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 Take AIM and Succeed!

Aufmann Interactive Method AIM

The Aufmann Interactive Method (AIM) is a proven learning system that
has helped thousands of students master concepts and achieve results.

To follow the AIM, step through the HOW TO

examples that are provided and then work through
the matched EXAMPLE / YOU TRY IT pairs.

Aufmann
HOW TO • 1 Factor: 4x2 ⫺ 81y2

Write the binomial as the difference 4x2 ⫺ 81y2 苷 共2x兲2 ⫺ 共9y兲2

of two perfect squares.

The factors are the sum and differ- 苷 共2x ⫹ 9y兲共2x ⫺ 9y兲
ence of the square roots of the perfect
squares.

Interactive

EXAMPLE • 1 YOU TRY IT • 1

2
Factor: 25x ⫺ 1 Factor: x2 ⫺ 36y4

Solution Your solution

25x2 ⫺ 1 苷 共5x兲2 ⫺ 共1兲2 • Difference of
苷 共5x ⫹ 1兲共5x ⫺ 1兲 two squares

For extra support, you can find the complete solutions to

the YOU TRY IT problems in the back of the text.

Method
x 6 0 x 3
SECTION 5.6TO CHAPTER 5 “YOU TRY IT”
SOLUTIONS x 苷 ⫺6 x苷
The solutions are ⫺6 and
You Try It 1
x2 ⫺ 36y4 苷 x2 ⫺ 共6y2兲2 • Difference of
苷 共x ⫹ 6y2兲共x ⫺ 6y2兲 two squares
 Ask the Authors

Dick Aufmann Why do I have to take this course? You may have heard that “Math
is everywhere.” That is probably a slight exaggeration but math does find its
way into many disciplines. There are obvious places like engineering, science,
and medicine. There are other disciplines such as business, social science, and
political science where math may be less obvious but still essential. If you are
going to be an artist, writer, or musician, the direct connection to math may be
even less obvious. Even so, as art historians who have studied the Mona Lisa
have shown, there is a connection to math. But, suppose you find these reasons
not all that compelling. There is still a reason to learn basic math skills:
You will be a better consumer and able to make better financial choices
for you and your family. For instance, is it better to buy a car or lease a car?
Math can provide an answer.

I find math difficult. Why is that? It is true that some people, even
very smart people, find math difficult. Some of this can be traced to previous
Joanne Lockwood math experiences. If your basic skills are lacking, it is more difficult to under-
stand the math in a new math course. Some of the difficulty can be attributed
to the ideas and concepts in math. They can be quite challenging to learn.
Nonetheless, most of us can learn and understand the ideas in the math
courses that are required for graduation. If you want math to be less difficult,
practice. When you have finished practicing, practice some more. Ask
an athlete, actor, singer, dancer, artist, doctor, skateboarder, or (name a profes-
sion) what it takes to become successful and the one common characteristic
they all share is that they practiced—a lot.

Why is math important? As we mentioned earlier, math is found in

many fields of study. There are, however, other reasons to take a math course.
Primary among these reasons is to become a better problem solver. Math can
help you learn critical thinking skills. It can help you develop a logical plan to
We have taught math solve a problem. Math can help you see relationships between ideas and to
identify patterns. When employers are asked what they look for in a new
for many years. employee, being a problem solver is one of the highest ranked criteria.
During that time, we
have had students ask What do I need to do to pass this course? The most important
us a number of thing you must do is to know and understand the requirements outlined by
your instructor. These requirements are usually given to you in a syllabus.
questions about Once you know what is required, you can chart a course of action. Set time
mathematics and this aside to study and do homework. If possible, choose your classes so that you
have a free hour after your math class. Use this time to review your lecture
course. Here you find notes, rework examples given by the instructor, and to begin your homework.
some of the questions All of us eventually need help, so know where you can get assistance with this
class. This means knowing your instructor’s office hours, know the hours of
we have been asked the math help center, and how to access available online resources. And finally,
most often, starting do not get behind. Try to do some math EVERY day, even if it is for only
20 minutes.
with the big one.
This page intentionally left blank
Intermediate Algebra
An Applied Approach EIGHTH EDITION

Richard N. Aufmann
Palomar College

Joanne S. Lockwood
Nashua Community College

Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
 Intermediate Algebra: An Applied Approach, © 2011, 2009 Brooks/Cole, Cengage Learning
Eighth Edition
ALL RIGHTS RESERVED. No part of this work covered by the copyright
Richard N. Aufmann and Joanne S. Lockwood
herein may be reproduced, transmitted, stored, or used in any form or
Acquisitions Editor: Marc Bove by any means, graphic, electronic, or mechanical, including but not limited
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Printed in the United States of America

