific notation of a number is defined as follows:

O The number is expressed as a product of two quantities:

The first is a number equal to or greater than 1, but less
than 10, and the second is an integral power of 10.
The table at the right lists pos- Positive Integral Powers of 10
itive integral powers of 10.
Notice that the number of zeros 101 10 105 = 100.000
following the 1 in the value of an 102 : 100 10" : 1,000,000
integral power of 10 is equal to
103 : 1,000 107 = 10,000,000
the exponent of 10. For example,
in 103 : 1,000, the exponent is 3 104 : 10,000 108 : 100,000,000
and there are 3 zeros following 1
in 1.000.
To express 3,000,000,000 in scientific notation, express the number
as the product of two numbers that fit the definition. Here,
3,000,000,000 :
3 x 1,000,000,000
3,000,000,000:3x10e

MODEL PROBLEMS

l. The distance from the earth to the sun is approximately 93,000,000

miles. Write this number in scientific notation.

How to Proceed Solution

(1) Express the number as a
product of two factors that
fit the definition. (Here, 9.3
is between 1 and 10.) 93,000,000 : 9.3 x 10,000,000
(2) Express the second factor
as a power of 10, using an
exponent. 93,000,000 : 9.3 x I07 Ans.
 Integrated Mathematics: Course I

2. The approximate population of the United States in 1970 was

2.03 x 108. Find the approximate number of people in the United
States at that time.
How to Proceed Solution
(1) Evaluate the second
factor, which is a power
of 10. 2.03 x 10o : 2.03 x 100,000,000
(2) Multiply the factors. 2.03 x 108 : 203.000.000 Ans.
Notice that we could have multiplied 2.03 by 108 quickly by mov-
ing the decimal point in 2.03 eight places to the right.

Express (2 x 104X3.5 x 105) (a) in scientific notation and

O) as an integer.
a. Use the commutative and associative properties.
(2 x 104)(3.5 x 105) : (2 x 3.5)(104 x 105)
:7x10e
b. 7 x 10e : 7,000,000,000

EXERCISES

In 1-3, write the number as a power of 10 using a positive exponent.

1. 100,000 2. 1,000,000,000 3. 1,000,000,000,000

In 4-15, find the number that is expressed by the numeral.

4. 107 5. 1010 6. 1013
7. 1015 8.3x105 9.4x108
10. 6 x 10ra 11. 9 x 10e 12 1.3 x 104
13. 8.3 x 1012 14. ]'27 x tO3 15. 6.14 x 1010

In 16-23, express the number in scientific notation.

16. 400 17. 6,000 18. 30,000 19. 400,000 20, 7,000,000
2L. 300,000,000 22. 80,000,000 23. 20,000,000,000

ln 24-31, find the number that can replace the question mark and
make the resulting statement true.
24. 120 : L.2 x L0? 25. 760 : 7.6 x l0?
28. 9,300 : 9.3 x 10? 27. 52,000 : 5.2 x 10?
28. 5,280 :5.28 x 10? 29. 375,000 = 3.75 x 10?
30. 1,610,000 : 1.61 x 10? 31. 872,000,000 : 8.72 x L0?
 Operations With Monomials 251

In 32-39, express the number in scientific notation.

32. 8,400 33. 27,000 34. 54,000,000 35. 320,000,000
36. 6,750 37. 81,600 38. 453,000 39. 375,000,000
In 40-43, compute the result applying the laws of exponents. Rep-
resent the result (a) in scientific notation and (b) as an integer.
40. (3 x 104X2 x 103) 41. (1.b x 106)(8 x 107)
42. (8 x 1015) + (4 x 105) 43. (9.3 x 108) + (3.1 x 102)
In 44-48, express the number in scientific notation.
44. The planet Uranus is about 2,000,000,000 miles from the sun.
45. The velocity of light is 30,000,000,000 centimeters per second.
46. The distance between the earth and its nearest star, other than
the sun, is 26,000,000,000,000 miles.
47. A light year, which is the distance light travels in
one year, is
approximately 9,500,000,000,000 kilometers.
48. A star that is about 12,000,000,000,000,000,000,000 miles away
can be revealed by the Palomar telescope.
ln 49-52, express the number as an integer.
49. The diameter of the universe is 2 x 10e light years.
50. The distance from the earth to the moon is 2.4 x 105 miles.
51. The sun weighs about 1.8 x 1027 tons.
52. The mass of the earth is approximately 5.9 x I02a kilograms.

8-9 EXPRESSING SMALL NUMBERS IN

SCIENTIFIC NOTATION

Scientists also deal with very small numbers that have been rounded.
We can express such numbers in scientific notation by using negative
integral powers of 10, as listed in the table below.

Negative Integral Powers of 10

: =rd!=ro-u
1
#: 1o-1 .oooo1

ot : rd!: 1o-2 .oooool:#:ro-'

.oo1 : rdl: to-' ,0000001 :rd!=to-'
.ooo1 :#=to-' .00000001 : r* : ro '
1

IU-
252 Integrated Mathematics: Course I

Notice that in each case the absolute value ofthe negative exponent
of 10 is equal to the number of places to the right of the decimal point.
If we wish to express .0003 in scientific notation, we must first ex-
press the number as a product of two numbers to fit the definition. Here,
.0003:3.x.0001
.0003:3x10-4

MODEL PROBLEMS

1. Express .0000029 in scientific notation.

How to Proceed Solution
(1) Express the number as the
product of two factors that fit
the definition. (Here 2.9 is
between 1 and 10.) .0000029 : 2.9 x .000001
(2) Express the second factor
as a power of 10, using
exponents. .0000029 : 2.9 x 10-" Ans.

2. The diameter of a red blood corpuscle expressed in scientific nota-

tion is 7.5 x (10-4) centimeter. Write the number of centimeters in
the diameter as a decimal fraction.
How to Proceed Solution
(1) Evaluate the second factor,
which is a power of 10. 7.5x10-4:7.5x.0001
(2) Multiply the factors. ?.5 x 10-4 : .00075 Ans.
Notice that we could have multiplied 7.5 by 10-a quickly by mov-
ing the decimal point in 7.5 four places to the left.

EXERCISES

In 1-4, write the number as a power of 10 involving a negative ex-

ponent.
1. .01 2. .00001 3. .00000001 4. .0000000001
In 5-16, express the given symbol as a decimal fraction.
5. 10-6 6. 10 -8 7. 10-15
 Operations With Monomials 253

8. 10- 18
9. 4 x 10-3 10. 7x (10-e)
11. 8x 10-10 12. g x (10-13) 13. 1.2 x L0-4
14. 3.6 x (tO-E) 15. 7.4 x 10-11 16. 3.14 x (10-14)

ln 17-20, express the number in scientific notation.

17. .002 r8. .0005 19. .000003 20. .00000009

ln 2l-26, state the number that can replace the question mark to
make the statement true.
21. .023 : 2.3 x 10? 22. .000086:8.6x10?
23, .000000019 : 1.9 x 10? 24. .000000000041 : 4.1 x 10?
25. .00156 : 1.56 x 10? 26. .000000873:8.73x10?

In 27-34, express the number in scientific notation.

27. .0052 28. .00061 29. .0000039 30. .0000000r,4
31. .156 32. .00381 33. .0000763 34. .000000917

In 35-38, compute the result applying the laws of exponents. Rep-

resent the result (a) in scientific notation and (b) as a decimal.
35. (2 x 10-5)(3 x 102) 36. (2.5 x 10*1(3 x 10-3)
37. (7.5 x 10-4) + (2.5 x L03) 38. (6.8 x 10-5) + (3.4 x 10-8)

In 39-44, express each decimal fraction in scientific notation.

39. The approximate diameter of the smallest particle visible to the
naked eye is .004 inch.
40. A microampere is .000001 of an ampere.
41. The radius of an electron is about .0000000000005 centimeter.
42. The diameter of some white blood corpuscles is approximately
.0008 inch.
43. The wavelength of red light is .000065 centimeter.
44, The mass of a hydrogen atom is approximately
.00000000000000000000000167 sram.

In 45-48, express the number as a decimal.

45. In a motion-picture film, the image of each picture remains on the
screen approximately 6 x 10-2 second.
46. It takes light about 2 x 1O-8 second to cross a room.
47. The density of dry air is approximately 1.3 x 10-s gram per cen-
timeter.
48. An atomic mass unit is 1.66 x 10-24 gram.
254 Integrated Mathematics: Course I

8.10 REVIEW EXERCISES

In 1-15, simplify the expression.
1. 3r2 + 2r2 2. \bc - bc 3. L\w-8w*5w
4. (-GHz 5. (-o*')" 6. (8rng)(-3g)
7. -5r - (-8r) 8. (-5rx-8r) 9. (-5r) + (-8r)
10. (3x3y)1-4*ra', 11. -4y' - 5y' 12. -4y2(-5y2)
, t ,2
rs.
ru' 9!{ 14. xb x4 15. (-4c)sia)
\4c/
-8b2x
In 16-20, write the expression in an equivalent form, using positive
exponents only. Where possible, compute the answer.

16. g-2 17. p-a 18. 1o-3 re. (il-' zo. 2x-a

ln 2l-24, use the laws of exponents to perform the operations, and

simplify.
21. 3_5 34 22. (7_3)0 23. (10_2)_1 24. I2_3 .L2
26, If the length of a rectangle is represented by 8r, and its width by
3.r, find the representation of (a) the perimeter of the rectangle and
(b) the area.
26. If the length of one side of a square is represented by ja, ntta tn"
representation of (a) the perimeter of the square and (b) the area.
27. The perimeter of a triangle is represented by 4Lpx. lf the lengths
oftwo sides are represented by 18pr and.'7px, represent the length
of the third side.
28. If 4r tickets cost 16.14 dollars, what is the cost of one ticket?
29. If there are 8w seats in every row, and there are 2w2 rows in an
auditorium, how many seats are in the auditorium?
30. Find the value of 8r0 + 4.r-r when x : 2.
31. What must be subtracted from 5py to give the result 9py?

In 32-35, express the number in scientific notation.

32. 5,800 33. 14,200,000 34. .00006 35. .00000277
In 36-39, find the decimal number that is expressed by the given
numeral.
36. 4 x L}a 37. 3 x 10-3 38. 3.9 x 108 39. 1.03 x 10-4
 Operations With Monomials 255
rn 40-47, select the numeral preceding the expression that best com-
pletes the statement or answers the question.
40. When -24xr2 is divided by -8r3, the quotient is
(1) 8r+ (2) -8xa (3) 8re (4)
-8re
41. The product (Eaw4)(4a3ru2) is
(L) 20a3wg (2) 20aaw6 (3) 9o3ru8 (4) gaaw6

42. The express'on

107 ' 10 '
rs equrvalent to
11052-
(1) 1 (2) 10 (3) 100 (4) 1.000
43. The expression -8/ (-8t4) is equivalent to
(I) 64t4 (2) 6+t5 (3) -64t5 (q -rct.-
44. The expression 13 + 13 is equivalent to
(1) ro (2) xe (3) Zxs (4) 2x6
45. The expression (2a2)3 is equivalent to
(1) 6o5 (2) 6ao (3) 8o5 (4) 8oo
46. Which of the given statements is true?
(1) 206 + 203 : 13 (2) (902)5 : 302
(3) 192 . 195 : 197 (q 24 42 : go

47. The length of a rectangle is represented by 6d2y2. If the area of

the rectangle is represented by l8d2y6, then the width is repre_
sented by
(1) 3ya (2) 3d2ya (3) L2ya (4) 3y3

48. A freight train one mile long is traveling at a steady speed of 20

miles per hour. It enters a tunnel one mile long at 1 p.u. At what
time does the end of the train emerge from the tunnel?
 chapte' 9
Operations With
Polynomials

9.1 ADDING POLYNOMIALS

You have already learned that terms like 5, x', 22, antd' 4y3 are called
rnonomials. The d.egree of a monomial in one variable is the exponent
of the variable.
The degree of r or 11 is L; the degree of z2 is 2; the degree of 4y3
is 3.
Since a nonzero constant such as 5 is equivalent to 5r0, the degree
of a nonzero constant is zero. The monomial 0 has no degree'

O A potynomial is a sum of monomials.

4x2 may be considered to be a polynomial of
A monomial such as
one term. (Mono means one, poly means rnany')
A polynomial of two unlike terms such as 10o * 12b is called a
binomial. (Bi means /ruo.)
A polynomial of three unlike terms such as x2 + 3x + 2 is called a
trinomial. (?ri means three.)
A polynomial such as 5x2 a (-2x) + (-4) is usually written as
5x2-2x-4.
A polynomial has been simplified^or is in simplest forn. when it con-
tainJno like terms. For examfle,Sxs + 8x2 - 5rs * 7, when expressed
in simplest form, becomes 8r2 + 7.
The d,egree of o polgnomial is the greatest of the degrees of its terms
after the polynomial has been simplified. For example, the degree of
sri * g*; : 5rs + ?, which when simplified becomes 8r2 + 7, is 2
(not 3).

256
 Operations With Polynomials 257

A polynomial is arranged in dcscending order when the exponents

of a particular variable decrease as we move from left to righl. Thus,
x3 - 3x2 + 5x - 7 is arranged in descending order of r.
A polynomial is arranged. in ascending order when the exponents of
a partic-ular variable increase as we move from left to right. Thus,
y 4y2 * 5y^t is arranged in ascending order of y. The p.-olynomial
xz^-+ 2xy + y2 is arranged in descending order of r, whereas it is ar-
ranged in ascending order ofy.
A polynomial in one variable is written in standard forrn when its
terms are arranged in descending order. The polynomial Br2 7x * B
-
is in standard form, whereas the polynomial 422 - 2z * 523 is not in
standard form.
, To add two polynomials, we use the commutative, associative, and
distributive properties to combine like terms. For example, we can ad.d
3x2 + 5 and 6x2 + 8 as follows:

Step Reason
(1) (3r2 + 5) + (6x2 + g): (3r2 + Gx2) + (b + 8) (1) Commutative
and associative
properties
(2) : (3 + 6)x2 + (5 + 8) (2) Distributive
property
(3) :9x2 + l3 (3) Substitution
principle

To find the sum of the polynomials 4x2 + Bx - E,

3x2 - 6 - 5x, and -r + 3 - 2x2,we can write the 4x2+3r-5
polynomials vertically, first arranging them in de- 3x2-5x-G
scending (or ascending) order. Then, we can add the -2x2- x]-3
like terms in each column. As shown at the right, 5x2-Br-8
the sum is 5r2 - 3r - 8.

FROCEDURF.
.
To add poly-.nomials,,,courhi"", fite iemaby,, diiiEl
'. ..tlreir numerieal eoeffiCientn. '
., ,,, , , ,,

Addition can be checked by adding again in the opposite direction.

Addition can also be checked by substituting convenient values for the
variables and evaluating the polynomials and the sum. The sum of the
values of the polynomials should be equal to the value of the poly-
nomial that is the sum of the polynomials.
258 Integrated Mathematics: Course I

o Do not use 0 or 1 as values for checking the addition of polynomials.

To represent the perimeter of a rect- x+6

angle whose length is represented by x-2
r * 6 and whose width is represented by x-2
x - 2, we would add the measures of the x+6
four sides.
P:(x +6)+ @-2) +(r*6)+(r -2):4x*8
since the width x - 2 must be a positive number, the value of the
variable r cannot be 2 or less than 2.

MODEL PROBLEMS

1. Add andcheck: 4x + 3y - 52,3x - 5y - 62, -2x - y * 3z

Solution: Check: Let x : 4, ! : 3, z : 2.

4x+3y-52 16+ 9-10 15

3x-5y-Gz t2-L5-12 : -lD
-2r- y+32 -8- 3+ 6 :-5
5x-By-82 20- 9-16--5 ,--r -b
Answer: 5x - 3y - 8z

2. Add: +?r2 - lxy * 4y', *\xY - x", -9Y' r 2xY

How to Proceed Solution

(1) Arrange in descending order of r. +7x2-\xy*4y2
(2) Arrange like terms in the same -x2+\xy
column. + 2xy - 9y2
(3) Add like terms in each column. +6x2+0 -5y'
Answer: 6x2 - 5y2. Check by adding in the opposite direction'

3. Simplify: 6a + lla + (6 - 3o)l

solution: when one grouping symbol appears within another

grouping symbol, first perform the operation involving the algebraic
expression within the innermost grouping symbol.
6a * lla+ (6 - 3o)l : 6a * lia+ 6 - 3ol
=6atl2a+61
:6a*2a'1 6
:8o*6 Ans.
 Operations With potynomiats 2S9

EXERCISES

In 1-5, state the degree of the monomial.

1. x2 2. 4yu 3. i"" 4. 5x 5. 0

In 6-10, state the degree of the polynomial.

6.2x3+7x-4 7.|+Bx2 g. xs_4
g. a2+7aa-g 10. g

In 11-14, state whether the expression is a monomial, a binomial, a

trinomial, or none of these.
11.8r*3 12.7y 18. -2a2+Bo-6 14.xB+2x2*x_7
In 15-18: a. Arrange the polynomial in descending order (standard
form). b. Arrange the polynomial in ascending order. c. state the de-
gree of the polynomial.
15.5+2x2-3x 16. yn -g+y3
17.6+x4-ir" 18. 2a2-Ba+aa
In 19-26, simplify the polynomials.
19. 5c+3d+2c+8d Z0. gy+6w-tBw*y
21.8x+9y-3x-6y ZZ. -4a+6b+Ba_b
23.3rt2s +9t+4r-Es+t
24. -5m*6n+8p-Gn+Bm
25.3x2-5xr7+2x2 *Br-9
26.2x+4x2-7-x2+7-gx
In 27-36, add and check the result.
27. 5x I 3y 28. 4a - 6b Zg. -6m t n 80. _9ab + gcd
6x + 9y ga + Bb
-4m _ En Bab _ gcd.

31. LEx- 26y + 8z 32. x2 - glx + LS BB. -5a2 - 6ab - 4b2

3x - I4y - 3z -4x2 + t8x - 86 +7a2 + 6qb - Bb2

34. x2+Bx+b Bb. Ec2-4cd+6d,2 86., 2.L+.gz+ z2

2x2-4x-l -c2+Bcd+2d} -.72-.222
-5x2+2x-f 4 -3c2+ cd-8d2 -.g+.22
 tntegrated Mathematics: Course I

In37-52, simplifY the exPression.

37. 4a + (9a + 3) 38. 7b + (4b - 6) 39' 8c + (7 - 9c)
40. (-6x-4)+6x 41. r *(s * 2r) 42- 8d2 +$d2 - 4d)
43. (5r+3)+(6r-5) 44. -6y + t7 + (6y - 7)l
45. (5-6y)+(-9y+2) 46. 5o + [3b + (-2a + 4b)]
47. (5x2+4)+(-gxz-4) 48. 3y' + l6y2 + (3y - a)l
49. (x3+3x2)+(-2x2-9) 50. _d2 + t9d + e _ 4d\l
51. (x2 + 5x - 24) + (-x2 - 4x + 9)
52. (r3 + 9r - 5) + (-4x2 - t2x + 5)
53. Add:3y2 +7 - 5yand9+4Y-5Y'
54. Add:2c2 + 5c - 3, 4c2 - 5,6 - 5c
oo. Add: 12 - |xy * 3y', -2y' + 3x2 - 4xy, xy - 2x2 - 4y'

In 56-61: a. Express the perimeter of the rectangle in simplest form.

b. Name one possible value for r. c. Name one value for r that is not
possible.
56. length = 2r, width : r 57. length : 3r, width :, x t 2
58. tengttr:r,width - tc- 3 59. length =x* 3,width:r-8
60. length : r, width : 3x - 4
61. length - x, - 4, width : x - 6
In 62-65: a. Express the perimeter of the figure as a polynomial in
simplest form. b. Name one value for r that is not possible'

2x+1
Ex.62. Rhombus Ex. 63. TraPezoid

Ex. 64. Parallelogram Ex. 65. Triangle

66. Represent the perimeter of a square each of whose sides is repre-

sented by:
a.3r+5 b.4x-I c.x2+4x-B d.x2+2xY+Y2
 Operatlons With Polynomials 261

ln 67-72, write each answer as a polynomial in simplest form.

67. The cost of 12 gallons of gas is represented by L2x and, the cost of
a quart of oil is represented by 2x - 80. Represent the cost of 12
gallons of gas and a quart of oil.
68. In their last basketball game, Tom scored 2r points, Tony scored
r * 5 points, Walt scored Br + 1 points, Dick scored 4x _ 7 points,
and Dan scored 2x - 2 points. Represent the total points scored
by these five players.
69. The length of a rectangle is 4 more than the width. If r represents
the width of the rectangle, represent the perimeter in terms of r.
70. The cost of a chocolate shake is 40 cents less than the cost of a
hamburger. Ifh represents the cost ofa hamburger in cents, repre-
sent the cost of a hamburger and a chocolate strake in terms of h.
71. Ann spent 12 dollars more for fabric for a new dress than she did
for buttons, and 1 dollar less for thread than she did for buttons.
Ifb represents the cost ofthe buttons in dollars, represent the total
cost of the materials needed for the dress in terms of 6.
72. Last week, Greg spent twice as much on bus fare as he did on
lunch, and 3 dollars less on entertainment than he did on bus fare.
If r represents the amount spent on lunch in dollars, express the
total amount spent on lunch, bus fare, and entertainment in terms
of x.

9.2 SUBTRACTING POLYNOMIALS

To subtract one polynomial from another, we use a procedure similar
to that used to sub[ract like terms: we add the opposite of the subtra-
hend to the minuerld
we can write the opposite of a polynomial using the symbol
-. For
example, the opposite of 2x2 - 5x - B can be written
-(2-*, _ 5r _ 3).
we can also write the opposite of a polynomial by forming a polynom-
ial each of whose terms is the opposite of the correspondinf t""* of the
original polynomial. For example:
If the original polynomial is .2:2. __gj
+JJ
;!,
the opposite of this polynomial is -2x2 + br * B.
The sum of an algebraic expression and its opposite is 0.
In general, for any x, y, antd. z,
-(x + y + z) = (-x) + (-0 + Gz)
262 Integrated Mathematics: Course I

Now let us subtract 2x2 - 5* - 3 from 5r2 * 8r - 7 in the follow-

ing rnanner, first changing subtraction to addition of the opposite:
(5x2 + gx 7) - (2x2 - Ex - B) : 6x! * 8r - 7) + G2xz + 5r + 3)
- :5x2+8r-7-2x2+5r*3
: (5 - 2)x2 +(8 + 5)r + (-7 + 3)
:3tc2+I}x-4
The solution of a subtraction example can also be 5x2+ 8x-7
arranged vertically as shown at the right' We men- 2x2- 5x-3
tally add the opposite of each term of the subtra- 3x2+]^}x-4
hend to the corresponding term of the minuend'

*'*;u**.';# *,#w;#*"Jffi.i6;
i',th*..,m'iuuend

subtraction can be checked by adding the subtrahend and the dif-

ference. The result should equal the minuend. subtraction can also be
checked by substituting values for the variables'

MODEL PROBLEMS

l. Subtract and check: (5x2 - 6r + 3) - (2x2 - 9r - 6)

Solution: Subtract. Check: Add'

5x2- 6r*3 Minuend 2x2-9x-G subtrahend
2x2-gx-6 Subtrahend 3r2+3r+9 Difierence

3x2+ 3r*9 Difference 5x2 - 6r * 3 Minuend

Answer: 3x2 + 3r f 9

2. Simplify the expression 9r - t7 - @ - 2x)1.

Solution:
9x - 17 - @ - 2x)) : 9x - 17 + e4 + 2x)l (First, perform the
:9x-17 -4+2x) subtraction involving the
expression within the
:9x-13+2xl innermost grouPing
:9r*l-3-2xl symbol)
:9x-3-2x
:7x-3
Answer: 7x - 3
 Operations With Potynomials 263

EXERCISES

ln 1-6, write the opposite (additive inverse) of the expression.

l. 9r*6 2. -5r+3 3. -6x - 6y
4. 2x2-Bxt2 5. -y2+Ey-4 6. 7qb - 3bc
In 7-20, subtract and check the result.
7. lOa+8b 8.5b+Bc 9. 6d+6e 10. - 3y
8x
4a+5b 4b+ c 9d-8e -4x t 8y
11. 4r - 7s 12. 0 13. 6rs - 7bc 14. \xy - 9cd
5r - 7s 8a-6b 9rs - 7bc -Bxy I cd.
15. x2-6x+E 16. 3y"-2y-l 17. 3a2-zab+gb2
3x2-2x-2 -5y2-2y+6 - a2-Eab+Bb2
18.7a+6b-9c 19. x2 -g 20.5-6d-d2
3a -Bc -2x2+5x-3 -4d-d2
In simplify the expression.
2"J.-46,

2r. (3y - 6) - (8 - 9y) 22. (-4x + 7) - (Bx - 7)

23. (4a - 3b) - (5a - 2b) 24. (2c + Bd) - (-6d. - 5c\
26. (\xz + 6r - 9) - (x2 - Bx + 7)
28. (2x2 - 3r - 1) - (2x2 + br)
27. 5x - (2x + 5) 28. By - (5y - $ Zg. 4z - (62 - 2)
30. 9rn - (6 + 6rn) 31. m - (m - n) gZ. 4d - (5" + 4d)
33. 5, - (4, - 6c2) 94. 8r - (-6s - gr) Bb. -2r _ (br + 8)
36. -gd - (2c - 4d) + 4c gZ. (By + z) * (z - 5y) _ (22 _ 2y)
38. (a - b) - (a + b) - (-a - b)
39. (x2 - 3x) + (5 - 9r) - (5x2 - 7)
40. 5" - [8" - (6 - 3c)] 4r. L2 - l-S + (6r - 9)l
42. 10r + [3r - 15" - nr, 49. x2 - [-gx + (4 _ 7x)]
44. Bx2 - l7x - (4x - x2) + gl 45. 9a - llaz - (7 + ga _ 2a2\l
46. 4y" - {4y + l}y, - (6y + 2) + 6l}
47. From 4r + 2y, subtract x - 4y.
48. Subtract 5a - 7b from 3o - gb.
49. From 5r2 r 5r - 4, subtract x2 - Bx + E.
50. Subtract 7r2 + 3r - 8 from 1012 - Br - 7.
51. From m2 + 5m - 7, subtract m2 - Bm - 4.
52. From 12r _ 6y + 92, subtract -x - Bz + 6y.
53. Subtract 2x2 - 3x + 7 from x2 * 6x - t2.
264 Integrated f,lathematics: Course I

'54. The sum of two binomials is 6y2 + 9y. One of the binomials is
4y' + 5y. What is the other binomial?
oD. ih" "o* of two trinomials is 1512 - 7x * 3. One of the trinomials
is 8r2 * 9x - 7. What is the other trinomial?
56. Subtract 2c2 + 3c - 4 from 0.
57. How much greater than o2 + }ab + b2 is 4a2 + 9ab - 2b2?
58. a. How much less than 25 is 15?
b. How much less than 5r + 3Y is 2x + Y?
59. How much less than 4x2 - 5 is 3xz + 2?
60. a. By how much does 13 exceed 10?
b. By how much does ?r + 5 exceed 4x - 3?
61. By how much does a * b + c exceed a + b - c?
62. What algebraic expression must be added lo 2x2 + 5x + 7 to give
8x2 - 4x - 5 as the result?
63. What algebraic expression must be added to 4x2 - 8 to make the
result equal to 0?
64. What algebraic expression must be added to -Bx2 r 7 x - 5 to
give 0 as the result?
65. From the sum of y2 + 2y - ? and 2y' - 4y r 3, subtract
3y'- 8y - 10.
66. Subtract the sum of 3 - 5 and -23 + 3c from 4c2 - 6c + 7'

9.3 MULTIPLYING A POLYNOMIAL BY A MONOMIAL

You know that the distributive property of multiplication over ad-

dition states:
a(b+c):ab+ac
Therefore, x(4x.rB):r(4r)+r(3)
x(4x + 3): 4x2 + 3x
This result can be illustrated geometrically. Let us separate a rect-
angle whose length is 4r * 3 and whose width is r into two smaller
reciangles such that the length of one rectangle is 4r and the length
of the other is 3.

F-4x--------+-3--{
Tx x(4x+3) -xT (x)(4x) .i['{'"t-l
I
i
I
f*-3*l
since the area of the largest rectangle is equal to the sum of the
areas of the two smaller rectangles:
x(4x -r g'1 : a(4x) + r(3) : 4x2 + 3x
 Operations With Polynomials

FFOCEDUR'E. ,To *,ritipty a polynomial by a monomial, use the

distributive property: multiply each term of the polynomial by the
monomial and write the result as the sum of these products.

MODEL PROBLEMS

In 1-4, multiply.
l. 5(r - 7): 5r - 35
2. 8(3r - 2y + 4z) = 24x - L6y + B2z
3. -\x(xz - 2x * 4): -5x3 + l0x2 - 20x
4. -Ba2b2(4ab' - gb') : -l2a3ba + gazba

EXERCISES

In 1-18, multiply.
l. 3(6c + 3d) 2. -S(4m - 6n) B. + 6b)
-2(8a
ly\ \r - +n)
4. -"\-*
rc(2, - Et) E. n(?^ r-it)1 \
6. -a(+-
/ \
.^/3 5,\
- -to(fc
7. -;d) 8. 4x(5x + 6) e. sd@2 _ sd)
10. -5c2(I5c - 4c2) tl. mn(m * n) 12. -ab(a - b)
13. 3ab(5a2 - 7b\ 14. -ras3(6ras - gs4)
15. I0d(2a - 3c + 4b) 16. -8(2x2 - Br - 5)
17. 3xy(x2 + xy + y2) lg. Er2sz(-Zrz * Brs - 4s2)

In 19-24, write each answer as a polynomial in simplest form.

19. Ifthe cost of a notebook is represented by 2x - B, express the cost
of 5 notebooks.
20. Ifthe length ofa rectangle is represented by 5y - 7 and the width
by 3y, represent the area of the rectangle.
21. If the measure of the base of a triangle is represented by gb + 2
and the height by 4b, represent the area of the triangle.
22. Represent the distance traveled in B hours by a car traveling at
3x - 7 miles per hour.
23. Represent in terms of r and y the amount saved in By weeks if
x - 2 dollars are saved each week.
24. The length of a rectangular skating rink is 2 less than 3 times the
width. If ro represents the width of the rink, represent the area in
terms of a.r.
266 Integrated Mathematics: Course I

9.4 USING MULTIPLICATION TO SIMPLIFY

ALGEBRAIC EXPRESSIONS CONTAINING
SYMBOLS OF GROUPING

To simplify the expression 3r + 7(2x * 3), we use the distributive

property and then combine like terms. Thus:
3x + 7(2x + 3): 3x + 7(2x) + 7(3):3r * l4x * 2t = I7x + 2t
we can use the identity a : la to simplify the following expression:
5 + (2x- 3) = 5 + L(2x- 3) : 5 * 2x- 3 - 2x + 2
Likewise, we can simplify 5y - Q - 7y) by using the identity
-a : -ta and then multiplying:
5y - (2 - 7y) : 5y - l(2 - 7y) : 5y - 2 -r 7v : L2y - 2

MODEL PROBLEMS

In 1-3, simplify the expression by using the distributive property of

multiplication and combining like terms.
1.3(r+5)-10 2.2c+Oc-4) 3. -21-3-2x2)- (6-5r)
Solution Solution Solution
3(r+5)-10 2c + (7c - 4) -2(3-2x2)-(6-5r)
=3r*15-10 = 2c * I(1c - 4) = -2(3 - 2x2) - 1(6 - 5r)
:3r*5 Ans :2c*7c-4 : -6 + 4x2 - 6 + 5r
:9c-4 Ang : 4x2 r 5x - 12 Ans.

EXERCISES

In 1-30, simplify the exPression.

1. 5(d +3) - 10 2. 3(2 - 3c) + 5c 3' 7 + 2(7x - 5)
4. -2@- 1)+6 5. -4(3-6a)-7a 6' 5-4(3e-5)
7.8+(4e-2) 8. a+(b-a) 9' $b+4)-2b
10.9-(5t+6) 11. 4-Q -8s) 1^2' -(6r-7)+t4
13. 5x(2x - 3) + 9r 14. r2y - 3y(2y - 4)
15. 7x +3(2x- 1)-8 16. 7c - 4d -2(4c -gd)
17. 3a - 2a(5a - a) + a2 18. (o + 3b) - (a' - 3b)
19. 4(2x +5) - 3(2 - 7x) 20- 3(r + v) + 2(x - 3v)
21.5r(2- 3r)-.r(3r-1) 22. v(v+4)-v(v- 3)-9v
 r_

Operations With Polynomials 267

23. 7x(x + 3y) - 4y(-n, - t,

24. -2c(c + 2d) + 4d(2c - gd)
25. ab(7a - 3c) - bcQa - b\
26. mn(4m2 - 2n') - 2mn(2mz - n2)
27. 7l5x + 2(x - 3) + 4l 28. -418y - 7 - B(Zy - r)l
29. 4xl2x2 - 2x(x + 3) - bl gO. x2z - x[xy - x(y z))
-
31. In terms of r:
a. express the area of the outer rect- 3x -G
angle pictured at the right.
b. express the area of the inner rect-
angle pictured at the right. 4x
c. express as a polynomial in simplest
form the area of the shaded region.

In 32-35, express the answer as a polynomial in simplest form.

32. A mail order catalog lists books for 3r - b dollars each. The cost
of postage is 2 dollars for 5 books or less. Represent the cost of an
order for 4 books.
33. A store advertises skirts for.r - 5 dollars and allows an additional
lO-dollar reduction on the total purchase if B or more skirts are
purchased. Represent the cost of 5 skirts.
34. A store advertises skirts for r - 5 dollars and allows an additionar
2-dollar reduction on each shirt if 3 or more skirts are purchased.
Represent the cost of 5 skirts.
35. A store advertises skirts for x - 5 dollars and tops for 2x - B
dollars. Represent the cost of 2 skirts and 3 tops.

9.5 MULTIPLYING A POLYNOMIAL BY A

POLYNOMIAL
To find the product (x + 4)(a), we used the distributive property of
multiplication over addition:
(x+4)(a):x(d+4@)
Now, let us use this property to find the product of the two poly-
nomials (r + 4)(r + 3).
(x+4)(a) :x(a) +4(a)
(r + 4)(x + 3) = r(r + 3) + 4(r + B)
:x2+3x*4x*12
:x'+7x+12
268 Integrated Mathematics: Course I

This result can also be illustrated geometrically.

l+-x+4-{ l+-x-f a +l l-x+4-{
F
T I
T3
T I
3xt12
-+---
I
I I
ct
(x+4Xx+3)
+
=? x(x + 3) 4{x + 3)

i
x I

I x' 4x
I

L
I
I

l- II

(x + 4)(x+ 3) :x(x + 3) + 4(x+ 3) = xz + 3x + 4x + 12

In general, for all a, b, c, and d:

(a' + b)(c + d) : a(c + d) + b(c + d)
:ac+ad+bc+bd
Notice that each term of the first polynomial is multiplying each term
of the second.
At the right, you see a convenient x +4
vertical arrangement of the previous x 43
multiplication, similar to the ar-
rangement used in arithmetic mul- @+4)x-x2+4x
tiplication. Multiply from left to
(*+4)3--+ *3x*L2
right. Add like terms: x2 + 7 x + !2

....Fh0CESURE' To multiply a polynomial by a patvnorrlal, firet

', .arrange the muttiplicand and mulfiplioi, Aecortting,-to,, ilescending,
, 'or ascending powers of a conmon vmiable;lThen, u*e th6- dietrib;"'
utive prop€rty: multiply each terar of ,ths mulf'iplieand by bach:
t€im bf the muliiplier. Finally,''cornbine li$e te1+s. ',
,,,i,

Multiplication can be checked by interchanging the multiplicand and

the multiplier and multiplying again. The product should be the same.

MODEL PROBLEMS
In 1 and 2, express the product as a polynomial in simplest form'
1. (3r - 4)(4x + 5)
Solution: Alternate Solution:
: 3x(4x + 5) - 4(4x + 5) 314
(3x - 4)(4x + 5) 4x-r5
: l2x2 -t Llx - L6x - 20
:L2x2 -x L2x2 - I6x
-20 +Iix-20
Answer:I2x2-x-20 L2x2- x-20
 Operations With Polynomials 269

2. + }xy + 9y2)(x - By)

(x2
Soluti.on: (x2 + 3xy + gy2)(x - gy)
: x2(x - By) + J*y(* - By) + gyz(x - gy)
: xr - Bx2y + Br"y - gxyz + gxy2 - 27yg
: tc3 + 0x2y + 0xy2 - 27y"
Answer: x3 - 27yg

EXERCISES

In 1-52, multiply.
l. (a + 2)(a + 3) 2. (c + 6)(c + 1) B. (r - bX.r - B)
4. (d-6Xd-5) 5. (d+gxd-B) 6. (x-7)(x+2)
7. (m+3)(m-7) 8. (z-5)(z+8) 9. (/+10Xf-B)
(t
10. + 15Xt - 6) 11. - 8)(6 - 10) 12. (w - LB)(w + 7)
(b
13. (6 + yX5 + y) t4. (8 - eX6 - e) tb. (L2 - r)(6 + r)
(r
16. + 5)(.r - 5) 17. (y + 7)(y - 7) 18. (o + 9)(o - 9)
19. (2x + 1Xr - 6) 20. (c - 5)(2c - 4) Zt. (2o + gXBo + 1)
22. (5y - 2)(3y - L) 23. (2x + 3)(2r - B) 24. (Bd + sxsd - 8)
25. (x + y11v a t1 26. (a - b)(a - b) 27. (a + b)(a - b)
28. + 2b)(a + 3b) 29. (2c - d)(3c + d) 90. (x - 4y)(x + 4y)
(a
31. (22 + 5w)(32 - 4w) 32. (9r - by)(2x + By)
33. (5k + 2m)(3r + 4s) 34. (3r + 4y)(Bx - 4y)
35. (r2 + 5)(r2 - 2) 36. (x2 - y2)(x' * y")
37. (x2 + 3x + 5)(x + 2) gg. (2c2 - Bc - L)(2c + r)
39. $ - 2d - d\(5 - 2d) 40. (c2 - 2c + 4)(c + 2)
41. (2x2 - 3r + 1)(3r - 2) 42. (Jx2 - 4xy * y\(4x + By)
43. (x3 -3x2 *2x - 4)(3r - 1) 44. (2x + 1)(3r - 4)(r + 3)
45. (x2 - 4x + t)(x2 + 5x - 2) 46. (x + 4)(x + 4)(x + 4)
47. (o + 5)3 48. (* - ,)"
49, (5 + tc2 - 2x)(2x - B) b0. (Ex - 4 + 2x2)(g + 4x)
51. (2xy + x2 + y2)(x + y) 52. a(a + b)(a - b)
In 53-60, simplify the expression.
53. (x + 7)(x - 2) - x2 84. 2(3x+l)(Zx-B)+14r
55. 8x2 - (4x + 3)(2r - L) 56. (x + 4)(x + 3) - (x - 2)(x - 5)
57. (3y + \Qy - 3) - (y + 7)(5y - 1) 58. (y + 4\2 - (y - B),
59. r(r - 2s) - (r - s) 60. aI@+2)(a-D-41
270 Integrated Mathematics: Gourse I

In 61-63, use symbols of grouping to write an algebraic expression

that represents the answer. Then, express the answer as a polynomial
in simplest form.
61. The length of a rectangle is 2r - 5 and its width is r * 7. Express
the area of the rectangle.
82. The dimensions of a rectangle are represented by l1-x - 8 and
3r + 5. Represent the area of the rectangle.
63. A plane travels at a rate represented by (r + 100) kilometers per
hour. Represent the distance it can travel in (2x * 3) hours'

In 64-69: a. Find the area of the rectangle whose length and width
are given. b. Check the result found in part a as follows:
(1) Copy the rectangle that is shown.
(2) Represent the length and width of each of the four small rectangles.
(3) Represent the area of each of the four small rectangles'
(4) Ada the four areas found in step (3) to find the area of the original
given rectangle.
64, length=xl3,width:x*2 I

length : x * 6, width : .r * 5
I

65.
length : 2x I 5, width : 5.r * 3
I

66. I

87. length = 3r * 1, width : 3r * 1 --a------

I

length : 2x * 3y, width : x * t

I

68. I

69. length = 2x I5y, width : 3x * 4Y

Ex. 64-69

9.6 DIVIDING A POLYNOMIAL BY A MONOMIAL

ac aIc
We know that: -{-:
bb
Therefore, using the reflexive property of equality, we can write:
a+c a,
:E- c
b b

2x+2y 2x 2v
Similarly,
,::T+ z:*+Y
LSyn - l2xy3 LSya lLxys - D
and
3y' tf-T-5Y"-4xY
usually, we do not need to write the middle expression in the equality.
2la2b - \ab :7a-l
3ab
 Operations With Polynomials

ilffi#ffi *,:1**
i'

MODEL PROBLEMS

In 1 and 2, divide.

1. (8a5 - 6a4) + 2a2 : 4a3 - 3a2

2. 24x3y4 - I8x2y2 - 6xy

, -6xv - -4*'yt + 3ry + 1

EXERCISES

In 1-31, divide.
l. (10r + 20y) + 5 2. (18r - 27s) + I (l4x+7)+7
l2a.- 6b
4. (cmlcn)+c 5. (tr-r)+r
-2
-t.48"' - r2dz ^ rn2+8m
U. 9.
p*prt
m p
,-
v--bv tSdB Lzd2 + 2Ox2 + Llx
lO.
-v
1r. --@- t2.
5.
-!8r5 + !2rg l6t5 - 8t4 gy"- 6y"
13.
--_6v- 14. ---zv- 15.
-:5t,-
16.
8as - 4az
17.
3ab2 - 4a2b
18.
4c2d - 12cd2
-4F-
2rr2 + 2rrh -6a2b - l2ab2
2rr -2ab
36aab2 - !8a2b2 -5yu+rly-25
21. _NFF- -5
-2a2-BarI 2.4y5 +L.2y4 -.6y3
-1 T
272 Integrated Mathematics: Course I

26. l5rasa + 20r3s3 - Srzsz

22
- r-s'
-b
26. (8y2 + 6y) + 2y 27. (9cs - 6c2 + 3c) + 3c
28. (\ab - l}ac) + 5a 29. (yt - y'+ y1 * -y
30. Divide l2xs - 8x2 + 4xby 4x.
31. Divide 8d3 - 6d2 + 4dbv 4d.

9.7 DIVIDING A POLYNOMIAL BY A POLYNOMIAL

To divide one polynomial by another, use a procedure similar to the
one used when dividing one arithmetic number by another. When we
divide 736 by 32, we see through repeated subtractions how many
times 32 is contained in 736. Likewise, when we divide x2 + 6x + 8
by r * 2, we see through repeated subtractions how many times
x * 2 is contained in 12 + 6r + 8.
See how dividing x2 + 6x + 8 by x * 2 follows the same pattern as
dividing 736 by 32:
How to Proceed Solution / Solution 2
(1) Write the usual division 32\736 , + z\ *\ a* + e
form.
(2) Divide the left number of 2
the dividend by the left 32I:-if x*2
number of the divisor to
obtain the first number of
the quotient.
(3) Multiply the whole divisor 2
by the first number of the 32I'ff x*2
quotient. 64

(4) Subtract this product from 2

the dividend and bring 32r7s6 *+zV+ar+g
down the next number of 64 x2+2x
the dividend to obtain the 96 4x+8
new dividend.
(5) Divide the left number of 23 r 14
the new dividend by the left s2\7s6 *+ZT7+A*+e
number of the divisor to 64 x2+2x
obtain the next number of 96 4x*8
the quotient.
 Operations With Polynomials 273

(6) Repeat steps (3) and (4), 23 x *4

multiplying the whole 32Trc6 x*2 W+6x+8
divisor by the second 64 x2+2x
number of the quotient. 96 4x*8
Subtract the result from 96 4x]-8
the new dividend. The
last remainder is 0.
23 Ans. x*4 Ang

No/e; The division process comes to an

end when the remainder is 0, or the degree Checkl l Check2
of the remainder is less than the degree of
the divisor. 23 lr +4
x32 lx +2
To check the division, use the relation- 46 l*'+4,
ship: 69 | +2x+8
quotient x divisor + remainder : dividend
?36 lr'+6r+8
Division becomes more convenient if the terms of both the divisor and
the dividend are arranged in descending or ascending order.
For example, if 3r - 1 + xs - Bxz is to be divided by *- 1, write:

,-1ffi
MODEL PROBLEM

Divide 5s * 6s2 - 15 bv 2s * B. Check.

Solution: Check:
Arrange terms of the dividend in 2s +3 Divisor
descending order of s. 3s -2 Quotient
6s2 + 9s
-2 _4s 6
*5s-15 6s2+5s- 6
6s2 *9s
-9 Remainder
-4s-15 6s2+5s-15 Dividend
-4s- 6
9

Answer:3s-2+--9-
2s*3
274 Integrated Mathematacs: Course I

EXERCISES

In 1-14, divide and check.

l. b2+5b +6byb+3 2. y' +3Y+2bYY+2
3. m2-8rn*Tby*-L 4. w2+2w- 15byru+5
6. y'+2Oy +61 byy+17 6. m2+7rn-27bym-5
7. 3x2 - 8x + 4by 3x - 2 8. LStz - l9t - 56bv 5t + 7
9. l.0r2 - r - 24by 2r + 3 10. l2c2 - 22c r 8bv 4c - 2
11. 66 + l7x + x2by6 * r 12. 30 - m - m2by 5 - m
13. x2-64byr-8 14.4y'- 49by2v+7
15. One factor of x2 - 4x - 2l is r - 7. Find the other factor.
16. The area ofa rectangle is represented by x' - 8x - 9. Ifits length
is represented by x * l, how can its width be represented?
17. The area of a rectangle is represented by 3y' + 8y + 4.If its width
is represented by 3y * 2, how can its length be represented?

9.8 REVIEW EXERCISES

1. a. Add the polynomials at the right. 3*? - \bx - b

b. Let x :2 and b : -3. Check the sum by x2 + |bx + b
substitution.
2. Find the sum of 3c - 7d, -4c * 3d,5c - 8d, and d - c.

In 3-5, subtract the polynomials.

3. 3y'-2y+6 4.3r+2s-7t 5. m2 -16
f-8y-2 4r +gt -mz+m+ 5
6. The lengths of the sides of a triangle are represented by k + 6r,
h, - 8r, and 3k * r. Express the perimeter of the triangle as a
binomial.
7. Subtract 2p' - 8p + 9 from p2 - 8p + 2.

In 8-17, simplify the expression.

8.2x-(x-2) 9. x+2(x-2) 10. (x+2)(x-2)
11. (b - 3)(6 - 6) 12. (2h + 1Xh - 5) 13. (y + 4)2
14. 5(m * 1) + 3(1 - rn) 15. -3ax{a2 - 4ax - 5x2\
ro' 6w3 - 8w2 + 2w
ro
z*
n. ab - [a2 - q(b + q)]
 Operations With Polynomials 275

18. Express the product of (2y + 3)(2y - 1) as a trinomial.

19. If onesideof asquareisrepresentedby x * 5, writethepolynom-
ial that represents (a) its perimeter and (b) its area.
20. Divide x2 - l}x - 24by x * 2, and check.
21. Divide 9y' - 25 by 3y - 5, and check.
In 22-24, select the numeral preceding the correct answer.
22. The length of a rectangle is represented by r * 6, and its width
by r - 9. What is the area of the rectangle in terms of r?
(t) x2 - 54 (2) x2 - Bx - s4 (B) xz + Bx - E4 @) 4x - 6
23. The area of a rectangle is represented by y' + 2y - 8, and its
width by y - 2. What is the length of the rectangle in terms of y?
(1)y++ (2)y-4 (3)y-0 (4)y-8
24. A regular hexagon has 6 sides of equal length. If the perimeter of
a regular hexagon is represented as l2x - 24, what is the length
of one of its sides in terms of r?
(1) r - 2 (2) 2x - 4 (3) 3r - 6 @) 72x - I44

25. Express in simplest form the distance traveled in 2h hours at

(3k - 4) miles per hour.
26. Express in simplest form the cost of one pencil if 5r pencils cost
25x2 5r
- cents.
27. The cost of apizza is 20 cents less than 9 times the cost of a soft
drink. If r represents the cost of a soft drink in cents, express in
simplest form the cost of 2 pizzas and 6 soft drinks.
28. What is the units digit of (2T27?
29. If (o + 3)2 :25 + 6q. what is the value of o?
 chapterl 0
First-Degree Equations
and Inequalities in
One Variable

10.1 USING BOTH THE ADDITIVE AND

MULTIPLICATIVE INVERSES IN
SOLVING EQUATIONS

When the solution of an equation requires the use of both the ad-
ditive and the multiplicative inverses, either inverse may be used first.
However, the solution is usually easier when the additive inverse is
used first.

MODEL PROBLEMS

1. Solve and check: :

2x + 3x + 4 -G
How to Proceed Solution
(1) Write the equation. 2x * 3x + 4 : -G
(2) Combine like terms. 5x * 4 : -G
(3) Add -4, the additive inverse of +4. -4 : -4
5r : -10
(4) Multiply by
l, the multiplicative |tsrl : |t-rol
inverse of 5. x : -2
Check: 2x+3x+4:-G
2G2)+3(-2)++L-A
(-4)+(-6)++L-a
-6 = -6 (True)

Answer: x : -2
276
 First-Degree Equataons and Inequallties in One Variable 277

2. Solve and check:

lx - : 17

How to Proceed Solution Check

(1) Write the equation.

(2) Add *4, the additive lx-a:n lr-a:L7
inverse of -4.
14: t4 4L17
?nx : 2l
feal-
2r-4LL7
17:t7
(3) Multiplv by the mul-
3, f (i') : fe' (True)
tiplicative inverse of f. x:28
Answer: x : 28

3. If 4 times a number is increased by 5, the result is 41. Find the

number.
How to Proceed Solution
(1) Represent the number by a letter. Letx:thenumber.
(2) Write the word statement as an
equation. 4x*5:41
(3) Solve the equation. 4x:36
x:9
Check: Does 4 times 9, increased by 5, give a result of 41? Yes.
Answer: The number is g.
Nofe.' We can arrive at the same result geometrically, making
use of the following models:
1. Draw two models 2. Subtract 5 from 3. Divide by 4 to
to represent the each model. find each of the
equation. equal parts.

ffiE ffiEfr
4x+5 41 4x-36
MHE
" |
| Ix | e I el

EXERCISES
In I-21, solve the equation and check.
1.3r+4:16 2. :2ly - 7
35 3. 2c* I: -31
4. 2y + L8:8 5.2x+9:37 6. 4x*2:-34
7. -42:5x + 28 8. -34:2 - 6t 9. 13:8r-?
278 Integrated Mathematics: Course I

10. -32 :24y - 20 1r. f,z+6:r5 t2. *t-t--4

13.3**7:29 14. ?, - n: -1e r5. |x - La : rc
16. _25 :5r _ 17. -5.4 :
n
11 2.6 + 2x
18.9x-5x *9:1 19.5x*2x -17=53
20.2y-8y+29:5 21. 8x - 27 - 5x: -15
In22-25, determine the element(s) of the set if r e {signed numbers}.
22. {rl5r+30:10} 23. {r115:6r-15}
24. t, l'a" - 12 : 60) 25. \xllx +5-9r:-11)
In 26-31, represent in terms of r:
26. twice the number represented by .r, increased by 8
21. three times the number represented by r, decreased by 12
28. four times the number that is 3 more than r
29. three times the number that exceeds .r by 5
30. twice the sum of the number represented by r and 5
31. ten times the number obtained when twice r is decreased by 10
92. If the smaller of two numbers is represented by r, represent the
greater when their sum is:
a. 1.0 b. 25 c. 36 d. 50 e. 100 f. 3,000
33. If the sum of two numbers is represented by S, and the smaller
number is represented by tr' represent the gteater in terms of S
and r.
34. If the sum of two numbers is represented by S, and the greater
number is represented by l, represent the smaller in terms of S
and l.
35. The sum of ? times a number and 5 is -51. Find the number.
36. If 10 times a number is decreased by 6, the result is 104. Find the
number.
37. If t of a number is diminished by 8, the result is 32. Find the
number.
38. The Tigers played 78 games. If they won 8 games more than they
lost, how many games did they lose?
39. A salesman receives a weekly salary of $150. He also receives $4
for each tire he sells. One week, he earned $330. How many tires
did he sell that week?
40, Rosita wishes to make a long-distance telephone call. The charges
are $.?5 for the first three minutes and 14 cents for each additional
minute. If Rosita has $2.15, how many minutes can her call last?
 First-Degree Equations and Inequalltles in One Variable 279
41. Ray's father pays him $5 for cutting the grass and g3 an hour for
cutting the hedges. One day, Ray earned 915.50 for cutting the
grass and cutting the hedges. How many hours did Ray spend cut-
ting the hedges?

10.2 SOLVING EQUATIONS THAT HAVE THE

VARIABLE IN BOTH MEMBERS
A variable represents a number. As you know, any number may be
added to both members of an equation without changing the solution
set. Therefore, the same variable (or the same multiple of the same
variable) may be added to or subtracted from both members of an equa-
tion without changing the solution set.
To solve 8r : 30 * 5r, first eliminate 5r from the right member of
the equation.
Add -5r to both members of the equation.
Method 1 Method 2
8r: 30 + 5r 8r:30+5r
-5x: - 5x 8r+(-5r):30+5r+(-5r)
3r: 30 3r: 30
r:10 r:10
The check is left to the student.

iri;ili:1i;riliij;:i:i:ii;iii::liiill:i;:il:ii:iir:iilr;rl:ill:i;i;i:iii:iji:i;ii

MODEL PROBLEMS

l. Solve and check: 7x : 63 -2x

How to Proceed Solution Check
(1) Write the equation. 7x:63 - 2x 7x:63 - 2x
(2) Add 2r to each mem- *2r: I 2x 7@Lffi-2(7)
ber of the equation. 9r:63 49L63-14
(3) Divide each member x: 7 49 : 49 (T!ue)
of the equation by 9.
Answer: x : 7
280 Integrated Mathematics: Course I

2. The larger of two numbers is 4 times the smaller. If the larger num-
ber exceeds the smaller number by 15, find the number.

Note; When s represents the smaller number and 4s rep-

resents the larger number, the larger exceeds the smaller by 15
has the following meanings. Use any one of them.

1. The larger equals 15 more than the smaller,

written4s: s * 15.
2. The larger decreased by 15 equals the smaller,
written 4s - 15 : s.
3. The larger decreased by the smaller equals 15,
written4s - s:15.

Solution:
Let s : the smaller number.
Then, 4s : the larger number.

,Thelarger i: W
4s s*15
4s:s*15
-s:-s
3s:15
s:5
4s:20
Check: The larger number, 20, is 4 times the smaller number, 5.
The larger number, 20, exceeds the smaller number, 5, by 15.
Answer: The Iarger number is 20; the smaller number is 5.

3. The greater of two numbers is twice the smaller. If the greater is

decreased by 10, the result is 5 more than the smaller' Find the
numbers.

How to Proceed Solution

(1) Represent the two
numbers in terms of Let x : the smaller number.
the same variable. Then, 2x : the greater number.
 First-Degree Equations and Inequalities in One Variable 281
(2) Write an equation that greater ic 5 more than
The
symbolizes the .decreased by 1A the srnaller.
relationships stated in
the problem. 2x-10 : x*5
(3) Solve the equation. -
(o) Addl0toeachmember. 2x-L0 * 10:r+ b + 10
2x:x*15
(b) Add -r to each member. 2x + (-x): x + 15 + (-r)
x: L5
2x:30
Check: The greater decreased by 10 is 30 - 10 = 20. 5 more than
:
the smaller is 15 + 5 20. The results are the same, 20.
Answer: The smaller number is 15; the greater number is 80.

EXERCISES
In 1-38, solve the equation and check.
l. 7x:L0-r2x 2.9x:44-2x 3. 5c:28+c
4. y :4y + 30 b. 2d:86 + Ed, 6. ,I, : tlt - a
7. .8m : .2m + 24 8. 8y :90 - 2y 9. 2.3x +36 : .3r
10. Zlx + 24 :3x ll. 3a
5a - lZ. 5c :2c - 8L
40 =
13. x:9x-72 14..5m- B0:1.1m 15. nI":}lc+aa
16.7r+10:3r*50 17.4y+20:5y+ 9 18. 7x*8:6r*1
19. x*4:9r*4 20.9r-3:2xr46
21. y *30:l2y-14 22. c+20:55-4c
23. 2d + 36 : -Bd - 54 24. 7y - E :9y + 29
25. 2m - l:6m I L 26. 4x - 3:47 - x
27. 3b -8 : L4 -8b ZB.'Ut - tt :A+ - +lt
29. L8-4n:6-l6n 30. -2y- 89:5y-18
31. 7r - 4: 5r -r* 35 32. 10 -r - Br: 7x -23
33. 8o - 15 - 6a : 85 - 3o 34. 8c * 1 : 7c - L4 - 2c
:
35. I2x -5 8r -r + 50 36. 6d-tZ-d:9d.+bg+d
37. 3m - 5m - t2 :7m - 88 - 5 38. 5-Bz-18: z-L*82
39. Eight times a number equals 35 more than the number. Find the
number.
40, Six times a number equals 3 times the number, increased by 24.
Find the number.
282 Integrated Mathematics: Course I

41. Twice a number is equal to 35 more than 7 times the number. Find
the number.
42. If a number is multiplied by 7, the result is the same as when 25
is added to twice the number. Find the number.
43. If twice a number is subtracted from 132, the result equals four
times the number. Find the number.
44. If 3 is added to 5 times a number, the result is the same as when
15 is added to twice the number. Find the number.
45. If 4 times a number is decreased by 9, the result is the same as
when 3 times the number is decreased by 1. Find the number.
48. If 3 times a number is increased by 5, the result is the same as
when 77 is decreased by 9 times the number. Find the number.
47. If 5 times a number is increased by 50, the result is the same as
when 200 is decreased by the number. Find the number.
48. If 10 times a certain number is increased by 4, the result is 12
more than 9 times the number. Find the number.
49. If 3 times a number is increased by 22, the result is 14 less than
7 times the number. Find the number.

1O-3 SOLVING EQUATIONS CONTAINING

PARENTHESES

PHCIC€OUhE'' fo,,-.solve., Cn eq,uetion, porrtainjpg parentheeeg;

a* eeuivalent: eEuation'tltat dqefl not confain pa.-
tr-ansfo,rm',it.into
renthiies;,,Do.,, by p'bttbr*ing tho,,ffica*tt,,opeiation on' ;the
num'b'eia,and varlablee Contained within'the parenthbsee.' Co$'
[ine,ture teims iil erlch-merl'benoftheeff'lff beforasslvingthe
equatiou-,, r r,

MODEL PROBLEMS

l. Solve and check: 9t - Qt - 4) : 25

Note: 9t - et - 4) means from 9f subtract (2t - 4).

How to Proceed Solution

(1) Write the equation. 9t-(2t-4)=25
(2) To subtract (2t - 4), add its opposite. 9t+(-2t+4):25
9t-2t+4:25
(3) Combine like terms. 7t+4:25
(4) Solve the equation. 7t:21
t- 3
 First-Degree Equations and Inequalities in One Variable 2gg
Check: 9t - (Zt - 4) : 25
9(3)-tz(3)-41 L25
9(S)-t6-41 L25
27 -tAL25
25 :25 0!ue)
Answer: t: 3

2. The larger of two numbers is 5 more than the smaller. Twice the
larger is 40 more than the smaller. Find the numbers.
Solution: Let x : the smaller number.
Then,r * 5:
thelargernumber.
{wice the larger, is 40 more than the smelkg
2(x + 5) x+40
2x1-L0: x+40
-r:-r
r+10: 40
-10:-10
x: 30 -
r*5= 35
Chech: Twice the larger : 2(35) : 70
40 more than the smaller : 30 + 40 : 70
Answer: The smaller number is 30 and the larger number is Bb.

3. Solve and check: 27x 3(r - 6) : 6

-
No/e.' Since -3(r - 6) means that (r - 6) is to be multiplied
by -3, we will use the distributive property.
How to Proceed Solution
(1) Write the equation. 27x-3(r-6):6
(2) Use the distributive property. 27x-3r+18:6
(3) Combine like terms. 24x + 18 :6
(4) Solve the equation. 24x: -12
*: -12
24

x: -i 1

The check is left to the student.

Answer: x : _1
2
284 Integrated Mathematics: Course I

EXERCISES

In 1-32, solve and check the equation.

1. x*(x -6):20 2. x-(L2 -x):38
3. 65x+7)-L2:4 4. (14-3c)*7c:94
D. x'r(4x+32\:12 6.7x-(4x -39):0
7. 5(x + 2) :20 8. 3(y - 9) : 30
9. 8(2c - 1) : 56 10. 6(3c - L) : -42
11. 3y : 2(10 - y) L2. 4(c + l) : 32
13. 5t-2G-5):19 14. 18: -6r+4(2x+3)
15. 5m-4:3(m+2) 16. 5(r-3):30- 10r
17. 7(x + 2) : 5(x + 4) 18. 3(o - 5) : 2(2a + l)
19. 3Qb+1)-7:50 20. 5(3c-2)+8:43
21. if-(or-b):7 22.8y-(5y+2)=16
23. 11r : 40 + (7x + 4) 24. l0z - (32 - 11) = 17
25. 8b - 4(b - 2):24 26. 5m - 2(m - 6): 17
27. 9+2/5o *3):13u 28.28r- 6(3r-5):40
29. 3a * (2a- 5) : t3 - 2(a + 2) 30. 4(2r + l) - 3(2r - 5) : 29

sr. |O, - 6) :25 s2. fta * +x) -!Gx * 3): e

33. The larger of two numbers is 5 more than the smaller. The smaller
number plus twice the larger equals 100. Find the numbers'
34. One number is 2 less than another. If 4 times the larger is sub-
tracted from 5 times the smaller, the result is 10. Find the num-
bers.
35. The larger of two numbers is 20 more than the smaller. Four times
the larger is 70 more than 5 times the smaller. Find the numbers.
36. If 14 is added to a certain number and the sum is multiplied by
2,the result is equal to 8 times the number decreased by 14. Find
the number.
37. The difference between two numbers is 24. Find the numbers if
their sum is 88.
38. Separate 144 people into two groups such that one group will be
L2 less than twice the other.
39. Separate 45 into two parts such that 5 times the smaller is 6 less
than twice the greater.
40. The greater of two numbers is 1 less than 3 times the smaller. If
3 times the greater is 5 more than 8 times the smaller, find the
numbers.
41. The larger of two numbers is L more than 3 times the smaller. The
difference between 8 times the smaller and,2 times the larger is
10. Find the numbers.
 First-Degree Equations and Inequalities in One Variable 285
42. The greater of two numbers is 1 more than twice the smaller. Three
times the greater exceeds 5 times the smaller by 10. Find the num-
bers.
43. The second of three numbers is 2 more than the first. The third
number is twice the first. The sum of the first and third exceeds
the second by 2. Find the three numbers.
44. The second of three numbers is 1 less than the first. The third
number is 5 less than twice the second. If the third number ex-
ceeds the first number by t2, find the three numbers.

1O-4 CONSECUTIVE INTEGER PROBLEMS

Preparing to Solve Consecutive Integer Problems

As you know, an integer is any whole number or its opposite.

Examples of integers are 5, -3, and 0.
Consecutiae integers are integers that follow one another in order.
To obtain a set of consecutive integers, start with any integer and count
by ones. Each number in the set is 1 more than the previous number
in the set. Each of the following is a set of consecutive integers:
1. {5,6,7,9} 2. l-5, -4, -3, -2}
3. {r,x + t,x * 2,x * 3\ re {integers}
Consecutioe eaen integers are even integers that follow one another
in order. To obtain a set of consecutive even integers, start withany
even integer and count by twos. Each number in the set is 2 more than
the previous number in the set. Each of the following is a set of con-
secutive even integers:
1. {2,4,6,91 2. {-I2, -10, -9, -6}
3. {r, x * 2, x } 4, x I 6l r e {even integers}

Coneecutiue od.d. integers are odd integers that follow one another in
order. To obtain a set of consecutive odd integers, start with any odd
integer and count by twos. Each number in the set is 2 more than the
previous number in the set. Each of the following is a set of consecutive
odd integers:
1. {3,5, 7,9} 2. {-5, -3, -1, 1}
3. {x, x * 2, x ! 4, x } 6} r e {odd integers}
286 Integrated Mathematics: Course I

KEEP IN
1. Consecutive integers differ by 1.
2. Consecutive even integers and also consecutive odd integers
ditrer by 2.

EXERCISES

1. a. If r: S,whatnumbers dor,x * l,x I2,x * 3,and x * 4

represent? b. What kind of integers are these numbers?
2. a.lfn - -3,whatnumbersdo n,n+7,n12,n * 3,and n* 4
represent? b. What kind of integers are these numbers?
3. a. If r - -l,whatnumbersdo x,x +2,xr 4,x* 6,andr * 8
represent? b. What kind of integers are these numbers?
4. Write 4 consecutive integers beginning with each of the following
integers (y is an integer):
a. 15 b.31 c.-10 d.-2 e.y f..2y+1 g.3v-2
5. Write 4 consecutive even integers beginning with each of the fol-
lowing integers (y is an even integer):
a. 8 b.26 c. -20 d. -4 e. Y f.2Y g.2Y - 6
6. Write 4 consecutive odd integers beginning with each of the fol-
lowing integers (y is an odd integer):
a.9 b.35 c.-15 d.-g e.y f..2y+1 g.2v-l
In 7-10, tell whether the number represented is odd or even when:
(a) n is an odd integer; (b) n is an even integer.
7. n*L 8. n-I 9. n*3 10. nt4
11. State whether r * y is odd or even when: (a) r and y are odd
integers; (b) r is an odd integer and y is an even integer; (c).r and
y are even integers.

In l2-L4, replace the question mark with the word "odd" or the word
"even" so that the resulting statement will be true.
12. The sum of an even number of consecutive odd integers is an
? integer.
13. The sum of an odd number of consecutive odd integers is an ?
integer.
14. The sum of any number of consecutive even integers is an ?

integer.
 First-Degree Equations and Inequalities in One Variable 287

Solving Consecutive Integer Problems

MODEL PROBLEMS

1. Find two consecutive integers whose sum is 95.

Solution:
:
Let n the first integer.
Then, n * L: the second integer.

Wj:-!!,
n+h+l) 95

nln+1:95
zn*2l,ll:33-t
2n:94
n:47,n+I:48
Check: The sum of the consecutive integers, 47 and 48, is 95.
Answer: 47 and,48

2. Find 3 consecutive positive even integers such that 4 times the first
decreased by the second is 12 more than twice the third.
Solution:
Let n : the first even integer.
Then, n * 2: the second even integer.
Then, n * 4: the third even integer.
4 times the first j^ 12 more than
decreased bv the ,""ood.. " twice the third

4n-(n+2) 2(n+4)+L2
4n-n-2:2n+8+L2
3n-2:2n+20
3n-2*2:2n+20*2
3n:2n * 22
3n+(-2n):2n+22+(-2n)
n:22
n*2:24,n*4:26
Check: Show that 22, 24, and 26 satisfy the conditions in the given
problem: 4(22) - 24 is L2 more than 2(26).
Answer: 22,24,26
288 Integrated Mathematics: Course I

EXERCISES

l. Find two consecutive integers whose sum is:

a. 61 b. 35 c. 91 d,. L25 e. -17 f. -81
2. Find three consecutive integers whose sum is:
a. 18 b. 48 c. 99 d. 0 e. -12 f, -57
3. Find four consecutive integers whose sum is 234.
4. Find two consecutive even integers whose sum is:
a.22 b. 38 c. 146 d. 206 e. -10 f. -34
5. Find three consecutive even integers whose sum is:
a. L2 b. 48 c. 156 d. 258 e. -18 f. -60
6. Find four consecutive even integers whose sum is 60.
7. Find three consecutive odd integers whose sum is:
a. 33 b. 45 c. 159 d. 615 e. -27 f. -105
8. Find four consecutive odd integers whose sum is 112.
9. Find three consecutive integers such that the sum of the first and
the third is 40.
10. Find four consecutive integers such that the sum ofthe second and
fourth is 132.
11. Find two consecutive odd integers such that four times the larger
is 29 more than three times the smaller.
12. Find two consecutive even integers such that twice the smaller is
26 less than three times the larger.
13. Find three consecutive integers such that twice the smallest is 12
more than the largest.
14. Find three consecutive integers such that the sum of the first two
integers is 24 more than the third integer.
15. Find three consecutive even integers such that the sum of the
smallest and twice the second is 20 more than the third.
16. Find two consecutive integers such that 4 times the larger exceeds
3 times the smaller by 23.
17. Find four consecutive odd integers such that the sum of the first
three exceeds the fourth by 18.
18. Find three positive consecutive odd integers such that the largest
decreased by three times the second is 47 less than the smallest.
19. Is it possible to find 3 consecutive even integers whose sum is 40?
whv?
20. Is it possible to find 3 consecutive odd integers whose sum is 59?
Whv?
 First-Degree Equations and Inequalities in One Variable 2gg
10-5 F|ND|NG rHE vALUS_fl.Iri VAR|ABLE tN

In section 3-6, you learned to evaluate the subject of a formula. Now

that you can solve equations, you will be able io find the value, not
only of the subject, but of any variable in a formula, when the values
of the other variables are known.

,, pfiOC;OURE. To find the value otla *aolaUte io'a formutawhen .

oiher varialles iucl1411s, ttte,*uu;ect +r trre,roil',,,,

*iilff*:ille
;: *Hlf:'::*m:"
il;#;';'' -' "
*
MODEL PROBLEM

The perimeter of a rectangle is 48 cm. If the length of the rectangle

is 16 cm, find its width. (Use P: 2I r 2w.)
Solution Check
P:21 + 2w p:21 t 2w
48 : 2(16) + 2w 48 L 2o6) + 2(8)
48:32 I 2w 4g L g2 + L6
rG : 2ut 4g : 4g (True)
8:w
Answer: 8 cm

EXERCISES

1. If P: a * b * c, find cwhenp:80, a:20, and b :25..

2. If P : 4s, find s when (a) P : 20; (b) P : B2;(c) p : 6.4.
3. lf A: lw,find, arwhen(d)A:100, l: b;(b)A:9.6, l:.g.
4. If A : |tn,n"ahwhen(a)A : 24,b:8;(b)A : L2,b: B.
5. If V : Iwh, find.ru when V : 72,, : and h : 12.
l,
290 Integrated Mathematics: Course I

6. If P : 2l * 2w, find ru when:

(a) P : 20, I :?; (b) P : 36,, : 9;.
7. If P : 2l + 2w, find I when:
(a) P : 28, w :3;(b) P : 24.8, w : 4.7.
8. If P :2a'f b, find b when P : 80 cm and o = 30 cm'
9. If P : 2a * b,find owhen P = 18.6 cm and b : 5'8 cm'
10. lf A :|nfU + c), find h whenA : 30, b : 4,and c : 6.
11. If A : |n<U + c), find b when A : 50 cm', h : 4 cm, and
c:11 cm.
12. If D:.R?, findRwhen(a)D = l2O,T:3;(b) D :40,f :Lr'
13. If I : prt, findp when 7 : $135, r : 6%o,and / : 3 yr.
L4. If F : 3" * 32, find C when (a) F : 95oi ft) F' : 68';
(c)F:59"; (d) F = 32"; (e)F: 212';(f) F: -13''
15. Find the length of a rectangle whose perimeter is 34.6 cm and
whose width is 5.7 cm.
16. The area of a triangle is 36 cm2. Find the measure of the altitude
drawn to the base when the (a) base : 8 cm; (b) base : 12 cm'

ln 17-20, the perimeter of a square is given.

a. Find the length of each side of the square.
b. Find the area of the square.
17. P:28cm 18. P:3in' f9. P:16.8cm 20. P:2ft'

10.6 PERIMETER PROBLEMS

Preparing to Solve Perimeter Problems

KEEP IN MIND
The perimeter of a geometric figure is the sum of the lengths of
all of its sides.
 First-Degree Equations and Inequalities in One Variable 291

EXERCISES

1. Represent the perimeter of each of the following figures:

2x-1
flr
3x-5 .I.
(D"

3x-5 2x-1
(a) (b) (c) (d)

2. Represent the length and perimeter of a rectangle whose width is

represented by r and whose length:
a. is twice its width
b. is 4 more than its width
c. is 5 less than twice its width
d. is 3 more than twice its width
3. The length of a side of an equilateral triangle is represented by
x + 5. Represent the perimeter of the triangle.
4. If the length of each side of a square is represented by 2x _ I,
represent the perimeter of the square.
o. If the length of each side of an equilateral pentagon (b sides) is rep-
resented by 2x * 3, represent the perimeter of the pentagon.
6. The length of each side of an equilateral hexagon
to siaesl is rep-
resented by 2x - 3. Represent the perimeter of the hexagon.
'1. The perimeter
of an equilateral polygon is 12r - 24. Eipress the
length of one side if the polygon is:
a. a triangle b. a square c. a hexagon

Solving Perimeter Problems

In solving problems dealing with the perimeters of geometric figures,
it is helpful to draw the figures.

MODEL PROBLEM

The perimeter of a rectangle is 40 feet. The length is 2 more than 5

times the width. Find the dimensions of the rectangle.
292 Integrated Mathematics: Course I

Solution
:
Lel w the width of the rectangle.
Then, 5w + 2 : the length of the rectangle.
5w+2

5w+2

The sum of the

lengths of all the sides is 40

w*(5w+2)+w*(5w+2):40
w-l 5w+2+w*5w+2:40 Check
I2w + 4:40
l2w*4-4:40-4 3+L7+3+L7L40
l2w :36 40 : 40 (True)
w:3 17 L5(.3)+2
5w+2:I7 17 : l7 (True)
Answer: The width is 3 feet; the length is 17 feet'

EXERCISES

1. The length of a rectangle is 3 times its width. The perimeter of

the rectangle is 72 cm. Find the dimensions of the rectangle'
Z. The length of a rectangle is 2j times its width. The perimeter of
the rectangle is 84 cm. Find the dimensions of the rectangle'
3. The length of the second side of a triangle is 8 inches less than
the length ofthe first side. The length ofthe third side is 14 inches
more than the length of the first side. The perimeter of the triangle
is 63 inches. Find the length of each side of the triangle'
4. Two sides of a triangle are equal in length. The length of the third
side exceeds the length of one of the other sides by 3 centimeters.
The perimeter of the triangle is 93 centimeters. Find the length
of each of the shorter sides of the triangle.
5. The length of a rectangle is 5 meters more than its width. The
perimeter is 66 meters. Find the dimensions of the rectangle'
 First-Degree Equations and Inequalities in One Variable 293
6. The width of a rectangle is 3 yards less than its length. The pe-
rimeter is 130 yards. Find the length and the width of the rect-
angle.
t. The perimeter of a rectangular parking lot is 146 meters. Find its
dimensions if the length is 7 meters less than 4 times the width.
8. The perimeter of a rectangular tennis court is 2zg feet. If the
length of the court exceeds twice its width by 6 feet, find its
dimensions.
9. The length of the base of an isosceles triangle is 10 less than twice
the length of one of its legs. If the perimeter of the triangle is 50,
find the length of the base of the triangle.
10. The base of an isosceles triangle and one of its legs have lengths
that are consecutive integers. The leg is longer than the base. The
perimeter of the triangle is 20. Find the length of each side of the
triangle.
11. The length of a rectangle is twice the width. If the length is in-
creased by 4 inches and the width is decreased by 1 inch, a new
rectangle is formed whose perimeter is 1g8 inches. Find the di-
mensions of the original rectangle.
12. The length of a rectangle exceeds its width by 4 feet. If the width
is doubled and the length is diminished by 2 feet, a new rectangle
is formed whose perimeter is 8 feet more than the perimeter of the
original rectangle. Find the dimensions of the original rectangle.
13. A side of a square is 10 meters longer than the side of an equi_
lateral triangle. The perimeter of the square is B times the perim-
eter of the triangle. Find the length of each side of the triangle.
14. The length of each side of a hexagon is 4 inches less than the
length ofa side ofa square. The perimeter ofthe hexagon is equal
to the perimeter of the square. Find the length of a side of the
hexagon and the length of a side of the square.

10.7 SOLVING EQUATIONS THAT HAVE

VARIABLES IN THE ANSWERS
An equation may contain more than one variable. Examples of such
equations are crJc, : b, x + c : d, and y - r : z.
To solve such an equation for one of its variables means to express
this particular variable in terms of the other variables. In order toplan
the steps in the solution, it is helpful to use the strategy of looking at
a simpler related problem, that is, compare the equation with a similar
equation that contains only one variable. For example, in solving the
equation bx - c : d for.r, compare it with 2x - E : 19. The same
operations are used in solving both equations.
294 Integrated itathematlca: Course I

MODEL PROBLEMS

l. : b
Solve for xt (nc Ia + 0l

Compare with 2x : 7. Solution Check

2x :7 ax:b a,X:b
2x7 *=!
22 a, a "(9):a
\a/
b:b (True)
r:t 7 r: -ab An&

2. Solveforxix+a:b
Comparewithr*5=9. Solution Check

r*5:9 xia:b r*a:b

-5:-5 -a:-a b-a*a:b
x:4 x:b-aAns. b:b (T!ue)

Solve for x:2as : L0a2 - la.x

Compare with 2r = 10 - 3r. Solution
2x: lO - 3x 2ax: ]r}a2 - \oe
*3r: * 3r * 3a.x I Sos
5.r : 10 la,x = l0a2
5x 10 la,x l0a2
55 5": 5"
x:2 r:2a Ans.
The check is left to the student'

EXERCISES

In 1-32, solve for x or y and check.

l. lx:b 2. st:8 3. U:S
4.}Y:t 5. c!=5 6. hy:rn
7. x*5:r E. x*a:7 9. y*c:d
10.4+x:k 11. d+Y:9 12. 3x-q:P
13. x-2:r 14. y-a:7 15. x-c:d
16. 3x-e:r 17. cy-d=4 18. a.r*b:c
 First-Degree Equations and lnequalities in One Variable 295
19. rr-s:0 20. r*sy:1 21. rn : 2(x * n)
22. 4x - 5c :3c 23. bx :9b2 24. cx + c2 : 5c2 - \cr
25. bx-5:c 26. a:by*6 27. ry*s=t
28, abx - d: 5d 29. rsr - rs2 : 0 30. rn2x - 3m2 : L2mz
31. 9x - 24a:6a * 4x 32. 8ax-7a2:Lga2-\ax

10.8 TRANSFORMING FORMULAS

A formula may be expressed in more than one algebraic form. Some-
times, we must solve a formula for a variable different from the subject
of the formula. This is called transforrning the formula, or changing
the subjeet of the formula. For example, the formula D : 4Ot can
be transformed into the equivalent formub I4U : /. In the formula
D : 40t,D is expressed in terms of t; in the formula t : ? f is ex-
n5'
pressed in terms of D. lf we know the value of D and wish to find the
value of /, the computation is more convenient when we use the formula
D
t : ;.(See the first model problem following the Procedure.)
4tJ

MODEL PROBLEMS

1. a. Solve the formula D : 40t for t.

b. Use the answer found in a to find the value of t when D : 200.
Solution:
a. D :40t O.r:#
D 40t
40 40 ,:X @ :2oo)
D
40-'
--
+
t: 5 Ans.

D
'-40 Ans.
296 Integrated Mathematlcs: Course I

2. Solve the formula 3. Solve the formula

: P : 2(L + lV) for W.
v lan for B.

Solution Solution

: lrnn P:2(L + W)
v P=2L+2W
3v: 3 (\Bn\ P+(-2L):2L+2W+ezL)
\u / P - 2L:2W
3V:Bh P-2L 2W
3V Bh 2:2
hh P_2L
9V 2
An*
i:B
EXERCISES

In 1-19, transform the given formula by solving for the indicated

letter.
l. A:6hforh 2.36:bhforh 3. P=4sfors
4. D:rtfott 5. V:lwhforl 8. p:brforr
7. A:BHforB 8. A:Iwforl 9. l-Iwhfoth
10. V:4bhforh 11. i:prtforp 12.400:BHforB
lB. A:|unrcrn 14. v=f,nnforlf 15. S:f,st2fors
16. I:c-sforc 17. p:21 +2wforl 18. r:2c+32forc
19. 23 : n(a + I) for a
20. If A : BIl, express If in terms of A and B. (Solve for I{.)
21. lf P : 2a * b, express b in terms of P and o.
22. If P : 2a * b + c, express a in terms of the other variables.
In23-26: a. TYansform the given formula by solving for the variable
to be evaluated. b. Using the result obtained in part a, substitute the
given values to find the value of this variable.
23. Tf LWH : 144, find IV when L : 3 and H : 6.

24. If A : ]al, n"a h whenA : 15 and b : 5.

25. lf F :2C + gZ, find C when F : 95.
26. If P :'r, * rW, find Z when P : 64and 1{ : 13.
 First-Degree Equations and Inequalities in One Variable 297

27. The formula for finding the area of a rectangle is A : bh. Rewrite
this formula, replacing b by 4h.
28. The formula for the area of a triangle is A : ]aa. Rewrite this
formula, replacing h by 4b.

10.9 PROPERTIES OF INEQUALITY

The Order Property of Numbers
If two signed numbers r and y are graphed on a number line, only
one of the following three situations can happen:

x is to the left of y x and y are at the same poinl x is to the right ol y

x<y x=y x>y
,,./\
xy \
The graphs illustrate ttle ord.er property of numbers:
O If x and y are two signed numbers, then one and only one of
the following sentences is true:
x<y x=u x>u
-
The Transitive Property of Inequality
From the graph at the right, you see that ifr lies
to the left of y and if y lies to the left of z, then -1---;--
r lies to the left of z.
The graph illustrates the transitiae propertg of inequality:
O If x, y, and z are signed numbers, then:
Ifx<yandUlz,thenx<2.
Similarly, if z > y and. U ) x,then z ) x.

The Addition Property of Inequality

consider the following examples to observe the result of adding a
number to both members of an inequality:
298 Integrated Mathematics: Gourse I

True Add to
Sentence Both Members Result

9>2 +3 12 > 5 (True)

order is > add positive same order as original

2<9 -3 -1 < 6 (True)

order is < add negative same order as original

The examples illustrate the ad.d'ition propertU of inequality:

O If x, y, and z are signed numbers, then:
If x > Y,then x + z > U + z.
If x < Y,then x + z < U + z.

since subtracting a signed number from both members of an in-

equality means adding its additive inverse to both members of the in-
equality, we can say:
o when the same number is added to or subtracted from both
members of an inequality, the order of the inequality remains un-
changed.

The Multiplication Property of lnequality

Consider the following examples to observe the result of multiplying
both members of an inequality by a number:

True Multiply
Sentence Both Members by: Result

9>2 +3 27 > 6 (True)

order is > multiply by positive same order as original

2<9 +3 6< 27 (True)

order is < multiply by positive same order as original

9>2 -3 -27 > -6 (False)

order is > multiply by negative -27 < -6 (True)
opposite order from original

2<9 -3 -6 < -27 (False)

order is < muliiply by negative -6 > -27 (True)
opposite order from original
 I

First-Degree Equations and Inequalities in One Variable 299

The examples illustrate the multiplication property of inequality:

O If r, y, and z are signed numbers, then:
If r > y, then xz > Uz when z is positive (z > 0).
If x < y, then xz < Uz when z is positive (z > 0).
If x > y, then xz < Uz when z is negative (z < 0).
If r < y, then xz > Uz when z is negative (z < 0).
Since dividing both members of an inequality by a nonzero signed
number means to multiply by the reciprocal, or multiplicative inverse,
of the number, we can say:
O When both members of an inequality are multiplied or di-
vided by a positive number, the order of the inequality remains
unchanged; when both members are multiplied or divided by a
negative number, the order of the inequality is reversed.

EXERCISES
Inl-25, replace the question mark with the symbol > or < so that
the resulting sentence will be true. All variables in Exercises 9-25 are
nonzero signed numbers.
1. Since8 >2.8+l?2+1.
2. Since -6 < 2, -6 + (-4) ? 2 + (-4).
3. Since 9 > 5,9 - 2? 5 - 2.
4. since -2 ) -8, -l - (i) t -r - (;)
2 ttt?tx
D. / t J, I,,,
Srnce
3.-..
6. Since -4 < 1, (-2)(-4)? (-2)(r).
7. Since -8 < 4, (-8) + (4)? (4) + (4).
8. since 9 > 6, (9) * f-:) * (-1\
\ J/ z tol \ Ji.
9. If5>r,then5+7?x+7.
10. If y< 6,theny-2?6-2.
11. If 20 > r, then 4(20) ? 4(r).
12, Ift< 64,thent+8? 64+8.
13. If r > 8, then -2x? (-2)(8).
14. Ify < 8, then y + (-4)? 8 + (-4).
15. Ifr * 2 > T,thenr + 2 + (-2)? 7 + (-2),or x? 5.
16. lf y - 3 < Iz,theny - 3 + 3? 12 * 3, or y? 15.
17. If x + 5 < L4,thenr + 5 - 5? 14 - 5, or x? 9.
 Integrated Mathematics: Course I

18. tf 2x > 8, then'4r2, or x? 4.

zz
le. rr ]r < 4, then e(ir) t 3(4), or y ? 12.
20. If -Br < :$ ? +, or x ? -!2.
36, then

2r. rr -2x > 6, then (-|\-za r (-i)tol, or r ? -3.

22. Ifr < 5 and 5 1 y,thenr?y.
23. If m. > -7 and -7 ) a, then m ? a.
24. If r < 10and z > Lo,t};'enx? z.
26. lf a > b and c < b,then o? c.
In 26-33, tell whether the statement is always, sometimes, or never
true.
26. Ifc> d,thenc r a) d+ a. 27. Ifr < s, then r - t 1 s - t.
28. If a > 6, then q.c > bc. 29. If w < d, then -w < -d.
30. lf x >yand z 1 O,then{zz< I.
31. lf cd > 0, then c > 0 andd > 0.
32. lfab < 0,theno < 0andb < 0.
33. Ifb > candc > d.then b > d.

10.10 FINDING AND GRAPHING THE

SOLUTION SETS OF INEQUALITIES
Let us find the solution set of the inequality 2x > 8, when r is a
member of the set of signed numbers. To do this, we must find the set
of all numbers each of which can replace r in the sentence 2r > 8 and
result in a true sentence.
2x>8
Ifr : 1, then 2(1) > 8, or 2 ) 8, is a false sentence.
If r : zl, tnen r(ri) > 8, or 5 > 8, is a false sentence.
^3 then
If .r : 3i,
/ 3\ > 8, or 7;, 8, is a false sentence.
.. 2(3;) r

lf x :4, then 2(4) > 8, or 8 > 8, is a false sentence.

If r : 4.1, then 2(4.1) > 8, or 8.2 > 8, is atrue sentence.
Ifr : 5, then 2(5) > 8, or 10 > 8, is a true sentence.
 First-Degree Equations and Inequalities in One Variable 301

Notice that if I is replaced by any number greater than 4, the re-

sulting sentence is true. Therefore, the solution set of 2x > 8 is the
set of all signed numbers greater than 4. The solution set can be de-
scribed, using set notation, as {r I x > 41.
Every member of the solution set of x > 4 is also a member of the
solution set of 2x > 8. Therefore, we call 2x > 8 and r > 4 equivalent
inequaliti.es.
To find the solution set of an inequality, solve the inequality by using
methods similar to those used in solving an equation. Use the prop-
erties of inequality to transform the given inequality into a simpler
equivalent inequality whose solution set is evident. The following model
problems show how this is done.

MODEL PROBLEMS

In 1-4, the domain of the variable is the set of signed numbers.

l. Find and graph the solution set of the inequality x - 4 > 1.

How to Proceed Solution
(1) Write the inequality. x-4>L
(2) Add 4 to both members, and use the x-4+4> I+4
addition property of inequality. x> o
Answer: The solution set is {rlr > 5}.
The graph of the solution set is shown below. Since 5 is not included
in the graph, the circle at 5 is not filled in.

-2-1 0 1 2 3 4 5 6 7 8

2. Find and graph the solution set of the inequality r + L < 4.

Rememberthatr + 1 < 4 means x * | ( 4 or x -l | : 4.
That is, x -l t < 4 is equivalent to the disjunction
(r+1<4)v(r+1:4)
How to Proceed Solution
(1) Writetheinequality. x*I < 4
(2) Add -1 tobothmembers,and r * 1*(-1) < 4 +(-1)
use the addition property of r<3
inequality.
302 Integrated Mathematics: Course I

Check: Ifr = 3, then x t | :4'

Ifr ( 3, then x * t 1 4.
Answer: The solution set is {rlr < 3}.
The graph ofthe solution set
isshownattheright.Since3 | | | | I I t | '
is included in the graph, the -3 -2 -1 0 1 2 3 4
circle at 3 is filled in.