1 2 3 4 5 6 7 13 12 11 10 09
Contents

Kyo Oh/iStock Exclusive/Getty Images

Preface xiii
AIM for Success xxiii

CHAPTER 1 Review of Real Numbers 1

Prep Test 1
SECTION 1.1 Introduction to Real Numbers 2
Objective A To use inequality and absolute value symbols with real
numbers 2
Objective B To write and graph sets 5
Objective C To find the union and intersection of sets 10
SECTION 1.2 Operations on Rational Numbers 17
Objective A To add, subtract, multiply, and divide integers 17
Objective B To add, subtract, multiply, and divide rational numbers 19
Objective C To evaluate exponential expressions 21
Objective D To use the Order of Operations Agreement 22
SECTION 1.3 Variable Expressions 29
Objective A To use and identify the properties of the real numbers 29
Objective B To evaluate a variable expression 31
Objective C To simplify a variable expression 32
SECTION 1.4 Verbal Expressions and Variable Expressions 37
Objective A To translate a verbal expression into a variable
expression 37
Objective B To solve application problems 40
FOCUS ON PROBLEM SOLVING: Polya’s Four-Step Process 43 • PROJECTS AND GROUP
ACTIVITIES: Water Displacement 45 • CHAPTER 1 SUMMARY 46 • CHAPTER 1
CONCEPT REVIEW 50 • CHAPTER 1 REVIEW EXERCISES 51 • CHAPTER 1 TEST 54

CHAPTER 2 First-Degree Equations and Inequalities 57

Prep Test 57
SECTION 2.1 Solving First-Degree Equations 58
Objective A To solve an equation using the Addition or the Multiplication
Property of Equations 58
Objective B To solve an equation using both the Addition and the
Multiplication Properties of Equations 61
Objective C To solve an equation containing parentheses 62
Objective D To solve a literal equation for one of the variables 63

CONTENTS v
vi CONTENTS

SECTION 2.2 Applications: Puzzle Problems 68

Objective A To solve integer problems 68
Objective B To solve coin and stamp problems 70
SECTION 2.3 Applications: Mixture and Uniform Motion Problems 74
Objective A To solve value mixture problems 74
Objective B To solve percent mixture problems 76
Objective C To solve uniform motion problems 78
SECTION 2.4 First-Degree Inequalities 84
Objective A To solve an inequality in one variable 84
Objective B To solve a compound inequality 87
Objective C To solve application problems 89
SECTION 2.5 Absolute Value Equations and Inequalities 96
Objective A To solve an absolute value equation 96
Objective B To solve an absolute value inequality 98
Objective C To solve application problems 100

FOCUS ON PROBLEM SOLVING: Understand the Problem 106 • PROJECTS AND

GROUP ACTIVITIES: Electricity 107 • CHAPTER 2 SUMMARY 110 • CHAPTER 2
CONCEPT REVIEW 113 • CHAPTER 2 REVIEW EXERCISES 114 • CHAPTER 2 TEST
117 • CUMULATIVE REVIEW EXERCISES 119

CHAPTER 3 Linear Functions and Inequalities

in Two Variables 121
Prep Test 121
SECTION 3.1 The Rectangular Coordinate System 122
Objective A To graph points in a rectangular coordinate system 122
Objective B To find the length and midpoint of a line segment 124
Objective C To graph a scatter diagram 126
SECTION 3.2 Introduction to Functions 132
Objective A To evaluate a function 132
SECTION 3.3 Linear Functions 144
Objective A To graph a linear function 144
Objective B To graph an equation of the form Ax  By  C 146
Objective C To find the x- and the y-intercepts of a straight line 148
Objective D To solve application problems 150
SECTION 3.4 Slope of a Straight Line 156
Objective A To find the slope of a line given two points 156
Objective B To graph a line given a point and the slope 160
SECTION 3.5 Finding Equations of Lines 167
Objective A To find the equation of a line given a point
and the slope 167
Objective B To find the equation of a line given two points 168
Objective C To solve application problems 170
SECTION 3.6 Parallel and Perpendicular Lines 176
Objective A To find parallel and perpendicular lines 176
SECTION 3.7 Inequalities in Two Variables 182
Objective A To graph the solution set of an inequality
in two variables 182
FOCUS ON PROBLEM SOLVING: Find a Pattern 186 • PROJECTS AND GROUP
ACTIVITIES: Evaluating a Function with a Graphing Calculator 187 •
Introduction to Graphing Calculators 187 • Wind-Chill Index 188 •
CHAPTER 3 SUMMARY 189 • CHAPTER 3 CONCEPT REVIEW 193 • CHAPTER 3 REVIEW
EXERCISES 194 • CHAPTER 3 TEST 197 • CUMULATIVE REVIEW EXERCISES 199
 CONTENTS vii

CHAPTER 4 Systems of Equations and Inequalities 201

Prep Test 201
SECTION 4.1 Solving Systems of Linear Equations by Graphing and by the Substitution
Method 202
Objective A To solve a system of linear equations by graphing 202
Objective B To solve a system of linear equations by the substitution
method 205
Objective C To solve investment problems 208
SECTION 4.2 Solving Systems of Linear Equations by the Addition Method 214
Objective A To solve a system of two linear equations in two variables by
the addition method 214
Objective B To solve a system of three linear equations in three variables
by the addition method 217
SECTION 4.3 Solving Systems of Equations by Using Determinants 226
Objective A To evaluate a determinant 226
Objective B To solve a system of equations by using Cramer’s
Rule 229
SECTION 4.4 Application Problems 234
Objective A To solve rate-of-wind or rate-of-current problems 234
Objective B To solve application problems 235
SECTION 4.5 Solving Systems of Linear Inequalities 242
Objective A To graph the solution set of a system of linear
inequalities 242

FOCUS ON PROBLEM SOLVING: Solve an Easier Problem 246 • PROJECTS AND GROUP
ACTIVITIES: Using a Graphing Calculator to Solve a System of Equations 247 •
CHAPTER 4 SUMMARY 249 • CHAPTER 4 CONCEPT REVIEW 252 • CHAPTER 4 REVIEW
EXERCISES 253 • CHAPTER 4 TEST 255 • CUMULATIVE REVIEW EXERCISES 257

CHAPTER 5 Polynomials 259

Prep Test 259
SECTION 5.1 Exponential Expressions 260
Objective A To multiply monomials 260
Objective B To divide monomials and simplify expressions with negative
exponents 262
Objective C To write a number using scientific notation 266
Objective D To solve application problems 267
SECTION 5.2 Introduction to Polynomial Functions 272
Objective A To evaluate polynomial functions 272
Objective B To add or subtract polynomials 275
SECTION 5.3 Multiplication of Polynomials 280
Objective A To multiply a polynomial by a monomial 280
Objective B To multiply polynomials 281
Objective C To multiply polynomials that have special products 283
Objective D To solve application problems 284
SECTION 5.4 Division of Polynomials 290
Objective A To divide a polynomial by a monomial 290
Objective B To divide polynomials 291
Objective C To divide polynomials by using synthetic division 293
Objective D To evaluate a polynomial function using synthetic
division 295
viii CONTENTS

SECTION 5.5 Factoring Polynomials 301

Objective A To factor a monomial from a polynomial 301
Objective B To factor by grouping 302
Objective C To factor a trinomial of the form x 2  bx  c 303
Objective D To factor ax 2  bx  c 305
SECTION 5.6 Special Factoring 313
Objective A To factor the difference of two perfect squares or a perfect-
square trinomial 313
Objective B To factor the sum or the difference of two perfect
cubes 315
Objective C To factor a trinomial that is quadratic in form 317
Objective D To factor completely 318
SECTION 5.7 Solving Equations by Factoring 323
Objective A To solve an equation by factoring 323
Objective B To solve application problems 324

FOCUS ON PROBLEM SOLVING: Find a Counterexample 327 • PROJECTS AND

GROUP ACTIVITIES: Astronomical Distances and Scientific Notation 328 •
CHAPTER 5 SUMMARY 329 • CHAPTER 5 CONCEPT REVIEW 333 • CHAPTER 5 REVIEW
EXERCISES 334 • CHAPTER 5 TEST 337 • CUMULATIVE REVIEW EXERCISES 339

CHAPTER 6 Rational Expressions 341

Prep Test 341
SECTION 6.1 Multiplication and Division of Rational Expressions 342
Objective A To find the domain of a rational function 342
Objective B To simplify a rational expression 343
Objective C To multiply rational expressions 345
Objective D To divide rational expressions 346
SECTION 6.2 Addition and Subtraction of Rational Expressions 352
Objective A To rewrite rational expressions in terms of a common
denominator 352
Objective B To add or subtract rational expressions 354
SECTION 6.3 Complex Fractions 360
Objective A To simplify a complex fraction 360
SECTION 6.4 Ratio and Proportion 364
Objective A To solve a proportion 364
Objective B To solve application problems 365
SECTION 6.5 Rational Equations 368
Objective A To solve a rational equation 368
Objective B To solve work problems 370
Objective C To solve uniform motion problems 372
SECTION 6.6 Variation 378
Objective A To solve variation problems 378

FOCUS ON PROBLEM SOLVING: Implication 384 • PROJECTS AND GROUP ACTIVITIES:

Graphing Variation Equations 385 • Transformers 385 • CHAPTER 6
SUMMARY 386 • CHAPTER 6 CONCEPT REVIEW 389 • CHAPTER 6 REVIEW EXERCISES
390 • CHAPTER 6 TEST 393 • CUMULATIVE REVIEW EXERCISES 395
 CONTENTS ix

CHAPTER 7 Exponents and Radicals 397

Prep Test 397
SECTION 7.1 Rational Exponents and Radical Expressions 398
Objective A To simplify expressions with rational exponents 398
Objective B To write exponential expressions as radical expressions and to
write radical expressions as exponential expressions 400
Objective C To simplify radical expressions that are roots of perfect
powers 402
SECTION 7.2 Operations on Radical Expressions 408
Objective A To simplify radical expressions 408
Objective B To add or subtract radical expressions 409
Objective C To multiply radical expressions 410
Objective D To divide radical expressions 412
SECTION 7.3 Solving Equations Containing Radical Expressions 418
Objective A To solve a radical equation 418
Objective B To solve application problems 420
SECTION 7.4 Complex Numbers 424
Objective A To simplify a complex number 424
Objective B To add or subtract complex numbers 425
Objective C To multiply complex numbers 426
Objective D To divide complex numbers 429