3. Find and graph the solution set of the inequality

5x*4<tL-2x.
How to Proceed Solution
(1) Write the inequality. 5x * 4 < Ll - 2x
(2) Add 2r to each member, 5x + 4 * 2x < lL - 2x I 2x
and use the addition 7x * 4 < Ll
property of inequality.
(g) Add -4to both members, 7x + 4 + (-4) < 11 + (-4)
and use the addition 7x < 7
property of inequality.
(4) Multiply both members by t> =
|, l<z |<zl
and use the multiplication x<L
property of inequality.
The check is left to the student.
Answer: {rlr < 1}
The graph of the solution set
isshownattherieht.Note | | | | | | | | I '
that 1 is included in ihe graph. -4 -3 -2 -1 O 1 2 3

4. Find and graph the solution set of the inequality

2(2x-8)-8r<0.
How to Proceed Solutinn
(1) Write the inequality. 2(2x-8)-8r<0
(2) Use the distributive property. 4x - LB - 8r < 0
(3) Combine like terms. -4x-16<0
(4) Add 16 to both members, and *16=*16
use the addition property of -4x < tB
inequality.
 Flrst-Degree Equatlons and Inequallties in One Varlable

(5) Multiply both members Uv -

i, -!r-ut= -]rrol
and use the multiplication x> -4
property of inequality.
Remember to reverse the order
of the inequality.
The check is left to the student.
Answer: lxlx > -41
The graph of the solu-
tionsetisshownatthe I f I I | | | | l.
right. Note that -4 is in- -5 -4 -3 -2 -1 0 1 2 3
cluded in the graph.

EXERCISES

In 1-51, find and graph the solution set of the inequality. Use the
set of signed numbers as the domain of the variable.

l. x-2>4 2. z-6<4 3. n-L>2

4. x-1.5 <3.5 5. **3>6 6. 19<y+17
7. a +l> s 8. -tit r*; 9. y-4-4
10. 25<d+22 11. 3r>6 12. 2x<12
13. 15 < 3y 14. -to < 4h 15. -6y < 24
16. 27 > -9y 17. -10r > -20 18. t2 < -t.2r
I t x
19.
=x>2 20. -12>6 21, 1
3 3 ,,
\l tz
22.
;= -1 2s.
2- 4 24. -.4y = 4

25. -L0 2.52>- 26. 2x-L>5 27.3y-6>t2

28.5.r-1>-31 29. -5<3y-2 30.3r*4>10
31.5y+3>1.3 32. 6c+1>-11 33.4d+3<L7
34.5xI3x-4>4 35.8y-3y-t<29
36.6x+2-8x<L4 37.3r*1>2x*7
38.7y-4<6+2y 39.4-3x >16*r
40.2x-l>4-1 ,, 41.2c*5>14+2!cJ
xx
42.:-ls:*3 43. 4(r - 1) > 16
3Z
304 Integrated Mathematics: Course I

44. 8x < 5(2x + 4) 45. n(\\4 +i)

A/
t ts
46. 8m - 2(2m + 3) > 0 41. L2r - (8r - 20 > 12
48. 3y - 6 < 3(7 * 2y) 49. 5r < 10 + 2(3x - 4)
50. -3(4x - 8) > 2(3 + 2rc) 51. 4 - 5(y - 2) - -2(-g * 2y)

52. To which of the following is y * 4 > I equivalent?

(1)y>5 (2)y>5 (3)y>13 (4)y:13
53. To which of the following is 5r < 4x * 6 equivalent?
(1)r> 6 (2) r:6 (3)r:9 <al .r<6
54. Which of the following is the smallest -l-b", of the solution set
ofSr - 7 > 8?
(1)3 (D4 (3)5 (4)6
55. Which of the following is the largest member of the solution set
of4x<3x+2?
(1)r. (2) 2 (3) 3 (4) 4

In 56-59, write an inequality for the graph that is shown.

56.lllllffi
-4-3-2-1 0 1 2 3 4

57. I | | + I | | | l.
-4-3-2-1 0 1 2 3 4

58.#
-2-1 0 1 2 3 4
59..1 Fl I I I | | l.
-4-3-2-1 0 1 2 3 4

10.11 SOLVING VERBAL PROBLEMS BY

USING INEQUALITIES
Preparing to Solve Problems Involving Inequalities
The following examples illustrate how to represent algebraically
some sentencesthat involve relationships of inequality.
 First-Degree Equations and Inequalities in One Variable 305

Sentence Meaning Representation

1. r is more than 25.r is greater than 25. x> 25
2. r is under 25. r is less than 25. x< 25

3. r is at least 25. r is equal to 25, or x> 25

r is greater than 25.
4. The minimum value r is equal to 25, or x> 25
of r is 25. r is greater than 25.
5. r is at most 25. r is equal to 25, or x< 25
r is less than 25.
6. The maximum value r is equal to 25, or x< 25
of r is 25. r is less than 25.

EXERCISES

In 1-9, represent the sentence as an algebraic inequality.

l. r is less than or equal to 15.
2. y is greater than or equal to 4.
3. r is at most 50.
4. r is more than 50.
5. The greatest possible value of 3y is 30.
6. The sum of 5r and 2x is at least 70.
7. The maximum value of 4x - 6 is 54.
8. The minimum value of 2x + 1 is 13.
9. The product of 3r and r * 1 is less than 35.
In 10-16, write in set-builder notation the numbers that satisfy the
given conditions.
10. Six less than a number is greater than 4.
11. Six less than a number is less than 4.
12. Six times a number is less than 72.
13. A number increased by 10 is greater than 50.
14. A number decreased by 15 is less than 35.
15. Twice a number, increased by 6, is less than 48.
16. Five times a number, decreased by 24, is greater than 3 times the
number.
306 Integrated Mathematics: Course I

Solving Problems Involving Inequalities

MODEL PROBLEMS

1. Five times a number is less than 55. Find the greatest possible in-
teger value for the number.
Solution:
Letr:thenumber.
Fiue times a nurnber is less than 55.

5x
r<11
Check: If a number is less than 11, 5 times the number will be less
than 5(11), which is 55. The gleatest integer less than 11 is 10, and
5(10) : 50, which is less than 55.
Answer: l0

2. The length of a rectangle is 5 cm more than its width. The perim-

eter of the rectangle is at least 66 cm. Find the minimum measures
of the length and the width.
Solution:
If the perimeter is at least 66 cm, then the sum of the measures
of the four sides is either equal to 66 cm or is greater than 66 cm.
Let x: the width of the rectangle.
Then, x * 5: the length ofthe rectangle.
The perimeter of the rectangle . ,is at least, 66 cm.

x-r(x+5)+r+(r*5) 66
x,+)c+5+x*x-1 5 >66
4x+lO >66
4x >56
x >14 (The width is
at least 14 cm.)
x*5 >19 (The length is
at least 19 cm.)
Answer: The length is at least 19 cm; the width is at least 14 cm.
(The check is left to the student.)
 First-Degree Equations and Inequalities in One Variable 307

EXERCISES

l. Six more than 4 times a whole number is less than 60. Find the
maximum value of the number.
2. Six more than 2 times a certain number is less than the number
increased by 20. Find the numbers that satisfy this condition.
3. Carol weighs 3 times as much as Sue. Both weights are whole
numbers. The sum of their weights is less than 160 pounds. Find
the greatest possible weight in pounds for each girl.
4. Mr. Burke had a sum of money in a bank. After he deposited an
additional sum of $100, he had at least $550 in the bank. At least
how much money did Mr. Burke have in the bank originally?
o. A club agreed to buy at le,ast 250 tickets for a theatre party. If it
agreed to buy 80 less orchestra tickets than balcony tickets, what
was the least number of balcony tickets it could buy?
6. Mrs. Scott decided that she would spend no more than 9120 to buy
a jacket and a skirt. If the price of the jagket was 920 more than
3 times the price of the skirt, find the highest possible price of the
skirt.
'1. Three times a number increased by 8 is at most 40 more than the
number. Find the greatest value of the number.
8. The length of a rectangle is 8 meters less than 5 times its width.
If the perimeter of the rectangle is at most 104 meters, find the
greatest possible width of the rectangle.
9. The length of a rectangle is 10 cm less than 3 times its width. If
the perimeter of the rectangle is at most 180 cm, find the greatest
possible length of the rectangle.
10. Mrs. Diaz wishes to save at least 91,500 in 12 months. If she saved
$300 during the first 4 months, what is the least possible average
amount that she must save in each of the remaining 8 months?
11. Two consecutive even numbers are such that their sum is greater
than 98 decreased by twice the larger. Find the smallest possible
values for the integers.
t2. Joan needed $14 to buy some records. Her father agreed to pay
her $3 an hour for gardening in addition to her g2 weekly allow-
ance for helping around the house. What is the minimum number
of hours Joan must work at gardening to earn $14 this week?
13. Fred bought 3 shirts, each at the same price, and received less
than $2.00 change from a $20.00 bill. What is the minimum cost
of one shirt?
308 Integrated Mathematics: course I

14. Allison has 2 to 3 hours to spend on her homework. She has work
in math, English, and social studies. She plans to spend an equal
amount of time studying English and studying social studies.
Allison plans to spend twice as much time studying math as the
time spent in doing English.
a. What is the minimum time she can spend on English home-
work?
b. What is the maximum time she can spend on social studies?
c. What is the maximum time she can devote to math?

10.12 REVIEW EXERCISES

In 1-15. solve for the variable and check.
1. x-9:14 2. -18:3m 3. 8c+2:6
4. 4 - x: -3 5. 0.3d + 2:8 6. 1U
8
: -+o
-3
7. in - 4:26 8. 2Q - 0: 14 9. 8w:60 -4w
10. 8w - 4w :60 11. 4h + 3:23 - h 12. 5y * 3:2y
13. 8z - (62- 5) : I 14. 2(b - 4) : 4(2b + r)
15.3(4x- 1)-2:19
In 16-19, solve for r in terms of a, b, and c.
16. q+x:b+c 17. gx+1=b
18. bx-a:c lg.'o*u"'*:u

20. Solve for h in terms of A and U: e : |bh

21. If P : 2l + 2ur, find ru when P : L7 and I : 5.
22. If Joe got 36 points less than twice his test grade, he would have
scored 100 points. Find Joe's test grade.
23. Five times a number is equal to 6 more than three times the num-
ber. Find the number.

ln 24-31, find and graph the solution set of the inequality.

I
24. Ir.1 25. -r>4
26.6+r>3 27.2x-3>-5
28. {"1 -B < lc.21 29. (r > 3) n (r < 7)
30. k<-2)v(r>0) 31. (x-4 >1)^(-2r>-18)
 First-Degree Equations and Inequalitles in One Variable 309

In 32-35, tell if the statement is sometimes, always, or never true.

92. If r > y, then a * x ) a * y. 33. Ifr > y, then ax > ay.
34. Ifr > y and ! ) z,thenr > z. 35. If r > y, then -x > -y.
In 36-38, select the numeral preceding the correct choice.
36. An inequality that is equivalent to 4r - 3 > 5 is
(1) * > 2 Q) x < 2 (3) .r >
f, ,n, * .!,

-lol234
37. The solution set of which inequality is shown in the graph above?
(1)r- 2> 0 (2) x-2> 0 (3)r-2 <0 (4) x-2< 0

Itffil'
-5-1 -3 -2 -r O r 2

38. The above graph shows the solution set of which inequality?
(1)-4<x,<L (2)-4<x<L
(3)-4<x=1 (4)-4<x<L
39. The greater of two numbers is 8 more than three times the smaller.
Their sum is at least 28. Find the smallest possible values of the
numbers.
40. One of two numbers is 8 more than three times the other. Their
sum is -28. Find the numbers.
41. The length of a rectangular room is 5 feet more than three times
the width. The perimeter of the room is 62 feet. Find the dimen-
sions of the room.
42. Find three consecutive integers such that three times the largest
integer is twice the sum of the other two integers.
43. Find four consecutive odd integers such that the sum of the first
three is one more than twice the largest.
4. Madeline spent 2 hours working on an essay for English class' On
Tuesday, she spent 20 minutes longer than on Monday, and on
Wednesday, she spent twice as long as she did on Tuesday. How
long did she work each day if she finished the essay in the three
days?
46. You have some pennies that you place in 4 piles. The first pile has
2 more pennies than the second, the second pile has 1 less than
the third, and the fourth has twice as many as the second. What
is the smallest number of pennies you could have?
 chapterl 1

In Chapter 1, we discussed some simple geometric figures, and we

have been using these in our work. Now, we will add other geometric
concepts.

11.1 POINTS, LINES, AND PLANES

Undefined Terms
We ordinarily define a word by using a simpler term. The simpler
term can be defined by using one or more still simpler terms. But this
process cannot go on endlessly. There comes a time when the definition
must use a term whose meaning is assumed to be clear to all people.
Because the meaning is accepted without definition, such a term is
called an undcfined term.
In geometry, we are concerned with such ideas as point, line, and
plane. Since we cannot give a satisfactory definition of these words
using simpler defined words, we will consider them as undefined terrns.
Although point, line, and plane are undefined words, you must have
a clear understanding of what they mean. Knowing the properties and
characteristics they possess helps you to do this.
The word point is often used to mean place or position. In geometry,
a point is an idea. It has no length, no width, no thickness-only
position.

!/Curved line Straight line

310
 Geometry 311

A line may be considered as a set of points. The set of points that is

chosen may form a curved line or it may form a straight line. Unless
it is otherwise stated, the term line will mean straight line.
A plane is a special set of points suggested
by a flat surface. A plane extends in all di-
rections without end. The figure at the right
represents a plane, called plane P. Actually,
P
we have pictured only part of a plane because
a plane has no boundaries.

A plane may also be named by using let-

a ters that name three points in the plane, pro-
B vided that the points are not on the same line.
a a
A c For example, the plane pictured at the left
may be named plane ABC.

Using these three undefined terms, we define other geometric terms.

Line Segment
A line segment or segment is a part of a line consisting of two
endpoints and all points on the line between these endpoints.
At the right is pictured a line segment
whose endpoints are points R and S. We use
these endpoints to name this segment, seg-
ment.RS, which may be written as ES.

Ray

A ray is a part of a line that consists of a point on the line, called

an endpoint, and all the points on one side of the endpoint. To name a
ray we use two capital letters and an arrow with one arrowhead. The
first letter must be the letter that names the
endpoint. The second letter may be the name
of any other point on the ray.

The figure at the right shows ray AB, which

is represented in symbols bv AT.
312 Integrated Mathematics: Course I

Any point on a line is the common endpoint

of two different rays, which are called opp::
site rags.In the figure at the right, PS and PR RP
are called opposite rays.

Facts About Straight Lines

A statement that is accepted as true without proof is called an axiorn
ora postulate. If you examine the three figures pictured below, you will
see that it is reasonable to accept the following three statements as
postulates:

1. In a plane, an infinite number of

straight lines can be drawn through
a given point.

2. One and only one straight line can be

drawn that contains two given
points. (T\vo points determine a straight
line.)

3. Two different straight lines can in-

tersect in only one point. 4

Operations Involving Sets

T}ne intersection of two sets of points is the set of all
points that belongs to both of those sets of points. For
-
example, the intersection of the set of points contained
in line AB and the set of points contained in line CD
is the set that has one element, point E. We can write
iEn66={n\.
Since the intersection of segment .EG and
E FG H
segment FII is segment FG, we can write
EGnFH:FG.
 Geometry 313

The union of two sets of points is the set of

points that belongs to either or both of those sets raaar
of points. For example, the union of ray AB and BAC
T{ AC-$ line. B,C. Hence, we can write
ABUAC:BC.
Since the union of segment EG and, segment FIl
FG is segment EH, we can write nG V FH : EH.

EXERCISES

In 1-4, write the meaning of the symbol.

1. trt 2. TM 3. rfr 4. LM

In 5-9, use the given figure:

R S PT O
Ex. 5-9
o. Name two points on the same side of P.
6. Name two segments on the line.
7. Name two rays each of which has point ? as an endpoint.
8. Name the opposite ray of TQ.
9. Is point R in SP?

10. State the number of endpoints that there are for

(a) a line segment (b) a ray (c) a line

11.2 ANGLES, ANGLE MEASURES, AND

PERPENDICULARITY

An angle is a set of points that is the union of two rays having the
same endpoint.

In the figure at the right, we can think of

.Tg as having been formed by rotatinC Of .

lf OT is rotated in a counterclockwise direction

about vertex O, it will assume the position d, O
forming zTOS. initialside
314 Integrated Mathematics: Course I

Measuring Angles
To measure an angle means to determine
the number of units of measure it contains. A
common standard unit of measure of an angle 1 degree
(11
is a degree, written as 1o. A degree is ruo! of
a complete rotation of a ray about a point.
Thus a complete rotation contains 360 de-
grees, written as 360'.
As discussed in Section 1-8, a protractor is an instrument used to
measure angles.
The diagram shows that the
measure of zAOB is 45".
mzAOB :45 $}Baq
Nofe: When we use the symbol for
angle measure (as in mzAOB), we eE / r., ./ \ a-s
omit the degree symbol.

Types of Angles
Angles are classified

B A
Right angle

1 8Oo

S
Straight angle

A right a.ngl.e is an angle whose measure is 90". zABC pictures a

right angle. Hence, we can say that mzABC : 90, or mzb :90. Note
that the symbol I at B is used to show that zABC is a right angle.
 Geometry 315

An acute angle is an angle whose measure is greater than 0" and

90'. That is. its measure is between 0" and 90". zGHI is an
less than
acute angle. Hence, 0< m zh < 90.
An obtuse angle is an angle whose measure is greater than 90' and
less than 180'. That is, its measure is between 90" and L80". zLKN
is an obtuse angle. Hence, 90 < mzk < 180.
A straight angle is an angle whose measure is 180'. zBS? is a
straight angle. Hence, rl,rzRST : 180, or mzs : 180.
A refl.ex angle is an angle whose measure is greater than 180' and
less than 360". That is, its measure is between 180" and 360o. Hence.
180<mzy<360.
Note the following facts about angles:
1. The measure of an angle depends only upon the amount of rotation,
not upon the pictured lengths of the rays forming the angle.
2. Since every right angle measures 90o, all right angles are equal in
measure.
3. Since every straight angle measures 180', all straight angles are
equal in measure.

Perpendicularity
Two lines are perpendicular if and only if the two lines or parts of
the lines intersect to form right angles. The symbol for perpendicular
is r.

In the diagram,
.<+ ffi ir perpendicular tntE,
symbolized by PB r -AB.

Segments of perpendicular lines that contain the

point of intersection of the lines are also perpen-
dicular. In the diagram, Pn r fE. fn" symbol -l
is used to show that the lines indicated are perpen-
dicular.
316 Integrated Mathematics: Course I

A line that is perpendicular to a line segment at

the midpoint of the line segment is called the per-
pend,icular bisector of the line segment. In the dia-
groh, line A is the perpendicular bisector of AB.
Thus, line ft L AB and AM : MB.

EXERCISES

In 1-5: a. Use a protractor to measure the angle.

b. State what kind of angle it is.

/ t
I

,/
/ \_ .\
Ex. 1 Ex.2 Ex. 3 Ex. 4 Ex. 5

In 6-11, use a protractor to draw an angle whose measure is:

6. 300 7. 90" 8. 480 9. t20" 10. 180" 11. 138"

l?. Using the figure at the left:

a. Name angle r, using 3 capital letters.
b. Give the shorter name for angle COB.
c. Name one acute angle.
d. Name one obtuse angle.

13. Find the number of degrees in:

a. I of a complete rotation b. ng
of u complete rotation

c. ] of a right angle d.
I of a straight angle
In l4-t7, find the number of degrees in the angle formed by the
hands of a clock at the given time.
14, 1 p.u. 15. 4 p.u. 16. 6 p.tr,t. 17. 5:30 p.ru.
18. Name a time when the hands of a clock form an angle of 0".
 Geometry 317

11-3 PATRS OF ANGLES

An angle divides the points in a plane

that are not points of the angle into two
sets of points called regions. One region
is called the interior of the a.ngle; the
other is called the exterior of the angle,
as is illustrated in the figure at the right.

exterior of angle

Adjacent Angles
Adjacent anglea are two angles in the same plane that
have a common vertex and a common side but do not
have any interior points in common. In the figure at the
right, zABC and. zCBD are adjacent angles.

Complementary Angles
Two angles are complementary angles if and only if the sum of their
measures is 90o. Each angle is the compl.ement of the other. In the fig-
ures shown below, z CAB and zFDE are complementary angles because
mzCAB * mzFDE :25 + 65 : 90. Also, zHGI and zIGJ are com-
plementaryanglesbecause mz-HGI t mzIGJ:53 + 3Z :90. If an
angle contains 50o, its complement contains g0" - 50", or 40.. If an
angle contains ro, its complement contains (90 - r)".

"V;
Supplementary Angles
V
Two angles are supplementary angles if and only if the sum of their
measures is 180'. Each angle is the supplcment of the other. As shown
in the following figures, zLKM and zONP are supplementary angles
318 Integrated Mathematics: Course I

because rnzLKM + mzONP : 50 + :

180. Also, z,RQS and
130
zSQT are supplementary angles because mz.RQS + mzsqT :
115 + 65 : 180. If an angle contains 70o, its supplement contains
180" - 70o, or 1L0". If an angle contains ro , its supplement contains
(180 - r)'.

Linear Pair
Two adjacent angles are a linear pair if and /
only if they have a common side and their re- I C
maining sides are opposite rays. In th,e figure at /
the right, zABC and zCBD share BC as a com- ,l----.-...*
-: D B A
mon side. The remaining sides of these angles are
87 and BD, opposite rays which together form the
straight line iD.
Notice that the term linear tells us that a line exists.
we also observe that a linear pair can be described as two adjacent
angles that are supplementary' If mzABC : 56, then m zCBD :
180 - 56: l24.lf mzABC: r, then mzCBD: 180 - r.

Vertical Angles
If two straight lines such u* iE and D
intersect al E, zx and zy are opposite each
other and share a common vertex at E. They
are called a pair of vertieal angles. Two an-
gles are uertical angles ifand only ifthe sides
of one angle are opposite rays of the sides of
the second angle.

If two lines intersect, four angles are formed. In the diagram, AB

and ffi intersect at E. There are four linear pairs of angles:
zAED and, zDEB zDEB and' zBEC
zBEC and. zCEA zCEA and zAED
 Geometry 319
The angles of each linear pair are supplementary.
If mzy: 50, then mzAEC: 180 - 50 : 130.
If mzAEC: 130, then m zx : I80 - 180 = 50.
Therefore, mzx : mzy.

O When two angles have equal measure, they are congruent.

= to represent is congruent fo. Here, we would

We use the symbol
write zBEC =
zAED, read as "angle BEC is congruent to angle
AED." Notice the different correct ways to indicate angles with equal
measures:
I. The angle measures qre equal: mzBEC : mzAED or mzx : mzy
2. The angles are congruent: zBEC = zAED or zx = zy
It would not be correct to say that the angles are equal, or that the
angle measures are congruent.

If we were to draw and measure additional pairs of vertical angles,

we would find in each case that the vertical angles would be equal in
measure. No matter how many examples of a given situation we con-
sider, we cannot assurrc that a conclusion that we draw in these ex-
amples will always be true. we must proue the conclusion. statements
that we prove are called theorems.
Let us use algebraic expressions and properties to write an informal
proof of the following statement.

O If two lines intersect, the vertical angles formed are equal in

measure, that is, they are congruent.

(1) Ifit andIrtintersect at,E, then zAEB

is a straight angle whose measure is
180'. Hence,mzAEC + mzCEB : 180.
(2) If mzAEC : x,
thenmzCEB:180-r.
(3) Likewise, zCED is a straight angle
whose measure is 180'. Hence,
mzCEB -r mzBED: 180.
(4) Since mz-CEB : 180 - r,
thenmzB4D: 180 - (180 - x):180 - 180 + rc:tt.
(5) Since both mzAEC : x andmzBED : x,
then m zAEC : mzBED, that is, zAEC = z-BED.
320 Integrated Mathematlcs: Course I

MODEL PROBLEMS

1. The measure of the complement of an angle is four times the mea-

sure of the angle. Find the measure of the angle.

Solution: Let x : the measure of the angle.

Then, 4x : the measure of the complement of the angle.
The sum of the meesures of an angle and its complement is 90".
x*4x:90
5r:90
. r:18
Check: The mebsure of the first angle is 18'.
The measure of the second angle is 4(18') or 72".
The sum of the measures of the angles is 90'.
. Hence, the angles are complementary.
Answer: The measure of the angle is 18".

Note
The unit of measure is very important in the solution of a prob-
lem. While it is not necessary to include the unit of measure in each
step of the solution, it is important that each term in an equation
represent the same unit of measure and that the unit of measure
be included in the answer. Since, in the statement about the sum
of the measures of an angle and its complement that we used to
write the equation, 90 is a measure in degrees, r and 4r must also
represent measures in degrees.

2. Find the measure of an angle if its measure is 40o more than the
measure of its supplement.
Solutian: Let x : the measure of the supplement of the angle.
Then, x + 40 : the measure of the angle.
The sum of the tneasures of an angle and its supplement is 180''
x*x+40:180
2x + 4O: 180
2x : 740
x:'70,x-1 40:110
Answer: The measure of the angle is 110'.
 Geometry 321
3. The measuresofapairofvertical angles are representedby 5w - 20
and 2w + 16. a. Find the value of ru. b. Find the measure of
each angle.
Solution: Vertical angles are equal in measure.
5w-20:2wI16
3w-20:16
3a., : 36
w:L2
5w - 20 = 5(12) - 20 :60 - 20:40
2w + 16 : 2(12) + 16 : 24 + 16 : 40
Check:
Since each angle has a measure of 40" , the vertical angles are equal
rn measure.
Answer: a. w : 12 b. Each angle measures 40o

EXERCISES

Complementary Angles
In 1-10, write the measure of the complement of the angle whose
measure is given.

l. 400 2. 25', 3. 45" 4. 69.5. 5. 87;'

6. mo 7. do 8. (e0 - y;' 9. (r * 10)' 10. (x - 20)"

In 11-14, zA and zB are complementary. Find the measure of each

angle iftheir
measures are represented by the given expressions. solve
the problem algebraically using an equation.
11. mzA:r,mzB=5x 12. mzB:x,mzA:r*50
13. mzA: x,mzB: x - 40 14. mzB : y, mzA : 2y * BO

In 15-19, solve the problem algebraically using an equation.

15. Two angles are complementary. one angle is twice as large as the
other. Find the number of degrees in each angle.
16. The complement of an angle is 8 times as large as the angle. Find
the measure of the complement.
17. The complement of an angle is one-fifth of the measure of the an-
gle. Find the measure of the angle.
322 Integrated Mathematics: Course I

r8. The complement of an angle measures 20o more than the angle.
- Find the number of degrees in the angle.
L9. Find the number of degrees in an angle that measures 8o less than
its complement.

Supplementorg Angles
20-29, write the measure of the supplement of the angle whose
ln
measure is given.

20. 40" 21. 69' 22. g0" 2g. 110" 24. rcl;"
25. m; 26. co 27. (2y)" 28. (180 - ,)" 29. (r + 40)'
In 30-33, zA and zB fotm a linear pair. (They are supplementary')
Find the measure of each angle if their measures are represented by
the given expressions. solve the problem algebraically using an equa-
tion.

30. mzA : x, mzB : 3x 3.1.mzB : Y, ^t-A : f,l

g2. mzA: u,mzB: ro - 30 33. mzB : x,mzA: r * 80

In 34-3?, solve the problem algebraically using an equation'

34. T\Mo angles are supplementary. The measure of one angle is twice
. as large as the measure of the other. Find the number of degrees
in each angle.
35. The measure of the supplement of an angle is 40" more than the
measure of the angle. Find the number of degrees in thej supple-
ment.
36. Find the number of degtees in the measure of an angle that is 20'
less than 4 times the measure of its supplement.
37. The difference between the measures of two supplementary angles
is 80'. Find the measure of the larger of the two angles.

38. The supplement of the complement of an acute angle is always

' (1) an acute angle (2) a right angle
(3) an obtuse angle (4) a straight angle

Vertical Angles
In 39-43, iF and 6 int"""""t at E. Find the measure of angle BEC
when angle AED measures:

39. 30o 40. 65o 41. 90o 42. 128.4" 43. fi':"
 Geometry 323

ln 44-46, frfr and FB int"""".t at T.

44. If mzRTM : 5r and mzN?S : Br + 10, find mzRTM.
45. lf mzMTS : 4x - G0 and m zNTR : 2r, find mzMTS.
46. lf mzRTM:7x + lG and m zNTS: Br * 4g, find mzN?S.

Miscellaneous
ln 47-54, based on the given conditions, find the measure of each
angle named.

47. Giuen: EF t CG; 48.

' Giuen: JK t LM:
-€ NLO is a
mzEGI : 62. line; mzNLM :48.

EGF'
Find: mIFGH; mz,HGI.
Find: mzJLN; mzMLK:
mzKLO; mzJLO.

49. Giuen: zGKH and, zHKI 50. Giuen: MO t MP: LMN is

' 1I9 a line.ar Pair; ' a line; mzPMN : 40.
KH t KJ; mzIKJ : 34.

M N

Find: mzPMO: mz_OML.

Find: mzHKI; mzHKG:
mzGKJ.
324 lntegrated Mathematics: Course I

+
51. Giuen: ESi r SQ; 52. Giuen: lines VWX and
r;;'zRSU : 89. YWZ: mzVWZ : 89.
-

Find: mz.RSQ; m zQST; Find'. mzVWY; mzYWX;

rnzTSU. mzXWZ.
€ e

53. Giuen: zABE and zEBC 54. Giuen: F/ intersects JH

form a linear pair; at K: m zHKI : 40;
mzEBC :40: zFKG = zFKJ.
zABD = zDBE.

AB
Find: mzABDz mzDBE.
Find: mzFKJ; mzFKG;
mzGKH; mzJKL

In 55-58, sketch and label a diagram.

55. Giuen: iE irrt"r""ctsErt at E; mzAED : 20'
Find: mzCEB; mzBED; rnzCEA.
56. Giuen: zPQR and. zRQS are complementary; m zPQR : 30;
f;67 i. a line.
Find: mzRQS; mzSQT; mzPQT'
57, Giuen: ifu int"r"ucts Fd at R. The number of degrees in zLRQ
is 80" more than the number of degrees in zLRP'
Find: mzLRP; mzLRQ; mzPRM.
58. Giuen:6 i. perpendicular to TE atE. Point F is in the interior
of zcEB. The measure of z,cEF is 8 times the measure of zFEB.
Find: mzFEB; mzCEF; mzAEF.
 Geometry 325

11.4 ANGLES AND PARALLEL LINES

Not all lines in the same plane intersect. Two or more lines are called
parallel lines if and only if the lines lie in the same plane and do not
intersect.
In the figure at the right, iF and dd ti" in
the same plane and do not intersect. Hence. we
A B
say that tE i" parallel to trt. Using the sym-
bol ll for is parallel to, we write iD ll DE Wn""
we speak of two parallel lines, we will mean c D
two distincf lines. In higher courses, you will
see that a line is parallel to itself.
Line segments and rays are parallel if the lines that contain them
are parallel.
If two lines such as AB and cD lie in the same plane, they must be
either intersecting lines or parallel lines, as shown in the following
figures.

A B
<+€
48 intersects CD AB II CD

Notice that when two lines such as iE and 6B para,llel, they

have no points in common. Hence, the intersection set ^r" of in and cD
is the empty set, symbolized as tE n 6fr : A.
when two lines are cut by a third line, called a transversol, two sets

Angles 3, 4, 5,6 are called interior angles.

Angles L, 2, 7,8 are called exterior angles.
Angles 4 and 5 are interior angles on opposite
sides of the transversal and do not have the same
vertex. They are called alternate interior angles.
Angles 3 and 6 are another pair of alternate in-
terior angles.
Angles 1 and 8 are exterior angles on opposite
sides of the transversal aird ho not have the same
vertex. They are called alternate qxte,rior angles. Angles 2 and. 7 are
another pair of alternate ext6rior anjles.
326 Integrated Mathematics: Course I

Angles 4 and 6 are interior angles on the sarne side of the transuersal.
Angles 3 and 5 are another pair of interior angles on the same side of
the transversal.
Angles 1 and 5 are on the same side of the transversal, one interior
and one exterior, and at different vertices. They are called correspond'
ing angles. Other pairs of corresponding angles are 2 and 6, 3 and 7,
4 and 8.

Alternate Interior Angles and Parallel Lines

In the figure at the right, you see a trans-
versal that intersects two parallel lines form-
ing a pair ofalternate interior angles, z3 and
26.
If you measure z3 and z 6 with a protrac-
tor, you will find each angle measures 60o.
Hence, alternate interior angles 3 and 6 have
equal measures, and z3 = 26. If you draw other pairs of parallel lines
intersected by transversals, you would find again that pairs of alternate
interior angles have equal measures. Yet, you would be hard pressed
to prove that this is always true. Hence, we will accept, without proof,
the following postulate:
o If two parallel lines are cut by a transversal, then the alter'
nate interior angles that are formed have equal measures, that
is, they are congruent.

Note that z4 and, z5 are another pair of alternate interior angles.

Hence, z4 = 25.

Corresponding Angles and Parallel Lines

If two lines are cut by a transversal, four
pairs of corresponding angles are formed' One
such pair of corresponding angles is z2 and
26, as shown in the figure at the right. If the
original two lines are parallel, do these cor-
responding angles have equal measures? We
are ready to prove in an informal manner that
they do.
(1) Let mz2 : x.
 Geometry 327
(2) rf mz2 = r, then mz3 : l (because z2 and zB are vertical an-
gles, which we have previously shown must have equal measures).
(3) If mz 3 : x, then mz G : x (because zB and .6
^r. alternate
interior angles of parallel lines, and we have just accepted the pos-
tulate that they have the same measure/.
(4) Therefore mz2 : mz6 (because the measure of each
angle is r).
Hence, we have proved informally the following theorem:
o rf two parallel lines are cut by a transversar, then the corre-
sponding angles formed have equal measures, that is, they are
congTuent.

Note that this theorem is true for all pairs

of corresponding angles: zl = zE; z2 = z6:
z3 = z7: z4 = 28.

Alternate Exterior Angles and parallel Lines

If two parallel lines are cut by a transversal, we
can prove informally that the alternate exterior
angles formed have equal measures. One such pair
of alternate exterior angles is z2 and, 27. as
shown in the figure at the right.
(1) Let mz2 : x.
(2) If mz2: x, then mzG: x (because z2 and,
zG are corresponding angles of parallel lines,
proven to have the same measure).
(3) If mz6: x, then mz7 : x (because z6 and. z7 are vertical
an_
gles, previously proven to have the same measure/.
(4) Therefore mz2 : mz? (because the measure of each angle is
r).
Hence, we have proven informally the theorem:
o If two parallel lines are cut by a transversal, then the alter-
nate exterior angles formed have equal measures, that is, they
are congTuent.

Note that this theorem is true for all pairs of

alternate exterior angles: z7 = z8: z2 = 27.
328 Integrated Mathematlcs: Course I

Interior Angles on the same side of the Transversal

When two parallel lines are cut by a transver-
sal, we can prove informally that the sum of the
measures of the interior angles on the same side
of the transversal wiII be 180o. One such pair of
interior angles on the same side of the transversal
is z 3 and 25, as shown in the figure at the right'
(1) mz 5 + mz1 : 180 (25 and z'I ate supple-
mentary angles).
(2) mz7 : mzg (27 and. z3 are corresponding angles).
(3) mz 5 + mz3 : 180 (by substituting mz3 for mz1)'

Hence, we have proven informally the theorem:

o If two parallel lines are cut by a transversal, then the sum of

the measures of the interior angles on the same side of the trans'
versal is 180".

MODEL PROBLEM

In the figure, the parallel lines are cut

by a transversal. If mzl : (5r - 10) and
mz2 = (3r + 60), find the measures of zl
and 22.

Solution
since the lines are parallel, the alternate interior angles, zt and 22,
have equal measures.
Hence: 5r - 10 = 3.r * 60
5r:3xl-70
2x=70
r:35
Substitute: br - 10 : 5(35) - 10 : 175 - 10 : 165
3* + 60 : 3(35) * 60 : 105 + 60 : 165
Answer: mzl :165 and mz2 : 165.
 Geometry 329

EXERCISES

In 1-4, the figure at the right shows two par-

allel lines cut by a transversal. In each exercise.
find the measure of the remaining seven angles.
l. mz3 : 80 2. mz6 : 150
3. mz5 : 60 4. mzL : 75
Ex.1-4

b. rcFE lltfi, mz5 : 40, and

mz4 : 30. find the measures
of the remaining angles in
the figure.
G

In 6-10, the figure at the right shows two parallel lines cut by a
transversal. In each exercise, find the measures of all eight angles un-
der the given conditions.
6. mz3 : 2x + 40 and.
mz7:3x+20
7. mz4 : 4r - 10 and
riz6 = r * 80
8. mz4:3x+40andmz5:2x
9. mz} = 2x - 10 and
mzl=r*60
10. z8 = zB
Ex. 6-10
In 11-16, tell whether the statement is always, sometimes, or never
true.
11. If two distinct lines intersect, then they are parallel.
12. If two distinct lines do not intersect, then they are parallel.
13. If two angles are alternate interior angles, then they are on op-
posite sides of the transversal.
14. If two parallel lines are cut by a transversal, then the alternate
interior angles are congruent.
15. If two parallel lines are cut by a transversal, then the alternate
interior angles are complementary.
16. If two parallel lines are cut by a transversal, then the correspond-
ing angles are supplementary.
330 Integrated Mathematics: Course I

17. In the figure at the right, two parallel

lines are cut by a transversal. Write an
informal proof that demonstrates that
zl and z2 have equal measures.

11.5 GEOMETRIC FIGURES

Any set of points is a geometric figure- A geometric figure may be a

set of one point or a set of many points.
Plane geometric figures are figures all of whose points are in the
same plane. Plane geometric figures can be pictured on a flat surface.

Curves

If a picture of a set of points can

be drawn without removing the Pen-
cil from the paper, the figure is called
acurue. A curve that starts and ends
at the same point is called a closed
curue. Among the eight curves Pic-
tured at the right only curves (5), (6),
(7), and (8) are closed curves. Ob-
serve that curves (7) and (8) cross
themselves: curves (5) and (6) do not
cross themselves. Closed curves that do
simple closed. curaes.

As shown in the figure at the right, a sim- exterlor

ple closed plane curve divides the plane into int erio r
three sets of points:
1. The set of points inside the curve is called of,
the interior region. For example, point X
is in the interior of the curve.
2. The set of points outsid,e the curve is called lhle exterior region. Fot
example, point Y is in the exterior of the curve'
3. The set of points that are in lhe curve is called the bound'ary be-
tween the interior and the exterior. For example, point Z is in the
boundary of the curve.
 Geometry 331

Polygons
A polygon is a simple closed plane curve that con-
sists of line segments. In a polygon, each line seg-
ment is called a sid,e of the polygon. A common end-
point of two line segments is called a vertex of the
polygon. We can name a polygon by naming each ver-
tex with a capital letter. In the figure at the right,
the polygon is named .RS?. Its sides are the line seg-
ments .RS, S?, and ?8. Its vertices are R. S. and 7.

As shown in the following figures, polygons are classified according

A
to the number of sides.

a>,^,
/l L_t \_J \J \-/
triangle quadrilateral pentagon hexagon octagon
3 sides 4 sides 5 sides 6 sides 8 sides
Other polygons with special names are heptagon (7 sides),
nonagon (9 sides), and decagon (10 sides).

A regular polygon is a polygon in which all of the sides have equal

measures, and all of its angles have equal measures. That is, a regular
polygon is equilateral and equiangular. For example, in the figures pic-
tured above, the triangle, the hexagon, and the octagon are regular
polygons; the quadrilateral and the pentagon are not regular polygons.
Of course, there are regular pentagons and regular quadrilaterals. For
example, a square is a regular quadrilateral.
Previously, we said that two angles are congruent if their measures
are equal. Similarly, we say that two line segments are congruent if
their measures are equal. Hence, we can say that in a regular polygon
all the sides are congruent and all the angles are congruent.

Notice the commonly accepted ways to indicate that two distinct line
segments such as AB and CD have equal measures:
l. The line segments are congruent: AB = CO
2, The measures of the segments are equal: AB : CD
It is correct to say that mAB : mCD, but this symbolism is cumber-
some. It is not correct to say that line segments AB and CD are equal.
332 Integrated Mathematics: Gourse I

EXERCISES

1. Which of the figures shown below are (a) closed curves (b) simple

K al / . OV/
closed curves?

I
I
I
I ULJ\-,// axr){= (7)
U
(1) l2l (3) (4) (5) (6) (8)

2. In the figure: f _l B

a. Name the points in the curve. ) -_. )

b. Name the points in the interior of the / o A \
curve. lc .R \
c. Name the points in the exterior of the e
tT
curve.
3. which of the figures shown below represent (a) polygons (b) a tri-
angle (c) a quadrilateral (d) a pentagon (e) a hexagon (f) an octagon?

o (1)
.l
l2l
A
(3) (4)
o (s)

A (6)
/
(71
o
(81
0
(e)
o (10)

4. Tell the number of sides each of the following polygons has:

a. hexagon b. quadrilateral c. triangle d. octagon e. pentagon
D. Each of the following is shaped like a geometric plane figure. Name
the figure.
a. a door b. a baseball diamond c. a snowflake d. a stop sign

1 1.6 THE TRIANGLE

We will begin our discussion of polygons with a
study of the triangle, which is the simplest polygon
in a plane.
On a practical side, there are many uses of the
triangle, especially in construction work such as the
building of bridges, radio towers, and airplane wings
 Geometry 333
because the triangle is a rigid. figure. The shape of the triangle cannot
be changed without changing the length of at least one of iis sides.
Let us begin our discussion of the triangle C
by considering triangle ABC. The symbol for
triangle ABC is LABC.In triangle ABC,the
points A, B, and C are the vertiaes of the tri-
angle. Line segments IB, BC, and E are the
sid,es of the triangle. z A, z B, and. z C are
the angles of the triangle.
A
We make the following observations:
1. Side AB is included between z A and. z B.
2. Side EZ is included between z B and, z C.
3. Side Ca is included between z C and, z A.
4. z A is included between sides AB and AC.
5. z B is included between sides BA and BC.
6. z C is included between sides CA and CB.

Classifying Triangles According to Angles

DG J

\
\\
\\
A CE F H KL
Acute Equiangular Right Obtuse
triangle triangle triangle triangle

An aaute triangle is a triangle that has three acute angles.

An equiangular triangle is a triangle that has three angles equal in
measure.
A right trinngle is a triangle that has one right angle.
An obtuee triangle is a triangle that has one obtuse angle.

In right triangle Grl/ above, the two sides of the triangle that form
t!_clight angle, ffiand EI, are called the legs of the rfiht triangle.
GI, the side opposite the right angle, is called the hypotenuse.
334 Integrated Mathematics: Course I

Classifying Triangles According to Sides

Scalene lsosceles Equilateral

triangle triangle triangle

A scalene triangle is a triangle that has no sides equal in length.

An isosceles triangle is a triangle that has two sides equal in length.
An equilateral triangle is a triangle that has three sides equal in
length.

The Sum of the Measures of the Angles of a Triangle

when we change the shape of a triangle, changes take place in the
measures of its angles. Is there any relationship among the measures
of the triangle that does not change? Let us see.
Draw several triangles of different shapes.
In each triangle, measure the three angles
and find the sum of the three measures. For
example, in AABC, mzA * mzB + mzC
= 65 + 45 + 70: 180.
If you measured accurately, you should
have found that in each triangle the sum of
the measures of the three angles is l-80".
You can see that this is so by tearing of two angles of any triangle
and placing them adjacent to the third angle as is shown in the figures
below.
1 800
 Geometry 335

We canwrite an informal algebraic proof of the following statement:

O The sum of the measures of the angles of a triangle is 180".
(1) In LABC,letmzA : rc,mzACB : y, C
andmzB:2.
(2) LetfCE A" a line parallel to AB.
(3) Since z DCE is a straight angle,
mzDCE: 180.
(4) m z- DCE :
mzDCA * mzACB + mzBCE.
(5) mz DCA + mzACB + mZBCE:180.
(6) mzDCA: mzA: x.
(7) mzBCE : mzB : z.
(8) Therefore, by substituting values from lines (6), (1), and (7) into the
equation from line (5), we obtain rc + y + z : 180.

MODEL PROBLEM

In triangle ABC, the measure of angle B is twice the measure of

angle A, and the measure of angle C is three times the measure of
angle A. Find the number of degrees in each angle of the triangle.
Solution: B
Let x : the number of degrees in angle A.
Then, 2x : the number of degrees in angle B.
Then, 3r : the number of degrees in angle C.
AC
The surn of the rleasures of the angles of a triangle is 180".
x*2x+3r:180
6r : 180 Check
r:30 60:2x30
2x:60 90:3x30
3r :90 30+60*90:180
Answer: mzA = 30, m zB :60, m zC :90

EXERCISES

In 1-3, state whether the three angles can be the three angles of a
triangle.
1. 30o, 70", g0o 2. 70",80o, 90o 3. 30o, 110o,40o
336 Integrated Mathematlcs: Course I

In 4-7, find the measure of the third angle of the triangle if the
measures of the first two angles are:

4. 60".40" 5. 100'.20' 6. 54.5" 82.g" 7. Z+!", Atl'

8. Find the number of degrees in each angle of an equiangular tri-
angle.
9. Can a triangle have: (a) two right angles? (b) two obtuse angles?
(c) one right and one obtuse angle? Why?
10. What is the sum of the measures of the two acute angles of a right
triangle?
11. If two angles in one triangle contain the same number of degrees
as two angles in another triangle, what must be true of the third
pair of angles in the two triangles? Why?
12. In a triangle, the measure of the second angle is 3 times the mea-
sure of the first angle, and the measure of the third angle is 5
times the measure of the first angle. Find the number of degrees
in each angle of the triangle.
13. In a triangle, the measure of the second angle is 4 times the mea-
sure of the first angle. The measure of the third angle is equal to
the sum of the measures of the first two angles. Find the number
of degrees in each angle of the triangle.
14. In a triangle, the measure of the second angle is 30' more than
the measure of the first angle, and the measure of the third angle
is 45' more than the measure of the first angle. Find the number
of degrees in each angle of the triangle.
15. In a triangle, the measure of the second angle is 5o more than
twice the measure of the first angle. The measure of the third an-
gle is 35o less than 3 times the measure of the first angle. Find
the number of degrees in each angle of the triangle.
rc. fiEFE is a straight line;
m z AEG : 120, m zBFG :
a. Find mzx, frZy, and
mzz.
b. What kind of triangle is
triangle EFG?

17. In ARS?, mzR = r, m zS = r * 30, mzT : r - 30.

a. Find the measures of the three angles.
b. What kind of triangle is A.RS??
18. In AKLM, mzK : 2x,mzL : x + 30, m zM : 3r - 30.
a. Find the measures of the three angles.
b. What kind of triangle is AKLM?
 Geometry 337

The Exterior Angle of a Triangle

In the figure at the right, side AC is ex-
tended to form z BCE at vertex C. Notice
that z BCE is in the exterior of triangle ABC.
Also notice that z BCE and, z BCA are sup-
plementary, forming a linear pair. We call
z BCE an exterior angle of LABC, drawn at c
vertex C.
lf mzBCA: r. then mzBCE: 180 - r.
O An exterior angle of a triangle is an angle that forms a linear
pair with one of the angles of the triangle.
In the figure at the right, A DEF is shown
with exterior z EFG at vertex F. There are
three angles found in the interior of ADEF.
You known that z EFD is adjacent to exte-
rior z EFG because these angles form a lin-
ear pair. The two angles at the remaining
vertices, zD and zE, are called remote in- D
terior angles to the exterior z EFG. Using
this triangle and exterior z EFG, observe:
(1) If m zD : 45 and mzE : 30,
then m zEFD : 180 - (45 + 30) =
180-75:105.
(2) If m z EFD : 105 and this angle forms
a linear pair with exterior z EFG, t}rren 45' 105"
mzEFG: 180 - 105: 75. D G
(3) Conclude that mzD * mzE : m zEFG, since 45 + 30 : 75.
This example illustrates the truth of the following statement, which
is proved informally by replacing the given values by variables.
O The measure of an exterior angle of a triangle is equal to the
sum of the measures of the two remote interior angles.

x: mzD,
(1) Let
Y:mzE,
z:mzEFD,and,
w : m zEFG.
(2)x+y +z:180 or x+y:180-z
(3) w*z:180 or w:180-z
(4)Therefore,x+!:w.
338 lntegrated Mathematics: Course I

EXERCISES

In 1-5: a. Name the exterior angle of the triangle that is shown in

the diagram. b. Name the two remote interior angles to that exterior
angle.
BRBlFB\H
A/\-nnN
/\
,/\/ /\ /\ /\ /\
/'\./ \*/ \/ \
A CD A E\ A C GA CA C

Ex. 1 Ex.2 Ex. 3 Ex. 4 Ex. 5

In 6-10, find the number of degrees in the value of .r.

LAJ*"AA Ex.6 Ex.7 Ex. 8 Ex. 9 Ex. 10

In 11-13, draw and label a diagram and find the value of r.

11. ln LABC,mzA: r, ffi zB : r * 10, and the measure of an
exterior angle at C is 70'.
L2. In APQR, mzP:2x,mzQ :3x, and the measure of an ex-
terior angle at -R is 150'.
13. In ARS?, mzB: 36, m zS :2x, and the measure of an ex-
terior angle at ? is (5r)".

In 14 and 15, draw and label a diagram, and find the specified mea-
sure.
14. ln LDEF,mzD: 80, and the measure of an exterior angle at
E is 3 times the measure of z F. Find the measure of z F.
15. In LKLM,mzK: 85 and the measure of an exterior angle at
Z is 135'. Find the measure of an exterior angle at M.
16. In an equiangular triangle, what is the measure of any one of its
exterior angles?
L7. In a right triangle, what is the measure of the exterior angle to
the right angle?
18. An exterior angle is drawn to a triangle. If this exterior angle is
acute, then the triangle must be:
(1) acute (2) right (3) obtuse (4) equilateral.
 Geometry 339

19. In the figure at the right, three exterior an-

gles are drawn to LABC.
a. What is the sum of the measures of the
three exterior angles of A ABC?
40c 750
b. Will the answer to part a be true for the
sum of the measures of the exterior angles
of any triangle?

The lsosceles Triangle

In isosceles triangle ABC, the two sides that are equal in measure,
AC and BC, are called the legs. The remaining side, AB, is called the
base. The angle formed by the two congruent sides, z C, is called the
uertex angln. The two angles at the endpoints of the base, z A and, z B,
are called the base angles.

In isosceles triangle ABC, lf you measure the base

angles, z- A and z B, you will find that each angle con-
tains 65o. Therefore, mzA : mz B. If you measure
the base angles in any other isosceles triangle, you will
find that they are again equal in measure. Thus, we will
accept the truth of the following statement, which will
be proved in a higher-level course as a theorem:
O The base angles of an isosceles triangle are equal in measure,
that is, they are congruent.

This statement may be rephrased in a variety of ways. For example:

1. If a triangle is isosceles, then its base angles are equal in measure.
2. If two sides of a triangle are congruent, then the angles opposite
these sides are congruent.

Nofa The following, which is the conuerse of the previous statement,

can be proved in a higher-level course:
O If two angles of a triangle are equal in measure, then the tri-
angle is an isosceles triangle.

This statement may also be rephrased as follows:

If two angles of a triangle are congruent, then the sides opposite
these angles are congruent.
340 Integrated Mathematics: Course I

Properties of Triangles
1. The sum of the measures of the angles of a triangle is 180'.
2. The acute angles of a right triangle are complementary.
3. If the measures of two angles of one triangle are equal, respectively,
to the measures of two angles of another triangle, then the remain-
ing angles are equal in measure.
4. If two sides of a triangle are equal in measure, the angles opposite
these sides are equal in measure. (Base angles of an isosceles tri-
angle are equal in measure.)
D. If two angles of a triangle are equal in measure, the sides opposite
these angles are equal in measure and the triangle is an isosceles
triangle.
6. The measure of an exterior angle of a triangle is equal to the sum
of the measures of the two remote interior angles.

MODEL PROBLEM

In isosceles triangle ABC, the measure of vertex angle C is 30o more

than the measure of each base angle. Find the number of degrees in
each angle 9f the triangle.
Solution;
-
A
Let x the number of degrees in one base c
angle, A.
Then, r : the number of degrees in the other
base angle, B.
Then, r + 30 : the number of degrees in the vertex
angle, C A

Thg sum of the measures of the angles of a triangle is 180'.

x+x+x+30:180 Chech
3r+30:180 50+50+80:180
3.r : 150
r:50
r*30:80
Answer: mzA = 50, m zB :50, m zC :80
 Geometry 341

EXERCISES

1. Name the legs, base, vertex angle, and base angles in each of the
I following isosceles triangles:
N o ZY
r
n
/\ ot-1
/\
PRS
V
LM x
(a) (b) (cl 6)

2. ln LABC, AC : 4 cm, CB : 6 cm, and

3 AB:6cm.
a. What type of triangle is AABC?
b. Name two angles in AABC whose
measures are equal.
c. Why are they equal in measure?

3. In ARS?, mzR: 70 and mzT :40.

ig. Find the measure of z S.
b. Name two sides in A RS? that are
congruent.
c. Why are the two sides congtuent?
d. What type of triangle is A RS??

4. Draw an isosceles triangle that is (a) an acute triangle, (b) a right

triangle, and (c) an obtuse triangle.
5. Can a base angle of an isosceles triangle be (a) a right angle
O) an obtuse angle? Why?
6. Find the measure of the vertex angle of an isosceles triangle if the
, measure of each base angle is:

?. 80' b. 55' c.42" d. 22t" e. 51.5"

7. Find the measure of each base angle of an isosceles triangle if the
I vertex angle measures:
a. 40o .b. 50' c.76" d. 100' e. 65o
342 Integrated Mathematics: Gourse I

8. What is the number of degrees in each acute angle of an isosceles

I
right triangle?
9. The measure of each base angle of an isosceles triangle is seven
.(
times the measure of the vertex angle. Find the measure of each
angle of the triangle.
10. The measure of each of the congruent angles of an isosceles tri-
t angle is one-half of the measure of tn" vertex angle. Find the mea-
sure of each angle of the triangle.
11. The measure of the vertex angle of an isosceles triangle is 3 times
' as large as the measure of each base angle. Find the number of
degrees in each angle of the triangle.
12. The measure of the vertex angle of an isosceles triangle is 15'
more than the measure of each base angle. Find the number of
degrees in each angle of the triangle.
13. The measure of each of the congruent angles of an isosceles tri-
angle is 6o less than the measure of the vertex angle. Find the
measure of each angle of the triangle.
14. The measure of each of the congruent angles of an isosceles tri-
angle is 9o less than 4 times the vertex angle. Find the measure
of each angle of the triangle.
15. In AABC,mzA: x,mzB: r * 30, andm zC:2x - 10.
a
a. Find the measures of the three angles.
b. What kind of triangle is L,ABC?
16. The vertex angle of an isosceles triangle is 80o in measure. What
is the measure of an exterior angle to one of the base angles of
this triangle?
17. The measure of an exterior angle to a base angle of an isosceles
I triangle is 115'. What is the measure of the vertex angle of the
triangle?
18. The measure of an exterior angle to the vertex angle of an isos-
celes triangle is 60'. What is the measure of one of the base angles
of the triangle?
19. Given the statement: "If two sides of a triangle are equal in mea-
sure, then the angles opposite these sides are equal in measure."
a. What is the truth value of the statement?
b. Write the converse of the statement.
c. What is the truth value of the converse?
d. Using the statement and its converse, write a biconditional
statement.
e. What is the truth value of this biconditional?
 ,I

Geometry 343

11.7 CONGRUENT TRIANGLES

Congruent Polygons
In modern industry, it is often necessary to make many copies of a
part so that the original part and all copies will have the same size
and shape. For example, a machine can stamp out many duplicates of
a piece of metal, each copy having the same size and shape as the orig-
inal. We say that the original and all its copies are congruent.
We have already talked about con- B
gruent segments, which are segments
that are equal in length. We have also
discussed congruent angles, which are
angles whose measures are equal. In the
figures at the right that show congruent R
A \

R'

segments and congruent angles, read the

symbol ' as prime. We often use this
symbol to show a matching.

il'fl
At the right, you also see two poly- c'
gons that have the same size and shape.
Such polygons are congruent polygons:
polygon ABCD = polygon A'B'C'D'.
One way to discover whether or not
two polygons have the same siqe and ABA'B'
shape is to place one polygon upon the Congruent Polygons
other. Ifthe figures can be turned in such ABCD = A'B'C'D'
a way that the sides of one polygon f/
exactly upon the sides of the other and the angles of one polygon 7tt
exactly upon the angles of the other, we say that the polygons coincide'
The sides that fit one upon the other are called correspond.ing sides.
For example, in the given polygons ABCD and' A'B'C'D', the pairs of
corresponding sides are:
AB and, A'B' BC and, BC' A and, CU DA and, UN
The angles that fit one upon the other are called corresponding an'
gles. For example, in the given polygons ABCD and A'B'C'D', the pairs
of corresponding angles are:
zA and zA' zB and zB' 1C and. zC' z-D and' zD'
Thus, we can say:
O If the sides of a first polygon are congruent to the correspond-
ing sides of a second polygon, and if the angles of the first poly'
gon are congruent to the corresponding angles of the second,
then the two polygons are congruent.
344 Integrated Mathematics: Course I

Conversely, we can also say:

O If two polygons are congruent, then their corresponding sides
are congruent and their corresponding angles are congruent.

You can see that to prove two triangles congruent, you would have
to prove three pairs of corresponding sides congruent and three pairs
of corresponding angles congruent. Let us see whether it is possible to
prove two triangles congruent by proving fewer than three pairs of sides
and three pairs of angles congruent.

Congruent Triangles Involving Two Sides and the

Included Angle
Let us perform the following experiment:
ln LABC, AB : 1 inch, mzA : 45, and
AC : I inctr. We say that z A is included be-
tween side AB and side AC because these two
A
segments are on the sides of the angle.
On a sheet of paper, draw AA'B'C' so that
A,B, :1 inch, A,C, :
I inctr, and the measure
of the included angle A' is 45":
(1) Begin by drawing a working line on which A' B'
to measure off 1 inch, the length of NA.
(2) With a protractor, draw an angle of 45o whose vertex is at point A,.
(3) On the side of z A' that was last drawn, measure off a line segment
3^
i of an inch in length, beginning at point A' and ending at point C,.
(4) Then, draw side CB'to complete the triangle.

If you measure sides CB- and AH,you will find the measures equal.
Hence, CB = C'B'. Also, if you measure z C and z_ C,, you will find
their measures equal. z B and. z B', if measured, are also found to have
equal measures. Hence, zC .z-C' and zB zB,. Also, if you cut
=
out LA'B'C', you can make it coincide with =
AABC. Thus. LA,B,C,
appears to be congruent to LABC.
 Geometry 345

If you repeat the same experiment several times with different sets
of measurements for the two sides and the included angle, in each ex-
periment the remaining pairs of corresponding parts of the triangles
will appear to be congtuent, and the triangles themselves will appear
to be congruent. It seems reasonable, therefore, to accept the truth of
the following statement:
O Two triangles are congruent if two sides and the included an-
gle of one triangle are congTuent, respectively, to two sides and
the included angle of the other. [s.a.s. = s.a.s.]

In AABC and, LA'B'C',

if AB = NB, tA = zA',
and AC = AC'. thett
LABC = LA'B'C'.
[s.a.s. s.a.s.]
=

When the Angle ls Not Included Between the Sides

Now, see what happens when each of two triangles has one side 1",
3..
a second side f,", and an angle that measures 45o is not included be-
tween these sides; that is, s.s.a. = s.s.a. Must two such triangles always
be congruent? With the use of a ruler and a protractor, you can draw
two different triangles that have the given measures, as shown below.

'N'\
Even without cutting out triangle ABC and triangle DEF, you see
that they would not coincide. Hence, when the angle is not included
between the two sides, two triangles need not be congruent although
two sides and an angle of one triangle are congruent to two sides and
an angle in the other. Therefore, proving s.s.a. = s.s.a. in two triangles
is not sufficient to prove the triangles congruent.
346 Integrated Mathematics: Gourse I

Congruent Triangles Involving Two Angles and the

Included Side
In triangle ABC, mzA : 60, AB : 3 cm,
and m zB :50. Side LA * included between
z A and, z B because side aB is drawn between
vertex A and vertex B.

Draw AA'B'C' so that mzA' : 60.

mzB' : 50. and the included side AB'
measures 3 cm.

(1) Begin by drawing a working line on

which to measure off 3 cm, the length
of side A'B'.
(2) With a protractor, draw an angle of 60'
whose vertex is at point A'.
(3) Then, draw an angle of 50o whose vertex is at point B'.
(4) To complete the triangle, draw the sides of these angles so that they
intersect at point C'.

You can see that LABC and A A'B'C' appear to have the same size
and shape.
Hence, AABC appears to be congruent to AA'B'C'.

If you repeat the same experiment several times with different sets
of measurements for the two angles and the included side, the triangles
in each experiment will appear to be congruent. Therefore, it seems
reasonable to accept the truth of the following statement:
O Two triangles are congruent if two angles and the included
side of one triangle are congruent, respectively, to two angles and
the included side of the other triangle. [a.s.a. = a.s.a.]

In A.RS? and A R'S'T':

If zR = zR', ES = nS,
and. zS
= zS'. then
ARSf = AE'S'?'.
Ia.s.a. = a.s.a.]
 Geometry 347

Congruent Triangles Involving Three Sides

The following statement about triangles is also true:

O Two triangles are congruent if three sides of one triangle are

congruent, respectively, to three sides of the other triangle.
[s.s.s. = s.s.s.]

In A,RS? and A R'S'T':

If ,RS Sf = S'?,,
= R'S',
and ?R-= T'H, then
ARST = AR'S'T'.
t^^^ : ^--1
IS.l'.l'. - Ii,li.S.l

MODEL PROBLEM

In the figure, AB interseds A al E,

zC and zD are right angles, and
CE = DE.
a. Prove informally that
LAEC = ABED.
h. If AE : 3r and BE : 2r + 10, find
AE and, BE.

Solution
a. (1) You are told that CE = DE.
(2) You are told that z C and z D are right angles. Since all right
angles are congruent, zC = zD.
(3) Since z CEA and. z DEB are a pair of vertical angles, and ver-
tical angles are congruent, zCEA = zDEB.
(4) LAEC = ABED because two angles and the included side of
one triangle are congruent to two angles and the included side
of the other triangle. [a.s.a. = a.s.a.]
b. Since LAEC and A BED are congruent, their corresponding sides
must be congruent. Therefore, eA = An.
Hence, AE : BE.
Thus: 3x:2x I lO
r:10
Br : 30and2r * 10 : 2(10) + 10 : g0

Answer: AE :30 and BE : 30.

348 lntegrated Mathematics: Course I

EXERCISES

'OO
In 1-3: Among figures a, b, c, d, and e, choose the figures that ap-
pear to be congruent.

(al (b)

hDTIT (a) (b) (c) (d) (e)

A\V/n
3.

(a)

4. a. If several
(b) (c) {d) (el

copies are made of the same photograph, will the fig-

ures in the original photograph and in the copies be congruent?
b. Why?
5. a. If a photograph is enlarged, what can be said of the figures in
the original and the figures in the enlargement?
b. Why?

In 6-8, two triangles are to be drawn for each problem. a. Use a ruler
and protractor to draw A ABC and, ADEF, starting with the measures
given for each triangle. b. If the triangles are congruent, state the rea-
son why they must be congTuent. If the triangles are not congruent,
explain why.
6. ln AABC: AB : 2", m zB :60, and BC : l+'.
ln LDEF:DE: rLr,,,^zE:60, and EF: i,,.
7. In AABC: AB :3", m zA:40, and mzB :80.
ln ADEF:mzE:80,EF:3", and mzF:40.
8. ln LABC: BC : 2.5 cm, m z C : 90, and m .z- B : 60.
ln LDEF:EF:2.5 cm,mzE:60, and zF is aright angle.
 Geometry 349

9. Sam and Rita each drew a triangle in which two sides and an an-
gle measured, respectively, 5 cm, 8 cm, and 20.. The triangles were
not congruent. Tell why this could have happened.
10. a. From the following triangles, select pairs that are congruent.
Tell why they are congruent.
b. For each congruent pair, name the corresponding angles and
the corresponding sides.
V t"- T

V
4lcmg p lcm g lcm ;1 p 'lcm q S lcm y

11. a. Tell why

ARS? = A.B'S'?'.
b. Find m z R?S and
M Z R'T'5,.
SR,
Ex.11

12. a. Tell why

AABC = LA,B,C,,
b. Find BC and. B'C'.

2m B
Ex.12

13. a- BC and, AD intersect at E. What

is the relationship between
mzCED and m zBEA?
b. Why is LCED = ABEA? |o
c. What is the relationship be-
x
+
tween CD and, BA? sl
d. Find BA and, CD.
Ex. 13
350 Integrated Mathematics: Course I

A
/t\
/ | \
/t \
E BDC
Ex. 14 Ex. 15

14. a. What is the relationship that exists between L ABE and

A CBE? WhY?
b. Find AE and CE.
15. a. L ABC is isosceles, and D is the midpoint of base f C' Wtry is
AABD = LACD?
b. If mzB :3x * 10 and mzC: 70, find the value of r'

1 1.8 THE QUADRILATERAL

A quadrilateralis a polygon that has four sides. A point C
at which any two sides of the quadrilateral meet is called "--1
avertex ofthe quadrilateral. At each vertex, the two sides / \
that meet form an angle of the quadrilateral. Thus, ABp I \
is a quadrilateral whose sides are AB, BC, CD, and DA' I \
Its vertices are A, B, C, and D. Its angles are z ABC, A-B
z BCD, z CDA, and, z DAB.
In a quadrilateral, two angles whose vertices are the endpoints of a
side are called consecutiue angles. For example, in quadrilateral ABCD,
zA and. zB are consecutive angles; zB and' zC are consecutive an-
gles; and so on. Two angles that are not consecutive angles are called
opposite angles. For example, z A and z- C are opposite angles, and
zB and zD are opposite angles.
When we vary the shape of the quadrilateral by making some of its
sides parallel, by making some of its sides equal in length, or by mak-
ing its angles right angles, we get different members of the family of
quadrilaterals, as shown below:

ANENT
DC H (r M SZ

A E o R W
Trapezoid Parallelogram Rectangle Rhombus Square
 Geometry 351

A trapezoid, is a quadrilateral in which two and only two opposite

sides are parallel. In trapezoid ABCD, TE I A. The parallel sides
AB and CD are called the Dases of the trapezoid.
A parallelogram is a quadrilateral in which both pairs of opposite
sides are parallel. In parallelogram EFGH,-EF ll-GH and-nu llFG.rne
symbol for parallelogram is n.
A rectangle is a parallelogram in which all four angles are right
angles. Rectangle JKLM is a parallelogram in which zJ, zK, zL,
and. z M are right angles.
A rhombus is a parallelogram in which all sides are of equal length.
Rhombus QRST is a parallelogram in which QR : ES = ST : Te.
A square is a rectangle in which all sides are of equal length. There-
fore, square WXYZ is also a parallelogram in which zW, zX, zY,
and. z Z are right angles, and WX : XY : YZ : ZW.

Draw a large quadrilateral like the one

shown at the right. Measure each of its four
angles. Is the sum 360'? It should be. Do the
same with several other quadrilaterals of dif-
ferent shapes and sizes. Is the sum of the four
measures 360' in each case? It should be. Re-
lying on what you have just verified by exper-
imentation, it seems reasonable to make the A B
following statement:
O The sum of the measures of the angles ofa quadrilateral
is 360'.
In order to prove informally that this state-
ment is true, draw diagonal AC, which is a line
segment whose endpoints are the vertices of the
two opposite angles, zA and, zC.
(1) Diagonat aC aiviaes quadrilateral ABCD
into two triangles, LABC and AADC.
(2) The sum of the measures of the angles of A E
LABC is 180' and the sum of the meas-
ures of the angles of AADC is 180'.
(3) The sum of the measures of all the angles of AABC and, LADC
together is 360".
(4) Hence, mzA * mzB + mz-C + mzD : 360.
352 Integrated Mathematics: Course I

The Family of Parallelograms

Let us discuss some of the relationships that hold true in parallel-
ograms, rectangles, rhombuses, and squares.
1. All rectangles, rhombuses, and parallelogram

squares are members of the family of par-

allelograms. Therefore, any property of

iD
the family of parallelograms must also be
a property ofrectangles, rhombuses, and
squares.
2. A square is a member of the familY it
H
rectangle i rrhombus
i
of rectangles. Therefore, any property of
the family of rectangles must also be a
property of squares.
3. A square is a member of the familY
ll
ofrhombuses. Therefore' any property of square

the family of rhombuses must also be a

property of squares.
In parallelogram ABCD at the rightSpPogte
sides are parallel. Thus, TE ll m and ID ll EZ'
The following statements, which will be proved in a
higher-level course, are true for any parallelogram:
A
1. Opposite sides of a parallelq_Bram are congruent'
Here, AII = DC and AD = BC-
2. Opposite angles of a parallelogram are congtuent'
Here, zA = zC and zB = zD.
3. consecutive angles of a parallelogram are supplementary.
Here, mzA * mzB : 180, mzB + mzC : 180, and so forth'
Since rhombuses, rectangles, and squares are members of the family
of parallelograms, these statements will be true for any rhombus' any
rectangle, and any square.

lnformal Proofs for Statements About Angles in a

Parallelogram D
Consider parallelogram ABCD' The follow'
ing statements can help to prove informally
t}nat consecutiue angles of a parallelogram are
supplementary.
 ceometry 353

0 De ll AB and AD is a transversal (because opposite sides of a par-

allelogram are parallel and a transversal intersects these lines).
(2) If mzA: r, then mzD : 180 - r (since zA and, zD are interior
angles on the same side of a transversal, previously shown to be
supplementary).
(3) Similarly, in looking at AD ll BZ and the transversal AB, we can
say: If mzA: r, then mzB :180 - r for the same reason as
given in step (2).
(4) Also, in looking at AB ll DC and the transversal BC, we say: If
mzB : 180 - r, then mzC : r. Therefore, we have proved:
O Consecutive angles of a parallelogram are supplementary.

We can use this statement to prove informally that:

O Opposite angles of a parallelogram are equal in measure.
(1) In parallelogram ABCD, we have shown that:
rnzA : x, rnzB : 180 - x, mzC : r, and mzD : 180 - r.
(2) Thus, mzA : mzC and mzB : mzD.

Remember that these statements are also true for any rhombus, any
rectangle, and any square.

MODEL PROBLEM

ABCD is a parallelogram where D c

mzA : 2x * 50 and mzC : 3x * 40. 3x+40
a. Find the value of r. 2x+50
b. Find the measure of each angle.
B
Solution:
a. ln flABCD, mzC : mzA because the opposite angles of a par-
allelogram are equal in measure. Thus:
3x+40:2x*50
x: 10 Ans.
b. By substitution:
mzA : 2x * 50 = 2(10) + 50 : 70 and
mzC : 3r * 40 : 3(10) * 40 : 70.
Since mzB * mzA: 180, mzB * 70 : 180, and mzB : Ltl.
Since mzD': rfizB, mzD : 110.
Answer: mzA : 70, mzB : 110, mzC : 70, and mzD : 110.
354 Integrated Mathematics: Course I

EXERCISES

In 1-6:
a. Copy the given statement. Is it true or false?
b. Write the converse of the given statement. Is it true or false?
c. Write the inverse of the given statement. Is it true or false?
d. Write the contrapositive of the given statement. Is it true or false?
1. If a polygon is a trapezoid, it is a quadrilateral.
2, lf a polygon is a rectangle, it is a parallelogram.
3. If a polygon is a rhombus, it is a parallelogram.
4. If a polygon is a rhombus, it is a square.
5. If a polygon is a parallelogram, it is a square.
6. If two angles are opposite angles of a parallelogram, they are con-
gTuent.

In 7-10, the angle measures are represented in each quadrilateral.

a. Find the value of r.
b. Find the measure of each angle of the quadrilateral.

'N flaQ'
S

CG

FK LO
Ex. 7 Ex. 8 Ex. 9 Ex. 10

In 11 and 12, polygon ABCD is a parallelogram. D

11. AB:3x+8;DC :x+12.

Find AB and. DC.
12. mzA:5x-40; mzC:3x+20.
Find mzA, mLB, mzC, and mzD.
Ex.11-12

In 13 and 14, polygon ABCD is a rectangle.

f3. BC:4x-5,4D:2xr 3.
Find BC and AD.
14. mzA : 5x - 10. Find the value of r.
Ex. 13-14
 Geometry 355

15. ABCD is a square. If AB : 8r - 6 and BC : 5x I 12. find the

length of each side of the square.

16. In rhombus KLMN, KL : Bx,

LM : 2(x + il. Find the length
of each side of the rhombus.

17. In the figure at the right, AMPT is an isos-

celes triangle in which PM : ?M. RS is
drawn parallel to PT forming an isosceles
trapezoid in which PR : TS. (In an isosceles
trapezoid exactly one pair of opposite sides
is parallel, while the sides that are not par-
allel are congruent.) p

a. If PR : x, + 3, ?S : 2x I 2,RS : x * 6,and pT: gr + B.

find the length of each side.
b. If mzP: 60, find the measures of all four angles in the isos_
celes trapezoid.
18. In the figure at the right, the angle measures
of quadrilateral ABCD are 70o, 65o, gbo. and
140o. Four exterior angles are drawn.
a. What is the sum of the measures of the in_
terior angles of the quadrilateral?
b. What is the sum of the measures of the ex-
terior angles of the quadrilateral?
c. will the answer to part b be true for the sum of the measures
of the exterior angles of any quadrilateral?

1 1-9 TRANSFORMATIONS

What ls a Transformation?
In the game of pool, fifteen object balls numbered 1 through 1b are
placed in a triangular framework called a rack (see Fig. A). Let us sup_
pose that the object balls are taken out of the rack, mixed ,rp, rrrd
thrown back, as shown in Fig. B. Most of the object balls have changed
their position. A few object balls, such as 2 and 11, remain fixed in their
356 Integrated Mathematics: Course I

position. However, the new rack of fifteen object balls is merely a

ihongn, or a transformation, of the fifteen object balls found in the orig-
inal rack.

(rr{rz l3 l,t X" (''{''{ r{'o{'r

(zIeIr l0 (e{rz}'Xo)
(r o) (e{uf,s)
(,X,) (,X')
(') e)

Fig. A Fig. B

Imagine that each object ball is like a point, and imagine that the
rack corrtaining the object balls is like a plane that contains an infinite
number of points. In the same way that object balls in a rack change
their position, under a transformation of the plane, points will move
about and change their position in the plane. At times, some of the
points in the plane may remain fixed. After the transformation, or
takes place, however, the plane must once again appear full
"h.rrg",
and complete, without any missing points, just as the rack of fifteen
object balls appeared full and complete in Fig. B.
compare the positions of the object balls in the two racks: 1 is re-
placed by 4,2 is still 2, 3 is replaced by 7, and so on. This shows a one-
io-onn correspond.ence between the two sets, each of fifteen object balls.
In other words, each object ball is replaced by one and only one object
ball until the rack is once again complete. We will extend this idea to
points in a plane.
An infinile number of transformations can take place in a plane. In
this chapter we will study only a few special transformations.

Line Reflection
It is often possible to see
the objects along the shore
of a body of water reflected
in the water. If a picture of
such a scene is folded, the
objects can be made to co-
incide with their images.
Each point of the reflec-
 Geometry 357

tion is an image point of the corresponding point of the object. The line
along which the picture is folded is the rine of refl.ection. ihi"
experience is used in mathematics to study congruent figures. "orrr-on

If the figure at the right were folded atong line k, LABC i t i

would coincide with AA'B'C. Line & is the line of reflection, l\ | /l
the image of A isA'(in symbols, A - A,), andthe image of | \A I
B is B' (B - B'). Point C is a fixed point because it is oi th. | /Y I
line of reflection. In other words, we say that C is its own l/ | \ |
image (C - C). Under a reflection in line A, the image of l/ t \
|
AABC is AA'B'C (LABC - LA,B,C). A, t A
Isosceles triangle ABC is shown at the right. Imagine
-
this triangle folded so that A falls on C. The line along
which it folds is a reflection line. Every point of the tri-
angle has as its image a point of the triangle. points B
and D are fixed points because they are on the line of re-
flection.
Thus, under the line reflection in &:
I D
I

1. all points of the triangle are reflected so that A - C, I

k
C - A,E - F, F - E, B - B,D - D,and so on. +

2. the sides of the triangle are reflected. That is, AJ- - cB, a statement
velfying that the legs of an isosceles triangle are congruent. Also,
AC - CA, showing that the base is its own image.
3. the angles of the triangle are reflected. That is, zBAD - zBCD,
a statement verifying that the base angles of an isosceles triangle
are congruent. Also, zABC - zcBA, showing that the vertex an-
gle is its own image.

Looking at isosceles triangle ABC and the reflection line fr. we can
note some properties of a line reflection:
1. Distance is preserved (unchanged).
AB-CBandAB:CB
AD -. CD and AD : CD
2. Angle measure is preserved.
zBAD - zBCD andmzBAD : mzBCD
zBDA - zBDC andmzBDA : mzBDC
3' The line of reflection is the perpendicular bisector of every segment
joining a point to its image.
4. A figure is always congruent to its image.
358 lntegrated Mathematicsl Course I

MODEL PROBLEM
On your paper, draw a segment and label the endpoints A and B'
Draw any line m. Sketch the image of AB under a reflection in m.
Solution:
(1) Draw AB and line nz.
(2) HoId a ruler perpendicular to line rn and
touching point A. Measure the distance from
A to line m. Find a point along the ruler that
is the same distance from m as A but that is
on the opposite side of m.Label this point A'.
(3) Repeat step (2) for point B to locate B'.
(4) Draw

EXERCISES
Ng, ilne image of AB.

N
.<
In 1-4, copy the figure and line m on your paper. Using a ruler,

v b',
sketch the image of the given figure under a reflection in line m.

Al
cGnf-)-ilf-'
Ex. I Ex. 2 Ex. 3 Ex. 4

5. a. Draw square ABCD'

b. Draw rrz, a line of reflection for which the image of A is B'
c. Draw n, a line of reflection for which the image of A is C'
d. Draw p, a line of reflection for which the image of A is D'

Line Symmetry
In nature, in art, and in industry, we find many forms that have a
pleasing and attractive appearance because of a balanced arrangement
of their parts. We say that such forms have symmetry'
 Geometry 359

I
/-\
li )
\i)
'ri,/
\i/
e
i
In each ofthe figures above, there is a line on which the figure could
be folded so that the parts of the figure on opposite sides of that line
will coincide. If we think of that line as a line of reflection, each point
of the figure has as its image a point of the figure. This line of reflection
is a line of symmetry, or axis of symmetry, and the figure has line
symmetry.
An isosceles triangle has line symmetry. In the diagram on page 857,
the line of reflection, ft, is an axis of symmetry and the isosgeles tri-
angle is symmetric with respect to the line through its vertex that is
perpendicular to its base.
I
IX It is possible for a figure to have more than
V one axis of symmetry, In the rectangle at the
left, the line XY is an axis of symmetry and
the line VlV is a second axis of svmmetrv.
t'

Lines of symmetry may be found for some let- ?

ters and for some words, as shown to the right.
aI -GoDE-
Not every figure has line symmetry. Consider C
|IABCD and diagonal BD.

If |--]ABCD is reflected inED, the image of

A is A' and the image of C is C'. The points A,
and C' are not points of the original parallelo-
gr?1n. The image ofEIABCD under a reflection
inBD is EA'BC'D. Therefore, I_fABCD isnot D
symmetric with respect to BD.
We have used diagon al BD as a line of reflec-
tion, but note that it is not a line of symmetry.
The parallelogram has no line of symmetry. That A 'a----- B
is, there is no line along which the parallelo- c'
gram may be folded so that points of the parallelogram on one side of
the line will coincide with points of the parallelogram on the other.
360 Integrated Mathematics: Course I

MODEL PROBLEM
How many lines of symmetry does the letter H have?
Solution:
The horizontal line through the crossbar is a line of
symmetry. The vertical line midway between the vertical
segments is also a line of symmetry.
Answer: The letter H has two lines of symmetry.

EXERCISES
1. using the printed capital letters of the alphabet, write all letters
that have line symmetry on your paper. Show the lines of sym-
metry.
2. Copy each of the following "words." Draw a line of symmetry or
indicate that the word does not have line symmetry by writing
t'none.t'

".
MCM b.DAD
".
SIS d. cTTC
.. BCCK r. RADAR g. un h. NCON
i. HIKE j. SWIMS k. CHHC r. CHCKED
In 3-14, for each geometric figure named: a. Sketch the figure'
b. Tell the number of lines of symmetry, if any, that the figure has and
sketch them on your drawing.
3. rectangle 4. equilateral triangle 5. parallelogram
6. isosceles triangle 7. rhombus 8. regular hexagon
9. trapezoid 10. triangle 11. circle
scalene
12. regular octagon 13. square 14. regular pentagon

Point Reflection
Another kind of reflection is with respect to
a point. In the figure at the right, LA'B'C' is
the image of LABC under a reflection in point
P.lf a line segment is drawn connecting any
point to its image, then'the point of reflection
is the midpoint of that segment. In the figure:
Point A' is on iF, AP : PA', and P is the midpoint of AN.
Point B' is on EF, BP : PB', and P is the midpoint of BE.
Point C' is on EF, CP : PC', and P is the midpoint of CC'.
 Geometry 361

Parallelogram ABCD is shown at the left. Diag-

\/ AT and BD intersect at,O. Point E is the mid-
onals
point of AC and of BD. Therefore, under a reflection
,,,8'- - in point E, A - Cand C - A, B n D andD - B.
Similarly, F - G and G - F, and every point of the
\)U
parallelogram has its image on the parallelogram.
Looking at parallelogram ABCD and the point of reflection E, we
can note some properties of point reflection:
1. Distance is preserved.
: CD
AB - CD and, AB
AD-CBandAD:CB
2. Angle measure is preserved.
zBAD - zDCB and,mzBAD: mzDCB
zABC - zCDA andmzABC : mzCDA
3. The point of reflection is the midpoint of every segment formed by
joining a point to its image.
AE : EC andBE = ED
4. A figure is always congruent to its image.

MODEL PROBLEM

On your paper, draw any triangle ABC. Sketch the image of LABC
under a reflection in point A.
Solution:
(1) Draw a triangle and label it LABC.
(2) Hold a ruler on AB and measure the dis-
tance from B to A. Since A is the point of
reflection, the image of B is on the fine .fF.
Locate the point along the ruler that is the
same distance from A as B but that is on the
opposite side of A. Label this point B'.
(3) Reneat step (2) for C by placing the ruler on
AC to locate point C'.
(4) Draw AAB'C', the image of AABC.
362 Integrated Mathematics: Course I

EXERCISES

l. On your paper, copy the figures in Exercises 1-4 on page 358, but
omit line rz. Using a ruler, sketch the image of the given figure
under a reflection in Point A.
2. In the figure, LABC = LDBE. Find the image of t
each of the following under a reflection in B.
a.A b.B c.C
d.D e.E f.Te
s.AB h.m

Point Symmetry

J+qhffi
In each ofthe figures shown above, the design is built around a cen-
tral point. For every point in the figure, there is another point at the
same distance from the center so that the center is the midpoint of the
segment joining the pair of points. Under a point reflection throggh the
center, each point has as its image another point of the figure. The
figure has point symmetry.
The parallelogram ABCD shown on page 361 has point symmetry
under a reflection in point E, the intersection of its diagonals'

' h is possible for a figure to have both line sym'

metry and point symmetry at the same time. In the
--[--:U'- - -L - square at the left, there are 4lines of symmetry. Note
that the point of symmetry lies at the intersection of
these 4 lines.

Points of symmetry may be found for some let- 7, MOW

ters and for some words, as shown.
 Geometry 363

EXERCISES

l. Using the printed capital letters of the alphabet, write on your pa-
per all of the letters that have point symmetry and show the point
of symmetry on your drawing.
2. For each of the words in Exercise 2 on page 360, locate a point of
symmetry or indicate that the word does not have point symmetry
by writing "no point symmetry."
3. For each geometric figure named in Exercises 3-14 on page 360:
a. Sketch the figure.
b. Tell if the figure has point symmetry and locate the point of sym-
metry if one exists.

x*x
In 4-9, tell if the figure has poi nt symmetry
.4N

t//\\t
2.'.\
V
Ex.4 Ex. 5 Ex. 6 Ex.7 Ex. 8 Ex. 9

Translation
It is often useful or necessary to move objects from one place to an-
other. If you move your desk from one place in your room to another,
each leg moves the same distance in the same direction.
A translation moves every point in the plane the same distance in
the same direction.
If AA'B'C' is the image of LABC
under a translation, AA' = BB' : CC'
and AA ll Etr ll ee. The size and
shape of the figure are unchanged so
that AABC = LA'B'C'. Thus, as with
reflections, a figure is congruent to its
image under a translation.
Patterns used for decorative purposes such as wallpaper or the bind-
ing on clothing often appear to have translational symmetry, but true
translational symmetry is possible only if the pattern could repeat
without end.

,-H ---x< --x ---H

364 Integrated Mathematics: Course I

EXERCISES

ln 1 and 2, the diagram consists of nine congruent rectangles.

1. Under a translation, the image of A is G.
Find the image of each of the given points
under the same translation.
a.J b.B c.I d.F e.E
2. Under a translation, the image of K is J.
Find the image of each of the given points
under the same translation.
a.J b.B c.O d.L e.G
Ex.1-2
3. In the diagram, ADEH is a parallelo-
gramJoints B, C, G and F divide AD
and EH into congruent segments. Un-
der a translation, the image of A is G.
Under the same translation. tell
whether or not the image of the given
point is a point of the diagram.
a.G b.B c.C d.F
Rotations
Think of what happens to all of the points A'
of the steering wheel of a car as the wheel
is turned. Except for the fixed point in the
center, every point moves through a part of
'az/''
a circle, or arc, so that the position of each \ __-+-/ /
point is changed by a rotation of the same '{. rh,"
number of degrees.
In the figure, if A is rotated to A', then B
'.i'
P
is rotated the same number of degrees to B',
and,mzAPA' : m zBPB'. Since P is thp center of rotation, PA - PA'
and PB : PB'.
In general, a rotation preserves distance and angle measure. Under
a rotation, a figure is congruent to its image. Unless otherwise stated,
a rotation is in the counterclockwise direction.
Manvletters'*::t:,r:^* H s N
signs in the shape of wheels, A
il
- A
-, |__]"_\-_-
stars, and polygons have ro- \/ --
\r' \ V
lx'j":fr:#1T"fi:,"i1;if:;
rotational symmetry.
A A 2a
 Geometry 365

Any regular polygon has rotational symmetry.

When regular pentagon ABCDE is rotated 9,o
or 72", about its center, the image of every point .
of the figure is a point of the figure. Under this
rotation, A - B, B - C, C - D, D - E, and
E--A.
The figure would also have rotational symme-
try if rotated through a multiple of 72" (L44",
216o, or 288"). If it were rotated through 360',
every point would be its own image. Since this is true for every figure,
we do not usually consider a 360' rotation as rotational symmetry.

MODEL PROBLEM

Point O is at the center of equilateral triangle ABC

so that OA : OB : OC. Find the image of each of the
following under a rotation of 120" about O.
a.A b.B c. C d, AB e. zCAB
Answers:
a.B b.C c. A d,. Ee e. zABC B

EXERCISES

Exercises Using Rntations

1. What is the image of each of the given
points under a rotation of 90' in the coun-
terclockwise direction about O?
a.A b.B c.C d.G e.H
f.J e,.K
2. What is the image of each of the given
points under a rotation of 90' in the clock-
wise direction about O?
a.A b.B c.C d.G e.H Ex. 1-2
f.J g.K
3. For each geometric figure named in Exercises 3-14 on page 860:
a. Tell if the figure has rotational symmetry.
b. If the figure has rotational symmetry, give the measure of the
smallest angle of rotation for which the symmetry exists.
366 Integrated Mathematics: Course I

General Exercises
4. Look at the handwritten word "chump" in the
box at the left. Does it have any type of sym-
metrv?

5. What is the image of each of the following

under a reflection in EG?
a.A b.E e.AO d,. z-HDO
6. What is the image of each of the following H
under a reflection in O?
a.A b.E c.AO d. zHDO
7. What is the image of each of the following DGC
under a rotation of 90" about O?
a.A b.E c. AO d,. zHDO Ex. 5-9
8. Under a certain translation, the image of A is O. What is the im-
age of each of the following under the same translation?
a. H b. O c. AH d'. zOAH
9. Under which transformation is the figure not symmetric?
(1) line reflection (2) point reflection
(3) translation (4) 90' rotation

11.10 REVIEW EXERCISES

l. Find the number of degrees in I of a complete rotation.
2. If the lines iE and 6 intersect at E, m zAEC : x * 10, and
mzDEB : -2x30, find the measure of zAEC.
3. If two angles of a triangle are complementary, what is the measure
of the third angle?
4. The measure of the complement of an angle is 20o less than the
measure of the angle. Find the number of degrees in the angle.
o. If each base angle of an isosceles triangle measures 55", find the
measure of the vertex angle of the triangle.

In 6-8, iE l" parallel to66, and these lines are cut by transversal
Ert at points G and .EI, respectively.
t6. lf zAGH measures 73o, find mzGHD.
n7. lf mzEGB : 70 and mzGHD : 3x - 2,
find r.
18. lf mzHGB : 2r * 10 and
mzGHD : lc + 20. find rnzGHD.
Ex. 6-8
 Geometry 367

9f In AA,R?, mzA: y * 10, mzB:2y,andmzT:2y - 80.

- a. Find the measure of each of the three angles.
b. Choose one: AART is
(1) right (2) isosceles (3) equilateral (4) scalene

In 10-12, zBCD is an exterior angle to triangle ABC at vertex C.

10. If mzA 57 and mzB : 62. find
mz-BCD.
11. If mzBCD : 118 and mzA : 54, find
mzB.
12. If mzA : r + 12, mzB : r+4,and
mzBCD : L20, find r. c
Ex.10-12
: 9y - 2 and, LA : 7y + 16,
13. If FLAT is a square where FL
find y.
mzA : 100, mzB : 70, mzC : x, and
14. In quadrilatenl ABCD,
mzD:x+50.FindmzC.
15. Which printed capital letters of the alphabet have point symmetry
but not line symmetry?

In 16-19, select the numeral preceding the correct answer.

16. In triangle ABC,the measure of zB is I tfre measure of zA and.
the measure of zC is t the measure of zA. What is the measure
of the smallest angle?
(1) 9' (2) 18' (3) 36" (4) 40'
L7. The measure of one angle is three times that
of another angle, and
the sum of these measures is 120'. Which is true?
(1) One angle must be obtuse.
(2) Both angles are acute.
(3) One angle must be right.
(4) The angles are complementary.
18. The measure of the smaller of two supplementary angles is of
f
the measure of the larger. The measure of the smaller angle is
(1) 10' (2) 20" (3) 40" (4) 80"
19. Which condition does nol demonstrate that two triangles are con-
gruent?
(1) a.s.a. = a.s.a. (2) s.a.s. = s.a.s.
(3) a.a.a.
= a.a.a. (4) s.s.s. s.s.s.
=
368 Integrated Mathematics: Course 1

20. In the diagtam, LABC is isosceles with AC : BC, mzACB : 4x,

and the measure of exterior zBAD : 5x.
a. Express the measure of zB in
terms of r.
b. Find the value of r.
c. Find the measure of each of
the indicated angles:
l. mzABC 2. mzACB
3. mzBAD

21. ln LABC, D is the midpoint of Te, and BD

intersects Te at right angles.
a. State a reason why AABD = LCBD.
b. IfAB : 3r # 1 and CB : 5x - 7, findr.
c. What is the image of A under a reflection
inErtz
d. What is the line of symmetry for AABC?
22. In the diagram below, O is the 29. How many triangles
center of the circle, OACD is are in the figure?
a rectangle, AB : 8 cm, and
AD : 13 cm. Find the radius
of the circle.
 chapterl 2
Ratio and Proportion

12-1 RATTO

A ratio of one number to another nonzero number is the quotient of

the first number divided by the second. Therefore, a ratio may be con-
sidered as an ordered pair of numbers, and finding the ratio of two
numbers is a binary operation.
Since a ratio is the quotient of two numbers in a definite order, you
must be careful to write them in the intended order. For example, the
ratio of 3 to 1 is written J or 3:1, whereas the ratio of 1 to 3 is writ-
ten ] or 1:3.
In general, the ratio of a to b can be expressed as
a
Eora+ bora:b
A ratio is used to compare two numbers by division. To find the ratio
of two quantities, both quantities must be expressed in the same unit
of measure before finding their quotient. For example, to compare a
nickel with a penny, first convert the nickel to 5 pennies and then find
the ratio, which is I or 5:1. Therefore, a nickel is worth 5 times as
much as a penny. The ratio has no unit of measure.

Equivalent Ratios
Since the ratio is a fraction, we can use the multiplication property
I
of 1 to find many equivalent ratios. For example:
552L05531555x5x
11221133l1xlx -=- +
(.r 0)

From the last example, you see that 5r and k represent two num-
bers whose ratio is 5:1.
369
370 Integrated Mathematics: Course I

In general, if a, b, and r are numbers (b + 0, x * 0), ax and br

represent two numbers whose ratio is o:b because:
aa.a.r0x
b b- b r bx

Also, since a ratio such as *?4 i" u fraction, we can divide the nu-
merator and the denominator of the fraction by the same nonzero num-
ber to find equivalent ratios. For example:
24 24+2 t2 24 24+4 6 24 24+8 3
16 16+2 8 16 16+4 4 t6 16+8 2

A ratio is expressed, in simplest form when both terms of the ratio

are whole numbers and when there is no whole number other than 1
that is a factor of both of these terms. Therefore, to express the ratio
ff in simplest form, divide both terms by 8, the greatest common factor
of 24 and 16, thus obtaining the ratio ,q (as shown above).

Continued Ratio
In a rectangular solid, the length is 75 cm, | 4b
._
the width is 60 cm, and the height is 45 cm. | | |
cm
The ratio of the length to the width is 75:60, r-L'z
| | ----
/$ srn
and the ratio of the width to the height is
60:45. We can write these two ratios in an
abbreviated form as the continued ratio 75:60:45. Thus, the ratio of
the measures of the length, width, and height of the rectangular solid
is 75:60:45, or, in simplest form,5:4:3.
In general, the ratio of the numbers a, b, and c (b, c + 0) is a:bzc.

MODEL PROBLEMS

1. An oil tank with a capacity of 200 gallons has 50 gallons of oil in

it. a. Find the ratio of the number of gallons of oil in the tank to
the capacity of the tank. b. What part of the tank is full?
Solution:
number of gallons of oil in the tank 50
a. ratio = d",.
capacity ofthe tank 200 )
b. Answer: ] of the tank is full.
 Ratio and Proportion 371

2, Compute the ratio of 6.4 ounces to 1 pound.

Solution:
First, express both quantities in the same unit of measure.
1 pound = 16 ounces
6'4 0unc9s 6'1 0unces : : SI- :
:
ratio
1 pound- L6 ounces \!16 160 ?
5

Answer: The ratio is 2:5.

8. Express the ratio ff t" fi in simplest form.

sotution: ratio: tl,tL: tl * ,;:i*l:i"3:#:Z o"'.

EXERCISES

In 1-5, express each ratio (a) as a fraction and (b) using a colon.
1. 36to12 2.48to24 3. 40to25 4,2toB 5. 5to4
6. Express each ratio in simplest form.
a.n8 ,40
b.u c.n12 ,36
o'.n 36
e.%
f.20:10 g. 15:45 h. 18:18 i.48:20 j.21:35
k. 3x:2x l. ly:4y m. 3c:5c n. 7x:7y o. 12s:4s
7. The larger number is how many times the smaller number?
a. 10,5 b. 18,6 c. 12,8 d. 25,10 e. t5,25
8. If the ratio of two numbers is 10:1, how many times the smaller
number is the larger number?
9. If the ratio of two numbers is 8:1, the smaller number is what
fractional part of the larger number?
10. In each part, tell whether the ratio is eUual to |.
a. 30'98'454
,o b.; e. u d. 9:6 e. * f. 18:6

11. In each part, name the ratios that are equal.

b. 10:8,20:16, tb:t8,4:b, bo:40

". ;,:,*{,*4,#
372 Integrated Mathematics: Course I

12. In each part, find three pairs of numbers such that each pair of
numbers has the given ratio.
c. 3:1 d. 4:1
".;
b. ;
". 1 f. 2:3
13. Using a colon, express in simplest form the ratio of all pairs of:
a. equal numbers (not zero)
b. nonzero numbers whose difference is 0.
14. Express each ratio in simplest form.
a. i3.to;1 b.
. ti-1to,3 c. 1.2 Lo 2.4 d,. .75 to .25 e. 6:.25
15. Express each ratio in simplest form.
a. 80 m to 16 m b. 75gto 100 g c. 36 cmto 72 cm
d. 54 gto 90 g e. 75cmto 35 mm f. 32 cgto8O mg
g. S6mItoBl h. 150mto5km i. 500 gto2kg
16. Express each ratio in simplest form.
a. rj hr. to I hr. b. I in. c. 1 ft. to 1 in.
3 in. to

d. 1 yd. to 1 ft. e. I vd. to 6 in. f. 12 oz. to 3 lb.

g. t hr. to 15 min. h. $6 to 50 cents i. 2 mi. to 880 yd.
17. A baseball team played 162 games and won 90.
a. What is the ratio of the number of games won to the number
of games played?
b. For every 9 games played, how many games were won?
18. A student did 6 out of 10 problems correctly.
a. What is the ratio of the number right to the number wrong?
b' answers that were wrong, how manv answers
|;:"";r"Jilr,two
19. A cake recipe calls for 1| cups of milk to 1f cups of flour. What is
the ratio of the number of cups of milk to the number of cups of
flour in this recipe?
20. The perimeter of a rectangle is 30 ft. and the width is 5 ft. Find
the ratio of the length of the rectangle to its width.
21, In a freshman class, there are b boys and g girls.Express the ratio
of the number of boys to the total number of pupils.
22. The length of a rectangle is represented by 3r and its width by
2r. Find the ratio of the width of the rectangle to its perimeter.
23. Represent in terms of r two numbers whose ratio is:
a.3to4 b.5to3 c. 1to4 d,.t:2 e.3:5
24. Represent in terms of r three numbers that have the continued
ratio: a. lto2toB b.3to4to5 c. 1:3:4 d.2:3:5
 Ratio and Proportlon 373

12.2 USING A RATIO TO EXPRESS A RATE

You have learned how to use a ratio to compare two quantities that
are measured in the same unit. It is also possible to compare two quan-
tities of different types. If a plane flies 1,920 kilometers in 3 hours, the
ratio of the distance traveled to the time that the plane was in flight
t.l€t*fflt- :T : 640 kilometers per hour. we say that the
plane was flying at the rate of 640 kilometers per hour. When the num-
bers in a ratio are expressed in simplest form to state a rate, we say
that the rate is expressed in lowest terms. The rate should always be
written with its unit of measure.

MODEL PROBLEMS

1. Clyde Champion scored 175 points in 7 basketball games. Express,

in lowest terms, the ratio of the number of points Clyde scored to
the number of games Clyde played.

Soluti.on: ratio : L75 25

: 25 points per game Ans.
7l
2. There are 5 grams of salt in 100 cm3 of a solution of salt and water.
Express, in lowest terms, the ratio of the number of grams of salt
to the number of cm3 in the solution.

Solution: ratio : : : .05 g per cms Ans.

,*-q- +
Note that r*A could have been reduced to ra. Therefore, the answer
could also be written ,o!
g per cm3.
"*

EXERCISES

In 1-6, express the ratio in lowest terms.

l. the ratio of 36 apples to 18 people
2. the ratio of 48 patients to 6 nurses
3. the ratio of $1.50 to 3 liters
4. the ratio of 96 cents to 16 grams
5. the ratio of 6.75 ounces to $2.25
6. the ratio of 62 miles to 100 kilometers
374 Integrated Mathematics: course I

7, If there arc 240 tennis balls in 80 cans, how many tennis balls are
there in each can?
8. If an ll-ounce can of shaving cream costs 88 cents, what is the
cost of each ounce of shaving cream in the can?
9. If, in traveling 31 miles, you travel 50 kilometers, how many miles
are there in each kilometer?
10. In a supermarket, the regular size of Cleanright cleanser contains
14 ounces and costs 49 cents. The giant size ofCleanright cleanser,
which contains 20 ounces. costs 66 cents.
a. Find, correct to the nearest tenth of a cent, the cost per ounce
for the regular can.
b. Find, correct to the nearest tenth of a cent, the cost per ounce
for the giant can.
c. Which is the better buy?
11. Sue types 1,800 words in 30 minutes. Rita types 1,000 words in
20 minutes. Which girl is the faster typist?
12. Ronald runs 300 meters in 40 seconds. Carlos runs 200 meters in
30 seconds. Which bov is the faster runner for short races?

12.3 SOLVING VERBAL PROBLEMS

INVOLVING RATIOS
1. The perimeter of a triangle is 60 cm. If the sides are in the ratio
3:4:5, find the length of each side of the triangle.
Solution: Let 3r : length of the first side.
Let 4x : length of the second side.
Let 5x : leneth of the third side.

The perimeter of the triangle is 60 cm.

3x+.4x+5r:60
l2x:60 Check
x:5
3r:15 L5:20:25 :3:4:5
4x:2O L5+20+25:60
5x:25
Answer: The lengths of the sides are 15 cm, 20 cm, and 25 cm.
 Ratio and Proportion 375

2. T\vo numbers have the ratio 2:3. The larger is 30 more than I of
the smaller. Find the numbers.
Solution: Let 2x : the smaller number.
Let 3r : the larger number.

The larger number is 30 more than f, of the smaller number.

ex:|{zo+eo Check
3r:r*30 The ratio of 30 to 45 is 30:45 or
3x-x:Jt+30-r 2:3. The larger number, 45, is 30
2x=30
r:15 more than 15, which is I of the
2x:30 smaller number.
3x: 45
Answer: The numbers are 30 and 45.

EXERCISES

l. Two numbers are in the ratio 4:3. Their sum is 70. Find the
numbers.
2. Find two numbers whose sum is 160 and that have the ratio 5:3.
3. Two numbers have the ratio 7:5. Their difference is 12. Find the
numbers.
4. Find two numbers whose ratio is 4: 1 and whose difference is 36.
D. A piece of wire 32 centimeters in length is divided into two parts
that are in the ratio 3:5. Find the length of each part.
6. The sides of a triangle are in the ratio of 6:6:5. The perimeter of
the triangle is 34 cm. Find the length of each side of the triangle.
t. The ratio of the number of boys in a school to the number of girls
is 11 to 10. If there are 525 pupils in the school, how many of them
are boys?
8. The perimeter of a triangle is 48 cm. The lengths of the sides are
in the ratio 3:4:5. Find the length of each side.
9. The perimeter of a rectangle is 360 centimeters. If the ratio of its
length to its width is 11:4, find the dimensions of the rectangle.
10. The ratio of the measures of two complementary angles is 2:3. Find
the measure of each angle.
11. The ratio of the measures of two supplementary angles is 4:5. Find
the measure of each angle.
376 Integrated Mathematics: Course I

12. In the figure, AB and CD arc two par-

allel lines cut by a transversal. Ifthe ra-
tio of m zB to m z 6 is 1:2, find the mea-
sures of all eight angles.

13. In LDEF, the ratio of the measures of the three angles is 2:2:5.
a. Find the measures of the three angles.
b. What kind of triangle is LDEF?
t4. In isosceles LABC, the ratio of the measures of vertex zA and
base zB is 7:4. Find the measure of each angle of the triangle.
15. In isosceles ARS", the ratio of the measures of vertex angle ?
and the exterior angle at R is 1:5. Find the measure of each in-
terior angle of the triangle.
16. The ratio of Carl's money to Donald's money is 7:3. If Carl gives
Donald $20, the two then have equal amounts. Find the original
amount that each one had.
17. Two numbers are in the ratio 3:7. The larger exceeds the smaller
by 12. Find the numbers.
18. Two numbers are in the ratio 3:5. If 9 is added to their sum, the
result is 41. Find the numbers.
19. In a basketball foul-shooting contest, the points made by Sam and
Wilbur were in the ratio 7:9. Wilbur made 6 more points than
Sam. Find the number of points made by each.
20. A chemist wishes to make tZj liters of an acid solution by using
water and acid in the ratio 3:2. How many liters of each should
he use?
21. In a triangle, two sides have the same length. The ratio of each
of these sides to the third side is 5:3. If the perimeter of the tri-
angle is 65 in., find the length of each side of the triangle.

12-4 PROPORTION

A proportion is an equation that states that two ratios are equal.

Since the ratio fi is equal to the ratio |, we may write the proportion

+o:ior 4:20: 1:5. Both of these proportions are read 4 is to 20 as

1isto5.
 Ratio and Proportion 377

Theproportion9:7@ +0,d
bd * 0),or a:b= c:d,isreado istob
as c is to d. There are four terms in this proportion, namely, e., b, c,
and d. The first and fourth terms, o and d, are called the extremes of
the proportion. The second and third terms, b and c, are called the
tneanE.

, ' ffl ' o

1' """': ---.....-..-o
L e'rtemes-' b--fr'-it =-==-:

In the proportion 4:20 : 1:5, the product of the means, 20(1), is

equal to the product of the extremes, 4(5).
In the proportion : 15(10), is equal
* #, the product of the means,
to the product of the extremes, 5(30).
In any proportion =we can show that the product of the means
;3,
is equal to the product of the extremes, ad : bc.
Since
&c: i" an equation, we can multiply both members by bd,
; ;
the least common denominator of the fractions in the equation.
ac
bd
bde\ : bd(e)
\o/ \d/
/ r\ : / r\
bdla ';l
\o/\d/
bd'lc ' ; I

/ r\ / r\
( a' io/l@' d) : ( d' id/)ta"l (commutative and
\ \ associative properties)
I'(ad):1'(bc)
ad: bc
Therefore, we have shown that the following statement is always
true:

O In a proportion, the product of the means is equal to the prod-

uct of the extremes.
378 Integrated Mathematics: Course I

MODEL PROBLEMS

l. Tell wheth", a : i. proportion.

fr "
Solution:
Method 1 Method 2
Reduce each ratio to simplest ,. 4 :
ln the equatron 5
form. 16: 20:'

4 L ,5 1
the product of the second
G:4and20-=A and third terms ls 16(5), or
80. The product of the first
Therefore, S and
-I are equal and fourth terms, 4(20), is
also 80. Therefore,
ratios and *g : fr is a proportion. 45
16
: 20
rs a proportlon.

Answer: Yes

2. Solve for q in the proportion 25:q : 5'2.

Solution Chech
If 25:q : 5:2 is a ProPortion, then 25:q : 5'2
5q :
25(2) (the product of the means is 25:10 L 5:2
equal to the product of the extremes). 5:2 : 5:2 (True)
5q : 25(2)

1: 13

Answer: I : 10

12 32
3. Solve for x::x-2 .
x*8
Solution Check
L2 32 12 32
. - 2: r + 8 x-2 r*8
32(x-2):12(x+8) In a proportion, the product L2,32
32x-64=l2x+96 of the means is equal to the
product of the extremes.
8-2 8+8
32x - t2x :96 + 64 12,32
20x: L60 6 -16
r:8 2: 2 (True)
Answer: r : 8
 Ratio and Proportion 379
4. The denominator of a fraction exceeds the numerator by z. If B is
subtracted from the numerator of the fraction and the denominator
is unchanged, the value of the resulting fraction becomes ]. f,ina
the original fraction.
Solution:
x
LeL : the numerator of the original fraction.
Then, x+7 : the denominator of the original fraction.

-i - = the orisinal fraction.

And,'x*7

r-3 :
--j
And,'x*7 the new fraction.

The ualue of the new fraction is !.

x-B ;
x+7:-
1(r+7):3(r-3)
xt7:3r-9
7+9=3x-x
t6 :2x
8:x
15:x*7
Check: The original fraction *ur S.
The new fraction ir ? : * : *
Answer: The original
'15 fraction *r. 3.

EXERCISES

In 1-6, state whether or not the given ratios may form a proportion.
rr. 930 q ?r! q 4t6 ,25 E t428 b. 3618
4'/0 z. E,t o. E%
+. E,t o. 18,g6 ^ g0,tb

ln 7-14, find the missing term in each proportion.

1?318
7.
i: g 8. ; :; e. r:4 : 6:? ro. 4:6 : ?:42

rr. 4r2?35
7:60 12. 9: * r3. ?:60:6:10 14. 16:?: 12:9
380 Integrated Mathematics: Course I

In 15-23, solve the equation.

15.
t:g 16.
5x L7.
30 10
60 20 4t2 4x 24
5x x 10
20.
16 2L-x
18. 19.
15 r*8 L2-, 30

o 3r+3 7x-I
21. t2:15 = x:45 22.
-+2 23.
3

In 24-26, solve for .r in terms of the other variables.

24. a:b: c:x 26. 2r:s : r:3s 26. 2x:m: 4r:s
ln 27-34, use a proportion to solve the problem.
27. The numerator of a fraction is 8 less than the denominator of the
fraction. The value of the fraction is f. fina the fraction.
28. The denominator of a fraction exceeds twice the numerator of the
fraction by 10. The value of the fraction is ,rI' Find the fraction.
29, The denominator of a fraction is 30 more than the numerator of
the fraction. If 10 is added to the numerator of the fraction and
the denominator is unchanged, the value of the resulting fraction
becomes fi"a the original fraction.
f.
30. The numerator of a certain fraction is three times the denomina-
tor. If the numerator is decreased by 1 and the denominator is
increased by 2, the value of the resulting fraction is !. tr'ina tne
original fraction.
31. What number must be added to both the numerator and denomi-
nator of the fraction rt to make the resulting fraction equal to I
32. The numerator of a fraction exceeds the denominator by 3. If 3 is
added to the numerator and 3 is subtracted from the denominator,
the resulting fraction is equal to t. nina the original fraction.
33. The numerator of a fraction is 7 less than the denominator. If 3
is added to the numerator and 9 is subtracted from the denomi-
nator, the new fraction is equal to l. fina the original fraction.
 Ratio and Proportion 381

34. Slim Johnson was usually the best free-throw shooter on his bas-
ketball team. Early in the season, however, he had made only g
out of 20 shots. By the end of the season, he had made all the
additional shots he had taken, thereby ending with a season record
of 75Vo. How many additional shots had he taken?

12.5 DIRECT VARIATION

If the length of a side of a square, s, is 1 in., s I 2 3
then the perimeter of the square, p, is 4 in. Also,
if s is 2 in., p is 8 in.; if s is 3 in., p is 12 in. p 4 8 L2
These pairs of values are shown in the table at
the right.
From the table, observe that as s varies, p also varies. Comparing
the values ofp to the values of s, you see that all three sets of values
result in the same ratio.
8A
fA r: L2A
Y \ti 3:tri
Since the ratio f, is always the same, *" ,.V that the ratio f, is a
f,
constant. The proportion f, : f ..r be written 8s p : 4s, which is the
formula for the perimeter of a square. Such a relation is called a d.irect
uariation.
When two variables always change so that the ratio of the value of
one variable to the corresponding value of the other is constant, we say
that one variable varies directly as the other. We also say that one
variable is d.irectly proportionoJ to the other. The constant ratio is
called the constant of uoriation.In the preceding example, the constant
of variation is 4.
Note that when two quantities vary directly, xbylj
the first quantity increases as the second quan-
xbv2
tity increases by the same factor. That is, if s is
multiplied by a number, then p is multiplied by
s 1 2 3
the same number.
p 4 8 L2
t
bv2
xbyl|
382 Integrated Mathematics: Course I

Or, the first quantity decreases as the second +by2

quantity decreases by the same factor. That is, +by1i
if p is divided by a number, then s is divided by
the same number. p t2 8 4

s a 2 I

=uv1i

MODEL PROBLEMS

l. If r varies directly as y, and x : 1,2 when y : 7 '2, find the constant

of variation.

Solution: Constant of variation : I

v
t.2
7.2
1
6

I
Answer: The constant of variation is'6'

,|
2. The table gives pairs of values for x I 2 3 10
the variables r and v.
v 8 16 24 2 1,600

a. Show that one variable varies directly as the other.

b. Express the relationship between the variables as a formula.
c. Find the missing values of the table.
Solution
a. Compare the r-values to the y-values.
/i\ 2 A B A
l_l--l-l--l-l
\y16\y24v
Since all the given pairs of values result in a constant ratio,
r and y vary directly.
 I

Ratio and Proportion 383

b. Write the proportion that tells the constant of variation.
xl
v8
! :8x Ans.

c. The missing values must fit into the constant ratio.

10 1 xl
y 8 1,600 8

J : 80 Ans. 1,600 : 8r
2OO : x Ans.

3. There are about 90 calories in 20 grams of a cheese. Reggie ate ?0

grams of this cheese. About how many calories were there in the
cheese she ate if the number of calories varies directly as the weight
of the cheese?
Solution
Let x : the number of calories in 70 grams of cheese.
r 90 e number of calories
70: n e number ofgrams ofcheese

20x : 90(70) In a proportion, the product ofthe means

is equal to the product of the extremes.
20r : 6,300
r : Blb Check: 91!
70 i
{20
i:i
oq
(rrue)

Answer: There were about 315 calories in Z0 grams of the cheese.

EXERCISES

In 1-9, find the constant of variation if the first variable varies di-
rectly as the second.
l. x:t2,!:3 2. d:I20,t:3 3. y:2,2:L8
4, P:L2.8,s:3.2 5. t:L2,n:g 6. i=51,t=6
7. s:88,r:110 8. A=2t2,P:200 g. r:87.s:b8
384 Integrated Mathematics: Course I

In 1G15, tell whether one variable varies directly as the other. If it

does, express the relation between the variables by means of a formula.

P 3 6 9 n 3 4 D x 4 D 6
10. ll. 12.
s I 2 3 c 6 8 10 v 6 8 10

t 1 2 3 I 2 3 4 x 1 2 3
13. t4. 15.
4 9
d 20 40 60 v -6 -9 -12 v 1

In 16-18, one variable varies directly as the other. Find the missing
numbers and write the formula that relates the variables.
h 1 2 ? h 4 8 ? L 2 8 ?
16. ,| t7. ,|
18. ,|
A D 25 s 6 15 w 1 7

InLg-22, state whether the relation between the variables is a direct

variation. Give a reason for your answer.
19. R + ?= 80 20. l5T : D 21, 1 =20 22. bh :36
L

23. C : 7 N is a formula for the cost of any number of articles that

sell for $7 each.
a. How do C and N vary?
b. How will the cost of 9 articles compare with the cost of
3 articles?
c. If N is doubled, what change takes place in C?
24. A : l2L is a formula for the area of any rectangle whose width
is 12.
a. Describe how A and L vary.
b. How will the area of a rectangle whose length is 8 in. compare
with the area of a rectangle whose length is 4 in.?
c. If L is tripled, what change takes place in A?
25. dvariesdirectlyasf. If d:520 whenf :13,finddwhen t:9'
26. Y varies directly as .r. If Y : 35 when x : -5, find Y when
x: -20.
27. A variesdirectly ash.A:48 when h:4. Find h whenA :36.
28. Nvariesdirectly asd. N:10when d:8. FindNwhend:12.
ln 29-46, the quantities vary directly. Solve algebraically.
29. If 3 pounds of apples cost $.89, what is the cost of 15 pounds of
apples at the same rate?
 Ratio and Proportion 385

30. If 4 tickets to a show cost 917.60, what is the cost of z such tickets?
31. If 2 pounds of chopped meat sell for 93.b0, how much chopped meat
can be bought for 98.75?
32. Willis scores an average of 7 foul shots out of every 10 attempts.
At the same rate, how many shots would he score in 200 attempts?
33. There are about 60 calories in 30 grams of canned salmon. About
how many calories are there in a 210-gram can?
34. There are 81 calories in a slice of bread that weighs B0 grams. How
many calories are there in a package of this bread that weighs 600
grams?
35. There are about 17 calories in three medium shelled peanuts. Joan
ate 30 such peanuts. How many calories were there in the peanuts
she ate?
36. A train traveled 90 miles in 1| hours. At the same rate, how long
will it take the train to travel 330 miles?
37. The weight of 20 meters of copper wire is .g kilogram. Find the
weight of 170 meters of the same wire.
38. A recipe calls for lj cups of sugar for a B-pound cake. How many
cups of sugar should be used for a b-pound cake?
39. If a 7.5-pound breast of veal sells for $11.2b, how much should Mr.
Daniels pay for a 5.5-pound breast of veal?
40, A house that is assessed for 912,000 pays $960 in realty taxes.
What should be the realty tax on a house that is assessed for
$16,500?
41. The scale on a map is: 5 cm represents B.b km. How far apart are
two towns if the distance between these two towns on the map is
8 cm?
42. David received $8.75 in dividends on 2E shares of a stock. How
much should Marie receive in dividends on 60 shares of the same
stock?
43. A picture 3| inches long and 2j inches wide is to be enlarged so
that its length will become 6j inches. What will be the width of
the enlarged picture?
44. In a certain concrete mixture, the ratio of cement to sand is 1:4.
How many bags of cement would be used with 100 bags of sand?
45. If a man can buy p kilograms of candy for d dollars, represent the
cost of n kilograms of this candy.
46. If a family consumes q liters of milk in d days, represent the
amount of milk consumed in h davs.
386 Integrated Mathematics: Course I

12.6 PERCENT AND PERCENTAGE PROBLEMS

Problems dealing with discounts, commissions, and taxes frequently

involve percents. For example, to find the amount of tax when $60 is
taxed at the rate of 8Vo, three quantities are involved:
1. the sum of money being taxed, the bose, $60
2. the rate of tax, the rate, SVo or .08
3. the amount of tax, the percentage, to be found
Recall that a percent is the ratio of a number to 100' For example,
A
!Vo, which means ifu, t" the ratio of 8 to 100. An 8Vo tax means that
a tax of s8 must be paid on a base of $100. we can use this fact in the
following manner to find how much an 8Vo tax on $60 is.
Lel t : amount of tax.
it
'Inen' amOUnt Of the tax : 8 This is a proportion because consists of
two equal ratios.
t" b" t"*d 100-
""-
r8:
60 100
100, : 480 In a proportion, the product of the means
is equal to the product of the extremes.
t : 4,g0
Answer: The tax is $4.80.
It is sometimes helpful to think of rate, expressed as a percent, as
the ratio of the percentage to the base.
Dercentage : rate
b"*:
or Percentage : rate x base

MODEL PROBLEMS
I
1. Represent
-b i as a percent.

Solution: Let x : the number of percent.

3x
B: 1oo Check
5r: 300 :ffit
ooesf Yes.
r:60
Answer: 60Vo
 Ratio and Proportion 387
2. If 257o of a number is 80, find the number.
Solution: Let n : the number, or base.
80_ 25
n 100
25 n : 8.000

n:320
Check: 25Vo of 320 is 80.
Answer: The number is 820.

3. of the 560 seniors in village High school, 476 attended the senior
prom. What percent of the senior class attended the prom?
Solution
Let
x- : the percent of the senior class that attended the dance.
,*-
476 lc
560: 100
560r : 47,600
r:85
r85: 85vo
1oo *o:
Check: 85Vo of 560 is 476.
Answer: 85Vo of the seniors attended.

EXERCISES

In 1-9, find the indicated percentage.

1. 2Vo 36
of 2. 6Vo of 150 g. tEVo of 48
4. 2.5Vo of 400 5. 60Vo of 56 6. I00Vo of 7.5
_ ._l _
7. t2|Vo of L28 8. 33 of 72
1

9. ISOVo of t8
"Vo
In 10-17, find the number.
10. 20 is tl%o of what number? 11. 84 is 80Vo of what number?
12. 8Vo of what number is 16? 18. 72 is l00%o of what number?
388 Integrated Mathematics: Course I

t4. L25Vo of what number is 45? 15. , of what number is 60?

37!7o

16. 6625V" ofwhat number is 54? 17. g% ofwhat number is 1'86?

In 18-25, find the percent.

18. 6 is what percent of 12? 19. 9 is what percent of 30?
20. What percent of 10 is 6? 21. What percent of 35 is 28?
22. 5 is what percent of 15? 23. 22 is what percent of 22?
24. 18 is what percent of L2? 25. 2 is what percent of 400?
26. A newspaper has 80 pages. If 20 of the 80 pages are devoted to
advertising, what percent of the newspaper is advertising?
27. A test was passed by 90vo of a class. If 27 students passed the test,
how many students were in the class?
28. Marie bought a dress that was marked $24. The sales tax is 8va.
a. Find the sales tax. b. Find the total amount Marie had to pay'
29. There were 120 planes on an airfield. If 75Vo of the planes took of
for a flight, how many Planes took off?
30. One year, the Ace Manufacturing Company made a profit of
$480,000. This represented 67o of the volume of business for the
year. What was the volume of business for the year?
31. The price of a new motorcycle is $5,430. Mr. Klein made a down
payment of lSVo of the price of the motorcycle when he bought it'
How much was his down payment?
32. How much silver is in 75 kilograms of an alloy that is 87o silver?
33. In a factory , 54,650 parts were made. When these were tested, 4Vo
were found to be defective. How many parts were good?
34. A baseball team won 8 games, which was 50Vo of the total number
of games it played. How many games did the team play?
35. Helen bought a coat at a "2OVo off" sale and saved $24. What was
the marked price of the coat?
36. A businessman is required to collect an 8Vo sales tax. One day, he
collected $280 in taxes. Find the total amount of sales he made
that day.
37. A merchant sold a stereo speaker for $150, which was 25Vo above
its cost to him. Find the cost of the stereo speaker to the dealer.
38. Bill bought a wooden chess set at a sale. The original price was
$120; the sale price was $90. By what percent was the original
price reduced?
39. If the sales tax on $150 is $7.50, what is the percent of the sales
tax?
40. Mr. Taylor took a 27o discount on a bill' He paid the balance with
a check for $76.44. What was the original amount of the bill?
 Ratio and Proportion 389

41, After the price of a pound of meat was increased l\Vo, the new
price was $1.98. What was the price of a pound of meat before the
increase?
42. After Mrs. Sims lost lSVo of her investment, she had g2,5b0 left.
How much did she invest originally?
43. When a salesman sold a vacuum cleaner for $110, he received a
commission of $8.80. What was the rate of commission?
il4. Alicia bought a bond for 94,800. At the end of a year, the value
of the bond had decreased $960. By what percent had the bond
decreased in value?
45. Restful Motel's basic room charge increased from $200 per week
to $275 per week. Find the percent of increase in this charge.
46. At a sale, a camera was reduced $8. This represented L}Vo of the
original price. On the last day of the sale, the camera was sold for
757o of the original price. What was the final selling price of the
camera?

12.7 SIMILAR POLYGONS

We have already talked about congruent polygons and have seen
their use when we want to have copies that are the same size and the
same shape as an original.
Now, let us discuss geometric figures that have the same shape but
do not have the same size. Figures are related in this way when, for
example, a photographer enlarges a small picture or an architect makes
a small scale drawing of the floor plan of a room.
Polygons that have the same shape but not the same size are called
similnr polggons. The symbol for similar or is similar /o is -.
Consider the similar polygons shown below. To study why they have
the same shape, we start by pairing vertices: A with A, , B witir- 8,, C
with C', and D with D'.
D

16cm B 4, 8cm g,
Similar Polygons
ABCD - A'B'C'D'
390 Integrated Mathematics: Course I

Thus, we have established corresponding parts. Four pairs of angles

correspond. If you measure these pairs of corresponding angles, you will
find the corresponding angles equal in measure' or congruent.
zA = zA', zB = zB', zC = zC',and' zD = zD'.
Now, examining the ratios of the lengths of the corresponding sides,
we find:

For sides AB and NB', theratio of their length , : #, = + = ?

For sides BC and. YC, theratio of their length , : :'# : ?
"a!9,
For the remaining sides, what What is
" #,, ffZ
You should notice that, although corresponding sides are not con-
gruent, tine ratios of the measures of all pairs of corresponding sides
are equal.
AB BC CD: DA
NB,: BC,: CD, DA,
Therefore, we say:
O Two polygons are similar if the measures of their correspond'
ing angles are equal and the ratio of the measures of any pair of
corresponding sides is equal to the ratio of the measures of all
the other pairs of corresponding sides.

Another way of stating this is:

O Two polygons are similar if their corresponding angles are
congluent and corresponding sides are in proportion.

Conversely, we may also say:

O If two polygons are similar, then corresponding angles are
congruent and conesponding sides are in proportion.
 Ratio and Proportion 391

MODEL PROBLEM

If rectangle ABCD is similar to rectangle A,B,C,D,, find the length

-
of A'D'.
Solution: D C

Let r represent the length of A'D'.

c'
The ratio of A'D'to AD : L. 12 cm
t2

The ratio of A'B' to AB : 9. l6

16 A cm B 4,8cmg,
Since the figures are similar,
r8 Check
tz: G 6t8
16(r): 8(12) 12 16
l1
16r :96 ,: t (rrue)
x:6
Answer:A'D':6cm

EXERCISES

Dsc
l. Is square ABCD similar to rect- FI
8l
angle EFGH? Why?
hn
A8B
lB

D6 Is parallelogram ABCD simi-

^D,
A6 B
lar to rectangle EFGH? Why?
392 Integrated Mathematics: Course I

z5Y
3. Is square WXYZ similar
square QRST? Why?
to
ET
'l-.' J'
w5 x o 10

4. Are all squares similar? WhY?

o. Are all rectangles similar? WhY?
6. Are all parallelograms similar? Why?
7. Are all rhombuses similar? WhY?

8. Using the dimensions

shown on the similar
rectangles, find the D 6 cm c
number of centimeters , 3
in the length of the "-l-l
longer side ZY. A B

9. A picture 12 centimeters long and 9 centimeters wide is to be en-

larged so that its length will be 16 centimeters. How wide will the
enlarged picture be?
10. Jenny wishes to enlarge a rectangular photogtaph that is 4| inches
long and 2f inches wide so that it will be 9 inches long' How wide
will the enlargement be?

In 11-14, the two polygons are similar. Pairs of corresponding ver-

tices are noted by using primes. Find the length of every side in each
polygon.

CD, Z s+5 Y
z'rY'
o\_\ ' Fl-E,
A4 B w2ox w' 1o x'
Ex. 11 Ex.12
 Ratio and Proportion 393

T
x+8

s7r"C, ,L-\
\

A 15 B A' 10
B' R6 5 R, 12
S,
Ex.13 Ex.14

12-B SIMILAR TRIANGLES; D|LAT|ON

since similar triangles are often used to solve problems in measure-
ment, let us see whether we can discover a short method of showing
that two triangles are similar.
In triangle ABC, the figure at the right,
mzA:27 andmzB :63.
Let us draw another triangle in which the
measures of two angles are also 27o and GB..

(1) Draw any line segment A'B', making it

twice as large as side AB.
(2) Using a protractor, measure an angle of 27.
at A'.
(3) Measure an angle of 63" at B'. A' B,
(4) Let C' name the point of intersection of the
two rays just drawn.
Observe that triangle A'B'C'appears to be similar to triangle ABC.
If you wish to be more certain of this, measure z C and. z C,. How do
their measures compare? They should be equal in measure. Recall that
the sum of the measures of the angles of a triangle is always 1g0".
Hence, if two angles in one triangle are equal in measure to two angles
in another triangle, the third pair of angles must also be equal in
measure.
How do the ratios of the measures of the corresponding sides of the
two triangles compare? They should be equal to 2:1. Therefore, in
LABC and AA'B'C', the corresponding angles are equal in measure
and the measures of corresponding sides are in proportion. Now, it
seems reasonable to accept the truth of the following statement:
394 Integrated Mathematics: Gourse I

o Two triangles are similar if two angles of one triangle are

equal in measure to two corresponding angles of the other tri-
angle. [a.a. = a.a.]
or
O Two triangles are similar if two angles of one triangle are con-
gruent to two corresponding angles of the other triangle.

Since two right triangles have a pair of congruent right angles, we

can say:
O Two right triangles are similar if an acute angle in one tri-
angle is equal in measure to an acute angle in the other triangle.

MODEL PROBLEMS

1. LABC and A DEF arc similar.

Name three pairs of cor-

responding angles.
b. Name three pairs of cor-
responding sides.

SolutionABEF
a. The corresponding angles are the pairs of angles lvhose measures
are equal, that is, the angles that are congruent.
Sincem zA:40 and mzD:40, zD correspondsto zA.
Sincem zB:60 and mzE:60, zEcorrespondsto zB'
Sincem zC:80 and mzF:80, zFcorrespondsto zC.

b. The sides that join the vertices of two pairs of congruent angles
are corresponding sides.

= zD and zB = zE,AB corresponds toDE.

Since z A
= zE and zC = zF,-BC corresponds toEF'
Since z B
= zFand zA = zD,CA corresponds toFD.
Since z C
Note that when we are not using prime notation, it is especially
important to be sure that corresponding vertices are kept in proper
order.
 Ratio and Proportion 395

2. The measures of the sides of a triangl e are 2,8, and 7 inches. If the
longest side of a similar triangle measures 4 inches, find the length
of the shortest side of that triangle.
Solution
If ARS" - ADEF, their
corresponding sides arein pro-
portionJhe longest sides .RS
and DE are corresponding
sides; the shortest sides ET and
DF are corresponding sides.
RT R,q
*:r"tRS:4'DE:8'DF:21
x4
,: g Letx: lengthRT.
8(x) = 2(4)
gr:g
r:1
Answer: The length of the shortest side of A RS? is 1 inch.

3. At the same time that a vertical flagpole casts a shadow 15 feet

long, a vertical pole that is 6 feet high casts a shadow that is 5 feet
long. Find the height of the flagpole.
Solution
(1) Since the poles rep-
resented by BC and
EF are vertical,
mzABC:90 and
mzDEF:90.
(2) We will say that the
sun's rays are parallel
and that the ground
acts as a transversal.
Hence, the angles 1s',

that the sun's ravs

make with the ground, z A and z D, have equal measures be-
cause they are corresponding angles of parallel lines.
(3) Hence, ADEF - AABC because two angles in one triangle are
equal in measure to two corresponding angles in the other tri-
angle.
396 Integrated Mathematics: Course I

(4) The corresponding sides of ADEF and A ABC are in proportion.

Therefore:
EF DE
BC: AB
x15 Letx: lengthEF.
;=;
5(.r) : 6(15)
5.r : 90
r=18
Answer: The height of the flagpole is 18 feet.

Dilation
In Section 11-9, we discussed four ways in which a geometric figure
can be transformed, namely, under a line reflection, a point reflection,
a translation, and a rotation. In each of these, the original figure was
congruent to its image, since distance and angle measure were un-
changed. A fifth type of transformation, called a dila,tion, keeps angle
measure unchanged, but changes distance. Thus, under a dilation, the
original figure is similar to, but not congruent to, its image. A common
example of a dilation occurs in projecting photographic images.
As light passes through a frame of movie film or a photographic slide,
it projects a larger, or dilated, image on a screen. In the diagram,
AB represents the film and AIB'reptesents the image on the screen.

PA A'
APAB - APA'B'

Twopairsofanglesarecongruent(z P = z Pand z PAB = z PA'B').

Therefore, the two triangles are similar, and their corresponding sides
are in proportion. The proportiotffi :'#states that the ratio of
the height of the image to the height of the film is equal to the ratio
of the distance of the image from the source of light to the distance of
the film from the source of light. This ratio is called the constant of
d.ilation.
 Ratio and Proportion 397

If A is 10 cm from P and A' is 1 m (100 cm) from p, then the constant

PA' 't00
of dilation, i" o" 10. Each figure in the film is magnified 10
fr, fr,
times when projected on the screen.

MODEL PROBLEM

In the diagram, z ADE and, z ABC are

right angles, AADE - LABC, AB : 24 cm,
BC : 18 cm, and, AD : 16 cm.
a. Find DE.
b. If B is the image of D under a
dilation with center at A, what is
the constant of dilation?
c. Find the area of AABC.
d. Find the area of AADE.
e. Find the area of trapezoid BCED.
Sol ution
a. Since LADE - LABC, b. Constant of dilation =
DE AD #
BC: AB. 243
-t6 2
Let x : DE.
Note that:
x16 The image of E is C and the
18 24 image of DE is BC.
24x : 16(18) BC : constant of dilation x DE
24x:288 18: q
2
x12
x: 12 cm Ans.

c. Area of d. Area of
AABC: f b."".height LADE: IU.ru.height
:f,.nc.ea :f,.on.to
: f;oato+l : ] trzttrol
: f,eszl : 216 :jtrozl:so
Area of LABC : 2L6 cm2 Ans. Area of AADE : 96 cm2 Ans.
398 Integrated Mathematics: course I

e. Area of trapezoid BCED: area of LABC - area of LADE

Area of trapezoid BCED : 216 96
: l2O

Or, use the formula for the area of a trapezoid'

The height BD : AB - AD :24 - LG = 8

Area of a trapezoid : L h(b, + br)

:
Area of BCED : ;@D@C + DE)
.
= ;(8X18 + 12)

: 1

;(8)(30)
:izo
Answer: Area of trapezoid BCED : !20 cm2

EXERGISES

In 1-4, the two triangles are similar. a. Name three pairs of corre-
sponding angles. b. Name three pairs of corresponding sides.
NM
l^a
, va at o
I / tt
c
/"^ b"---- r o a t^vr

" so\GL Ia
+tur
,ao I

A BD PR
Ex. 1 Ex.2

R SX YJK
Ex. 3 Ex. 4
 Ratio and Proportion

In 5 and 6, use a ruler and a protractor to draw the triangles.

5. a. Draw triangle ABC in which AB : 2 in., m z A : b0, and
mzB :70.
b. Draw triangle AtBtC' similar to triangle ABC so that z A, cor-
responds to z A, z B' corresponds to z B, and A,B, : B inches.
6. a. Draw right triangle RS? in which angle S is a right angle,
mzR: 70, and,RS : 3 inches.
b. Draw AR'S'?' - ARS?so that RiS'corresponds to RS and
R'S' : 1; inches.
1

7. In triangle .irr, - z R :g0 and mzS : 40.

In triangle XYZ, m zY : 40 and m zZ : 50.
a. Is triangle .RST similar to triangle XYZ ? b. Why?
In 8 and 9, select the triangles that are similar and tell why they
are similar.

(1)

10. LABC - A.ES?. zA corre-

to zR, zB to zS,
sponds
and,zCtozT.IfAB:9cm, u'/\r,4..
AC:6cm,andES:3cm,
find R7.
A 9cm
\AB g3cmg
400 Integrated Mathematics: Course I

11. a. Is triangle ABC similar

to triangle DEF?
b. State the reason for the
answer given in part a.
c. Find BC.
A 9cm '12 cm

12. mzA : mzD and

In the figure,
mzC = mLF.lf AB = 12,
AC : 16, BC : 20, and DE : 6, F
find DF and EF.

\
D6 E

13. In right triangles ABC and. RS?,

A,A'" 12c RXT

mzA: mzS-
a. Why is triangle ABC similar to tri-
angle S-R??
b. Find the value of r.
14. The lengths of the sides of a triangle are 24,16, and 12. If the
shortest side of a similar triangle is 6, what is the length of the
longest side of this triangle?
15. The lengths of the sides of a triangle are 36, 30, and 18. If the
longest side of a similar triangle is 9, what is the length of the
shortest side of this triangle? C

16. To find the height of a tree, a

hiker measured its shadow and
found it to be t2 feet. At the
same time, a vertical rod 8 feet
high cast a shadow of 6 feet.
a. Is triangle ABC similar to
triangle DEF?
b. Why?
c. Find the heieht of the tree. D6'E 1z',

17. A certain tree casts a shadow 6 m long. At the same time, a nearby
boy 2 m tall casts a shadow 4 m long. Find the height of the tree.
r8. A building casts a shadow 18 feet long. At the same time, a woman
5 feet tall casts a shadow 3 feet long. Find the number of feet in
the height of the building.
 Ratio and Proportion

19. AB represents the width of a

river. zB and zD areright
angles. AE and BD are line
segments. BC : 16 m,
CD:8m,andDE:4m.
a. Is triangle ABC similar to
triangle EDC? Why?
b. Find AB, the width of the
river.
20. Usingthe figure in Exercise 19, find AB,the width of the river, if
BC : 240 ft., CD : 80 ft., and. DE : 25 ft.
21. In the figure, AD and @ are line
segments, and AB ll De.
a. Why is LABE - LDCE?
b. Find AB, the distance across the
pond, ifi
(l) CE : 40 m, EB : 120 m, and
CD:50m
Q) AE = 75 m, ED :30 m, and
CD:36M
In22-24, under a dilation with center at
O, the image of A is A' and the image of
B is B'.
22. Find OA' and OB' when OA : 12,
OB : 18, and the constant of dilation
is:
a.4 b. 1.5 c.54 Ex.22-24
23. Find the constant of dilation when OA : !6, OB : 20, and:
a. OA' :48 b. OB' :24 c. OA' :40
24. Find AB if A'B' : 20 and the constant of dilation is ].

In 25-30, use the figure at the right. B,

25. Prove informally that A ABC - LAB'C'.

26. BC : 3 in.,AC : 4 in., and.AC' : 8 in.
Find B'C'.
27. AC : 5 m, BC : 2 m, and B'C' : 8 m.
Find AC'.
BC :10 cm andAC:8 cm.
Find the ratio of B'C' to AC'. Ex. 25-30
402 Integrated Mathematics: Course I

29. AC' : 48 m, B'C' : 36 m, and AC : 32 m.

a. Find BC.
b. Find the area of triangle AC'B'.
c. Find the area of triangle ACB.
d. Find the area of trapezoid BCC'B'.
30. Let B' be the image of B under a dilation with center at A. Let
AC : 12, BC: 9, and AB :15. The constant of dilation is f.
a. What is the image of C under this dilation?
b. Find B'C', AC', and AB', using the constant of dilation.

12.9 RATIOS OF PERIMETERS AND OF

AREAS OF SIMILAR POLYGONS
In the diagram, LABC - LA'B'C'. Therefore, the corresponding
angles are congruent and the corresponding sides are in proportion.

AB 402
NB' 20 I
AC 302
AC' 15 1
BC 362
BC' 18 1
40mm B 20 mm

The Ratio of Perimeters

The perimeter of LABC : 40 + 30 + 36 : 106 mm.
The perimeter of LA'B'C' : 2O + 15 * 18 : 53 mm.
perimeter of LABC 106 2
perimeter of LA'B'C' 53 1
The ratio of the perimeters of these similar triangles is the same as
the ratio of the measures of the corresponding sides. If you were to look
at other numerical examples, you would reach the same conclusion.
Thus, we say:
O If two triangles are similar, the ratio of the perimeters is equal
to the ratio of the measures of the corresponding sides.
 Ratio and Proportion 403

This statement is also true for similar polygons of more than three
sides. We say:
O If two polygons are similar, the ratio of the perimeters is equal
to the ratio of the measures of the corresponding sides.

MODEL PROBLEMS

1. Right AABC is similar to right

LA'B'C'. As shown in the diagram,
the measures in inches are AB : 13.
AC : 5, BC : 12, and B'C' : 8.
B'

a. Find the ratio of the measures tz

of the corresponding sides.
8l\ \
b.
c.
Find A'B' and, A'C'.
Find the ratio of perimeters.
c54
tl
C'A
Solution
a. Since corresponding sides of similar triangles are in proportion,
the ratio of the measures of each pair of sides of these triangles
is the same as the ratio of the two given sides, or
f, l.
Answer: The ratio of the measures of the corresponding sides is 3 :2.

b. The ratio of the measures of each pair of corresponding sides of

these triangles is 3:2.
AB3 AC 3
A'B' 2 NC' t
133 5 3
A'B' 2 TC' ,
3A'B' :26 3A'C' 10
,A 10.
A'B': litr.
3
Ans. A'C'
T tt' Ans.

c. In similar triangles, the ratio of the perimeters is equal to the

ratio of the measures of the corresponding sides.

The ratio of perimeters is f.

404 Integrated Mathematlcs: Course I

Or, the ratio of the perimeters could be found by computing the

perimeter of each triangle and finding the ratio.
perimeter of LABC 12 + 13 + 5 30
perimeter of LA'B'C'
^ 26 10 20
u+T+T 2

Answer: The ratio of the perimeters is 3:2.

2. Each side of a square is tripled. What is the ratio of the perimeter

of the new square to that of the original?
Solution:
The two squares are similar because the
corresponding angles are congruent and
the ratios of the measures of the corre-
I
.S

sponding sides are equal.

perimeter of new square _ new side 3" _
p""t*"tet
: :
tq"are - old side s-
9
I
A.,^
Ans'
F
s
ss
--l
"f "ld
3. TWo triangles are similar. The sides of the smaller triangle have
lengths of 4, 6, and 8 cm. The perimeter of the larger triangle is
27 cm. Find the length of the shortest side of the larger triangle.
Solution
(1) In the smaller triangle, the
length of the shortest side is
4 cm. Find the perimeter p:
P:4+6+8:18
(2) In the larger triangle, the pe-
ofN
/\
P=18
8
N P'=27

rimeter p' is 27 cm. Let r : the length of the shortest side.

(3) Since the triangles are similar, use the following proportion:
perimeter of smaller A _ length of shortest side in smaller A
perimeter of larger A length of shortest side in larger A
184
27x
(4) Solve for r: L8x : 27(4)
18r : 108
x=6
Answer: The length of the shortest side of the larger triangle
is 6 cm.
 Ratio and Proportion 405

EXERCISES

l. AABC - AA'B'C'.
The measures in inches are
AB : L0, A'B' : 4,
B'C' :5, and C'A' = 6.
a. Find the ratio of the
measures of the corre-
sponding sides.
b. Find BC and, CA.
c. Find the ratio of the B

measures of the perimeters.

2. ABCD - A'B'C'D'.
The measures in inches are
AB : 8,8C : \2, CD : 4,
DA : 10, and D'A' : 30.
a. Find the ratio of the
measures of the corre- D4C
sponding sides.
b. Find A'B', B'C', and C'D'.
n."
tul
c. Find the ratio of the mea- L_l
sures of the perimeters. A8 B

3. Each side of a square has length 9 cm. If the length of each side
is doubled, what is the ratio of the perimeter of the larger square
thus formed to the perimeter of the smaller square?
(1) 36: 1 (2) 18: 1 (3) 9: | (4) 2:7
4. The sides of a triangle have lengths 6, 8, and 10. What is the length
of the shortest side of a similar triangle whose perimeter is 12?
(1)6 (2)8 (3)3 @)4
D. Two triangles are similar. The sides of the smaller triangle have
lengths of 6,7, and 12. The perimeter of the larger triangle is 75.
The length of the longest side of the larger triangle is:
(1) 18 (2) 2 (3) 36 (4) 4
6. The sides of a triangle measure 7, 9, and 11. Find the perimeter
of a similar triangle in which the shortest side has a length of 21.
't. The sides of a triangle measure 5, 12, and 13. Find the perimeter
of a similar triangle in which the longest side has a length of 39.
8. The lengths of the sides of a triangle are 8, 1-0, and 12. If the length
of the shortest side of a similar triangle is 6, find the length of its
longest side.
9. The lengths of corresponding sides of two similar polygons are in
the ratio 3:1. If the perimeter of the larger polygon exceeds the
perimeter of the smaller polygon by 48 mm, find the perimeter of
the smaller polygon.
406 Integrated Mathematics: Course I

10. The lengths of corresponding sides of two similar polygons are in

the ratio 5:8. If the perimeter of the larger polygon is 10 inches
less than twice the perimeter of the smaller polygon, find the pe-
rimeter of each polygon.

The Ratio of Areas

From page 402,let
us reconsider similar
triangles ABC and c'
A'B'C', in which the
ratio of the corre- t7 l''r\8
sponding sides is 2:1.
In these similar /rl
A'D'B
\
triangles, let us in-
clude corresponding l*-zo----l
altitudes CD and, CD', Note that the ratio of the corresponding alti-
/cn = 26: t\ ir ttt" same as the ratio of the corresponding
tuaes (6 fr i/
sides.2:1.
: ] bur" x altitude
The area of a triangl"
.
The area of LABC : ;(40X26) : 520

: ]tzoltral :
The area of AA ,8,C, 130

area of LABC izo 4 /2\2

:
"r"""f
LNYC': 130 = i \li
The ratio of the areas of these similar triangles is the square of the
ratio of the measures of the corresponding sides. If you were to look at
other numerical examples, you would verify this conclusion.
Thus, we say:
O If two triangles are similar, the ratio of the areas is the square
of the ratio of the measures of the corresponding sides.
Since this statement is also true for similar polygons of more than
three sides, we say:
O If two polygons are similar, the ratio of the areas is the square
of the ratio of the measures of the conesponding sides.
 Ratio and Proponion 4O7

MODEL PROBLEMS

1. Polygon WXYZ - polygon W'X'Y'Z'.

If WX : 3 cm and W'X' : 12 cm. find:
a. the ratio of the measures of the areas.
b. the ratio of the measures of the perimeters.
Solution:

a' area of polvson WXYZ / WX \2 : / 3 \2 : 9 1

Az'
ffi: \** ) \r/ t44:-
, perimeter of polygon WXYZ WX 3 1

"'pe@: WX': n:4 ^ns'

2. The lengths of a pair of corresponding sides of two similar polygons

are 4 inches and 6 inches. Ifthe area ofthe first polygon is 20 square
inches, find the area of the second polygon.
Solution:
Let x = the measure of the area of the second polygon.
Since the polygons are similar:
area of 1,st poly. / length of side of 1st poly. \2
,"dp"t)'.: \@/
"*""f
,!: (!\'
r \6/
20 16
r36
I6x : 720
x:45
Answer: The area of the second polygon is 45 square inches.

EXERCISES

In 1-6, the ratio of the measures of the sides of two similar polygons
is given. a. What is the ratio of the perimeters? b. What is the ratio
of the areas?

t I
1 ,!
-.1 3.;1 4.i1 * q
5.; o 1o
6.;
408 Integrated Mathematics: Course I

7. The lengths of a pair of corresponding sides of two similar poly-

gons are 3 cm and 11 cm. If the area of the first polygon is 18 cm2,
find the area of the second polygon.
8. The ratio of the perimeters of two similar polygons is 5:9. What
is the ratio of the areas?
9. The ratio of the perimeters of two similar polygons is 2:3. If the
area of the smaller polygon is 6 square feet, what is the area of
the larger polygon?
10. The length and width of a rectangle are each doubled, forming a
new rectangle.
a. What is the ratio of the perimeter of the new rectangle to the
perimeter of the original rectangle?
b. What is the ratio of the area of the new rectangle to the area
of the original rectangle?
11. All regular polygons with the same number of sides are similar.
The measure of the side of a regular pentagon is 12 cm and the
measure of the side of a larger regular pentagon is 15 cm.
a. What is the ratio of the measures of the sides?
b. What is the ratio of the areas?
12. The length of a large rectangle is twice the length of a smaller
rectangle. The width of the larger rectangle is 3 times the width
of the smaller.
a. What is the ratio of the length of the larger rectangle to the
length of the smaller rectangle?
b. What is the ratio of the width of the larger rectangle to the
width of the smaller one?
c. Are the rectangles similar? Why?
d. What is the ratio of the area of the larger rectangle to the area
of the smaller one?

12.10 REVIEW EXERCISES

In 1-4, express the ratio in simplest form.
1. 30:35 2. 8w to l2w 3. 3 * 3 4. 75 mm to 15 cm

5. If L0 paper clips weigh 11 grams, what is the weight in grams of

150 paper clips?
6. Thelma can type 150 words in 3 minutes. At this rate, how many
words can she type in 10 minutes?
7. If 1j nounds of beef cost $2.40, how many pounds of beef can be
purchased for $8.00?
 Ratio and Proportion 409

In 8-10. solve for r and check.

8. *:+ e' ;':; 10'

4
x r*3
11. The ratio of two numbers is 1:4 and the sum of these numbers is
40. Find the numbers.

ln L2-t4, select the numeral preceding the choice that makes the
statement true.
12. In a class of 9 boys and 12 girls, the ratio of the number of girls
to the number of students in the class is
(1) 3:4 (2) 4:3 (3) 4:7 (4) 7:4
13. The perimeter of a triangle is 45 cm, and the lengths of its sides
are in the ratio 2:3:4. The length of the longest side is
cm (2) 10 cm (3) 20 cm (4) 30 cm
(1) 5
14. lf a:x : b:c, then.r equals
0+ @!! (3)ac-b (4)bc-a
oa
15. Seven percent of what number is 21?
16. What percent of 36 is 45?
17. The sales tax collected on each sale varies directly as the amount
of the sale. What is the constant of variation if the sales tax of
$.63 is collected on a sale of $9.00?

18. In the diagram,

ADEF AGHJ.
The measures in
inches are DE = t2,
DF : 10, EF : 15,
and Gfl : 9.
a. Find HJ and GJ.
b. What is the ratio of the measures of the corresponding sides?
c. What is the ratio of the perimeters?
d. What is the ratio of the areas?
19. On a stormy February day, 28Vo of the students enrolled at South-
side High School were absent. How many students are enrolled at
Southside High School it 476 students were absent?
20. After a 5" -by-'l" photograph is enlarged, its shorter side measures
15 inches. Find the length in inches of its longer side.
410 Integrated Mathematics: Course I

21. In the diagram, the two tri-

angles are similar.
a. Name 3 pairs of corre-
sponding angles.
b. Name 3 pairs of corre-
sponding sides.
c. lfAB:4,AC=6,and
S? : 9. find RT.

The sides of a triangle measure 18, 20, and.24.If the shortest side
of a similar triangle measures 12, find the length of its longest
side.

AABC - AA'B'C'. FiNd:

a.y b.z e.AC
d. A'C' e, AB I. A'B' AB
,,s,/lo
./
./l
._.1

A-L A
v

24. A student who is 5 feet tall casts an S-foot shadow. At the same
time, a tree casts a 4O-foot shadow. How many feet tall is the tree?
ln L.ABC,mzA: 70 and mzB:45. In LDEF,mzD :65
and m zE :70.
a. Is AABC similar to LEFD? Why?
b. If AB : 5, DE : 12, and EF : 20, find the length of AC.

In the diagram, z Y and z ATR are c

right angles. The measures in inches are
YT : 4, AT: 3, and TR : 6.
a. State a reason whv A CRY - LART.
b. Find CY. Y

c. Find the area of:

t. LART 2. ACRY 3. trapezoidcATY
27. If 4 carpenters can build 4 tables in 4 days, how long will it take
1 carpenter to build 1 table?
How many girls would have to leave a room in which there are 99
girls and 1 boy in order that 98Vo of the remaining persons are
girls?
 chapter 13
Special Products and
Factoring

13.1 UNDERSTANDING THE MEANING OF

FACTORING
when two numbers are multiplied, the result is called their product.
The numbers that are multiplied are called factors of the product. since
3(5) : 15, the numbers 3 and 5 are factors of 1b.
Factors of a product can be found by using division. If the remainder
is 0, then the divisor and the quotient are factors of the dividend. For
example, 35 + 5 : 7. Thus, 35 : 5(7), and 5 and 7 are factors of Bb.
Factoring a number is the process of finding those numbers whose
product is a given number. Usually, when we factgr, we are finding the
factors of an integer and we find only those factors that are integers.
We call this factoring ouer the set of integers.
Every positive integer that is the product of two positive integers is
also the product of the opposites of those integers.
+27 : +3(+7) +2I : -3(-7)
Every negative integer that is the product of a positive integer and
a negative integer is also the product of the opposites of those integers.

-2L : +3(-7) -21 : -3(+7)

Usually, when we factor a positive integer, we write only the positive
integral factors.
Recall that a prime number is an integer greater than 1 that has no
positive integral factors other than itself and L. The first prime num-
bers are 2, 3, 5,7, 11, 13, 17 , . . .. Integers greater than 1 that are not
prime are called composites.
In general, a positive integer can be expressed as the product ofprime
factors. Although the factors may be written in any order, there is one

411
412 Integrated Mathematics: Course I

and only one combination of prime fac-

tors whose product is a given composite. 2l:3'7
Note that a prime factor may occur in 2O:2'2'5or22'5
the product more than once.

To express a positive integer, for ex- :28 . 10.

280
ample 280, as the product of primes,
start with any pair of positive integers 280: 2'14'2'5.
whose product is the given number. I N\\
Then, factor these factors. Continue to
280:2'2'7 ' 2' 5
factor the factors until all are primes. Fi' 280 : 2' 2'2' 5 '7
nally, rearrange these factors in numer-
or
ical order.
280:23'5'7

Expressing each of two integers as the product of prime factors makes

it possible to discover the greatest integer that is a factor of both of
them. We call this factor their greatest common factor.
Let us find the greatest common factor of 180 and 54.

180 : 2' 2'3' 3' 5or22' 32' 5

54:t.s.i
I IJ
* or2'83
Greatestcommon factor : 2' 3' 3 or2' 32 or 18

You see that the greatest number of times lhat 2 appears as a factor
in both 180 and 54 is once; the greatest number of times that 3 appears
as a factor in both 180 and 54 is twice. Therefore, the gteatest common
factor of 180 and 54 is 2 ' 3 3, or 2 ' 3', or 18.
T}ne greatest cornrnon factor of two or more monomials is the product
of the greatest common factor of their numerical coefficients and the
highest power of every variable that is a factor of each monomial.
For let us find the greatest common factor of 24a3b2 arrd
L8a2b. "*u*ple,

I
I I.I, J
l8a2b:i. 3'3'a'ct' b
J JJ J
Greatest common factor :i ' t' a'a' b=6a2b

The greatest common factor of 24asb2 and 18o2b is 6a2b.

 Special Products and Factoring 413
When we are expressing an algebraic factor, such as 6o2b, we will
agree that:
O Numerical coefficients need not be factored. (6 need not be writ-
tenas2'3,)
o Powers of variables need not be represented as the product
of several equal factors. (a2b need not be written as o a . b.)

MODEL PROBLEMS

1. Express 700 as a product of prime factors.

Solution: 700:2.35;O
700:2.2.L75
700:2.2.5.35
700 : 2. 2.5 . 5. 7 or22' E2 . 7 Ans.

2. Find the greatest common factor of the monomials 6or2sa and B6rs2t.
Solution:
60r2sa:2.2.3.b .r.r.s.s s sor22.g.b. r2 s4
36rs2t:2. 2. B. 3 r s. s. / or22. 82. r. s2. t
The greatest common factor is 2 . 2 . 3 r s s or
22 ' 3 r s2 or l2rs2. Ans.

3. Write all the positive integral factors of 98.

Solution: 98:1.98
98:2.49
98:7.14
Answer: I,2,7, 14, 49, and 98.

EXERCISES

In 1-10, tell whether or not the integer is a prime.

1.5 2.8 3.13 4.18 5.73
6. 36 7. 41 8. 49 9. 57 10. 1

In 11-20, express the integer as a product of prime numbers.

11. 35 12. t8 13. L44 14. 77 15. r28
16. 400 17. 202 18. r29 19. 590 20. 316
414 Integrated Mathematics: Course I

ln2!-26, write all the positive integral factors of the number.

21. 26 22. 50 23. 36 24. 88 25. 100 26. 242
27. The product of two integers is L44. Find the second factor if the
first factor is: a. 2 b. 8 c. -18 d. 36 e. -48
ZB, The product of two monomials is 36r3ya. Find the second factor if
the first factor is:
a. 3x2y\ b. 6r3y2 c. I2xy2 d.. -9x3y e. l8x3y2
In 29-36, find the greatest common factor of the given integers'
29. 10; 15 30. L2; -28 31. 74;35
32. 18; -24;36
33. 75;50 94. 72;lO8 35. -144:200 36. 96;156;175
In 37-48, find the greatest common factor of the given monomials.
37. 4x;4y 38. 6;72a 39. 4r;612
40. 8xy,6xz 41. l0x2;L5xy2 42. 7c3d3; -r4c2d
43. 36xy2z; -27xyzz2 44. 50m3n2;75msn 45- 24ab2c3;!8ac2
48. l4a2b:L}ab 47. 36xyz;25xyz 48. 2ab2c;3x2yz

19.2 FACTORING POLYNOMIALS WHOSE TERMS

HAVE A COMMON MONOMIAL FACTOR
To factor a polynomial over a designated set of numbers means to
express that polynomial as a product of polynomials whose coefficients
are members of that set. Let us factor 2x + 2y over the integers. The
distributive property tells us thata(x + y) : 2x * 2y. Therefore, when
2x + 2y is expressed as a product of factors, the result is 2(r + y)'
Notice that the monomial 2 is a factor of each term of the polynomial
2x + 2y. Therefore, 2 is called a cornmon monomial factor of the
polynomial 2x + 2y.
To factor a polynomial, look first for the greatest common monomial
factor, that is, the greatest monomial that is a factor of each term of
the polynomial. For examPle:
L. Factor 4rs * 8sf. There are many common factors such as 2, 4,2s,
and 4s. The greatest common monomial factor is 4s. Hence, divide
4rs * 8st by 4s to obtain the quotient (r * 2f), which is the second
factor. Therefore,4rs * 8sl : 4s(r + 2t).
2. Faclot 3x + 4y. Notice that 1 is the only common factor. The second
factor is 3r * 4y. We say that 3x + 4y is a prime polgnomial' A
polynomial with integers as coefncients is a prime polynomial if its
only factors are 1 and the polynomial itself.
 Special Products and Factoring 415

PROCEDURE. T factor a polynomial whose terms haye a com-

mon monomial factor:
1 rnonomial that is a factor of each tenu,or...,
ffitlil-"mfst
,
*it[; #lfriar by *,r,* o,o,,o**, r',;; ;- n"*'
A. Express the potynomial as the indicated produet oi:tU* i*o
lfactgrs'
.,,.' : i,, ,, ,, ,,,,

We can check by multiplying the factors to obtain the original

polynomial.

MODEL PROBLEM

Write in factored form: 6c3d - L2c2d2 + Bcd

Solution
(L) \cd is the greatest common factor of 6c3d, I2c2d2, and Bcd.
(2) To find the other factor, divide 6cgd - I2c2d2 * Bcdby Bcd.
(6c3d - l2c2d2 + Jcd) + Bcd : 2c2 - 4cd + |
(3) 6c]d - L2c2d2 + \cd : Bcd,(2c2 - 4cd * 1) Ans.

EXERCISES

In 1-51, write the expression in factored form.

1.2a+2b 2.5c+5d 3. 8m*8n
4.3x-By o. t[ - tn 6. 6R-6r
7. bx+by 8. sr-s/ 9. xc-xd
10. 4x * 8y 11. 3m - 6n L2. L2t - 6r
13. I1c - lld 14. l2x - l8y 15. I8c - 27d
16. 8r + 16 17. 6r - 18 18. 8x-12
19.7y-7 20.8-4y 21. 6-18c
22. y2 - 3y 23. 2x2 + 5x 24. 3x2 - 6x
25. 32x + x2 26. rs2 - 2r 27. ax - \ab
28. 3y4 + 3y2 29. 10r - 15rg 30. 2x - 4x3
3L. p + prt 32. s-sr 33. hb+hc
34. rr2 + rR2 35. rr2 + rrl 36. rr2 + 2trrh
37. 4x2 + 4yz 38. 3a2 - I 39. ox-+D
F9
416 Integrated Mathematics: Course I

40. Sabz - 6a2b 41. 10ry - l5x2y2

42. 2l.ras2 - ]4r2s 43. 2x2 + 8x + 4
44. 3x2 - 6r - 30 45. ay - 4aw - t2a
46. c3 - c2 + 2c 47. 2ma + 4rnb + 2mc
48. 9ab2 - 6ab - 3a 49. LSxByBzs - Sxyz
b0. 8aab2c3 + l2a2b2c2 51. 28man7 -'I\mzna
52. The perimeter of a rectangle is represented by 2L + 2W. Express
the perimeter as a product of two factors.

In 53-56, the expression represents the area of a rectangle. Write

this expression as the product of two factors.
53. 5x + 5y 54. 18r + 6 55. x2 + 2x 56. 4x3 + 6x2

13.3 SOUARING A MONOMIAL

To square a monomial means to use that monomial as a factor two

times. For example:
(3r)2 : (3)(3)(rXr) : (3)2(r)2 or 9x2
(3r)(3r) :
(by')' : (5y2)(5y2) : (5X5)(y')(y') = 6)2Q\2 or 25va
e6bt2 : (-6b4)(-ab\ : (-6)(-6)(bo)(bn) : (-G)2(br2 or 36b8
(4c2d7)2 : (4c2d,\(4c2ds) = (4)(qk\k\(d3)(d3) : (4)2k\2(d3)" or
16c4do

When a monomial is a square, its numerical coefficient is a square

and the exponent of each variable is an even number. This is the case
with each of the previous results.

MODEL PROBLEMS

In each of the following, square the monomial mentally.

Think Write
l. (4a3\2 : (4)2 . (a")' : !6ao
- /2. -\2 : /z\2 .@)2(b)2
z. . ,r,,,, : *o'u'
4 :
G"u) (;)
3. (-7xy212 : (-7)2 . (x)2 . (y2)2 : 49x2ya
4. (.3y')' : (3)2(y\2 : .Ogy4
 Speciaf Products and Factoring 417

EXERCISES

In 1-20, square the monomial mentally.

1. (a')2 z. (b\2 g. ed\z 4. (rs)z
b. (*'n2)' 6. (-*tyr), 7, (gx2)z g. (-syu),
9. (9ab)2 10. (rox2y212 11. (-r2cds)2
12. (i"),

rB. (1 *\' (-I o,r,\' /x\' 16' (

\ -q\'
\z-/ 14.
\ E / rb.
\r/ b/
17. (.8r)2 18. (.5y')' 19. (.txy)2 tO. (-.6a2b)2
21. Represent the area of a square whose side is represented by:
a. 4x b. 10y k d. l.br e. Bx2 f. 4x2yz
".

1 3' 4 glH
ilF='-"#%If*%' T;Ht'?
when two binomials are multiplied, four terms result. usually, two
of these terms are similar terms and can be combined so that the result
is a trinomial. However, if the sum of the similar terms is 0, the result
is a binomial.
Study the following examples:
@ + 4)(a _ n,
:y __ fl, i if :
: i]
:a2-Lo
(3x2 + 5y)(3x2 - 5y) : 3x2(3x2 5y) + 5d1r2 5y)
- -
: gxa - L5x2y + l1xzy - 2Ey,
: gx4 - 2Ey'
These examples illustrate the following procedure, which will enable
us to find the products mentally:

ffi*ffi";#,#*;**'##;#il-
.,,':*:l:.ru;*.*** ;l**u,''rubil#.$;:. gf* ir,,;i.'.5eil;':'t€;ilj.j,.,... i..'...
418 Integrated Mathematics: Course I

KEEP IN
@ + b)(a - b): a2 - b2

MODEL PROBLEMS
In 1 and 2, find the product mentallY.
Think Write
1. (y+7)(y-7) :Q)2-g)2 :v2-49
2. 8a + 4b)(3a - 4b) : (3a)2 - (4D2 : ga2 - l6b2

EXERCISES
ln I-22, find the product mentallY.
1. (r + 8Xr - 8) 2- 1v + 10)(r - 10) 3. (m - 4)(m + 4)
4. (n - 9)(n + 9) 5. (10 + o)(10 - o) 6. 02 - b)(Iz + b)
7. (c + d)(c - d.) 8. (r - s)(r + s)
9. (3r + 1)(3r - 1) 10. (5c + 4)(5c - 4)
11. (8r + 3y)(8* - 3r) 12. (5r - 7s)(5r * 7s)
rs. (r2 + 8)(r2 - 8) 14. (3 - 5y2)(3 + 5v2) 15. (" . ;)(" - ;)
16. (r +.5)(r -.5) 17. (.3 + m)(.3 - nx) 18. (ob + 8)(ab - 8)
19. (r3 - 2s4)(r3 + 2sa) 20. @+5)(a-5)(a2+25)
21. (r - 3)(r + 3)(r2 + 9) 22. @+b)(a-b)(a2+b2)
ln23-26, express the area of the rectangle whose length Z and width
W are given.
23. L:x+7,W:x-7 24. L:2x +3,W=2x-B
25. L:c+d,W:c-d 26. L:2a +3b,W=2a-3b

13.5 FACTORING THE DIFFERENCE OF

TWO SQUARES

An expression of the form a2 - b2 is called a d,ifference of two

squ&res. Factoring an expression that is the difference of two squares
is ttre reverse of multiplying the sum of two terms by the difference of
the same two terms. Since the product (a + b)(a - b) is a2 - b2, tlne
factors of a2 - b2 are (a + b) and (o - b). Therefore:
a2-b2=(a+D@-b)
 T

Special Products and Factoring 419

Remember that for a monomial to be a square, its numerical coeffi-
cient must be a square and the exponent of each of its variables must
be an even number.

t#c ,'* d;i* *- ,*l that ia a ais.r***'rr,r*o l

;$ffi* *t#*ly--xl* or a mooo*,*ri tr,*o

MODEL PROBLEMS

In 1-3, factor the polynomials mentally.

Thinh Write
1. 12-g =(r)2-(g)2 :(r*BXr_B)
2. 25x2 - fu, : 6a, - (!")' : (u, . il!. - ir)
3. .04 - c6d4 : (.2)2 - (c3d2)2 : (.2 + - csd2)
""d.")(.2
4. Express x2 - I00 as the product of two binomials.
solution: since 12 - 100 is a difference of two squares, the factors
of x2 - 100 are (r + 10) and (r - 10).
Answer: (r + 10)(r - 10)

EXERCISES

In 1-9: If possible, express the binomial as the difference of the

squares of monomials as in the first step of the model problems; if not
possible, tell why.
l. y2-64 2.4r2-b2 g. r2+s2
4. t2 - 7 5. gn2 - l6m2 6. c2 - .Ogd2
-t9c p'
7. 8.
- *q" r6a4 - 2EbG 9. -g + m2
In 10-45, factor the binomial.
10. a' - 4 tl. b2 - 2E 12. c2 _ too
13. r2 - 16 14. s2 - 49 lE. t2 _ gt
420 Integrated Mathematics: Course I

16. 9-x2 17. L44 - c2 18. 12]_ - mz

19. l6a2 - b2 20. 25m2 - n2 21. d2 - 4c2

22. rn -g 29. x4 - 64 24. 25 - sa
25. 10012 - 8ly' 26. 64e2 - 9f2 27. r2s2 - r44
28.
cl
w--64 29. ^l - Ifu 30. j- t
""
at 4
1
33. gr"- - l2I
-1 49d2 64s2
31. 49x" - , v.' 25 81
34. x2 - .64 36. y' - r.44 36. .04 - 4912
37. .\6m2 - I 38. 8In2 - .ot 39. .8!x2 - y2
40. 64a2b2 - c2d2 41. 25r2s2 - 9t2u2 42. 8lm2n2 - 49x2y2
43. 49m4 - 64n4 44. 25xG - L2]-y1o 45. xny" - r44a6bro

In 46-50, the given polynomial represents the area of a rectangle.

Express the area as the product of two binomials.
46. x2-4 47. y2-g 48. f-49 49. *-64 50. 4,'-v'

In 51-53, express the area of the shaded region as (a) the difference
of the areas shown and (b) the product of two binomials'

p5
ol-'
d

c
Jo

2x
'm
Ex.51 Ex.52 8x.53

In 54 and 55, express the area of the shaded region as the product
of two binomials.

F_gx-_--i
F-5a----l
T
I I

I 3x
5a

I
I

Ex.55
I I

Ex.54
 Special Products and Factoring 421

13.6 FINDING THE PRODUCT OF

TWO BINOMIALS
We have already discussed how to use the distributive property to
multiply two binomials of the form ax 4 b and cr * d. Now. vou will
see how to find such a product mentally.
study carefully the multiplication below that makes use of the dis-
tributive property.
(2x - 3)(4x + 5) : 2x(4x + 5) - 3(4r + 5)
: 2x(4x) + 2x(5) - 3(4x) - 3(5)
:8x2+10r-I2x-15
:8x2-2x-IE
Note the following:
L. The first term of the trinomial is the product of the first terms of
the binomials.
2x(4x\ : 8x2
2. The middle term of the trinomial is the sum of two terms, the prod-
uct of the outer terms and the product of the inner terms of the
binomials.
-t2x
(2x - 3)(4x + 5) Think: (-L2x) + (+10r) : -2x
+ 10r

3. The last term of the trinomial is the product of the last terms of the
binomials.

-3(+5) : -15
lirP- .,,.:$*t,find,ith+.eto&*tof'h#,orbiuonfti , ,t ft{B',
i,.ax,+'h-'and,d, *'id11.,,,.'',. :t;ji::i

-.I'ffi liii
i:ii:iiiri

i;.ai!;i
iiiiii
tl.,iilt:.

$
l
422 Integrated Mathematics: Course I

MODEL PROBLEMS

1. Multiply: (x - 5)(x - 7)

Solution: Think:

-5x L. (x)(x) : x2
t-] 2. (-5x) + (-7x) : -l2x
(x-5)(x-7) 3. (-5)(-7) : +35
-7x
Write: (r - 5Xr - 7) : x2 - L2x * 35 Ans.

2. Multiply: (3y - 8)(4y + 3)

Solution: Think:

-32v 1. (3yX4Y) :12Y2

2. (-32y) + (+9Y) - -23Y
(3y
't- - - +
8)(4y 3)
t'
3. (-8)(+3) : -24
+9v
Write: (3y - 8X4y + 3) : I2y' - 23y - 24 Ans.
EXERCISES

In 1-36, perform the indicated operation mentally.

1. (r + 5)(r + 3) 2. (y + 9)(v + 2) 3. (6 + d)(3 + d)
4. (r-10Xr-5) 5. (v-1Xv-9) 6. (8-c)(3-c)
7. (x + 7)(x - 2) 8. + llXy - 4) 9. (m - l5)(m + 2)
(y
10. (n - 2O)(n + 3) 11. (5 - t)(9 + t) 12. (2x + t)(x + I)
13. (3r + 2Xr + 5) 14. - 5)(3c -
(c 1) 15. (m - 6)(3m + 2)
16. (y + 8)2 17. (Z - q2 18. (y + 5)2
19. (t - t)2 20. (2x + l)2 21. (3x - 2)2
22. (7x+3)(2x-L) 23. (2y+3)(3y+2) 24. (52-ilQZ-5)
25. (2y + 3)(2y + 3) 26. (3x + 4)2 27. (2x - 5)z
28. (3t-2)(4t+7) 29. (5y-06y-$ 30. (2r+3)(5t+1)
31. (2c - 3d)(5c - 2d) 32. (4a - 3b)(3o + b)
33. (5a + 7b)(5a - 7b) 34. (5a + 7b)(5a + 7b)
35. 6a + 7b)(7a + 5b) 36. (5a + 7b)(7a - 5b)
87. Represent the area of a rectangle whose length and width are:
a. (r * 5)and(x+ 4) b.(2x + 3)and(r - 1)
38. Represent the area of a square each of whose sides is:
a. (r+6) b. (x-2) c. (2x+l) d. (3x-2)
 Special Products and Factoring 423

13.7 FACTORING TRINOMIALS OF THE FORM

ax2 + bx +c
You have learned that (r + 3Xr + 5) : x2 + 8x * 15. Therefore,
the factors of x2 + 8r + 15 are (x + 3) and (r + b). Factoring a tri-
nomial of the form ax2 -t bx * c is the reverse of multiplying binomials
of the form (dr * e) and (fx + d. When we factor a trinomial of this
form, we list the possible pairs of factors using combinations of factors
of the first and last terms and test them, one by one, until we find the
correct middle term.
For example, let us factor x2 + 7x + 10.
1. The product of the first terms of the binomials must be 12, Therefore,
for each first term, we use r. We write:
x2+7x+10:(r )(r )

2. since the product of the last terms of the binomials must be +10,
these last terms must be either both positive or both negative.
The pairs of integers whose product is *10 are:
(+1)(+10) (+5)(+2) (-1)(-10) (-2)(-5)
3. From the products obtained in steps 1 and 2, we see that the possible
pairs of factors are:
(r + 10)(r + 1) (r - 10)(r - 1)
(x + 5)(x + 2) (x - 5)(x - 2)
4. Now, we test each pair of factors. For example,

(r + 10)(r + is not correct because the

1)
* 10r
middle term, (+10r) + (+1.r), is *11r, (r+10)(r+1)
not I7 x.
+1r

*5x
(r + 5Xr + 2) is correct because the middle n
(r+5)(r+2)
term, (+5r) + (+2x). is +7r.
+2x

None of the remaining pairs of factors is correct because each would

have a middle term that is negative.
5. x2 + 7x + I0: (tr + SXr + 2\ Ans.
424 Integrated Mathematics: Course I

observe that, in this trinomial, the first and last terms are both pos-
itive: 12 and +10. Since the middle term of the trinomial is positiue,
the last terms of both binomial factors must be positiue (+5 and +2).

, ,,pnoegguRE. Tu;fa€t'o" * *ru# ti'*rre rur* *ul*'A* I ,'

:,,,eua tua binoq,ials that
' ew tht fotlqsdng,characterieties; ,'",
.b,

i , i, Th*- prguct of the first terms'of tUe:*ino'*ialt, 'rnusi,he equal

:.,i ''
' ' * tne A"st te"m tn the triuornial (trr1..,.,," '' ,., ,., ,, , ,

2. The product of the last terrrls of 'i[e Siuol'rrials mg,st',.bo eq'ual

' to ttre taet teri" of fe tfh"mi
.3.1V.herr'thefir'stternofeacl.l'bimior.ismukffied.byithe.sec.
-- :
uttd 1"*t.of iile .other,,and, th''e :st1nft-'.'sf,,ftcre,produete is.faund,t...,,,
','',, XniS iosuti rnust,,equal thb, rniddle''term,,:Sf ffu' trifiomiul,{b*),,,,:
: :

MODEL PROBLEMS

1. Factor: y2 - 8y + 12

Solution:
1. The product of the first terms of the binomials must be y2. There-
fore, for each first term, we use y. We write:
y2-8y+12:(y )(y )

2. * 12,
Since the product of the last terms of the binomials must be
these last terms must be either both positive or both negative.
The pairs of integers whose product is *12 are:
(+1X+12) (+2)(+6) (+3X+4)
(-1)(-12) (-2X-6) (-3)(-4)
3. The possible factors are:
1y t2)
+ 1)(r + 6)
(y + 2)(v + (v + 3)(v + 4)
(y-DU-12) Q-2)(Y-G) Q-il9-a)
4. When we find the middle term in each of
the trinomial products, we find that only -Gy
the factors 1t - 6Xr - 2) yield a middle (y-6)(y-2)
term of -8y.
-2y
5. y' - 8y + 12 : (y - 6)(y - 2) Ans.
 Special Products and Factoring 425

When the first and last terms are both positive (y2 and + 12) and the
middle term of the trinomial is negative, the last terms of both binomial
factors must be negatiue (-6 and -2).

2. Factor: c2 + 5c - 6
Solution:
1. The product of the first terms of the binomials must be c2. There-
fore, for each first term, we use c. We write:
c2+5c-6:(c Xc )

2. Since the product of the last terms of the binomials must be -6,
one of these last terms must be positive, the other negative.
The pairs of integers whose product is -6 are (+1) and (-6);
(-1) and (+6); (+3) and (-2); (-B) and (+2).
3. The possible factors are: (c + 1)(c - 6) (c + B)(c - 2)
(c - 1)(c + 6) (c - 3)(c + 2)
4. When we find the middle term of each of
the trinomial products, we find that only -Ic
n
the factors (c - 1Xc + 6) yield a middle (c-lXc+6)
term of +5c.
+6c
5. c2 +5c - 6: (c - lXc + 6) Azs.
3. Factor: 2x2 - 7x - 15
Solution:
1. Since the product of the first terms of the binomials must be 2r2,
we use as one of these terms 2x, and. as the other, r. We write:
2x2-7x-rB:(2x )(r )
2. Since the product of the last terms of the binomials must be - 1b,
one of these last terms must be positive, the other negative.
The pairs of integers whose product is -lb are (+1) and (-15);
(-1) and (+15); (+3) and (-5); (-B) and (+5).
Notice that these four pairs of integers will form eight pairs
of binomial factors since the way in which the integers are com-
bined with the first terms will produce different pairs of factors:
(2x + L)(x - 15) is not the same product as (2x lb)(r + 1).
-
3. The possible pairs of factors are:
(2x+r)(x-tE) (2x+ 3)(x-5) (2x-7)(x + L5) (2x-B)(x+ E)
(2x+15)(x- I) (2r+ 5Xr- 3) (2r - 15X* + 1) (2r- 5Xr+ B)
426 Integrated Mathematics: Course I

4. When we find the middle term of each of *3r

the trinomial products, we find that only r-'l
the factors (2x + 3)(x - 5) yield a middle (2r+3)(.r-b)
term of -7r.
- 10r
5. 2x2 - 7x - t5 : ex + B)(r - b) Ans.
KEEP IN
In factoring a trinomial of the form axz * bx * c, when o is a
positive integer (o > 0):
1. If the last term is positive, the last terms of the binomial fac-
tors must be either both positive or both negative.
2. If the last term is negative, one of the last terms in the bino-
mial factors must be positive, the other negative.