FOCUS ON PROBLEM SOLVING: Another Look at Polya’s Four-Step Process 432 •

PROJECTS AND GROUP ACTIVITIES: Solving Radical Equations with a Graphing
Calculator 433 • The Golden Rectangle 434 • CHAPTER 7 SUMMARY 435 •
CHAPTER 7 CONCEPT REVIEW 437 • CHAPTER 7 REVIEW EXERCISES 438 • CHAPTER
7 TEST 441 • CUMULATIVE REVIEW EXERCISES 443

CHAPTER 8 Quadratic Equations 445

Prep Test 445
SECTION 8.1 Solving Quadratic Equations by Factoring or by Taking Square
Roots 446
Objective A To solve a quadratic equation by factoring 446
Objective B To write a quadratic equation given its solutions 447
Objective C To solve a quadratic equation by taking square roots 448
SECTION 8.2 Solving Quadratic Equations by Completing the Square 454
Objective A To solve a quadratic equation by completing
the square 454
SECTION 8.3 Solving Quadratic Equations by Using the Quadratic Formula 460
Objective A To solve a quadratic equation by using the quadratic
formula 460
SECTION 8.4 Solving Equations That Are Reducible to Quadratic Equations 466
Objective A To solve an equation that is quadratic in form 466
Objective B To solve a radical equation that is reducible to a quadratic
equation 467
Objective C To solve a rational equation that is reducible to a quadratic
equation 469
SECTION 8.5 Quadratic Inequalities and Rational Inequalities 472
Objective A To solve a nonlinear inequality 472
x CONTENTS

SECTION 8.6 Applications of Quadratic Equations 476

Objective A To solve application problems 476

FOCUS ON PROBLEM SOLVING: Inductive and Deductive Reasoning 482 •

PROJECTS AND GROUP ACTIVITIES: Using a Graphing Calculator to Solve a
Quadratic Equation 483 • CHAPTER 8 SUMMARY 484 • CHAPTER 8 CONCEPT
REVIEW 487 • CHAPTER 8 REVIEW EXERCISES 488 • CHAPTER 8 TEST 491 •
CUMULATIVE REVIEW EXERCISES 493

CHAPTER 9 Functions and Relations 495

Prep Test 495
SECTION 9.1 Properties of Quadratic Functions 496
Objective A To graph a quadratic function 496
Objective B To find the x-intercepts of a parabola 499
Objective C To find the minimum or maximum of a quadratic
function 502
Objective D To solve application problems 503
SECTION 9.2 Graphs of Functions 512
Objective A To graph functions 512
SECTION 9.3 Algebra of Functions 518
Objective A To perform operations on functions 518
Objective B To find the composition of two functions 520
SECTION 9.4 One-to-One and Inverse Functions 526
Objective A To determine whether a function is one-to-one 526
Objective B To find the inverse of a function 527

FOCUS ON PROBLEM SOLVING: Proof in Mathematics 536 • PROJECTS AND GROUP

ACTIVITIES: Finding the Maximum or Minimum of a Function Using a
Graphing Calculator 537 • Business Applications of Maximum and
Minimum Values of Quadratic Functions 537 • CHAPTER 9 SUMMARY 539 •
CHAPTER 9 CONCEPT REVIEW 542 • CHAPTER 9 REVIEW EXERCISES 543 • CHAPTER 9
TEST 545 • CUMULATIVE REVIEW EXERCISES 547

CHAPTER 10 Exponential and Logarithmic Functions 549

Prep Test 549
SECTION 10.1 Exponential Functions 550
Objective A To evaluate an exponential function 550
Objective B To graph an exponential function 552
SECTION10.2 Introduction to Logarithms 557
Objective A To find the logarithm of a number 557
Objective B To use the Properties of Logarithms to simplify expressions
containing logarithms 560
Objective C To use the Change-of-Base Formula 563
SECTION 10.3 Graphs of Logarithmic Functions 568
Objective A To graph a logarithmic function 568
SECTION 10.4 Solving Exponential and Logarithmic Equations 572
Objective A To solve an exponential equation 572
Objective B To solve a logarithmic equation 574
SECTION 10.5 Applications of Exponential and Logarithmic Functions 578
Objective A To solve application problems 578
 CONTENTS xi

FOCUS ON PROBLEM SOLVING: Proof by Contradiction 588 • PROJECTS AND GROUP

ACTIVITIES: Solving Exponential and Logarithmic Equations Using a Graphing
Calculator 589 • Credit Reports and FICO® Scores 590 • CHAPTER 10
SUMMARY 591 • CHAPTER 10 CONCEPT REVIEW 593 • CHAPTER 10 REVIEW EXERCISES
594 • CHAPTER 10 TEST 597 • CUMULATIVE REVIEW EXERCISES 599

CHAPTER 11 Conic Sections 601

Prep Test 601
SECTION 11.1 The Parabola 602
Objective A To graph a parabola 602
SECTION 11.2 The Circle 608
Objective A To find the equation of a circle and then graph
the circle 608
Objective B To write the equation of a circle in standard form 610
SECTION 11.3 The Ellipse and the Hyperbola 614
Objective A To graph an ellipse with center at the origin 614
Objective B To graph a hyperbola with center at the origin 616
SECTION 11.4 Solving Nonlinear Systems of Equations 620
Objective A To solve a nonlinear system of equations 620
SECTION 11.5 Quadratic Inequalities and Systems of Inequalities 626
Objective A To graph the solution set of a quadratic inequality
in two variables 626
Objective B To graph the solution set of a nonlinear system
of inequalities 628