EXERCISES

In 1-45, factor.
1. u2+3a+2 2. c2+6c+5 3. x2+8x+7
4. r2+l2r+ll 5. m2+5m+4 6. y'+l2y+35
7. x2+]-Lx+24 8. o2+11o+18 9. 16 1- 77c * c2
10. x2+2x+l 11. z2 + loz + 25 L2. a2-8a+7
13. a2-6a+5 14. x2-5x+6 15. x2 - l].x + l0
16. y'- 6y + 8 17. L5-8y+y2 18. x' - Iox + 24
19. c2 - l(c + 40 20. x2 - I6x + 48 21. x2 - L4x + 49
22. x2-x-2 23. x2-6x-7 24. y'+4y-5
25. z2 - l2z - Lg 26. c'-2c-15 27. c2 + 2c - 35
28. x2-7x-L8 29. z2+92-36 30. x2 - rgx - 48
31. x2 - L6x + 64 32.2x2+5x*2 33.2x2+7x*6
34. 3x2 + 10r + 8 35. l6x2 + 8r + 1 36.2x2+x-3
87.3x2+2x-E 38.2x2+x-6 39. 4x2 - r2x + 5
40. L0a2 - 9a * 2 41. I8y' - 23y - 6 42. x2 + }xy + 2y2
48. 12 - grs - 10s2 44. 3a2 - 7ab + 2b2 45. 4x2 - \xy - 6y2

In 46-48, express the polynomial as the product of two binomial

factors.
46. x2+9x+18 47. x2-gx+74 48. y'-5y-24
In 49-51, the trinomial represents the area of a rectangle. Find the
binomials that could be expressions for the dimensions of the rectangle.
49. x2+8x+7 50. 12+9r+18 51. 3x2 + ].4x + 15
 Special Products and Factoring 427
In 52-54, the trinomial represents the area of a square. Find the
binomial that could be an expression for the measure of each side of
the square.
52. x2+L}x+25 53. 8Ix2+ 18r*I 54.4x2+l2x+g

13-8 FACTORING COMPLETELY

Some polynomials, such as x2 + 4 and x2 + tr + 1, cannot be factored
into other polynomials with integral coefficients. We say that these
polynomials are prime ouer the set of integers.
To factor a polynomial completeJy means to find the prime factors
of the polynomial over a designated set of numbers. In this text, when-
ever we factor a polynomial, we will continue the process of factoring
until all factors other than monomial factors are prime factors over the
set of integers.

PROCEDURE. To factor a polynomial cornpletelt, ;; the iottow.

rns 8t:ps:
1. Loot for the g3eatest common factor. If ther€: is one, factbr tlie
given polynomiat. Then examine each factor.
2. If oneoi th*r* factors is a binomial, see if it is * Aig**.o." *
ttrro squares. If it ie, factor it as such, i

3. If one of theee factors is a trinornial, see if it ean be fac.tored.

If it can, fiid its binomial factors. '

4. Write the answer as the product of all the factors. Malie::eertain

that in-the answer all factors other than monomiat facioie are
prirne factors.

MODEL PROBLEMS

1. Factor: by2 - 4b
How to Proceed Solution
1. Find the greatest
common factor. by' - 4b : b(yz - +)
2. Factor the differ-
ence of 2 squares. by' - 4b : b(y + 2)(y - 2) Ans.
428 Integrated Mathematics: Course I

2. Factor: 3x2 - 6x
- 24
How to Proceed Solution
1. Find the greatest
common factor. 3x2 - 6x - 24 : 3(x2 - 2x - 8)

2. Factor the
trinomial. 3x2 - 6x - 24 : 3(r - 4)(x + 2) Ans.

Factor: xn - L6
How to Proceed Solution
1. Factor ra - 16 as
the difference of 2
squares. xa - 16 : (x2 + +)(x2 - 4)

2. Factor x2 - 4 as
the difference of 2
squares. xa - 16 : (x2 * 4)(x + 2)(x - 2) Ans.

EXERCISES

In 1-45, factor completelY.

l. 2a2 - 2b2 2. 6x2- 6y2 3.4x2-4
4. ax" - oy' 5. crn2- cn2 6. s/2-s
7. 2x2 - 18 8. 2x2 - 32 g. 3x2 - 27y2
10. !8m2- 8 11. r2a2 - 27b2 12. 63c2 - 7
13. x3 - 4x 14. y3 - 25y 15. z3-z
16. 4as - abz 17. 4cs - 49c 18. 9db2 - d
19. 4a2 - 36 20. xn-l 21. y4 - 8l
22. rR2 - rr2 23. rc2 - rd2 24. 100x2 - 36y'
25. ae2 + 3ax * 2a 26. 3x2+ 6r+3 27.4r2-4r-48
28. xs + 7x2 + 10r 29.4x2-Gx-4
30. a2y r l\ay + 25y 31. d3 - 8d2 + t6d
32. 2ax2 - 2ax - 12a 33. abx2 - ab
94. z6 - 22 35. L6x2 - xzya
36. xa+x2-2 97. an - !oa2 + I
38. yn - 13y2 + 36 39. 2x2 + I2x + 8
40. \xa + l0x2 + 5 41. 2a2b + 7ab + 3b
42. !6x2 - I6x + 4 43. 25x2 + l00xy + 100y2
44. L8m2 + 24m + 8 45. l2a2 - \ab - 2b2
 Speciaf Products and Factoring 429
13.9 REVIEW EXERCISES
1. Express 250 as a product of prime numbers.
2. What is the greatest common factor of 8ax and,4ay?
3. Find the greatest common factor of Lfiasbcz and,24a2bc4.
In 4-6, square the monomial
4. (3gt)' 5. (-4x4)2 6. (0.2c2y)2

In7-L2, find the product.

7. (r - 5)(r + 9) 8. (y - 8)(y - 6)
9. (ab + 4)(ab - 4) 10. (Bd + L)(d - Z)
11. (2w + l)2 tZ. (2x + Bc)(x + 4c)
In 13-27, factor completely.
13. 6x + 27b t4. By2 + I}y lb. m2 - 8l
16. x2-r6h2 17. x2-4x-5 tg. yr-gy+L4
19. 64b2 - 9 20. r2r - k2 21. x2 - 8x + !6
22. a2 - 7a - go zB. x2 - !6x + 60 24. r6y2 - t6
25. x2 + 6bx - I6b2 26. 2x2 - gxy
- 5y2
27. 3.rs - 6x2 - 24x
28. Express the product (k + ll)(k - 15) as a binomial.
29. Express as a binomial: 4ez2(4e - z)
30. If the length and width of a rectangle are represented by (2r - B)
and (3r - 2), respectively, express the area of the rectangle as a
trinomial.
31. Find the trinomial that represents the area of a square if the mea-
sure of a side is 8rn * 1.

32. lf 9x2 + 30r + 25 represents the square of a number, find the

binomial that represents the number.
33. Factor completely: 60a2 + 37a - G
34. A group of people wanted to form committees having the same
number of persons on each committee. They found that there was
one extra person when they tried to make 2, B, 4, E, or 6 commit_
tees. However, they were able to make more than 6 and fewer than
12 equal committees. What is the smallest possible number of per-
sons in the group? What was the size of the committees that were
formed?
 chapterl 4

Fractions, and
First-Degree Equations
and Inequalities
Involving Fractions

14.1 THE MEANING OF AN ALGEBRAIC FRACTION

A fraction is a symbol that indicates the quotient of any number

divided by any nonzero number. For example, the arithmetic fraction
nl
indicates the quotient of 3 and 4.
An algebraic fraction is a quotient of polynomials. An algebraic frac-
tion is sometimes called a rational expression.

Examples of algebraic fractions ur"t'u, L++:

;,?, ;, #, #,
The fractior, Ib -"un, that the number represented by o, the numer-
ator, is to be divided by the number represented by b, the denominator.
Since division by zero is not possible, the value of the denominator, b,
may not be zero. An algebraic fraction is defined or has meaning only
for those values of the variables for which the denominator is not zero.

MODEL PROBLEM

Find the value of r for which -p= has no meaning.

x-V
12
Solution: is not defined when the denominator r- 9 is equal to 0.
x-g
Let x - 9 : 0. Then r : 9. Answer: 9

430
 Fractions, and Equations and Inequalities Involving Fractions 431

EXERCISES

In 1-10, find the value of the variable for which the fraction is not
defined.
2-5
1.
xGx 3.+
v-
4. -+
tc-D
o'
-)C
,-B
6. =l-
2-x 7.Y+5
y+2 8. #\ e.'## 10. -=r-
x"-4
In 11-15, represent the answer to the problem as a fraction.
11. Represent the cost of 1 piece of candy if b pieces cost c cents.
12. Represent the cost of 1 meter of lumber if p meters cost 98 cents.
13. If a piece of lumber 10r + 20 centimeters in length is cut into y
pieces of equal length, represent the length of each of the pieces.
14. What fractional part of an hour is m minutes?
15. If the perimeter of a square is represented by 4x * 2y, represent
the length of each side of the square.

14.2 REDUCING FRACTIONS TO LOWEST TERMS

A fraction is said to be red,uced to lowest terms when its numerator
and denominator have no common factor other than 1 or -1.
Each of the fractir 5 ' a -
j.
rns
ft and fican be expressed in lowest terms as

Use the multiplication property of 1 to show that

,A names the same
,tA-
number as and that
i names the same number as j. Remember
fialso
that any nonzero number divided by itself equals 1.

5 5+5 1 , a la+a 1
10:10=. b:t ano 2":2"-.
":t
These examples illustrate the division propertg of a. fraction.. If the
numerator and denominator of a fraction are divided by the same non-
zero number, the resulting fraction is equal to the original fraction.
In general, for any numbers x, y, and o, where y + 0 and o + 0:
a,J(, clx + q, x
ay a!+a y
432 Integrated Mathematics: Course I

Note the following examples of the division property of fractions:

4x 4x+x 4 cY cY+Y c
b*:E*'.*:E dy:d.y*y:e
3(r+5)_3(r+5)+3 _x-r5
18 18+3 6

when reducing a fraction, the division of the numerator and the de-
nominator by a common factor may be indicated by a cancellation. For
example:
1
3(r+5)_&(r+5) _xr5
181&6
6

a2_9 _@-TI@+S) _a*3

3a-9 3b--87 3
1

PROCEDURE. Ta reduce a fvaction to its,:,lnwest terms; ,l

t.r,Fictor both itg numerator and its denominator' = '' '

2. Hxamine tl* f"*to", and determine the greatest *o**"u f

of the numerator and the denominator.
3. Express the given fraction as the product' of,two fr ions' one
of which has as its numerator and its denominator the greatest
common factor determined in step 2. ,, l, ,,
4. Use the multiplication property of 1. . ,,. .l

1. Factor both irs num-;f;3ro*i**"*,nator ' ,

2. Divide hoth the numerator and the denou,rinato**V *nntr;rtt"

est comm"o factor.
 Fractions, and Equations and lnequalities Involvlng Fractions 433
MODEL PROBLEMS

1. Reduce terms.
#^ "lowest
Solution
Method 1 Method 2
l5x2 B Ex2 L5x2 3 . 5x2
357: i7' i? i{70: * s}.
:='I 3 o 1

: i73.#
1
x- 3
3 . E7: 7*z An'
:;__5
'I Ans. 1
x-

2x2 -
-- 6x
2. Express
^ 10*
as an equivalent fraction in lowest terms.
Solution
Method 1 Method 2
2x2 - 6x _2x(r - B) 2x2- 6x 2x(x - B)
10x 2x-5 10r 10r
_(x - 3) .2x 1
52x _ 2r(r - 3)
XK
:(r=t).'. D
5
x-3 Ans.
: x-3
_ Ans.
o o

3. Reduce: ,*,'-16 4. Reduce:

9-u
x"-5x]-4 4x-d
Solution -
Solution
x2-LG (x+4)(x-4) 2-x -x+ 2
x"-5xI4
--;-+:

(x-L)(x-4) 4x-8 4x-8

I _ -I(x - 2)
(x + 4)(x--4) 4(x - 2)
(x - r)(x-4)
1
1
-L(&-2) 1
x*4 Ans. 4(*--2) 4
Ans.
x-l 1
 Integrated Mathematics: Course I

EXERCISES

In 1-54. reduce the fraction to lowest terms.

24c
1.
4 o27 a-
u'
n 36 B6d

9r -ab
o. 6. Savz
,rF
10t co

2abc lSxz
't. 5xy 8. --.---.- 9. --ox,
9xy 4abc
-,
Df- 27a
^,
6xy-
t.o.
%7
t1.
364
t2.
il&
+l2a2b -32asbJ
13. t4. -20x2y2 +48FF
-\ac -e0l'7
*ixy 3r+6 18.
8y-12
16. ----------.;--- 17.
*45x"y" 4 6

5r-35 8rn2 + 40m 2ax * 2bx

r9.
5x 8m
2t. ---67-
5a2 - ].}a l2ab - 3b2 6x2y +
9xy2
--, ba- g"b 12xy

18b2 + 30b 4x 7d
---et5- 4r+8
27.
7d + 14

5y 2az t4
5y+5x G7 - 2"b 7r - zls
12a + 72b x2 -g
31.
3r+9
33.=
D.r-o
3o+3b
3-b s6. 'i-';
34.= 35.
F- s--r-
16-a2
,,
x--y- 2b(3 - b)
97. ao
vv'
2a-B 3y-3. b2 -g
r2-r-6 x2+7x+\2 x2+x-2
3r-9
41" --V- 16
42' 7+4x+4
3v-3 44.
x'-gx 45'
12 -28
y2-2y+t V-4x+3 7-2x-15
 Fractions, and Equations and Inequalities lnvolving Fractions 435

46.ta:f 47.
# 48.
i{;+-
4s.
i+4 *fF+ 50. b,. ry;#"

52.++# bs H#:# 54-#!;y#

14.3 MULTIPLYING FRACTIONS

The product of two fractions is a fraction with the following prop-
erties:
1. The numerator of the product is the product of the numerators of
the given fractions.
2. The denominator of the product is the product of the denominators
of the given fractions.
In general, for any numbers a, b, x, and y, when b + 0 and y + 0:
a. .r Qx
b'u= w
You can find the product of andf in lowest terms by using either
fi
one of the following two methods:

Method 1 Method 2

7 9 7.9 63 7.9 7 7 I 7.9 7

27 4 27.4 108 12.g t2 27 4 n'.4 L2

Notice that Method 2 requires less computation than Method 1 since

the reduced form of the product was obtained by dividing the numer-
ator and the denominator by a common factor before the product was
found. This method may be called the cancellation method,.

When you multiply algebraic fractions, the product has the same
properties as when you multiply arithmetic fractions.
436 Integrated Mathematics: Course I

Thus, to multiply
# r, ffi, roumay use either one of the follow-
ing two methods:
Method 1

5x2 L4y' \xz 'L4y2: 70x2yz 2y 35xzy 2y . : 2y

7y l'sF: 7y . rEF lob'5 sffi ' e,

Method 2 (the cancellation method)

l2v
5x2 r4y', 5e H$f 2y
7y t5r3 \ t+f- gx
13r
In problems in which the numerator, the denominator, or both are
polynomials that are not monomials, it is helpful to factor the numer-
ator and the denominator before applying the cancellation method. For
example:
11
3r+15.?:&a5).2_x+5
4y34y&2y
2t

x2-4 2 (r---D(x+2) 2 x+2

2x xz - 3x + 2 Zx (r - 1)E---2) r(* - 1)

-
MODEL PROBLEMS

1. Multiply and express the product in reduced form: #, V

How to Proceed Solution
5a2
(1) Divide the numerators and the 5a3
.6bx _ bd .6bn
denominators by the common 9bx o2 - 9bx *
factors 3bx and a2. 3 1
(2) Multiply the remaining
numerators and then multiply : tOo Ar".
the remaining denominators. 3
 Fractions, and Equations and Inequalities Involvlng Fractions

2. Multiply and simplify t2-Ex+G

the productt:.__f
4x-12
Solution:
x2-5x+6 2
3x 4x-L2
1 I
Ia--t\(x - 2) g x-2
^ Ans.
4(#--3) b.r
2L

EXERCISES

In 1-38, find the product in lowest terms.

30
1.8L2 2.36'eq s.
36 |. zo,
,
4. ]' a' 5. h' 6. *n'4n
'o ffl-n-

-t' 24x l4y ^ l2x L5y2

u' o m2.92
Bby' 8t Ey' g67 83m
10.# # ,1. +I y
L6N O|TL
L'' 24a3bz 2Lc2
ro -7;i-
t2"b

13.
i
2x*4
2L
,4 i# * ro.
t.
5x - 5y
,
x,-y
xy"2

16. u? L2
17.
ab-a
--F-' b3-b2

18. t-J 3x2 - 3x

19.
2r r-1
x- 15 r-1 10

2s*4 r*3
20.
* 2t
2t-
#+" -7-
.f-
22.xo-l '
2x*2 2s.+ 2a-6
12

24-12-r-2
3:' x2-4
2L - b)2'Gr-E)
zo'ada 4b 4b
438 Integrated Mathematics: Course I

a2-7a-g
26'h -4b
2\2'I-7
16b3 dt
2aI2 a-8
5

,o y2-2y-3
9.n
3y 4cz
28. "+,6:+5
9y' x*l 2cs 2y+2
4a-G 6a+12 x2-25 2xr3
30' 4"+8'5a-15 31' 47-' .-5
e, 4x+8.5r+15 33'
v2-81 lov+90
v2' 6r+18 x2-4 it . ,P E;, - 45
34.
81 8r+16
rv=-w dto'2-x
%'gr-6
3x

oa d2-25
oo' 7-E'
5d2-20
d+E
ot' b2+81
o,
gt'
8l-bz
+ tr-
- 31
a2+l2a+36 '86+7
36-a2 -bz
38' ---86

39. Fon what value(s) of a is t"" undefined?

#^

14.4 DIVIDING FRACTIONS

We know that the operation of division may be defined by means of
the multiplicative inverse, the reciprocal. A quotient can be expressed
as the product of the dividend and the reciprocal of the divisor. Thus,
8 1 8.1 :B8 and 8 5 8 3 8'3 24
6+5 :T' =
b 1. b 7*d:i' E: 7 . E: 85
In general, for any numbers e', b, c, and d, when b * 0, c * 0, and
d+O:
acadad.
b=A: b';: b,

ut,n" atg*'framion;,m"lupil,*n.
' 'aiviaend by'thelieciprocal
"r*o#;*,t..."f;,.iiuiln of the divisor. : ' ' '::
 Fractions, and Equations and Inequalities Involving Fractaons 439

MODEL PROBLEMS

6c3
l. Divide:
1

fu-
24ca
rnp
How to Proceed Solution
22d
Multiply the dividend 16c3 24ca l-d a'4d3: 4d
Ana
by the reciprocal of 2Id'- tags: tr W *
the divisor. 33c
8x+24 :
2. Divide: x2-25 4r
^2 * x2+8r+15
How to Proceed Solution
1. Multiply the dividend * 24
8x 4x
by the reciprocal of the -
7 - % 12 + + 15
gn
divisor.
8x+24 x2+8x+15
:7-%
4-
2. Factor the numerators and 2 |
denominators. Divide by : 8k + g) ' tr*+-$(r + 3)
the common factors. fu-+-$(r - 5) *.
11
3. Multiply the remaining : 2(x + il2
o"'
numerators and then the ,1* -,
remaining denominators.

EXEBCISES

ln l-25, divide and express the quotient in lowest terms.

,. +*T 2. X-i s. '*i 4. ;-;
b.
X-'# 6. m-# 7.#-# 8. Vt*so6
e. Y#-*, U#-Y +-fu 10. 11.

r2.4"]-# 13. t_#"*T

440 Integrated Mathematics: Course I

t4.
4a2-9 1oo + 15
15.b2-b-6 * b2-4
--F-
10 25 %
16.
a2 - ab , t rer
+\a--o-) r7. PF * (2y2 - By + 1)
4"
(x-2)' , 2lx x2-2xy-8y2.5r+10y
18. 19.
4x2-L6' 3r+6 x2 - lly' 3x + t2y
x2-4x+4 +(2-x) ^ v2 *8v*15
20. 21. \7-y)--__----
3r-6 2y+L0
x-I 2xI2 4x-4 x+y
r*1 x*2 -- x*2
23.
22.
7+V x-y
2a-tG 3+a o*3 (a + b)2 a*b a-b
24.
a2-g 3-a 4
25.
a-R :-r
'b2-a2
@-w
zG. Forwhatvalue(s)of o is
a2 -29t + t uo'- r undefined?
d-a

14.5 ADDING OR SUBTRACTING FRACTIONS

THAT HAVE THE SAME DENOMINATOR
We know that the sum (or difference) of two arithmetic fractions that
have the same denominator is a fraction whose numerator is the sum
(or difference) of the numerators and whose denominator is the common
denominator of the given fractions. We use the same rule to add al-
gebraic fractions that have the same nonzero denominator. Thus:
Arithmetic fractions Algebraic fractions
5 1 5+1 6 a b a*b
-+-
addd
tltt
--t-
xxlt
5 L 5-1 4 a b a-b
7777tcrc

lffiffiff,,,
ro'*a* t ,*FutLfr,***oirs.,rbat ha.vb rtu:,,ry
.i

': H:'ri,ftffi;fff*lm***
inatgr the gffi fraetian$; , ,
af
ffi * t,:i.'',',,,,,.
,.'.,'
a B"*il, tu* ru*ntiit*g fr**ti*"r i;, l"**i..te*uS.
 Fractions, and Equations and Inequalities Involving Fractions 441
MODEL PROBLEMS

Add or subtract as indicated. Reduce answers to lowest terms.

,598
l. o 4x*7 - 2x-4
t/'
4x 4x 4x G- 6,
Solution Solution
598 4x*7 2x-4
4x 4x
-+--- 4x 6r-6-
5+9-8 _(4x+7)-(2x-4)
4x 6x
6 4x*7-2x*4
4x 6x
3
Ans. :_2x+II Ans.
2x ^
o.r
Note: In Model Problem 2, since the fraction bar is a symbol of
grouping, we place numerators that have more than one term in pa-
rentheses. In this way, we can see all the signs that need to be changed
for the subtraction.

EXERCISES

In 1-38, add or subtract (combine) the fractions as indicated. Reduce

answers to lowest terms.
1 4
-r.8.8 ^ I 6 3 11 5
2. G-G 3.;*;
^2 4.i*n-n 6

- 3x 2x
o' 6. l2y _4y 7' 2"
o gd
4-a s E 5- s

8. I-Y-+x 9. !*l q to. 5rt _2st

2 2'2 a
11.:.:
8x 81 12.9*X-a
9y gy 9y rs.9*&
4x 4x
It'
14.!!-g- aP 19c- 9c
ro' u * 9 _
16. loc 3
w w tza na loc loc
17.2xiI 8xl-4
2 *3t^*6
z tg.4x+12
'o' 16, - 16"
442 Integrated Mathematics: Course I

5x-4 2x-rL I2a-L5_9o-6

l9'g-gzo'r2at2a ZO.

532'lrx
zr. ;.r-;iz 22. 23. y_2-
"_r-;= r_,
x L 2x 6 -- y 2
24. - 2:o., ., -, 3: 26. - v-
;j1 ;; 1 ..,.
i{-
qz 4x+L *6r-3
''' 3.+2 -3r+2 ,R 3c-7 * c*9
'"'2c-3'2"-3 zg Gy-4*7-2y
-"'4y+3 4y+3
30 ##-#+: 3'. #-TJ
a2+}ab b2-ab
e2.6:-5_5:-6
62' BB,
' - o+b
7--7-t "+b
"2-2xv xv-2y2 8r-8 _2x-7 -6=*-2
34';-rt- r-zy Bs-
'6r-5-6r-5'6r-5
a+4b 4a-7b 3a-b
d'o'
7-F-e-B-a-E
o, r2+4r
o'';'=r-6-
8-r2
12-r-6
4m2+7m L+7m
6u' rA+Bn+z-r7+5m+2
In 39-42, copy and complete the table, showing the results of adding,
subtracting, multiplying, and dividing the expressions that represent
A and B.

A B A+B A-B A.B e + a or|

t2 q
v J

3.r
-= !
6 8

4t. I P
t t
'th 5k
2t 2x
 Fractions, and Equations and Inequalities lnvolving Fractions 443
14.6 ADDING OR SUBTRACTING FRACTIONS
THAT HAVE DIFFERENT DENOMINATORS

Each of the fraction,

3, ,r9, aa f;is equivalent to the fraction
I
since each one names the fraction
|. t "t us use the multiplication prop-
erty of 1 to show that this statement is true (remember that 9 : 1
a
when o + 0):

11.12211-13311 lae
4: 4' ': 4'r: 8 4= i' L: 4' g: n 4= 4 r: 4';= 4"
These examples illustrate l}ae multiplication property of a fraction:
If the numerator and the denominator of a fraction are multiplied by
the same nonzero number, the resulting fraction is equivalent to the
original fraction.
To add
t a"d [, first
transform them to equivalent fractions that have
a common denominator. Any integer that has both 4 and 6 as factors
can become a common denominator. To simplify the work, use the Joro-
est cornmon denominator (L.C.D.). For 4 and 6, the L.C.D. is 12.
To find the integer by which to multiply the numerator and the de-
nominator of^5i to transform it into an equivalent fraction whose {e-
nominator is the L.C.D. 12, divide 12 by the denominator 4. The result
is 3. (Or, you can think "By what must I multiply 4 to obtain 12?")
rhen, 1: Ti : #.
To find the integer by which to multiply the numerator and the de-
nominator of f to transform it into an equivalent fraction whose de-
nominator is the L.C.D. 12, divide 12 by 6. The result is 2. Then,
7 _7.2 _L4
6 6.2 12'

Now, add ,lt and ,rg, and obtain t5#,o, fi, u, the result.
The entire solution may be written as follows:
5 7 5.3 7-2 15 t4 15+14: 29 Ans'
4- 6: 4' B* 6 4: L2+ n: 12 u
444 Integrated Mathematics: Course I

Algebraic fractions are added in the same manner as arithmetic

fractions.

','
nfiOGGffigu.',''.:f,s,'' add, {or zubtrart} ff aetions thct'hava diffeient
..dengnpirlatore;.'..]'''.'.;
,:,,ir,,.,$**trf' e*n.:.u""";lrr*toii'ii *a*n to noJ ihf lo***t common
Lc.D' :::, '
",,E.,,,,***inato+ ,,,r:
fraetio"it" u" *qoivalent fraition by tnitiffy'
T,r,anpforr*r.leach
' ,',,' ,lng,.its',nera*fetbr, ahd deneminator,b*, the :quotient that ie ob,
,taiud rptreu the,i,f,.$,$,,"i5 divided nilthg Aano*nattr ,of the
in bac[ *pcttcnr mul.tiply,the nurner*tsr arrd
,,,,..,*r"tt**1...(Tha*,ir*,
.,'',:,,,Aenorotnator:tyttne ypftei oi ei$iession heeded
to chet-ts'C thqt-

'.,:,'3.ll' itetiU,.*ffi;".,.*hsse,,numeia,toi is.l5;...;*..'for. ameqend:Of

'.,i......,.,tm;:* fat*tt.'.ff ,1he,'s;w fractions anA *nosd een nator..*s
,' t-he t.C:b.' ,ii i , I ,,

'''4'Redueetheresultingfrnctiontolowes|terms.'

MODEL PROBLEMS

F' 2x j 5 x-2
1. Add: -# + at
d-D aD-
z. Subtract:
3

Solution Solution
a2b:o' b;abz:q,'b2 L.C.D.:3'4:L2
L.C.D. : a2 b2 : a2b2 2x+5 x-2
3-4
a2b'
--l--
ab2 4(2x + 5) 3(x - 2)
4(3) 3(4)
5(b)
:7b@- 2(a)
&@ 8x+20
:n-n 3r-6
: 5b 2a
(8r+20)-(3r-6)
o'b'- o?b'
5b+2a t2
: c
q; Ans.
-- cL- b' 8x+20-3r*6 5x+26 Ans.
72 12
 Fractaons, and Equations and Inequalities Involving Fractions 445

5x
3. Express as a fraction in 4. liubtract:?_4
simplest form: x-2
Solution
y+L-
y-I x2-4:(r-2)(x+2)
Solution x-2:7.(x-2)
L.C.D.:y-1 L.C.D.:(x-2)(x+2)
5x3
y+r- y-I 7- *-z
5x
y+l 1
(x-2)(x+2) (x-2)
y-I
(y+lXy-1) 5x 3k+2)
l(y - 1) y-l
(x- 2)(x + 2) (x - 2)(x + 2)
5r-(3r+6)
(x-2)(x+2)
v-L y-l
5x-Bx-6
_y2 - L - | (x-2)(x+2)
y-1.
2x-G 2x-6
OI---;-
v2 -2
: "- (x - 2)(x + 2)"' xz - 4 Ans.
y-L . Ans.

EXERCISES

In 1-10, find the lowest common denominator for two fractions whose
denominators are:
1. 2;3 2. 6; 5 3. x; 4x 4. t2r;8 b. rcy; yz
6. l2x2; I5y2 7. 5x; Ll(x + y) 8. 4(a + b); t2a
9. 4(y + z); L2(y + z) 10. (x2 - 9); (.r + B)
In 11-46, add or subtract (combine) the fractions as indicated. Re-
duce answers to lowest terms.
tt. !+9
32 rz. ?53-? rs.
7,10
i-3 14.
4 _7
10 100
15. I+!
71 5,3
1_1
16.; -;
1
612 17.
36 i-t-i
s) 5x 2x vv\/
le. ;.; 20. -; 2r. -----
; ?- 3 652
 Integrated Mathematics: Course I

ab ab 8x 3x
+-7x 5a 3a
T- 4 5-T 10 6-T
ab 27.
93
_+- 113
i- 14 4x 2x 2r-;- 8,
9a 3a 11 25
29.
8b- 4b -+-
db
31.
a- b

11 59 x _y
-+-
1(,y yz -+-
rs st 3ab 2bc
92 gG.
13 _, 5 37.
a-3 +-a*I
ab'bc -3ac
-l- x.-
-r*- 3cy v- 6

x*7 2x-3 3v-4 y-2 40.+ a*b

38.
3 5 5 4 6

r*5 2x-l d+6 d-3 b-g b+2

41.
% 4x
42.
d 4d 5b - 10b
36+1 4b-3 v-4-a 3v-5 3c-7 3c-3
.
DD 4b
45."-
4y'
+
3y 2, --67-
In 47-49, represent the perimeter of each polygon in simplest form.

47. A triangle whose sides are represented br;,+, una

,3.

48. A rectangle whose length is represent"d by and whose width

#,
is represented by
+
49. An isosceles triangle whose equal legs are each represented by
2x-3 a rrby 6r-18
and whose base is represented
2l .

-
In 50 and 51, find a representation in simplest form for the indicated
length.

50. If the perimeter of a triangle is represented by

ff, unUtwo of the
zJt'
sides are represented by
? ua respectively, find a rep-
resentation for the third side.
 Fractions, and Equations and Inequalities Involving Fractions 447

51. If the perimeter of a rectangle is represented by and each

#,
length is represented by
-3 find a representation for each

width.

ln 52-70, write the expression as a fraction in lowest terms.

52. 5? 53. 9: 54.5+1 55. s -! s

JC

56. m+
1
n't
57. d-: DCL 58. ?*"
D
5e.3+*
2o.
4
60.6- x-y 61. 7 +=::-
b*c 62. f+ t+lI- 63.
" -*
2x
64.5- xiy
4
65. y-z ^*4 66. ^- c-1 2
x+- 67.7 -*+y
c-3 x,-y
68. a*1.* 69. x-5-
r+3 70.'#+2x-B
In 7I-97 , combine the fractions as indicated. Reduce answers to low-
est terms.

71.
,-3- 2r-6 y+1-4y+4
27 103
73.
3a-L +-l\a-5 74.
3x-G +-2x-4
11r 3x 35 +-
8r-8-- 4x-4 2x-3y 3y-2x
2a +- 3b 3x-2 4x-l
77.
4a-8b 3a-Bb 2x*2 +-3r*3
5x+2 3r-5 11
6"-3-gx-4 .-5-"*U
81. +-
y+4 y-4 a-1 3 2-a
73 84.c+E
83.
x-2 x '=-? c
448 Integrated Mathematics: Gourse I

g5. 2o * +-
'u.7!.*
o,
,b
a-o b

'r.fi- v+. b-" 3

88.
v+4
t. t'\93 2v-4
4
eo' ?-*- 3r+18
4

r22
92' y-3+
91.
7- - iu -Tz r*++ z
"b
111
93.
@+A- @+A* r*z
7a 2a-E
94.
(o-1Xo+'J)+(o+3Xo+2)
53 x+2y
9b.;z-4 -7+3r-10 96. 3x + L2y 12+\xy-4y'
2a*7 3a-4
97'
F=za - L5 - a2-7a+I0

14.7 SOLVING EQUATIONS CONTAINING

FRACTIONAL COEFFICIENTS

Examples of equations that contain fractional coefficients are:

).: r,o o, |: rc ]r + oo :f,* o, f . oo: ff

Each of these equations can be solved by transforming it into an
equivalent equation that does not contain fractional coefficients. This
ean be done by multiplying both members of the equation by a common
denominator for all the fractions present in the equation. We usually
multiply by the lowest common denominator, the L'C.D.
:.:::::::::::!:::!::::.:::::::::::::.::.::.:..:!:.:.::!:::::.:!:::::::.:!:!:!:::!::::::

ffi #i:iiiiiiE{6jiiiii$##$iiii::iii*$
 Fractions, and Equations and Inequalities Involving Fractions 449
MODEL PROBLEMS

1. I +I :
Solve and check: s
35
How to Proceed Solution
(1) Write the equation. x x
5*s:8
(2) Find the L.C.D. L.C.D. : 3 b = lb
(3) Multiply both mem-
bers of the equation
ts\5 + *\
Check
by the L.c.D.
,./*
s/
: tsral
I*!:s,
(4) Use the distributive 35
property. rs(u) .'u(f) = 1b(8)
15 15.
;*;:8
oo
(5) Simplify. 5xr-3x:120 5+318
(6) Solve for r. 8x : 120
8=8
x : t5 Ans. (True)

z. sorve:?!:zo-*
,4 3. -
Solve:
2x+7 2x-9
4
Solution - Solution
3x x 2x*7 2x-g
Z:20- 4 6
L.C.D.:4 L.C.D.:30

\4/
: +(zo * l\
\ 4/ zo(2::J
\ 6 -
4;l)
10
: Bo(B)
^(+\ /
.(?) =4(20).-(;) j) :,0*r
"("#) -so(?t
3r:80 +r 5(2x+7) -B(2x - 9):90
2x=80 10r*35-6r1-27:g0
x:40 Ans. 4x*62:90
4x:28
x:7 Ans.
In Problems 2 and 3, the check is left to the student.
450 Integrated Mathematics: Course I

4. A father divided his shares of stock in AAA Company among his

four daughters. The first daughter got one-halfthe number ofshares,
the second daughter got one-quarter of the number of shares, the
third daughter got one-fifth of the number of shares, and the fourth
daughter got 7 shares of stock. How many shares of this stock did
the father have originallY?
Solution
Let x : the total number of the father's shares'
Then, I r : the number of the 1st daughter's shares'

And, I r : the number of the 2nd daughter's shares'

And, I r : the number of the 3rd daughter's shares'

The sum of all the daughters' shares is the father's total'

lst + 2nd + Srd + 4th : father's total

L,*ix +lx + 7 :x
zo(f,. + 1, + !* b
7\ : 20(x)

lox1-5x + 4x + 140 :2Ox

19r + 140 : 20x
140 number of father's shares
1
,x:2
140 : 7O 1st daughter

1 140 : 35 2nd daughter

4x:4
1
-!:-
140 :28 3rd daughter
OD

Check:70+35+28+7:140
Answer: The father had 140 shares of stock.

5. In a child,s coin bank, there is a collection of nickels, dimes, and

quarters that amounts to $3.20. There are 3 times as many quarters
as nickels. and 5 more dimes than nickels. How many coins of each
kind are there?
 Fractions, and Equations and Inequalities Involving Fractions 451

Solution
Let x : the number of nickels.
Then, Br : the number of quarters.
And, r * 5 : the number of dimes.
Then, .05r : the value of the nickels.
And, .2b(Br) : the value of the quarters.
And, .10(r + 5) : the value of the dimes.
The total ualue of the coins is $S.ZO.
.05r + .25(3x) +.10(r + b):3.20
100[.05r + .25(3x) +.10(r + b)]:100t9.201
5x + 25(3x) + 10(r + b) = 820
5xl-75x*10r+50:820
90r * 50 :320
90x : 270
r: 3 number of nickels
3r : 3(3) : 9 number of quarters
x* 5: 3+5: 8 numberofdimes
Check: The value of 3 nickels = .0S(B) : .15
The value of 9 quarters : .2b(9) = 2.25
The value of 8 dimes : .10(8) : .90
$3ro
Answer: There are 3 nickels, g quarters, and g dimes.

EXERCISES

In 1-50, solve and check.

f. i:s 2.
|': ra s. ?: tu

4.|":ss s. +:, 6. *;':,

7. .8 : 8y 8. : .08
2z 9. 6/ : 18.G
10. .4r : LG 11. 1.gr : .99 tZ. .2Ea = 6
 Integrated Mathematics: Course I

5y-30 :0 5x 15
13' 2r+6
b
:-4 14.
7
r5' t: T
2x-rl 6x-9 3v+1 44-Y
16'm-S
ss
5
=i 17.
35
l8'4:5
leJc8 xx
10:;+; 2r.;-;:,
19. -+---
5315 6l

Sttn 23. 1----

r-
7r 3r
55 8 8

3t^t 9*9+9:26
z-":n 234
7v 1 ^ 5 vl-2 y-B 1
27'"
n- 4:2Y-i 4 2

28. t-3 t-25

:bo - = :1 2s. v#:2 _ 3-2m

30. .7x - .4 : I 31. .03y - r.2 : 8'7

92. .4r + .08 : 4.24 33. .5x - .3x : 8
34. 2c + .5c : 5O 35. .08y - .9 : '02Y
36. l.Ix : 30 + .2x 37. l.6y - I'69 : .2Y
38. .08c : 1.5 + .07c
39. .8m * 2.6 : 2m + 9.8 40. .05r - .25 : '02x + .44
41. .L}x - 1.4 : .08r + 7.6 42. .06Y + 40 - .03Y : lQ
43. .02(x + 5) : 8 44. .05(r - 8) : .07r
45. .4k - 9) : .3(r + 4) 46. .06(r - 5) : .04(r + 8)
47. .04x r .03(2,000 ' x) : 75 48. .O2x * .04(1,500 - x) = 48
49. .05r * 10 : .06(r + 50) 50. .08r = .03(r + 200) - 4

51. The sum of one-half of a number and one-third of that number is

25. Find the number.
52. The difference between one-fifth of a positive number and one-tenth
of that number is 10. Find the number.
53. If one-half of a number is increased by 20, the result is 35. Find
the number.
54. If two-thirds of a number is decreased by 30, the result is 10. Find
the number.
55. If the sum of two consecutive integers is divided by 3, the quotient
is 9. Find the integers.
56. Ifthe sum oftwo consecutive odd integers is divided by 4, the quo-
tient is 10. Find the integers.
 Fractions, and Equations and Inequalities Involving Fractions 453

ot. In an isosceles triangle, each of the congruent sides is two-thirds

of the base. The perimeter of the triangle is 42. Find the length
of each side of the triangle.
58. The larger of two numbers is 12 less than b times the smaller. If
the smaller number is equal to one-third of the larger number, find
the numbers.
59. The larger of two numbers exceeds the smaller by 14. If the smaller
number is equal to three-fifths of the larger, find the numbers.
60. Separate 90 into two parts such that one part is one-half of the
other part.
61. Separate 150 into two parts such that one part is two-thirds of the
other part.
62. Four vegetable plots of unequal lengths
2 3 4
and of equal widths are arranged as 1

shown. The length of the third plot is one-

fourth the length of the second plot. The length of the fourth plot
is one-half the length of the second plot. The length of the first
plot is 10 feet more than the length of the fourth plot. If the total
length of the four plots is 100 feet, find the length of each plot.
63. Sam is now one-sixth as old as his father. In 4 years, Sam will be
one-fourth as old as his father will be then. Find the ages of Sam
and his father now.
M. Robert is one-half as old as his father. Twelve years ago, he was
one-third as old as his father was then. Find their present ages.
65. A coach finds that, ofthe students who try out for track, 6EVo qaal-
ify for the team and 90Vo of those who qualify remain on the team
throughout the season. What is the smallest number of students
who must try out for track in order to have 30 on the team at the
end of the season?
66. Sally spent half of her money on a present for her mother, and she
spent half of what remained on a treat for herself. If Sally had
$2.00 left, how much money did she have originally?
67. A bus that runs once daily between the villages of Alpaca and
Down makes only two stops between, at Billow and at Comfort.
Today, the bus left Alpaca with some passengers. At Billow, one-
half of the passengers got off, and 6 new ones got on. At Comfort,
again one-half of the passengers got off, and, this time, b new ones
got on. At Down, the last 13 passengers on the bus got off. How
many passengers were aboard when the bus left Alpaca?
68. Bob planted some lettuce seedlings in his garden. A few days later,
after one-third of these seedlings had been eaten by a rabbit, Bob
planted 15 new lettuce seedlings. A week later, again one-third of
the seedlings had been eaten, leaving 22 seedlings unharmed. How
many lettuce seedlings had Bob planted originally?
454 Integrated Mathematics: Course I

69. May has 3 times as many dimes as nickels. In all, she has $1'40'
How many coins of each type does she have?
70. Mr. Jantzen bought some cans of soup at 394 per can' and some
packages offrozen vegetables at 59c per package. He bought twice
ur -uny packages of vegetables as cans of soup. If the total biII
was $9.42, how many cans of soup did he buy?
71. Roger has $2.30 in dimes and nickels. There are 5 more dimes
than nickels. Find the number of each kind of coin that he has'
72. Bess has $2.80 in quarters and dimes. The number of dimes is 7
less than the number of quarters. Find the number of each kind
of coin that she has.
73. A movie theater sold student tickets for $3.25 and full-price tickets
for $5. on Saturday, the theater sold 16 more full-price tickets than
student tickets. If the total sales on Saturday were $740, how many
of each kind of ticket were sold?
74. Is it possible to have $4.50 in dimes and quarters, and have twice
as many quarters as dimes? ExPlain.
'lo. Is it possible to have $6.00 in nickels, dimes, and quarters, and
have the same number of each kind of coin? Explain.
76. Mr. Symms invested a sum of money \n 77o bonds. He invested
$400 more than this sum in 8% bonds. If the total annual interest
from these two investments is $257, how much did he invest at
each rate?
'I t. Mr. Charles borrowed a sum of money at a t}Vo interest rate' He
borrowed a second sum, which was $1,500 less than the first sum,
at an l\Vo interest rate. If the total annual interest he has to pay
on these two loans is $202.50, how much did he borrow at each
rate?

14.8 SOLVING INEQUALITIES CONTAINING

FRACTIONAL COEFFICIENTS

i"'.,, :, , ,', ,.' ,... . .,,. :

'

CnoagOunE. To solve nn ineqnaitt#':that contains rdaiouat

coefncieni$ ,, ,,,,, ,, ,, .r , ., ,, 1

1.Find'the...u,b.'r.,":p*itioJ"#b";':.'.
......;,,,:,., i .:, :i: :: : ,
::t ... ..t..: t,,
1. g. p'"..ii"'..l'
:

.4.. nA*ttipfy bath r,nembe:rs, of the,,ine. greality b.y tlle

$iri.ffit;ih; ---;il** i""quati*y:usins the *";i ;*tr'od';,:i,',::::
 Fractions, and Equations and Inequalities Involving Fractions 455
MODEL PROBLEMS

1. Solve, and graph the solution 2. Solve, and graph the solu-
set on a number line: tion set on a number line:
J(X ul*t n,=u
5-6t2 27
Solution Solution
lCX 3v 8-4v
5-6t2 ;a 7:s3
^/, r\
u\r- ,n(+* t;n') < 14(3)
l>arzt \2 7 /
/r\ /"\
6(;)-o(i)>rz /3v\+ 14(--;----l
r4[;J /a - +v\
- +2
\r,/ \o/ \z/ \ / /
2Iy+16-8y<42
'. - :3i3 o", LBy < 26
y<2Ans.
| | | ll l0 | t, #*1 0
0246810121416 1 2 3
{xlx>t2} {vlv=z}
3. The smaller of two integers is one-third of the larger, and their sum
is greater than 100. Find the smallest possible integers.
Solution
:
Let x the larger integer.

Ur
:
'I'hen, l. the smaller integer.

Their sum is Ereater than 100.

r + 5x
I

^/ r \
3(r+i') t3(100)
3x*x>300
4x > 300
x>75
lx>25
The smallest integer greater than 2b is 26. This is one-third of zg.
456 Integrated Mathematics: Course I

Chech: 78 and 26 26 3 ; (78) 78+269rOO

26 : 26 (True) 104 > 100 (True)

Answer: The smallest possible integers are 26 and 78.

KEEP IN

Words Symbols

o is greater than b a>b

o is less than b a1b
o is at least b
o is no less than b a> b

o is at most b
o is no greater than b a<b

EXERCISES

In 1-20, solve the inequality, and graph the solution set on a number
line.
2-
l" t
lto
r. ix-E*, m
2. l-ul<c 3. *c + 3
xx,5
4';-;=; 5' l-!-+t
6- t2' - 6' vv5
a-7's6
tt 2xx 9.
7.10=4*; 8. 2.5x - l.6x > 4
'*T=,
10.2y+3>.2y 11.
3r-1 >c 12.H=o
7
| 7d 5 4c7c7
14.T-9=t-6
13.2d+A.rz*5
15.
2m 7-rn
-= 4 -r 16.3r-30 <;-2
x
oo
Lt' 6x-3 - 37 x*2 2v-3 v+1 <10
2 t10- b
18.
-+",
 Frdctions, and Equations and Inequalities Involving Fractions 457

le. '+ -' ,' =, zo.T=u#* 5t-I 9

In 21-35, solve the problem.

2t. If one-third of an integer is increased by 7, the result is at most
13. Find the greatest possible integer.
22. If two-fifths of an integer is decreased by L1, the result is at least
4. Find the smallest possible integer.
23. The sum of one-fifth of an integer and one-tenth of that integer is
less than 40. Find the greatest possible integer.
24. The difference between three-fourths of a positive integer and one-
half of that integer is greater than 28. Find the smallest possible
integer.
25. The smaller of two integers is two-fifths of the larger, and their
sum is less than 40. Find the greatest possible integers.
26. The smaller of two positive integers is five-sixths of the larger, and
their difference is greater than 3. Find the smallest possible
integers.
27. Talk and Tell Answering Service ofers customers the following
two monthly options.
Option 1: Measured Service
base rate : $lb
each call : 10c
Option 2: Unmeasured Service
unlimited ."11s : 920
Find the least number of calls for which unmeasured service is
cheaper than measured service.
28. Nobody's Home Answering Service offers customers the following
two monthly options.
Option 1: Measured Service
base rate : $12
Iirst 20 calls : no charge
each additional call : 10c
Option 2: Unmeasured Service
unlimited : 920
".11s
Find the least number of calls for which unmeasured service is
cheaper than measured service.
25. Mary bought some cans of vegetables at 89c per can, and some
cans of soup at 99C per can. If she bought twice as many cans of
vegetables as cans of soup, and paid at least 910, what is the least
number of cans of vegetables she could have bought?
458 Integrated Mathematics: Course I

30. A coin bank contains nickels, dimes, and quarters. The number of
dimes is 7 more than the number of nickels, and the number of
quarters is twice the number of dimes. If the total value of the
coins is no greater than $?.20, what is the greatest possible num-
ber of nickels in the bank?
31. Rhoda is two-thirds as old as her sister Alice. Five years from now,
the sum of their ages will be less than 60. What is the largest
possible integral value for each sister's present age?
32. Bill is f| times as old as his cousin Mary. Four years ago, the
difference between their ages was greater than 3. What is the
smallest possible integral value for each cousin's present age?
33. Mr. Drew invested a sum of money at 7f,V". He invested a second
sum. which was $200 less than the first, atTVo.If the total annual
interest from these two investments is at least $160, what is the
smallest amount he could have invest ed' at 7Lr7"?
34. Paul spent one-half of his pocket money for a book, and then spent
one-half of what remained for a record. If he had less than $3 left
over, what was the greatest amount of money he could have had
originally?
35. An express train started from the depot with some passengers. At
the first stop, one-third of the passengers got off, and 3 new pas-
sengers got on. At the second stop, again one-third of the passen-
gers got off and, this time, 6 new ones got on. At the next and last
stop, the remaining passengers, fewer than 45, left the train. What
was the greatest possible number of passengers on the train when
it started?

14-9 SOLVING FRACTIONAL EQUATIONS

An equation is called afractional equation when a variable appears

in the denominator of one, or more than one, of its terms. For example,
1112111 1
are calledfractional equations. To
;.;: iand *.;: A- i
solve such an equation, we can clear the equation of fractions by mul-
tiplying both of its members by the lowest common denominator (L.C.D.)
for the denominators of the fractions present in the equation'
As with all algebraic fractions, a fractional equation has meaning
only for those values of the variable that do not lead to a denominator
of 0.
 Fractions, and Equations and Inequalities Involving Fractions

MODEL PROBLEMS

1. 1 1 1
Solve and check:
3+;:,
Solution: Multiply both members of the equation by the L.C.D., 6r.
111 Check
3x2 111
-r---
a.(= * 1) rti
: u''\r) 3'x 2
w / re
1 1"1
6"4\ * 6'f1\ : o,t
/1\ 362
\lJl \r/ \ri 2,r,1
2xI6:3x 6- 6:t
6:x 9r1
Answer: x : 6 6- 2
11 (True)
22

5x + ro
Solve and check:
x*2 - ,'
Solution: Multiply both members of the equation by the L.C.D.,
x*2.
/sr + ro\
(r+-9Jt Chech
l:(x+2)(7)
\ r+-z^ / 5r+10 n
5r+10:7x+L4 x*2
L0:2x+14 5(-2)+10:.
-4:2x -2a2:'
-2:x -10+tor_ I
-2+2
n
: : 7U
(False)
-:

Since the only possible value of r is a value for which the equation
has no meaning because it leads to a denominator of 0, there is no
solution for this equation.
Artswer: The solution set is @.
460 Integrated Mathematics: Course I

KEEP IN
When both members of an equation are multiplied by a variable
expression that may represent zero, the resulting equation may
not be equivalent to the given equation. Each solution, therefore,
must be checked in the given equation.

EXERCISES

In 1-18, solve and check.

2. 15=3 -:12
6
l.1o:b
x x
v
R
1:-q -31
D' 6.
15 1
b- 2-: t 4x8
7L 8' 108^
7.
3vB t: -10 -*-:9
xlc

10.
153 rt.1*1:to L2. !=]-*q
yv
-__:4 cc 2x2x-
13.
30 18 v-2 :=3
14."^ 15.
5^L7
-+b=-
x2x :ly6 cc
y+9 - 15
t7.
5*x r*1
16.
zyy
-:-+o:- 2x
-1 x
18.2+x 31
s"-30
In 19-21, explain why each fractional equation has no solution.

Tii :,
22 *
19.6':'
x
20. 21. -:4
xcx -
In 22-32, solve and check.
63 5x
_-4
22.
3r-1 4
23'
#- 4
24.
r*1
31 26.
4z 1
27.
I-r 2
5-Ba 2 7 +52 5 l-+r 3
3_ 2 29.
57 25
5-y a a-4 m 3rn-l
31..
y+1
_1:1
y
32'
?:n: r*3
 Fractlons, and Equations and Inequalities Involving Fractions 461

33. If 24 is divided by a number, the result is 6. Find the number.

34. If 10 is divided by a number, the result is 30. Find the number.
35. The sum of 20 divided by a number, and ? divided by the same
number, is 9. Find the number.
36. If
3 times a number is increased by one-third of that number, the
result is 280. Find the number.
37. When the reciprocal of a number is decreased by 2, the result
is 5. Find the number.
38. The numerator of a fraction is 8 less than the denominator of the
'' fraction is
fraction. The value ,of^ the 3
Find the fraction.
i.
39. If one-half of a number is 8 more than one-third of the number.
find the number.

14.10 EQUATIONS AND FORMULAS

INVOLVING SEVERAL VARIABLES
To solve an equation involving several variables for one of those
variables, express this variable in terms ofthe other variables. In order
to determine what steps should be used in the solution, use a simpler
related equation in which all of the variables except the one for which
you are solving are replaced by constants. Solve the given equation
using the same procedure that you used for the simpler equation. For
Qr
-Zato solve
example, # * , : 3b, follow the same procedure that you

:
would use for solving
! * t Z.

!*t:s fr* u: su
,(T.r) =zsr 2"e. r : 2a(sb)
,(T) + 2$): 2(B) ,"(y\ + 2a(b) :2a(Bb)
3x*2: 6 3x * 2ab: 6ab
-2: -2 -2ab: -2ab
3r: 4 3x: 4ab
4 4ab
":5 Ans. *: -3 Ans.
462 Integrated Mathematics: Course I

EXERCISES

In 1-12, solve for r and check.

l'' x'
E:t
2.':d,
c
3. !:u
Ba

x b
4'i:4 * x !-"
5';-5:u 6. !+b:+b
U

7.L:t 8. !-n:o 9.
*
xxo -4b:gb
to. o -*u : , 11. A! + d, : 2d. 12. O*.
*: t
In 13-18, solve the formula for the indicated variable.

rB. c:36oforr, 14. n:E=tort rb. ,:l,.rt

nlt
,r.9
16. F:*'-for*
grHAb 17. v:3forR 18. F:32+iCtorC

19. If S : iatz, express o in terms of S and l.

-p
20. If A : + prt,express / in terms of A, r, andp.

In 21 and 22,find, the value of the variable indicated when the other
variables have the stated values.
D
21. If=,rt : ?, find the value of R when D : I20 and T : 4.

22. IfA : lrnfU + c), find the value of h when A: 48, b : 12, and
c:4.

14.1 1 REVIEW EXERCISES

1. What fractional part of one centimeter is r millimeters?
2. For what value of y is the fraction

=undefined?
In 3-6, reduce the fraction to lowest terms.
- 8bg
it' 4' l4d
^ ie . 512-60
o' b o' 8y2-l2y
o
sv
-C
 Fractions, and Equations and Inequalities Involving Fractions 463

In 7-18, perform the indicated operation, and express the answer in

lowest terms.

-t' 3x2 8 ,.2x^-2.3!:y

u' gy'z, 9. 6c2+l2
4'g,
lO.
3a 18o 11. 5m m 1,9_q-4
rz. i-i*
7b- gE 6- 6 n

rg. 9*9 la 2 5
3 4 '*' W--2W lb. xy-2yz
w+3 w-2 .- 4x+5 2x+1 r8. , r-$ x-4
16.
i -.3, 17.
*-'U7- 2iv
---5_
19. If the sides of a triangle are represented Ot|.,T,una express
f;,
the perimeter of the triangle in simplest form.

20. lf a:2, b :3, and c : 4,what is the sum ot! und.9Z

ac
ln 2l-26. solve and check.
h 3 ,, *-3:! y y
2r. n: 4 10 5 23.
i-e: n

24. 9 :'!
-,
mmoruxx 25. T -'+3 :, 26. 9 *n: 9

ln 27-29, solve for r in terms of the other variables.

c
27. = 2n,
]hr2r 28. I - ,:0 29. :: "
In 30-35, perform the indicated operation and express the answer in
lowest terms.
t2-5t v' 2a 2b
30.
T ,;i 31.
fr+;+b
92.y+7 _y+3 33.
x2-_25.x2-l}x+25
54L24
c-3 c*3
84.i*? 35.3a-9q2 +(1-eo2)
464 Integrated Mathematics: Course I

In 36-40, solve the problem.

36. The numerator of a fraction is 4 less than the denominator. If the
value of the fraction is f , nna the fraction.
37. Mr. Vroman deposited a sum of money in the bank. After a few
years, he found that the interest equaled of his original deposit
I
and he had a total, deposit plus interest, of $2,400 in the bank.
What was the original deposit?
38. One-third of the result obtained by adding 5 to a certain number
is equal to one-half of the result obtained when 5 is subtracted
from the number. Find the number-
39. When Victoria went shopping, she spent one-half of her money in
the first store, one-half of what she had left in the second store,
and two-thirds of what remained in the third store. When she re-
turned home without spending any more money, she had S2.10.
How much money did she spend?
40. Of the total number of points scored by the winning team in a
basketball game, one-flfth were scored in the first quarter, one-
sixth were scored in the second quarter, one-third were scored in
the third quarter, and.27 were scored in the fourth quarter. How
many points did the winning team score?
 chapter 15
Probability

15.1 EMPIRICAL PROBABILITY

A decision is sometimes reached by the toss of a coin. "Heads, we'll
go to the movies;tails, we'll go bowling." When we toss a coin, we don't
know whether the coin will land with heads facing upward or with tails
up. However, we believe that heads and tails have an equal chance of
happening whenever we toss a fair coin. We can describe this situation
by saying that the proba,bitity of heads is j and the probabitity of tails
is j, symbolized as:

P(heads) : 1

, or P@) : tI P(tails) : , or
1
P(T) : t1

Before we define probability, let us consider a few more situations.

1. Suppose a girl tosses a coin and it lands heads up. If she were to
toss the coin a second time, will the coin now land tails up? Is your
answer "I don't know"? Good! We cannot say that the coin must now
be tails because we cannot predict the next result with certainty.
2. Suppose we take a card made
ofstiffcardboard. such as an index card
card, and fold it down the center. f--l
When we toss the card and let it
fall, there will be only three pos-
lil
sible results. The card may land
on its side, or it may land on its
edge, or it may form a tent when
it lands. Can we say P(edge) : |,
: ], and P(tent) : edge tent
P(side)
]?
465
466 Integrated Mathematics: Course I

Again, is your answer "I don't know"? We cannot assign a number

as a probability until we haue some euidence to support our claim. In
fact, if we were to gather evidence by tossing this card, we would find
that the probabilities are not ], |, and |.

An Empirical Study
Let us go back to the problem of tossing a coin. While we cannot
predict the result of one toss of a coin, we can still say that the prob-
ability of heads is j, based on observations made in an empirical study.
In an em.pirical study, we perform an experiment many times, keep
records of the results, and analyze these results. For example, ten stu-
dents decided to take turns tossing a coin. Each student completed 20
tosses and the number of heads was recorded as shown.

If we look at the results and Number of Number of

try to think of the probability Heads Tosses

of heads as a fraction compar- Albert 8 20

ing the number of heads to the Peter 13 20
total number of tosses, only Thomas t2 20
Maria with 10 heads out of 20
Maria 10 20
tosses had results where the
probability *.r ffi, or j. ttti. Elizabeth 6 20

fraction is called t}re relatiae Joanna L2 20

frequency. Elizabeth had the Kathy 11 20

lowest relative frequency of Jeanne n 20
heads, ,q. P"t", and Debbie Debbie 13 20
tied for the highest relative fre-
13 James 9 20
quency wrtrr 20-.

This table does nof mean that Maria had correct results while the other
students were incorrect; the coins simply fell that way. The students
decided to put their results together, by expanding the chart, to see
what happened with 200 tosses of the coin. As shown in columns 3 and
4 of the next chart, the cumula,fiue results are found by adding the
results up to that point. For example, in the second row, by adding the
 Probability 467

8 heads that Albert tossed and the 13 heads that Peter tossed. we find
that the cumulative number of heads is 21, the total number of heads
tossed by Albert and Peter together. By adding the 20 tosses that
Albert made and the 20 tosses that Peter made. we find the cumulative
number of tosses is 40.

(Col. 1) (Col. 2) (Col. 3) (Cot. 4) (col. 5)

Number Number Cumulative Cumulative Cumulative
of of Number of Number of Relative
Heads Tosses Heads Tosses Frequency
Albert 20 8 20 8l2O : .400
Peter 13 20 2l 40 2L/40 : .525
Thomas t2 20 33 60 33/60 = .550

Maria 10 20 43 80 43/80 = .538

Elizabeth 6 20 49 100 491L00 = .490

Joanna 12 20 61 r20 6].1120 = .508

Kathy 11 20 72 t40 721L40 : .514

Jeanne 20 79 160 791L60 : .494
Debbie 13 20 92 180 921180 : .511

James 9 20 101 200 101/200 : .505

In column 5, the cumulatiue relative frequency is found by dividing

the total number of heads at or above a row by the total number of
tosses at or above that row. Notice that the cumulative relative fre-
quency is shown as a fraction and then, for easy comparison, as a dec-
imal. The decimal is given to the nearest thousandth.
While the relative frequency for individual students varied greatly
from ,q to |fr, the cumulative relative frequency i. a number very
#,
close to j.
A graph of the results of columns 4 and 5 will tell us even more.
In the graph shown on the next page, the horizontal axis is labeled
"Number of Tosses" to show the cumulative results of column 4; the
vertical axis is labeled "Cumulative Relative Frequency of Heads" to
show the results of column 5.
468 lntegrated Mathematics: Course I

CU MU LATIVE RELATIVE FREOUENCY

OF HEADS
FOR O TO 2OO TOSSES OF A COIN
o
8.6
g,c
ida
=Y ^
Fcts
6i z
'F .l

E
'0
oooooooo
Nt(oOONsl FFF
888
FF(\

Number of tosses

In the Braph, we have plotted the points that represent the data in
columns 4 and 5 of the previous chart, and we have connected these
points to form a line graph. Notice how the line moves up and down
around the relative frequency of .5, or |. ttt" graph shows that the
more times the coin is tossed, the closer the relative frequency comes
to |. fire line seems to leuel out at a relative frequency of |.
What would probably have happened if the students had tossed the
coin 400 times? Or 1,000 times? Or 10,000 times? The line would ap-
pear to become a straight horizontal line, very close to the horizontal
line at a cumulative relative frequency of .5. Hence' we can say that
the cumulative relative frequency conaerges to the number j and the
coin will land heads up about j of the time.

When a line graph levels out, or converges to a number, we say that

the cumulative relative frequency has stabilized. Even though the cu-
mulative relative frequency of # is not exactly |, *" that the
"".t""
Iine will approach the number j. Wfr"" we use this carefully collected
evidence about tossing a fair coin to guess that the probability ofheads
is we have arrived at this conclusion empirically, that is, by exper-
|,
imentation and observation.
 Probablllty 469

O Empirical probability may be defined as the most accurate

scientific estimate, based on a large number of trials, of the cu-
mulative relative frequency of an event happening.

Experiments in Probability
A single attempt at doing something, such as tossing a coin only
once, is called a trinl. We perform experiments in probability by re-
peating the same trial many times. Experiments are aimed at finding
the probabilities to be assigned to different events occurring, such as
heads or tails on a coin. The objects used in an experiment may be
classified into one of two categories:
L. Fair and, unbiased, objects have not been weighted or made un-
balanced. An object is fair when the different results have an equal
chance of happening. Objects such as coins, cards, and spinners will
always be treated in this book as fair objects, unless otherwise noted.
2. Biased. objects are those that
have been tampered with or are
weighted to give one result a bet-
ter chance of happening than an-
other. The folded index card, de-
edge
scribed earlier in this chapter, is a
biased object because the proba-
bility of each of three results is not f. fft" card is weighted so that it
will fall on its side more often than it will fall on its edge.

Uses of Probability
Mathematicians first studied probability by looking at situations in-
volving games. Today, probability is used in a wide variety of fields. In
medicine, it helps us to know the chances of catching an infection, of
controlling an epidemic, and the rate of effectiveness of a drug in curing
a disease. In industry, probability tells us how long a manufactured
product should last. We can predict when more tellers are needed at
bank windows, when and where traffic jams are likely to occur, and the
expected weather for the next few days. In biology, the study of genes
inherited from one's parents and grandparents is a direct application
of probability. While this list is almost endless, all of these applications
demand a strong knowledge of higher mathematics. Like the early
mathematicians, you will begin your formal study of probability by
looking at games and rather simple applications.
470 Integrated Mathematics: Course I

MODEL PROBLEMS

You have seen how to determine empirical probability by the charts

and graphs previously shown in this chapter. Sometimes, it is possible
to guess the probability that should be assigned to the result described
before you start an experiment.
In 1-5, use common sense to guess the probability that might be
assigned to the result described. (The solutions are given without com-
ment here. You will learn how to determine these probabilities in the
next section.)
1. A d.ie is a six-sided solid object. Each
side (or face) is a square. The sides
are numbered1,2,3,4,5, and 6. The
plural of die is dice.
In rolling a fair die, find the prob-
ability of getting a 4, or P(4).
Solution: P@) : +
I Die Faces of a die

2. A standard, deck ofcards contains 52 cards. There are 4 suits called

hearts, diamonds, spades, and clubs. Each suit contains 13 cards: 2,
3,4, 5,6,7,8,9, 10, jack, queen' king, and ace. The diamonds and
hearts are red; the spades and clubs are black.
In selecting a card from the deck without looking, find the prob-
ability of drawing:
a. the seven of diamonds b. a seven c. a diamond
Solution: a. P(seven of diamonds) : 1
52

b. P(seven) : u,4,
or
rra

c. p(diamond) : #, o, i
3. There are 10 digits in our numeral system: O, l, 2, 3, 4, 5, 6, 7, 8,
and 9. In selecting a digit without looking, what is the probability
it will be: a. the 8? b. an odd digit?
Solution: a. P(8) : !10 b. P(odd) : *, o'l
4. Ar:, urn, or a jar, contains 8 marbles: 3 are white and the /-\
remaining 5 are blue. In selecting a marble without look- [ I
ing, what is the probability it will be blue? (All marble.
are the same size.)
l. o . l
o
boa o- |
Solution: Pblue) : q
8
 Probability 471

5. The English alphabet contains 26 letters. There are 5 aowels (A, E,

I, O, and U) and the remaining 2l letters are consonants. If a per-
son turns 26 tiles from a word game face down and each tile rep-
resents a different letter of the alphabet, what is the probability of
turning over: a. the A? b. a vowel? c. a consonant?

Solution: a. P(A) :* b. P(vowel) :26

5
c' P(consonant) :'*

EXERCISES

1. The figure shows a disk, with an arrow that can

be spun so that it has an equal chance of landing
on one offour regions on the disk. The regions are
equal in size and are numbered I,2,3, and 4.
An experiment was conducted by five people to
find the probability that the arrow will land on
Lhe 2. Each person spun the arrow 100 times. When the arrow
landed on a line, it did not count and the arrow was spun again.
a. Before doing the experiment, what probability would you as-
sign to the arrow landing on the 2? (In symbols, P(2) : ? )
b. Copy and complete the chart to find the cumulatiue results of
this experiment. In the last column, record the cumulative rel-
ative frequencies as fractions and as decimals to the nearest
thousandth.

Cumulative
Number of Number of Cumulative Cumulative
Times 2 Number ol Times 2 Number of Relative
Appeared Spins Appeared Spins Frequency

Barbara 29 100 29 100

ffi = .zoo
Tom 31 100 bU 200

Ann 19 100

Eddie 23 100

Cathy 24 100

c. Did the experiment provide evidence that the probability as-

signed in part a was correct?
472 Integrated Mathematics: Course I

ln 2-7, a result is described for a fair, unbiased object. What prob-

ability should be assigned to the result described? These questions
should be answered without conducting an experiment; take a guess.
2. A six-sided die is rolled; the sides are numbered 1, 2, 3, 4, 5,
and 6. In rolling the die, find P(5).
3. In drawing a card from a standard deck without looking, find
P(any heart).
4. Each of ten pieces of paper contains a different number from
{0, 1,2,3,4,5,6,7,8,9}. The pieces of paper are folded and
placed into a paper bag. In selecting a piece ofpaper without look-
ing, find P(7).
5. An urn contains 5 marbles, all the same size. Two mar- ,J-\.
bles are black and the other three are white. In selecting I I
a marble without looking, find P(black). | |

looo o ol

6. Using the lettered tiles from a word game, a boy places 26 tiles
face down on a table, one tile for each letter of the alphabet. After
mixing up the tiles, he takes one. What is the probability that the
tile contains one of the letters in the word MATH?
7. A tetrahedron

4W
is a four-sided object.
Each side, or face, is an equilateral
triangle. The numerals 1, 2, 3, and
4 are used to number the different
faces. A trial consists of rolling the
tetrahedron and reading the num- Tetrahedron Faces of a
ber that is face down. Find P(4). tetrahedron

8. By yourself, or with some classmates, conduct any of the experi-

ments described in Exercises 2-7 to verify that you have assigned
the correct probability to the event or result described. A good ex-
periment should contain at least 100 trials.

In 9-13, a biased object is described. A probability can be assigned

to a result described only by conducting an experiment to determine
the cumulative relative frequency of the event. While you may wish to
guess at the probability of the event before starting the experiment,
conduct at least 100 trials to determine the best probability to be
assigned.
9. An index card is folded in half and tossed. As described earlier in
this chapter, the card may land in one of three positions: on its
side, on its edge, or in the form of a tent. In tossing a folded card,
 Probability 473

find P(tent), the probability that the card will form a tent when it
lands.
10. A paper cup is tossed. It can
O
land in one of three positions:
on its top, on its bottom, or on
its side. In tossing the cup, find
P(top), the probability of land-
ing on its top.
R
13 \le,
Top Bottom
D Side

ll. A nickel and a quarter are glued or taped together so that the two
faces seen are the head of the quarter and the tail of the nickel.
This is a very crude model of a weighted coin. In tossing the coin,
find P(head).

AD Base Side
12. A paper cup in the shape of a cone is tossed. It
can land in one of two positions: on its base or
on its side. In tossing this cup, find P(side), the
probability of landing on its side.

f3. A thumbtack is tossed. It may land either with

the pin up or with the pin down. In tossing a
thumbtack, find P(pin is up).
I
Pin up
A
Pin down

15.2 THEORETICAL PROBABILITY

An empirical approach to probability is necessary whenever we deal
with biased objects. However, common sense tells us that there is a
simple way to define the probability of an event when we deal with
fair, unbiased objects. For example:
Alma is playing a game in which each player must roll a die. To
win, Alma must roll a number greater than 4. What is the probability
that Alma will win on her next turn?
Common sense tells us:
(1) The die has an equal chance of falling in any one of sir ways:
1r2,3,4,5, and 6.
(2) There are two ways for Alma to win: rolling a 5 or a 6.

(B) Therefore: p(Alma wins) : numler olwinnilg resu-lts 2t

- 63
number of possible results
474 Integrated Mathematics: Course I

Terms and Definitions

Using the details of the previous example, let us examine the correct
terminology to be used.
An outcome is a result of some activity or experiment. In rolling a
die, 1 is an outcome, 2 is an outcome, 3 is an outcome, and so on. There
are six outcomes here.
A sample space is a set of all possible outcomes for the activity.
In rolling a die, there are six possible outcomes in the sample space:
l, 2, 3,4, 5, and 6. We also say t]r.e outcome sef is {1, 2, 3, 4, 5, 6l '
.
lll
F-l I;-T
ll=_-r--l.l-

\ \L-| r1..'ll"l
ll. .l
l.-.1 ttJl
l. .l
An event is a subset of the sample space. We use the term euent in
two ways. In ordinary conversation, it means a situation or happening'
In the technical language of probability, it is the subset of the sample
space that lists all of the outcomes for a given situation.
When we roll a die, we may define many different situations. Each
of these is called an event.
1. For Alma, the event of rolling a number greater than 4 contains only
two outcomes: 5 and 6.
l. o.l l. .. I

\ .lI l. .
lo l.
I

2. For Lee, a different event might be rolling a number less than 5.

This event contains four outcomes: 1, 2, 3, and 4.

I-._l F-l
lll'll.ll..l
I-Jr-r
3. For Sandy, the event of rolling a 2 contains only one outcome: 2.
When there is only one outcome, we call this a singleton eaent.

We can now define theoretical probability for fair, unbiased objects:

O The theoretical probability of an event is the number of ways
that the event can occur, divided by the total number of possi-
bilities in the sample space.
 Probability 475
In symbolic form, we write:

P(,E') represents the probability of an event E;

n(E) represents the number of ways that
n(E) event E can occur;
P(E) = *te"s
ffi n(S) represents the total number of possibili-
ties, or the total number of possible out-
comes in the sample space S.

For Alma's problem, there are 2 ways to roll a number greater than
4, and there are 6 possible ways that the die may fall. We say:

l. .ll. ol
rl
I ' .lIl.
L. l. .l
E : the set of numbers greater than 4 : {b, O}. Then, n(E) : 2.
S : the set of 6 possible outcomes : {!,2,3,4,8,6}. So, n(S) : 6.

Therefore:
number of ways to roll
P(E) : n(E) a number greater than 4 2L
n(S) total number of 6'o"5
outcomes for the die

Similarly, for Lee, we can say that the probability of rolling a num-
ber less than 5 is found by P(E) : : or!. lit"*i.", for Sandy,
,(S)lq t,
the probability of rolling a 2 is P(D : =
ffi *
Notice that the theoretical probability of an event is the ratio of the
number of ways the event can occur to the total number of possibilities
in the sample space.

Uniform Probability
A sample space is said to have uniform proba,bility, or to contain
equally likely outcomes, when each of the possible outcomes has an
equal chance of occurring. In rolling a die, there are six possible out-
comes in the sample space; each is equally likely to occur. So,
476 Integrated Mathematics: Course I

P(1) : l; e{z): }; P(3) : f; P(a) : :

}; P(5) }; Re)
: }; and, we sav
that the die has uniform probability.
If a die is weighted to make it biased, then one or more sides will
have a probability greater than f, while one or more sides will have a
probability less than |. A weighted die does not have uniform proba-
bility. Remember that the rule for theoretical probability does not ap-
ply to weighted objects.

Random Selection
When we select an object without looking, we are making a random
selection. Random selections are made when drawing a marble from a
bag, when taking a card from a deck, or when picking a name out of
a hat. In the same way, we may use the word. randonz to describe out-
comes when tossing a coin or rolling a die; the outcomes happen with-
out any special selection on our part.

t,.
'...j.......;..'
for ffn:ding the simpfe probabifity of an eventl
l'ircourrt the total aunrber of outcomes in the sample space: n($i

,',, ,,eouut all the fossiUie outconaes of the evsnt E: n(f)

,,",.'l,: substituto tber
+aluea in'thq fotrnula rrlnl rd$
,,','.,',,,fw' t&*prohabili. 'of event E: , , '.**' - ntSI

MODEL PROBLEMS

1. A standard deck of 52 cards is shuffied. Lillian draws a single card

from the deck at random. What is the probability that the card is
a jack?
Solution
S : sample space of all possible outcomes. There are 52 cards in
the deck. Hence, n(S) : 52.
J : event of selecting a jack. There are 4 jacks in the deck: jack of
hearts, jack of diamonds, jack of spades, and jack of clubs. So,
nU) : 4.

number of possible jacks :

P(r):ffi =
total number of possible cards #,,o,fi a""
 I

Probability 477

2. A spinner contains eight regions, numbered 1

through 8. The arrow has an equally likely chance
of landing on any of the eight regions. If the ar-
row lands on a line, it is not counted and the ar-
row is spun again.

Solution
How many possible out- a. z(S) : 8
comes are in the sample
space S?

b. What is the probability that b. Since there is only 1 way to

the arrow lands on t};,e 4? land on the 4 out of 8 possible
Simply, what is P(4)? :
numbers, P(4)
;.
c. List the set of possible out- c. Event O : {L, B, b, Z}.
comes for event O in which
the arrow lands on an odd
number.
d. Find the probability that d. Since event O : {1, B, 5,7},
the arrow lands on an odd then n(O) : 4.
number.
- ;(s) :-4g, o'2
1
P(O\:n(o)
r\rr'

EXERCISES

1. A fair coin is tossed.

a. List the sample space.
b. What is P(head), the probability that a head will appear?
c. What is P(tail)?
2. A fair die is tossed. For each part of this question, (1) list the out-
comes for the event and (2) state the probability of the event.
a. The number 3 appears.
b. An even number appears.
c. A number less than 3 appears.
d. An odd number appears.
e. A number greater than 3 appears.
f. A number greater than or equal to 3 appears.
478 Integrated Mathematics: Course I

3. A spinner is divided into 5 equal regions' num-

bered 1 through 5. An arrow is spun and lands
in one of the regions. For each part of this ques-
tion, (1) list the outcomes for the event; (2) state
the probability of the event.
a. The number 3 apPears.
b. An even number appears.
c. A number less than 3 appears. d. An odd number appears'
e. A number greater than 3 appears.
f. A number greater than or equal to 3 appears'
4. A standard deck of 52 cards is shuffied and one card is drawn.
What is the probability that the card is:
a. thequeenofhearts? b. aqueen? c. a heart?
d. a red card? e. the seven ofclubs? f. a club?
g. an ace? h. a red seven? i. a black ten?
j. a picture card (king, queen, jack)?
D. A person the answer to a test question and takes
does not know
a guess. Find the probability that the answer is correct if the ques-
tion is: a. a multiple-choice question with 4 choices b' a true-
false question c. a question where the choices given are "some-
times, always, or never."
6. A marble is drawn at random from a bag. Find the probability that
the marble is green if the bag contains marbles whose colors are:
a. Sblue,2green b.4blue, lgreen
c.5red,2green,3blue d.6blue,4green
e. 3 green,9 blue f. 5 red, 2 green,93 blue
t.The digits of the number 1776 arc written on disks and placed into
a jar. What is the probability that the digit 7 will be chosen on a
single random draw?
8. A class contains 16 boys and 14 girls. The teacher calls students
at random to the chalkboard. what is the probability that the first
person called is: a. a boy? b. a girl?
9. There are 840 tickets sold in a raff.e. Jay bought 5 tickets and
Lynn bought 4 tickets. What is the probability that: a. Jay has the
winning ticket? b. Lynn has the winning ticket?
10. A letter is chosen at random from a given word. Find the proba-
bility that the letter is a vowel if the word is:
a. APPLE b. BANANA c. GEOMETRY d. MATHEMATICS
11. In the figure on the next page, there are eight polygons shown:
a square; a rectangle; a parallelogram (which is not a rectangle);
a right triangle; an isosceles triangle (not containing a right an-
gle); a trapezoid (not containing a right angle); an equilateral tri-
angle; a regular hexagon.
 Probability 479

One of the figures is selected at random. What is the probability

that the polygon:
a. contains a right angle? b. is a quadrilateral?
c. is a triangle? d. has at least one acute angle?
e. has all sides congruent? f. has at least two sides congruent?
g. has less than five sides? h. has an odd number of sides?
i. has four or more sides? j. has at least two obtuse angles?
12. Explain why each of the following statements is incorrect.
a. Since there are 50 states, the probability that someone born in
the United States will be born in New Jersey is
,4.
b. Since there are 12 months in a year, the probability of being
born in September is
$.
c. A pin containing a small head is tossed,
as shown at the right. Since the pin can
fall either point up or point down, the l_
Point upPoint down
probability of falling point down is o1.
d. Since there are 7 days in a week, the probability that a person
attends religious services on a Wednesday is ].

15.3 EVALUATING SIMPLE PROBABILITIES

We have called an event that can occur in only one way a singleton.
For example, in rolling a single die, there is only one way to roll the
number 3.
However, when rolling a single die, there can be more than one way
for an event to occur. For example:
1. The event of rolling an even number on a die : {2,4,6\.
2. The event of rolling a number less than 6 on a die : {1, 2,9,4,5}.
480 lntegrated Mathematics: Course I

The lmpossible Case

on a single roll of a die, what is the probability that the number 7
will appear? we call this an impossibility because there are no ways
in which this event can occur. In this example, event E : rolling a 7.
E : { } and n(E) : 0. The sample space s for rolling a die contains
six possible outcomes, and n(S) : 6. Therefore:

P(E):
n(E)
: number of ways to roll a 7
total number of outcomes for the die
:9:o
6
o(S)

In general, for any sample space s containing k possible outcomes,

we say z(S) : h' For any impossible event .E in which there are no
ways for the event E to occur, we say n(E) : 0. Thus, the probability

of an impossible event is P(E) - ry^: 9 : 0, and we sav:

n(S) k

O The probability of an impossible event is zero'

There are many other examples of impossibilities where the proba-
bility must equal zero. For example, the probability of selecting the
letter E from the word PROBABILITY is zero.
Also, selecting a coin worth 9Q from a bank containing a nickel, a
dime, and a quarter is an impossible event.

The Certain Case

on a single roll of a die, what is the probability that a number less
than 7 will appear? we call this a certaintg because every one of the
possible outcomes in the sample space is also an outcome for this event'
in this example, event E : rolling a number less than 7, and
n(E) : 6. The sample space s for rolling a die contains six possible
outcomes, and n(S) : 6. Therefore:

_
n(E) number of ways to roll a number less than 7 -6-r -9-''
rD/Et\
\D t -
n(S) total number of outcomes on the die
Note that to describe an event that is certain, we may use the sample
space itself, that is, in this case -E : S.

In general, for any sample space s containing k possible outcomes,

we say n(s) : ft. when the event E is certain, then every possible out-
.o-" fo" the sample space is also an outcome for event E, ot n(E) : k.
 Probability 481

Thus, the probability of a certainty is given as P(E) : H: I : ,,,

and we sav:
o The probability of an event that is certain to occur is l.
There are many other examples of certainties where the probability
must equal 1. such examples include the probability of seleciing a con-
sonant from the letters JFK or selecting a red sweater from a drawer
containing only red sweaters.

The Probability of Any Event

Let us consider a series of events for rolling a six-sided die:
Event A, a number less than 1, has no outcomes.
A:{} P(A) :; -0
Event B, a number less than 2, has one outcome:
B:{1} P(B) :;
Event C, a number less than B, has two outcomes:
c: {L'21 P@ :26
Event D, a number less than 4, has three outcomes:
D : {t, 2, B} p(D) :96
Event .F', a number less than 5, has four outcomes:
F : {1, 2,3,4} P@):!
'6
Event G, a number less than 6, has five outcomes:
G : {1, 2,3,4,5} P(G) ::
Event I/, a number less than T, has six outcomes:
H : {I,2, 3, 4, E, G\ P(H) : 6_r
6-r
The smallest probability here is 0. The largest probability is 1. Each
of- the other events has a probability that falls between 0 Lnd 1. This
example illustrates the following:
o rhe probability of any event ,E must be equar to or greater
than zero, and less than or equal to one. Or, simply:
0<P(.&')<1
482 Integrated Mathematics: Course I

MODEL PROBLEMS

1. A bank contains a nickel, a dime, and a quarter. A person selects

one of the coins. what is the probability that the coin is worth:
a. exactly 104? b. exactly 3c? c. more than 3a?
Solution
a. There is only one coin worth exactly 104: the dime. There are
three coins in the bank. Thus:
:
] a"".
p(coin is worth 1oa)
#:
b. There are no coins worth exactly 34. This is an impossible event.

Thus: P(coin is worth 3c)' : "!:] : I3 : o Ans'

z(S)
c. All three coins are worth more than 3c. This is a certain event.
Thus: P(coin is worth more than 3c) : ffi : 3 : ! Ans'

2. In the sullivan family, there are 2 more girls than boys. At random,
Mrs. sullivan asks one of her children to go to the store. If she is
equally likely to have asked any one of her children, and the prob-
ability that she asked a girl is !, how many boys and how many
girls are there in the Sullivan family?
Solution:
Let x : the number of boys.
Then,x -f 2 : the number of girls.
And. 2r + 2 : the number of children.
number of girls
P(girl) :
;*b"r;;h;ldr"rt
2 x+2
3: 2. + 2
2(2x+21 :J(x+2)
4xI4:3r*6
x:2
x*2:4
2x't 2 :6
Answer: There are 2 boYs and 4 girls.
 Probability 483

3. An arrow is spun once and lands on one of three

equally likely regions, numbered 1, 2, and B.
a. List the sample space for this experiment.
b. List all 8 possible events for one spin of the
arrow.
Solution
a. The sample space S : {1, 2, 3}.
b. since events are subsets of the sample space s, the g possible
events are the 8 subsets of S:
{ } : the empty set, for impossible events.
{1,2,3} : the set itself, for events with certainty.
{1}, {2}, {3} : t}l'e singleton events.
{L,2}, {1, 3}, 12,31 : events with two possible outcomes. An
event such as getting an odd number has two possible outcomes:
1 and 3.

Subscripts in Sample Spaces

A sample space may sometimes contain two or more objects that are
exactly alike. To distinguish one object from another, we make use of
a device called a subscript. A subscripf is a number, usually written in
smaller size, that always appears to the lower right of a term. For ex-
ample:
A box contains six jellybeans: 2 red, B green, and 1 yellow. Using .8,
G, and Y to represent the colors red, green, and yellow, respectively,
we can list this sample space in full, using subscripts:

{Rr., Rz, Gr, Gz, Gr, Yr\

since there is only one yellow jellybean, we could have listed the last
element as Y instead of Y,.

MODEL PROBLEM

A letter is chosen at random from the word REED.

a. List the sample space using subscripts.
b. Find the probability of choosing an E.
Solution*
a. The sample space is {R, Er, Er, D}.
b. since there are 2 ways to choose the letter E from the 4 letters:
9.
P(Ll) : or
1

Ans.
i, ;
484 Integrated Mathematics: Course I

EXERCISES

1. A fair coin is tossed and its sample space S : {H, T\'

a. List all 4 possible events for the toss of a coin'
b. Find the probability of each event named in part a'
2. A spinner is divided into 7 equal regions' num-
bered 1 through ?. An arrow is spun to fall into
one ofthe regions. For each part ofthis question:
(1) List the elements of the event, shown as a
subset of {1,2, 3, 4,5, 6,7\-
(2) Find the probability that the arrow lands on
the number described.
a. the number 5 b. an even number
c. a number less than 5 d. an odd number
e. a number greater than 5 f. a number greater than 1
g. a number greater than 7 h. a number less than 8
3. A marble is drawn at random from a bag. Find the probability that
the marble is black if the bag contains marbles whose colors are:
a. Sblack,2green b.2black, lgreen
c. 3 black,4 green, 1 red d. 9 black
e. 3 green,4 red f. 3 black
4. Ted has 2 quarters, 3 dimes, and 1 nickel in his pocket' He pulls
out a coin at random. Find the probability that the coin is worth:
a. exactly 5Q b. exactlY 10e
c. exactly 25c d. exactlY 504
e. less than 254 f. less than 504
g. more than 25e h. more than 1a i. less than 1Q
o. A single fair die is rolled. Find the probability for each event'
a. The number 8 appears. b. A whole number appears'
c. The number is less than 5. d. The number is less than 1'
e. The number is less than 10' f. The number is negative'
6. A standard deck of 52 cards is shuffied and you pick a card at
random. Find the probability that the card is:
a. a jack b. a club c. a star
d. a red club e. a card from the deck f. a black club
g. thejackofstars h. a17 i. a red 17

7. A class contains 15 girls and 10 boys. The teacher calls on a stu-

dent at random to answer a question. Express, in decimal form,
the probability that the student called upon is: a. a girl b' a boy
c. a pupil in the class d. the teacher of the class
 Probability 485

8. The last digit of a telephone number can be any of the following:

0, L, 2, 3, 4, 5, 6,7, 8, or g. Express, as a percent, the probability
that the last digit is: a. 7 b. odd c. more than b d. a whole
number e. the letter R
9. A girl is holding 5 cards in her hand. They are the B of hearts,
3 of diamonds, 3 of clubs, 4 of diamonds, Z of clubs. A player to
her left takes one of these cards at random. (If the player takes the

|.1 fi"a
3 of hearts, we describe the probability of this event as
the probability that the card selected from the 5 cards in the
girl's hand is:
a. a3 b. adiamond e. a4
d. a black 4 e. a club f. 4 of hearts
g. a 5 h. 7 of clubs i. a red card
j. a number card k. a spade l. a number less than 8
10. The measures of three interior an-
gles of a triangle are given as 40o,
60o, and 80'. The measures of the
exterior angles of the triangle are
t40", L20", and 100o, respectively.
One of the six angles is chosen at
random. Find the probability that
the angle is:
a. an interior angle b. a straight angle
c. a right angle d. an acute angle
e. a 60o angle f. an acute exterior angle
g. an angle whose measure is less than 180'
11. A sack contains 20 marbles. The probability of drawing a green
marble is f. How many green marbles are in the sack?
12. There are 3 more boys than girls in the chess club. A member of
the club is to be chosen at random to play in a tournament. Each
member is equally likely to be chosen. If the probability that a
girl is chosen is f, how many boys and how many girls are there?
13. A box of candy contains caramels and nut clusters. There are 6
more caramels than nut clusters. If a piece of candy is to be chosen
at random, the probability that it will be a caramel is How many
f.
caramels and how many nut clusters are in the box?
14. List three situations where the probability of an event is 0.
486 Integrated Mathematics: Course I

15. List three situations where the probability of an event is 1.

16. Explain why the following sentence is incorrect: "I did so well on
the test that the probability of my passing is greater than 1'"
L7. Explain why the following sentence is incorrect: "The probability
that we'll go swimming in Maine next December is less than 0'"
18. Explain why this sentence is cotect: "The probability that Tues-
day comes after Monday is L0OVo'"
19. A letter is chosen at random from a given word. For each part of
this question: (1) List the elements of the event, using subscripts
if needed. (2) Find the probability of the event.
a. selecting the letter E from the word EVENT
b. selecting the letter S from the word MISSISSPPI
c. selecting a vowel from the word TRIANGLE
d. selecting a vowel from the word RECEfVE
e. selecting a consonant from the word SPRY

15-4 THE PROBABILITY OF A AND B

The connective and has been used in logic. As we will see, the con-
nective and is sometimes used to describe events in probability.
For example, a fair die is rolled. what is the probability of obtaining
an even number?
Call this event A. Since there are three ways to tr tr E
obtain an even number:

n(S)-! 6
P(A\ =n(A)

When a fair die is rolled, what is the probability of obtaining a num-

ber less than 3? .l
Call this event B. Since there are two ways to obtain [-. f-I
" I ll'I
numberlessthanS:
P(B):#:'u
Now, what is the probability of obtaining a number on the die that
is even and less than 3? We may think of this as the event A and' B.

In logic, you learned that In probability, an outcome

a sentence p a.nd q, written is in event A and, B only
p A e, is true only when p is when the outcome is in event
true and q is true. A and the outcome is also in
event B.
 l-

Probability 487

The only outcome in the event A and B is 2, because 2 is even

and 2 is less than 3. No other outcome on the die is true for both | . 'I
events. Since z(A and B) : 1 and there are 6 outcomes on the
die, or n(S) : 6:

P(A and B\ =
n(A and B): 1

n(S) 6
Consider another example in which a fair die is rolled.
Event C : t---l
{die numbers that are odd} t.'t.tt.l E--l r._;|
| | | .l l..l
3
P(c):
ffi = 6
Event D : {41

ffi:
1
P(D) =
6

Then, event C and D: {die numbers that are odd, and,4l

since there are no outcomes common to both event c and event D.
we can say that there are zo outcomes in the event C and D, that is,
: n(C D)
n(C andD) 0. Therefore, p(C and. D: 1\!
z(S)
: 9
6
: o.

Using Sets to Look at P(A and Bl

You have seen that an outcome is in the event A and B only when
the outcome is in event A and in event B. using event A and event B
as previously described, the following set diagram illustrates the event
A and B.

Event A and B is the set of numbers that are evenand less than B.
Since event A is {2,4, 6} and event B is {1, 2}, you can see that the
.event A qnd B is {2}, the interseetion of the two sets, or A O B. By
counting the number of outcomes in this intersection. we say:

P(A and B) : P(A n B) : "ttl3r"' : 6 1

488 Integrated Mathematics: Course I

Event C and, D is the set of numbers that are odd and 4' Here, the
intersection of event C and event D is empty, ot C (\ D = { }' Thus:

P(c and D) : P(cn D) : q$f : ! : o

OO
observe that there is no simple rule or formula that works for all
problems whereby you can use the values of P(A) and P(B) to find
P(A and B). You must simply observe the intersection of the two sets
and count the number of elements in that intersection. or, you can
count the number of outcomes that are common to both events'

KEEP IN MIN
The event A and B consists of outcomes that are in event A and
in event B. Event A and B may be regarded as the intersection of
sets,namelyAnB.

MODEL PROBLEM

A fair die is rolled once. Find the probability of obtaining a number

that is greater than 3 and less than 6.
Solution
Event 4: {numbers greater than 3} : {4, 5, 6}.
Event 3 : {numbers less than 6} : {7,2,3,4,5\.
Event A and 3 : {outcomes common to both events}
: {4,5}, or
(z{nB):{4,5}.
Therefore:

p(A and",:4#P :? * *# :l en,

 Probability 489
EXERCISES

1. A fair die is rolled once. The sides are numbered L, 2, g, 4, E,

and 6. Find the probability that the number rolled is:
a. greater than 2 and odd
b. less than 4 and even
c. greater than 2 and less than 4
d. less than 2 and even
e. less than 6 and odd
f. less than 4 and greater than 3
2. From a standard deck of cards, one card is drawn. Find the prob-
ability that the card will be:
a. the king of hearts b. a red king
c. a club king d. a black jack
e. a diamond ten f. a red club
g. the two of spades h. a black two
i. a red picture card
3. A set of polygons consists of an equi-
lateral triangle, a square, a rhombus,
and a rectangle as shown. One of the
polygons is Selected at random. Find
the probability that the polygon con-
tains:
ATU
a. all sides congruent and all angles congruent
b. all sides congruent and all right angles
c. all sides congruent and two angles not congruent
d. at least 2 congruent sides and at least 2 congruent angles
e. at least 3 congruent sides and at least 2 congruent angles
4. At a St. Patrick's Day party, some of the boys and girls take turns
singing songs. Of the 5 boys: Patrick and Terence are teenagers;
younger boys include Brendan, Drew, and Kevin. Of the 7 girls:
Heather and Claudia are teenagers; younger girls include Maureen,
Elizabeth, Gwen, Caitlin, and Kelly. Find the probability that the
first song is sung by:
a. a girl b. a boy
c. a teenager d. someone under 13 years old
e. a boy under 13 f. a girl whose initial is C
g. a teenage girl h. a girl under 1,3
i. a boy whose initial is C j. a teenage boy
490 Integrated Mathematics: course I

15.5 THE PROBABILITY OF A OR B

The connective or has been used in logic. As you will see, the con-
nective or is sometimes used to describe events in probability.
For example, a fair die is rolled. What is the probability of obtaining
an even number?
Calling this event A, you have seen: F-l F-l t:ll
I .l l. .l l..l
P(il:#:;
When a die is rolled, what is the probability of obtaining a number
less than 2?

Call this event C. Since there is only one possible outcome

for this event (the number 1): P(C)' : )n(C): -1
n'(S) 6
Now, what is the probability of obtaining a number on the die that
is even or less than 2? We may think of this as the event A or C.

In logic, you learned that In probability, an outcome

a sentence p or e, written is in event A or C when the
p Y e, is true when p is true, outcome is in event A, or the
or when q is true, or when outcome is in event C, or
both p and q are true. when the outcome is in both
event A and event C.

There are four outcomes in event A or C:

L, 2, 4, and 6. Each of these numbers is even
or it is less than 2. Since n(A or C) : 4, and
T.-l l.l
trt'rt..rl..l l-_l [:-ll
there are 6 outcomes on the die, or n(S) : 6:

P(A or : n(A or C): 4

") ,rtSl U

Observe that P(A) : :

fi, f{C) }, and P(A or
q : t.In this case,
it appears that P(A) + P(C) : P(A or C). Will this simple addition rule
be true for all problems?
Consider another example in which a fair die is rolled.
Event4: {evennumbers} [--l
lllll..l
Fn r. ;t
t'rt..tt..l
n(S)-! 6
P(A\ =n(A)
 Probability 491

Event 3:
P(B):#,:?
{numbers less than 3}
trtr
Then, event.A or B : {numbers that are even or less than 3}.
There are still only four outcomes in this
new event: I, 2, 4, and 6. Each of these num-
l---l t-;--l t.l t.l
bers is even or it is less than 3. Therefore:
Ll L-ij L-i.l [-i-l
n(A
P(A or H:to:,B) : !
n(S) 6

Observe that P(A) : f, fel : fr, and P(A or D: t.In this case,
the simple rule of addition does not work. P(A) + P(B) + P(A or B).
What made this example different from P(A or C), shown previously?

A Rufe for the Probability ol A or B

Probability is based upon counting the outcomes in the event. For
the event A or B, we observe that the outcome 2 is found in event A
and in event B. Therefore, we may describe the outcome 2 as the event
A and B.
We realize that the simple addition rule does not work for the event
A or B because we have counted the outcome 2 twice: first in event A,
then again in event B. Since we counted this outcome twice, we must
take it away, or subtract it, once.

I tt F_;ltt.
t.__.l r;-;l
.tt"t
.t + [--l
| . ttF--l t-. I
.t| - | .tt= | . ttF--l
t----t r;-l
t._;|tt..l
.|.tt .lt"l
| .tl. I tt | | |
Hence, the rule becomes: n(A) + n(B) - n(A and B) : n(A or B)
Forthisexample: 3 + 2 - 1 : 4

Dividing each term by n(S), we get an equivalent equation:

n(A) n(B) n(A and B): n(A or B)
t(S)-"(S)-
"(S) "(S)
For this example:
32r4
6-1 6 6 6

n(A or B)
since P(A or B) : can write a general rule:
ff'we
P(A or B\ = P(A) + P(B) - PA and B)
492 Integrated Mathematics: Course I

Using Sets to Look at P(A or B)

A set diagram can help you to understand the event A or B just
discussed. Event A or B : {numbers that are even or less than 3}.
Since event A or B : {1,2, 4, 61, recognize
that A or B is the union of the two sets, or
A U B, as shown by the shaded region.
Recall that the event A and B : {21, which
is the intersection of the two sets, or A O B. You
can again see how the counting procedure works:
1. Count the number of elements in one set.
2. Add the number of elements from the second set.
-AUB+ since they
3. Subtract the number of elements in their intersection
were counted twice.
4. This result is the number of elements in the union of the two sets,
or n(A U B).

a^7\ A}
\v
( (AnB)

n(A)
(on'))
\/_-/
n(B) - n(AOB)

In set terminology, the rule for probability becomes:

P(A Or D : P(A U B) = P(A) + P(D _ P(A N B)

Disjoint Sets
Event A or C : {numbers that are even or less than 2}
Here, event A : {2,4, 6} and event C : {1}, shown below by disjoint
sets. Since A and C are disjoint, there are no elements in their inter-
section, or (A O C) : { }.

12 lt /-\
\-7 \'
I
 Probability 493

Recall that the probability of the empty set is zero. Thus:

P(A U C) : P(A) + P(C) - P(A n C)
P(A U C) : P(A) + P(C) _ O : P(A) + P(C)
This tells us that the simple addition rule first observed will always
be true for events that do not intersect, or that have no outcomes in
common.
For disjoint events, P(A or C') = P(A U C) = P(A) + P(C).
KEEP IN
The event A or B consists of all outcomes that are in event A,
or in event B, or in both event A and event B. Event A or B may
be regarded as the union of sets, namely A U B.

MODEL PROBLEMS

1. A standard deck of 52 cards is shuffied. One card is drawn at ran-

dom. Find the probability that the card is:
a. a king or an ace b. red or an ace
Solution
a. There are 4 kings in the deck, so P(king) :
-4.
There are 4 aces in the deck, so P(acd : $.
Kings and aces are disjoint events, having no outcomes in common.
So, P(king or ace) : P(king) + P(ace) =
fi + #: # Ans.

b. There arc 26 red cards in the deck, so p(red) : #.

There are 4 aces in the deck, so p(ace) :
#.
Two cards in the deck are red aces, so P(red and ace) : 3.
52'
Then: P(red or ace) : P(red) + P(ace) - P(red and ace)
2642287
n + n E2: ff-'or$ Azs'

By a counting procedure, there are 26 red cards and 2 more aces

not already counted (the ace of spades; the ace of clubs). There-
fore, there are 26 * 2, ot 28, cards in this event.
so, p(red or ace) :'#, o, Ans.
*.
494 Integrated Mathematics: Course I

2, There are two events, A and B. Given that P(A) : .3, P(B) : .5,
and P(A n B) : .1, find P(A U B).
Solution: P(A U B) : P(A) + P(B) - PA n B)
: .3 + .5 .1 :.8-.1 :.7 Ans.

EXERCISES

1. A spinner consists of 5 regions as shown, equally

likely to occur when an arrow is spun. For a sin-
gle spin of the arrow, find the probability of the
given event.
a.4 b. 3or4
c. an odd number d. an odd number or 2
e. less than 4 f. 4 or less
g. 2or3or4 h. an odd number or 3
2. A fair die is rolled once. The sides are numbered I, 2, 3, 4,
5, and 6. Find the probability of the event described.
a.4 b.3or4 c. an odd number
d. an odd number or 2 e. less than 4 f. 4 or less
g. 2 or 3 or 4 h. an odd number or 3
i. less than 2 or more than 5 i. less than 5 or more than 2
3. From a standard deck of cards, one card is drawn. Tell what the
probability is that the card will be:
a. a queen or an ace b. a queen ot a 7 c. a heart or a spade
d. a queen or a spade e. a queen or a red card
f. jack or queen or king g. a7 or a diamond
h. a club or a red card i. an ace or a picture card
4. A bank contains 2 quarters, 6 dimes, 3 nickels, and 5 pennies. A
coin is drawn at random. Find the probability that the coin is:
a. a quarter b. a quarter or a dime c. a dime or a nickel
d. worth 10 cents e. worth more than 10 cents
f. worth 10 cents or less g. worth 1 cent or more
h. worth more than 1 cent i. a quarter, nickel, or penny
In 5-10, choose the correct numeral preceding the word or expression
that best completes the statement or answers the question.
5. If a single card is drawn from a standard deck, what is the prob-
ability that it is a 4 or a 9?
0)* Q)* (3)
# @) 'z#
 !

Probability 495

6. If a single card is drawn from a standard deck, what is the prob-

ability that it is a 4 or a diamond?
(1)
# Q)# (3)
# @2;
7. If P(A) : .2, P(B) : .5, and PA n B) = .1, then P(A U B) :
(1) .6 (2) .7 (3) .8 (4) .9

8. If P(A) : ], r<al : 1, and P(A and ,) : ;, then P(A or B) :

0? b
Q) 'z'
(3)
: (4) 1

9. If P(A) :),e{D = }, and p(A n U B):

"): *,thenp(A
(1): (2): (s): @)I
10. If P(A): .3, P(B) - .35, and (A n B) : A,then P(A or B) :
(1) .05 (2) .38 (3) .65 (4) 0

15.6 THE PROBABILITY OF NOT A;

PROBABILITY AS A SUM

The Probability of Not A

In rolling a fair die, Iet A represent rolling the number 4. We know
that P(A) : P(4): since there is only one outcome for this event.
I
Since it is certain that we roll a 4 or do not roll a 4, we can say:
: 1
P(4) + P(not getting 4)
Hence, by subtracting, P(not getting 4) : | - P(4)
:1-::ioo
The event not A is seen as the cornplement of
A
set A, namely A. Therefore, we may also say: 15
3
q
P(notA): P(A) - 1 - P(A): 1 - 1:
66 26
A Rule for the Probability of Not A
In general, if P(A) is the probability that some given result will oc-
cur, and P(not A) is the probability that result will not occur, then:
P(A\+P(notA)=t or P(A\ =l- P(notA) or P(notA)=l-P6)
496 Integrated Mathematics: Course I

Probability as a Sum
When sets are disjoint, you have seen that the probability of a union
can be found by the rule, P(A U B) : P(A) + P(B). Since the possible
outcomes that are singletons represent disjoint sets, we can say:
O The probability of any event is equal to the sum of the prob-
abilities of the singleton outcomes in the event.

For example, when you draw a card from a standard deck, there are
52 singleton outcomes, each with a probability $ #. Since all singleton
events are disjoint, we can say:
P(king) = P(king of hearts) + P(king of diamonds) + P(king of spades) + P(king oJ clubs)

- 11
P(king)= * * -s2*52
P(kine) :
#,* rra

We also say:
O The sum of the probabilities of all possible singleton out-
comesfor any sample space must always equal 1.
For example, in tossing a coin, P(S) : P(head) + P(tail) : L * L: ,.
Also,inrollingadie,P(S): P(1) + P(2) + P(3) + P($ + P(5) + P(6)
,:l+l+1+1+l+1
666666 -1.

KEEP IN
Event not A consists of outcomes that are not true for event A.
Event_nof 4 be regarded as the complernent of set A,
namely 4. ^uy

MODEL PROBLEMS

1. A fair die is tossed. Find the probability of not rolling a number

less than 5.
Solution: Rolling a number less than 5 can be done in four ways:'
1,2,3, and 4. Hence, P(less than 5) : a.rd we can say:
f,
: : 421
:
P(not less than 5) 1 - P(less than 5) 1 - 6 6'
o"
5
Ans.
 Probability 497

2. A letter is drawn at random from the letters in the word ERROR.

a. Find the probability of drawing each of the letters used in the
word.
b. Demonstrate that the sum of these probabilities is 1.
Solution:

a. P(E): |; etn) : f;
rrol :]
b. P(E) + P(R) + P@): i +;.l: | = r
EXERCISES

1. A fair die is rolled once. Find the probability that the number is:
a. 3 b. not 3 c. even
d. not even e. less than 3 f. not less than 3
g. odd or even h. not odd or even
2. The weather bureau predicted a 30Vo chance of rain. Express in
fractional form: (a) the probability that it will rain; (b) the prob-
ability that it will not rain.
3. From a standard deck of cards, one card is drawn. Find the prob-
ability that the card will be:
a. a club b. not a club c. a picture card d. not a picture card
e. not an 8 f. not a red 6 g. not the queen of spades
4. - A bank contains 3 quarters, 4 dimes, and 5 nickels. A coin is drawn
at random.
a. Find the probability of drawing:
(1) a quarter; (2) a dime; (3) a nickel.
b. Demonstrate that the sum of the three probabilities given as
answers in part a is 1.
5. One letter is selected at random from the letters in the word
PICNICKING.
a. Find the probability of drawing each of the different letters used
in the word.
b. Demonstrate that the sum of these probabilities is 1.
6. If the probability of an event happening is ], what is the proba-
bility of that event not happening?
7. If the probability of an event happening is.093, what is the prob-
ability of that event not happening?
498 Integrated Mathematics: Course I

8. A square dart board whose side measures

30 inches has at its center a shaded square
region whose side measures 10 inches. If t*l 30'

darts directed at the board are equally likely

to land anywhere on the board, what is the
probability that a dart does not land in the
Ill ffi'"1 30'

shaded region?

General Exercises
9. A jar contains 7 marbles, all the same size: 3 are red and 4 are
green. If a marble is chosen at random, find the probability that
it is:
a. red b. green c. not red d. red or green e. red and green
10. A box contains three times as many black marbles as green, all
the same size. If a marble is drawn at random, find the probability
that it is:
a. black b. green c. not black d. black or green e. not green
ll. The mail contained 2 letters, 3 bills, and 5 ads. Mr. Jacobsen
picked up the first piece of mail without looking at it. Express,
in decimal form, the probability that this piece of mail is:
a. a letter b. a bill c. an ad
d. a letter or an ad e. a bill or an ad f. not a bill
g. not an ad h. a bill and an ad
12. A letter is chosen at random from the word PROBABILITY. Find
the probability that the letter chosen is:
a.A b.B c.C
d. AorB e. AorI f. a vowel
g. not a vowel h.AorBorL i. AornotA
13. A single card is drawn at random from a well-shuffied deck of 52
cards. Find the probability that the card is:
a. a slx b. a club c. six of clubs
d. a six or a club e. not a club f. not a six
g. six or seven h. not the six of clubs
i. a six and a seven j. a black six
k. a six or a black card
14. A telephone dial contains the ten digits: 0, L, 2, 3, 4, 5, 6,'l , 8, 9.
Mabel is dialing a friend. Find the probability that the last digit
in the telephone number is:
a. 6 b. 6 or more c. less than 6 d. 6 or odd
e. 6 or less f. not 6 g. 6 and odd h. not more than
i. less than 2 and more than 6 i. less than 2 or more than 6
k. less than 6 and more than 2 l. less than 6 or more than 2
 Probability 499

15.7 THE COUNTING PRINCIPLE AND

SAMPLE SPACES
So far, we have looked at simple problems involving a single activity,
such as the roll of one die or choosing one card. More realistic problems
occur when there are two or more activities, such as rolling two dice
or holding a hand of five cards. Before studying the probability of such
events, let us study an easy way to count the number of elements in a
sample space when two or more activities are involved. For example:
A store offers 5 flavors of ice cream: vanilla, chocolate,
strawberry, peach, and raspberry. A sundae can be made with
either a hot fudge topping or a marshmallow topping. If a sun-
dae consists of one flavor of ice cream and one topping, how
many different sundaes are possible?
Let us use initials to represent the 5 flavors of ice cream (V, C, S,
P, R) and the 2 toppings (F, M). We can show the number of elements
in the sample space in three ways:
(1) The tree diagram at the
right first branches out to show
Vil
5 flavors of ice cream. For each of <FM
these flavors the tree continues to
branch out to show the 2 toppings.
s<[/-F
At the far right, there are 10 paths P- FM
or branches to follow. each with
one flavor of ice cream and one R <[l
topping. These 10 branches show
that the sample space consists of Tree diagram
10 possible sundaes.
(2) It is usual to order a sundae
J lv rl,
(c, F), (s, F1, 1P,F), (R,F), i
by telling the clerk the flavor of t (v ru1, (c, wt), (s, M), (P, tvr1, (R, M) I
ice cream and the type of topping.
List of ordered pairs
This suggests a listing of ordered.
pairs. The first component of the
ordered pair is the ice-cream flavor, and the second component is the
type of topping. The set of pairs (ice cream, topping) is shown above.
These 10 ordered pairs show that the sample space consists of 10
possible sundaes.
(3) Instead oflisting ordered pairs,
we may construct a graph of the
ordered pairs. At the right, the
.e.
5 flavors of ice cream appear on a
horizontal scale or line, and the 2 VCSPR
toppings appear on a vertical line. Graph of ordered pairs
500 Integrated Mathematics: Course I

Each point in the graph represents an ordered pair. For example, the
point circled shows the ordered pair (P, F), or (peach ice cream, fudge
topping). This graph of 10 points, or 10 ordered pairs, shows that the
sample space consists of 10 possible sundaes.
Whether using a tree diagram, a list of ordered pairs, or a graph of
ordered pairs, recognize that the sample space consists of 10 sundaes.
The number of elements in the sample space can be found by multi-
plication:
number of number of number of
ice-cream flavors mpprngs possible sundaes
\----------------l

D x2- 10

suppose the store offered 30 flavors of ice cream and 7 possible top-
pings. To find the number of elements in the sample space' we may
say 30 x 7 : 210 possible sundaes. This simple multiplication proce-
dure is known as the eounting principle, because it helps us to count
the number of elements in a sample space.

O The Counting Principle: If one activity can occur in any of

,n ways and, following this, a second activity can occur in any
of n ways, then both activities can occur in the order given in
rn ' n ways.

we can extend this rule to include three or more activities by ex-

tending the multiplication process. we can also display three or more
activities by extending the branches on a tree diagram, or by listing
ordered elements such as ordered triples and ordered quadruples.
For example, a coin is tossed three times in succession.
On the first toss,
the coin may fall in either of 2 ways: a head or a tail.
On the second toss, the coin may also fall in either of 2 ways'
On the third toss, the coin may still fall in either of 2 ways'
By the counting principle, the sample space contains 2 '2' 2, or 8,
possible outcomes.
By letting .6[ represent a head and ? represent a tail, we can illus-
trate the sample space by a tree diagram or by a set of ordered triples,
both shown on the next page. observe that each entry in the list of
triples corresponds to a branch in the tree diagram, in the order given.
 I

Probability 501
THREE TOSSES OF A COIN

H<T (H, H, H)
(H, H, T)
r<l T
(H, T, H)
(H, T, T)
H (T, H, H)
T (T, H, T)
H (T, T, H)
T (T, T, T)
Tree diagram List of
ordered triples
Notice that we did zof attempt to draw a graph of this sample space
since we would need a horizontal scale, a vertical scale, and a third
scale making the graph three-dimensional. Although such a graph can
be drawn, it is too difficult for you at this time. We can conclude:

1. Tree diagrams, or lisfs of orderedelernents, are effective ways to in-

dicate any compound event of two or more activities.
2. Graphs should be limited to ordered. pairs, or only to those events
consisting of exactly two activities.

MODEL PROBLEMS

1. The school cafeteria offers 4 types of salads, 3 types of beverages,

and 5 types of desserts. If a lunch consists of 1 salad, 1 beverage,
and 1 dessert, how many possible lunches can be chosen?
Solution: By the counting principle, we multiply the number of
possibilities for each choice:
4.3.5:L2.5:60
This sample space consists of 60 possible lunches. Ans.

2. There are L2 staircases going from the first floor to the second in
our school. Roger goes up one staircase and then goes down a dif-
ferent staircase. How many possible ways can this event occur?
Solution: Roger can choose any of 12 staircases going up. Since
he goes down a different staircase, he now has 11 choices left for
going down. By applying the counting principle, we see that there
are 12 . 11 : 132 wavs. Ans.
502 Integrated Mathematics: Course I

EXERCISES

1. Tell how many possible outfits consisting of one shirt and one pair
of pants Terry can choose if he owns:
a. 5 shirts, 2 pairs of pants b. 10 shirts, 4 pairs of pants
c. 6 shirts, an equal number of pairs of pants
2. There are 10 doors into the school and 8 staircases from the first
floor to the second. How many possible ways are there for a stu-
dent to go from outside the school to a classroom on the second
floor?
3. A tennis club has 15 members, 8 women and 7 men. How many
difierent teams may be formed consisting of 1 woman and 1 man
on each team?
4. A dinner menu lists 2 soups, 7 meats, and 3 desserts. How many
different meals consisting of 1 soup, 1, meat, and 1 dessert are pos-
sible?
o. There are 3 ways to go from town A to town B. There are 4 ways
to go from town B to town C. How many different ways are there
to go from town A to town C, passing through town B?
6. The school cafeteria offers
Main Course Dessert Drink
the menu shown.
a. How many meals con- Pizza Ice cream MiIK
sisting of one main Frankfurter Cookies Juice
course, one dessert, Ham sandwich Jello
and one drink can be Tuna sandwich Apple pie
selected from this Jelly sandwich
menu?
b. Joe hates ham and jelly. How many meals (again, one main
course, one dessert, and one drink) can Joe select, not having
ham and not having jelly?
c. JoAnn is at the end of the lunch line. The pizza, frankfurters,
ice cream, and cookies have been sold out. How many menus
can JoAnn select?
7. A quarter and a penny are tossed simulta-
neously. Each coin may fall heads or tails. The
tree diagram shows the sample space in-
volved. a. List the sample space as a set of or-
dered pairs. b. Use the counting principle to
demonstrate that there are four outcomes in Ouarter Penny
the sample space. c. In how many outcomes do the coins both fall
heads up? d. In how many outcomes do the coins land showing one
head and one tail?
 L

Probability 503

8. A teacher gives a quiz consisting of two questions. Each question

has as its answer either true or false. a. Using ? and F, draw a
tree diagram to show all possible ways the questions can be an-
swered. b. List this sample space as a set of ordered pairs. c. State
the relationship that exists between this sample space and the p
and q columns in a table of truth values for two statements de-
veloped in the study of logic.
9. A quiz consists of three true-false questions. a. How many possible
ways are there to answer the questions on this test? b. Draw a
tree diagram to show the sample space. c. List the ordered triples
to show this sample space.
10. Elizabeth has a number of possible routes to school. She can take
either A Street or B Street, and then turn onto Avenue X, Avenue
Y, or Avenue Z. a. Draw a tree diagram to show all the possible
routes. b. List the ordered pairs to show this sample space.
ll. A test consists of multiple-choice questions. Each question has 4
choices. Tell how many possible ways there are to answer the ques-
tions on the test if the test consists of:
a. 1 question b. 3 questions c. z questions
12. Options on a bicycle include 2 types ofhandlebars,2 types ofseats,
and a choice of 15 colors. The bike may also be ordered in ten-
speeds, in three-speeds, or standard. How many possible versions
of a bicycle can customers choose from, if they select the type of
handlebars, seat, color, and speed?
13. Two dice are rolled simultaneously. Each die may land with one
of six numbers face up. a. Use the counting principle to determine
the number of outcomes in this sample space. b. Display the sam-
ple space by constructing a graph of the set of ordered pairs.
t4. A state issues license plates consisting of letters and numbers.
There arc 26 letters and the letters may be repeated in a plate;
there are 10 digits and the digits may be repeated. Tell how many
possible license plates the state may issue when a license consists
of:
a. two letters, followed by three numbers
b. three numbers, followed by three letters
c. four numbers, followed by two letters
(Note: The license 1-ID is actually 0001-ID.)
15. An ice-cream company offers 31 different flavors. Hilda orders a
double-scoop cone. In how many different ways can the clerk put
the ice cream on the cone if: a. Hilda wanted two different flavors?
b. Hilda wanted the same flavor on both scoops? c. Hilda could not
make up her mind and told the clerk, "Anything at all"?
504 Integrated Mathematics: Course I

15.8 PROBABILITIES AND THE COUNTING

PRINCIPLE; PREDICTING OUTCOMES
We know that the probability of rolling 1 on the single toss of a die
is or P(t) : Wfrut is the probability of rolling a pair of ones when
|, |.
two dice are tossed?
When we roll two dice, the number obtained
on one die is completely, absolutely, without
question, independenf of the result obtained on
the second die.
When the result of one activity in no way influences the result of a
In cases where
second activity, these activities are ind,ependent euents.
two activities are independent, we may extend the counting principle
to find the probability that both independent events occur at the same
time. For example:

P(1 on first die) : 1

o
1
P(1 on second die) = ;b
P(1 on both dice) : P(1 on first) ' P(l on second) : : :: *
When an event consists of two or more independent events or activ-
ities,it is called a cornpound eaent. Compound events are illustrated
when we are rolling 2 dice, or tossing 3 coins, or spinning an arrow
3 times in succession.
We can extend the counting principle to help us find the probability
of any compound event consisting of two or more independent events.

O The Counting Principle for Probability:

When .E and F are independent events, and when the probability
of event E is m (O < m < 1) and the probability of event F is
n (0 < o < l), then the probability of the compound event in
which .E and .F occur jointly is the product tn ' n.

Note l: The produc t m ' n is within the range of values for a prob-
ability, namely (0 < m' z < 1).
Note 2: Not all events are independent. Hence, this simple product
rule cannot be used to find the probability of every compound event.
 Probability 505

MODEL PROBLEM
Mr. Gillen may take any of three buses to get to the same train sta-
tion. The buses are marked A or B or C. He may then take the 6th
Avenue train or the 8th Avenue train to get to work. The buses and
trains arrive at random and are equally likely to arrive. What is the
probability that Mr. Gillen takes the B bus and the 6th Avenue train
to get to work?
Solution
: I :
P(B bus) and P(6th Ave. train)
]. Si"." the train taken is
independent of the bus taken:
P(B bus and 6th Ave. train) : P(B bus) . P(6th Ave. train)

: I
I

a
I 1
Ans.
2 6

Predicting Outcomes
It is often useful to use past experience to predict what to expect in
the future. For example, insurance companies establish their rates
based on expectancies. The branch of biology known as genetics has
established certain probability ratios that are useful to plant and an-
imal breeders. In daily life, we decide how much we will buy of a par-
ticular item based on how much we have used in the past.

MODEL PROBLEM

The owner of a garden nursery knows that the color red will occur
in a certain plant once out of about 15 seedlings. If the nursery wants
to have about 200 red seedlings of this plant to sell, how many seed-
lings of this variety should be planted?
Solution: Set up a proportion based on the established ratio:
number of red
number planted
Let x : the number of 1
: 200
seedlings to plant. G tc

3,000
Answer: To have about 200 red seedlings, the nursery must plant 3,000
seedlings.
506 Intcarated Mathematics: Courso I

EXERCISES

(All the events described in Exercises 1-16 are independent events.)

1. A fair coin and a six-sided die are tossed simultaneouslv. What is
the probability of obtaining:
a. a head on the coin?
b. a 4 on the die?
c. a head on the coin and a 4 on the die jointly?
2. A fair coin and a six-sided die are tossed simultaneouslv. What is
the probability of obtaining jointly:
a. a head and a 3?
b. a head and an even number?
c. a tail and a number Iess than 5?
d. a tail and a number more than 4?
3. Two fair coins are tossed. What is the probability that both land
heads up?
4. When I enter school, 3 out of 4 times I use the main door. When
I leave school, I use the main door only 1 out of 3 times. On any
given day, what is the probability that I both enter and leave by
the main door?
5. In our school cafeteria the menu rotates so that P(hamburg"t) : |,
P(apple pie) : f, and P(soup) : f. O" any given day, what is the
probability that the cafeteria offers hamburger, apple pie, and soup
on the same menu?
6. A quiz consists of true-false questions only. Harry has not studied,
and he guesses every answer. Find the probability that he will
guess correctly to get a perfect paper if the test consists of:
a. 1 question b. 4 questions c. n questions
7, The probability of the Tigers beating the Cougars is t. The prob-
ability of the Tigers beating the Mustangs is ]. If the Tigers play
one game with the Cougars and one game with the Mustangs, find
the probability of the Tigers:
a. winning both games b. losing both games
8. Three fair coins are tossed.
e. Find P(H, H, H). b. Find P(T, T, T).
9. A fair spinner contains equal regions, numbered 1 through 8. If
the arrow is spun twice, find the probability that:
a. it lands on 7 both times b. it does not land on 7 either time
 Probability 507

10. As shown in the diagram, 6th Avenue

runs north and south. The lights are not
timed to accommodate traffic traveling
along 6th Avenue; they are independent
of one another. At each of the intersec-
tions shown, P(red light) : .7 and
P(green light) : .3 for cars traveling
along 6th Avenue.
Find the probability that a car rrav-
eling north on 6th Avenue will be faced with the given conditions
at the two traffic lights shown.
a. both lights are red
b. the first is red and the second is green
c. both lights are green
d. the first is green and the second is red
e. one of the two lights is red
f. both lights are the same color
11. A manufacturer of radios knows that the probability of a defect in
any of his products is
7ool.
If 10,000 radios are manufactured in
January, how many are likely to be defective?
12. Past records from the weather bureau indicate that it has rained
2 out of every 7 days in August on Cape Cod. If Joan goes to Cape
Cod for two weeks in August, how many days will it probably rain
if the records hold true?
13. In order to advertise a new store, chances on gift certificates for
the store are to be given away. If the store owner wants the prob-
ability of winning to be S, how many of the 1,000 chances that
are given away should be marked as winners?
14. Dr. Velez knows that she recommends a flu shot for 2OVo of lner
patients, and that an additional ISVo elect to take a flu shot. If she
expects to work with 500 patients during this flu season, how many
flu shots will she probably administer?
15. About how many times can you expect to turn up a head in 100
consecutive tosses of a coin?
16. About how many times can you expect to roll a 5 in 100 consec-
utive rolls of a single standard die?
508 Integrated Mathematics: Course I

15.9 PROBABILITIES WITH TWO

OR MORE ACTIVITIES
The counting principle, involving simple probabilities, works for a
limited number of situations, those in which the events are indepen-
dent. We will now examine a procedure that can be used to find the
probability of any compound event.
For example, a family moves in next door. We have heard that they
have three children, but we do not know how many are boys and how
many are girls. The counting principle tells us that the sample space
consists of 2 ' 2 ' 2, or 8, possibilities for the sex of the three children
in this family.
By letting G represent a girl and B represent a boy, we can illustrate
the sample space by a tree diagram, or by a set of ordered triples, both
shown below.

FAMILY OF THREE CHILDREN

G< o<s
(G, G, G)
(G, G, B)
(G, B, G)
B<3 (G, B, B)

B< o<3
(8, G. G)
(8, G, B)
(8, B, G)
B<3 (8, B, B)
Tree diagram List of
ordered triples

The Probability of Different Events

To find the probability of any event, you must know two values:
1. the number of ways in which event E can occur, or n(E);
2. the total number of possible outcomes in sample space S, or z(S ).
You have just seen that the sample space for a family of three chil-
dren contains 8 ordered triples, or z(S) : 8. Let us consider the prob-
abilities of some possible events for this sample space.
What is the probability that the family contains two girls and one boy?
By examining the 8 outcomes in the sample space, we see that this
event can happen in 3 possible ways:
(G, G, B) (G, B, G) (8, G, G)
 Probability 509

Therefore: n(E):3, and P(2 girls and l boy) : : 3

ffi 8

What is the probability that the family contains at least one boy?
When we say at least one, there may be 1 boy or 2 boys or 3 boys.
By examining the sample space of 8 outcomes, we see that there are 7
possible ways for this event to happen: (G, G, B); (G, B, G); (G, B, B);
(8, G, G); (8, G, B); (8, B, G); (8, B, B).
Therefore: n(E) :7, and P(at least one boy) : :
# Z

No/er Since at least one boy has the same meaning as not all girls,
it is also correct to use the following alternate
approach to the problem:
P(at least one boy) : P(not alt girls) : 1 - P(all girls) : I- :: ;
t, :::::, t. :,, :., , .: '
','..:.....e*,oou* "tor ffinAing Probabiliiies:of Cor,npotrnA nVentsl :

i,..:...t,.....
i*ii'tf,r* ssuwte:.;a"; ;;;**,uotiw s"'tr,ee diagram or
":**t
i:.i..5frsfd'er*d'eIan''e'nts.:'...':':..'i...::''i':''''''::':
,,',..fl,1 .C ..ftgi.fiu*ber af elemeni" i" tfo" sample spacsr n(-S). ' '

,,,,t,'.i*r
.. ,,*O* btrentla,.,neing destribed, count the nufiber of elernents
"'i:,i:,,,,,,,,,fupm',:th$,rs&mpls',bnabe.tha are elements of the ete'ntr tW )'.,'
i,, c,,Subs.+ii$te thebe n be* il$e rule for the probability:of an .

ii ,...*iliiiia; # *ta j: : 1*.

MODEL PROBLEMS

1. A fair coin is tossed two times in successron.

a. List the sample space by using: (1) a tree diagram (2) a set of
ordered pairs (3) a graph of ordered pairs
b. Find the probability of each event: (1) Event A : the coin is
heads both times (2) Event B : L head and 1 tail are tossed
Solution
a. (1) Tree diagram (2) Set of ordered (3) Graph of
pairs ordered pairs

H/l f {u, n),(H, ?),1 H

,/i u \I(T,H),(T,T) )
'
T
510 Integrated Mathematics: Course I

b. (1) Event A consists of one pair, heads on both tosses: (H, H)

: : : t, d,"r.
Since n(A) 1, and z(S) 4: P(A\
#,:
(2) Event B consists of two pairs with t head and 1 tail:
(H, T) (T, H)

Since n(B) :2,andn(S): 4: pGj):#,=l l,nr.

2. In an experiment, the first step is to pick one number from the set
{1,2,3}. The second step of the experiment is to pick one number
from the set {3, 5}.
a. Draw a tree diagram or list the sample space of all possible pairs
that are outcomes.
b. Determine the probabilitY that:
(1) both numbers are the same
(2) the sum of the numbers is even
(3) the first number is larger than the second
Solution
1<3 ((t, B), (2, g), (3, 3),1
or (2,b),(9,il )
23s [{r, s),

t
--2
b. (1) Event A consists of only one pair with both numbers the
same: (3, 3)

Since n(A) : 1, and n(S) = 6: P(A) : + : Io en,.

n(D'
(2) Event B consists of four pairs with an even sum:
(1, 3) (1, 5) (3, 3) (3, 5)

Since n(B) : 4, and n(S) : 6: P(B) : ffi : ! e"t.

(3) Event C is the empty set since there are no pairs in which
the first number is larger than the second. Since n(C) : 0:

p(C) : n(A : 10 : 0 Ans.

-n(')) O
 Probability 511

3. Two standard dice are rolled. Find the probability that the sum of
the numbers on the dice is 8.
Solution
The sample space consists of 6 . 6,
or 36, outcomes, as shown by a graph 6
of ordered pairs.
.95
For this event E, there are 5 or-
dered pairs in which the sum of the i+
numbers on the dice is 8. These 5 83
0)
pairs, encircled on the graph, are: @2
(2, 6), (3, 5), (4, 4), (5, 3), (6, 2)
Since z(S) : 36, and n(E) : 5:
2345
P@):ffi = fr a.,". First die

EXERCISES

1. Two fair coins are tossed simultaneously. a. Draw a tree diagram

or list the sample space of all possible pairs of outcomes. b. Find
P(both coins are tails). c. Find P(no tails). d. Find P(at leasr one
coin is a head).
2. In a family of two children, determine the following probabilities:
a. both are bovs b. both are girls
c. there is one boy and one girl d. both are of the same sex
e. there is at least one girl f. the younger is a boy
g. the older is a girl and the younger is a boy
3. In a family of three children, determine the probability that:
a. all are boys b. all are girls
c. all are of the same sex d. exactly two are boys
e. the youngest is a girl f. there is at least one bov
g. the oldest and the youngest are both girls
4. Draw a tree diagram or list the ordered elements of the sample
space to indicate the possible sexes of four children in a family.
Then reanswer the questions in 3(a-gl) for the sample space of four
children.
o. Three fair coins are tossed simultaneously.
a. Indicate the sample space as a tree diagram or as a set of or-
dered triples.
b. Find P(all are tails). c. Find P(there are exactly 2 tails).
d. Find P(there are at least 2 tails).
512 lntegrated Mathematics: Course I

6. In a certain game, darts are

thrown at two boards so that
each board will contain exactlY
If any darts miss or
one dart.
land on a line, they are not
counted and the person tries
again.
The first board contains three equally likely regions numbered
{1, 2, 3} and the second board contains four equally likely regions
lettered {M, A, T, H}.
a. Draw a tree diagram or list the sample space of all possible
pairs that are outcomes for placing one dart on each board.
U. Fina P(2, M), the probability of obtaining the result (2, M).
c. Find P(3, T). d. Find P(odd number, I1)'
e. Find P(even number, vowel). f. Find P(5, vowel).
g. Find P(odd number, consonant).
7. T\vo standard dice are rolled. To describe the sample space: a. Draw
a tree diagram. b. List the ordered pairs.
8. Two standard dice are rolled. When the numbers on the dice are
added, the smallest possible sum is 2, from the pair (1, 1). The
largest possible sum is 12, from the pair (6, 6). Find the probability
of rolling two dice to get a sum of:
a.2 b.3 c. 4 d. 5 e. 6 f.7 g. 8 h. 9 i. 10 i. 11 k.tz
9. What is the sum of all the probabilities obtained in Exercise 8?
10. One standard die is rolled twice. Verify that the sample space is
the same as when two standard dice are rolled once.
ll. One standard die is rolled twice. Find the probability of getting,
on two rolls of the die:
a. the pair (3, 3) b. the pair (5, 2) c. the pair (7, 1)
d. a pair of identical even numbers
e. a pair of identical odd numbers
f. a pair whose sum is even g. a pair whose sum is odd
h. a sum less than 5 i. a sum less than 15
In L2-!4, select the choice that best answers the question.
12. When a coin and a standard die are tossed simultaneously, the
number of outcomes in the sample space is:
(1) 8 e)2 (3) 12 (4) 36
13. A spinner shows three regions, numbered {1, 2,3\, all equally
likely to occur. When the arrow is spun twice, the number of pairs
in the outcome set is:
(1) 6 (2) 2 (3) 3 (4) 9
14. Two coins and a standard die are tossed simultaneously. The num-
ber of outcomes in the sample space is:
(1) 10 (2) 24 (3) 3 (4) 8
 Probability 513

15-10 PERMUTATIONS
Mrs. Hendrix, a teacher, has announced that she wiil cail upon three
students of her class to give oral reports today. The students are Al,
Betty, and chris. How many possible ways are there for Mrs. Hendrix
to choose the order in which these students will give their reports?
Let us use a tree diagram to
picture the possible orders.
From the diagram, we see that
A' : ff::r::l;
there are 6 possible arrange-
ments. For example, Al, Betty,
Betty{li;:I,.
Chris is one possible arrange- chr's <- \ Al.* Betty
ment; Al, Chris, Betty is an- Betty* 4;
other possible arrangement. Each of these arrangements is called a
permutation. A permutation is an arrangement of objects in some
specific order. By letting A represent Al, B represent Betiy, and
c rep-
resent chris, we may show the 6 possible permutatio.r,'., . set of
ordered triples:

{(A, B, C), (A, C, B), (8, A, C), (8, C, A), (C, A, B), (C, B, A)}
Let us see, from another point of view, why there are 6 possible or-
ders. we know that any one of B students can be called to give the
first
report. Once the first report is given, the teacher may call on any one
of the 2 remaining students. After the second report is given, the
teacher must call the 1 remaining student. using ih" prin-
ciple, there are 3 2 . l, or 6 possible orders. "orrrrlirrg
consider another situation. A chef is preparing a recipe with 10 in-
gredients. The chef puts all of one ingredient into a bowl, followed
by
all of another ingredient, and so on. How many possible orders are there
for placing the 10 ingredients into a bowl, using the stated procedure?
By using the counting principle, we have:
10 . 9 . 8 . 7 . 6 . 5 . 4 . g . 2. I,or3,62g,g00possibleways

Factorials
If there are more than B milrion possible ways of placing 10 ingre-
dients into a bowl, can you imagine in how many ways 800 peopte *tro
want to buy tickets for a football game can be arranged in a straight
line? using the counting principle, we would have the 800 factors
300' 299' 298' 297 . . . g' 2 . 1. To deal with such an example,
we make use of a factorial symbol !. we represent the product of these
300 numbers by the symbor 900!, read. -three hund)ed,
factorial or
factorial 300.
514 Integrated Mathematics: Course I

In general, for any natural number n, we define n factorial or fac-

torial n as follows:
nl: n(n - lXn - 2)(n - 3)...3'2'l
Note that 1! is the natural number 1'

Permutations
we have said that permutations are arrangements of objects in dif-
ferent orders. For example, the number of different ways for 4 people
.
to board a bus can be shown as 4!, or 4 3' 2' 1, ot 24. There are
24 permutations, that is, 24 different arrangements of these 4 people,
in which all the 4 people get on the bus.
We also represent this number of permutations by the symbol aPa'
read as the permutation of four objects taken four at a time' ln aPa:
The letter P represents the word permutation'
The small n wrilten to the lower left of P tells us there are 4 objects
available to be used in an arrangement, as in 4 waiting for a bus'
The small a written to the lower right of P tells us how many of these
objects are to be used in each arrangement, as in all 4 getting on the
bus.
Thus, qPq, : 4! : 4' 3' 2' I : 24'
SimilarlY, sPs : 5! : 5' 4' 3' 2' | : L20'
In the next section, you will study examples where not all the objects
are used in the arrangement. For now, let us make the following ob-
servation:
O For any natural number n, the permutation of z objects taken
n at a time can be rePresented as:

nPn = nl = n(n - 1)(n - 2)...3' 2' I

MODEL PROBLEMS
1. Compute the value of each expression.
7l
a. 6! b.; c. zPz

Solution:
a.6!:6'5' 4 ' 3' 2' L:720
7.6 5'4'W
b. 840
;i 3--*----t
c. zPz :21 -2't:2
 Probability 515

2. Let any arrangement of letters be called a word even if it has no

meaning. Consider the letters in {N, O, W}:
a. How many three-letter words can be formed if each letter is used
only once in the word?
b. List the words.
solution: a. Because we are arranging letters in different orders,
this is a permutation. Thus, aPa : g! : g . 2 . ! : 6
possible words.
b. NOW; NWO; ONW; OWN; WNO; WON.

3. Paul wishes to call virginia, but he has forgotten her unlisted tele-
phone number. He knows that the exchange is 55b, and he knows
that the last four digits are 1, 4,7, and.9, but he cannot remember
their order. what is the maximum number of telephone calls that
Paul may have to make in order to dial the .orr".t number?
solution: The telephone number is bSb-- since the last
four digits will be an arrangement of l, 4, 7, and 9, this is a per_
mutation of four numbers, taken four at a time.
Thus, qP+ : 4l : 4 . 3 . 2 . | : 24possible orders.
Answer: The maximum number of telephone cails that paul may
have to make is 24.

EXERCISES

1. Compute the value of each expression.

a.2! b. 4! c. 6! d. 7!
e.3!+2! f. (3 + 2)! g. sps h. sp,
8!
r. sr-l r. (epr . e&)
J. t k.
i:i
2. Using the letters E, M, I, T: a. How many words of four letters
can be found if each letter is used only once in the word? b. List
these words.
3. In how many different ways can S students be arranged in a row?
4. How many possible three-letter arrangements of the letters X, y,
and Z can be made if each letter is used only once in each
arrangement?
5. How many different 4-digit numbers can be made using the digits
2, 4, 6, and 8 if each digit appears only once in each number?
516 Integrated Mathematics: Course I

6. In a game of cards, Gary held exactly one club, one diamond, one
heart, and one spade. In how many different ways can Gary ar-
range these four cards in his hand?
7. There are 9 players on a baseball team. The manager must estab-
lish a batting order for the players at each game. The pitcher will
bat last. How many different batting orders are possible for the 8
remaining players on the team?
In 8-10, numerical answers may be left in factorial form'
8. In how many different ways may 60 people line up to buy tickets
at a theater?
9. We learn the alphabet in an order, starting with A, B, C, and going
down to z. lfilow many possible orders are there for saying the let-
ters of the English alPhabet?
10. In how many different ways can the librarian put 35 different nov-
els on a shelf, with one book following another?

15.11 MORE ABOUT PERMUTATIONS

At times, we deal with situations involving permutations in which

we are given n objects, but we use fewer than n objects in each ar-
rangement. For examPle:
Mr. Brown has announced that he will call students from the first
row to explain homework problems at the board. The students in the
first row are George' Helene, Jay, Karla, and Lou. If there are only two
homework problems, and each problem is to be explained by a different
student, in how many ways may Mr. Brown select students to go to the
board?
we know that the first problem can be assigned to any of 5 students.
once this problem is explained, the second problem can be assigned to
any of the 4 remaining students. By the counting principle, there are
5 ' 4, or 20, possible selections.
There are 8 basketball players on a team. In how many ways can 3
of them be seated on a bench?

Seat First Second Third

,7
Players to choose from 8 6

By the counting principle, the number of possible seating arrange-

ments is 8 . 7 . 6 : 336. Observe that the first factor 8 is the number
of players on the team; once that player is chosen, the next factor is 7,
ro on. Each factor is one less than the previous factor since each
"na
 Probability 517

time a player is seated there is one less possible player for the next
seat.
The number of factors, 3, is the number of players in the seating
arrangement or the number of seats available.
Using the language of permutations, we say that the number of per-
mutations of 8 different things taken 3 at a time is 886. In symbols:
aPg:8'7.6:336

The Symbols for Permutations

In general, if we have a set of z different objects, and we make ar-
rangements of r objects from this set, we represent the number of ar-
rangements by the symbol ,P,. Notice that r, the number of factors
being used, must be less than or equal to z, the total number of objects
in the set. Thus:
O For numbers z and r where r < fl, the permutation of n things,
taken r at a time, is found by the formula:
,P, :.n(n - l)(n - 2\ . ..
r factors

MODEL PROBLEMS

1. Evaluate 6P2.
Solution: This is a permutation of 6 things, taken 2 at a time. We
begin with 6 and write 2 factors.

aPz: q-J: 30 Azs.

2 factors

2. There are L2 horses in a race. Winning horses are those crossing

the finish line in first, second, and third place, commonly called win,
place, and show. How many possible winning orders are there for
a race with 12 horses?
Solution: This is a permutation of 12 things, taken 3 at a time,
since there are 3 winning positions in a race. Thus:

nPs: 12 . 11 . 10,: 1,320 possible orders Ans.

--_z-
3 factors
sl8 Integrated Mathematics: Course I

3. How many 3-letter words can be formed from the letters L, O, G, I, C

if each letter is used only once in a word?

solution: Forming 3-letter words from a set of 5 letters is a permu-

tation of 5 things, taken 3 at a time. Thus:
,P,:.5' 4 ' 3,: 60 words Ans.
;;
4. A lottery ticket contains a four-digit number. How many possible
four-digit numbers are there when:
a. a digit may appear only once in the number?
b. digits may appear more than once in the number?
Solution
a. If a digit appears only once in a four-digit number, this is a per-
mutation of 10 digits, taken 4 at a time. Hence:
rcP+ : 10' 9' 8' 7 : 5,040 Ans.
b. If a digit may appear more than once' we can choose any of 10
digits ior the first position, then any of 10 digits for the second
position, and so forth. By the counting principle:
10 ' 10 ' 10 ' 10 : 10,000 possible four-digit numbers Ans'

EXERCISES

l. Evaluate each expression.

a. ePe b. ,oPz c. zsPz d. nPe e. zoPz f. ,tPn
E. zzPs h. ,oPn i. ,Pa i. torPs k. aPs l. uPu
2. How many 3-letter words can be formed from the given letters, if
each letter is used only once in a word?
a. LION b. TIGER c. MONKEY d. LEOPARD e' MAN
3. There are 30 students in a class. Every day, the teacher calls on
different students to write homework problems on the board, with
each problem done by only one student. In how many ways can
the teacher call students to the board if the homework consists of:
a. only 1 problem? b. 2 Problems? c. 3 problems?
4. Tell how many possible winning orders there are for a horse race
where 3 horses finish in winning positions and there are:
a. 7 horses b. t horses c. 11 horses d. n horses
 Probability 519
5. How many different ways are there to label the 3
vertices of the scalene triangle that is shown, using
no letter more than once, when:
a. we use the letters R, S, T?
b. we use all the letters of the English alphabet?

6. A class has 31 students. They elect 4 people to office, namely the

President, Vice-President, Secretary, and Treasurer. In how many
possible ways can 4 people be elected from this class? (Answer may
be left as a series of factors.)
How many possible ways are there to write 2 initials, using the
letters of the English alphabet, ifi a. an initial may appear only
once in each pair? b. the same initial may be used twice?

15.12 PROBABILITY WITHOUT REPLACEMENT;

PROBABILITY WITH REPLACEMENT
Without Replacement
Two cards are drawn at random from an ordinary
pack of 52 cards. In this situation, you should un-
derstand that a single card is drawn from a deck of
52 cards, and then a second card is drawn from the
remaining 51 cards in the deck. What is the prob-
ability that both cards drawn are kings?
On the first draw, there are 4 kings in a deck of 52 cards. Hence,
P(first king)
"52
: !. n " second card is drawn without replacing the first
king selected, there are now only 3 kings in the deck of 51 cards re-
maining. Hence, P(second king) :
fr.
By the counting principle:
P(both kings) : P(first king) . P(second king)
1
3
n 51
1 1
; I7
1
2n
s20 Integrated Mathematics: Course I

This is called a problem without replacemenf because the first king

drawn was not placed back into the deck. Typical problems without
replacement include spending coins from your pocket, eating jelly beans
from a jar, and choosing students to give reports.

With Replacement
A card is drawn at random from an
ordinary deck, placed back into the
deck. and a second card is then drawn.
In this situation, you should under-
stand that the deck contains 52 cards
each time that a card is drawn. What
is the probability that each time the
card drawn is a king?

On the first draw, there are 4 kings in a deck of 52 cards. Hence,

P(first king) : If th" first king drawn is now placed back into the
u,1.
deck, then on the second draw, there are again 4 kings in a deck of 52
cards. Hence, P(second king) : $.
By the counting principle:
P(both kings) : P(first king) ' P(second king)
44
52 52
11
13 13
1
169

This is called a problem with replacernent because the first card

drawn was placed back into the deck. Since the card drawn is replaced,
the number of cards in the deck remains constant.
Rolling two dice is similar to drawing two cards with replacement
because the number of faces on each of the dice remains constant, as
did the number of cards in the deck. Typical problems with replacement
include rolling dice, tossing coins (each coin always has two sides), and
spinning arrows.
 Probability 521

KEEP IN MIND-
1. If the problem does not specifically mention with replacement
or without replacemenf, ask yourself: "Is this problem with or
without replacement?"
2. For many compound events, the probability can be determined
most easily by using the counting principle.
3. Every probability problem can always be solved by: counting
the number of elements in the sample space, n(S); counting the
number in the event, n(E ); and substituting in the probability
formula,
P(E \ =
n(E)
n(S)

MODEL PROBLEMS

l. A fair die is thrown three times. What is the probability that a b

comes up each time?
Solution
This is a problem with replacement. On the first toss, there is
only one way to obtain a 5 from the six possible outcomes of 1,2,
3, 4, 5, and 6. Thus: P(5 on first toss) :
I
On the second toss, there is again one way to obtain a b. So:

P(5 on second toss) : I

b

On the third toss, there is again one way to obtain a 5. So:

P(5 on third toss)

t
o

By the counting principle:

P(rolling 5 each time) : P(5 on first) . P(5 on second) ' P(5 on third)

I I
;b ;I
6 t)
1.
Ans'
216
522 Integrated Mathematics: Course I

2. If two cards are drawn from an ordinary deck without replacement,

what is the probability that the cards form a pair?
Solution
On the first draw, any card at all may be chosen. So:
P(anY card) : 52
52

There are now 51 cards left in the deck. Of these 51, there are
3 that match the first card taken, to form a pair. So:
P(second card forms a pair) : 'l
Then: p(pair) : P(any card) ' P(second card forms a pair)

: 52 3 _1.1 :L Anr.
525111717

3. An urn contains 4 white marbles and 2 blue marbles, all

the same size. A marble is drawn at random and not re-
placed. A second marble is then drawn from the urn. Find
the probability that:
a. both marbles are white
b. both marbles are blue
c. both marbles are the same color
Solution

a. On the first draw, P(white) : 1. Sirr." the white marble drawn

is not replaced, there are now 5 marbles left in the urn of which
3 are white.
So, on the second draw: P(white) : I5
Then: p(both white) : : ;: ,oP,
o"'u e"t.

b. When we start with a full urn of 6 marbles, on the first draw:

P(blue) :I
Since the blue marble drawn is not replaced, there are now 5
marbles left in the urn of which only 1 is blue.
So, on the second draw: P(blue) : 1
5

Then: P(both blue) : : o"

*! Ar,r.
: ; *2,
 Probability 523

c. If both marbles are the same color, then both are white or both
are blue. These are disjoint events. So, P(A or B) : P(A) + P(B).
Therefore:
P(both white or both blue) : P(both white) + P(both blue)

:1.q
65
,21
-t--'-
oo
t2 ,
30 30
t47
:*'Of- Ans.

4. Fred has 2 quarters and 1 nickel in his pocket. The pocket has a
hole in it and a coin drops out. Fred picks up the coin and puts it
back into his pocket. A few minutes later, a coin drops out of his
pocket again.
a. Draw a tree diagram or list the sample space for all possible
pairs that are outcomes to describe the coins that fell.
b. What is the probability that the same coin fell out of his pocket
both times?
c. What is the probability that the two coins that fell have a total
value of 30 cents?
d. What is the probability that a quarter fell out at least once?
Solution
a. Because there are 2 quarters, use subscripts. The three coins are
{Qr, Qz, N} where Q represents a quarter and N represents a
nickel. This is a problem with replacement.
Or
Oz
N
({er, e), (er, e), (er, N),)
o'( or I
(Qz, Q), (Qz, Qz), (Qr, N),
*ool
[(N, Qr), (N, Qz), (N, N) )I
-4f;1
b. Of the 9 outcomes, 3 name the same coin both times:
:
f, o. J a"".
(Qr, Qr); (Qz, Qz); (N, N). So: P(same coin;
524 Integrated Mathematics: Course I

c. Of the 9 outcomes, 4 consist of a quarter and a nickel, which

total 30 cents: 14,, N); 1qr, N); (N, 8t); (N, Qz). So:
P(coins total 30 cents) : 4
Ans.
9

d. Of the 9 outcomes, 8 contain one or more quarters, the equiva-

lent of at least one quarter. The only outcome not counted is
(N, N). So: P(at least one quarter) :
I a"".

EXERCISES

1. An urn contains 2 red and 5 yellow marbles.If one marble is drawn

at random, what is the probability that it is:
a. red? b. yellow?
2. An urn contains 2 red and 5 yellow marbles. A marble is drawn
at random and then replaced. A second draw is made at random.
Find the probability that:
a. both marbles are red
b. both marbles are yellow
c. both marbles are the same color
d. the marbles are different in color
3. An urn contains 2 red and 5 yellow marbles. A marble is drawn
at random. Without replacement, a second draw is made at ran-
dom. Find the probability that:
a. both marbles are red
b. both marbles are yellow
c. both marbles are the same color
d. the marbles are different in color
4. In an experiment, the arrow is spun twice on a wheel
containing four equally likely regions, numbered 1
through 4.
a. Indicate the sample space by drawing a tree dia-
gram or writing a set of ordered pairs.
b. Find the probability of spinning the digits 2 and
3 in that order.
c. Find the probability that the digits are the same.
d. What is the probability that the first digit is larger than the
second?
 Probabllity 525

o. Sal has a bag of hard candies: 3 are lemon and 2 are grape. He
ate 2 of the candies while waiting for a bus, selecting them at ran-
dom one after another.
a. Using subscripts, draw a tree diagram or list the sample space
of all possible outcomes showing which candies were eaten.
b. Find the probability that:
(1) both candies were lemon
(2) neither candy was lemon
(3) the candies were the same flavor
(4) at least one candy was lemon
6. Carol has 5 children, 3 girls and 2 boys. One of her children came
late for lunch. Later that day, one of her children came late for
supper.
a. Indicate the sample space by a tree diagram or list of ordered
pairs showing which children were late.
b. If each child was equally likely to be late, find the probability
that:
(1) both children who came late were girls
(2) both children who came late were boys
(3) the same child came late both times
(4) at least one of the children who came late was a boy
7. Several players start playing a game with a full deck of 52 cards.
Each player draws two cards at random, one at a time. Find the
probability that:
a. Flo draws two jacks.
b. Frances draws two hearts
c. Jerry draws two red cards
d. Mary draws two picture cards
e. Carrie draws a 5 and a 10 in that order
f. Bill draws a heart and a club in that order
g. Ann does not draw a pair
h. Stephen draws two black kings
8. Saverio had 4 coins, a half dollar, a quarter, a dime, and a nickel.
He chose one of the coins and put it into a bank. He chose another
coin later on and also put that into the bank.
a. Indicate the sample space of coins saved.
b. If each coin was equally likely to have been saved, find the
probability that the coins saved:
(1) were worth a total of 35c
(2) added to an even amount
(3) included the half dollar
(4) were worth a total of less than 30c
526 Integrated Mathematics: Course I

9. Farmer Brown must wake up before sunrise to start his chores.

Dressing in the dark, he reaches into a drawer and pulls out 2
loose socks. There are 8 white socks and 6 red socks in the drawer.
a. Find the probability that both socks are:
(1) white (2) red (3) the same color
b. Find the maximum number of socks Farmer Brown must pull
out of the drawer to guarantee that he will get a matching pair.
10. Tillie had 3 quarters and 4 dimes in her purse. She took out a coin
at random, but it slipped from her hand and fell back into her
purse. She reached in and picked out a coin at random. Find the
probability that:
a. both coins were quarters b. both coins were dimes
c. the coins were a dime and a quarter, in any order
d. the same coin was picked both times
e. the coins picked totaled less than 404
f. the coins picked totaled exactly 30c
g. at least one of the coins picked was a quarter
11. An urn contained 9 orange disks and 3 blue disks. A girl chose
one at random and, without replacing it, chose another. Letting o
represent orange and b represent blue:
a. Find the probability of each of the following outcomes:
(1) (o, o) (2) (o, b) (3) (b, o) (4) (b, b)
b. Now, find the probability that, for the disks chosen:
(1) neither was orange (2) only one was blue
(3) at least one was orange (4) they were the same color
(5) at most one was orange (6) they were the same disk

15.13 REVIEW EXERCISES

l. If 3 fair coins are tossed simultaneously, what is the total number
of outcomes in the sample space?
2. There are 5 staircases going from the first to the second floor in
school. Find the total number of ways that Andrea can go from the
first floor to the second and then return to the first.
3. The probability that Glennon will get a hit the next time at bat
is 35Vo. What is the probability that Glennon will not get a hit?
4. In right triangle ABC, one of the three angles is chosen at random.
Find the probability that the angle is:
a. acute b. right c. obtuse d. reflex
5. An urn contains 2 red, 3 white, and 4 blue marbles. If a marble
is drawn at random, find the probability that the marble is:
a. red b. not red c. red or blue d. green
 Probability 527

6. A single card is drawn from a standard deck of 52 playing cards.

Find the probability that the card is:
a. red b. a four c. a red four d. a heart
e. a four or a heart f. red or a four g. not a club
't. How many different two-digit numbers can be formed using the
digits of 7492 if each digit appears only once in a number?
8. If 2 fair six-sided dice are tossed, and their sum is noted. find:
a. P(sum is 8) b. P(sum is greater than 9)
c. P(sum is odd) d. P(sum is 12 or less)
9. Assume that P(male) : P(female). In a family of 3 children, what
is the probability that all 3 children are of the same sex?
10. Compute the value of each expression.

a. 5! b.
# c. qPs d. roPt e. zPe
In 11-13, select the numeral preceding the correct answer.
11. How many different arrangements of 4 letters can be made from
the letters in HELP if each letter is used only once in each ar-
rangement?
(1) 1 (2) 256 (3) 24 (q 4
12. If P(A):0.4, P(B):0.3, and P(A n B):0.2, thenP(A U B):
(1) 0.e0.7 (3) 0.5 (4) 0.t2
(2)
13. If P(E) : ! n event E, which cannot be a value for n?
b
(1) 1 (2) o (3) 5 (4) 15

14. Two darts were thrown at a pentagon-shaped dartboard until they

each held in one of 5 equally likely numerical regions.
a. Draw a tree diagram or write a sample space to show the num-
bered regions for the two darts.
b. Find the probability that both darts landed in the same region.
c. Find the probability that both darts landed in odd-numbered
regions.
d. Find the probability that at least one dart landed in the region
marked 5.
e. If the score is the sum of the numbers of the regions hit, find
the probability of getting an odd-numbered score.
528 Integrated Mathematlcs: Course I

15. A bank contains a quarter, a dime, and a nickel. It is shaken until

one coin falls out, and it is shaken again until second coin falls
a
out. All coins are equally likely to fall out.
a. Draw a tree diagram or list the sample space to show the pairs
of the first and second coins that fell out.
b. Find the probability that the sum of the values of the coins is:
1. exactly 304 2. exactly 204 3. 30c or less
4. less than 40C 5. equal to an odd number of cents
c. Find the probability that the first coin is a quarter.
d. Find the probability that neither coin is a dime.
16. About how many times can you expect to turn up a head in 50
consecutive tosses of a fair coin?
t7. An urn contains red and white marbles. The number of white mar-
bles is 5 more than twice the number of red marbles. If the prob-
ability of drawing a red marble at random is f, how many red
marbles are in the urn?
18. From a class of girls and boys, the probability that one student
chosen at random will be a girl is |. tf I boys leave the class, the
probability that a student chosen at random will be a girl is f . Uo*
many boys and girls are there in the class before the 4 boys leave?
 chapter 16
Statistics

16.1 THE COLLECTION OF DATA

In our daily lives, we often deal with problems that involve many
related pieces of numerical information called data. For example, in
the daily newspaper we can find data dealing with sports, with busi-
ness, with politics, even with the weather.
Statistics is the study of numerical data. The typical steps in a sta-
tistical study are:
Step 1. The collection of data
Step 2. The organization of this data into tables, charts, and graphs
Step 3. The drawing of conclusions from an analysis of this data

When these three steps, which describe and summarize a set of data,
are included in a statistical study, the study is often called d,escriptive
statistics. You will study these steps in this first course. In some cases,
a fourth step is added in which the analyzed data is used to predict
trends and future events. You will not study this type of statistics in
this course.
Data can be collected in a number of ways, including:
1. a written questionnaire or list of questions in which a person can
check one of several categories as an answer or fill in some written
response;
2. an interaiew, either in person or by telephone, in which answers are
given verbally and responses are recorded by the person asking the
questions;
3. a log or a diary, such as a hospital chart or an hourly recording of
the outdoor temperature, in which a person records information on
a regular basis.

529
s30 Integrated Mathematics: Course I

The Census
Starting in 1790, and every ten years thereafter, the United States
has conducted a census to count the number of people in the country
and to determine the geographic regions in which they live. To collect
this data, a questionnaire is mailed to every household in the country.
For a portion of the citizens, more detailed questionnaires are mailed
and, in some cases, workers from the Census Bureau visit homes to
conduct interviews. Important decisions are made on the basis of the
data collected. For example, geographic regions with larger populations
receive a greater share of the billions of dollars distributed in federal
and state funds, and these regions are also entitled to more seats in
the House of Representatives. Since there are about 250,000,000 people
living in the United States, the census is a major statistical study.

Sampling
Not all statistical studies are as large as the census. However, every
statistical study demands that data be collected carefully and correctly
if the study is to be useful. The following are some problems where a
statistical study may be helpful:
1. A doctor wishes to know which medicine will be most effective in
curing a disease.
2. A manufacturer wants to know the expected life span of a flashlight
battery that his company makes.
3. A company advertising on television wishes to know the most fre-
quently watched TV shows so that their ads will be seen by the
greatest number of people.
Unlike the census, where every person is counted, these examples of
statistical studies demand that only a sarnple, or a portion of the items
to be counted, be actually considered. To find effective medicines, tests
are usually conducted with a sample, or portion, of patients having the
same disease. Some patients receive one medicine and other patients
receive different medicines.
The manufacturer of flashlight batteries cannot test the life span of
every battery made because he would soon have a warehouse filled with
dead batteries. He tests only a sample of the batteries to determine
their average life span.
An advertiser cannot contact every person owning a TV set to see
which shows are being watched. The advertiser will study TV ratings
released by a firm that conducts polls based upon a small sample of TV
viewers.
 Statistics 531

Techniques of Sampling
We must be careful when choosing samples:
1. The sample must be fair, to reflect the entire population being
studied.
To know what an apple pie tastes like, it is not necessary to eat the
entire pie. A sample, such as a piece of apple pie, would be a fair way
of knowing how the pie tastes. However, eating only the crust or only
the apples would be an unfair sample; these samples would not truly
tell us what the entire pie tastes like.
2. The sample must contain a reasonable number of items being
tested or counted.
If a medicine is generally effective, it must work for many people.
The sample tested cannot include only one or two patients. Similarly,
the manufacturer of flashlight batteries cannot make claims based on
5 or 10 batteries tested. A better sample might include 100 batteries.
3. Patterns of sampling or random selection should be employed
in a study.
The manufacturer of flashlight batteries might set up a pattern to
test every 1,000th battery to come off the assembly line. He may also
select the batteries to be tested at random.
These techniques will help to make the sample, or the small group,
representatiue of the entire group of items being studied. From the study
of the small group, reasonable conclusions can be drawn about the en-
tire group.

MODEL PROBLEM

To determine which television shows are the most popular in a large

city, a poll is conducted by selecting people at random at a street corner
and interviewing them. Outside of which location would we find the
most fair sample?
(1) a ball park (2) a concert hall (3) a supermarket
Solution
People outside a ball park may be going to a game or purchasing
tickets for a game in the future; this sample might be biased in favor
of sports shows. Similarly, those outside a concert hall may favor mu-
sical or cultural shows. The best sample or cross section of people for
the three choices given would probably be found outside a supermarket.
Answer: (3)
532 Integrated Mathematics: Course I

EXERCISES

In 1-8, a sample of students is to be selected and the height of each

student is to be measured to determine the average height of a student
in high school. a. Tell if the sample is fair or unfair. b. If the sample
is unfair, explain why.
l. the basketball team 2. the senior class
3. all l4-year-old students 4. all girls
5. every tenth person selected from an alphabetical list of all stu-
dents
6. every fifth person selected from an alphabetical list of all boys
7. the first three students who report to the nurse on Monday
8. the first thiee students who enter each homeroom on Tuesday
In 9-14, the Student Organization wishes to interview a sample of
students to determine the general interests of the student body. Two
questions will be asked: "Do you want more pep rallies for sports
events? Do you want more dances?"
Tell whether the Student Organization would find a fair sample at
the given location.
9. the gym, after a game 10. the library
11. the lunchroom 12. the cheerleaders' meeting
13. the next meeting of the Junior Prom committee
14. a homeroom section chosen at random
15. A statistical study is useful when reliable data is collected. At
times, people may exaggerate or lie when answering a question.
Of the six questions that follow, find the three questions that will
most probably produce the largest number of unreliable answers.
a. What is your height? b. What is your weight?
c. What is your age? d. In which state do you live?
e. What is your income?
f. How many people are in your family?
16. List the three steps necessary to conduct a statistical study.

16.2 THE ORGANIZATION OF DATA INTO TABLES

Data is often collected in an unorganized and random manner. For
example, as a teacher marked a set of 32 test papers, the grades or
scores earned by the students were:
90, 85, 74, 86, 65, 62, 100, 95, 77, 92,50, 93, 77,93,73,72,98,
66, 45, 100, 50, 89, 78, '.70, 75,95, 80, 78, 83, 81, 72, 75.
 Statistics 533

How many test scores are 60 or less? Are most of the scores around
70 or around 80? These types of questions are diftcult to answer, using
ungrouped data. To answer such questions, we organize or group t}re
data into a table.

The accompanying table contains six inter-

Interval Tallies
aals of equal size:41 to 50;51 to 60;61 to 70;
71 to 80; 81 to 90; 91 to 100. Each interval has 91-100 ft-fl I

a l.ength of 10, found by subtracting the start-

ing point of any interval from the starting 81-90 fi-$ il l

point of the next higher interval. For example, 71-80 ft-tt ft-r-r
91 - 81 : 10; 81 - 7l : 10; and so on.
I

61-70 iltl
For each test score, a tally
mark, l, is placed
51-60
in the interval containing that score. For ex-
ample, since the first two test grades are 90 41-50 ill
and 85, we place two tallies, I l, in the interval
81-90. Since the third test score is 74, we place
one tally, l, in the interval 71-80. We follow this process until all test
scores are grouped into their proper intervals. To simplify counting,
every fifth tally is written as a mark passing through four other tallies,
as in ffi.
Once the data has been organized,
Frequency
we can convert the tally marks to Interval
(Number of Scores)
counting numbers. Each counting
number tells us the frequency or the 91-100 6
number of scores that will fall into each
81-90 8
of the intervals. When no scores fall
into one ofthe established intervals, as 71-80 11
in 51-60, the frequency for this inter-
val is zero. The sum of all the frequen- 61-70 4
cies is called the totol frequency. Here, 51-60 0
6 + 8 + 11 + 4 + 0 * 3 : 32.Thus,
the total frequency is 32. It is always 41-50 3
wise to check the total frequency to see
that a score was not overlooked in tal-
lying. This table, containing a series of intervals and the corresponding
frequency for each interval, is an example of grouped dnta.
From the table, we now see that exactly 3 students scored 60 or less.
Also, the largest number of test scores fell into the interval 71-80.
534 Integrated Mathematlcs: Course I

Rules for Grouping Data

When unorganized data is grouped into intervals, we must follow
certain rules in setting up the intervals:
1. The intervals must cover the complete range of values. T}ae range
is the difference between the highest and lowest values.
2. The intervals must be equal in size.
3. The number of intervals should be between 5 and 15. The use of too
many intervals or too few intervals does not make for effective
grouping of data. We usually use a large number of intervals, such
as 15 intervals, only when we have a large set of data, such as
hundreds of scores.
4. Every score to be tallied, from the highest to the lowest, must fall
into one and only one interval. Thus, the intervals should not over-
lap each other. When an interval ends with a counting number, the
following interval will begin with the next counting number.

Frequency
Interval Tallies
(Number)
tell us that there are
These rules 93-100 ft+l 6
many ways to set up tables, all of
I

them correct, for the same set of 85-92 iltl 4

data. For example, here is another 77-84 ff-u iltl I
correct way to group the 32 unor-
ganized test scores given at the be-
69-76 fl-u tl 7

ginning of this section. Note that 61-68 ill 3

the length of the interval is 8. 53-60 0

45-52 ill 3

MODEL PROBLEM
The following data consists of weights (in kilograms) of a group of
30 students:
70, 43, 48,72,53, 81, 76, 54, 58, Frequency
64, 51, 53,75, 62, 84, 67, 72, 80, lnterval Tallies (Number)
88, 65, 60, 43, 53,42,57,61,55,
75,82,71. 80-89

a. Copy and complete the table to 70-79

group this data. 60-69
b. Based on the grouped data, which
50-59
interval contains the greatest
number of students? 40-49
c. How many students weigh less
than 70 kilograms?
 Statistics 535

Solution:
Frequency
lnterval Tallies (Number'1

80-89 tt-t+ D

70-79 n
tH.t tl
60-69 ft-ft I
6

50-59 ti-t-t || |
8

40-49 iltl 4

b. The interval 50-59 contains the greatest number of students, 8.

c. The three lowest intervals, namely 40-49,50-59, and 60-69, show
weights less than 70 kilograms. Add the frequencies in these three
intervals:4+8*6:18.
Answer: There are 18 students, each weighing less than 70 kg.

EXERCISES

l. a. Copy and complete the table to group the data, giving heights
(in centimeters) of 36 students:
162, L73,178, 181,
Frequency
Interval Tallies (Number)
L55, L62, 168, t47,
180, 171, 168, 183, 180-189
157, 158, 180, 164, t70-L79
160, 171, t83,174, 160-169
L66,175,169, 180, 150-159
149, 170, 150, 158,
r40-149
t62, r75,171, 163,

158, 163, 164,177.

b. Use the grouped data to answer the following questions:
1. How many students are less than 160 centimeters in height?
2. How many students are 160 centimeters or more in height?
3. Which interval contains the greatest number of students?
4. Which interval contains the least number of students?
536 Integrated Mathematics: Course I

2. a. Copy and complete the table to group the data that gives the life
span, in hours, of 50 flashlight batteries:
73, 81,92, 80, 108,
Frequency
Interval Tallies
76,84, r02,58,72, (Number)

82, 100, 70,72,95, 50-59

r05,75,84, r0L, 62, 60-69
63, 104,97,85, 106, 70-79
72, 57, 85,82,90, 54, 80-89
75, 80, 52, 87,91, 85, 90-99
103, 78, 79,9L,70, 88,
100-109
73,67,101, 96, 84, 53, 86.

b. Use the grouped data to answer the following questions:

1. How many flashlight batteries lasted for 80 or more hours?
2. How many flashlight batteries lasted less than 80 hours?
3. Which interval contains the greatest number of batteries?
4. Which interval contains the least number of batteries?

3. The following data shows test scores for 30 students:

90, 83, 87,71,62, 46,67,72,75, 100, 93, 91, 74,75, 92,
83, 93, 84,92,59, 95, gg, 91, 99,72,59, 95, 50, 73, 93.

a. Copy and complete the b. Copy and complete the

table, using these intervals table, using these intervals
of length 10. of length 12.

Interval Frequency lnterval Frequency

91-100 89-100

81-90 77 -88
71-80 65-76
61-70 53-64

51-60 47-52
41-50
 Statistics 537

c. For the grouped data in part a, which interval contains the

greatest number of students?
d. For the grouped data in part b, which interval contains the
gleatest number of students?
e. Do the answers for parts c and d indicate the same general re-
gion of test scores, such as "scores in the eighties"? Explain your
answer.

4, The following data consists of the hours spent each week watching
television, as reported by a group of 38 teenagers:
L3, 20, L7, 36, 25, 2r, g, 32, 20, L7, 12, 19,5, g, 11, 29, 25, Lg,
L9,22,4,6,0,10, 16, 3,27,3L, 15, 19, 20, \7,3,6, rg,25,4,7.
a. Construct a table to group this data, using intervals of 0-4;
5-9; 10-14; 15-19; 20-24;25-29;30-34; 35-39.
b. Construct a table to group this data, using intervals of 0-7;
8-15; 16-23; 24-37; 32-39.

5. For the ungrouped data from Exercise 4, tell why each of the fol-
lowing sets of intervals is not correct for grouping the data.
b. c. d.
Interval Interval Interval
30-36 30-40 31-40
20-29 20-30 21-30
1 1-19 10-20 LL-20
0-10 0-10 1-10

16.3 USING GRAPHS TO PRESENT

ORGANIZED DATA
You have seen that grouped data, or data organized into tables, is
more useful than a set of unorganized data. Going one step further, a
graph or picture of organized data can often present the collected in-
formation in a way that is easier to understand than a table of num-
bers. You can find a variety of graphs in newspapers and magazines.
Among these graphs are the bar graph, the picture graph, the line
graph, and the circle graph.
s38 Integrated Mathematics: Course I

Using Graphs to Compare Different ltems

One of the uses of statistics is to compare different items, such as
the sales records for different salespeople in a company, the heights of
different buildings, the prices of different stocks, and so forth. The two
most commonly used graphs to compare different items are lhe bar
graph and the picture graph.

The Bar Graph

In a bar graph, the length of a bar is used to represent a numerical
fact, that is, some piece of data. The length of the bar depends upon
the size of the number that is to be represented. A scale, beginning
with zero and consisting of equally spaced intervals, must accompany
the bar graph so that the approximate size of a number may be read.
The bars are drawn in the same direction, either all horizontally or all
vertically.
WORLD'S LONGEST SUSPENSION BRIDGES

Humber
(England)

Verrazano-Narrows
(New York City)

Golden Gate
(San Francisco)

Mackinac Straits
(Michigan)

Minami Bisan-Seto
Uapan)

Bosporus
(Turkey)

George Washington
(New York City)

c{ $ c! si
-
Length, in meters, of the main span

The actual lengths of the main spans of the world's seven longest
suspension bridges are not stated in the bar graph above. However,
 Statistics s39

the scale at the bottom of the graph allows us to compare the lengths
of these seven different bridges. we can observe many numerical facts,
such as:
1. There are only three suspension bridges in the world whose main
spans are longer than 1,200 meters.
2. The span closest to 1,300 meters in length is on the verrazano Nar-
rows Bridge.
3. The longest span in the world, over 1,400 meters in length, is on
the Humber Bridge.
4. Each of the world's seven longest suspension bridges has a main
span that is longer than 1,000 meters.

The Picture Graph

The pieture graph is a graph in which a syrnbol, or picture, is used
to represent a definite number. The symbol, its meaning, and the quan-
tity that it represenis must be stated.
1985: MOST POPULATED COUNTRIES

China
iiiiltf,ttilit
lndia
ttitttf,t
Soviet Union
tilf
United States
iltl
Each represents 1OO,OOO,OOO people
f,

In this picture graph, each symbol f, r"p""."nts one hundred. million

people. while the actual populations of these countries are not stated,
we can observe many numerical facts, such as:
1. The 10j symbols, or pictures, shown for China tell us that its pop-
ulation is approximately 10j x 100,000,000, which is 1,0b0,000,000
people.
540 Integrated Mathematics: Course I

2. India, with the second largest population, numbers approximately

7] x 100,000,000, or 750,000,000 people'
3. Both the soviet union and the United states have a population over
200,000,000, with the Soviet Union closer to 300,000,000.

Using a Line Graph to Gompare Changes

in the Same ltem
To show how a particular item, such as temperature, price of a stock,
or population, changes, we most often use lhe line graph, sometimes
calied a broken line graph.In making a line Braph, a point is used to
represent each numerical fact. Line segments are drawn connecting the
consecutive points on the graph. A riqing line segment shows that the
item being studied is increasing. A falling line segment shows that the
item being studied is decreasing.
The graph at the right shows SALES RECORD: MR. GREENWALD
the sales of Mr. Greenwald, a 6,OOO
salesman, during the first five
months of last year. U)

From the Braph, we can observe _g 4,OOO

I
many numerical facts, such as: \ I
-
1. His highest sales occurred in ;
o)
(! 2,OOO
March. a
2. His lowest sales occurred in
February.
o
3. The two months closest in sales ; '^ e L
:;((oo.o
were January and May. iri
4. The month closest to $4,000 in
sales was April.
5. The ratio of his sales in February to his sales in April is approxi-
mately $3,000 to $4,000, or 3 to 4.
6. The gSeatest decrease occurred from January to February. His sales
dropped by approximately $1,500 during that period.
?. The smallest increase occurred from April to May. His sales went
up by less than $500 during that period.
Note that it is zof appropriate to use a line graph to compare dlf
ferent items, such as the lengths of the seven suspension bridges pre-
viously studied.
 Statistics 541

EXERCISES

1. Of the highest buildings in the HIGHEST BUILDINGS

U.S.A., three are in Chicago: the INTHE U.S.A.
Sears Tower, the Standard Oil 1,500
Building, and the John Hancock
Building. Three others are in 1,2@
New York City: the Empire
State Building, the World Trade eo
9oo
Center, and the Chrysler Build- ;co
ing. Use the graph to answer o) 60O
the following questions: I
a. Find the height of each build- 3OO
ing, to the nearest 50 feet.
b. Name the tallest building. O
c. What is the approximate dif- OE:EE9,
=x,hoo!
ference in height between E EPAF -
the World Trade Center and €+ ? E!5
the Empire State Building?
d. What building is closest in .F€.Hfi.9
height to the Standard Oil Building?
e. What is the approximate difference between the height of the
John Hancock Building and the height of the Sears Tower?
f. Which buildings, if any, are less than 1,000 feet tall?
2. Use the graph below to answer the following questions:
a. How many telephones were there in each of the towns, to the
nearest 5,000?
b. Which two towns had about the same number of telephones?
c. Parr City had how many times as many telephones as Tyne?
d. What was the ratio of the number of telephones in Sampler to
the number of telephones in Tyne?
How did the number of telephones in Calcot compare to the total
number of telephones in the other three towns?
TELEPHONES IN VARIOUS TOWNS

carcotn n n e a e
Parrcity n n 2
Sampler n n 2
Tyne 2
Each symbol, n, represents l O,OOO telephones
542 Integrated Mathematics: Course I

3. The bar graph shows the number VEGETABLES PLANTED

of acres of different vegetables
that a farmer planted during one Corn
season.
Carrots
a. How many acres of carrots
were planted? Beets
b. Which vegetable had the
SPinach
smallest number of acres
planted? Lettuce
c. What was the total number of
acres planted? O 10 ZO 30
d. What percent of the total
Number of acres
number of acres planted con-
tained carrots?
e. What is the ratio of the number of acres of beets planted to the
number of acres of spinach planted?
4. In a bar graph, 1 centimeter represents 30 kilometers' Find the
length of the bar needed to represent the given distance.
a. 60 kilometers b. 300 kilometers
c. 15 kilometers d. 75 kilometers
1
5. In a bar graph, i inch represents 100 people. Find the length ofthe
bar needed to represent the given number of people.
a. 200 people b. 400 people c. 2,000 people
d. 500 people e. 1,500 people f. 50 people

6. The following graph shows the price per share of a certain stock
over a period of 11 days.

PRICE PER SHARE

.60

e .50
= / \
€ .40
\
;o .30

E .20
/
.10

1234567891011
Day
 Statistics 543

a. Approximately how much was the price per share on the tenth
dav?
b. On what day was the price the lowest?
c. Between what two days did the price decrease most sharply?
d. Between what two days did the price remain constant?
e. For what two days was the price closest to $.40 per share?
f. What was the range of the price over the ll-day period?
7. In the scale of the following line graph, a break appears between 0
and 60 to allow for a closer look at the increases in life expectancies
for u.s. males, over the period from 1g40 to 1gg0, incrusive. If this
same scale were used without a break, the graph would extend be-
yond the length ofthis page
in the book. Answer the fol- LIFE EXPECTANCY AT BIRTH
lowing questions related to FOR U.S. MALES
the line graph.
72
a. In what decade (ten-year /
period) did the life expec- 71

tancy increase the most?

b. In what decade did the 69 /
life expectancy increase 68 /
the least? c
ot
/
c. What was the life expec-
C
tancy for U.S. males born bb
in 1940, to the nearest
year? X
65
64
I
d. What was the life expec-
63
t
f
tancy for U.S. males born t
in 1950, to the nearest 62
I
year? ol
e. By about how much does 60
the life expectancy in- 0
crease between 1980 and oaaooo
SLO@lt60,
1990?
o) o) o) o) o, o)

(1) 0 years (2) 2yearc Year born

(3) 4 years (4) 6 years
f. which of the following ratios best compares the life expectancy
of U.S. males in 1950 to that in 1940?
(1)Bto1 (2)5to1 (3) 61 to 65 (4) 65 to 61
g. It is true that females have a greater life expectancy than males.
Which statement could be true for U.S. females?
(1) In 1960, their life expectancy was 66 years.
(2) In 1980, their life expectancy was greater than 69.g years.
(3) In 1970, their life expectancy was less than 6Z years.
544 Integrated Mathematics: Course I

8. The heights of five dams are: Boulder, 730 ft'; Kensico, 310 ft';
Shasta, 600 ft.;Grand Coulee, 450 ft.; and Gatun, LzO fl'
a. Make a bar graph to represent this data.
b. Tell why it is not appropriate to display this data with a line
graph.