FOCUS ON PROBLEM SOLVING: Using a Variety of Problem-Solving Techniques

634 • PROJECTS AND GROUP ACTIVITIES: The Eccentricity and Foci of an
Ellipse 634 • Graphing Conic Sections Using a Graphing Calculator
636 • CHAPTER 11 SUMMARY 637 • CHAPTER 11 CONCEPT REVIEW 639 •
CHAPTER 11 REVIEW EXERCISES 640 • CHAPTER 11 TEST 643 • CUMULATIVE
REVIEW EXERCISES 645

CHAPTER 12 Sequences and Series 647

Prep Test 647
SECTION 12.1 Introduction to Sequences and Series 648
Objective A To write the terms of a sequence 648
Objective B To find the sum of a series 649
SECTION 12.2 Arithmetic Sequences and Series 654
Objective A To find the nth term of an arithmetic sequence 654
Objective B To find the sum of an arithmetic series 656
Objective C To solve application problems 657
SECTION 12.3 Geometric Sequences and Series 660
Objective A To find the nth term of a geometric sequence 660
Objective B To find the sum of a finite geometric series 662
Objective C To find the sum of a infinite geometric series 664
Objective D To solve application problems 667
SECTION 12.4 Binomial Expansions 670
Objective A To expand (a  b)n 670

FOCUS ON PROBLEM SOLVING: Forming Negations 676 • PROJECTS AND GROUP

ACTIVITIES: ISBN and UPC Numbers 677 • CHAPTER 12 SUMMARY 678 •
CHAPTER 12 CONCEPT REVIEW 681 • CHAPTER 12 REVIEW EXERCISES 682 •
CHAPTER 12 TEST 685 • CUMULATIVE REVIEW EXERCISES 687
xii CONTENTS

FINAL EXAM 689

APPENDIX 695
Appendix A: Keystroke Guide for the TI-84 Plus 695
Appendix B: Proofs and Tables 705

SOLUTIONS TO “YOU TRY IT” S1

ANSWERS TO SELECTED EXERCISES A1
GLOSSARY G1
INDEX I1
INDEX OF APPLICATIONS I9
Preface

Kyo Oh/iStock Exclusive/Getty Images

T he goal in any textbook revision is to improve upon the previous edition, taking
advantage of new information and new technologies, where applicable, in order to
make the book more current and appealing to students and instructors. While
change goes hand-in-hand with revision, a revision must be handled carefully, without
compromise to valued features and pedagogy. In the eighth edition of Intermediate
Algebra: An Applied Approach, we endeavored to meet these goals.
As in previous editions, the focus remains on the Aufmann Interactive Method
(AIM). Students are encouraged to be active participants in the classroom and in their
own studies as they work through the How To examples and the paired Examples and You
Try It problems. The role of “active participant” is crucial to success. Providing students
with worked examples, and then affording them the opportunity to immediately work
similar problems, helps them build their confidence and eventually master the concepts.
To this point, simplicity plays a key factor in the organization of this edition, as in all
other editions. All lessons, exercise sets, tests, and supplements are organized around a
carefully constructed hierarchy of objectives. This “objective-based” approach not only
serves the needs of students, in terms of helping them to clearly organize their thoughts
around the content, but instructors as well, as they work to design syllabi, lesson plans,
and other administrative documents.
In order to enhance the AIM and the organization of the text around objectives, we
have introduced a new design. We believe students and instructors will find the page even
easier to follow. Along with this change, we have introduced several new features and
modifications that we believe will increase student interest and renew the appeal of pre-
senting the content to students in the classroom, be it live or virtual.

Changes to the Eighth Edition

With the eighth edition, previous users will recognize many of the features that they have
come to trust. Yet, they will notice some new additions and changes:
• Enhanced WebAssign® now accompanies the text
• Revised exercise sets with new applications
• New In the News applications
• New Think About It exercises
• Revised Chapter Review Exercises and Chapter Tests
• End-of-chapter materials now include Concept Reviews
• Revised Chapter Openers, now with Prep Tests

PREFACE xiii
  Take AIM and Succeed!
Intermediate Algeb ra: An Applied Approach is organized around a carefully
constructed hierarchy of OBJECTIVES. This “objective-based” approach provides an
integrated learning environment that allows students and professors to find resources such
as assessment (both within the text and online), videos, tutorials, and additional exercises.

Chapter Openers are set up to

C
CHHA
APPTTE
ERR

5
help you organize your study
plan for the chapter. Each opener Polynomials
includes Objectives, Are You
Ready? and a Prep Test.

OBJECTIVES ARE YOU READY?