9. The unemployment rate in the United U.S. UnemPloyment Rate

States is given in five-year intervals (per 100 workers)
for the years 1960-1985, as shown in
the table at the right. r960 5.4
a. Construct a bar graph to represent 1965 4.4
this data.
b. Tell why it is appropriate to dis- 1970 4.8
play this data with a line graPh.
c. Construct a Iine graph. t975 8.3

1980 7.0

1985 7.2

16.4 THE HISTOGRAM

In Section 2 of this chapter, You Test Scores Frequency
learned how to organize data bY (lntervalsl (Number of Scores)
grouping the data into intervals of
equal length. 91-100 6
The table at the right consists q
81-90
of six intervals, each having a
length of ten. This grouped data 71-80 11
shows the distribution of test
scores for 32 students in a class. 61-70 4

The data can be disPlaYed 51-60 0

graphically bY means of a hista
grarl. A histograre is simply a 41-50 3
vertical bar graph in which the
bars are placed next to each other. we bring these bars together to
show that as one interval ends, the next interval begins. Essentially,
the bars of the histogXam show changes in the same item, such as the
distribution of scores for a single test.
 Statistics 545

TESTSCORES OF 32 STUDENTS
12
11

a10
bs
€8
f7

ot
=6
94
Sg
r!2
L

o
41-50 51-60 61-70 71-80 81-90 91-100
Test scores (lntervals)

In the above histogram, note that the intervals are placed on the
horizontal axis in the order of increasing values of the scores. The first
bar shows that 3 students had test scores in the interval 4l-50. since
no students scored in the interval 51-60, there is no bar at this loca-
tion. Then,4 students scored between 61 and z0; 11 students had test
scores between 71 and 80; 8 had scores between 81 and g0; and finally,
6 students scored between 91 and 100. with the exception of an inter-
val having a frequency of zero, as in 51-60, there are no gaps between
the bars drawn in a histogram.
since the histogram displays the frequency, or number, of scores in
each interval, we sometimes call this graph a frequency histogram.

MODEL PROBLEMS

1. The table shown represents the number of

miles per gallon (*pg) of gasoline obtained Number
Interval
(Frequency)
by 40 drivers of compact cars in a large
city. 16-19 o
Construct a frequency histogram based 20-23 11
on the data.
24-27 8
Solution
28-31 o
Step 1. Draw and label a vertical scale to na
32-35
show frequencies. The scale starts
at 0 and increases to include the 36-39 3
highest frequency in any one in-
terval (here, it is 11). 40-43 I
546 Integrated Mathematics: Course I

step2. Draw and label intervals of equal length on a horizontal

scale. Give a title to the horizontal scale, telling what the
numbers rePresent'
Step 3. Draw the bars vertically, leaving no gaps between the in-
tervals.
12
11
10
9

H7
e6
OE
rr' 4
3
2
1

o
16-19 20-23 24-27 28-31 32-35 36-39 4G43
Mileage (miles per gallon)for compact cars

2. use the histogram constructed in Model Problem 1 to answer the

following questions:
a. In what interval is the greatest frequency found?
Answer: 20-23
b. what is the number (or frequency) of cars reporting mileage be-
tween 28 and 31 miles Per gallon?
Answer: 5

c. In what interval are the fewest cars reported?

Answer: 40-43
d. How many of the cars reported mileages greater than 31 miles
per gallon?
solution: Add the frequencies for the three highest intervals.
With 7 in (32-35), 3 in (36-39), and 1 in (40-43), we obtain
7+3*1:11. Ans.
e. What percent of the cars reported mileages from 24 to 27 mpg?
solution: The interval 24-27 contains a frequency of 8. The total
frequency for this survey is 40. Then, * : | : ZOVr' 'n'"t'
 Statistics 547

EXERCISES

In 1-3, construct a frequency histogram for the grouped data.

l. 2. 3.

Number Interval Frequency Interval Number

Interval
(Frequency)
30-34 5 1-3 24
91-100 5
25-29 l0 4-6 30
81-90 9
20-24 10 7-9 28
71-80 n
15-19 L2 I0-r2 47
61-70 2
10-14 0 13-15 19
51-60 4
5-9 2 16-18 8

4. For the table of grouped scores given in Exercise B, answer the fol-
lowing questions:
a. what is the total frequency, or the total number of pieces of data,
in the table?
b. What interval contains the greatest frequency?
c. The number of scores reported for the interval 4-6 is what per-
cent of the total number of scores?
d. How many scores were reported from 10 through 1g?

5. Towering Ted McGurn is the star of the school's basketbalr team.

The number of points scored by Ted in his last 20 games are:
36,32,29, 30, 33, 36, 24,33,29, 30,
30,25,34,36,34, 31, 36,29,30, 34.

Interval Number
Tallies
a. Copy and complete the table (Frequency)
to find the number (or fre-
quency) in each interval. 35-37

b. Construct a frequency histo- 32-34

gram based on the data found 29-37
in part a.
26-28

23-25
548 Integrated Mathematics: Course I

c. Answer the following questions for this set of data:

1. Which interval contains the gteatest frequency?
2. In how many games did Ted score 32 or more points?
3. In what percent of these 20 games did Ted score fewer than
26 points?

6. Thirty students on the track team were timed in the 200-meter

dash. Each student's time was recorded to the nearest tenth of a
second. The times were:
2g,3, g!.2, 28.5, 97.6,30.9, 26.0, 32.4, 31.8,36.6, 35.0,

38.0, 37.0, 22.8, 95.2, 35.8,37.7,38.1, 34.0, 34.r,28.8,

29.6, 26.9,36.9, 39.6, 29.9, 30.0, 36.0, 36'1, 38.2, 37.8.

a. Copy and comPlete the table Number

lnterval Tallies (Frequency)
to find the number (or fre-
quency) in each interval.
37.0-40.9
b. Construct a frequencY his-
togram for the given data. 33.0-36.9
c. From the data, determine
29.0-32.9
the number of students who
ran the 200-meter dash in 25.0-28.9
under 29 seconds.
21.0-24.9

16-5 THE MEAN, THE MEDIAN, AND THE MODE

In a statistical study, after we have collected the data, organized it,
and presented it graphically, we then analyze the data and summarize
our indings. To do this, we often look for a representative, or typical,
score.

Averages in Arithmetic
In your previous study of arithmetic, you havesolved problems in
which you found the average of two or more numbers'

For example, find the average of 17, 25, and 30'

First, add these three numbers: 17 + 25 + 30 : 72
 Statistacs 549

Then, divide this surn by 3 since there are B numbers: 72 + J : 24

The average of the three numbers is 24. we can state the procedure
in general terms.

,'.l$ffiffiffi *-H**-u;
*r oumuerel ;aa ir-u ;,

Averages in Statistics
The word average has many different meanings. For example, there
is an auerage of test scores, a batting auerage, the auerage television
viewer, an auerage intelligence , the auerage size of a family, and so on.
These averages are not necessarily found by the same rule or proce-
dure. Because of this confusion, we speak of the nxeosures of central
tendcncy. These measures are numbers that usually fall somewhere in
the center of a set of organized data.
we will discuss three measures of central tendency called the mean,
the median, and the mode.

The Mean
In statistics, the arithmetic average you previously studied is called
the mean of a set of numbers. It is also called the arithmetic meq,n or
the numerical auerage. It is found in the same way as the arithmetic

'
average is found. Hence, we can say the following:

*#m.:mron;.* #i*'
For example, if Ralph's grades on five tests in science during this
marking period are 93, 80, 86, 72, and. g4, he can find the mean (or
mean average) of his test glades as follows:
Step 1. Add the five pieces of data: 98 + 80 + 86 + 72 + 94 : 425
Step 2. Divide this sum by 5, the number of tests: 428 + 5 : Sb
Hence, the mean is 85.
550 Integrated Mathematics: Course I

Let us consider another examPle.

In a car wash, there are seven employees whose ages are L7, L9,20,
17,46,17, and 18. what is the mean (or mean average) of the ages of
these employees?
Here, add the seven ages to get a sum of 154. Then, 154 + 7 = 22'
while the mean age of 22 is the correct answer, this measure does zof
truly represent the data. Notice that only one person is older t]|lan 22
whiie six of these people are under 22.For this reason, we will look at
another measure of central tendency that will eliminate the extreme
case (the employee at age 46) that is distorting the data'

The Median
The median is the middle score for a set of data arranged in nu-
merical order. For example, the median of the ages 17, 19, 20, L7, 46,
17, and 18 can be found in the following manner:
Step 1. Arrange the ages in numerical order: r7, 17,17, 18, L9,20, 46

2. Find the middle number: t7, L7, l7,t 18, r19, 20,
461
Step

The median is 18 because there are three ages below 18, and three
ages above 18.
Notice that the median 18 is a better indication of the typical age
of the employees than the mean of 22 because there are so many
younger people working at the car wash.

Let us find the median for the following scores: 6, 6,2t,11, 8, 14'
Step 1. Arrange the scores in numerical order: 6, 6, 8, 11,14,27

Step 2. Find the middle number. In this

case, there are two middle num-
,6,6,, g, Ll,,L4,2t,
bers:
Step 3. Find the mean (arithmetic average)
of the two middle scores:
8+11 :t:"
19 ^1

Hence, the median is 9|.

Notice that, in both cases, the number of values of the data that are
greater than the median is equal to the number that are smaller than
the median.
 statistics 551

The Mode
The m.od'e is the score that appears most often in a given set of data.
It is usually best to arrange the data in numerical order before finding
the mode.
Let us consider some examples of finding the mode:
1. The ages of employees in a car wash are L7, 17, 17, !9, lg, 20, 46.
The mode, which is the number appearing most often, is 1?.
2. The hours spent by six students in reading a book are 6, 6, g, 11,
L4,2L. The mode, or number appearing most frequently, is 6. Notice
that, in this case, the mode is not a useful measure of central ten-
dency. Better indications can be given by the mean or the median.
3. The number of photographs printed from Renee's rast six rolls of
film are 8,8,9, 11, 11, and 12. Since 8 appears twice and 11 appears
twice, we say that there are two modes: 8 and 11. We do not take
the average of these two numbers since the mode teils us where most
of the scores appear; we simply report both numbers. When /uro
rnodes appear within a set of data, we say that the data is bilnodnl.
4. The number of people living in houses on Meryl,s street are 2,2, B,
3, 4, 5,5. 6, 8. This data }iras three modes: 2, 3, and 5.
5. Ralph's test scores in science are72,80,86, g8, and g4. Here, every
nrimber appears the same number of times, once. Since zo number
appears more often than others, we define such data as having no
rnod.e.
552 Integrated Mathematics: Course I

KEEP IN
Three measures of central tendency are:
1. the meq.n, or tnean auerage, found by adding N pieces of data
and then dividing the sum bY N;
2. the med,ian, or rnidd'le score, found only when data is arranged
in numerical order;
3. the mode, or the score appeafing most often'

MODEL PROBLEMS

1. The weights of five players on the basketball team are 168 lb.,
174 lb1 tgt lb., 195 lb., and 182 lb. Find the average weight of a
player on this team.
Solution
The word auerage, by itself, indicates the mean' Therefore:
(1) Add the five weights: 168 + L74 + 181 + 195 + 182 : 900
(2) Divide the sum by 5, the number of players: 900 + 5 : 180

Answer: 180 lb.

2. Renaldo has marks of 75,82, and 90 in three mathematics tests.

what mark must he obtain on the next test to have an average of
exactly 85 for the four math tests?
Solution
The word auerage by itself indicates t}l.e mean average'
Let x : Renaldo's mark on the fourth test.
The sum of the four
Check
test rnarks diuided by 4 osg
:85 75+82+90+93 rgs

247+x :85 340 , ^_

4 4
-:6b
247 + x :340 85:85
r:93 (Trud)

Answer: Renaldo must obtain a mark of 93 0n his fourth math test.

 Statistics 553

3. Find the median for each distribution.

a. 3,2,5, 5, 1 b. g, 8, 8,7,4,9, g, 2, 0, 0
Solution
a. Arrange the data in numerical order: I,2,9,5, S.
The median is the middle score. b
,I,2,,9,,b, ,

Answer: median : 3
b. Since there is an even number of 8, 8,7,t4, 3,13, 2, 0, 0r
19,
scores, there are two middle
scores. Find the mean (average) of 4+3 :o,^1
the two middle scores. 2:
Answer: median : Blz or 8.5.

4. Find the mode for each distribution.

a. 2,9,3,'I ,3 b. 3,4,5,4,9,7,2 c. L,2,3,4,5,6,7
Solution
a. Arrange the data in numerical order: Z,9,9,7, g.
The mode, or most frequent score, is B. Answer: mode : B
b. Arrange the data in numerical order: 2, B, B, 4, 4, 5, 7.
Both 3 and 4 appear twice. There are two modes.
Answer: modes : 3 and 4
c. Every number occurs the same number of times in the data set
L,2,3,4,5,6,7. Answer: no mode

EXERCISES

t. sid received grades of 92,84, and 70 on three tests. Find his test
average.
2. sarah received the mark 80 on two of her tests and 90 on each of
three other tests. Find her test average.
3. Louise received the mark of r on two of her tests and y on each of
three other tests. Represent her average for all the tests in terms
of r and y.
4. Andy has grades of 84, 65, and Z6 on three social studies tests.
what grade must be obtain on the next test to have an average of
exactly 80 for the four tests?
o. Rosemary has grades of 90, 90, gZ, and Z8 on four English tests.
what grade must she obtain on the next test so that her average
for the five tests will be g0?
 Integrated Mathematics: Gourse I

The first three test scores are shown for each of four students. A
fourth test will be given and averages taken for all four tests. Each
student hopes to maintain an average of 85. Find the score needed
by each student on the fourth test to have an 85 average' or ex-
plain why such an average is not possible.
a. Put, 78, 80, 100 b. Bernice: 79,80, 81
c. Helen: 90, 92, 95 d. Al: 65, 80' 80
t. The smallest of three consecutive even integers is 32. Find the
mean average of the three integers.
The average of the weights of Sue, Pam, and Nancy is 55 kilo-
grams. How much does Agnes weigh if the mean weight of the four
girls is 60 kilograms?
ih" ut'"t.ge of three consecutive even integers is 20. Find the
integers.
10. The mean average of three numbers is 31. The second is one more
than twice the first. The third is four less than three times the
first. Find the numbers.
lt. Find the mean for each set of data.
a.7,3,9,2I,10 b. 7, 3, 9, 2l
c. 7,3,9,2I, 0 d. 16, 16, \7, 19, 84
.. 2;,zLr, sru, +, z| f. 2, .2,2.2, .02
12. If the heights of a group of students are 180 cm, 180 cm, 173 cm,
170 cm, and 167 cm, what is the mean height of these students?
13. Find the median for each set of data.
a. 3, 4,7,8, 12 b. 2,9,10, 10, 12 c. 3.2, 4, 4'1, 5, 5
d. 3, 4, 7,8, 12, LB e. 2,9, 10, 10 f. 3.2, 4, 4.1, 5
L4. Find the median for each set of data after placing the data into
numerical order.
a. 1,2,5,3,4 b. 2,9,2,9,7
c. 3, 8, 12,7, 1,0, 4 d. 80, 83, 97, 79,25
e.q.2,8.7,].41 1 I , i I f.2,.2,2.2,.02,2'02
g. ,r, 24, ig, d2, 2a, 24, 23, 21, 22, 23 h. 5, 7 ,9, 3' 8, 7 , 5, 6
15. What is the median age of a family whose members are 42,38,
14,13,10, and 8 years old?
16. what is the median age of a class where L4 students are 14 years
old and 16 students are 15 Years old?
17. In a charity collection, ten people gave amounts of $1, $2, $1, $1,
$3, $1, $2, $1, $1, and $1.50. What was the median donation?
18. The test results of an examination were 62, 67,67,70, 90, 93, and
98. What is the median test score?
19. What is the median for the digits !,2,3, ' . . ,9?
 Statistics

20. What is the median for the counting numbers from 1 through 100?
21. Find the mode for each distribution.
a. 2,2,3,4,8 b.2,2,3,8,8 c. 2,2,8,8,8
d. 2, 3, 4, '.|, g e. 2,2,3, 8, 8, 9, 9
f. 1,2,1,2, r,2, L E. 1,2,3,2, L,2,3,2, L
h. 3, 19, 2r,75,0,6 i. 3,2,7,6,2,'.l ,3, !,4,2,'.I ,5
j. Lg,2t,19,23, t9,22,19, 19, 20
22. A set of data consists of six numbers: 7,8,8,9, g, and r. Find the
mode for these six numbers when:
a.x:9 b.r:8 c.rc:7 d,.x:G
23. The set of data 2, 4, 5, x, 5, 4 is given. In
each part find a possible
value of r so that: (a) there is no mode because all scores appear
an equal number of times; (b) there is only one mode; (c) there are
two modes.
24. For each set of data, find:
1. the mean, 2. the median, and 3. the mode.
a. 7, 3,5, 11, I b. 22,38, 19, 14,22,30
..8;,rI,r,u|,ni d. 1, .01, t.I, .L2,1, 1.03

25. For the set of data 5, 5, 6, 7,7, what statement is true?

(1) mean : mode (2) median : mode
(3) mean : median (4) mean < median
26. For the set of data 8, 8, 9, 10, 15, which statement is true?
(1) mean < median (2) mean > mode
(3) median < mode
| | (4) nlean : median
27. When the data consists of 3,'4,'5,'4,t8,'4, S, which statement is
true?
(1) mean > median (2) mean ) mode
(3) median < mode (4) mean : median
28. For which set of data is there no mode?
(L) 2, 1,3, L,2 (2) l, 2,3, 3, 3
(3) 1, 2, 4,3, 5 (4) 2, 2,3, 3, 3
29. For which set of data is there more than one mode?
(1) 8, 7, 7, g, 7 (2) 8,7, 4, 5,6
(3) 8, 7, 5, 7, 6, 5 (4) 1,2,2,3,3,3
30. For which set of data does the median equal the mode?
(1) 3, 3, 4, 5,6 (2) 3,3, 4, 5
(3) 3, 3, 4 (4) 3, 4
31. For which set of data will the mean, median, and mode all be
equal?
(r) 1,2, 5, 5,7 (2) 1,2,5, 5, g, g
(3) 1, 1, 1,2, 5 (4) l, 1,2
556 Integrated Mathematics: Course I

'six
32. The weekly salaries of employees in a small firm are $340,
$345, $345, $350, $35Q,'-and $520:
a. For these six salaries, find:
1. the mean 2. the median 3. the mode
b. Ifnegotiations for new salaries and you represent
are in session
management, which measure of central tendency would you use
as the average salary? Tell why.
c. If negotiations are in session and you represent the labor union,
which measure of central tendency would you use as an average
salary? TeIl why.
33. In a certain living more
school, bus service is provided for students
than 112 miles from school. The distances from school to home for
ten students are 0, 1, 1, ti,ti,and 10 miles.

a. For this data, find: l-. the mean 2. the median 3. the mode
b. How many of these ",L,t,1,
ten students are entitled to bus service?
c. Explain why the mean is not a good measure of central ten-
dency to describe the average distance between home and school
for these students.
94. Last month, a carpenter used 12 boxes of nails each of which con-
tained nails of only one size. The sizes marked on the boxes were
3n \tt 3il 3n 3/. 3". q'. q'. l, , L,
tr'i'r'i'i'+'+'+'r t r .t 2,, , a'6,d 2,, .
a. For this data. find: 1. the mean 2. the median 3. the mode
b. Describe the average size nail used by the carpenter, using at
least one of these measures of central tendency. Explain your
answer.

16.6 MEASURES OF CENTRAL TENDENCY

AND GROUPED DATA
Intervals of Length One
In a statistical study, when the range is small, we use intervals of
length one to group data. For example, a class of 25 students reported
on the number of books read during the first half of the school year'
The data was given as:
5, 3, 5, 3, 1, 8, 2,4,2,6, 3, 8, 8,
5, 3, 4,5, 8, 5, 3, 3, 5, 6,2, 3
 Statistics 557

Frequency
Interval (Numberl

8 4
d
I 0

6 2

o 6

4 2

3 t

2 3

1 1

N=25
This data was organized into a table as shown. Since 25 students
were included in this study, we indicate the total frequency by writing
N : 25 at the bottom of the Frequency column.
Let us now find the mode, median, and mean for this grouped data.

Mode
Since the greatest frequency, 7, appears in interval 3, the mode for
this data is 3.
In general:
O For a set of grouped data, the mode is the value of the interval
that contains the greatest frequency.

Median
You have learned that the median for a set of data in numerical
order is the middle score.
1,2,2,2,3,3,3, 3, 3, 3,3, 4, 4,

Hence, for these 25 scores, the median, or middle score, is 4. That

is, there are L2 scores larger than or equal to the median 4, and, 12
scores smaller than or equal to it.
When the data is grouped in the table that follows, a simple counting
procedure can be used to find the median. Since the total frequency is
25, the median will be the 13th score. There are 12 scores above the
median, and 12 scores below it.
558 Integrated Mathematics: Gourse I

Interval Frequency
Counting the frequencies from the uppermost
8 4
interval and moving down: 4 + 0 + 2 + 6 : t2
I 0 Since these are the 12 scores above the me-
dian, the median must lie in the next lower in-
6 2 terval, namely the interval that contains the
o 6 score 4.

4 2

n Counting the frequencies from the lower-

most interval and moving up: 1 + 3 + 7 : 11
3 a

2 3 The next higher interval contains two

scores, both the 12th number and the median
I I or middle number. Again, this is the interval
that contains the score 4.
In general:
O For a set of grouped data, the median is the value of the in'
terval that contains the middle score.

Mean
By adding the four 8's in the ungrouped data, we see that 4 students
reading 8 books each gives a total of 32 books: 8 * 8 + 8 + 8 : 32.
Notice that we can arrive at this same number by using the grouped
intervals in the table; multiply the interval 8 by the frequency 4, thus,
(4)(8) = 32. Apply this multiplication shortcut to each line of the table,
obtaining the third column of the following table:
lnterval Frequency (lnterval) . (Frequency)

8 4 8 4 :32
7 0 4I 0:0
6 2 6 2 :12
o 6 o 6 =30
4 2 4 2:8
3 n 3 7 =2L
2 3 2 3:6
I I 1 1=L
N=25 Total : 110
 Statistics 559

To find the total number of books read, add the eight products ob-
tained: 32 + 0 + 12 + 30 + 8 + 2t +6 + 1 : 110
The total (110) represents the sum of all 25 items of data. We can
check this by adding the 25 scores in the unorganized data.
Finally, to find the mean, divide the total number, 110, by the num-
ber of scores,25. Thus, 110 + 25:4.4, which is the mean.

PROCEIruHE. ?tr* find the mean for /V scores in a table of groupgd

data when the lenglh uf ths interval ia one:
1. I'tr €ach of the.intbrvala, ,multiply the interval value:,1by''its ,;
mrresponding frequeney,
2, Find the sunn of theffe pioducta. I ' ,, , '
S, D,ivide thia eurnlby the total frequency lV. ,, =

' . ' .. .' :

Intervals Other Than Length One

While there are definite mathematical procedures to find the mean,
median, and mode for grouped data with intervals other than length
one, you will not study them at this time. Instead, you will simply iden-
tify the intervals that contain some of these measures of central ten-
dency. Here is an example:
A small industrial plant surveyed 50 workers to find out the number
of miles each person commuted to work. The commuting distances were
reported to the nearest mile as:
0, 0, 1, I, 2,2,2, 3, 3, 4, 4, 4,5, 5, 6, 6, 6,',|,7,7, g,
10, 10, 10, 10, 10, 10, 10, 10, 12, 12, 14, L5, 17, L7,
18,22, 23,25,29, 30, 32, 32, 33, 34,34, 36, 37, 37, 52
This data was organized into a table with intervals of length ten, as
follows:

Interval Frequency
(Commuting Distancel (Number of Workersl

50-59 I
40-49 0

30-39 I
20-29 4

10-19 15

0-9 2L

N: 50
560 Integrated Mathematics: Course I

Modal Interval
In the table, the interval 0-9 contains the greatest frequency, 21.
We say that the interval 0-9 is the group mod.e, or mod.a'l interual,
because this group of numbers has the greatest frequency.
Notice that the modal interval is not the same as the mode. The
modal interval is a group of numbers; the mode is generally a single
number. For this particular problem, the original data (before being
placed into the table) shows that the number appearing most often is
10. Hence, the mode is 10. The modal interval, which is 0-9, tells us
that, of the six intervals in the.table, the most frequently occurring
commuting distance is 0 to 9 miles. The modal interval for this group-
ing is 0-9.
Both the mode and the modal interval depend upon the concept of
greatest frequency. For the mode, we look for a single number that has
the greatest frequency. For the modal interval, we look for the interval
that has the greatest frequency.

lnterval Containing the Median

To find the interval containing the median, follow the same proce-
dure described earlier in this section. For 50 scores, the median, or mid-
dle number, will be at a point where 25 scores are above the median
and,25 scores are below the median.
Counting the frequencies from the upper-
most interval and moving downward, we add
Interval Frequency
1 + 0 + 9 + 4 : 14. Sincethere are 15 scores
50-59 1 in the next lower interval. and 14 + 15 : 29,
we see that 25 scores will be reached some-
40-49 0 where in that interval, 10-19.
30-39 9 Counting from the bottom interval and
moving up, we have 21 scores in the first in'
20-29 4 terval. Since there are 15 scores in the next
higher interval, and 21 + 15 : 36, we see that
10-19 15
25 scores will be reached somewhere in that
0-9 2l interval, 10-19. Notice that this is the same
result that we previously obtained when we
N: 50 moved downward. The interval containing the
median for this grouping is 10-19.
In this course, we will not deal with problems in which the median
is not found in any interval.
As a final note, there is no simple procedure to identify the interval
that contains the mean when data is grouped using intervals other than
length one. This problem will also be studied in higher-level courses.
 Statistics 561

MODEL PROBLEM

In the table, data is given to indicate the

Height Frequency
heights (in inches) of 17 basketball players.
(/nches) (Numbe)
For this data find:
a. the mode b. the median c. the mean 77 2

76 0
Solution
ID o
a. The greatest frequency,5, occurs for the in-
terval where heights are 75 inches. The 74 3
mode, or height appearing most often, is 75.
73 4

Answer: mode : 75 72 2

7l I

Height Frequency
b. For 17 players, the median is the middle
number (the 9th number) so that there are
nn
ta 2 8 numbers greater than or equal to the me-
dian, and 8 numbers less than or equal to
76 0 the median.
IO D Counting the frequencies going down,
74 3
2+0 * 5 = 7and2 + 0 + 5 + 3 : 10.
Thus. the middle number must lie in the in-
73 4 terval 74.

72 2 Counting the frequencies going up,

| +2+4: Tand | + 2 + 4 + 3 : 10.
71 I Thus. the middle number must lie in the in-
terval 74.
Answer: median : 74

c. (1) Multiply each height given as an

interval by the frequency for that 77 '2: L54
interval. 76'0: 0
74
(2) Find the total of these products. ,o'o= 6lc
L7) L258
Here, it is 1,258. 74'3: 222 119
(3) Divide this total of I,258 by the to- 73. 4: 292
72'2 = L44 68
tal frequency (here, N : 17) to ob- 68
tain the mean of 74.
7l'I = 7l
Total : 1,258
Answer: mean : 74
562 Integrated Mathematics: Course I

EXERCISES

In 1-3, data is grouped in intervals of length one. Find:

a. the total frequency
b. the mean
c. the median
d. the mode
1. 2. 3.

Interval Frequency Interval Frequency Interval Frequency

10 1 15 3 25 4

I 2 16 2 24 0

8 3 t7 4 23 3

n 2 18 I 22 2

6 4 19 D\ 2\ 4

o 3 20 6 20 5

19 2

Frequency
Grade
(Number)

20
4. On a test consisting of 20 questions, 15
students received the following scores: 19

17, 14,16, 18, 17, t9,15, 15, 18

16, 13, t7, L2,18, 16, 17.
t7
a. On your answer paper, copy and com-
plete the table shown at the right. 16

b. Find the median score. 15

c. Find the mode.
l4
d. Find the mean.
13

t2
 Statistics 563

Number ol
5. A questionnaire was distributed to
Interval
People
100 people. The table at the left
(Minutes)
(Frequency) shows the time taken in minutes to
complete the questionnaire.
6 t2 a. For this data, find:
1. the mean
b 20
2. the median
4 36 3. the mode
3 20 b. How are these three measures re-
lated for this data?
2 t2

Size of Suit Number Sold

6. A store owner kept a tally of the (lnterval) (Frequency)
sizes of suits purchased in her
store. as shown in the table at the 48 1
I

right.
46 1
a. For this set of data find:
44 3
1. the total frequency
2. the mean 42 5
3. the median
4. the mode 40 3

b. Which measure of central ten- 38 8

dency should the store owner
36 2
use to describe the average suit
sold? 34 2

In 7-9, data is grouped in intervals other than length one. Find:

a. the total frequency b. the interval which contains the median
c. the modal interval
't. 8. 9.

Interval Frequency lnterval Frequency Interval Frequency

55-64 3 4-9 L2 t26-150 4

45-54 8 10-15 13 101-125 6

35-44 n t6-21 9 76-100 6

25-34 6 22-27 t2 5r-75 3

L5-24 2 28-33 15 26-50

34-39 10 t-25 2
564 Integrated Mathematics: Course I

10. Test scores for a class of 20 students Frequency

are given as: Test Scores (Number\
93, 84, 97, 98, 100, 78, 86,
91-100
100, 85, 92,72,55, 91, 90,
81-90
75, 94,83, 60, 81, 95.
71-80
a. On your answer paper, copy and
complete the table shown at the 61-70
right. 51-60
b. Find the modal interval.
c. Find the interval that contains the median.

11. The following data consists of weights, in pounds, of 35 adults:

L76, r54, \61,125, L38,142, lnterval Frequency

108, 115, 187, 158, 168, 162, 180-199

135, 120, 134, 190, 195, 117, 160-179

L42,133,138, 151, 150, 168, 140-159

172, LL', L48, Ll2, r23, 137, 120-139
186, 171,166, 166,179. 100-1 19

a. Copy and complete the table shown above.

b. Construct a frequency histogram based on the grouped data.
c. In what interval is the median for this grouped data?
d. What is the modal interval?

16.7 CUMULATIVE FREQUENCY HISTOGRAMS

AND PERCENTILES
In a school, a final examination was Interval Frequency
given to all students taking biology. The (Iest Scores) (Numberl
total number of students taking this ex-
amination was 240. The test grades of 91-100 45
these students were grouped into a table
81-90 60
as shown at the right. At the same time,
a histogram of the results was con- 71-80 to
structed, shown below.
61-70 40

51-60 20
 statistics 565

HISTOGRAM
80
doo
c
3+o
u
S-,,+-.-::.F'"..----is

o)
20
'i ,ji:fi
o
51-60 61-70 71-80 81-90 91-100
Test scores

From the table and the histogram, we can see that 20 students scored
in the interval 51-60,40 students scored in the interval 61-70, and so
forth. We can use this data to construct a new type of histogram that
will answer the question:
"How rnany students scored below a certain grade?"
By answering the following questions, we will gather some infor-
mation before constructing the new histogram.
1. How many students scored 60 or less on the test?
From the bottom interval 51-60. we know the answer is 20
students. Answer: 20

2. How many students scored 70 or less on the test?

By adding the frequencies in the two lowest intervals, 5L-60 and
61-70, we see that 20 * 40, or 60, students scored 70 or less on the
Answer: 6O

3. How many students scored 80 or less on the test?

By adding the frequencies in the three lowest intervals, 51-60,
61-70, and 71-80, we see that 20 + 40 + '15, or 135, students scored
80 or less on the test. Answer: 135

4. How many students scored 90 or less on the test?

Here, we add the frequencies in the four lowest intervals. Thus,
20 + 40 + 75 + 60, or 195, students scored 90 or less.
Answer: 195

o. How many students scored 100 or less on the test?

By adding the five lowest frequencies,20 + 40 + 75 + 60 + 45, we
see that 240 students scored 100 or less. This makes sense because
240 students took the test and all of them scored 100 or less.
Answer: 240
566 Integrated Mathematics: Course I

Gonstructing a Gumulative Frequency Histogram

The answers to the five questions we have just asked were found by
adding or accuftl.ulating the frequencies from the intervals in the
grouped data. The histogram that displays these accumulated figures
is called a curnulative frequency histogram.
CUMULATIVE FREOUENCY
HISTOGRAM

210

o
Interval Frequency Cumulative 5 rso
(Iest Scores) (Number) Frequency o
a 12O
I
91-100 +a 240 F

81-90 60 195 Eeo

f

71-80 75 135

61-70 40 60

51-60 20 20

9888q
l.c)(oFco5
Test scores

To find the cumulative frequency for each interval, add the fre-
quency from that interval to the frequencies for the intervals with lower
scores.
To draw a cumulative frequency histogram, use these cumulative
frequencies to determine the heights of the bars.

Percentiles, Quartiles, and the Median

Notice that the frequency scale for this cumulative frequency his-
togram goes from 0 to 240 (the total frequency for this data).
It is also possible to place a different scale to the left of the cumu-
lative frequency histogram, namely one involving percents. Since 240
students represent LO0Vo of the population, we wite t00%o to corre-
 Statistics 567

spond to 240 students. Since no students, or zero students, represent

07o of the population, we write OVo to correspond with 0 students.
If we divide the percent
CUMULATIVE FREOUENCY
scale into four equal parts, we HISTOGRAM
can label these divisions 25Vo,
50Vo, and 75Vo. The graph re-
lates each cumulative fre-
quency to a percent of the pop- t
ulation. For example, L20 t
-tea)
students (half of the popula-
tion) correspond to 50Vo of the oo d-150
c
o
population.
-c 5O7'
l
$-rzo
I_
Let us examine the percent o o
@

scale in relation to the ques- (Lo 6

tion: =
-9o
E
f
"What percent of the stu- o
-60
dents scored 70 or below on the
test?"
The height of each bar rep-
resents both the percent and
the number of students who
had scores in or below the
oy.
9iEE9
|o(or-.o5
Test scores
range of numbers with which
the bar is labeled. The bar for the interval 61-70 shows lhat 25Vo or
60 students out of a total population of 240 had scores of 70 or less:
(60:!=287o\.
\240 4 /

Since 25Vo, or a quarter, of the scores were 70 or below, we say that

the score of 70 is t}l.e lower quartile or first quartile for these scores.
From the histogram, we can see that 507o, or one half, of the students
had a score that was at or below a number in the interval 71-80. Thus.
the second quartile is a score between 71 and 80. The second. quartile
is the same as the median.
The histogram also shows that 75Vo of the students had a score that
was at or below a number in the interval 81-90. The third. quartile is
that number at or below which 757o, or three quarters, of the scores
fall. For this set of data, the third quartile is some number between 81
and 90. The third quartile is also called t}i.e upper qua.rtile.lf 75Vo of
the students had a score at or below this number, then 257o of the stu-
dents had a score at or above this number.
A pereentile is a score or a measure that tells us what percent of the
total population or the total frequency scored at or below that measure.
s68 Integrated Mathematics: Course I

From the cumulative frequency histogram, we can also conveniently

read the approximate percentiles for the scores that are the end values
of the intervals.

51-60 61-70 71-80 81-90 91-100

For example, to find the percentile for a score of 60, the right-end
score ofthe first interval, draw a vertical line segment beginning at 60
on the score scale and ending at the height of the first interval. From
this point, draw a horizontal line to the percent scale. We estimate this
value on the percent scale to be about 87o (since the horizontal line
crosses the percent scale at about one-third the distance between 07o
and.25Vo). This tells us that approximately 8Vo of the students scored
60 or below 60. Hence, 60 is the score for the 9th percentile.
Similarly, we can read from the graph that 80 on the score scale
corresponds approximately to 557o on the percent scale. This tells us
that approximately 55Vo of the students scored 80 or less than 80.
Hence, 80 is the score for the 55th percentile.
Notice that:
1. The upper quartile is the 75th percentile.
2. The median is the SOth percentile.
3. The lower quartile is the 25th percentile.
 Statistics 569

MODEL PROBLEM

For the given table of values, in what in-

terval is the lower quartile found?
Interval Frequency
Solution
41-50 4
Thetotalfrequency : 4+3+6+7+ 4 : 24.
31-40 3
The lower quartile is the score below which
21-30 6
257o of the total frequency falls. Since 25Vo of
I
24 : x 24 : 6, we have to find the interval 11-20 na

;
(starting from the interval with the lowest 1-10 4
scores) in which the 6th score falls.

In the lowest interval, 1-10, there are only 4 scores. Hence, the 6th
score is foundin the next interval. 11-20.
Answer: The lower quartile is in the interval 11-20.

EXERCISES

l. In the table, data is given

Cumulative
for the heights in inches of Height Frequency
Frequency
20 basketball players.
77 2
a. Copy and complete the
table. 76 1

b. Draw a cumulative fre- /o 7

quency histogram.
74 D
c. Find the height that is
the lower quartile. 73 2

d. Find the height that is 72 2

the 90th percentile.
7l 1
57O Integrated Mathematics: Course I

ln 2-4, data is grouped into tables. For each set of data:

a. Construct a cumulative frequency histogram.
b. Find the interval in which the lower quartile lies.
c. Find the interval in which the median lies.
d. Find the interval in which the upper quartile lies.
2. 3. 4.

lnterval Frequency Interval Frequency lnterval Frequency

41-50 8 25-29 3 L-4 tt

31-40 o 20-24 I 5-8 3

2L-30 2 t5-19 3 9-t2 7

11-20 5 10-14 9 13-16 2

1-10 4 5-9 4 L7-20 2

5. For the data shown at the right: lnterval Frequency

a. Construct a histogram.
2t-25 D

b. Construct a cumulative frequency his-

togTam. 16-20 4

c. In what interval is the median found? 1 1-15 6

d. Find the lower quartile. 6-10 3

1-5 2

6. For the cumulative 1OO%

frequency histogram
shown at the right:
a. In what interval is 757o [-
the median found?
b. What is the value of l
the 25th percentile? 5OZo
c. What is the value of
the 75th percentile?
d. Approximately what 25%
percent of scores are
50 or below?
e. What percent of Oyo
LOOtooLo
scores are 125 or N|l)t-.ON
llr"i ,l
below? (\-o
 Statistics 571

Interval Frequency
7. For the data given in the table at the left:
a. Construct a cumulative frequency his-
33-37 4 togram.
b. In what interval is the median found?
28-32 3
c. In what interval is the upper quartile
23-27 7 found?
d. Approximately what percent of scores
L8-22 L2 are 17 or less?
13-17 8
e. In what interval is the 25th percentile
found?
8-t2 o f. What is the value of the 90th percen-
tile?
3-7 1

CUMULATIVE FREOUENCY
HISTOGRAM
100%

gOyo 1 : '1,,,:.:,.,:l

80v"

8. A group of 400 stu- zoo/"

dents were asked to
state the number of 600/"

minutes that each 5o7o

spends watching
television in one 4o/o

day. The cumula- s,,h

tive frequency his-
togram shown at 2oo/"

the right summa- ft/"

rizes the responses
as percents. r-30 31-60 61-90 91-120 121-150 151-180
Number ol minutes

a. What is the median number of minutes of television that these

students watch each day?
b. What percent of the students questioned watch television for
90 minutes or less each day?
c. How many of the students watch television for 90 minutes or
less each day?
d. In what interval does the upper quartile lie?
e. In what interval does the lower quartile lie?
f. If one of these students is picked at random, what is the prob-
ability that he or she watches 30 minutes or less of television
each day?
572 Integrated Mathematics: Course l

9. Cecilia's average for four years is 86. Her average is the upper
quartile for her class of 250 students. About how many students
in her class have an average that is less than or equal to Cecilia's?
10. The lower quartile for a group of data was 40. This was determined
by recording the heights, in inches, of 680 children. How many of
these children measured more than 40 inches?
11. On a standarized test, SaIIy scored at the 80th percentile. This
means that
(1) Sally answered 80 questions correctly.
(2) Sally answered 80Vo of the questions correctly.
(3) Of the students who took the test, about 80Vo had' the same
score as Sally.
(4) Of the students who took the test, about 80Vo };,ad a score that
was less than or equal to Sally's score.
t2, For a set of data, the 50th percentile was 87. Which of the follow-
ing could be false?
(l) 50Vo of the scores are 87.
(2) SOVo of the scores are 87 or less.
(3) Half of the scores are more than 87.
(4) The median is 87.

16-8 REVIEW EXERCISES

l. The weights, in kilograms, for five adults are 53, 72, 68,70, and
72. Find:
a. the mean b. the median c. the mode
2. Steve's test scores are 82,94, and 91. What grade must Steve earn
on a fourth test so that the mean of his four scores is exactly 90?
3. Express, in terms of y, the mean of 3y - 2 and 7y + 18.
4. Temperature readings wete 72o,75",79o,83o, 83o, and 88'' For
this data, find:
a. the mean b. the median c. the mode
In 5-7, select the numeral preceding the correct answer.
5. Which set of data has more than one mode?
(1) 3,4, 3,4, 3, 5 (2) 7, 3, 5,7, 1,2, 4
(3) 9, 3, 2, 8, 3, 3 (4) 9, 3, 2,3,8,2,7
6. For which set of data are the mean, median, and mode all equal?
(L) 2,2, 5 (2) 2,5,5 (3) 1, 3, 3, 5 (4) 1, 1, 5, 5
7. For the set of data 3, 2,7,1,2, which statement is true?
(1) median = mean (2) median : mode
(3) median > mean (4) median > mode
 Statistacs 573
8. Paul worked the following numbers of
Interval
hours each week over a 2O-week period: Frequency

L5,3,7, 6,2, L4,9,25,9, 12, 24-29

g, g, 15, 0,,9, L2,29, L0,14, 10
18-23
a. Copy and complete the table. 12-r7
b. Draw a frequency histogram of the 6-11
data.
0-5
c. In what interval does the median lie?
d. Which interval contains the lower quartile?

9. Scores of 24 papers are

given. Cumulative
Scores Frequency
Frequency
a. Find the mean score.
b. Find the median score. 60 I
c. Find the mode.
d. Copy and complete the 70 9
table. 80 8
e. Draw a cumulative
frequency histogram. 90 I
f. Find the 75th percen-
100 o
tile.
g. What is the probabil-
ity that a paper chosen at random has a score of 80?

10. The ages of 2l high school students are Age Frequency

shown in the table. When the ages of these
students are combined with the ages of 20 18 1
additional students, the median age remains
unchanged. What is the smallest possible T7 4
number of students under 16 in the second 16 2
group?
15 n

L4 2

13 D
 chapterl 7
The Coordinate Plane

17.1 ORDERED NUMBER PAIRS AND POINTS

IN A PLANE
To graph a number, we use
a point on a number line. To -3 -2 -1 0 1 2 3 4 5
graph a pair of numbers, we
use a point in a plane. We start with two
signed number lines called coord.inate axes,
which are perpendicular to each other.
The horizontal line is called the x-oxis. The
vertical line is called the y-o.xis. In a
coord.inate plane, or Cartesian plane, lhe
point O at which the two axes intersect is
called the origin. We label each axis with
the same scale, Ietting the origin be zero
on each scale. Positive numbers are to the
right of zero on the r-axis, and above zero
on the y-axis.
The bartesian plane is named after the seventeenth-century math-
ematician Ren6 Descartes, who demonstrated how algebraic relations
between variables can be described by points and lines or curves in a
plane.
The r-axis and the y-axis separate the plane into four regions called
quad.rants. These quadrants are numbered I, II, [I, and IV in a coun-
terclockwise order as shown in the drawing above. The points on the
axes are not in any quadrant.
Each point of the plane is the graph of an ordered pair of numbers.
The firsf number of the ordered pair is called lhe x-coordinate, or the
abscissa. The second number is the y-coord,inate, ot ordinofe. The two
numbers, the abscissa and the ordinate, are called l}1e coord.inates of
the point.

574
 The Coordinate Plane 575

At the right, the point P in quad-

ITIJ i: ri-
rant I is called the graph of the (- z, atn
ord.ered. pair (2,3). In general, the f--
coordinates of a point may be
represented as (x, y).
To find the coordinates of a point,
draw a vertical line from the point
to the r-axis and a horizontal line
to the y-axis. The number assigned t *- ir* i* l-i
to the point at which the vertical
line intersects the r-axis is the r-co- tri r*+"f- J
ordinate of the point. The number Y_,'H3_ilri
assigned to the point at which the
horizontal line intersects the y-axis is the y-coordinate of the point.
In the graph above, the coordinates of point .R in quadrant II are
(-2, 4); that is, point R is the graph of the ordered pair (-2,4). Sim-
ilarly, point S in quadrant III is the graph of (-4, -3), and point ?.in
quadrant IV is the graph of (4, -2). A point on the r-axis has a y-co-
ordinate of 0; point M has coordinates (3, 0). A point on the y-axis has
an r-coordinate of 0; point N has coordinates (0, -5).
When we graph a point described by
an ordered pair, we are plolting the
point. To plot the point (3, -4), we begin
at the origin, move three units to the
right along the r-axis, and then move
-4 units (4 units down) parallel to the
y-axis. The point at which we end is
the graph of (3, -4). To plot the point
(-1, 0), we start at the origin, move
- 1 unit (1 unit to the left) along the
jf
(3, -4)
r-axis and 0 units parallel to the y-axis.
The graph of (-1, 0) is on the .r-axis. To j".

plot the point (0, 4), we start at the origin,

move O units along the r-axis and 4 units up the y-axis. The graph of
(0, 4) is on the y-axis.

EXERCISES
1. Write as ordered number pairs the coordinates
of points A, B, C, D, E, F, G, H, and O in the
graph.

'r.i
i*t-'t-
576 Integrated Mathematics: Course I

ln 2-21, draw a pair of coordinate axes on a sheet of graph paper

and graph the point associated with the ordered number pair. Label
each point with its coordinates.
tl. (5, 4) 3. (-3,2) 4. (2, -6) 5. (-4, -5)
6. (1, 6) 7. (-8, 5) 8. (4, -4) 9. (-2, -7)
10. (-1.5, -2.5) t'., (5, 0) 12. (-3, 0) 13. (8, 0)
14. (-10, 0) 15. (0, 4) 16. (0, -6) 17. (0, 1)
18. (0, -4) 19. (0, 0) 20. (121, l4l) 2r. (l-51, l3l)
ln 22-26, name the quadrant in which the graph of the point de-
scribed appears.
22. (5, ?) 23. (-3, -2) 24. (-7, 4) 26. (1, -3) 26. (l-21, l-31)
27. Graph several points on the r-axis. What is the value of the or-
dinate for every point in the set of points on the r-axis?
28. Graph several points on the y-axis. What is the value of the ab-
scissa for every point in the set of points on the y-axis?
29. What are the coordinates of the origin in the coordinate plane?
30. Name the quadrant in which the graph of point P(x, y) lies when:
a.x>0andy>0 b.r>0andy<0
c. .r < 0andy > 0 d.r<0andy<0
31. Name the quadrant in which the graph of the point P(lrl, lyl) lies
when:
a.r>0andy>0 b.r>0andy<0
c.r<0andy>0 d.r<0andy<0

17.2 GRAPHING POLYGONS AND FINDING AREAS

A polygon can be represented in the coordinate plane by plotting its
vertices and then drawing the line segments connecting the vertices in
order.
The graph at the right shows the
quadrilateral ABCD. The vertices are
A(3, 2), B(-3, 2), C(-3, -2), and
D(3, -2). From the graph, note the
following:
1. Points A and B, which have the
same ordinate, are on a line that is
parallel to the r-axis.
2. Points C and D, which have the
same ordinate, are on a line that is
parallel to the r-axis.
3. Lines that are parallel to the r-axis are parallel to each other.
 The Coordinate Plane 577

4. Lines that are parallel to the r-axis are perpendicular to the y-axis.
5. Points B and C, which have the same abscissa, are on a line that is
parallel to the y-axis.
6. Points A and D, which have the same abscissa, are on a line that
is parallel to the y-axis.
7. Lines that are parallel to the y-axis are parallel to each other.
8. Lines that are parallel to the y-axis are perpendicular to the r-axis.
Now, we know that quadrilateral ABCD is a rectangle, because it is
a parallelogram with right angles.
From the graph, we can find the dimensions of this rectangle.
To find the length of the rectangle, we can count the number of
units from A to B or from C to D. AB : CD : 6. Because points on
the same horizontal line have the same y-coordinate, we can also find
these measures by subtracting their r-coordinates.
AB:CD:3-(-3):3+3:6
To find the width of the rectangle, we can count the number of
units from B to C or from D to A. BC : DA : 4. Because points on
the same vertical line have the same r-coordinate, we can find these
measures by subtracting their y-coordinates.
BC:DA:2_eD:2+2:4
MODEL PROBLEM
Graph the following points: A(4, L), B(1, 5), C(-2,1). Draw LABC
and find its area.
Solution:
The graph at the right shows
AABC.
To find the area of the trian-
gle, we need to know the lengths
of the base and the altitude
drawn to that base.
The base of AABC is AC.
AC:4-(-D:4+2:6
The altitude to the base is the line segment, BD, drawn from B per-
pendicular toAC.BD:5 - I:4
Area : ;6C)(BD)
l

: l(ox+l :
2
rz
Answer: The area of LABC is 12 square units.
 Integrated Mathematics: Course I

EXERCISES

In 1-10: a. Graph the points and connect them with straight lines
in order, forming a polygon. b. Tell what kind of polygon is drawn.
c. Find the area of the polygon.
1. A(1, 1), B(9, 1), C(1, 5)
2. P(0, 0), 8(5, 0), R(5, 4), S(0, 4)
3. C(9, -1), A(9, 3), L(4,3), F(3, -1)
4. H(-4,0), O(0, O), M(0, 4), E(-4, 4)
5. F1(5, -3), E(5, 3), N(-2, o)
6. F(5, 1), A(5, 5), R(0, 5), M(-2, L)
7. B(-2, -2), A(2, -2), R(2,2), N(-2,2)
g. P(-3,0), o(0, o), N(2, 2), D(-L, 2)
g. R(-4,2), A(0,2), M(0,7)
10. M(-1, -1), /(3, -1), L(3, 3), K(-1, 3)
11. Graph the points A(1, 1), B(5, 1), C(5, 4). What must be the coor-
dinates of point D if ABCD is a rectangle?
12. Graph the points P(-2, -4) and QQ, -4). What are the coordi-
nates of ,R and S if PQRS is a square? (Two answers are possible.)
13. a. Graph the points S(3,0), T(0,4), A(-3,0), and R(0, -4) and
draw the rhombus STAR.
b. Find the area of S?AE by adding the areas of the triangles into
which the axes separate the rhombus.
14, a. Graph the points P(2, 0), Z(1, 1), A(- 1, 1), N(-2, 0), E(- 1, - 1),
and ?(1, -1) and draw the hexagon PLANET.
b. Find the area of PLANET.
Hint: Use the r-axis to separate the hexagon into two parts.

17.3 FINDING SOLUTION SETS OF OPEN

SENTENCES IN TWO VARIABLES

Open sentences such as y : 3x, ! - 2x : 4,andy > 2x * 4 are

called open sentences in two variables.
There are some replacements for r and y that make t : 3x a true
sentence. For example, 7f x is replaced by 1 and y by 3, the resulting
sentence 3 : 3(1) is a true sentence. Therefore, the pair of numbers
x : l, I : 3 is said to sa,tisfg the open sentence I : 3x. Such a pair
of numbers is called a solution of y : 3r. We can write the solution
x : l, J : 3 as an ordered pair (1, 3) if we agree that the first number
in the pair always represents a value of the variable r, and the second
number always represents a value of the variable y.
When the replacement set for r and for y is {I, 2, 3, 4, 5, 6, 7 , 8, 91 ,
the solutions of y : 3r are the ordered pairs (1, 3), (2,6), and (3, 9).
 The Coordinate Plane 579

This set of ordered pairs {(1, 3), (2,6), (3,9)} is the solution set of the
sentence ! : 3x. The solution set of a sentence involving two variables
is the set of all the ordered pairs that are solutions of the sentence. If
there are no ordered pairs that are solutions of the sentence, the so-
lution set is the empty set.
If the replacement set is the set of signed numbers, there are infi-
nitely many members in the solution set of ! : 3x. Since it is impos-
sible to list all the members of the solution set. we can describe the
solution set as {(*, y)ly : 3r}, which is read "the set of all ordered
pairs (r, y) such that y : 3x."

MODEL PROBLEMS

1. Determine if the given ordered pairs are solutions of the sentence

y-2x:4.
a. (4, 0) b. (-1, 2) c. (0, 4)
Solution:
a. y-2x:4 b. y-2x:4 c. y-2x:4
0-2(4)i4 2-2(-1)i4 4-2Q)L4
0-8i4 z+z!+ 4-0L4
(False) (True) (True)
Answer: a. not a solution b. a solution c. a solution
2. Find five members of the solution set of the sentence 3r * y : 7.

How to Proceed Solution

(1) Transform the equation into an 3r+y:7
equivalent equation with y alone as -3x : -3x
one member. y:-fuc+7
(2) Since no replacement set is given,
any signed numbers can be used.
x -3x+7 v
Choose any five values for r. -2 -3(-2) + 7 13
For each selected value of r.
determine y. 0 -3(0) + 7 n

1
-3ll)
\3/
+ 7 6

3 -3(3) + 7 -2
5 -3(5) + 7 -8
Answer: (-2, 13), (0, 7), ti, Ol, (3, -2\, (5, -8)
Note that many other solutions are possible.
s80 Integrated Mathematics: Course I

3. Find the solution set of the sentence y - 2x > 4 when the replace-
ment set for r is R : {1, 2,3,4,5} and the replacement set for y
is S : {6, 7, 8, 9, 10}.
How to Proceed Solution
(1) Transform the sentence into y-2x>4
an equivalent sentence that y-2rc*2x>4+2x
has y alone as one member. y>2x+4
(2) Replace r by each
member of ft, the
x 2x+4 y>2x+4 v
replacement set for 1 2(1) + 4 y>6 7,8,9, 10
r. Then, compute
the corresponding 2 2Q)+4 y>8 9, 10
y-values. 3 2(3) T 4 v>10 no values
(3) If any y-values ln S
computed in Step (2) 4 2(4) + 4 v>12 no values
are members of S, inS
the replacement set
for y, then each or- b 2(5) + 4 y>14 no values
dered pair consist- inS
ing of an r-value
and its corresponding y-value is a solution of the sentence.

Ansuer: The solution set is {(1, 7), (1, 8), (1, 9), (1, 10), (2,9), (2, 10)}.

EXERCISES

In 1-5, find the missing member in each ordered pair if the second
member of the pair is twice the first member.
1. (3, ?) 2. (0, ?) 3. (-2, ?) 4. (?, 11) 5. (?, -8)
In 6-10, find the missing member in each ordered pair if the first
member of the pair is 4 more than the second member.
6. (?, 5) 7. (t'i) 8. (?, 0) s. (o|, r) 10. (-8, ?)

In 11-26, state whether or not the given ordered pair of numbers is

a solution of the sentence.
11. I : 5x; (3, 15) L2. y : 4tc; (16, 4)
13. y:3x + l;(7,22) 14. 3x - 2Y = 0, (3, 2)
15. Y > 4x; (2' 10) 16. y 12x* 3;(0,2)
17. 3y>2x+1; (4,3) 18. 2x + 3y < 9; (0, 3)
 The Coordinate Plane 581

19. x + y: 8; (4, 5) 20. 4x * 3y: (1, 1)

" Z'' \4',3/
21. 3r: ! + 4;(-7, -l) 22. x - 2y: 15; (1, -7)
23. y ) 6x; (-1, -2) 24. 3x < 4y; (5,2)
25. y > 3 - 2x; (-L,6) 26. 5x - 2y . 19; (3, -2)
27. Which of the ordered pairs of numbers (8, -2), (2, -G), (?, 13),
(3, 9) is a member of the solution set of x * y : g'l
28. Which of the ordered number pairs (5, g),(7,2),(1, -1), (-2, -1)
is a member of the solution set of y > 4x?
\ 4/

29. Which of the ordered number pairs (1,8), (5,2), (3, -1), (0, -4) is
not a member of the solution set of y < 2x + t?

In 30-33, find the solution set of the sentence.

30. x + y : 4 when the replacement set for r is {5, 7} and the re-
placement set for y is {natural numbers}.
31. y : 3r - 1 when the replacement set for r is {-3, -1, 2} and the
replacement set for y is {signed numbers}.
32. y < 2x - 1 when the replacement set for r is {5, 6} and the re-
placement set for y is {8, 9, 10, 11}.
33. x + y > 12 when the replacement set for r is {-7, 10, 12} and
the replacement set for y is {-2,2,6, 10}.

In 34-39, use set notation to describe the solution set when the re-
placement set for r and for y is the set of signed numbers.
34. y:6a 35.y:x* 9 36.3r+y:11
37.y>10r 38.y<3r-1 39.y-x>4

17.4 GRAPHING A LINEAR EQUATION IN TWO

VARIABLES BY MEANS OF ITS SOLUTIONS
If the replacement set for both rand y is {signed numbers}, we can
find an infinite number of ordered pairs that are solutions of the sen-
tence r * y : 6. Some of these solutions are shown in the table that
follows.

x n
a 6 o 4 3 2! 2 I I 0 -1
2 2

I 3lz -l
oi
v -1 0 2 3 4 D 6 I
582 Integrated Mathematics: Course I

Let us plot the points associated with

the ordered number pairs that are shown
in the table. Notice that these points
seem to lie on a straight line. In fact, if
{signed numbers} is the replacement set
for both r and y, then the following is
true: :'*-*^-f- *
The graphs of all ordered pairs (r, y) ;;
that are solutions of r * 1 : 6 lie on this
same line; the graphs of all ordered pairs
that are not solutions ofr + Y : 6 do t.
not lie on this line.
*e-
t

t
+
...1"" ii t
".4*"
t
... t..
.

This line, which is the set of all those points and only those points
whose coordinates satisfy the equation .r + ! : 6, is called the graph
of r * y:6; that is, this line is the graph of {(*, y)lx + y : 6}.
A first-degree equation in two variables may be written in the form
Ax + By + C :0, where A, B, and C are signed numbers, with A and
B not both zero. For example, r * I : 6 can be written in this form,
with A : L, B : 1, and C : -6.It can be proved that the graph of
such an equation is a straight line. We, therefore, call such an equation
a linear equation.
When we graph a linear equation, we can determine the line by plot-
ting two points whose coordinates satisfy that equation. However, we
always plot a third point as a check on the first two. If the third point
lies on the line determined by the first two points, we have probably
made no error.

PnOtrDUnE, To graph a linear equation by means of its solu-

tiPns:
;. ;*"rfirrm the equation into an e-quivaleqt equation that is
y in terme o{ *.
solved for
2. Find three solutisns of the eqrration by ehoosing values for r
, and eornputing cot:respoad:ing valuen for J.
$. 'I*tne the orAeiea'p4irs of numbers
c-rmrAiuate plane,, gp.Fh
I ,ifoulrA, in Stbp 2. rl

4, Draw the line that passes through ths points graphed in

Step S,

Nofa When we graph a linear equation involving the variables r

and y, the replacement set of both variables is {signed numbers} unless
otherwise indicated.
 The Coordinate Plane 583

KEEP IN
1. Every ordered pair of numbers that satisfies an equation rep-
resents the coordinates of a point on the graph of the equation.
2. Every point on the graph of an equation has as its coordinates
an ordered pair of numbers that satisfies the equation.

MODEL PROBLEMS

1. Does the point (2, -3) lie on the graph of r - 2y : -4?

Solution:
If the point (2, -g) is to lie on the graph of x - 2y : -4, it must
be a solution of r - 2v : -4.
x-2Y:-4
(2)-2eP)L-4
2+aL-+
8+-4
Since 8 : -4 is not true, the point (2, -B) does not lie on the
line r- 2y : -4. Answer.' No

2. What must be the value of d if (d,4) lies on the line 3r * y : 10?

Solution: The coordinate (d,4) must satisfy 3r + y : 19.

Hence:3d+4:10
3d:6
d:2 Ans.

3. a. Write the following verbal sentence as an equation: The sum of

twice the abscissa of a point and the ordinate of that point is 4.
b. Graph the equation written in part a.

a. Solution: Let x = the abscissa of the point.

Let y = the ordinate of the point.
Then.2xIy:4 Ans.

b. How to Proceed Solution

(1) Transform the equation into an
equivalent equation that has y alone 2x+y:4
as one member. y:-2x+4
584 Integrated Mathematics: Course I

(2) Determine three solutions of the

equation by choosing values for r
x -2x+4 v
and computing the corresPonding 0 -2(O) + 4 4'
values for y.
I -2(l) + 4 2

2 -2(2) + 4 0

(3) Plot the points that are associated

with the three solutions.
(4) Draw a line through the points that
were plotted. Label the line with its
equation.

EXERCISES

l. In each part, state whether the pair of values for r and y satisfies
the equation2x - ! :6.
a.x:4r!:2 b.x:0,y:6 c.x:4,1:-2
In 2-5, state whether the point whose coordinates are given is on
the graph of the given equation.
2. x + y:7;(4,3) 3. 2y t x: f; (1, 3)
4.3x-2Y:$;(2, 1) 5. 2Y : 3x - 5; (-L, -4)
In 6-9, find the number that can replace ft so that the resulting or-
dered number pair will be on the graph of the given equation.
6. x * 2Y:5;(k,2) 7. 3x * 2Y : 22; (k,5)
8. x * 3Y: 10; (13, &) 9. x, - y: Q;(k,k)
In 10-13, find a value that can replace k so that the graph of the
resulting equation will pass through the point whose coordinates are
given.
10. x + y: k;(2,5) 11. x-Y:fr;(5,-B)
12. 5y - 2x : k; (-2, -l) 13. x+Y:k;(0,0)
 The Coordinate Plane 585

In 14-19, solve the equation for y in terms of r.

V.3xj-y --1 15.4x-y:6 16.2y:6x
17. tZx:f,t 18. 4x*2y:g tP. 6r-By:g
In 20-22, find the missing values of the variable needed to complete
the table. Plot the points described by the pairs of values in the com-
pleted table; then, draw a line through the points.
2p. l:4x ,/. r:3.r*L 22, rcl-2y:g
x v x v x v
? 2
0 -1 -1 2

1 ? 0 ? 2 2

,|
2 I ? c ?

In23-43, graph the equation.

?3.r y : 2x 24, y : 5y 25e y: -3r
28.y:-x I.:2y g 28. *:tr+t
29vy:xI 3 SO' y:2x-L 31. y:3r+1
32. y:-2x+4 33. x*y:g 34. x-y:E
35. y-x:0 36. 3x+y:12 37. x-2y:g
38.,y-3r:-5 39.2x-y:6 fiq3*-y:-6
)\J
41. x*3y:ll 42. 2x+3y:6 43. 3x-2y- -4
In 44 and 45, graph the indicated set of points.
44. l(x, y)ly : 3r) 45. {(x, y)l* - y: O}

In 46-50: a. Write the verbal sentence as an equation. b. Graph the

equation.
46, The ordinate of a point is twice the abscissa.
47. The ordinate of a point is 2 more than the abscissa.
48. The sum of the ordinate and abscissa of a point is 6.
49. The diference of the ordinate and abscissa of a point is 1.
50. Ttice the ordinate of a point decreased by 3 times the abscissa
is 6.
586 Integrated Mathematics: Course I

17-5 GRAPHING LINES PARALLEL TO THE

x-Axls oR v-Axls

Lines Parallel to the X-Axis

An equation such as y : 2 can be
graphed in the coordinate plane. Any pair
of values whose y-coordinate is 2, no matter
what the r-coordinate is, makes the equa-
tion y : 2 true. Therefore, (-3,2), (-2,2),
(-1, 2), (0, 2), (1, 2), or any pair (o, 2) for
all values of a ate points on the graph of
I : 2. Note that the graph of y : 2 is a
horizontal line parallel to the r-axis and
two units above it.
The y-intercept of a line is the y-coordinate of the point at which the
line intersects the y-axis. From the graPh, we see that the y-intercept
of the line y : 2 is 2. In general:
O An equation of the line parallel to the x'axis with
y-intercept bis Y :6.

Lines Parallel to the Y-Axis

An equation such as r : -3 can be graphed
in the coordinate plane. Any pair of values
whose r-coordinate is -3, no matter what the
y-coordinate is, makes the equation r : -B
true. Therefore, (-3, -2), (-3, -1), (-3, 0),
(-3, 1), (-3,2), or any pair (-3, b) for all val-
ues of b are points on the graph of r : -3.
Note that the graph of r : -B is a vertical
line parallel to the y-axis and three units to
the left of it,
The x-intercept of a line is the r-coordinate of the point at which the
line intersects the r-axis. From the graph, we see that the r-intercept
of the line r : -3 is -3. In general:
O An equation of the line parallel to the y-axis with
x-intercept o is .r : o.
 The Coordinate Plane

EXERCISES

In 1-10, draw the graph of the equation.

1. x:6 2. *:? g. r:0 4. r:-3 b. x:-E
6.y:4 7. y:2; 8.y:0 9. t:-4 ro. y:-7
In 11-14, graph the indicated set of points.
11. {(x, y)lx : 4} 12. {(x, y)lx : -1.5)
13. {(r, y)ly : -5} 14. {(x, y)ly = ,;\
15. Write an equation of the line that is parallel to the r-axis and
whose y-intercept is:
a. 1 b. 5 c. -4 d. -8 e. -2.5
16. Write an equation of the line that is parallel to the y-axis and
whose r-intercept is:
a.3 b. 10 .. 4; d. -6 e. -10
17, Which statement is true about the graph of the equation y : 6?
(1) It is parallel to the y-axis. (2) It is parallel to the r-axis.
(3) It goes through the origin. (4) It has an r-intercept.
18. Which statement is true about the graph of the equation x : E?
(1) It goes through the origin. (2) It is parallel to the r-axis.
(3) It is parallel to the y-axis. (4) It has a y-intercept.
19. Which statement is true about the equation y : x?
(1) It is parallel to the r-axis. (2) It is parallel to the y-axis.
(3) It goes through (2, -2). (4) It goes through the origin.

17.6 THE SLOPE OF A LINE

Meaning of the Slope of a Line

Easy Hill Tough Hill

:.'
^ 8Om 8Om
It is more difficult to hike up Tough Hill than it is to hike up Easy
Hill. Tough Hill rises 40 m vertically over a horizontal distance of
588 Integrated Mathematics: Course I

80 m, whereas Easy Hill rises only 20 m vertically over the same hor-
izontal distance of 80 m. Therefore, Tough Hill is steeper than Easy
Hill. To compare the steepness of roads AB and D.E-, roads that lead up
the two hills, we compare their slopes.
The slope of road AB is the ratio of the change in vertical distance,
CB, to the change in horizontal distance, AC:

slope of road. AB
change in vertical distance, CB 20m 1
change in horizontal distance, AC 80m 4

Also:
change in vertical distance, FZ 40 m 1
slope of road, DE
change in horizontal distance, DF 80 m 2

Finding the Slope of a Line

To find the slope of the line determined
by the two points (2, 3) and (5, 8), write the
ratio of the difference in y-values to the dif-
ference in r-values. as follows:
difference in y-values
slope :
difference in r-values
8-3 5
5-2 3

Suppose we change the order of the

points in performing the computation. We
would then have:

slope : difference in v-values 3-8 -5 o

difference in r-values 2-5 -3 5

Observe that the result of both computations is the same. When we

compute the slope of a line that is determined by two points, it does
not matter which point is considered as the first point and which the
second.
Also, when we find the slope of a line using two points on the line,
it matter which two points on the line we use because all seg-
does not
ments of a line have the same slope as the line.
 The Goordinate Plane 589

For example, in the figure: v

slope of irt : -
vertical change
6
fY
(3.6)
horizontal change
: t:f, o, z

<_> vertical change

Vg 2l
slope of .RS 7
horizontal change o
lz:t x
-22 \
L -L.L,
33 n. -2)
G
I
ltt
l[a.:at"-
3

In general, the slope, rz, of a line

that passes through any two points
PJxu y) and Pz(xz, yz) when x1 * x.2 Pr{xr, Yzl
is the ratio of the difference of the
y-values of these points to the differ-
ence of the corresponding .r-values. Pt(xr, y,)
Thus:

, ,! difference in y-values
- ^
sropeoralrne:-
difference in x-values
€
slope of PrPz =m,=Az-Ut
rz-rr
The difference in r-values, x2 - xb can be represented by Ar, read
delta x. Similarly, the difference in y-values, lz - /1; car be represented
by Ay, read, delta y. Therefore, we write:
slopeof aline =*=A*
590 Integrated Mathematics: Gourse I

Positive Slopes
e
Examining AB from left to right and ob-
serving the path of a point from C to D, for
example, we see that the line is rising. As the
r-values increase, the y-values also increase.
Between point C and point D, the change in
y is 1, and the change in r is 2. Silge both Ay
and Ar are positive, the slope of AB must be
positive.
slope: *:U:Ax ,1
This example illustrates:
O PRINCIPLE 1. As a point moves from left to right along a
line that is rising, increases
y as r increases and the slope of the
line is positiue.

Negative Slopes
Now, examining dF from left to right and
observing the path of a point from C to D, we
see that the line is falling. As the r-values in-
crease, the y-values decrease. Between point
C and point D, the change in y is -2, and the
change in r is 3. Since Ay is negative and Ar
is positive, the slope of EF must be negative.
slope: *:LJ:=:-?
Lx33
This example illustrates:
O PRINCIPLE 2. As a point moves from left to right along a
line that is falling, y decreases as r increases and the slope of the
line is negatiae.

Zero Slope
<+
G.I{ is parallel to the r-axis. Consider a point
moving along & from left to right, for example,
from C to D: As the r-values increase, the y-values
are unchanged. Between point C and point D, the
change in y is 0, and the change in r is 3. Since
Ay is 0 and A.r is 3, the slope of ffi must be 0.
slope: *:o]:!:o
 The Coordinate Plane 591

This example illustrates:

O PRINCIPLE 3. If a line is parallel to the x-axis, its slope is 0.

No/a The slope of the r-axis itself is also 0.

No Slope
ifu i"parallel to the y-axis. Consider a point
moving upward along ifu, fo, example, from C to
D: The .r-values are unchanged, but the y-values -+
increase. Between point C and point D, the change i

in y is 3, and the change in r is 0. Since the slope

.-?.
of
av
LM : -t' :
3
and a number cannot be divided
O,
by 0, line ifulr^" no defined slope.

This example illustrates:

O PRINCIPLE 4. If a line is parallel to the y'axis, it has no

defined slope.
Nofe: The y-axis itself has no defined slope.

MODEL PROBLEMS

1. Find the slope of the line that is determined by the points (-2, 4)
and. (4,2).

Solution: Plot the points (-2, 4)

and (4, 2). Let the point (-2, 4) be
P1(x1, !r), and let the point (4, 2) be
P2(x2, l). Then, xr : -2, Y1 : 4 and
xz:4,lz:2. Pr(4'21

Av
slopeof Fir:"#::#
(D-@)
(4)- (-2)
2-4 -2 1
4+2 6 -5 Ans.
592 Integrated Mathematics: Course I

2. Through the point (2, -I), draw the line whose slone is
f.
How to Proceed Solution
(1) Graph the point A(2, -l).
Av
f 3
- : A;: t' wnen Y
(2) Since slope ,

changes 3, then r changes 2.

(3) Start at point A(2, -1) and
move 3 units upward and 2
units to the right to locate point
B. Start at B and repeat these
movements to locate point C.
(4) Draw a line that passes through
points A, B, and C.

KEEP IN MIND
A fundamental property of a straight line is that its slope is
constant. Therefore, any two points on a line may be used to com-
pute the slope of the line.

EXERCISES

In 1-6: a. Tell whether the line has a positive slope, a negative slope,
aslope of zero, ornoslope.b.Findtheslopeof theline. If thelinehas
no slope, indicate that fact.

2. 3. 4. D. 6.

In ?-15, plot both points, draw the line that they determine, and find
the slope of this line.
7. (0, 0) and (4, 4) 8. (0, 0) and (4, 8)
9. (0, 0) and (3, -6) 10. (1, 5) and (3, 9)
 The Coordinate Plane 593

tl. (7, 3) and (1, -1) 12. (-2, 4) and (0, 2)

13. (5, -2) and (7, -8) 14. (4,2) and (8,2)
15. (-1, 3) and (2, 3)

ln t6-24, draw a line with the given slope, rn, through the given
point.
16. (0, 0); m :2 17. (1, 3); rn : 3
18. (2, -5); m : 4 19. (-4,5);*:? J
20. (3, 1); m : O 2L. (-3, -4); m : -2
22. (1, -5); m = -t 2g. (2,4);*: -?2
24. (-2,3);m: -!
3

25. The points A(2, 4), B(8, 4), and C(5, 1) are the vertices of triangle
ABC. Find the slope of each side of triangle ABC.
26. The points A(3, -2), B(9, -2), C(7,4), and D(1, 4) are the vertices
of a quadrilateral.
a. Graph the points and draw quadrilateral ABCD.
b. What type of quadrilateral does ABCD appear to be?
c. Compute the slope of BC and the slope of AD.
d. What is true of the slope of BC and the slope of eO?
e. If two segments such as AD and BC, or two lines such as iD
and Ed are parallel, what appears to be true of their slopes?
f. Since AB and CD are parallel, what might be true of their
slopes?
g. Compute the slope of AB and the slope of DC.
h. Is the slope of AB equal to the slope of DC?

17-7 GRAPHING DIRECT VARIATION

Recall that when the ratio of two variables is a constant, the two
variables represent quantities that are directly proportional or that uary
directly. For example, if 3 cups of lemonade, y, can be made by using
1 cup of frozen concentrate, r, and y is directly proportional to r, then
the relationship can be expressed as:

!:s or y-3x
The constant of uariation is 3.
594 Integrated Mathematics: Course I

The equationl:3, or y : 3r, can be represented by a line in the

coordinate plane.

x 3x v
0 3(0) 0

1 3(1) 3

2 3(2) 6

.i 3(3) 9

In this example, the replacement set for r and for y is the set of
positive numbers and zero. Thus, the graph does not include points in
the third quadrant because the negative numbers are not members of
the replacement set for r and y.
If 0 cups of frozen concentrate are used, 0 cups of lemonade can be
made. Thus, the ordered pair (0, 0) is a member of the solution set of
I :3x.
Using any two points from the table above, for example, (0, 0) and
(1, 3), we can write:
Ay 3-0 3 ^
Ax 1-0 1 -
Thus, we see that the slope of the line is also the constant of variation.
Note that the units of measure for the lemonade and for the frozen
concentrate are the same, cups, and there is no unit of measure asso-
ciated with the ratio. In this example, no matter what unit of measure
is used to express the amounts of lemonade and frozen concentrate, as
long as the same unit is used for both, the ratio is atways f .

There are many applications of direct variation in lori.r"r. and sci-

ence. It is important to recognize how the choice of unit can affect the
constant of variation. For example, if a machine is used to pack boxes
of cereal in cartons, the rate at which the machine works can be ex-
pressed in cartons per minute or in cartons per second. If the machine
fills a carton every 6 seconds, it will fill 10 cartons in one minute. The
rate can be expressed as:
1 carton: 1 10 cartons
or -:-------;-----:- :
seconos -b
cartons/sec. 10 CartonS/min.
o I mrnute

-
 The Coordinate Ptane 595

Each of these rates can be represented by a graph, where the rate,

or constant of variation, is the slope of the line.

Cartons oer second Cartons oer minute

The legend of the graph must be clearly stated if the graph is to be

meaningful.

MODEL PROBLEM

The amount of flour needed to make a white sauce varies directly as

the amount of milk used. To make a white sauce, a chef used 2 cups
of flour and 8 cups of milk. Write an equation and draw the graph of
the relationship.
Solution:
Let x : the number of cups of milk.
Let y : the number of cups of flour.
z:?
x8 x
1

;x v
8y :2x
2 2 I
y:;x at
Itzt 2

I r+l
\t:-x1
"4
4
4'
1

J
6 tol
nl ,
596 Integrated Mathematics: Course I

EXERCISES
In 1-10, y varies directly as r. a. What is the constant of
variation? b. Write an equation for y in terms of r. c. Using an
appropriate scale, draw the graph of the equation written in part b.
d. What is the slope of the line drawn in part c?
1. The perimeter of a square (y) is 12 cm when the length of a side
of the square (r) is 3 cm.
2. Jeanne can type 90 words (y) in 2 minutes (r).
3. A printer can type 160 characters (y) in 10 seconds (r).
4. A cake recipe uses 2 cups of flour (y) to 1| cuns of sugar (r).
5. The length of a photograph (f) is 12 cm when the length of the
negative from which it is developed (r) is 1.2 cm.
6. There arc 20 slices (y) in 12 ounces of bread (r).
7. Three pounds of meat (y) will serve 15 people (r).
8. Twelve slices of cheese (l) weigh 8 ounces (r).
9. Willie averages 3 hits (y) for every 12 times at bat (r).
10. There are about 20 calories (y) in 3 crackers (r).
11. If a car travels at a constant rate of speed, the distance that it
travels varies directly as time. If a car travels 75 miles in 2.5
hours, it will travel 110 feet in 2.5 seconds.
a. Find the constant of variation in miles per hour.
b. Find the constant of variation in feet per second.

17.8 THE SLOPE AND Y.INTERCEPT OF A LINE

Figure 1 Figure 2 Figure 3

AJ Ay_g 4Y=:!
Axl=? = = -3
z
Ax- 2 Ax1
 The Coordinate Plane 597

Each of the preceding figures shows the line that is the graph of the
indicated equation. We can see that the slope of each line is the coef-
ficient of the r-term in the equation and that the y-intercept of each
line is t}ne constant that follows the r-term in the equation.

Equation s,"p"(*) y-intercept

In Fig. 1: y:2x+3 2 3

q
In Fig. 2: t =f,x + z 2
2

In Fig. 3: y=-3x-2 -3 -2
These examples illustrate the following general principle:
O If a linear equation is expressed in the form y = rnx + b, then
the slope of the line is m, the coefficient of x; the y-intercept is b,
the constant term.

The following general principle is also true:

O The equation of the line whose slope is nr and whose
y-intercept is 6 can be written in the form y = mx t b.

Since the slope of a line describes the slant of a line, it is reasonable

to believe that the following statements (which can be proved) are true:
1. If two lines are parallel, their slopes are equal.
2. If the slopes of two lines are equal, the lines are parallel.

These statements, a conditional and its converse, can be written as a

biconditional:
O Two lines are parallel if and only if their slopes are equal.

MODEL PROBLEMS
1. Find the slope and y-intercept of the line that is the graph of the
equation 4x * 2y :19.
How to Proceed Solutinn
(1) Tlansform the equation into an
equivalent equation of the form 4x + 2y : L0
y : rnx + b by solving for y in 2Y: -4x + l0
terms of r. !:-2x*5
598 Integrated Mathematics: Course I

(2) m (the coefficient of r) is the slope. sloPe : -2

(3) b (the constant term) is the
y-intercept. Y-intercePt : 5

Answer: slope : -2, y-intercept : 5

2. Write an equation of a line whose slope is i and whose y-intercept

is -4.
How to Proceed Solution
(1) Write the equation
Y:mtc+b. Y:mx+b
(2) Replace rn by the numerical m : slope : I
value of the slope; replace b p, -. ,_.^_^^--. _
: y-llt'€rcep[
by the numerical value of
= -4 A

the y-intercept. t : L, + (-4) or

t:i*-4 Ans'

EXERCISES

In 1-15, find the slope and y-intercept of the line that is the graph
of the equation.
l'Y:3r*1 2' Y: r - 3 3' :2*
Y
4. y:x -L y:tx+o
D. 6. Y:-2x*3
7- v: -3, 8. v: -z e. y:-f,x++
10. y-3x:7 11.2x+y:5 12.3Y:6r + 9
13.2Y:5x-4 14. L. * i: i, 15.4x-3y:Q
In 16-23, write an equation of the line whose slope and y-intercept
are respectively:
16. 2 andT L7. -1 and -B 18. 0 and -5 19. -B and 0
20. I and 1 2t. jand0 22. -] and 2 28. -f and 0
24. Write equations for three lines so that the slope of each line is 2.
25. Write equations for three lines so that the y-intercept of each line
is -4.
 The Goordinate Plane 599

26, What do the graphs of the equations y : 4x, y : 4tc + 2, and

I : 4x - 2 all have in common?
27. How are the graphs of y : mx + b affected when m is always
replaced by the same number and b is replaced by different num-
bers?
28. What do the lines that are the graphs of the equations y : 2x + t,
I : 3x * 1, and y : -4x + 1 all have in common?
29. How are the graphs of y : mx * b affected when b is always re-
placed by the same number and m is replaced by different num-
bers?
30. If two lines are parallel, how are their slopes related?
31. What will be true of two lines whose slopes are equal?

In 32-35, state whether or not the lines are parallel.

32. l:3x+2,y:3x-5 33. t:-2x-6,!:2x-rG
34. !:4x-8,y-4x:3 35. y:2x,2y-4x:9
36. Which of the following statements is true of the graph of the equa-
tion Y : -Bx?
(1) It is parallel to the r-axis. (2) It is parallel to the y-axis.
(3) Its slope is -3. (4) It does not have a y-intercept.
37. Which of the following statements is true of the graph of the equa-
tion y : 3r
(1) It is parallel to the r-axis. (2) It is parallel to the y-axis.
(3) It has no slope. (4) It goes through the origin.

17-9 GRAPHING A LINEAR EQUATION

IN TWO VARIABLES BY
THE SLOPE.INTERCEPT METHOD
The slope and y-intercept of a line can be used to draw the graph of
a linear equation.

MODEL PROBLEM

Draw the graph of 2x * 3y : I using the slope-intercept method.

How to Proceed Solution
(1) Transform the equation into the 2x+3Y:9
formY = mx 1b. 3Y:-2x+9
_,
v:=r+3
-3
600 Integrated Mathematics: Course I

: ;l_,
(2) Find the slope of the line (the
coefficient of r). slone
(3) Find the y-intercept of the line (the
constant). y-intercePt: 3

(4) On the y-axis, graph a Point A

whose ordinate is the y-intercept.

(5) Use the slope to find two more points

' AY
eslope:a":3,
Sinc, -2
on the line.
when y changes -2, x c};.anges 3. Start
at point A and move 2 units down
and 3 units to the right to locate
point B. Start at point B and repeat
this procedure to locate point C.
(6) Draw the line that passes through
the three points.
This line is the graph of
{(x, Y)l2x + 3Y : 9;'

EXERCISES

ln l-24, graph each equation using the slope-intercept method.

1. !:2x*'3 2'Y:2x-5 3. !:2x
4. !:x-2 5'Y:2x-2 6. Y:3x-2
7. Y:3x 8, y :5" 9. !: -2x
10. y :2rr + Z rr. y:f,,*-t t2. ! : -x,
3
 The Coordinate Plane 601

rs. r:|r t4. 4

Y--Er+D 15. !: -a* 3

18. y - 2x:8 17. 3x+y:4 18. 2y:4x+6

19.3Y:4x+9 20. 4x-y:3 21. 3x+4y:L2
22. 2x:3y * 6 23. 4xI3y:g 24. 2x-3y-6:0

17.10 WRITING AN EQUATION FOR A LINE

't : : ::": :
'

PROCEBURG; ,fo *rits tn eqrriiion,,for A,.,..line, deternqine its:::

slope and y-inteicept. then; uee the elop*intereept: forrrutal,
A i fiLX + O. . .,'::,:'. ,, . . :, ,' ':.:.

MODEL PROBLEMS

1. Write an equation of the line whose slope is 4, and that passes

through the point (3, 5).

How to Proceed Solution

(1) Intheequationofaliney: nxx + b,replace y:mfr+b
nz by the given slope, 4. !: 4x * b
(2) Since the given point (3, 5) is on the line, its
coordinates satisfy the equation y : 4x * b.
Replace r by 3 and y by 5. Solve the (5) : 4(3) + b
resulting equation to find the value of b, the 5 : L2 -f b
y-intercept. -7 = b
(3) In ! : 4x * b, rePlace b by -7. y=4x-7
Answer:!:4x-7

2. Write an equation of the line that passes through the points (2, 5)
and (4, 11).
How to Proceed Solution
(1) Find the slope of the line Let Pl be (2, 5). lxt : 2, Jr = 5l
that passes through the Let, P, be (4, 11,). lx2 : 4, tz = lll
two given points, (2, 5)
and (4, 1L). lz-lr
xz-xt
11 -5
m: T-: 6 ^
r: o
602 lntegrated Mathematics: Course I

(2)InY:mrc*b,rePlace Y:mx*b
nl by the slope, 3. y : 3x + b
(3) Select one point that is
on the line, for example,
(2, 5). Its coordinates
must satisfy the equation
t : 3x * b. Replace r by
2andyby5.
Solve the resulting
equation to find the (5): 3(2) + b
valueofb,the 5:6+b
y-intercept. -l : b
(4) In Y = 3x + b, rePlace b
by-l. !:1r-L
(5) Check whether the
coordinates of the second
point (4, 11) satisfy the 11 3 3(4) - 1
equation y : 3x - l. 11 : 11 (True)
Answer:l:3x-'-

EXERCISES

In 1-6, write an equation of the line that has the given slope, n,
and that passes through the given point.
1. m : 4)2; (1, 2. m : 2; (-3, 4) 3. m : -3; (-2, -L)
1-3-5
4. m: ,;(4,2) 5. rn : (0,0) 6. * : g; (-3,0)
7;
In7-L2, write an equation of the line that passes through the given
points.
7. (3,8)
(1,4); 8. (3, 1); (9,7) 9. (I,2); (10, 14)
10. (0, -1); (6,8) 11. (-2, -5);(-1, -2) 12. (0,0); (-3,5)
13. Write an equation of the line that is:
a. parallel to the line y : 2x - 4, and whose y-intercept is 7'
b. parallel to the line y - 3r : 6, and whose y-intercept is -2.
c. parallel to the line 2r + 3y : 12, and that passes through the
origin.
 The Coordinate Plane 603

14. Write an equation of the line that is:

a. parallel to the line y : 4x * 1, and that passes through the
point (2, B).
b. parallel to the line 2y
point (-2, 1).
- 6x : 9, and that passes through the
c. parallel to the line y : 4x * 3, and that has the same
y-intercept as the line y : Sr - B.
d. parallel to the line y : -i,*, and that has the same y-intercept
as the line 2y : 7x + 6.
15. A triangle is determined by the three points A(8, S), .8(6, 4), and
C(1'.- 1). Write the euuati$n of each line: *-
a. AB b. BC c. CA

17.11 GRAPHING A LINEAR INEQUALITY IN

TWO VARIABLES

_
when a line is graphed in the coordinate plane, the line is a plane
diaider because it separates the plane into two regions called, half-
planes. one of these regions is a half-plane above the line; the other is
a half-plane below the line.
Let us consider, for example, the horizontal line y : B as a plane
divider. The line I : 3 and the two half-pranes that ii forms determine
three sets of points:
1. The half-plane above the line
y : 3 is the set of all points i-j
whose y-coordinate is gTeater I
than 3, that is, y > 3. For exam-
ple, at point A, y : 5; at point
H;;:
i'"j -'r-? t
1

B,!:4.
2. The line y : 3 is the set of all
points whose y-coordinate is
equal to 3. For example, ! : B i-'"'1
iJ
-l
at each of the points (-4, g), i*--i.-

ii.
ii
^'.'
r"l'
'i

(0, 3), (6, 3). -"-t

I

3. The half-plane below the line ! : B is the set of all points whose
y-coordinate is less than B, that is, y < 3. For example, at point E,
Y : Ii at point F, ! : -2.
Together, the three sets of points form the entire plane.
604 Integrated Mathematics: Course I

To graph an inequality in the coordinate plane, use the following

procedure:

1. On the plane, represent the plane di-

vider, for examPll, ! : 3, bY a dashed
line to show that this divider does not
belong to the graph of the half-plane.

2. Shode the region of the half-plane whose

points satisfY the inequalitY. i
t*
To graph y > 3, shade the region i
-\s*-.
I

aboue the plane divider.

Graphofy)3

t
"4- ""4
t
t
-'4.

To graph y < 3, shade the region below

the plane divider.

Graph of f( 3

consider another example, where the plane divider is not a horizon-

tal line.
To graph the inequality y > 2x or y I 2x, use a dashed line to in-
dicate that the line ! :2x is not a part of the graph'This dashed line
acts as a boundary line for the half'plane being graphed'
 The Coordinate Plane 605

Graphofy>-2x Graphofy{2x
The graph of U > 2.r is the The graph of U < 2x is the
shaded half-plane above the shaded half-plane below the
line y : 2x. lt is the set of all line Y : 2x. lt is the set of all
points in which the y-coordinate points in which the y-coordinate
is greater than twice t};re is less than twice the .r-coordinate.
r-coordinate.

A condition involving both inequal-

ity and equality, such as y > 2r, means
y ) 2x or y - 2r. The graph is the
union of the two disjoint sets of points.
To indicate that y : 2x is part of the
graph of y - 2x, draw the graph of
! = 2x as a solid line. The region
above y : 2x is shaded to indicate
that y > 2x is part of the graph of
y>2x.

Graphofy)2x
In general:
O lVhen the equation of a line is written in the form y = ntx * b,
the half-plane above the line is the graph of U > mx * b and the
half-plane below the line is the graph of U < mx + b.

To check whether the correct half-plane has been chosen as the graph
of a linear inequality, select any point in that half-plane. If the selected
point satisfies the inequality, every point in that half-plane satisfies the
inequality. on the other hand, if the point chosen does not satisfy the
inequality, then the other half-plane is the graph of the inequality.
606 Integrated Mathematics: Course I

MODEL PROBLEMS
1. Graph the inequalitY Y - 2x > 2.

How to Proceed Solution

(1) Transform the sentence into one y-2x>2
having y as the left member. y>2x*2
(2) First graph the Plane divider,
I : 2x * 2, using a dashed line.
x 2x+2 v

-1 -2+2 0

0 0+2 2

1 2+2 4

(3) Shade the half-plane above the line.

This region and the line are the
required graph: the half-plane is the
graph of y - 2x > 2, and the line is
the graph of y - 2x : 2. Note that
the line is now drawn solid to show
that it is part of the graph.

(4) Check the solution. Choose any Select the point (0, 5)
point in the half-plane selected that is in the shaded
as the solution to see whether it region.
satisfies the original inequality - 2x > 2 y
y-2x>2. 6)-2(0)>2 (?)
5>2 (True)
The above graph is the graph of {(r, rDly - 2x > 2\'

2. Graph each of the following sentences in the coordinate plane:

a.x>l b.r<1 c.y> 1 d.y<
Solution

a.x)l b.x(1 c.y)l d.y(1

 The Coordinate Plane 607

EXERCISES

In 1-6, transform the sentence into one whose left member is y.

1. y-2x>0 2.5x>2y 3. y-x> 3
4. 2x*y<0 5.3x-y>4 6. 4y-3x <12
ln7-27, graph the sentence in the coordinate plane.
7. x>4 8.x<-2 g.y>b
10. y< -3 11. x>6 12.y<0
13. y>4x 14. y<3x lE. ylx-2
16.y>-)x+3 17. x+y<4 18. x*y>4
19. tc+y < -g 2O.y-rc>5 2l.x-y<-1
22. x-2y<4 23.2x-ry-4<0 24. y-x, +6>0
25.2y-6x>0 26.3x*4y<0 27.2x-By>6
In 28-30, graph the indicated set.
28. {(x, y)ly . 3r} 29. l(x, y)lx + y - 4} 90. t@, y)lx - 2y - 4}

In 31-33: a. write the verbal sentence as an open sentence. b. Graph

the open sentence in the coordinate plane.
31. The ordinate of a point is equal to or greater thanB more than
the abscissa.
32. The sum of the abscissa and ordinate of a point is less than or
equal to 5.
33. The ordinate of a point decreased by three times the abscissa is
greater than or equal to 2.

17.12 COORDINATES AND TRANSFORMATIONS

Reflection in the Y-Axis
In the figure, AABC is reflected in the
y-axis. Its image under the reflection is
AA'B'C'. From the figure, we see that:
A(L,2) - A'(-L,2)
B(3,4) - B'(-3,4)
C(1, 5) - C(-1, 5)
608 Integrated Mathematlcs: Course I

For each point and its image under a reflection in the y-axis, the
y-coordinat" of th" image is the same as the y-coordinate of the point;
ihe r-coordinate of the image is the opposite of the r-coordinate of the
point.
Erom these examples, we form a general rule:
O Under a reflection in the y'axis, the image of P(.r' y) is
P'(-x, y),

Reflection in the X-Axis

In the figure, LABC is reflected in the r-axis.
Its image under the reflection is LA'B"C'.
From the figure, we see that:
A(1,2)--+ ["(1, -2)
B(3,4) - B'(3, -4)
C(1, 5) --+ f,"(1, -5)

For each point and its image under a reflec-

tion in the r-axis, the r-coordinate of the image
is the same as the r-coordinate of the point; the
y-coordinate of the image is the opposite of the
y-coordinate of the point.

From these examples, we form a general rule:

O Under a reflection in the r-axis, the image of P(x, y) is
P,(x, -y).

Translation
A,ABC is translated bY
In the figure,
moving every point to the right 4 units
and down 5 units. From the figure, we
see that:
A(1,2)--+ A*(5, -3)
B(3,4) - B-(7, -]-)
C(1,5) - C"'(5,0)
 The Coordinate Plane 609

For each point and its image under a translation that moves every
point 4 units to the right (+4) and b units down (-b), the r-coordinate
of the image is 4 more than the r-coordinate of the point (r + x, + 4);
the y-coordinate of the image is b less than the y-coordinate of the point
1r'.y-5).
From this example, we form a general rule:
O under a translation of o units in the horizontal direction
and D units in the vertical direction, the image of p(x, y) is
P'(x + a,U + b).

MODEL PROBLEMS

1. On graph paper: a. Plot A(8, -1). b. plot A', the image of A under
a reflection in the y-axis, and write its coordinates. c. plot A,, the
,
image ofA under a reflection in the .r-axis, and write its coordi-
nates. d. Plot A"', t].'e image of A under a translation of 2 units
to the left and 3 units up, and write its coordinates.

Solution:

a.-b. d.

A --+ A' A --r A" A --r A-

(3, -1) --+ (-3, -1) (3, -1) --+ (3,1) (3, - 1) --+ (1, 2l

2. The graph of rectangle ABCD is "rT3

shown. i j i
a. Write an equation of each line of
symmetry of rectangle ABCD.
b. Write the
coordinates of the point
of symmetry of rectangle ABCD.
610 Integrated Mathematics: Course I

Solution:
a. Equations of the lines of symme-
tryarex:2 andY: -1.
b. The point of symmetry is (2, -1).

EXERCISES

Use graph paper for these exercises.

In 1-5, graph each point and its image under a reflection in the
y-axis. Write the coordinates of the image point.
1. (3, 5) 2. (1, 4) 3. (2, -3) 4. (-2,3) 5. (-1, o)

In 6-10, graph each point and its image under a reflection in the
r-axis. Write the coordinates of the image point.
6. (2, 5) 7. (1, 3) 8. (-2,3) 9. (2, -4) r0. (0,2)
In 11-15, graph each point and its image under a translation of +2
units in the horizontal direction and *3 units in the vertical direction.
Write the coordinates of the image point.
11. (2, 5) 12. (1, 3) 13. (-2, 3) 14. (2, -4) 15. (0,2)
16. a. Draw rectangle PQES whose vertices are P(-5, -2), Q(5, -2),
R(5,2), and S(-5, 2).
b. What two lines are lines of symmetry for the rectangle?
17. a. Draw rectangle ABCD whose vertices ate A(2, 0), B(2, 5),
C(4,5), and D(4, 0).
b. Draw the lines that are axes of symmetry for the rectangle, and
write equations of the axes of symmetry.
18. a. Draw LABC whose vertices are A(1, l-), B(5, 1), and C(3' 8)'
b. Draw the line of symmetry for the triangle, and write an equa-
tion for the line of sYmmetrY.
19. a. Drawrectangle LMNO whosevertices areU0, -4),M(-3, -4),
N(-3,0), and O(0,0)'
b. Write equations for two Iines of symmetry of the rectangle'
c. write the coordinates of the point of symmetry of the rectangle.
 The Coordinate Plane 611

20. a. Draw quadrilateral RSTU whose vertices are R(1, 1), S(6, 1),
T(7, 3), and U(2, 3).
b. Does .RS?U have line symmetry? If so, write an equation of any
line of symmetry.
c. Does .RS?U have point symmetry? If so, write the coordinates
of the point of symmetry.

17.13 GRAPHS INVOLVING ABSOLUTE VALUE

To draw the graph of the equation y : lxl, we can choose values of
r and, then, find the corresponding values of y.
Consider the possible choices for r, and the resulting y values:
(1) Choose .r : 0.
Since the absolute value of 0 is 0, y will be 0.
(2) Choose r as any positive number.
Since the absolute value of any positive number is that posi-
tive number, y will have the same value as r. For example, if
r:5, theny: l5l :5.
(3) Choose r as any negative number.
Since the absolute value of any negative number is positive, y
will have the opposite value of r. For example, if x : -3, then
y:l-31 :3.
Thus, we conclude that r can be 0, positive, or negative, but y will only
be 0 or positive.
Here is a table of values and the corresponding graph:

x lxl v

-b | -51 D

-3 | -31 3
-1 l-11 1
0 l0l 0
1 l1l 1
3 l3l 3
o l5l D
612 Integrated Mathematics: Course I

Notice that for positive values of r, the graph of y : lrl is the same
as the graph of y : r. For negative values of .r, the graph of y : lrl is
the same as the graph of y : -*.

Y:x v: lxl

MODEL PROBLEMS

1. Draw the graph of y : lxl + Z.

How to Proceed Solution
(1) Make a table of values. x lxl +2 v

-4 l-41 + 2 6
-2 l-21 + 2 4
-1 l-11 + 2 3
0 l0l +2 2
1 l1l +2 3
3 l3l +2 5
oI
5 l5l+2
(2) Plot the points. T

(3) Draw rays connecting

r-{:
the points that were
graphed.

y=lxl+2
 The Coordinate Plane 613

2, Draw the graph of lrl + lyl : g.

Solution
By the definition of absolute value,
ltl : l-.rl and lyl : l-yl.
Since (1, 2) is a solution, (-I, 2),
(L, -2) and (-1, -2) arc solutions.
Since (2, 1) is a solution, (-2, I),
(2, -l) and (-2, -1) are solutions. x
Since (0, 3) is a solution, (0, -B) is a (
solution.
Since (3, 0) is a solution, (-3, 0) is a
solution.
PIot these points that are solutions,
and draw the line segments joining lxl + lvl:3
them.

EXERCISES

In 1-9, graph the equation.

1.y:lrl -1 2. y: lrl +3 3.y:lr-11
4. y: lr+31 6. y:zlxl 8.Y:2lx'l+t
7. lrl +;y1 :5 8. lxl+21y1 :7 9. lyl :lrl
10. a. Draw the graph of lrl + lyl : +,
b. Write the equations of two lines of symmetry for the graph
drawn in part a.

17-14 REVIEW EXERCISES

l. What is the slope of the graph of y : -2x + 5?

2. Solve the equation for y in terms of x:3x - 2y : 12.
3. Write an equation of the line whose slope is - 1 and whose
y-intercept is 7.
4. What is the slope of the line that passes through the points (4, 5)
and (6, 1)?
614 Integrated ilathematlcs: Gourse I

In 5-10, graph the equation or inequality.

5. y:-x*2 6. y=3 7. y :2,
8. x12y:$ 9. y-x>2 f0. 2x-y>4
In 11-14, refer to the coordinate graph.
11. What is the slope of line fr?
12. What is the y-intercept of line fr?
13. What is the equation of line m? f,
x
14. Write an equation of the line that is parallel
to line ,t and passes through the origin.

15. If the point (d, 3) lies on the graph of 3r - ! : 9, find the value
of d.

In 16-21, select the numeral preceding the correct answer.

16. Which point does not lie on the graph of 3r - y : 9?
(1) (1, -6) (2) (2,3) (3) (3, 0) (4) (0, -9)
17, Which ordered pair is in the solution set of y < 2x - 4?
(1) (0, -5) (2) (2,0) (3) (3, 3)
(4) (0, 2)
18. Which equation has a graph parallel to the graph of y : 5x - 2?
(1) y : -5.r (2) y : 5.r + 3 (3) y : -2x (4) y : 2r - 5
19. The graph of 2x + y : 8 intersects the r-axis at
(1) (0, 8) (2) (8, 0) (3) (0, 4) (4) (4, 0)
20. What is the slope of the graph of the equation I = 4?
(1) 1 (2) 0 (3) -4 (4) 4
21. In which ordered pair is the abscissa 3 more than the ordinate?
(1) (1, 4) (2) (1, 3) (3) (3, 1) (4) (4, t)
22. a. Plot the points A(5, -Z), B(3, 3), C(-3, 3), and D(-5, -2).
b. Draw the polygon ABCD.
c. What kind of polygon is ABCD?
d. Find DA and. BC.
e. Find the Iength of the altitude from C to DA.
f. Find the area of ABCD.
g. Write an equation for the line of symmetry of ABCD.

ln23-25, graph each equation.

23.y:lx-21 24.y:lrl -2 25. lxl+21y1 :6
 chapter 18
Systems of Linear
Open Sentences in
Two Variables

18-1 GRAPHIC SOLUTION OF A SYSTEM OF

LINEAR EQUATIONS IN TWO VARIABLES
Consistent Equations
Consider the problem of finding two numbers whose sum is 4 and
whose difference is 2. Let us see whether we have enough information
to find the numbers.
Let r: the larger number. Let y : the smaller number.
Since the sum of the numbers is 4, x * y : 4.
Since the difference of the numbers is 2, x - ! : 2,
The two equations impose two conditions on the variables at the same
time. The two equations are called a sgstem of simultoneous equotiona.
A solution of a system of simultaneous equations in two variables
is an ordered pair of numbers that satisfies both equations. The set of
all solutions of the system is called t}re solutinn set of the system.

The graph of a linear equation in two vari-

ables is a line. The graphs of r * t : 4 and
x - y : 2 in a coordinate plane, using the same
set of axes, are shown at the right. The coordi-
nates ofthe point ofintersection (3, 1) satisfy the
equations of both lines.

615
616 Integrated Mathematics: Course I

x I y:AILetx:3,/: 1.1 x-y:2lLetx:3,y:1.]

3 +tL4 3-LL2
4 :4 (T!ue) 2 : 2 (True)
There is no other ordered pair that satisfies both equations because
there is no point other than the point (3, 1) that lies on both graphs.
Hence, the ordered pair (3, 1) is the solution of the system and {(3, 1)}
is the solution set of the system.
Therefore, the larger number is 3 and the smaller number is 1.

When a pair of lines is graphed in the same coordinate plane on the

same set of axes, one and only one of the following three possibilities
can occur. The pair of lines will:
f . intersect in one point and have one ordered number pair in common;
or
2. be parallel and have no ordered number pairs in common; or
3. coincide, that is, be the same line with an infinite number of ordered
number pairs in common.
a system of linear equations such as x + y : 4 and x - y : 2 has
If
one common solution, it is called a sgstern of eonsistent equations.

Inconsistent Equations
Sometimes, when two linear equations are
graphed in a coordinate plane using the same set
of axes, the lines are parallel and fail to intersect,
as inthe case of x + y : 2 and x + y : 4. There
is no common solution for the system of equations
x + y: 2 and x + y : 4.It is obvious that there
can be no ordered number pair (r, y) such that the
sum of those numbers, r * y, is both 2 and 4.
Since the solution set of the system has no members,
)

o
s s \
x

it is the empty set.

Ifa system oflinear equations such as ,c + y :2
and .r * I : 4 has no common solution, it is called a system of incon-
siatent equationt. The graphs of two inconsistent linear equations are
lines that have equal slopes or lines that have no slopes. Such lines will
be parallel.
 Systems of Llnear Open Sentences in Two Variables 617

Dependent Equations
Sometimes, when two linear equations are
graphed in a coordinate plane using the same set
of axes, they turn out to be the same line; that is,
they coincide. This happens in the case ofthe equa-
tions r + y : 2 and 2x * 2y : 4. Every one of
the infinite number of solutions of r + y : 2 is
also a solution of 2x * 2y : +. Thus, we see that
2x + 2y:4 and rc + y :2 are equivalent equa-
tions with identical solutions. Note that when
both members of the equation 2x * 2y = 4 are
divided by 2, the result is r * I : 2.

If a system of two linear equations, for example .r + y : 2 and.

2x + 2y : 4, is such that every solution of one of the equations is also
a solution of the other, it is called a system of depend.ent equations.
The graphs of two dependent linear equations are the same line.

*,.i.u *..jm..iiudai equitions srirrt+*r#I.,.....',.1.1.

...i.i.l.iuoffiuuHEiti.r-.:$*.le#+a

., '2' 'eraih,fho,other,equation using the same set of ccordinate o*..,.,,,

8. Find'the,co.mrndn,solution, that is, the ordered nurnler pair as:;:,i
....,'.i...:....l:.l.l..:
4ru1..wiffi.,ffiE1$oi$t.i..ofiii *r on.of the.tw .lsfailh$l..i.I .i
.i'i.j'.ii..

:iqlations, arq not, consiStant, the graphs of the linee will :not:

,,,,,a: Check the.,ptuiion,by vbrifyiing that the ordered par satisfres ,,

KEEP IN MI ND
The solution set of a system of two linear equations is the inter-
section of the solution sets of the individual equations.
618 Integrated Mathematics: Course I

MODEL PROBLEM

Solve graphically and check: 2x + y : g

y-x:2
Solution:
(1) Graph 2x + y : 8, or y : -2x + 8.
x -2x+8 v
1 -2(1) + 8 6

3 -2(3) + 8 2

4 -2(4) + 8 0

(2) Graph y - x: 2,or y : x+ 2.

x x+2 v
0 0+2 2

I l+2 3

2 2+2 4

(3) Read the coordinates of the point of intersection P(2, 4).

(4) Check: (x : 2, y: 4)

2x*y:g y-x:2
2(2)+4Lg 4-2L2
8: 8 (True) 2: 2 (Tyue)

Answer: The common solution is (2, 4). The solution set is {Q,4)1.

EXERCISES

In 1-30, solve the systems of equations graphically. Check.

l' Y :2* 2. Y:x*4 3. y:-2x*3
!:3x-3 Y:2x+5 Y:lx+3
 Systems ol Linear Open Sentences in Two Variables 619

4. x*y:'7 5. x.*Y:!' 6. x+y:-4

x-y:l x-y:o x-y:6
7. xty:1 8.y:2x*l 9. x-y:4
r*3Y=$ x*2Y:'l x*2Y:lQ
10. tc+2y=L7 ll. Y:34 L2, 1c*3y:$
!:2x+l zrc+Y:10 r:3
13. y-x:-2 14. 3x I y:6 15.4x-y:g
x-2Y:4 l:3 2x+Y:L2
16. Y:2xI4 17. x1'y=$ 18. y-3x:12
x:y_5 2x-y--9 J: -3
19.2x-y:-1 20.3x*y--g 21. x:3
a:yr1 x*3Y: -11 l:4
22. y: ir - t 23.3x+y:t3 24. r:0
2x-Y:g x*'6Y:-7 l:_5
25.2y:y*9 26. 5x - 3y :9 27. r:0
6r+3Y:15 5Y:13-r l:0
28. x+y*2:0 29. y -f 2x-l6 : 0 30. 7x - 4y * 7 : 0
x:y_g !:2x 3x-5y*3:0
In 31-36, graph both equations. Determine whether the system is
consistent, inconsistent, or dependent.
31.x*y:t 32. xly:5 33.y:2x*l
x+Y:3 2x*2Y:19 Y:3x+3
34.2x-y:1 35. y -3x=2 36. x*4Y:$
2Y:4x-2 ' Y:3x-2 x:2
37. Are there any ordered number pairs that satisfy both equations
2x*y:7and2x:5-y?
Are there any ordered number pairs that satisfy the equation
y - x: 4 but which do not satisfy the equation2y :8 + 2x?

ln 39-42: a. Write a system of two first-degree equations involving

the two variables r and y that represent the conditions stated in the
problem. b. Solve the system graphically.
39. The sum of two numbers is 8. Their diference is 2. Find the
numbers.
620 Integrated Mathematics: Course I

40. The sum of two numbers is 3. The larger number is 5 more than
the smaller number. Find the numbers.
41. The perimeter of a rectangle is 12 meters. Its length is twice its
width. Find the dimensions of the rectangle.
42. The perimeter of a rectangle is 14 centimeters. Its length is 3 cen-
timeters more than its width. Find the length and the width.

18.2 ALGEBRAIC SOLUTION OF A SYSTEM OF

SIMULTANEOUS LINEAR EQUATIONS
BY USING ADDITION
In the previous section, graphs were used to find solutions of systems
of simultaneous equations. Since most of the solutions were integers,
the values of r and y were easily read
from the graphs. This is not always pos-
sible, as shown below.
The graphs of the system of equations
2x - y : 2 and, x + y : 2 areshown at
the right. The solution of this system of
equations is not a pair of integers. We
could approximate the solution and de-
termine if our approximation is correct
by checking. However, there are other,
more direct methods of solution.
Algebraic methods can be used to
solve a system of linear equations in two
variables. Solutions by these methods often take less time and lead to
more accurate results than the graphic method previously used.
Systems of equations that have the same solution set are called
equioalent sustetns. For example, the following two systems are equiv-
alent systems since they have the same solution *r, [(3, 3)]
System A System B

x*Y:l 4
J

2x-y:2 2
a

To solve a system of linear equations such as System A, whose so-

lution set is not obvious, we transform it into an equivalent system
 Systems of Linear Open Sentences in Two Variables 621

such as System B, whose solution set is obvious. To do this, we make

use of the properties of equality.
(1) The coefficients of y in the two equations are ad- 2x - y : 2
ditive inverses. Therefore, adding the equations x I y :2
will result in an equation in one variable. Bx -4
(2) Solve the resulting equation for r. 4
*:3
(3) Replace r by its value in either of the given equa- xclY:l
tions. 4^
-^lY:z
.t

(4) Solve the resulting equation for y. _! : _4

33
2
lt:-

(5) Check. Substitute

f,n, *attaf fo"r 2x-y:2 x* y:l
in and z(!\ -? ! +? L- Z-
'\3) - 3:Z 'z
each of the given equations,
3 3
show that these values make the
givenequationstrue. 3-3=z f,z-z
9i
3-- z '";"3,
2:2
GYue)

MODEL PROBLEMS

l. Solve the system of equations and check: r * 3y : l$

x*y:5
How to Proceed Solution
(1) The coefficients of the variable r are the * 3y : l$
.r tAl
same in both equations. Therefore, write + y: 5
.r tBl
an equation equivalent to equation tBl by
multiplying both members of equation [B] r + 3y : 13
by -1.Now, the coefficients of r are ad- -x - y: -5
ditive inverses. Add the two equations so 2y : 8
the resulting equation involves one vari-
able, y.
(2) Solve the resulting equation for the vari- 4
able, y.
622 Integrated Mathematics: Course I

(3) Replace y by its value in any equation x + y - 5 tBl

involvingbothvariables. x*4: 5
(4) Solve the resulting equation for the x : 1
remaining variable, .r.
(5) Check: Substitute 1 for r and 4 for y in each of the given equa-
tions to verify that the resulting sentences are true.
r*3Y:l$ x1'Y:$
1+3(4)313 L+4L5
13:13 (T!ue) 5:5 (True)
Answer: Since.r : 1 and ! : 4, the solution is (1, 4), or the solution
set is {(1, 4)}.

2. Solve the system of equations and check: 5a * b : 13

4a-3b:L8
How to Proceed Solution
(1) Multiply both members of equation tAlby 5a -t b : 13 tAl
3. This yields an equivalent equation [CJ 4a - 3b : L8 tBl
in which the coefficient of b is the addi- 15o + 3b : 39 [C]
tive inverse of the coefficient of b in equa-
tion [B].
(2) Add the corresponding members of equa- l9a : 57
tions [B] and [C] to eliminate the vari-
able b.
(3) Solve the resulting equation for the vari- a : 3
able o.
(4) Replace o by its value in any equation 5o * b : 13 tA l
involving both variables. 5(3)+b: 13
(5) Solve the resulting equation for the 15 + b : 13
remaining variable, b. b : -2
(6) Check: Substitute 3 for a and -2 for b in each of the given equa-
tions to verify that the resulting sentences are true. This is left
to the student.
Answer: Since o : 3 and b : -2, (a, b) : (3, -Z), or the solution
set is {(3, -2)}.
 Systems ol Linear Open Sentences in Two Variables 623

3. Solve the system of equations and check: 7x : 5 - 2y

3Y :16 - 2x

How to Proceed Solution

(1) Tlansform each of the given 7x : 5 - Zy Lll
equations [A] and [B] into equiv- 3y : 1,6 - 2x lBl
alent equations [C] and [D] in 'l x * 2y : 5 tcl
which the terms containing the 2x + 3y : 16 tDl
variables appear on one side and
the constant appears on the
other side.
(2) To eliminate y, multiply both 2lx + 6y : 15 IEI
members of equation [C] by 3; -4x - 6y : -32 tF' l
multiply both members of equa-
tion [D] by -2.In the resulting
equivalent equations tEl and
[F ], the coefficients of y are ad-
ditive inverses.
(3) Add the members of equation lIx : -t7
[F] to the corresponding mem-
bers of equation [E ] to elimi-
nate the variable y.
(4) Solve the resulting equation for I : -1
the variable r.
(5) Replace r by its value in any 3y : 16 - 2x lBl
equation containing both vari- 3y : t6 - 2(-l)
ables.
(6) Solve the resulting equation for 3y :76 + 2
the remaining variable y. 3y : 18
l:6
(7) Check: Substitute -1 for r and 6 for y in each of the given equa-
tion to verify that the resulting sentences are true. This is left
to the student.

Answer: Since.r : -1 and ! : 6, the solution is (-1,6), or the

solution set is {(-1, 6)}.
624 Integrated Mathematics: Course I

EXERCISES

In 1 and 2, state which of the given ordered pairs is the solution of

the system of equations.

1. Jc*y:$ (2,3) (3,

x-y:-I (2, -3) -2) (3,2)

2. 6x + 2y:14 (1,2) (1, 4) (2, t) (4, -2)

3x+2Y:g

ln 3-47, solve each system of equations by using addition to elimi-

nate one of the variables. Check.
3. x + y:12 4.o*b:13 D. r*s:-6
x-y:4 a-b:5 r-s=-10
6.3.r+y=16 't. c-2d:L4 8. x+Y:L0
2x+Y:lL c+3d:9 x-y:o
9. a-4b --8 10. x+2Y:$ ll. 8a+5b:9
a-2b:0 x-2Y:!, 2a-5b--4
12. 4x * 5y :23 13. -2rn -t 4n : L3 t4. 3a-b:3
4x-Y:5 6m*4n:9 a*3b:IL
15. 3r * s:6 16. 4x-Y:19 t7. 5m*3n:14
r*3s:10 2x*3y:t2 Zrn*n:6
18.2c-d:-l 19. 2rnln:12 20. r-3s:-11
cISd:L7 m*2n:9 3r*s:17
21. a * 3b:4 22. 3x + 4y :26 23. 5r*8y:l
2a-b:L r-3Y:Q 3x+4y:-1
24. x-y=-l 25. 5a-2b:3 26. 5x-2y:)g
3x-2Y:3 2a-b:0 2x + 3y :27
27. 2x - Y:26 28. 2x+3y:6 29. 5r - 2s:8
3x-2Y:{2 3r+5y:15 3r-7s:-1
30. 3x+7y- -2 31. 4r*3y:-1 32. 4a-6b:!5
2x+3y - -3 5x+4y:1 6a - 4b: L0
33. 5y * x: -8 34. x*Y:{ 35. 2x+y:17
x:7 y:x 5x:25 * y
36.5r*3s:30 37. 6r : s 38. 3a-7:7b
2r:12-3s 5r:2s-L4 4a:3b I 22
 Systems of Linear Open Sentences in Two Variables 625

39. 3x - 4y :2 40.3x+5(y+2):L41. |r + ]r: ro

x:2(7 -y) 8v : -3r
i. -ir: n

42.
|"+f,u:a 43. c-2d:l 44. 2a:3b
2rc+5d:26
Z"-tu:-4 'u"-f,t:z
45. .04x+.06y:26 46. .03r+.05y:17 47. .03r:.06y+9
x+Y:500 x+Y:400 x+Y:600

18.3 ALGEBRAIC SOLUTION OF A SYSTEM OF

SIMULTANEOUS LINEAR EOUATIONS
BY USING SUBSTITUTION
Another algebraic method, called the substitution method, can be
used to eliminate one of the variables when solving a system of equa-
tions. When we use this method, we apply the substitution principle to
transform one of the equations of the system into an equivalent equa-
tion that involves onlv one variable.

MODEL PROBLEMS

1. Solve the system of equations and check: 4x * 3y : 27

!:2x-t
How to Proceed Solution
(1) In equation [B], both y and 4x+3Y:27 tAl
2x - | name the same num- !=2x- 1 tBl
ber. Therefore, eliminate y in 4x+3(2x-l):27
equation [A J by replacingywith
2x-1.
(2) Solve the resulting equation 4x*6x-3:27
for r. 10r - 3 :27
10r: 30
x:3
(3) Replace r with its value in any !:2x-t tBl
equation involving both vari- Y:2(3)-t
ables.
626 Integrated Mathematics: Course I

(4) Solve the resulting equation !:6-l

for y. !:5
(5) Check: Substitute 3 for r and 5 for y in each of the given equa-
tions to verify that the resulting sentences are true.
4x4-3Y:17 !:2x-l
4(3)+3('5)L27 532(3)-1
L2+t5L27 b16-1
27:27 (True) 5:5 (True)
Answer: Since r : 3 and ! : 5, the solution is (3, 5), or the solution
set is {(3, 5)}.

2. Solve the system of equations and check: 3x - 4y : ZA

x*2Y:l
How to Proceed Solution
(1) Transform one ofthe equations 3x - 4Y :16 tAl
into an equivalent equation in x+2Y:l tBl
which one of the variables is ex- x:2 - 2y tCl
pressed in terms of the other. In
equation [B], solve for r in terms
of y, to obtain equation [CJ.
(2) Eliminate r in equation [A J 3(2-2y)-4y:26
by replacing it with 2 - 2y,
the expression for r in equa-
tion [C].
(3) Solve the resulting equation 6-6y-4y:26
for y. 6-tOY:N6
-10Y :29
l:_2
(4) Replace y by its value in any x:2-2y IC)
equation involving both vari- x:2-2(-2)
ables.
(5) Solve the resulting equation x:2+4
for .r. x:6
(6) Check: Substitute 6 for r and -2 for y in each of the given equa-
tions to verify that the resulting sentences are true. This is left
to the student.
Answer: Since r : 6 and y : -2, the solution is (6, -2), or the
solution set is {(6, -2)}.
 Systems of Linear Open Sentences in Two Variables 627

EXERCISES

In 1-18, solve each system of equations by using substitution to elim-

inate one of the variables. Check.
l. y:, 2. x:! 3. !:2x
x+Y:L4 5x-4Y= -2 Jc+Y:2L
4. x: 4y 5. a: -2b 6. r:-3s
2x + 3y :12 5q.-3b: 13 3r*4s:-10
'1.
Y:x+t 8. x,:y-2 9. Y=x+3
x+Y:9 x+Y:t8 3x+2y=26
10. Y:2x+l It. a:3b+t 12. a+b:lt
x*Y:f 5b-2a:L 3a-2b:8
13. 3m-2n:Lt 14. a-2b:-2 15. 7x - 3y: )3
rn*2n:9 2a-b:5 x+2Y:l$
16. 2x : 3y 17. 4Y: -gx 18. 2x*3Y:7
4x - 3Y :12 5x+8Y:4 4x-5y=l$
In 19-33, solve each system of equations by using an algebraic
method that seems convenient. Check.
19. Y:3a 20. s*r:0 21.3q.-b:LB
y-x:18 r-s:6 2a+3b:16
22. m I 2n:14 23. x: y 24. y:x-2
3n-tm:18 4x-5Y:-2 3x-Y:16
25. -2c: d 26. 3r + 8Y: 16 27. y :3*
6c+5d:-12 5x + IOY :25 11.
;,t+;y:rr
28, -'UU: + 29. 3(y - 6) : 2x 30. x+Y:300
" 3r+5Y:11 .25x*.75Y:L95
3
Ea+o:Lo
31.3d:L3-2c
3c+d :6
92. 3x:4y
3r+8=3y-1
ss.
t*#:t
b a-b
2
i- 2 :"
628 Integrated Mathematics: Course I

18-4 soLvrNG BY usrNc

"=fiF8t lHffti=Jgs
You have previously learned how to solve word problems using one
variable. Frequently, a problem can be solved more easily by using two
variables rather than one variable. This is done in the solutions of the
problems that follow.

',,....:
., 'PHOCEoURE, To solve word problenrs by using a:system of two
equationeinvolviugtwovariables:'..
1. Use t\Bo diferent varinbles to represent the ttifferent unknown

, r2,.'.Translate truo'ielatioGhipe'iu the prob'lgltl into a sy*tcmof,two ,'

$, Solve the systera of equations to determine- the answsr{s) to the

r'l ,, prsbled: ,
,

i4. Check the answe*rl i" the'originattwora nrobiem.

:.

Number Problems
The sum of two numbers is 10. Three times the larger decreased by
twice the smaller is 15. Find the numbers.
How to Proceed Solution
(1) Represent the two different Let r: the larger number.
unknown quantities by two dif- Let y : the smaller number.
ferent variables.
(2) Tlanslate two given relation- The sum of two numbers is 10.
ships in the problem into a )c + y : 10 [A]
system of two equations' Three times the larger decreased
bv twice th"_"ff,]"i;t?

(3) Solve the system of equations. lc+ J : 10 tAl

In equation [A], multiply both 3x - 2y : l$ tBl
members by 2. Then, add the 2x + 2y = 20
members of the resulting Ex : 85
equation to the corresponding
members of equation [B].
 Systems of Linear Open Sentences in Two Variables 629
(4) Solve the resulting equation xc : 7
for r.
(5) Replace r with its value in any x+y : l0 tAl
equation involving both vari- 7+y :19
ables.
(6) Solve the resulting equation I : 3
for y.

Check: The sum of the larger number 7 and the smaller number 3
is 10. Three times the larger decreased by twice the smaller,
(3 ' 7) - Q ' 3), equals 2l - 6, or 15'

Answer: The larger number is 7; the smaller number is 3.

EXERCISES

In 1-?, solve the problem algebraically, using two variables'

1. The sum of two numbers is 36. Their difference is 24. Find the num'
bers.
2. The sum of two numbers is 77. The larger number is 3 more than
the smaller number. Find the numbers.
3. The sum of two numbers is 104. The larger number is 1 less than
twice the smaller number. Find the numbers.
4. The difference between two numbers is 34. The larger exceeds 3
times the smaller by 4. Find the numbers.
5. If 5 times the smaller of two numbers is subtracted from twice the
larger, the result is 16. If the larger is increased by 3 tirnes the
smaller, the result is 63. Find the numbers.
6. One number is 15 larger than another. The sum of twice the larger
and three times the smaller is 180. Find the numbers.
7. The sum of two numbers is 900. When 4Vo of the larger is added to
7Vo of the smaller. the sum is 48. Find the numbers.

Business Problems
The owner of a men's clothing store bought 6 belts and 8 hats for
$140. A week later, at the same prices, he bought 9 belts and 6 hats
for $132. Find the price of a belt and the price of a hat.
630 Integrated Mathematics: Course I

Solution: Let b : the price of a belt in dollars.

Let h : the price of a hat in dollars.
$ belts and 8 hats.cost $140.
6b+8h t40 tAl

p belts and 6 hats.cost

). __ $132.
9b+6h 132 tBl
(1) In order to eliminate fr, multiply both members of equation tBJ by
4 and both members of equation tA I by -3. Then, add the equations
and solve for b.
36b +24h: 529
-L8b - 24h: -420
18b : 108
b:6
(2) In equation [A ], substitute 6 for b.

36+8h:I40
th : I04
h:13
Check: 6 belts and 8 hats cost 6(gG) + 8($13) : $36 + 9104 : 9140.
9 belts and 6 hats cost 9(96) + 6($13) : $54 + gZ8 : 9132.
Answer: A belt costs $6; a hat costs 913.

EXERCISES

In 1-5, solve the problem algebraically, using two variables.

1. At a quick-lunch counter, 3 pretzels and 1 cup of soda cost $2.75.
Two pretzels and 1 cup of soda cost 92.00. Find the cost of a pretzel
and the cost of a cup of soda.
2. On one day, 4 gardeners and 4 helpers earned $360. On another
day, working the same number of hours and at the same rate of
pay,5 gardeners and 6 helpers earned $480. How much does a gar-
dener and how much does a helper earn each day?
3. A baseball manager bought 4 bats and 9 balls for 976.50. On an-
other day, she bought 3 bats and 1 dozen balls at the same prices
and paid $81.00. How much did she pay for each bat and each ball?
 Systems of Linear Open Sentences in Two Variables 631

4. Mrs. Black bought 2 pounds of veal and 3 pounds of pork, for which
she paid $20.00. Mr. Cook, paying the same prices, paid g11.25 for
1 pound of veal and,2 pounds of pork. Find the price of a pound of
veal and the price of a pound of pork.
o. One day, Mrs. Rubero paid 918.70 for 4 kilograms of brown rice and
3 kilograms of white rice. On another day, Mrs. Rubero paid g1B.B0
for 3 kilograms of brown rice and 2 kilograms of white rice. If the
prices were the same on each day, find the price per kilogram for
each type of rice.

Geometry Problems
In 1-7, solve the problem algebraically, using two variables.
1. The perimeter of a rectangle is 50 cm. The length is g cm more than
the width. Find the length and the width of the rectangle.
2. A rectangle has a perimeter of 38 ft. The length is 1 ft. less than
3 times the width. Find the dimensions of the rectangle.
3. Two angles are supplementary. The larger angle measures 120"
more than the smaller. Find the degree measure of each angle.
4. Two angles are supplementary. The larger angle measures 15o less
than twice the smaller. Find the degree measure of each angle.
o. Two angles are complementary. The measure of the larger angle is
30o more than the measure of the smaller angle. Find the degree
measure of each angle.
6. The larger of two complementary angles measures 6" less than twice
the smaller angle. Find the degree measure of each angle.
't. In an isosceles triangle, each base angle measures 30o more than
the vertex angle. Find the degree measures of the three angles of
the triangle.

Miscellaneous Problems
In 1-10, solve the problem algebraically, using two variables.
1. Tickets for a high school dance cost 91.00 each if purchased in ad-
vance of the dance, but $1.50 each if bought at the door. If 100
tickets were sold and $120 was collected, how many tickets were
sold in advance and how many were sold at the door?
2. A dealer sold 200 tennis racquets. Some were sold at $18 each and
the rest were sold at $33 each. The total receipts from these sales
were $4,800. How many racquets did he sell at 918 each?
632 Integrated Mathematics: Course I

3. Mrs. Rinaldo changed a $100 bill in a bank. She received $20 bills
and $10 bills. The number of $20 bills was 2 more than the num-
ber of $10 bills. How many bills of each kind did she receive?
4. Linda spent $3.60 for stamps to mail packages. Some were 30-cent
stamps and the rest were 2O-cent stamps. The number of 2O-cent
stamps was 2 less than the number of 3O-cent stamps. How many
stamps of each kind did Linda buy?
D. A dealer has some hard candy worth $2.00 a pound and some worth
$3.00 a pound. He wishes to make a mixture of 80 pounds that he
can sell for $2.20 a pound. How many pounds of each kind should
he use?
6. At the Savemore Supermarket, 3 pounds of squash and 2 pounds
ofeggplant cost $2.85. The cost of4 pounds ofsquash and 5 pounds
of eggplant is $5.41. What is the cost of 1 pound of squash and
what is the cost of 1 pound of eggplant?
7. One year, Roger Jackson and his wife Wilma together earned
$47,000. If Roger earned $4,000 more than Wilma earned that
year, how much did each earn?
8. Mrs. Moto invested $1,400, part at \Vo and part at 8Vo. Her total
annual income from both investments was $100. Find the amount
she invested at each rate.
9. Mr. Stein invested a sum of money in bonds yielding 4Vo a year
and another sum in bonds yielding 6Vo a year. In all, he invested
$4,000, If his total annual income from the two investments was
$188, how much did he invest at each rate?
10. Mr. May invested $21,000, part at 8Vo and the rest at 6Vo. If the
annual incomes from both investments were equal, find the amount
invested at each rate.

18.5 GRAPHING SOLUTION SETS OF

SYSTEMS OF INEQUALITIES
In order to find the solution set of a system of inequalities, we must
find the ordered pairs that satisfy the open sentences of the system. We
do this by a graphic method that is similar to the method used in find-
ing the solution set of a system of equations.

MODEL PROBLEMS

1. Graph the solution set of the system: x) 2

v<-2
 Systems ot Linear Open Sentences in Two Variables 633

Solution:
(1) Graph x > 2 by first graphing the plane di-
vider r : 2. (In the figure, see the dashed
line labeled l.) The half-plane to the right of
this line is the graph of the solution set of
x>2.
(2) Using the same set of axes, graph y < -2
by first graphing the plane divider y : -2.
(In the figure, see the dashed line labeled tY<-
rz.) The half-plane below this line is the
graph of the solution set of y < -2.
(3) The solution set ofthe system x > 2 and y < -2 consists ofthe
intersection of the solution sets of x ) 2 and y < -2.
Therefore, the crosshatched region, which is the intersection
of the graphs made in steps (1) and (2), is the graph of the so-
Iution set of the system x > 2 and y < -2.
All points in this region, and no others, satisfy both sentences
of the system. For example, the point (4, -3), which lies in the
region, satisfies both sentences ofthe system because its r-value
satisfies one of the given inequalities, 4 ) 2, and. its y-value
satisfies the other inequality, '3 < -2.

2, Graphthesolutionsetof 3 < r < 5in a coordinate plane.

Solution:
(1) The sentence 3 < r < 5 means
F_x>3+
3 < x and r < 5. This may be writ- <-x<5------1
tenr)3andx<5.
Therefore, graph r > 3 by first
graphing the plane divider r : 3. (In
the figure, see the dashed line la-
beled l.)
The half-plane to the right of the
line r : 3 is the graph of the solu-
tion set of r > 3.
(2) Using the same set of axes, graph
x < 5 by first gxaphing the plane
divider x : 5. (In the figure, see the
dashed line labeled m.) The half-
plane to the left of the line r : 5 is the graph of the solution
setofx<5.
 Integrated Mathematics: Course I

(3) The crosshatched region, which is the intersection of the graphs

. made in steps (1) and (2), is the graph of the solution set of
x>3andr(5,or3<r<5.
All points in this region, and no others, satisfy 3 < r < 5.
For example, the point (4, 3), which lies in the region and whose
r-value is 4, satisfies 3 < x 1 5 because 3 < 4 < 5 is a true
. statement.

3. Graph the following system of inequalities and label the solution

set .8.
x-ly>4
y<2x-B
Solution:
(1) Graph x + y - 4 by first graphing
the plane divider x + y : 4. (In the
figure, see the solid line labeled l.)
The line x + y : 4 and the half-
plane above this line together form
the graph of the solution set of
xly>4.
(2) Using the same set of axes, graph
y < zrc - 3 by first graphing the
plane divider y : 2x - 3. (In the fig-
ure, see the solid line labeled zl.)
The line t : 2x - 3 and the half-
plane below this line together form
the graph of the solution set ofy s 2x-3.
(3) The crosshatched region labeled R, the intersection ofthe graphs
made in steps (1) and (2), is the graph of the solution set of the
system x + y > 4 and y < 2x - 3. Any point in the region -8,
such as (5,2), will satisfy rc + y > 4 because 5 + 2 > ,that
is, 7 > 4, is true, and will at the same time satisfy y < 2x - 3
because 2 < 2{5) - 3. or 2 < 7 is true.

EXERCISES

InI-24, graph the system of inequalities and label the solution set S.
l. r>1 Jt< 2 3.x >0
y> -2 y> 3 v >0
4. x<0 y> JC 6.y <x
y>0 x< 2 JT >-1
 Systems of Linear Open Sentences in Two Variables 635

7'Y-r y=5 9. y>)c

y<x-L ycx*3 y<2x*3
lO. y>2x 11. y<2x*3 12. y-x>5
y>x*3 y>-Jc y-2x<7
13.y>r-3 14. y> -2x*4 15. y1-xt7
y> -x*5 y<x-5 y>2x*I
16. y (r-1 L7. x*y<8 18. y*3r>6
x*y>2 y>te-4 y<2x*4
19. x*y>3 20. tc-y<-2 21.2x-ry<6
rc-y<6 x*y>2 x+y-2>0
22.2x+3y>6 23. y>rc 24. x*y<3
x+y-4<O x:0 Y-2x:0
ln 25-34, graph the solution set in a coordinate plane.
25. I<x<4 26. -5<x <-1 27. -4<x<0
28.2<y-6 29. -2-y-3 30.0<y-4
31. (x > 2) n (r < 7) 32.(r<1)v(x>4)
33. (y>-1)n(y<5) 34. (y.-2)v(y-5)

18-6 REVIEW EXERCISES

1. Solve the following system of equations for r: 5x- 2y : )2
x*2Y:l
In2-4, solve each system of equations graphically and check.
2. x+y:6 3. v:-* 4.2y:x+4
!:2x-B 2x+y:3 x-y+4:0
In 5-7, solve each system of equations by using addition to eliminate
one of the variables. Check.
5.2x+y:19 6. x+4y:l 7. 3c +d:0
x+Y:3 5x-6Y-*8 c-4d:52
In 8-10, solve each system of equations by using substitution to elim-
inate one of the variables. Check.
8. x+2y:l 9. 3r * 2s :20 10. xly=f
x:y-8 r:-2s 2x + 3Y :11
 636 Integrated Mathematics: Course I

In 11-16, solve each system of equations by using an algebraic

method that seems convenient. Check.
11. r*y:g 12.5a+3b:17 13. t*u:12
3x+2Y:5 4a.-5b:2I t:!u
14. 3a : 4b 15. x + y: 1,000 16. 10t: u :24
4a - 5b:2 .06r: .04y t * u:l(fO, + r)

In 17-19, solve the problem algebraically, using two variables.

17. The sum of two numbers is 64. Their difference is 18. Find the
numbers.
18. At a store, 3 notebooks and 2 pencils cost $2.80. At the same prices,
2 notebooks and 5 pencils cost $2.60. Find the cost ofone notebook
and one pencil.
' 19. Two angles are complementary. The larger angle measures 15o
less than twice the smaller angle. Find the degree measure of each
angle.

20. a. Solve the system of equations algebraically: r-I : 3

x+3Y:9
b. On a set ofcoordinate axes, graph the system ofequations given
in part a.

In2L-23, graph the system of inequalities and label the solution set A.
21, y>2x-g 22. y-lx 2g.2x+y<4
y<\-x x>_4 tc-y<-2

24. Write the coordinates of one point in the solution set A for Exer-
cise 23.
25. On the first day that tickets to the school play were sold, 100 tick-
ets were sold for $230. Regular tickets cost $3 and student tickets
cost $2. How manv of each kind of ticket were sold?
 chapter 19
The Real Numbens

19.1 THE SET OF RATIONAL NUMBERS

The numbers with which you are familiar are zero, and the positive
and negative integers and fractions. Examples of these numbers are b,
,

:, and
-3,'4' j.
-h
Each of these numbers can be expressed in the form
4

y : a,where a and b are integers and b + 0. Numbers that can be

E
expressed in this form are called ra.tionol numbers.

Remember that 5 may be expressed ., -S .. and 0 .. !. fn

f, +,
n
fact, every integer z is a rational rer 'because n :
numt which is a
1,
quotient of two integers.

Properties of the Set of Rational Numbers

The set of rational numbers has all the addition and multiplication
properties ofthe set ofintegers. This set also has additional properties.

O PROPERTY 1. The set of rational numbers is closed under di-

vision by nonzero rational numbers as well as under addition,
multiplication, and subtraction.

637
638 Integrated Mathematics: Course I

when we divide a rational number by a nonzero rational number,

we get a unique rational number as the result. For example:
-33
-3+2 22
5 + -4:=:
55
-4
545315
-r=-i:-r'-a:T
In the set of rational numbers, division by a nonzero number is a
binary operation.

O PROPERTY 2. For every nonzero rational number, there is a

unique corresponding number such that the product of these
numbers is 1, the identity element of multiplication.

For example, for the given numb", f , th"ru is the unique correspond-

ing number sucl, that 'lr: t. Recall that the number is called
I | I
2r.
t}re reciprocal, or rnultiplicatiue inuerse, of

The set of rational numbers shares the following two properties with
the set of integers:

O PROPERTY 3. The set of rational numbers can be associated

with points on a number line.
5l
-22
-3-2-1 0 1 2 3

O PROPERTY 4. The set of rational numbers is an ordered set.

Given any two unequal rational numbers, we can tell which is the
gleater.

study the following model problems to see how diferent methods may
be used to order rational numbers:
 The Real Numbers 639

MODEL PROBLEMS

1. Which is the greater of the numbers j and -1?

How to Proceed: Graph the numbers on a standard real number line.
Then, determine which number is at the right. The number at the
right is the greater number.

Solutioru
-1
The numbe" j ir to the right of the number -1.
.t
Answer:
;, -I

2. Which is the greater of the numbers

f ""a ftf
How to Proceed: Express the numbers as equivalent fractions with
a common denominator, and compare the numerators.
d,,. 7 7 11 77
DOIUtWtu" g:g.11 :gg
8:8 .2:72
1111999
d!77-72.,79
Drnce
55
> 55' then 9 > 11' l'* Ans.

The next property of the set of rational numbers is not shared by

the set of integers.

O PROPERTY 5. The set of rational numbers is everywhere

dense. That is, given any two unequal rational numbers,
it is al-
ways possible to find a rational number between them.

For example, some rational numbers between 1 and Z are t|, l!,
to
1i, and 1-:. In faet, there is an infinite number of rational numbers
between two rational numbers.
640 Integrated Mathematics: Course I

one way to find a rational number between two rational numbers is

to compute their average, the number midway between them. Thus, a
rational numberbetweenf andit.: (i * * 2: (L) * 2:;.
i)

,Expressing a Rational Number as a Decimal

To express as a decimal a rational number named as a fraction, we

simply perform the indicated division.

MODEL PROBLEM

Express as a decimal: a. i u. I ". *'

Solution
.500000 .750000 .062500

". i:2I1.000000 b. : : 4hJ00000 ". fi : 16F1J00000

In each of the examples |, nq, *h"r, we perform the division,

""d *4,
we reach a point after which we continually obtain only zeros in the
quotient. Decimals that result from such divisions, for example, .5, .75,
and .0625, are called terminating decimals.
Not all rational numbers can be expressed as terminating decimals,
as you see in the following model problem.

MODEL PROBLEM

Express as a decimal: b. i ; u.
". i ". *a

Solution
.333333 . .181818 . . .

'. |: sII6fi;;:
b. i:1lf2Jooooo
.166666 . . . .054545 . . .

| : 6ll.oooooo
'r
d. *:55)3.000000
". oo

-
 The Real Numbers 641

In each of the above examples, when we perform the division, we

find, in the quotient, that the same group of digits is continually re-
peated in the same order. Decimals that keep repeating endlessly are
called reped,ting decimals, or periodic decimals.
A repeating decimal may be written in an abbreviated form by plac-
ing a bar over the group of digits that is to be continually repeated.
For example:
.338sss... :.5 .181818... :.G .166666... :.16
The examples in the two preceding model problems illustrate the
truth of the following statement:
O Every rational number can be expressed as either a termi-
nating decimal or a repeating decimal.

Note that the equalities.5 : .50 and .75 : .780 illustrate the fact
that every terminating decimal can be expressed as a repeating deci-
mal which, after a point, repeats with all zeros. Therefore, we may say:
O. Every rational number can be expressed as a repeating
decimal.

Since every terminating decimal can be expressed as a repeating

decimal, we will henceforth regard terminating decimals as repeating
decimals.

Expressing a Decimal as a Rational Number

When you studied arithmetic, you learned how to express rational
numbers named as terminating decimals as fractions.

MODEL PROBLEM

Express as a fraction: a. .3 b. .37 c. .139 d,. .0777

Solution

a. .3 :
337 139
: 777
ii10 b. .37 100
c. .139
1,000
d.. .0777
10,000

Study the following model problem to learn how to express repeating

decimals as fractions.
642 Integrated Mathematics: Course I

MODEL PROBLEM

Find a fraction that names the same rational number as:

a..6666... b..4L4L...
Solution
a. LetN : .6666... tAl b. LetN : .4141... tAl
Multiply both members Multiply both members
of [A] by 10. of [A] by 100.
Then 10N:6.6666... tBl Then 100N:41.4I4L... tBl
Subtract [A] from [B]. Subtract [A] from [B].
10N:6.6666... tBl 100N:4L.4L41 ... tBl
N: .6666... [A] N: .4141 ... tAl
9N: 6 99N : 41
,t:g:t62 rr
":gg
4l

Answer:.6666. ..:? 3 Answer:.4t47...:4r

99

The examples in the two preceding model problems illustrate the fol-
lowing statement:
O Every repeating decimal is a rational number.
Notice that this statement is the converse of:
O Every rational number can be expressed as a repeating
decimal.

Since both the statement and its converse are true, we can make the
following biconditional statement:
O A number is a rational number if and only if it can be rep'
resented by a repeating decimal.

EXERCISES

In 1-12, state which of the given numbers is the gTeater.

, !! , -9 -11 o I 13 1' -b'-5

3';'-u 1

2'2 t' t
_ 57
5' - -10 -13
6' -t' 13 15 o -5 -5
6'
r'a B' 6 6'10 8'12
 The Real Numbers 643
3 1 1 _15 _11
e. 1.4, 1; 10. -3.4, -3; 11. .ou,; 12. ,1, *
ln L3-22, find a rational number midway between the two given
numbers.

13. 5, 6 14. -4, -3 15. -1, 0 16. i,;

17-3-'
17.
;,; 18.
;,; re. -2.1, -2.2
zo. ,L,rZ 2r. -ti,-rl zz. s.ob, srol

In 23-29, write the rational number as a repeating decimal.

2s. Z ,n. Z ,r. -si 26.

*
27. -# zB.
Z ,n. i
In 30-35, find a fraction that names the same rational number as
the decimal.
30. .5 31. .555 . . . 32. -.2 33. .L250 34. .2525 . . . 35. .01

19-2 THE SET OF IRRATIONAL NUMBERS

There are infinitely many decimals that are nonrepeating and non-
terminating. An example of such a decimal is:
.03003000300003 . . .
Observe that, in this numeral, only the digits 0 and B appear. First,
there is a 3 preceded by one 0, then a 3 preceded by two 0's, then a B
preceded by three 0's, and so on. Since this numeral is not a repeating
decimal, it is not a rational number.
A nonrepeating decimal is called an irrational number. An irra-
tional number cannot be expressed in the form Ib where o and b are
integers (b + 0).
When we use three dots, . . . , after a series of digits to represent a
number, the three dots indicate that the number is nonterminating. In
an irrational number, we are not always certain what the next digit
644 Integrated Mathematics: Course I

will be when . . . is used. For example, the irrational number .3824 . . .

may be .38240..., or .3824t..., or .38242..., and so on. In a ra-
tional number, we can identify a pattern. For example, the rational
number .8333 . . . means .83333333 . . ., or simply .83.
Irrational numbers may be positive or negative. For example,
.030030003 . . . represents a positive irrational number;
-.030030003 . . . represents a negative irrational number.
The set of irrational numbers is not closed under addition. For ex-
ample, the numbers o : .030030003. . . and -a : -.030030003 . .' are
both irrational, but their sum, a + (-a) : 0, is rational.
Also, the set of irrational numbers is not closed under multiplication.
It can be shown that the reciprocal of an irrational number is irra-
tional, and the product of a number and its reciprocal is 1, which is
rational.
There are infinitely many irrational numbers. Among them is the
number r:3.14159..., a number that you have met in previous
mathematics courses when you studied the geometry of the circle. An-
other irrational number is the number that represents the length of a
diagonal of a square whose side is 1. As you will later learn, this ir-
rational number is symbolized by V2.
It is interesting to note that the sum or difference of a rational num-
ber and an irrational number is an irrational number. For example,
10 * r is an irrational number and 10 - zr is an irrational number.

EXERCISES

In 1-16. tell whether the number is rational or irrational.

l. .36 2..363636... 3. .363363336...
4. .36 5. -.0[6 6. .989889888...
7. .363363336 8. 7l e. .s5
10. .6789101112 . . 11. .98564735t2...
. 12. J'
13. 5.08 14. .L256r256L256. 15. .t25125I27 .. . 16. 3 + zr

ln 17-20, find a rational number between the given numbers.

17. .7777 .. . and .868686 . . .

18. .151551555... and .161661.666...

19. 3.6464. . . and 3.125
20. 2.343343334 . . . and 2.4].4Lt4Ll]- . .
 The Real Numbers 645

19.3 THE SET OF REAL NUMBERS

The set that consists of all rational numbers and all irrational num-
bers is called the set of real nurnbers.
This definition can be stated in a more formal manner:
o rhe union of the set of all rational numbers and the set of alr
irrational numbers is called lhe set of real numbers.
{real numbers} = {rational nurnbers} U {irrational numbers}
You have seen that there is an infinite number of rational numbers.
For each rational number, there is a corresponding point on the num-
ber line. However, not every point on the number line corresponds to
a rational number.
There is also an infinite number of irrational numbers. For each ir-
rational number, there is a corresponding point on the number line.
All the points that are the graphs of the rational numbers and the ir-
rational numbers, make up the number line, which we can now call the
real number line. we say that the set of real numbers is complete. The
eompleteness propertg of real numbers may be stated as foliows:
O Every point on the real number line corresponds to a real
number, and every real number corresponds to a point on the
real number line.

Ordering Real Numbers

We can order real numbers in ways corresponding to ordering of ra-
tional numbers.
1. We can use a number line. The graph of the greater of two unequal
numbers is always to the right of the graph of the smaller number
on a standard real number line.
2. We can make use of decimals. Given any two unequal real numbers,
we can determine which is the larger by first expressing each num-
ber as a decimal. Then, we compare the resulting decimais.

Properties of Real Numbers

The following properties are assumed for the set of real numbers un-
der the operations of addition and multiplication. They are used in op-
erations with real numbers.
646 Integrated Mathematics: Course I

In the following eleven statements, e, b, and c represent any num-

bers that are members of the set of real numbers.
Property In Symbols
1. The set is closed under ad- L. a't b: c(c isauniquenum-
dition (or addition is a bi- ber in the set.)
nary operation).
2. Addition iscommutative. 2. a r b : b + a
3. Additionis associative. 3. (o + b) + c : e * (b + c)
4. Zerc is the additive identity. 4. a * 0 : a and 0 I a: a
5. Every number o has an ad- 5. a 4 (-o) : 0
ditive inverse -o.
6. The set is closed under mul- 6. ab : c (c is a unique number
tiplication (or multiplication in the set.)
is a binary operation).
7. Multiplication is commuta- 7. ab : ba
tive.
8. Multiplication is associative. 8. (ab)c : a(bc)
9. The number 1 is the multi- 9. a' l: a and 1 ' a: a
plicative identity.
10. Every nonzero number o has
--- r0' a' : : | (a +
1
0)
a unique *rrrtipficJi;"
.1
rnverse -.
CT

11. Multiplication is distributive tL. a(b + c) : ab + ac

over addition.

EXERCISES

In 1-6, determine which is the greater number.

1. 2 or 2.5 2. -5.7 or -5.9 3. .5353 or .535353
4. .7 or .1 5. -.53 or -.m 6. .2L2L . .. or .2l2IlzlLI .. .

In 7-16, state whether the statement is true or false.

7. Every real number is a rational number.
8. Every rational number is a real number.
9. Every irrational number is a real number.
10. Every real number is an iruational number.
11. Every rational number corresponds to a point on the real number
line.
 The Real Numbers 647

12. Every point on the real number line corresponds to a rational

number.
13. Every irrational number corresponds to a point on the real number
line.
14. Every point on the real number line corresponds to an irrational
number.
15. There are some numbers that are both rational and irrational.
16. Every repeating decimal corresponds to a point on the real number
line.
17. Which is an illustration of the commutative property of addition?
(L)ab:ba (2)a+0:a
(3)o+b:b+a (4)(a+b)+c:a+(b+c)
18. Which is an illustration of the associative property of multipli-
cation?
(I) ab : ba (2) o(0) : 0 (3) o(1) : o (4) (ab)c : a(bc)
19. Which is an illustration of the distributive property of multipli-
cation over addition?
(1)o+b:b+a (2)a(b+c):ab+ac
(3) (o+ b) + c: a+(b + c) (4) a(b+ c): ab + c
20. What is the additive inverse of the real number represented by n?
21. What is the multiplicative inverse of the nonzero real number rep-
resented by n?
22. What is the additive identity for the set of real numbers?
23. What is the multiplicative identity for the set of real numbers?

19-4 FINDING A RATIONAL ROOT OF A NUMBER

The area of a square whose side measures 3 units l+-3--+l
is equal to 3 3 or 9 square units. Notice that we T
used 3 as a factor twice, that is, we squared 3 to find I
I

Hjj
the area. 3

II

area=9

If we wish to find the length of a side of a square

whose area is 16 square units, we have to find a num-
ber that, when squared (that is, used two times as a
factor), would equal 16. Obviously, the number is 4
because 4 . 4 : 16. We call 4 a square root of L6.

area =16
648 Integrated Mathematics: Course I

To indicate a square root of a number, a rad,ical sign, J- , is used.

The symbol VZS is called a rad.ical, and 25, the number under the rad-
ical sign, is called the rad.icand..
To find a square root of a number is to find one of its two equal
factors. For example, a square root of 25, written V25, is 5 because
5'5:25,or52:25.
O Finding a square root of a number is the inverse operation of
squaring the number.
In general, x is a square root of D if and only if x2 = b.
Rational numbers such as 9, fi, and 0 are called perfect squaresbe'
cause they are squares ofrational numbers and, therefore, their square
roots are rational numbers. For example, Jg : 3, and 3 is a rational
,
number;
E : 2 andiis
,z a rational
,: number; J0 :,
0, and 0 is a ra-
J; i,
tional number.
Since a square root of 25 is a number whose square is 25, we can
write (J2B)2 : 25.
In general, for every real nonnegative number n: (Ji)' = n
Since (+5)(+5) : 25 and (-5X-5) : 25, both +5 and -5 are square
roots of 25. This example illustrates the following statement:
O Every positive number has two square roots that have the
same absolute value. One root is a positive nurnber, and the other
root is a negative nurnber.
The positive square root of a number is called lhe principal square
root. To indicate that the principal square root of a number is to be
found, a radical sign is placed over the number. For example:

J2- -
:D : D
6 =t JAs:.z
i* +

To indicate that the negative square root of a number is to be found,

we place a minus sign in front of the radical sign. For example:

-J2E:-o' r'g -n9 -JE:-l

-{*:
To indicate that both square roots are to be found, we place a plus
sign and a minus sign in front of the radical. For example:

+J25:tb t-{16E:+9
-4 x{.+g:t.7
 The Real Numbers 649

Observe that 0 is the only number whose square is 0. Thus, J0 : 0.

Since the square of any real number is never negative, no negative
number has a square root in the set of real numbers. For example,
'l -25 does not exist in the set of real numbers: there is no real number
whose square is -25.

Finding a cube root of a number is to find one of its three equal

factors. For example, 2 is a cube root of 8 because 2 . 2 . 2 : 8, or
23 : 8. A cube root of 8 is written V8.

O Finding a cube root of a number is the inverse operation of

cubing a number. In general, x is a cube root of b if and only if
x3=b.
Likewise, for any positive integer n: If x" : b, then r is an nth root
of b, written Yb.
In the symbol \[b, n, the integer that indicates the root to be taken,
is called the ind.ex of the radical. In V8, the index is B; in fi6, th"
index is 4. When no index appears, the index is understood to be 2. For
example, .EE ,n"ur,, a square root of 2b.

We have said that J -% does not exist in the set of real numbers.
However, V-8 does exist in the set of real numbers. Since (-2)s - -8,
then V-8 - -2. These examples illustrate the following statement:
O An even root of a negative number does not exist in the set
of real numbers; an odd root of a negative number does exist.

For exampl", J 4 and Vl16 do not exist in the set of real numbers.
But VJ : -1 since (-1)3 : -1, and ?{-n : -2 since (-2)5 : -g2.

MODEL PROBLEMS

l. Find the principal square root of 64.

Solution: Since 8 . 8 : 64. then J64 : 8.

2. Find the value of - J"00G.

Solution: Since .04 . .04 : .0016,
then -{ooG : -.04.
650 Integrated Mathematics: Course I

3. Find the value of V27.

Solution: Since 3' 3' 3 : 27. then 127 = 3.

4. Find the value of (Jfg)'.

Solution: Since (G)2 : n, then (JG)'z : rg.

a. Solve for x: x2 : 36.

Solution: lf x2 : o, then x : *G when o is a positive number.
x2:36 Check: x2 : 36 )c2 :36
r : + J36 (+o)2 i 36 (_6)2 I 96
r:+6 36: 36 (True) 36 : 36 (True)
Answer: x : t6 or r : -6; the solution set is {+6, -6}.

EXERCISES

In L-5. state the index and the radicand of the radical.

r. JB6 z. ""1% B. t/61 4. ln 5. rll
In 6-15, find the principal square root of the number.
6. 81 7. 1 8. t2l 9. 225 10. 900
11. i 12. * 13. .49 14. t.44 15. .04

In 16-40, express the radical as integer(s), fraction(s), or decimal(s).

16. Ji6 r7. ../sr 18. JL21 le. -J64

20. -.Jr44 2r. J0 22. r Jmo 23. 1JG0
24. J4oo 25. -J6% 26.1/4F 27.
fi
28.
={tt
,E 2s.
ffi 30. -
t;;;
ji# 31. J.64
32. -JL44 Bs. r J-09 34. -ft1 35. 1J.0004
36. vi 87. t/51 s8. lln 3e. v=
40. -ll-125
 The RealNumbers 651

In 4I-54, find the value of the expression.

4r. {8)z 42. ^iO'

1\zz
4s. 'KiP 44. m'
!\3/
f/"r,
45.
^/(:)- 46. rJ+f 47. (Js6l' 48. tJru'z
Y r"z

4s. (€s)' bo. <JgDdsT)

b1. Js6 + Jn 52. .fioo - J%
bs. dn)2 + (fix\fr) 54. JGbP - (.651'
55. In each part, compare the given number with its square, using one
of the symbols ), (,or :.
a.;I ,3
b.; c. I. ,3
d.; e.4 f. 100

56. Compare the positive real number n with its square n2 when:
a.n< 1 b.n- 1 c.n>I
57. In each part, compare the principal square root of the given num-
ber with the number.
a.i1 ,b.;4 c. -I ,49
d.; e.4 f.e
58. Compare Vrn, when m is a positive real number, with the number
m, when:
a.nx< 1 b,m- 1 c.m>I
In 59-70, solve for the variable when the replacement set is the set
of real numbers.
59. x2 : 4 6O. y' : 100 61. :
"' *.
62. x2:.49 63. x2-16=0 64. y' -36:0
65.2x2:50 66.3y'-27:0 67. 13:8
68. y3:1 69. ya:31 70. z5:32
ln 77-74, (a) find the length of each side of a square that has the
given area, and (b) find the perimeter of the square.
71. 36 sq. ft. 72. 196 sq. yd. 73. !21 cmz 74. 225 m2
75. Express in terms of r the perimeter of a square whose area is rep-
resented by ,'.
76. Write.each of the integers from 101 to 110 as the sum of the small-
est possible number of perfect squares.
652 lntegrated Mathematics: Course I

19.5 SQUARE ROOTS THAT ARE

IRRATIONAL NUMBERS
Suppose n is a nonnegative rational number that is not a perfect
square, for example, 2. What kind of number is Vn? What is the value
of '12?
(1)2 = 1 (1.4)2 : 1.96 $.4D2: 1.9881

dzl' : z dD':z rJi)2 :z

(2)2 : 4 (L.il2 :2.25 0.4D2 :2.0164
Note that:
L<2<4 1.96<2<2.25 1.9881 <2<2.0L64
t<Ji<z t.4<Jt<t.E 1.41 < Ji<t.+z

Regardless of how far we continue this work, we will never reach a

point where the number JI is e*ptessed as a terminating or a repeat-
ing decimal. Therefore, we call J2 u irrational nu.mber. We have been
finding only approximations of '12; the value of r/2 cannot be expressed
as a rational number.
If a number cannot be expressed in the form f, where o and b are
b
integers (b *
it is an irrational number.
0),
It can be proved that if n is a positive number that is not a perfect
square, then Vn is an irrational number. It can also be shown that if z
is a positive integer that is not the square of an integer, then Jn ir it-
rational. Examples of irrational numbers are Ji, J3, JE, J7, ar,d J8.
Even though the value of an irrational number can be only approxi-
mated, every square root that is an irrational number can be associated
with a point on the real number line.
In addition to irrational numbers of the form Ji, where n is rational,
there are infinitely many irrational numbers that cannot be expressed
as a root of a rational number. zr is such a number.

MODEL PROBLEMS

1. Between which consecutive integers is J+Z?

Solution: Since 62 : 36 and 72 : 49, then JA is between 6 and 7,
Answer: J+Zi" between 6 and 7. or 6 < J+Z < Z.
 The Real Numbers 653

2. State whether V56 is a rational or an irrational number.

Solution: Since 56 is a positive integer that is not the square of an
t;; is
integer, V56 an irrational number.
Answer: V56 is an irrational number.

EXERCISES

In 1-10, between which consecutive integers is each given number?

r. G Jrs z. s. Jn 4. -J, b. -J14
6. J52 7. Jrc B. -.Jr% e. J-us lo. - fi50
In 11-16, order the given numbers, starting with the smallest.
11. 2, J3, -l 12. 4,,m,3 13. -.m, -3, -4
14. o, rt, - Ji tb. s, J-2t, Jgo 16. -..hT, -.,lzg, - fig
In 17-26, state whether the number is rational or irrational.
17. J% 18. JNre. -Js6
20. -JE4 zr. -JGo
22. JZoo zs.
l; 24. -
]f 25. ft6 zG. fi

19-6 USING A TABLE TO FIND SQUARES

AND SQUARE ROOTS
When computing the square or the square root of a number, time
can be saved by using a table of squares and square roots such as the
one that appears on page 706.

MODEL PROBLEMS

1. Find the square of 58.

Solution: In the table on page 706, in the column headed "No.,"
find 58. Look to the right of 58 in the column headed "Square" and
find 3.364.
Answer: (58)2 : 3,364
654 Integrated Mathematics: Course I

2. Approximate r/48: a. to the nearest tenth

b. to the nearest hundredth
Solution: In the table on page 706, in the column headed "No.,"
find 48. Look to the right of 48 in the column headed "square Root"
and find 6.928. Then, round off the decimal.
Gg 6.9 to the nearest
". JZd - 6.93 to the nearesttenth
Answer:
b. = hundredth
Nofe; The symbol = means is approxirnately equal to.

EXERCISES

In 1-6, use the table on page 706 to find the square of the number.
l. 27 2. 68 3. 94 4. 119 5. r32 6. r47

In 7-2L, use the table on page 706 to approximate the expression:

a. to the nearest tenth b. to the nearest hundredth
7. fis 8. JbB e. -Jffi 10. fisb
rr. -J87 rz. G ls. G1 14. ".6E
rb. -fi1l 16. Jut 17. 2 +Ji 18. s - h7
te. JE+7 20. Jm-4 2r. -2-Jtg
ln 22-25, find c if c : JAIE and o and b have the given values.
Use the table on page 706.
22. a:6,b:g 23. a:E,b:12
24. a:15,b:20 25. a:15,b:36
ln26-29, compute the perimeter of the figure. Use the table on page
706 to find approximations to two decimal places. Round the answer to
the nearest tenth.

'>q {T hrl
{5 tl
h,-l {-*-\f 10

5
'17
G 20
Ex.26 Ex.27 Ex.28 Ex.29
 The Real Numbers 655

19.7 USING DIVISION TO FIND APPROXIMATE

SOUARE ROOTS
The following principles enable us to approximate square roots.

O PRINCIPLE 1. When a divisor of a number and the quotient

are equal, the square root of the number is either the divisor or
the quotient.
Since 144 + 12 : L2,12 . L2 : 144 and Jl44 : 12, which is either
the divisor or the quotient.

O PRINCIPLE 2. lVhen a divisor of a number and the quotient

are unequal, the square root of the number lies between the di-
visor and the quotient.
For example,I44 + 9 : 16. We see that 11144, which equals 12, lies
between the divisor 9 and the quotient 16.
Also, 144 + 18 : 8. We see that ^1L44, which is 12, lies between the
divisor 18 and the quotient 8.

The square root of a number may be approximated to any number

of decimal places by applying the two preceding principles and using
estimates, divisions, and averages.

MODEL PROBLEM

Approximate V14 to the nearest:

a. integer b. tenth c. hundredth
How to Proceed Solution
(1) Approximate the square Since 32 : 9 and. 42 : 16, then
root of the number 14 by V14 lies between 3 and 4, closer to 4.
estimation. Estimate V14 = 3.8.
(2) Divide the number 14 by 3.68
the estimate 3.8, finding 3.8
!''V
) 14-0 00
the quotient to one more 114
decimal place than there is ,60
in the divisor. 228
320
304
16
656 Integrated Mathematics: Gourse I

quo-
(3) Since the divisor and 3.8 + 3.68: 7.48 ^ d,
tientarenotequal,finda Z ,:o''+
number between the divi-
sor and the quotient by
finding the average of the
divisor 3.8, and the quo-
tient 3.68.
(4) Divide the number 14 by 3.74Tl./.. = 3.743
the average 3.74. Find the (The division is left to the student.)
quotient to one more deci-
mal place than there is in
the divisor.
(5) Find the average of the 3.74 + 3.743: 7.483
divisor 3.74 ani the quo- , , = 3'7415
tient 3.743.
Nofe: Repeat steps (4) and (5) as often as is necessary to obtain as
close an approximation as is desired.

Since fi4 = 3.74L5, we obtain the following approximations when

we round off:
Answer: a. Ji = 4 (nearest integer)
b. fi4 - 3.7 (nearest tenth)
.. JU = 3.74 (nearest hundredth)

EXERCISES

In 1-15, approximate the expression to the nearest:

a. integer b. tenth c. hundredth
r. Jt 2. J5 B. J 4. fte 5...60
6. J50 7. fi08 8. Jn E e. J8n 10. -.,/LLli
rl. Jn.56 rz. J67% 18. Jasse 14. .fi2i;7 lb. .ils4ig
In 16-20, find to the nearest tenth of a centimeter the length of a
side of a square whose area is the given measure.
16. 8 cm2 17. 2g cm2 18. 96 cm2 lg. L40 cm2 20. 200 cm2
 The Real Numbers 657

1e.8 FIND|NG trSrtl'[?ttrsQuARE Roor

Since (6o2XGa21 :36o4, then ./367 = 6a2. Observe lhat 6q.2 is the
product of two factors. The first factor 6 is J36 and the second factor
a2 is J7. Therefore, .JgG7 : #6 . J7 : Ga2.

',
ihoceouEg., Ci',nna tuo *c.*"i*',rnou'*r ;.. *il;*r;rr.ffi1j.fi1
I

::,m;re :th -,,ona l

' .

,,#rlte
:ifrb, ihdi rbffi
,
,,0f
'''..,
,f,h*1.fiu#u,,,,,r,

Note: In our work, we limit the domain of the variables that appear
under a radical sign to nonnegative numbers only.

MODEL PROBLEMS
In 1-3, find the principal square root. Assume y and m represent
positive numbers.
r. J%f 2. Jr6;, 3. ftf
Solution:
r. JAF : <JzsxJV) : 5y
z. Jt6# : rJGxJ#) : 4m3
B.

EXERCISES
In 1-18, find the indicated root. Assume that all variables represent
positive numbers.
r. J4A 2. JGP s. J4st 4, ,l#*
b. J.nG 6. Js? 7. J-ea/ 8. JAF
e. ^PF tt. J-+*Tto. JF"'- 12. AGFF
rs. AEEFF 14. ,tL6eW lb. J BG# tG. J.AqPF
17. Jnry rB. JnW
ln 19-22: a. Represent each side of the square whose area is given.
b. Represent the perimeter of that square.
19. 49c2 20. 64x2 21. l00x2y2 22. L44a2b2
658 Integrated Mathematics: Course I

19.9 SIMPLIFYING A SQUARE.ROOT RADICAL

SinceJZ.g:JB6:6
and JZ . J9 : 2 . B:6, then J44 = J+ . Jg.
Sitrce Jto . 2E : Jffi :29
and JG - J% : 4. E :2o,then J:r. %: JG . J%.

These examples illustrate the following property of square-root rad-

icals:
O The sq'lare root of a product of nonnegative numbers is equal
to the product of the square roots of the numbers.
In general, if o and b are nonnegative numbers:
Ja. b: Jo. Jb and. J;. Jb = Ju b
This rule can be used to transform a square-root radical into an
equivalent radical. For example:
G0 = JzE .z: JTb . J2 = EJi
Notice that we expressed 50 as the product of 25 (the greatest per-
fect-square factor of 50) and 2. Then, we expressed r/25 as 5.
When we expressed J50 as 5J2, we simplified G0.
A square-root radical is said to be in simplest form when:
1. the radicand has no perfect-square factor other than 1, and
2. there is no fraction under the radical sign.

,pnOCgOU:ng, ,'to ;implify the uqudr* iibi af a,,pro*uc{: ', , ,:r;::rr:: .r:.:j:'

1. Findr if possibler twb tactors of the radica*n; o*a,of'whioh,.is,''''

fhe largest pprftr*-squaie factar of'the,,radieandj; , :''" 'r''
i. u*p*iss tnr,, equare,irool oe rlr" ipffi"bi.#,iil;', #odofr' ;i'';h;,,

s Find the Eq;*- loot or trre,racto, rh#iil;,.**r*41 ##,, :':' ,. ::

If we wish to find J200, correct to the nearest hundredth, by the use

of the table on page 706, we can first simplify the radical as follows:
J200 :fi00 .2 : fi00 . J, : LlJi = 10(1.414) = r4.r4
Note that 100 is the largest perfect-square factor of 200.
 The Real Numbers 659

MODEL PROBLEM
In each part, simplify the expression. Assume that y > 0.

".
Jra b. 4Jbo ..iJ* d. J4yj
Solution:
a. Jra Je : .z:
J0 . Ji : sJ,
b. 4G0 : 4,1%4 : 4'l%' Jt : 4 . 5J' : 20Jt
.. ;J48 : ;Jra. B :lJra' J5 : nJt : zJs
i.
d. J4f : J4f4 - J4f . Ji : 2y.ly

EXERCISES

In 1-32, simplify the expression. Assume that all variables represent

positive numbers.
r..6 2.JA B.Jn 4.Jn
s. J4o 6. Jn 7. J-s+ 8. J63
e. J5b to. Je8 11. Jee 12. fiod
rs. Jr62 14. ..ltli lb. Jsoo 16. 3G
17. 4Jn 18. zJn le. 4.60 20. 2J45
zr. sJ2oo zz. ;Jn zs. iJ48 24. :,66
D
-
25. ;V63 21 i. 5J24 27. 2J8o 28. 7 J4s
2s. sJer Bo. ft's 31. J4sF s2. G6;%
33. The expression J48 is equivalent to
(1) 2J5 Q) 4J-12 (3) 4JE (4) 16J5
g4. The expression 4JZ is equivalent to
(1) J8 @ Jn (B) JB2 @ J64
35. The expression 3fi8 is equivalent to
GZ e) sJ, (s) e\E (4) 3G
(1)
36. The expression 3J5 is equivalent to
(1) J0 e) J-6 @ Jn @ Jn

In 37-40, use the table on page 706 to find the approximate value
of the expression, correct to the nearest tenth.
s7. JSoo s8. fi80 se. 2J288 40. i'tzn
660 Integrated Mathematics: Course I

41. a. Does JsJ 16 :

Jg + JGr wrtyz
b. Is finding a square root always distributive over addition?
42. a. Does .Eb - 9 : J25 - Jdt why?
b. Is finding a square root always distributive over subtraction?

19.10 ADDING AND SUBTRACTING RADICALS

Adding and Subtracting Like Radicals
Like radicals are radicals that have the same index and the same
radicand. For example,TJd and 5J5 are like radicals, as are 4P/i and
9Y7. However, SJ5 and,5J2 are unlike radicals because the radicands
are different. Also, 92 and Ji unlike radicals because the index in
^r"
one radical is 3 and the index in the second radical is 2.
To find the sum of the length and the width
of the rectangle pictured at the right, we add 3JZ
7J2 and, sJt. the
sum is zJz + sJr.
We can express this sum of two like radi-
cals as a single term by using the distributive
7{,
property as follows:
zJi+sJ2=e +sJr:LoJ,
Similarly, bJ5 - Jd : 5J5 - 1J5 : (5 - uJ5 : +J5.

.:.PnpGEslJfiE;'roaaoriubtra*]'iitreradicits::'
f. Add'or sultrect ttre coefficiLnts of the radicale. ,.,
,,1', ,,

. 1;,4, *rurupii tl+'**r" aig*r*"b" i""hi:ofi***, r;airJ.i

Adding and Subtracting Unlike Radicals

The sum of the unlike radicals G and Ji ir G + JZ, which cannot
be expressed as a single term. Similarly, the difference of JB and rE
.t=t:
rs vb - vz.
However, when it is possible to transform unlike radicals into equiv-
alent radicals that are like radicals, the resulting like radicals can be
added or subtracted. For example, it would appear that the sum of
2J5 and J27 be indicated only as 2JE + Jn since 2J5 and J27
"^n
are unlike radicals. However, since J27 : Jg . g : J0 . J5 : BJ5,
we can express ZJi + JZZ as like radicals, and then add:
zJs + J27 : zJe +sJ5 : (z + a)J5 : bJ5
 The Real Numbers 661

pROCEDI|HC'. ':rl:':
To', iae'.unlihe''..iadicals:, ,, ' '" ' '. r'
':'': ' r:

z,,,Camb,iila,,une,,radi#*..ur'.*i"e thel,*lir*n*fi+{1rffii..,..tit,'.'Ii
::,.,
S' 'meieate ttle,,sffi',Oi'.ffirenee,.,Af .itrb.,unlitng..rAai+algrr. .,, r,', ':'::':".
.. ,,

MODEL PROBLEMS

1. Combine: eJB + JE - zJB

Solution: aG + JB - zJB : (8 + r- DJ6 : 7l8

2. Combine: sJs + +Jl2

Solution: sJd + 4Jn : sJd + 4J4 . 3
: bJ5 + +J+. Js
:5J5 + 4'2' Jg
: bJd + aJd
: ts + slJS
: 13J5 Azs.

EXERCISES
In 1-28, combine the radicals. Assume that all variables represent
positive numbers.
r. alr+tJ, aG+JB z. s. sG+zJ5+aJd
4. vJa - zJa 5. 7J, - J, 6. +Js + zJd - oJd
7. sJd + Js - zJB B. 4Ji - Jz - sJz
e. g".6 + 6J, - sJ, + JE ro. gJi + sJ;
r1. fiJl - 7J' rz. J2 + Jso
rs. Jn + Jzs 14. J8o - .6
15. Jn - Jlo 16. Jn - Jta + J5
r7. sft2 - 0.6 18. ;Jn - Jtoe + zJ75
re. BJ8 - J, 20. sJs - eJra + J5
2r. eJso - sJrs zz. J58 - +Je + s.Jrzs
23. 'zuJTa - Jn 24. Jt" + Jza"
25. JeL* + Jr;* 2G. fioob - J6n + Jga
27. }./3x - JLzx, zB. JiP + JnP
662 Integrated Mathematics: Course I

29. Expressin simplest radical form the sum of:

a. 3J2 and J98 b. bJd and, J27 c. 2hz and 4ftb
30. Express in simplest radical form the diference between:
a. ali and JJ8 b. J75 and fi2 c. alas and 8fi2
31. The difference 5J2 - Jn is equivalent to
0 J, e) sJ, (s) -11\E @) LsJz
32. The sum SJd + OJZ is equivalent to
(1) efio @
'n, (3) 18J10 @) r2J'
33. The sum of Jt2 and J27 is equivalent to
(1) \60 @ sJ6 (B) 1sJ5 (4) bJ5

In 34 and 35:
a. Express the perimeter of the _A ,ln
figure in simplest radical form. 'u/ 4€
tlh- 2{3
/l |
b. Using the table on page 706,
approximate the expression ob-
tained in part a correct to the 3{5
nearest tenth.
Ex.34 Ex. 35

19.11 MULTIPLYING SQUARE.ROOT RADICALS

To find the area of therectangle pictured at
the right, we multiply 5'13 by 4'/2.
You have learned that Ji . Jb : Jab when
o and b are nonnegative numbers. For example,
h.Jz:.,ht:Jzr. 5{5
To multiply +'lZ by 5V3, we use the commutative and associative
laws of multiplication as follows:
r+Ji><sJit : @)(ildr)(Jd) : @ . $d2 . u : 20J6
rn generar' ir a and
'.7: ";;:T- "mbers:

"'' -
t* *e"c;**t*ffi, m +***
rffiili*mr*"**itii;*
 The Real Numbers

MODEL PROBLEMS

l. Multiply: eJG ' SJ,

Solution: sJ6 . sJ, : 3 . 5J6 . 2 : rl'h2 : 15Ja' Jd
:15.2..J3
= 3oJd Azs.

Find the value of QJD2.

Solution: QJil2 :2h -2Jg
: 2. 2Js' s : 4Js : 4. B : 12 Ans.
Find the indicated product:h. . J6. when r > 0.
Solution: h.. J6.: J_6.
: Jtgxz
: JsP . 2: JeP . J, : BxJ2 Ans.

EXERCISES

In t-24: Multiply, or raise to the power, as indicated. Then, simplify

the result. Assume that all variables represent positive numbers.
1. J5.J5 2.
t; /; 3. J;. J;
4. J2r. Jz. D. Jn- Ji 6. zJrs'gG
7. J:,a. Jt 8. J6o.G e.3G.J5
ro. sJS.zJd rr. iJz+.sJs 12. 5J6 . ;JG
ls. r*+JAreJ;t 14. t-iJhea.lyt rb. di)'
16. fJyl' r7. r"[tl2 18. (3G)'z
re. .1%; . J4. 20. .,12'.r". h; 2r. '1T5'- h-
22. J9". J"b 29. rJsxl2 24. e{02
In 25-30: a. Perform the indicated operation. b. State whether the
product is an irrational number or a rational number.
25. rsJtzlt+J,
r /1
26. <sJr)e"fs2)
/9
27. r+GtrgJdl
28. (8v5)(;v1o -t2
(;v5) Bo. (;va)(;Ji')
-\
) 'n
In 31-34, find the area ofthe square in which the length ofeach side
is the given number.
sr. J, s2. 2h g3. 6Jt s4. 5J5
664 Integrated Mathematics: Course I

In 35 and 36: ffi 6-

a. Express the area of the figure b-d 1z
in simplest radical form. 2{3 2\[r2
b. If the answer to part a con-
Ex.36
tains a radical, o." tt" tuUt" Ex' 35
on page 706 to approximate the result correct to the nearest tenth.

19.12 DIVIDING SQUARE.ROOT RADICALS

Since
E 2 ,J4 2 J4
r/o:sand*:i,then Je'

Since
tr = 4ano.JG 4.then m JG
\iz5 u JE: u'; 4*: G'
These examples illustrate the following property of square-root rad-
icals:
O The square root of a fraction that is the quotient of a non-
negative number and a positive number is equal to the square
root of its numerator divided by the square root of its denomi-
nator.

In general, if o is nonnegative and 6 is positive:

E= JA .J-a E
{a G ""o Jb= 4b
See how we use this principle when we divide JIZ Av JA,
Jn:,',lf:Je:3
Fz
f
q,c
To divide OJ1O bv 3J2, we use the property of fractions,U*:
b' e'
See how the division is performed:

tfio 6 fio 6 Eo ^E
s'J-z:3'6:5'!t:2r5
In general, if o is nonnegative, 6 is positive, and y + 0:
xJo .r
a'lb a
 The Real Numbers 665

MODEL PFOBLEM

Divide: aJaS + +{z

Solution:8Ja8 + 4Jr:i^E = 2J24: zJ4 4:2. J4' JG

=Yo
:2.2.G=4J6 Ans.