SECTION 5.1 Take the Chapter 5 Prep Test to find out if you are ready to
photodisc/First Light

Each Chapter Opener outlines A

B
To multiply monomials
To divide monomials and simplify
learn to:

the OBJECTIVES that expressions with negative

exponents • Add, subtract, multiply, and divide polynomials
C To write a number using scientific
• Simplify expressions with negative exponents
appear in each section. The list D
notation
To solve application problems • Write a number in scientific notation
of objectives serves as a SECTION 5.2 • Factor a polynomial completely
A To evaluate polynomial functions
resource to guide you in your B To add or subtract polynomials • Solve an equation by factoring
SECTION 5.3
study and review of the topics. A To multiply a polynomial by a
monomial
B To multiply polynomials
C To multiply polynomials that have
special products PREP TEST
D To solve application problems
Do these exercises to prepare for Chapter 5.
ARE YOU READY? outlines SECTION 5.4
A To divide a polynomial by a
For Exercises 1 to 5, simplify.
what you need to know to B
monomial
To divide polynomials
C
be successful in the To divide polynomials by using
synthetic division 1. ⫺4共3y兲 2. 共⫺2兲3
D To evaluate a polynomial function
coming chapter. using synthetic division
SECTION 5.5
A To factor a monomial from a
polynomial 3. ⫺4a ⫺ 8b ⫹ 7a 4. 3x ⫺ 2关 y ⫺ 4共x ⫹ 1兲 ⫹ 5兴
B To factor by grouping
C To factor a trinomial of the form
Complete each PREP TEST to D
x 2 ⫹ bx ⫹ c
To factor ax 2 ⫹ bx ⫹ c
5. ⫺共x ⫺ y兲 6.
determine which topics you may SECTION 5.6
A To factor the difference of two
Write 40 as a product of
prime numbers.
need to study more carefully, perfect squares or a perfect-square
trinomial
B To factor the sum or the difference of
versus those you may only need C
two perfect cubes
To factor a trinomial that is
7. Find the GCF of 16, 20, and 24. 8. Evaluate x3 ⫺ 2x2 ⫹ x ⫹ 5
to skim over to review. D
quadratic in form
To factor completely for x 苷 ⫺2.
SECTION 5.7
A To solve an equation by factoring
B To solve application problems
9. Solve: 3x ⫹ 1 苷 0

259

xiv PREFACE
 OBJECTIVE A To multiply a polynomial by a monomial
In each section, OBJECTIVE
STATEMENTS introduce each
To multiply a polynomial by a monomial, use the Distributive Property and the Rule for
Multiplying Exponential Expressions. new topic of discussion.
HOW TO • 1 Multiply: ⫺3x 共2x ⫺ 5x ⫹ 3兲
2 2

⫺3x2共2x2 ⫺ 5x ⫹ 3兲 In each section, the HOW TO’S

苷 ⫺3x 共2x 兲 ⫺ 共⫺3x 兲共5x兲 ⫹ 共⫺3x 兲共3兲
2 2 2 2 • Use the Distributive provide detailed explanations of
Property.
苷 ⫺6x4 ⫹ 15x3 ⫺ 9x2 • Use the Rule for problems related to the correspond-
Multiplying Exponential
Expressions. ing objectives.
HOW TO • 2 Simplify: 5x共3x ⫺ 6兲 ⫹ 3共4x ⫺ 2兲

5x共3x ⫺ 6兲 ⫹ 3共4x ⫺ 2兲 • Use the Distributive

Property.
苷 5x共3x兲 ⫺ 5x共6兲 ⫹ 3共4x兲 ⫺ 3共2兲

苷 15x2 ⫺ 30x ⫹ 12x ⫺ 6 • Simplify.

苷 15x2 ⫺ 18x ⫺ 6

HOW TO • 3 Simplify: 2x2 ⫺ 3x关2 ⫺ x共4x ⫹ 1兲 ⫹ 2兴

2x2 ⫺ 3x关2 ⫺ x共4x ⫹ 1兲 ⫹ 2兴

苷 2x2 ⫺ 3x关2 ⫺ 4x2 ⫺ x ⫹ 2兴 • Use the Distributive Property

to remove the parentheses.
The EXAMPLE/YOU TRY IT
苷 2x2 ⫺ 3x关⫺4x2 ⫺ x ⫹ 4兴 • Simplify. matched pairs are designed to
• Use the Distributive Property
苷 2x2 ⫹ 12x3 ⫹ 3x2 ⫺ 12x
to remove the brackets.
actively involve you in learning the
• Simplify.
苷 12x3 ⫹ 5x2 ⫺ 12x techniques presented. The You Try
EXAMPLE • 1 YOU TRY IT • 1 Its are based on the Examples.
Multiply: 共3a2 ⫺ 2a ⫹ 4兲共⫺3a兲 Multiply: 共2b2 ⫺ 7b ⫺ 8兲共⫺5b兲 They appear side-by-side so you
Solution
共3a2 ⫺ 2a ⫹ 4兲共⫺3a兲
• Use the
Your solution can easily refer to the steps in the
Distributive
苷 3a2共⫺3a兲 ⫺ 2a共⫺3a兲 ⫹ 4共⫺3a兲 Property. Examples as you work through the
苷 ⫺9a3 ⫹ 6a2 ⫺ 12a
You Try Its.

Complete, WORKED- You Try It 2 The leading coefficient is ⫺3, the constant SECTION 5.3
term is ⫺12, and the degree is 4.
OUT SOLUTIONS to the You Try It 1
You Try It 3 a. Yes, this is a polynomial function. 共2b2 ⫺ 7b ⫺ 8兲共⫺5b兲
You Try It problems are b. No, this is not a polynomial function. A 苷 2b2共⫺5b兲 ⫺ 7b共⫺5b兲 ⫺ 8共⫺5b兲 • Use the
polynomial function does not have a 苷 ⫺10b3 ⫹ 35b2 ⫹ 40b Distributive
found in an appendix at the variable expression raised to a negative Property.
power.
back of the text. Compare c. No, this is not a polynomial function. A You Try It 2 x2 ⫺ 2 x关x ⫺ x共4x ⫺ 5兲 ⫹ x2兴
polynomial function does not have a 苷 x2 ⫺ 2 x关x ⫺ 4x2 ⫹ 5x ⫹ x2兴
your solutions to the variable expression within a radical. 苷 x2 ⫺ 2 x关6x ⫺ 3x2兴
苷 x2 ⫺ 12 x2 ⫹ 6x3
solutions in the You Try It 4 x y y 苷 6x3 ⫺ 11x2
⫺4 4
appendix to obtain immediate ⫺3
5
0 2
You Try It 3
⫺2 ⫺3
feedback and reinforcement ⫺1 ⫺4 –4 –2 0 2 4
x ⫺2b2 ⫹ 15b ⫺ 4 • 2(ⴚ2b 2 ⴙ 5b ⴚ 4)
–2 6b3 ⫺ 15b2 ⫺ 13b ⫹ 2 • ⴚ3b(ⴚ2b 2 ⴙ 5b ⴚ 4)
⫺3
of the concept(s) you 0
1 0 –4 6b3 ⫺ 4b2 ⫹ 10b ⫺ 8
6b3 ⫺ 15b2 ⫹ 12b ⫺ 8
are studying. 2 5
6b3 ⫺ 19b2 ⫹ 22b ⫺ 8
You Try It 5 x y y

⫺3 28 4 You Try It 4
⫺2 9 2
共3x ⫺ 4兲共2x ⫺ 3兲 苷 6x2 ⫺ 9x ⫺ 8x ⫹ 12 • FOIL
⫺1 2 x
苷 6x2 ⫺ 17x ⫹ 12
–4 –2 0 2 4
0 1 –2
1 0 You Try It 5
–4
2 ⫺7 共3 ab ⫹ 4兲共5ab ⫺ 3兲 苷 15a2b2 ⫺ 9ab ⫹ 20ab ⫺ 12
3 ⫺26 苷 15a2b2 ⫹ 11ab ⫺ 12

PREFACE xv
 Intermediate Algeb ra: An Applied Approach contains A WIDE VARIETY OF
EXERCISES that promote skill building, skill maintenance, concept development,
critical thinking, and problem solving.

SECTION 5.4 • Division of Polynomials 297

5.4 EXERCISES

THINK ABOUT IT exercises OBJECTIVE A To divide a polynomial by a monomial

promote conceptual understanding. For Exercises 1 to 12, divide and check.

Completing these exercises will 1.

3x2 ⫺ 6x
2.
10y2 ⫺ 6y
3.
5x2 ⫺ 10x
⫺5x
deepen your understanding of the 3x 2y

concepts being addressed.

3y2 ⫺ 27y 5x2y2 ⫹ 10xy 8x2y2 ⫺ 24xy
4. 5. 6.
⫺3y 5xy 8xy

P(x)
13. If 苷 2x2 ⫹ 7x ⫺ 5, what is P(x)?
3x

6x3 ⫹ 15x2 ⫺ 24x

14. If 苷 2x2 ⫹ 5x ⫺ 8, what is the value of a?
ax

SECTION 3.1 • The Rectangular Coordinate System 131

Working through the 35. Meteorology Draw a scatter diagram for the data in the article.
Rainfall in previous hour
1.0

application exercises that In the News

0.9
0.8
0.7
(in inches)

contain REAL DATA will Tropical Storm Fay Lashes Coast

Tropical storm Fay hit the Florida coast today, with heavy rain and high winds. Here’s a look
0.6
0.5
0.4

help prepare you to answer at the amount of rainfall over the course of the afternoon.
0.3
0.2
0.1

questions and/or solve Hour

Inches of rain in
11 A.M.
0.25
12 P.M.
0.69
1 P.M.
0.85
2 P.M.
1.05
3 P.M.
0.70
4 P.M.
0
5 P.M.
0.08
0
11
A.M.
2
P.M.
5
P.M.

problems based on your preceding hour

Hour

own experiences, Source: www.weather.gov

using facts or information

Average cost (in dollars)

36. Utilities A power company suggests that a larger power plant can produce energy 7.0
you gather. more efficiently and therefore at lower cost to consumers. The table below shows the
output and average cost for power plants of various sizes. Draw a scatter diagram for
6.5
these data.