EXERCISES

In 1-16, divide. Then simplify the quotient.

r. Jn*Jz z. Jzs*Ji s. Jzo*Jro 4. Ji-Jz
E. + 2h
BJaa 6. Jz+ * Ji 7. JGo * Jd
8. 2LJao + JE e. eJo + BJo 10. zJs + sJg

rl. zJi + sJi 12. Jgy * J, ts. t#

14.
20J50
f
25'/;24
5. -------F- 16.
sJi4
4r/2 512 6J3-

ln 17-22, state whether the quotient is a rational number or an

irrational number.

r7. Ji 18.
Jbole. JG 20.
J4s2r. Je 22.
JG
5 6 J5 i JG G
ln 23-28, simplify the given expression.
23. tr
14e
24. /i
\4
25.4E
116

26.
fi 27. tO.rE 28.
zffi
666 lntegrated Mathematics: Course I

29. Each of five real numbers is written on a separate piece of paper.

The numbers are:
; 6
i; J5 JA J64
!e
into a bag and one is chosen
These five pieces of paper are placed
at random. Find the probability that the paper chosen contains:
a. a rational number b. an irrational number
,I
c. a number equal tot d. a number equal to .2

e. a number equal to.8ortoI f. a real number

19-13 THE GEOMETRY OF THE CIRCLE

A circle is a set of points in a plane such
that each point is the same distance from a
fixed point called the center. When the center
is named by the capital letter O, the circle is C
called circle O.
A radius of a circle (plural, radii) is a line
segment from the center of the circle to any
point of the circle. A radius of circle O in the
diagram is OA.
A diameter of a circle is a Iine segment that
contains the center of the circle and whose endpoints are points of the
circle. A diameter of circle O in the diagram is CB.
A chord is a line segment whose endpoints are points of the circle.
A chord of circle O in the diagram is CD.
The words radius and diameter mean both the line segments and the
lengths of these line segments. Thus, it is correct to say either that the
length of a radius is 5 or that the radius is 5.
The distance around a circle, or the perimeter of the circle, is called
its circurnference.If you measure different circles, no matter how large
or small the circle, you will discover that the circumference of a circle
will always be slightly more than 3 times the diameter of the circle.
Mathematicians have shown that for every circle, the ratio of the cir-
cumference C to the diameter d is always the same value. This constant
value is represented by the Greek letter n (read pi). Therefore:
circumferenee C
= a constant or a= n
d,iameter
 The Real Numbers 667

The Value of n
The number r is an irrational number. Therefore, zr cannot be writ-
ten exactly as a terminating or repeating decimal. computers have cal-
culated the value of zr to millions of decimal places. Rounded to only
ten decimal places, zr is 3.1415926536. Approximate values of r such
as 3.14 ad! are commonly used. When you use these values in place
of in your computations, your answers will be approximations.
z- The
exact value of zr is between S.Ia andz].

3.14<r< ;22

Finding the Circumference of a Circle

(:
Since jcl : n, when we multiply both members of the equationby d.,
(1
we have Icl . a : r d. Hence, we obtain the formula:
C=nd
Since d, the length of a diameter of a circle, is equal to twice r, the
length of a radius of the circle, that is d : 2r, we have C : rd or
C : r . 2r. Hence, we obtain the formula:
C=2nr
The circumference of a circle can be found by:
1. multiplying the length of its diameter by the constant value zr, or
2. multiplying twice the length of its radius by the constant value zr.
For example, if the diameter of a circle is 7 feet, its circumference
is zr 7, or 7r feet.
Here, the circumference has been given in terms of zr. Note thaL 7 r
ist}re exact numerical solution. Also, note that circumference is a linear
measure, here given in feet.
If we had used an approximate value for zr, such as zr = 8.14, then
the circumference could be found to be approximately (Z)(8.14), or 21.98
feet. By using r : !, *r" circumference could be found to be approx-
imately O(?), or'22 feet. These rational approximations produce
approximate answers.
668 Integrated Mathematics: Course I

MODEL PROBLEMS

1. In the diagram, two circles are shown with

center O. Points A, B, and G are on the
smaller circle; points C, D, E, and F are on
the larger circle. O.tr'is a line segment con-
taining points B, O, and C;9C is a line seg-
ment containing point A; EC is a line seg-
ment containing point B.
Name the points or segments that de-
scribe each condition.

Answers
a. The radii of the smaller circle a. OA;OE;6G
b. The radii of the larger circle b. Oe;6D;-oF
c. The chords shown for the larger circle e. E1;DF
d. The diameter of the larger circle d,. DF

2. Find the circumference of a circle whose radius is 14 mm:

a. expressed in terms of r b. using : + c. using r : 3.I4
"
Solution
Method I Method 2
a. Substitute radius r: 14 in If the radius r : 14. then the
theformulaC:2rr: diameter d : 28. Substitute
C:2r'L4 d : 28 in the formula C : rd:
C :28r C:r'28
C :28r
Answer: C : 28zr mm

b. Using the approximation o : +, substitute and multiply:

4

c :28tr :28 ? :T ?:88

. mm Ans.
1

c. Using the approximation r : 3.L4, substitute and multiply:

C : 28r : 28(3.14) : 87.92 mm Ans.
 The Real Numbers 669

3. If the circumference of a circle is 80r in., find the length of a radius

of this circle.
Solution
(1) Write the formula for the circumference that C : 2rr
involves the radius:
(2) Substitute 80r for the circumference C: 80r : 2rr
(3) Solve for radius r by dividing both members 40 1
of the equation by 2r: Eg( Ztrr
>*: 2r
11
40:r
Answer:r:40in.
4. If the radius of a circle is tripled, what change takes place in the
circumference?
Solution
In the original circle, C : 2rr.
In the new circle, C' : 2rr'. Let r' : 3r
to show that the radius is triple that of the
original circle. Then, C' : 2r(3r) : 6rr.

Compare the circumferences:

Z =H
SimnlifVine,
63
ff 2L'
Answer: The new circumference is 3 times the original circumfer-
ence, or the circumference is tripled.

EXERCISES

1. Find the diameter of a circle whose radius measures:

a. 2 inches b. 13 feet ziinches
d. 3.5 meters e. 2.75 centimeters
".
2. Find the radius of a circle whose diameter measures:
a. 4 feet b. 7 inches g;inches
".
d. 1.4 meters e. 3.9 centimeters
670 Integrated Mathematics: Course I

3. What is the ratio of the radius of a circle to its diameter?

4. What is the ratio of the diameter of a circle to its radius?
5. Find the circumference of a circle, expressed in terms of zr, when
its diameter is: . a
a. 10 b. 16 c. 4.7 d. ; e. .08 f. 1;
6. Find the circumference of a circle, expressed in terms of zr, when
its radius is:
a.4 b.9 c.3.8 d.: e..06 f. 1:
7. Find the circumference of a circle, in terms of n','for the
given radius r or diameter d. "ip""rr"d
r:5cm
a. b. d:9ft. c. r--2.4mm d. d:lin.
8. Using tr : 3.14,find the approximate length of the "ir.rri.f.r"n."
of a circle when:
a. r : 8 cm b. d : 8 in. c. r :2.5 mm d'. d :Slin.
9. Using n : +,find the approximate length of the cir"o-fetl"rrce of
a circle when:
a. r:14cm b, d:7fl. c. r :3.5mm d,. d:f0]in.
10. How many inches does Joan's bicycle go in one turn of the Jheels
if the diameter of each wheel is 28 inches? Express your answer
to the nearest inch.
11. A circular flower bed has a diameter of 4.2 meters. How many me-
ters of fencing will be needed to enclose this garden? Express your
answer to the nearest tenth of a meter.

In 12-16, for the circle whose circumference is given, (a) find the
length of the diameter of the circle and (b) find the length of the radius
of the circle.
L2. C:30r 13. C:25r 14. C : t
15. C=4.2r 16. C:1"
17. The distance around u.i"rotui track is 440 yards. Using o :'],
find the diameter of the circular track.

In 18-22, select the best answer from the four choices given.
18. If the diameter of a circle is 7, the circumference of the circle is:
(1) exactly 21.98 (2) exactlY 22
(3) between 2l and 22 (4) exactlY 44
 The Real Numbers 671
19. If the radius of a circle is
14, the circumference of the circle is:
(1) between 43 and 44 (2) exactly 43.96
(3) between 87 and 88 (4) exactly 88
20. If the circumference of a circle is exactly 10, then its diameter is:
,.r 10
Q) a (3) 1or (4) 5r
21. If the circumference of a circle is exactly 12, then its radius is:
.,. L2
(1)- (D-6 ($ 6r
7t 7l
(3) I2r
22. If the diameter of a circle is tripled, then its circumference is mul-
tiplied by:
(1) zr (2) I (3) 3 (4) 6
23. If the radius of a circle is doubled, what change takes place in its
diameter?
24. If the radius of a circle is multiplied by 4, by what number is its
circumference multiplied?
25. If the radius of a circle is divided by 2, what change takes place
in its circumference?
26. Find the number of inches in the circumference of a circle in which
the length of the longest chord that can be drawn is 5 inches. An-
swer may be expressed in terms of zr.
27. Solve for r in terms of C and r: C : 2zr r
28. Solve for d in terms of C and r: C : rd
29. Solve for r in terms of C and d.: C : rd

19-14 AREA AND VOLUME RELATED TO

THE CIRCLE
Area of a Circle
The area of a circle means the area of the region enclosed by the
circle. Mathematicians have discovered that the area A of a circle is
equal to zr multiplied by the square of the radius r. The formula for the
area of a circle is:
A: nr2
If the radius of a circle is 3 feet. then the area is:
A : r(3)2
: z(9)
: 9zr square feet
The irrational number 9zr is the exact number of square feet in the area
of the circle. since the rational number 3.14 is close to the value of zr,
672 Integrated Mathematlcs: Course I

a rational approximation of the area 9z' is 9(3.14), or 28.26 square feet.

Since the rational number f is al"o close to the value of zr, another
rational approximation of the area 9zr is 9 (?), * 28f square feet.

The Right Gircular Cylinder

The upper and lower bases of a right eirculor cylin'
dcr are parallel, congruent circles. The perpendicular
distance between the two bases is the height of the right
circular cylinder.
The volume, V, of a right circular cylinder is equal
to the area of the base, B, multiplied by the height, h.
This rule gives the following formula:
V=Bh
Right Circular
Since the base is a circle whose area is rr2, another Cylinder
formula for the volume of a right circular cylinder is:
V = nr2h

The Cone
In the cone and the right
circular cylinder pictured at
the right, the bases are con-
gruent circles and the heights
are also congruent. The vol- t'\
--r!*--
ume, or capacity, of the cone is
1 base {Bl

] of the volume of the right

circular cylinder.

since the formula for the volume of a right circular cylinder is

V : Bh, or V : rr2h, the formula for the volume of the cone is:
t- I"o or V = f,nrzh

The Sphere
A circle has been described as a set of points on a plane that are
equally distant from one fixed point called the center.
 The Real Numbers 673

A sphere is the set of all points

in space that are equally distant
from one fixed point called the
center. A line segment, such as
OC, that joins the center O to
A
\7
any point on the sphere, is called
Circle
a radius of the sphere. A line Sphere
segment, such as AB, that joins
two points of the sphere and
passes through its center, is called a diameter of the sphere.
The volume of a sphere is found by multiplyi"g by the cube of
f"
theradius:
y=f,nr"

MODEL PROBLEMS

1. Find the area of a circle whose radius is 14:

a. expressed in terms of r b. using r: 3.L4 c. using zr 22

Solution
a.A:rr2 b.A:rr2 c. A:rr2
A:r.(Lq2 A:(3.14).(L4)2 :7 .
A:r,14.14 A=(3.14).(196) A e4)2
A:r,196 A :615.44 Ans, 2
A : 196r Ans. ^ -22
d--
-7
.++ . L4
I
A:61 6 Ans.

2. If the radius of a circle is tripled, what change takes place in the

area of the circle?
Solution: In the original circle, area A : rr2.
In the new circle, let the radius r' : 3r to
show that the radius is tripled. Then:
A':r(3r)2:zr.(3rX3r)
:r'(9r2):9rr2
Compare the areas:
I : Ti : i
Answer: The new area is g times the original area, or the area is
multiplied by 9.
674 Integrated Mathematics: Course I

3. In the figure at the right, square ABCD is A

drawn about circle O. The radius of circle O is
5. The region between the square and the circle
is shaded. Find:
a. the diameter of the circle
b. the length of a side of the square D
c. the area of the square
d. the area of the circle
e. the area of the shaded region.
Solution
a. The length of the diameter d is twice the length of the radius 5.
Hence,d:2(O:fO.
b. The length s of the side of the square is equal to the length of
the diameter of the inscribed circle. Hence, s = 10.
c. The area of a square is found by the formula A : s2. Thus,
A:102: 100.

d. The area of a circle is found by the formula A : rr2. Hete,

A : rr2 : r . (5)2 : r . 25 : 25r.
e. The area ofthe shaded region is the difference between the area
of the square and the area of the circle, namely, 100 - 252" No-
tice that the smaller area must be subtracted from the larger
area. Answen 100 - 25r

4. A cylindrical can has a radius of 3j inches and a height 8 inches'

Express the volume:
a. in terms of zr
b. as a rational approximation, using o = ?

Solution: .? Answers

a. v:or2h:"'.1 )'E,:sar 98rcu.in.

b.v:nrzh:=z x21
,L
! 1- l:go8 3o8cu.in.
111
 The Real Numbers 675
EXERCISES

1. Find the area of a circle, expressed in terms of r, when its radius

is:
a.4 b.9 e..8 d..B f.t;
2. ".;
Find the area of a circle, expressed in terms of z, when its diam-
eter is:
a, L2 b. 2 c. 2.4 d,. .4 ,. ,;
3. ". ?
Find the area of a circle, expressed in terms of zr, for the given
radius r or diameter d:
a.r=8in. b.d:18cm c. r:lin.
d.d=0.6mm e.r:1.5m f. a:rJrt.
4. Usingr : 3.I4, find the approximate area of a circle when:
a.r:10cm b.d:20ft. c.r:.4mm
d.d:3in. e. r=.1 m f. d. : rlcm
5. Using o :2], find the approximate area of a circle when:
a.r:7ft. b.d:140mm c.r:21 cm
d.d:7in, E. r : 1. f. d:1.5mm
;rrl..
In 6-9, find the volume of a right circular cylinder that has the given
dimensions: a. in terms of r b. using o : ?
"9. r:2tin.,h:10in. 7. r:28t.,7,:?,ft.
'4
8. r:10cm,h:4.2cm 9. r: I.4 m, h : 6 m
In 10-13, find the volume of a cone that has the given dimensions:
a. in terms of zr b. using r : B.l4
U. r: 10in.,h:12in. ll. r=6 tt.,tr:!*.
12. r : lmm,h : 3mm lg. r : .2cm,h :2.4cm
1_4. Find the volume of a sphere with radius 1,0:
a. in terms of r b.usingr=3.14
15. Find the volume of a sphere with radius B]:
a. in terms of z' b. using
":ff
676 Integrated Mathematics: Course I

16. Find the length of the radius of a circle when its area is:
a. 16r b. 81r c. 225r U' i" e' L'962r
17, If the area of a circle is 100r, find its:
a. radius b. diameter c. circumference
18. If the circumference of a circle is 16r, find its:
a. diameter b. radius c. area
r9. The radius of a circular flower bed is 3.5 meters. a. Express its
area in terms of r. b. Use r :2] to find its approximate area'
20. A circular mirror has a diameter of 18 inches. IJse zr : 3.14 to find
its aPProximate area.
21. A tank in the form of a right circular cylinder is used for storing
water. It has a diameter of 12 feet and a height of 14 feet. How
many gallons of water will it hold? Use
" =!. [1 cubic foot con-
tains 7.5 gallons.J
22. If the diameter of a circle is tripled, state the change that takes
place in: a. its area b. its circumference
In 23-31, select the best answer from the four choices given'
23. If the radius of a circle is 7, then the area of the circle is:
(1) exactlY 44 (2) exactlY 153'86
(3) between 153.86 and 154 (4) exactlv 154
24. If the diameter of a circle is 20, then the area of the circle is:
(1) exactly 314 Q) exactlY 3142;
(3) between 314 and 315 (4) between 1,2'56 and 1,257
25. If the radius of a circle is tripled, then its area is multiplied by:
0) 27 (2) I (3) 3 (4) 6
26. If the radius of a circle is doubled, then its area is:
(1) doubled (2) multiPlied bY 2
(3) squared (4) multiPlied bY 4
27. The formula for the volume of a sphere is f3 or3. If its radius is
doubled, the volume is:
(1) doubled (2) squared (3) cubed (4) multiplied bv 8
28. The formula for the volume of a cone is f,nrzh.If its radius is
doubled and the height is unchanged, the volume is:
(1) doubled (2) squared
(3) multiplied by 4 (4) increased by 4
 The Real Numbers 677

29. The radius of a cone is tripled while its height is held constant.
Then its volume is:
(1) tripled (2) cubed
(3) multiplied by 6 (4) multiplied by 9
30. The radius and height of a right circular cylinder are each dou-
bled. Its volume is then multiplied by:
(1)8 (2)2 (3)o (4) 4
31. If the height of a right circular cylinder is divided by 4 while its
radius is doubled, the new cylinder will have a volume that is:
(1) half the original volume (2) twice the original volume
(3) the same as the original (4) 4 times the original volume

32. In the figure at the right, a circle is drawn in a

square whose side has a length of 12.
a. Find the diameter of the circle.
b. Find the radius of the circle.
c. Find the area of the square.
d. Find the area of the circle in terms of zr.
e. Using the results of c and d, express the area
of the shaded portion of the diagram in terms
of r.

33. In the diagram at the left, rectangle ABCD is

drawn in circle O. AB : G, BC : 8, and AC :
10. The diagonal of the rectangle, AC, is also
the diameter of the circle. [Wherever possible,
answers may be left in terms of zr.l
C a. Find OC.
b. Find the circumference of circle O.
c. Find the perimeter of the rectangle.
d. Find the area of circle O.
e. Find the area of the rectangle.
f. Find the area of the shaded region.
34. An 8-inch pizza has a diameter of 8 inches; a 12-inch pizza has a
diameter of 12 inches. Two boys purchased an 8-inch pizza for g8.20
and shared the pie equally. Four girls purchased a !2-inch pizza
for $5.40 and shared the pie equally. Assume that both pies are of
the same thickness.
a. Who got a larger piece of pizza, a boy or a girl? Explain why.
[Hint: Relate the problem to the area of a circle.]
b. How much did each boy pay for his share of the pie?
c. How much did each girl pay for her share of the pie?
d. Which size pie is the better buy? Explain why.
678 Integrated Mathematics: Course I

19.15 REVIEW EXERCISES

1. Tell whether the number is rational or irrational.
a. .r2 b. .n e. Jtz d. 'l(w JIog
".
r. 2r h. 0.36e12t5r82r24 .. '
".;Jt represented by r, where r * 0, find:
2. For the real number
a. the additive inverse of r b. the multiplicative inverse of r

In 3-6, write the given number without a radical.

s. lg 4. -J4s b. :l=n 6. tJL2r
1l zo

In 7-10, solve for the variable, using the set of real numbers as the
replacement set.
7. yz :8! 8. m2 : .09 9. 3r2:300 10. b2 - t44: O

11. Approximate J42 to the nearest tenth.

In 12-15. find the indicated root. Assume that all variables represent
positive numbers.
12. J4ooV ts. J4f 14. J76P 15. J-n*'E
In 16-19, simplify the expression. Assume b > 0.

16. fi80 r7. 3JG 18. :Jn le. J48b

In 20-23, combine the radicals.

20. Jre + J8 - Jn 2r. sJlo - zJ45
22. 2J5o - Jga + ; Jn 23. Jts - shz

ln24-29, multiply or divide, and then simplify'

24. alr.zJ, 25. (3J-{ 28. zJi ' ho
27. Jn * Jz 28.
tg 2s. #e{50
2J7
In 30 and 31, select the numeral preceding the correct choice'
30. The expression fi08 - Jd i" equivalent to
(1) fioE (2) 35J5 (3) 5G (4) 6
31. The sum of 9J2 and J32 is
(1) e#4 Q) LsJ, (3) 10\62 (4) 15
 The RealNumbers 679

32. In the figure, F, G, and H are points on circle O.

Name all segments that are:
a. radii
b. diameters
c. chords

33. If the circumference of a circle is 28r, find the radius of the circle.
34. The diameter of a half-dollar is 30 mm. Find the area in square
millimeters of one face of the coin. [Express answer in terms of zr.]
35. Using zr : 3.14, find the approximate area of a circle whose radius
measures 3 inches.

36. A circle is drawn in a square whose side has a

length of 40. Expressing answers in terms of r,
find:
a. the circumference of the circle
b. the area of the circle
c. the area of the shaded region
37. The formula for the volume of a right circular cylinder is
V : rr2h.
a. Find the height h if r : 5 and V : 100n.
b. Express h in terms of V, r, and r.
c. What change occurs in the volume V if the radius r is doubled
and the height /r remains constant?

In 38 and 39, select the numeral preceding the correct answer.

38. What is the radius of a circle whose area is I44r?
(1) 6 (2) 12 (3) 24 ($ 72
39. In a circle, if one radius measures x * 3 and another radius mea-
sures 3r - 5, what is the length of a diameter of the circle?
(1) 14 (2) 8 (3) 7 (4) 4

40. A dog is fastened by a 6-foot chain to an outside corner of a shed

that measures 8 feet by 12 feet. Find the area of the space in which
the dog is confined.
 chapter20

Quadratic Equations

2O.1 THE STANDARD FORM OF A

OUADRATIC EQUATION
The equation x2 - 3r - 10 : 0 is a polynomial equation in one vari-
able. This equation is of degree two, or second degree, because the
greatest exponent of the variable x is 2. The equation is in stand,ard.
form becaase all terms of the equation are collected, in descending or-
der of exponents, in one member, and the other member is 0.
An equation ofthe second degree, such as x2 - 3x - 10 : 0, is called
a quad,ratic equation.
In general, the standard form of a quadratic equation in one variable
is:
axz+b.r*c:0
where a, b, and. c are real numbers and o + 0.

MODEL PROBLEM

Transform the equation x(x - 4) : 5 into an equivalent quadratic

equation in standard form.
Solution
xk-4):5
x2-4x:5
x2 - 4x - b: o Ans.

680
 I

Quadratic Equations 681

EXERCISES

In 1-9, transform the equation into an equivalent equation in stan-

dard form.
l. xz + 9x: I0 2. 2x2 + 7x:3x 3. x2 : Bx - 8
4.4x+3:xz b. Bxz:27x 6. r(r-3):10
7. x2:E(x+4) 8. {*t:i 9. x2:6-!
24-2

20.2 USING FACTORING TO SOLVE A

QUADRATIC EQUATION
Consider the following products:

5x0:0 (-2)x0:0 |x0:0

0x7:0 0x(-B):0 OtO:O
These examples illustrate that whenever the product is 0, at least
one of the factors is 0.
In general, if o and b are real numbers, then:
a.b = O if and only if cl : 0 or b : 0
This principle is used to solve quadratic equations. For example, in
order to solve the quadratic equation x2 - 3x * 2 :0, it can be written
as (r - 2)(x - 1) : 0. The factors (x - 2) and (r - 1) represent real
numbers whose product is 0. The equation will be true if either one of
the factors is 0, that is, if (r - 2) is 0 or if (r - 1) is 0.
(x-2)(x-1):0
x-2: 0 or x-L: 0
*2=*2 *1:+1
x:2orx:1
A check will show that both 2 and 1 are values of r for which the equa-
tion is true.
Checkforx:2 Checkforx:1
x2-BxrT:0 12-gxt2:0
(D2 - 3(2) + 2lo - 3(1)+ 2L0
(1)2
4-6+2Lo 1-g+2Lo
0:0 (True) 0:0 (T!ue)
682 Integrated Mathematics: Course I

Since both 2 and,1 satisfy the equation x2 - 3x * 2: 0, the solution

set of this equation is {2, 1}. The roots of the equation are 2 and 1.
Every quadratic equation has two roots, but the two roots of a qua-
dratic equation are not always different numbers. Sometimes, the roots
are the same number, as in the case of xz - 2x * ! : 0, which can be
written (r - 1Xr - 1) : 0. Both roots are 1. Such a root is called a
dnuble root and is written only once in the solution set.
. t:: .:: ::: : :: .i :: : : :
,, .,,::,:.:,:,:,, , ... .:: . '

: : PROGE$I|HE;,',,, To solve, a,, quadratie: equaiion, bt ubtng factoring: :

:
t. lf *scpssary,
!. , ' l , -',
transform::the Cquation::iato ifuda* rorm.
2.
:

Factor, t&e.lofr,rrember of the,equati;n, "' 'l

,i,,ii.ig:l',,,',$*r,:iexeh:it:rf :::sC*t*ifring:i:fh6:i:.vjfl$:if#:rt:ff':,,,miai:,;1;
:::::::::
! ..:,...:,
:,4. i
Sbtv+
::,,.,,.,',:::: .'.,
eieh of tfre resulting,,e-- -.' ,,,
.., ' ':':
, . . '.:: .' : i i .:: : :.. .:.:....:. :.,..:.: :::.. .

S. Check ly suhstituting each v.ahre of the,v#ia[te i" ilte original

MODEL PROBLEMS

1. Solve and check: x2 - 7x: -10

How to Proceed Solution

- 7x: -10 xz
(1) Transform into standard form. x2 - 7x + 10 : 0
(2) Factor the left member. (x-2)(x-5):0
(3) Let each factor : 0. x-2:0 r-5:0
(4) Solve each equation. x:2 x:5
(5) Check both values in the original
equation.
Checkforx:2 Checkforx:5
x2 - 'Ix: -10 xz - 7x: -10
Q)2-7Q)L-to 6)2 - 7(5) I -10
4 - L4 r -t0 25-354-10
- 10 : - 10 (True) _ 10 : _ 10 (True)

Answer: x : 2 or r : 5; the solution set is {2, 5}.

 Quadratic Equations 683

2. List the members of the set {r l2x2 :3x\.

How to Proceed Solution
: 3x
2x2
(1) Transform into standard form. 2x2 - 3r:0
(2) Factor the left member. x(2x-g):0
(3) Let each factor : 0. r : - 3 :0
0l2x
| 2x:3
(4) Solve each equation. I

l3
I

*:a
|
The check is left to the student.
f a-\
Answer: \0,l(
I Z\

Cqutio'n: *"rr"r transform an equation by dividing both members

of the equation by an expression involving the variable. If you had
divided both members of the equation 2xz: 3r by tr, you would
have obtained the equation 2x : 3 whose solution is r : f. Vo"
would have lost the solution x : 0.

3. Solve and check: xG + 2) : 25 + 2x

How to Proceed Solution

x(x+2):25+2x
(1) Use the distributive property. x2+2x:25+2x
(2) Transform into standard form. x2-25:o
(3) Factor the left member. (r-5)(r+5):0
(4) Let each factor : 0. x - 5:
-^l 0l *5=0
"
r : 5l x: -E
I

(5) Solve each equation.

The check is left to the student.
Answer: x : 5 or x : -5; the solution set is {5, -5}.
684 Integrated Mathematics: Course I

4. The areas of two similar triangles are in the ratio of 4: 1. The length
of a side of the smaller triangle is 5 inches. Find the length of the
corresponding side in the larger triangle.
Solution: Recall that the ratio of the areas of two similar polygons
is the square of the ratio of the measures of the sides.
A (s)2
A' (s')2
4s2
t25
s2 : 100
Check
s2-1oo:o
(s+10Xs-10):0 !L-zro' 25
s*10:0 s-10:0
4"100
s : -10 s:10 t- 25
[Reject the negative value be-
cause the length of the side can- :L4:: 0!ue)
not be a negative number.l 11
Answer: The length of the corresponding side is L0 inches.

KEEP IN MIND
To solve a quadratic equation by using factoring, one member of
the equation must be zero.

EXERCISES

In 1-48, solve and check the equation.

1. x'-3x-t2:O z'- 5z * 4:0
2.
3. x2-8x+16:0 r2-l2r*35:0
4.
5. c2+6c 45:0 6. m2+lom+9:0
7. x2+2x *1:0 8. y2+tly+24:0
9. x2 - 4x - 5: o 10. x2-5x-6:o
11. x2 + x - 6:0 12. x2+2x-15:0
13. 12-r-72:0 14. x2-x-12:0
15. x2-49:0 16. z2-4=o 17. m2 - 64:0
18.3x2-]-2:o 19. d2-zd:o 20.s2-s:0
 Quadratic Equations 685

21. x2+3x:0 ZZ. z2+82:O

23.2x2-5xt2:o 24. Bx2- 10r*3:o
25.3x2-8r*4:0 26.5x2+11r*2=o
27. 12 - x: 6 28. y,- 3y :2g
29, c2 - 8c: -15 80. 2rn2 + 7m : -6
31. r2-4:O 92. x2:l2L
33. f : 5, 34. s2 : -4s
35. y' : 8y I 20 36. 2x2 - x: 15
37. x2:9x-20 38. 30+x:x2
39. x2+3x -4:50 40.2x2+7:5-Ex
4r. ir'* fr + 1 :0 42.
i*, -I*: t
43. x(x-2):35 44. y(y -B):4
x
45. r(r * 3):40 4G. t2 -t2
2x
y+3 6
47.'---=-:- .^ x t2
48.
SyBx
49. The areas of two similar polygons are in the ratio 36: 1. The length
of a side of the smaller polygon is 2 cm. Find the length of the
corresponding side of the larger polygon.
50. TWo similar triangles have areas of 16 and BG. The length of a
side of the smaller triangle is 8. Find the length of the correspond-
ing side of the larger triangle.

2O-3 SOLVING INCOMPLETE QUADRATIC

EQUATIONS

A quadratic equation in which the first-degree term is missing is

called an incomplete quadra,ti.c equation, or a pure quad.ratic equa.tion.
For exampll, x2 - 25 : 0(in general, a,x2 + c : 0 when o * 0) is an
incomplete quadratic equation.
One method of solving x2 - 25 = 0 is to factor the left member,
in Section 20-2 (see Model Problem 3 on page 683).
proceeding as
Another method that we may use to solve x2 - 25 : 0 makes use
of the following principle:
O Every positive real number has two real square roots, one of
which is the opposite of the other.
686 Integrated Mathematics: Course I

Solution
x2-25:o
x2:25
*: JzE or x: -J%
x:5otx: -5
Chech

x2-25:o x'-25:o
lfx:5,(5)2-25L0 lf x: -5,(-5)2 -25L0
25-25L0 25-25!O
0 : 0 (T!ue) 0: 0 (True)

Answer: x : 5 or .r : -5, which may be written r: *5.

The solution set is {5, -5}.

.'..P*$$EBU'.. 'E,:''.','.T+,. *or*.,.;*'i *gleta. quadrati"

"cuaiio"l
' .fr',Tla ,the''equatiou'.into..tiie,:,form *t = n, where n is a non'
,.,g;',.I $ *'ffi,a"fi i;f 'j',;..;:,',Ji :: ,, , :',,' ':

,,.,,4. Ct"uU.*n. trrg,u;tueu,foi,n,,,l# ir** ;*ginal:equation

MODEL PROBLEMS
1. Find the solution set: 2. Solve: 4x2 - L4 : 2xz
7JP:3y2+36
Solution
Solution 4x2-14:2x2
7)P:3Y2+36 4x2-2x2-14:o
73P-3y2:36 2x2-14:0
4f :36 2x2 : 14
12:9 ,-
x,':I
y:Jg:3or *: Ji o,
J9: -3 ,: -Jz
Answer: The solution set is {3, -3}. Answer: x : th
(The roots are rational numbers.) (The roots are irrational
numbers.)
The checks in Model Problems 1 and 2 are left to the student.
 Quadratic Equations 687

EXERCISES

In 1-15, solve and check the equation.

l. x2:4 Z. a2-g6:0 g. !x2:50

4.5y2:45 5.3k2:147 8:0
O. 2x2-
7. 12-!l:70 g. 4x2+5:21 g. 2x2- 11:Bg
10. 2x2 + 3x2 : 45 11. 6x2 - 4x2 : g8
12,4JF-19:y2+L4 B.t:n
3

14. !:! rE 4x 4
ro' %:;
9 x
In L6-24, solve for r in simplest radical form.
16. x2 : IO 17. x2 :27 18. Jx2 : G

19. 2x2 - 16 : 0 zo. x2 + 2E: 100

21. x2 - 4:4 22. gxz - 6x2 :54
2* :9
2g. Bx2 - 28:2x2 + BB 24-
'9x
In 25-27, find the positive value of .r, correct to the nearest tenth.
Use the table on page 706.
25. x2 :24 26. 4x2 - 160 : 0 27. 7x2 : + tgg
",
In 28-33, solve for r in terms of the other variable(s).
28. x2 : b2 29. xz : 2Sa2 80. gx2 : r2
31. 4x2-a2:0 92. x2+a2:c2 BB. x2+b2:c2
In 34-39, solve for the indicated variable in terms of the other
variable(s).
34. : A
Solve for s.' s2 35. Solve for r: A : rr2
36. Solve for r: S : 4rr2 37. Solve for r: V : rr2h
gg. solve for ,. , : g9. solve for ,, F : *u'
!st, gr
40. How many feet of fencing would be needed to enclose a square
garden that has an area of 36 square feet?
688 Integrated Mathematics: Course I

41, The length of a rectangular flower bed is 3 times the width. The
area of the bed is 108 square meters. What are the dimensions of
the bed?
42. The height of a triangular metal plate is 6 times the measure of
the base. The area of the plate is 120 square inches. In simplest
radical form. what is the measure of the base?

2O.4 THE QUADRATIC FORMULA

Not every quadratic equation can be solved by factoring. The left
member of an equation such as x' - 6r - 3 : 0 cannot be factored
over the set of integers and, therefore, cannot be solved by that method.
In trying to understand a method that can be used to solve such an
equation, begin with the idea that you saw in Section 20-3, which is
that an incomplete quadratic equation can be solved by taking the
square root of each member of the equation. Note that the constant
member can be a perfect square as in Example 1 below, but the con-
stant member need not be a perfect square, as in Example 2.
Example 1. x2 : LG Example 2. x2 = 12
r: +JG *: -Jlz
x: *4 x: +2JB
Now, let us extend the idea of taking the square root of each member
of an equation to the case when one member is a trinomial' The tri-
nomial could already be a perfect square. For example, the trinomial
x2 + 2x + 1 is a perfect square: (x + I)2. When such a perfect square
trinomial is one member of an equation, we can solve that equation by
taking the square root of each member, as follows:
Solue: x2+2xrl:4
k+112:4
x+L:!,14
x+I:*2
x*I:2 or x*l:-2
x:I or x: -3
Answer: {-3, 1}
Note that in the preceding example, the right-hand member, 4, is also
a perfect square. This condition is not necessary for the procedure. It
is only necessary that the trinomial be a perfect square.
Suppose, now, that the trinomial is not given as a perfect square.
Consider the first equation mentioned, x2 - 6x - 3 : 0. We can create
our own perfect square trinomial.
 Quadratlc Equations 689

(1) Move the given con- x2- 6x - 3 = o

stant out of the way so x2-6x -B
that we can supply the
number necessary to
complete the square.
(2) If I were the third x2-6r+9
term of the trinomial, (x - 3)2
the trinomial would be
a perfect square.
(3) We can add 9 to the x2 - 6x + 9: B + g
left member of the
equation if we also add
9 to the right member.
(4) Now, we have our per- x2-6xt9:L2
fect square trinomial (x-B)2:L2_
and can proceed to take x-3:*.\ll2
the square root of each r-3:t2vg
member, thus leading x- 3:2JB or x - 3: -2Ji
to the solution. x:3 + zJg or x:3 - zJg
Answer:1a+2J5,3-2Jgl
This procedure can be applied to the general quadratic equation to
obtain a formula for the solution of any quadratic equation.

O Given any quadratic equation of the form axz + bx I e = 0,

where a,, b, antd c are real nurnbers and o * 0, we can find the
roots of the equation by the guad,ratic formula:

I=
-o x'Jtz - 4ac
2a

MODEL PROBLEMS

1. Solve by the quadratic formula: 2r2 *r:6

How to Proceed Solution
1. Write the equation in 2x2 + r - 6:0
standard form.
2. Compare the equation to a:2rb:]-rc=-G
ax2 + bx * c: 0 to find the
values of a, b, and c.
690 Integrated Mathematics: Gourse I

3. Write the quadratic formula. x, : -b+JE=4a;

*

4. Substitute. x: -(1)rft)z-4(2X-6)
2(2)

5. Simplify. -1 r A +Zs
4

x- -ri-J4g: -r+7
4 4

6. Determine the two roots. (The +7 -t-7

check is left to the student.)
x - -L4 4

*4263 ,:i=-,
-R

Answer: x: -2orr:f,

2. Find the irrational roots of x2 + 2x - L : 0.

Solution
The equation x2 + 2x - | : 0 is in standard form.
ctr=l,b:2rc:-I
,: -b+JEI-4a;
2o
_e) +.,1e), _ 4(1X_1)
x,- 2(r)

-2 a ./a al

,: -2rJ8
2

,: -2 x2 2J'
x: -L + J2 Ans.
 Quadratic Equations 691

EXERCISES

ln 1-18, solve the given equation by using the quadratic formula.

1. x2-7x+6:0 2. x2+4x-5, :0
3. x2+3x+2:0 4.2x2+x-L :0
5.3x2+5x-2:0 6.3x2+5x+2 :0
7. x2 + 6x + 9 : 0 8.4x2-4x*l :0
9. x2 + lOx: -25 10. x2+x:L2
ll. x2 + 2x: 24 12. x2:x*2
13. x2+8:6x 14.2x2- 10:r
15. x2-g:0 16. 5x2 = 20
17. x' - 3x + 1 : 1 18. x2 : 5x

ln 19-27, solve the given equation by using the quadratic formula.

Express the answers in simplest radical form.
19. x2-2x-2:O 20. x2-I}x+4 :0
21. x2+2x-4:0 22.x2-2:4x
23. 2x2 - 8r + 7:0 24.4x2=2x+l
25. 9x2 + I: l2x 26. x2 : 20 27. 2x2 : 5

20.5 USING THE THEOREM OF PYTHAGORAS

You are now ready to study and apply a most useful relationship
that exists among the sides of a right triangle.
The figure at the right represents a right triangle.
Recall that such a triangle contains one and only one
right angle. In right triangle ABC, side AB, which is
opposite the right angle, is called the hypotenuse. The
hypotenuse is the longest side ofthe triangle. The other
two sides of the triangle, BC and AC, form the right
angle. They are called the legs of the right triangle.
More than 2,000 years ago, the Greek mathemati-
cian Pythagoras demonstrated the following property
of the right triangle, which is called the Pythagorean
Theorem:
O In a right triangle, the square of the length of the hypotenuse
is equal to the sum of the squares of the lengths of the other two
sides.
692 Integrated Mathematics: Course I

If we represent the length of the hypotenuse of

right triangle ABC by c and the lengths of the other
two sides by o and b, the Theorem of Pythagoras
may be written as the following formula:
c2=a2+b2
Geometrically, this relation means that if squares are built on the
hypotenuse and on each leg of a right triangle, then the area of the
square on the hypotenuse is equal to the sum ofthe areas ofthe squares
on the legs. For example:

Triangle ABC represents a right trian-

gle in which the length of side AC : 4 crn,
the length of side BC : 3 cm, and the
length of the hypotenuse AB : 5 cm.
The area of the square on
sideBe:9cm2.
The area of the square on
sideAC : 16 cm2.
The area of the square on
hypotenuse AB : 25 cmz.
25 cmz : 9 cm2 + 16 cmz
52 :32 + 42
Similar triangles can be used to demonstrate the truth of the
Pythagorean Theorem. Recall that two triangles are similar if two
angles of one are congruent to two angles of the other. Recall also
that the measures of the corresponding sides of similar triangles are
in proportion.

AABC is a right triangle with z ACB the right

angle.
Altitude CD has been drawn to side AB, thus
producing right angles ADC and BDC.
LeL BC : a, AC : b, AB : c, AD : r, and
DB:c-x.
 Quadratic Equations 693

Since z A = zA Since z B = zB
and.zADC = :ACB, and. zBDC = zACB,
AACD - AABC ACBD - AABC
AC AD CB BD
AB: AC AB BC
bx a _c-x
cb ca,
b2:cx a2=c2-c|c
t-No*, add these two equationr-J
a2+b2:c2-cx+cx
a2+b2:c2
Three logical statements can be made for any right triangle where
c represents the length of the hypotenuse, and o and b represent the
lengths of the other two sides. All of the following statements are true.
1. The conditional form of the Pythagorean Theorem:
If a triangle is a right triangle, then the square of the length of the
hypotenuse is equal to the sum of the squares of the lengths of the
other two sides. (If a triangle is a right triangle, then c2 : a2 + b2)
2. The conuerse of the Pythagorean Theorem:
If the square of the length of the longest side of a triangle is equal
to the sum of the squares of the lengths of the other two sides, then
the triangle is a right triangle. (If c2 : e2 + b2 in a triangle, then
the triangle is a right triangle.)
3. The biconditional form:
A triangle is a right triangle if and only if c2 : a2 + b2.

MODEL PROBLEMS
1. A ladder is placed 5 feet from the foot of a wall. The top of the
ladder reaches a point L2 feet above the ground. Find the length of
the ladder.
Solution: Let the length of the
hypotenuse : c, the length of side
a : 5, the length of side b : 12.
c2 : a2 + b2 lTheorem of Pythagorasl
c2 :52 + r22
c2:25+I44
c2 : 169

":Jrog:18or
: - fi69 : - 13 [Reject the negative value.] c
"
Answer: The length of the ladder is 13 feet.
694 Integrated Mathematics: Course I

2. The hypotenuse of a right triangle is 20 centimeters long and one

leg is 16 centimeters long. a. Find the length of the other leg.
b. Find the area of the triangle.
Solution
a. Let the length of the unknown leg : a,
the length ofthe hypotenuse c : 20, the
length of side b : 16.
c2: a2 + b2 [Theorem of PythagorasJ
202=a2+162
400:a2+256
!44: a2
12:aor A b=16
-L2 : o [Reject the negative value.]

Answer: The length of the other leg is 12 feet.

b. Area of LABC : LUO

1

;(16X12)
z
:96
Answer: Area of AABC: 96 cm2

3. Express in simplest radical form the length of a side of a square

whose diagonal is 10.
Solution: In square QRST, angle Q.RS is a
right angle. Therefore, triangle Q,RS is a
right triangle. Let r : the length ofeach side
of the square.
a2+b2:c2
x2+x2:lo'
2xz : 100 *{
x2 :50
r : +J50 900

, : +JZS a [Reject the negative value.]

R

x: 5J2
Answer: The length of the side of the square is 5rE.
 Quadratic Equations

4. Is a triangle whose sides measure 8 centimeters, 7 centimeters, and

4 centimeters a right triangle?
Solution: If the triangle is a right triangle, the longest side, whose
measure is 8, must be the hypotenuse.
c2:a2+b2
82L72+42
64L49+t6
64+65
Answer: The triangle is not a right triangle.

EXERCISES

In 1-9, let c represent the length of the hypotenuse in a right tri-

angle, and let a and b represent the lengths of the other two sides. Find
the length of the side of the right triangle whose measure is not given.
t. a:3rb:4 2. a:8, b : 15 3. c:10,a:6
4. c:13,a:12 5. c: L7, b : 15 6. c=25,b:20
t. o:Ji,b:J, 8. a:4,b:4J3 9. a:5J3,c:10
In 10-15: a. Express in simplest radical form the length of the third
sideofthe right triangle the length ofwhose hypotenuse is represented
by c and the lengths of whose other sides are represented by a and, b.
b. Approximate the length of this third side correct to the nearest tenth.
10. a:2,6 : 3 11. a:3,b:3 12. a:4,c:8
13. a:7,b:l 14. b:J5,":JG lb. a:4J2,c:8
In 16-19, find r and express irrational results in simplest radical
form.

/
/1"
/ so"l
X |*
Ex.16 Ex. 18
696 Integrated Mathematics: Course I

20. A ladder 39 feet long leans against a building and reaches the
If the foot of the ladder is 15 feet from the foot
ledge of a window.
of the building, how high is the window ledge above the ground?
21. What must be the length of a ladder that Mr. Rizzo can use if he
wishes to place the bottom of the ladder 5 feet from a wall and he
wishes to reach a window that is 15 feet above the ground? Give
the answer. correct to the nearest tenth of a foot.
22. Miss Murray traveled 24 kilometers north and then 10 kilometers
east. How far was she from her starting point?

23. One day, Ronnie walked from this home

at A to his school at C by walking along
AB and BC, the sides of a rectangrrlar
open field that was muddy. When he re-
turned home, the field was dry and Ron- l20yd
nie decided to take a shortcut by walk-
ing diagonally across the field along CA. How much shorter was
the trip home than the trip to school?

ln 24-27, find the length of a diagonal of a rectangle whose sides

are the given measurements.
24. 8 inches and 15 inches
25. 15 centimeters and 20 centimeters
26, 10 feet and 24 feet
27. 30 meters and 40 meters
28. The diagonal of a rectangle measures 13 centimeters. One side is
12 centimeters long. a. Find the length of the other side. b. Find
the area of the rectangle.
29. Find the area of a rectangle in which the diagonal measures 26
and one side measures 10.
30. Approximate, to the nearest inch, the measure of the base of a rect-
angle whose diagonal measures 25 inches and whose altitude
measures 18 inches.

In 31-35, approximate, to the nearest tenth of a rneter, the length of

a diagonal of a square whose side has the given measurement.
31. 2 meters 32. 4 meters 33. 5 meters
34. 6 meters 35. 7 meters
36. A baseball diamond has the shape of a square 90 feet on each side.
Approximate, to the nearest tenth of a foot, the distance from home
plate to second base.
 Quadratic Equations 697

37. In the figure, ABC is an isosceles triangle

in which sides AC and CB are of equal
length, AC : CB. eD, which is drawn so
that angle CDB is a right angle, is called
the altitude drawn to the base of the tri-
angle. When altitude D is drawn, it di-
vides the base AB into two segments of
equal measure, AD : DB. Each of the sides
AC and CB measures 26 centimeters and
the base AB measures 20 centimeters.
a. Find the length of the altitude drawn to the base.
b. Find the area of triangle ABC.
38. In an isosceles triangle,each of the equal sides measures 25 in.
and the altitude drawn to the base measures 15 in.
a. Find the length of the base. b. Find'the area of the triangle.
In 39-43, find the length of the altitude of equilateral triangle ABC
when each of its sides has the given measure. (Express the answer in
simplest radical form.)
39. 4 cm 40. 6 cm 41. 8 cm 42. 10 cm 43. 5 cm
44. a. On graph paper, draw the triangle whose vertices are A(0, 5),
B(4, 5), C(4,9).
b. Find the length of each side of AABC.
c. Find the area of AABC.
45. The length of a side of a square is represented by s and the length
of a diagonal by d. Show that d : s42.

In 46-49, tell whether or not the measurements can be the lengths

of the sides of a right triangle.
46. 6 yards, 10 yards,8 yards 47.7m,4 m,5m
48. t2 cm, 16 cm, 20 cm 49. 10 feet, 15 feet, 20 feet

20.6 USING QUADRATIC EQUATIONS TO

SOLVE PROBLEMS
The use of an algebraic strategy to solve some problems requires the
solution of a quadratic equation. The most convenient method of solv-
ing the quadratic equation should be used.
698 lntegrated Mathematics: Course I

Number Problems
l. The square of a number decreased by 4 times the number equals
21. Find the number.
Solution: Let r: the number.
The square of the number decreased by 4 times the number equals 27.
x2-4x:21
x2-4x-21 :o
(x-7)(x*3):0
x-7:0lr*3:0
x=71 x: -J
Check for the number 7: Check for the number -3:
e)2 _ 4e) L Zr (_3)2 _ 4e3) L Zr
49-28!21 9+r2L2L
2L : 2l (True) 2l : 2l (True)
Answer: The number is 7 or -3.

2. The product of two positive consecutive even integers is 80. Find

the integers.
Solution:
Let x : the first positive even integer.
Then, x * 2 = the next consecutive positive even integer.
The product of two positiue consecutiue euen integers is 80.
x@ + 2):80
xz + 2x: 80
x2 + 2x - 80 : 0
(r-8)(r+10):0
r-8=0 r+10:0
r:8 r : - 10 [Reject. The required integer
x*2=10 is positive.l

Check: The product of the two positive consecutive even integers 8

and 10 is (8)(10), or 80.
Answer: The integers are 8 and 10.

EXERCISES
1. The square of a number increased by 3 times the number is 28.
Find the number.
2. When the square of a certain number is diminished by 9 times the
number, the result is 36. Find the number.
 Quadratic Equations 699

3. A certain number added to its square is 30. Find the number.

4. The square of a number exceeds the number by 72. Find the
number.
5. Find a positive number that is 20 less than its square.
6. If the square of a positive number is added to b times the number,
the result is 36. Find the number.
7. The square of a number decreased by 15 is equal to twice the num-
ber. Find the number.
8. Find two positive numbers whose ratio is 2:3 and whose product
is 600.
9. The larger of two positive numbers is 5 more than the smaller.
The product of the numbers is 66. Find the numbers.
10. One number is 5 more than another. Their product is 14. Find the
numbers.
11. One number is 6 less than another. The sum of the squares of these
numbers is 20. Find the numbers.
12. One number is 7 more than another. The sum of the squares of
these numbers is 29. Find the .rumbers.
13. The product of two consecutive integers is 56. Find the integers.
14. The product of two consecutive odd integers is 99. Find the
integers.
15. Find two consecutive positive integers such that the square of the
smaller increased by 4 times the larger is 64.
16. Find two consecutive positive integers such that the square of the
first decreased by 17 equals 4 times the second.
17. Find three consecutive positive integers such that the product of
the second integer and the third integer is 20.
18. Find three consecutive odd integers such that the square of the
first increased by the product of the other two is 224.
19. Find two consecutive integers such that the sum of their squares
is 61.
20. Find the smallest of three consecutive positive integers such that
the product of the two smaller integers is 38 more than twice the
largest.
21. Nine times a certain number is 5 less than twice the square of the
number. Find the number.
22. The sum of two numbers is 10. The sum of their squares is 52.
Find the numbers.
23. The sum of a number and its reciprocal is f. Find the number.
24. If a positive number is decreased by its .""i-p"o."I, the result is f.
Find the number.
25. The sum of a number and the square of its additive inverse is 42.
Find the number.
700 Integrated Mathematics: Course I

Geometric Problems
The base of a parallelogram measures
7 centimeters more than its altitude. If
the area of the parallelogram is 30
square centimeters, find the measure of
its base and the measure of its altitude. l---x+7 ------*1
Solution
Let x : the number of centimeters in the altitude.
Then, x t 7 : the number of centimeters in the base.
The area of the parallelogram is 30.
base'altitude:Area
(r*7)r:30
x2 +7x:30
x2+7x-30:0
(r-3Xr+10):0
x-3:0 lr+10:0
r:3 r : | -10 [Reject.Thealtitude
r+?:101 cannotbenegative'l

Check: When the base of a parallelogram measures 10 and its altitude

measures 3, the area is 10 3, or 30. Also, the measure of the base,
10, is 7 more than the measure of the altitude, 3.
Answer: The altitude measures 3 centimeters;
the base measures 10 centimeters.

EXERCISES

l. The length of a rectangle is 2 times its width. The area of the

rectangle is ?2 square centimeters. Find the dimensions of the
rectangle.
2. The ratio of the measures of the base and altitude of a parallelo-
gram is 3:4. The area of the parallelogram is 1,200 square cen-
timeters. Find the measure of the base and of the altitude of the
parallelogram.
3. The length of a rectangular garden is 4 meters more than its width.
The area of the garden is 60 square meters. Find the dimensions
of the garden.
4. The altitude of a parallelogram measures 11 cm less than its base.
The area of the parallelgram is 80 cm2. Find the measure of its
base and the measure of its altitude.
 Ouadratic Equations 701

o. The perimeter of a rectangle is 20 inches and its area is 16 square

inches. Find the dimensions of the rectangle.
6. If the measure of one side of a square is increased by 2 centimeters
and the measure of an adjacent side is decreased by 2 centimeters,
the area of the resulting rectangle is 32 square centimeters. Find
the measure of one side of the square.
't. The length of a rectangle is 3 times its width. If the width is di-
minished by 1 meter and the length is increased by 3 meters, the
area of the rectangle that is formed is 72 square meters. Find the
dimensions of the original rectangle.
8. A rectangle is 6 feet long and 4 feet wide. If each dimension is
increased by the same number of feet, a new rectangle is formed
whose area is 39 square feet more than the area of the original
rectangle. By how many feet was each dimension increased?
9. Joan's rectangular garden is 6 meters long and 4 meters wide. She
wishes to double the area of her garden by increasing its length
and width by the same amount. Find the number of meters by
which each dimension must be increased.
10. The length of the base of a parallelogram is twice the length of
its altitude. The area of the parallelogram is 50 square centime-
ters. Find the length of its base and altitude.
11. The altitude of a triangle measures 5 centimeters less than its
base. The area of the triangle is 42 square centimeters. Find the
lengths of its base and altitude.
12. A baseball diamond has the shape of a square 90 feet on each side.
The pitcher's mound is 60.5 feet from home plate on the segment
joining home plate and second base. Find the distance from the
pitcher's mound to second base to the nearest tenth of a foot.
13. One leg of a right triangle is 1 cm longer than the other leg. The
hypotenuse measures 5 cm. Find the measure of each leg of the
triangle.
t4. The measure of one leg of a right triangle exceeds the measure of
the other leg by 7 meters. The hypotenuse of the triangle is 13
meters long. Find the measurements of the legs of the triangle.
15. The hypotenuse of a right triangle is 2 centimeters longer than
one leg and 4 centimeters longer than the other leg. Find the
length of each side of the triangle.
16. The length of the hypotenuse of a right triangle is 25 centimeters.
One of the legs is 5 centimeters longer than the other.
a. Find the length of each leg.
b. Find the area of the triangle.
17. The ratio of the lengths of the two legs of a right triangle is 3:4.
(a) Find the length of each leg when the length of the hypotenuse
is the given measure. (b) Find the area of the triangle.
a. 10 cm b. 20 cm c. 25 cm d. 100 cm
702 lntegrated Mathematics: Course I

18. The perimeter of a right triangle is 30 centimeters. If the hypo-

tenuse measures 13 centimeters:
a. Find the length of each leg.
b. Find the area of the triangle.
19. Denise and Dawn start from the same point and travel at the rates
of 30 mph and 40 mph along straight roads that are at right angles
to each other. In how many hours will they be 100 miles apart?

2O-7 GRAPHINGy= ax2 + bx +c

The graph ofevery first-degree equation in two variables is a straight
line. For example, the graph of r + I : 6 is a straight line. Two or
three points are sufficient to draw this graph. The graph of a quadratic
equation of the form y : ax' + bx + c, however, is not a straight line
and a larger number of points must be used to draw this graph.

MODEL PROBLEMS
1. Graph the quadratic equation ! : 2xz using integral values for r
fromr : -3 tor : 3 inclusive, that is, -3 < r < 3.
Solution
(1) Develop the following table of
values:

x 2x2 v

-3 2egz 18
-2 2eD2 8
-1 2GD2 2
0 2Q)2 0
I 2Q)2 2
2 2(D2 8
3 2/3)2 18

(2) Plot the point associated with each

ordered number pair (r, y): (-3, 18),
(-2, 8), (-I,2), and so on.
(3) Draw a smooth curve through the
points. Notice that the graph of
! : 2xz is a curve; it is not a
straight line. This curve is called a
parabola.
 Quadratic Equations 703

O The graph ofa quadratic equation ofthe form y = axz i bx + c

(where a, b, amd c are real numbers and a + 0) is a parabola.

2. Graph the quadratic equation ! : x2 - 2x - 8 using integral val-

ues of r from x = -3 to r : 5 inclusive, that is, -B < r < b.

Solution
(1) Develop the following table of
values:

x x2-2x. g v

-3 9+ 6-8 n

-2 4+ 4-8 0
-1 1+ 2-8 _D
0 0- 0-8 -8
1 1- 2-8 -9
2 4- 4-8 -8
3 9- 6-8 -o
4 16- 8-8 0
5 25-10-8 ,7

(2) Plot the point associated with each ordered number pair (r, y):
(5, 7), (4, 0), etc. Draw a smooth curve through the points. The
curve is a parabola.

EXERCISES

In 1-20, graph the quadratic equation. Use the integral values for r
indicated in parentheses to prepare the necessary table of values.
l. y:*'(-3<r<3) 2. y:3*'(-2-x<2)
A. 4x2:y (-2-x<2) 4.5x2:l G2-tc<2)
5. y:-*'(-3<r<3) 6. !:-2x2 (-2<rc<2)
-Z. y:i* tr, (-4<x<4) E.
^lt,
-i*':y (-2<x<2)
7O4 Integrated Mathematics: Gourse I

9. y:x2+! (-3<r<3) 10. x2-l =y (-3<r<3)

ll. y:x' -4 (-g<r<3) 12. -x2 +4=! (-3<r<3)
13. y :x' -2x (-t< r < 3) 14. x2 +2x:y e3< r< 1)
15. !:-x2+2x(-l <r<3)
16.y:x2- 6r+8 (0<r<6)
17. y:x.2-4xt3 (-1 <r.5)
18. x2-2x -3:y e2<x<4)
lg. x2-2x *1:y e2<x<4)
2O. y: 12 - 3x * 2 (-1 . x'4)

20-8 REVIEW EXERCISES

In 1-6, solve the equation and check all roots.

l. x2-Llx*18:o 2. y2-36=0 3. x2-2x:15

4. 2k2 +5& + 3:3 5. w(w * 7):18 6. +::

7. What is the positive root of m2 : LG - 6m?

8. Solve for r in simplest radical fotm 2x2 - 36 : 0

In 9-11, o and b represent the lengths ofthe Iegs of a right triangle,

and c represents the length of the hypotenuse. Find the missing length'
9. a:5,b: 12 10. c:41,b:40 11. a:2{5,b:4
12. The legs of a right triangle measure 2 and 6. Find, in radical form,
the length of the hypotenuse of the triangle.
13. The diagonal path in a rectangular garden measures 34 meters. If
the width of the garden is 16 meters, find the number of meters
in the length of the garden'
14. In rectangl e QUAD, P is a point on @,
Ol--l'
PD : 3, PA : 5, and QP equals the
sum of PD and. PA.
a. Find QP. b. Find AD. c. Find AU.
d. Find the area of LPAD. p
e. Find the area of trapezoid QUAP.
D-A
 Quadratic Equations 705

15. The square of a positive number is 6 more than b times the num-
ber. Find the number.
16. A rectangle has an area of 20. If the sides of the rectangle are
represented by r and 3r - 1, find the lengths of these sid.es.
17. The sum of the squares of two consecutive positive integers is gb.
I Find the integers.
18. Graph the quadratic equation y : x2 + 2x - B, using integral
values of r from x : -4 to x : 2, inclusive

19. Two square pieces are cut from a rectangular piece of

carpet as shown in the diagram. The area of the orig_
inal piece is 136 square feet and the width of the small
rectangle that is left is 1 foot. Find the dimensions of
the original piece of carpet.

20. Find the irrational roots of x2 - 2x - 2 - 0, using the quadratic

formula. Express the solutions in simplest radical form.
706 Integrated Mathematics: Course I

Squares and Square Roots

| | Square
No.l Square i Root

1 I r.000 61 | 2,601 7.141 101 10,201 | 10.050

, 4 I .414 68 I 2,704 7.2t1 1(I2 10,404 | l0.l0o
3 I r.732 63 | 2,809 7.29 103 10.60s | 10.149
1 l6 2.000 6{ | 2,916 7.348 104 10,816 lr0.l98
5 25 2.236 66 I 3,025 7.416 106 r 1.025 | t0.247
6 36 2.449 56 I 3,136 7.4&3 106 11,236 110.296
11,449 | 10.344
7 49 2.646 5? | 3,249 7.550 107
n.664 I
8 64 2.828 68 I 3,3il 7.616 108
l,88l |
10.392
I 8l 3.000 69
60
|
|
3,481
3,600
7.681
7.746
109
110
l
12.100 |
10.440
10.488
10 100 3.162
l1 12l 3.317 61 I 3,72r 7.810 111 r2.32r I 10.536
12 144 3.464 6' | 3,844 7.874 112 12,544 | 10.583
18 169 3.606 6:t | 3,969 7.937 113 12,769 | 10.630
1a 196 3.742 6{ I 4,096 8.000 114 12,996 | 10.677
16 225 3.873 66 | 4,225 8.062 116 8,125 | 10.724
16 256 4.000 66 | 4,356 8.r'24 116 13,456 | 10.770
L7 289 1.123 67 | 4.489 8.185 11? 13,689 | 10.817
18 324 4.243 68 | 4,624 8.246 118 13,924 I 10.863
19 361 4.359 69 | 4,76r 8.307 119 14,16l I 10.909
t0 400 4.472 ?0 | 4,900 8.367 120 14,400 | r0.954
2l 44r 4.5&3 ?1 | 5,041 8.426 tzl 14,&l | 11.000
22 4&4 4.690 72 | 5,184 8.485 122 14,884 | 11.045
23 529 4.796 73 | 5,329 8.544 123 15.129 | ll.09l
2l 576 4.899 ?4 | 5,476 8.602 L21 15,376 | ll.l36
26 625 5.000 76 | 5,625 8.660 126 15.625 | ll.l80
26 676 5.099 76 | 5,776 8.718 126 r5,876 I 11.225
27 7n 5.196 77 | 5,929 8.775 127 16.129 | r1.269
28 7U 5.2g2 78 I 6,084 8.832 128 16,384 1il.314
39 841 5.385 ?9 | 6,24r 8.888 129 r6,64r lrl.358
30 900 5.477 80 I 6,400 8.944 130 16,900 | 11.402
31 961 5.568 81 | 6,561 9.000 131 17.161 I 11.446
8t 1,024 c.oo, 88 | 6,724 9.055 188 t7,4U I rr.489
33 1,089 5.745 89 | 6,889 9.1 10 1:t3 u,eas | 11.533
34 1,156 5.&31 84 | 7,056 9.165 1ll4 17,956 111.576
36 1,225 5.916 86 | 7,225 9.220 135 18,225 | rr.6l9
36 I,296 6.000 86 I 7,396 9.274 136 18,496 I 11.662
37 1,369 6.083 87 | 7,569 s.327 137 l8;760 || r r.zos
38 1,444 6.164 88 | 7.744 9.38r 138 19,044 rr.747
39 r,521 6.245 E9 I 7,921 9.434 139 19,321 I r1.790
40 1,600 6.325 eo I 8,loo 9.487 140 19,600 | 11.832
41 1,681 6.403 9r | 8.281 9.539 141 19.88r | 11.874
12 1,784 6.481 9'r | 8,4M 9.592 142 20.164 I 11.916
43 r,849 o.cc/ 93 | 8,649 9.644 143 20.449 lrl.958
4 1,936 6.633 94 | 8,836 9.695 t4 20.736 | 12.000
46 2,025 6.708 96 I 9,025 9.747 146 21,025 | 12.O12
46 l6 6.782 90 | 9,216 9.798 146 2l,316 I 12.083
2r.609 | tz.tz+
2,1
17 2,209 6.856 9? | 9,409 9.849 t47
21,904 I 12.166
4E 2,304 6.928 98 | 9,604 9.899 148
22.20r I r2.2O7
t9 2,401 7.UX) 99 | 9,801 9.950 149
22.500 | 12.247
50 2,500 7.O7r 100 I 10,000 10.000 160
 Index

A division of, 438-439

multiplication of , 435-437
a.a. = a.a.. 394
reduced to lowest terms. 43L-433
Abcissa. 574
Absolute vahrc,20L-202 Altitude, 83
graphs involving, 611-613 Angles, 35-36, 313
Acute angle, 314, 315 acute.314. 315
Addition adjacent, 317
of algebraic fractions, 440-445 alternate exterior, 325, 327
closure property of, 208 alternate interior, 325-328
commutative property of, 18-19, complementary, 3L7, 320
208 congruent, 319
associative property of, 20, 208 consecutive, 350, 353
identity element of, 22, 208 correspondin g, 326-327
of monomials.232-233 exterior, of a triangle, 337
of polynomials, 256-258 interior angles on same side of
of signed numbers, 203-2Og transversal, 328
of signed numbers on number line, linear pair, 318
203 measurement of, 35-37, 314
Addition property obtuse,314, 315
of equality, 99-100 opposite,350, 353
of inequality, 297-298 pairs of, 317
of opposites, 208 and parallel lines, 325-328
of 2ero,22,208 perpendicularity, 315-316
Additive identity element, 22,208 reflex, 314,315
Additive inverse. 208 remote interior, 337
using to solve equations,227-228, right, 36, 314
276-277 straight, 36, 314, 315
Adjacent angles, 317 supplementary, 317-318, 320
Algebraic expressions types of, 314-315
evaluation of, 76-77, 225-226 vertex of, 35
involving grouping symbols, 7 0-72, vertical. 318-321
77-78.266 see also Parallel lines
translating verbal phrases into, Area
68-72 of circle, 671-674
Algebraic fractions, 430 formulas for, 83-84, 87
addition and subtraction with of geometric figures, 87
different denominators, 443-445 of polygons, by graphing, STG-577
addition and subtraction with solving problems involving, 83-84,
same denominator. 440-44t 673-674,700

709
710 Integrated Mathematics: Course I

a.s.a.= a.s.a., 346 general, 19-20

Associative property of multiplication, 19, 217
20,2O8
of addition, Comparing numbers, 25-26
general,20-21 inequality symbols,26
of multiplication,20,2lT Complementary angles, 317, 320
Average of numbers, 8-9, 548-549 Complement
Axiom, 96, 312 of an angle, 3L7, 320
Axis of symmetry, 359 of a set, 45
Composite numbers, 411
Compound events, 504
El ComPound statements, 157
Y finding truth value of, 157-158
Bar graph, 538-539 Conditionals, t47-152
Bases conclusion or consequent, 148
of polygons, 83 hypothesis or antecedent, 148
of powers, 12, 75 imPlication, 147
Biconditionals, 164-167 truth table for, 148-150
applications ol 166-167 Conditional equations, 95
truth table for, 165 Cones, volume of,672
Binary operations,2-5 Congruent polygons, 343-344
in geometry,32,34 Congtuent triangles, 343-347
in sets, 44 angle not included between sides,
Binomials, 256 345
finding product of two, 267-269, involving three sides, 347
42L-422 involving two angles and included
Bisect,34 side,346
Business problems, 629-632 involving two sides and included
angle,344-345
Conjunct, 129
Conjunctions, 129-136,196
C graphs of, 196
Cancellation,432,435 in logic, 129-136
Cartesian plane, 574 truth table for, 131
Chord, 666 Consecutive integer problems, 285-
Circles,666 287
area of, 67L-674 Constant, 91
chord of. 666 of dilation, 396-398
circumference of, 82,666-669 of variation, 381
diameter ol 666 Contrapositives, 179-180
pi,666-667 Converses, 177-179
radius of, 666 Coordinate axes, 574
Circumference, 666-669 Coordinate plane, 574
Closure property Coordinates of a point, 29,574
of addition, 208,637 Counting principle, 500
of multiplication, 217, 637 compound event, 504-505
Coefrcient, 74 independent events, 504-505
Commutative property probability and, 504-505
of addition, 18-19, 208 sample spaces and, 499-501
 Index 711

Cube root, 649 Distributive property

Cumulative frequency histograms, of multiplication over addition,
564-566 2r-22,219
and percentiles, 567-569 substitution principle, 22
Curves. 330 Division
Cylinder, right circular, volume of, of algebraic fractions, 438-439
672 of monomials,244-245
of polynomial by monomial,270-
277
D of polynomials, 27 2-27 3
of powers of the same base, 248-
Data collection, 529-531 244
sampling, 530-531 of signed numbers, 220-223
Data organization, 532-533 of square-root radicals, 664-6Ob
cumulative frequency histograms, zero and, 5,223,430
564-566 Division property of equality, 102-
frequency tables, 533-535 103
graphs, 537-540 Division property of a fraction, 431
grouped data, 533-535, 556-561 Domain, 68, 120
histograms, 544-546, 564-565 Drawing conclusions in logic, 18b-
percentiles, 567-569 188
quartiles, 567-569
see also Graphs
Decimals, 7
expressing as fraction, 7-8, 638-
E
642
expressing rational number as, Empirical probability, 465-47 1
640-642 see also Probability
repeating, 641 Equality
terminating, 640 addition property of, 99-100
Degree division property of, 102-103
in measuring angles, 35, 314 multiplication property of, 104
of a polynomial,2S6 postulates, 96-104
Diameter, 666, 673 reflexive property of, 96
Dilation, 396-397 substitution property of, 22
constant of. 396 subtraction property of, 100-101
Direct variation. 381-383 symmetric property of, 96
graphing, 593-595 transitive property of, 96
Directed numbers, see Signed Equations, 95
'numbers
conditional, 95
Disjoint sets, 44, 492-493 consistent,6l5
Disjunct, 140 dependent, 617
Disjunctions equivalent, 99
graphs of, 196-197 fractional, 458-460
in logic, 140-144 inconsistent, 616
truth table for. 141 involving several variables, 293-
Distance. 33 294,46L
on a number line. 36-37 for a line, 596-598, 601-602
712 Integrated Mathematics: Course I

Equations, conL a number, 411

procedure for writing, 106-107' over the set of integers, 411
109 of polynomials, 414-4L5, 427-428
systems of simultaneous, 615 to solve quadratic equations, 681-
Equations, algebraic solution of 684
system of of trinomials, 423-426
by addition, 620-623 Formula, 79
by substitution, 625-626 finding value of variable in, 289
Equations, graphic solution of for perimetet, area, and volume,
system of, 615-618 81-87
Equations, solving of, 95 transformation of , 295-296, 461
using additive inverse, 227-228, translating verbal sentence into,
276-277 79
containing fractional coefficients, Fractions, 7,43O
448-451 addition of, 440-44L, 443-445
containing more than one variable, common denominator of. 440
293-294,46L division by zero, 430
containing parentheses, 282-283 division of, 438-439
using equality postulates, 99-105 division property of, 43L-432
using multiplicative inverse, 228- lowest common denominator of,
229.276-277 443
using several operations, 113-115, multiplication of, 435-437
276-277 multiplication property of, 443
with variables in the answer, 293- reducing to lowest terms, 431-433
294,46r square root of, 664-665
with variables in both members, subtraction of , 440-44t, 443-445
279-280 Fractional equations, solving, 458-
Equilateral triangles, 334 459
perimeter of, 82 Frequency
Equivalent equations, 99 in empirical study, 446-467
Equivalent inequalities, 301 table, 532-535
Equivalent statements, 166, 170-
171, 180
Exponents, t2, 7 5, 246-248 G
nonpositive, 246-248
Exterior angle of a triangle, 337 Geometric figures, 87-88, 330
Extremes of a proportion, STT Geometry, 32-37 , 310-365
angles, 35-37,313-328
area, 83-84, 87, 576-577, 67t,
673-674
F
half-lines and rays, 34-35, 311
Factorials, 513-514 half-planes, 603-606, 633-634
Factors, t2,74, 4lL line segments, 33, 311-
Factoring, 411 measuring angles, 35-37
common monomial factor, 4L4 midpoints of line segments, 34, 37
completely, 427-428 parallel lines, 325-328
difference of two squares, 418-419 parallelograms, 352-353
gteatest common factor, 4L2 perimeter, 81-82, 87
 Index 713

perpendicularity, 315-316 Hidden conditional. 150-152

points, lines, and planes, 310-313 Histogram, cumulative frequency,
quadrilaterals, 350 564-566
symmetry, 358-360, 362 Hypotenuse, 333
triangles, 332-347
Graph of a number, 29
Graphs I
bar graph, 538-539
of conjunctions, 196 Identity element
of disjunctions, 196-197 of addition, 22,208
of inequalities, 300-303 of multiplication, 23, 218
involving absolute value, 611-613 Identity (in equations), 95
of linear equation in two variables, If . ..then, see Conditionals
Inequalities
581-584
of linear inequality in one containing fractional coefficients,
variable, 300-303 454-456
of linear inequality in two finding solution sets of, 300-303
graphing solution sets of, in one
variables, 603-606
of lines parallel to r-axis or y-axis, variable, 195-197, 300-303
graphing solution sets of systems
586
line graph, 540 of,632-634
ofopen sentences involving one vari- using to solve verbal problems,
able on number line. 195-197 304-306
of ordered pafts, 57 4-57 5 Inequality
picture graph, 539-540 addition property of, 297-298
of polygons, 576-577
multiplication property of , 298-299
of quadratic equations of the form symbols of, 26
y -- an2 + bx + c,702-7O3 transitive property of, 297
Integers, 192
representing organized data, 537-
540
Intersection of sets, 44,3L2
slope-intercept method, 599-600
in probability, 487 -488
of systems of inequalities, 632-634 Inverse operations, 97
Inverses
Greatest common factor, 412,414-
4L5
additive, 208
Grouping symbols in logic, L76-777
brackets, 15 multiplicative, 222-223, 638
used in solving equations, 227-
fraction line, 15
229,276-277
in order of operations, 15-16
parentheses, L5, 282-283 Irrational numbers, 643-644, 652
Isosceles trapezoid, 355
simplifying algebraic expressions
Isosceles triangle, 334, 339-340
containing, 266

L
H
Like terms. 232
Half-lines, 34 in equation solving, 276
Half-planes, 633 Line, 32,310-311
Height, 83 of reflection, 357, 607-608
714 Integrated Mathematics: Course I

Line graph,540 sentences, 719'l2l

Line reflection, 356-358, 607-608 sets, 142-144
Line segments,32-34, 311 statements, L2l-722
measure ol 33, 36-37, 331 symbols, 124
midpoint of, 34 tautologies, 169-173
Line symmetry, 358-360 see also Truth tables
Lines, 311-312 Logical equivalents, 166' 170-171,
as graphs of linear equations, 581- 180
584, 599-600 Lowest common denominator
parallel to axes, graphing of, 586 (L.C.D.), 443
r-intercept,586
y-intercept,586
Linear equations, graphing of, 581- M
584, 599-600
Linear inequality, graphing of, 300- Mathematical sentences, 119
303 Maximum,9-10
Linear open sentences, graphing of, Mean, 549-550,552
equation for a line, 581-584, 596- in grouped data' 558-559
598 Means of a proportion, STT
finding solution sets, 581-584 Measures of central tendency, 549
linear equation in two variables, and grouped data, 556-561
578-584 grouped mode or modal interval,
linear inequality, 300-303 560
lines parallel to axes, 586 length one intervals, 556-559
ordered number pairs and points, other than length one intervals,
575 559-561
slope and y-intercept of line, 599- mean, 549-550,552
600 median,550-551, 553
slope-intercept method, 599-600 mode, 551-552, 553
slope of a line, 587-592 Median, 550-551, 553
Linear pairs of angles, 318 in grouped data, 557-558
Logic, 119-188 Members of an equation, 95
biconditionals. 164-167 Mode, 551-552,553
compound sentences and truth in grouped data, 557, 560
tables, 161-162 Monomials, 232
compound statements and truth addition of,232-233
values, 157-158 division of,244-245
conditionals, 147-152 multiplication by polynomial,264-
conjunctions, 129-136 265
contrapositives, 179-180 multiplication of,240-24L
converses, 177-779 powers, division of,243-244
disjunctions, 740-144 powers, multiplication of' 238-239
drawing conclusions, 185-188 raising monomial to higher power'
inverses, 176_177 238-239
logical equivalents, 166, 170-171, squaring of' 238-239,4L6
180 subtraction of,235-236
negation, 123-127 MultiPlication
related statements, 181-182 of algebraic fractions, 435-437
 Index 715

associative property of, 20, 2I7 counting, 1-2

closure property of, 217 directed, 192
commutative property of, t9, 217 integers, 192
distributive property of, over irrational, 643-644
addition. 2I-22.2L8 natural. l-2.192
identity element of, 23,218, 638 order property of,297
of monomials,240-241 prime, 411-413
by negative one, 218 rational. 637-642
by one, 23,218 real, 192,637-665
of polynomial by monomial, 264- signed, 192
265 whole, 2
of polynomials, 267 -269 Number lines, 28-30
of powers of the same base, 238- assigning numbers to points, 28-
239 29
of signed numbers, 215-217 coordinates of a point, 29
of square-root radicals, 662-663 graph of a number, 29
of sum and difference of two terms, graphing solution set of open
4I7-4L8 sentence, 195-197
of two binomials, 267-269, 42L- integers, 192
422 ordering numbers on, 29
by zero, 22,218 ordering signed numbers on, 192-
Multiplication property 193, 638
of equality, 104-105 real numbers, 192-193, 645
of fractions, 443 Number problems, 106-109, 280-
of inequality, 298-299 28r,283,306, 698
of negative one, 218 Numerical expressions, 4-5
of one, 23,278
of zero, 22, 218
Multiplicative identity element, 23,
218,638
Multiplicative inverse, 222-223, 638
o
using to solve equations,228-229, Obtuse angle, 314-315
276-277 One, multiplication property of , 23,
2L8
One-to-one correspondence, 41, 356
Open expression, 68
N Open phrase, 68
Open sentence, 91-92, 120-l2l
Negation of statements, 123-127 empty solution set, 91-92
Nonpositive integral exponents, 246- finding solutions sets of, 9l-92,
248 578-580
negative integral exponents, 247- graphing solution set on number
248 line, 195-197
zero exponent,246-248 graphing solution set in the plane,
Null set, 40,9I-92 581-584. 603-606
Numbers replacement set, 68, 9l-92,120
of arithmetic, 7-8 root or solution of, 95
composite, 411 solution set, 91-92
716 lntegrated Mathematics: Gourse I

Operations, 1-4, 8-10 Percent and percentage problems,

in geometry, 32-37 112, 386-387
order of, 14-16 Percentiles, 567-569
in sets, 44-46,312-313 and quartiles, 566-569
symbols for,2-5 Perimeter, 81, 87, 290-292
Operations, properties of, 18-23, solving problems involving, 81-82,
208-209,2L7-278 290-292,306
addition property of zero,22-23, Permutations, 513-518
208 Perpendicular bisector, 316
associative property, 20-21 Perpendicular lines, 315
of addition, 20,208 Pi, 666-667
of multiplication, 20,217 Picture graph, 539-540
closure property, 2O8,2\7 Placeholder, 68
commutative property, 19 Plane, 311
of addition, 18-19, 208 Point, 310
of multiplication, 19, 217 coordinates of, 574
distributive property, 2l-22,218 of origin, 574
multiplication property of one, 23, Point reflection, 360-361
218 Point symmefty,362
multiplication property of zero, 22, Polygons, 331
218 finding area by graphing, 576-577
Opposite of a sum, 209 congruent, 343-344
Opposites, 199-200, 208 corresponding parts of, 343, 390
Ordered number pairs, 3, 369,574- regular, 331
575 similar, 389-391
Order of operations, 14-16 Polynomials,256-259
using grouping symbols in, 15-16 addition of,256-258
Order property of numbers, 297 binomials, 256
Order relation,2S-29, I93 degrees of,256
Ordinate, 574 division by monomial,270-277
Origin, 574 division by polynomial,2T2-273
factoring of , 414-4L5, 4L8-4L9,
423-428
p multiplication by monomial,264-
265
Parallel lines, 325-328 multiplication by polynomial, 267-
and alternate exterior angles, 325, 269
327 prime, 414
and alternate interior angles, 325- in simplest form, 256
326,328 standard form of, 257
andcorresponding angles,326-327 subtraction of,26L-262
and interior angles on same side of trinomials, 256
transversal, 326,328 Postulate, 96,312
Parallelograms, 83, 350-353 Powers, l2-L3,75
angles of, 352-353 division of,243
Parentheses, 15-16 finding powers of,238-239
solving equations containing, 282- finding product of,238-239
283 multiplication of, 238-239
 Index 717

raising a number to, I2-t3,75, Problem-solving strategies, 50-66

238-239 choosing and combining strategies,
simplifying numerical expressions 64-66
containing, 16 discovering patterns, 56-58
Predicting outcomes, 505 drawing pictures and diagrams,
Prime numbers, 411-413 58-60
Prism, 85 guessing and checking, 50-51
Probability making lists and charts, 61-68
0<RE)<1,481 using algebraic expressions, 7 L-72
of A and B. 486-488 using a simpler related problem,
of A or 8.490-494 52-53
for disjoint sets, 492-493 using variables and equations,
of certain events, 480-481 106-107,109-110
of compound events, 504-505, 508- working backward, 54-55
511 Property of the opposite of a sum,
counting principle, 500-501, 504- 209
505 Proportion, 376-379
counting principle and sample means and extremes of. 377
spaces, 499-501 Protractor, S5-36, 314
empirical, 465-469 Pythagorean Theorem, 691-695
biased objects, 469 converse of, 693
cumulative relative frequency, Pyramid, 86
467
cumulative results. 466-467
fair and unbiased objects, 469
relative frequency, 466
o
evaluation of simple, 479-483 Quadrant, 574
evaluation with two or more Quadratic equations, 680
activities, 508-5 11 graphs of,702-703
of events, 474-475 Pythagorean Theorem and, 691-
of impossible events, 480 695
of not A,495-497 root(s) of, 681-682
of one, 480-481 solving by factoring, 681-684
outcome set, 474 solving incomplete, 685-686
predicting outcomes with, 505 solving by quadratic formula, 688-
random selection, 476-477 690
with replacement, 520-524 solving problems with, 697-698,
without replacement, 519-523 700
sample space,474 standard form of, 680
simple, 479-483 Quadratic formula, 688-690
singleton events, 474 Quadrilaterals, 350
as sum, 496-497 consecutive angles of, 350
theoretical, 473-475 opposite angles of, 350
uniform, 475-477 parallelograms, 352-353
uses of, 469-471 sum of the measures of angles of,
of zero. 480 351
Problem solving, general technique, types of, 350-351
49 Quartile, 566-569
718 Integrated Mathematics: Course I

R ordering, 645
properties, 645-646
Radicals, 648 rational numbers. 637 -642
addition and subtraction of, 660- rational root, 647-650
661 set of, 192, 645
division of, 664-665 square roots that are irrational
index of, 649 numbers. 652-653
multiplication of, 662-663 Reciprocal, 222-223
simplifying, 658-659 Rectangles, 351
Radical sign, 648 area of, 83
Radicand. 648 perimeter of, 82
Radius, 666, 673 Reflection
Raising a number to a power, 12-13, Iine of, 357
75,238-239 with respect to a line, 356-358
Random selection, 476-477, 53L with respect to a point, 360-361
Range, 534 in r-axis. 608-609
Ratio, 369 in y-axis, 607-608
of areas of similar polygons, 406- Reflex angle, 314-315
407 Reflexive property, 96
continued, 370 Remote interior angles, 337
equivalent, 369-370 Repeating or periodic decimals, 641
of perimeters of similar polygons, Replacement and probability, 520-
402-404 524
in simplest form, 370, 373 Replacement set, 68, 120
and units of measure, 369 Rhombus, 83, 350-351
used to express rate, 373 Right angle, 36,314
verbal problems involving, 374- Right triangle, 333
375 Root
Rational expressions, 430 of an equation, 95
see also Algebraic fractions of a number, 647 -650, 652-653
Rational numbers, 637-642 Rotation, 364-365
expressed as decimals, 640-642 Rotational symmetry, 364-365
expressed as fractions, 637
Rational root of a number, 647-650
cube root. 649-650 s
negative square root, 648
principal square root, 648 Sample spaces, 474
radical. 648 graph, 499
radicand, 648 listing, 499
square rcot,647-649 using subscripts, 483
square root of zero,649 tree diagrams, 499-501
Ray,35, 311-312 Sampling, 530-531
Real number line, L92-193,645 s.a.s. = s.a.s., 344-345
Real numbers, 192, 637-665 Scalene triangle, 334
completeness property of, 645 Scientific notation, 249
division to find approximate expressing large numbers, 249-250
square roots, 655-656 expressing small numbers, 251-
irrational numbers, 643-644 252
 Index 719

Set-builder notation, 39 Solution sets, 95, I20,615

Sets, 2, 39-46 graphing of, 195-196, 581-584
complement of, 45 of inequalities containing one
disjoint, 44 variable, 300-303
elements of, 39 of open sentences in two variables,
empty or null, 40 578-580
equal, 40 Sphere, volume ol 673
equivalent, 41 Square, 351
finite, 40 area of, 84
infinite, 40 perimeter of, 82, 87
intersection of, 44, 3L2 Squares, perfect, 648
one-to-one correspondence between, Squares and square roots, table of,
4L 706
operations, 44-46, 312-313 Square roots, 647-665
complement, 45-46 of a monomial, 657
intersection, 44-46, 3L2 principal, 648
union, 45, 313 simplifying of, 658-659
set-builder notation. 39 that are irrational numbers, 652-
subsets, 2,41-42 653
union of, 45, 313 using table to find, 653-654
universal, 41 using division to approximate,
Signed numbers, 192-226 655-656
addition of,203-209 s.s.a. = s.s.a., 345
on number line, 203 s.s.s. = s.s.s.. 347
division of,220-223 Statements, \21-122
in evaluating of algebraic negation of, L24-127
expressions, 225-226 truth value of,123
multiplication of , 215-2L8 Statistics, 529-569
opposites of, 199-200 data collection, 529-531
ordering of, 193 cumulative frequency histograms,
subtraction of . 2ll-213 564-566
Similar polygons, 389-391 graphs, 537-540
ratio of areas, 406-407 histograms, 544-546
ratio of perimeters, 402-404 measures of central tendency, 548-
Similar triangles, 393-396 553
and grouped data, 556-561
Simultaneous equations, systems of,
tables,532-535
615-630
algebraic solution using addition, Straight angle, 36, 315
620-623 Subscript, 483
algebraic solution using Subsets, 2,4L-42
substitution, 625-626 Substitution method, 625-626
graphic solution o{ 615-618 Substitution principle, 22
Slope of a line, 587-592,596-598 Subtraction
formula for, 588-589 of algebraic fractions, 440-441,
no slope, 591 443-445
slope-intercept method, 596-600 of signed numbers, 2LL-zlg
zero slope, 590-591 of monomials. 235-236
720 lntegrated Mathematics: Course I

Subtraction. conf. point reflection, 360-361

of polynomials, 261-262 rotation, 364-365
of square-root radicals, 660-661 translation, 363
Subtraction property of equality, Translation. 363
100-101 in coordinate plane, 608-609
Supplementary angles, 317-318 Transitive property
Symbols of equality, 96
of inequality, 26 of inequality, 297
of operations, 4 Transversal, 325
Symmetric property, 96 Trapezoid, 350-351
Symmetry area of, 84
axis of, 359 Tree diagram
line, 358-360 of sample space, 499-501
point, 362 of truth values, 129
rotational, 364-365 Triangles, 332-347
Systems of equations, 615-626 acute. 333
algebraic solution, 620-626 area of, 84
by addition, 620-623 classification according to angles,
by substitution, 625-626 333
graphic solution, 615-618 classification according to sides,
Systems of inequalities 334
gyaphing solution sets, 632-634 congruent, 343-347
equiangular, 333
equilateral, 334
T exterior angles of, 337
Table of squares and square roots, isosceles, 334, 339
706 obtuse, 333
Tables perimeter of, 82
organization of data into, 532-535 as rigid figures, 332-333
frequency or number of scores, 533 right, 333, 691-695
grouped data in, 532-535 scalene, 334
intervals used in. 533 similar, 393-396
total frequency, 533 sum of measures of the angles,
tallying, 533 334-335
Tautologies, 169-173 Trinomial. 256
equivalent statements, 17 0-171 factoring of,423-426
Term, 74 Truth set, see Solution sets
like,232 Tluth tables
undefined, 310 for biconditionals, 165
unlike, 232 and compound sentences, L6L-162
Terminating decimals, 640 for conditionals, 148-150, 157
Theoretical probability, see for conjunctions, 131, 157
Probability for disjunctions, 141, 157
TYansformations. 355-365 negation,125, I57
for
in coordinate plane, 607-610 Truth values
dilation, 396-397 of compound statements, 157-158
line reflection. 356-358 in logic, 123-727
 Index 721

U Vertical angles, 318-321

Volume
Uniform probability, 47 5-47 7 of cone, 672
Union of sets, 45, 313 of prism, 85
in probability, 492-493 of pyramid, 86
Universal set, 41 of right circular cylinder, 672
Unlike terms, 232 of sphere, 672-673

v x
Variable, 68, 7l-72, 120
in an answer,293-294 x-axis,574
finding the value in a formula, 289 .r-coordinate, 574
Verbal phrases, 68-70 r-intercept, 586
translated into algebraic language,
106-107
Verbal problems Y
involving geometry, 89-91, 631
solving by using equations, 106- y-axis,574
107 y-coordinate, 574
solving with inequalities, 305-306, y-intercept, 586, 596-598
455-458
solving with quadratic equations,
693-700
solving with two variables, 628-
z
630 Zero
Verbal sentences addition property of, 22, 2O8
translating into formulas, 79 as exponent, 246-248
writing as equations, 106-107 multiplication property of, 22, 218
Vertex in set of signed numbers, 192
of angle, 35 square root of, 649
of quadrilateral, 350 as whole number, 2