Output (in millions of watts) 0.7 2.2 2.6 3.2 2.8 3.5 6.0

0.5 1.5 2.5 3.5

Average Cost (in dollars) 6.9 6.5 6.3 6.4 6.5 6.1 Output (in millions of watts)

Applying the Concepts

37. Graph the ordered pairs (x, x2), where

x 僆 兵⫺2, ⫺1, 0, 1, 2其.
38. Graph the ordered pairs x, 冉 冊 1
x
, where

冦
x 僆 ⫺2, ⫺1,
1 1 1 1
⫺ ,⫺ , , ,
2 3 3 2
1, 2 . 冧
y y
Completing the WRITING 4 4

exercises will help 2 2

you to improve your −4 −2 0 2 4

x
−4 −2 0 2 4
x

−2 −2
communication skills, −4 −4

while increasing your

understanding of 39. Describe the graph of all the ordered pairs (x, y) that are 5 units from the origin.

mathematical concepts. 40. Consider two distinct fixed points in the plane. Describe the graph of all the points
(x, y) that are equidistant from these fixed points.
41. Draw a line passing through every point whose 42. Draw a line passing through every point whose
abscissa equals its ordinate. ordinate is the additive inverse of its abscissa.

xvi PREFACE
 In the News

NASA/JPL/UA/Lockheed Martin
A Mars Landing for Phoenix
At 7:53 P.M., a safe landing on the surface of Mars brought an end to the Phoenix
spacecraft’s 296-day, 422-million-mile journey to the Red Planet.
Source: The Los Angeles Times
IN THE NEWS application
125. Astronomy It took 11 min for the commands from a computer on Earth to trav-
el to the Phoenix Mars Lander, a distance of 119 million miles. How fast did the In the News
exercises help you master the utility
signals from Earth to Mars travel? Forest Fires
Spread Seeds
of mathematics in our everyday
126. Forestry Use the information in the article at the right. If every burned acre of
Forest fires may be feared
by humans, but not by the
world. They are based on
Yellowstone Park had 12,000 lodgepole pine seedlings growing on it 1 year after
the fire, how many new seedlings would be growing?
lodgepole pine, a tree that
uses the intense heat of a
information found in popular
fire to release its seeds
from their cones. After a media sources, including
blaze that burned
127. Forestry Use the information in the article at the right. Find the number of seeds
released by the lodgepole pine trees for each surviving seedling.
12,000,000 acres of newspapers and magazines, and
Yellowstone National
Park, scientists counted 2 the Web.
million lodgepole pine
128. One light-year is approximately 5.9 ⫻ 1012 mi and is defined as the distance light seeds on a single acre of
can travel in a vacuum in 1 year. Voyager 1 is approximately 15 light-hours away the park. One year later,
from Earth and took about 30 years to travel that distance. One light-hour is they returned to find
5.9 ⫻ 1012 12,000 lodgepole pine
approximately 6.7 ⫻ 108 mi. True or false: 艐 number of hours in 1 year. seedlings growing.
6.7 ⫻ 108 Source: National Public Radio

Applying the Concepts

129. Correct the error in each of the following expressions. Explain which rule or prop-
erty was used incorrectly.
a. x0 苷 0 b. (x4)5 苷 x9 c. x2 ⭈ x3 苷 x6

APPLYING THE CONCEPTS Applying the Concepts

exercises may involve further 111. For what values of the variable is the equation true? Write the solution set in set-
builder notation.
exploration of topics, or they may a. 兩x ⫹ 3兩 苷 x ⫹ 3 b. 兩a ⫺ 4兩 苷 4 ⫺ a

involve analysis. They may also 112. Write an absolute value inequality to represent all real numbers within 5 units
integrate concepts introduced of 2.

earlier in the text. Optional 113. Replace the question mark with ⱕ, ⱖ, or 苷.
calculator exercises are included, a. 兩x ⫹ y兩 ? 兩x兩 ⫹ 兩y兩 b. 兩x ⫺ y兩 ? 兩x兩 ⫺ 兩y兩

denoted by .

328 CHAPTER 5 • Polynomials

PROJECTS AND GROUP ACTIVITIES PROJECTS AND GROUP

Astronomical Distances Astronomers have units of measurement that are useful for measuring vast distances in ACTIVITIES appear at the
and Scientific Notation space. Two of these units are the astronomical unit and the light-year. An astronomical
unit is the average distance between Earth and the sun. A light-year is the distance a ray end of each chapter. Your
of light travels in 1 year.
instructor may assign these to
1. Light travels at a speed of 1.86 ⫻ 105 mi兾s. Find the measure of 1 light-year in
you individually, or you may
miles. Use a 365-day year. be asked to work through the
2. The distance between Earth and the star Alpha Centauri is approximately activity in groups.
25 trillion miles. Find the distance between Earth and Alpha Centauri in light-years.
Round to the nearest hundredth.

3. The Coma cluster of galaxies is approximately 2.8 ⫻ 108 light-years from Earth.
Find the distance, in miles, from the Coma cluster to Earth. Write the answer in sci-
entific notation.

4. One astronomical unit (A.U.) is 9.3 ⫻ 107 mi. The star Pollux in the constellation
Gemini is 1.8228 ⫻ 1012 mi from Earth. Find the distance from Pollux to Earth in
astronomical units.
Gemini

PREFACE xvii
 Intermediate Algeb ra: An Applied Approach addresses
students’ broad range of study styles
by offering A WIDE VARIETY OF TOOLS FOR REVIEW.

Chapter 5 Summary 329

CHAPTER 5

At the end of each chapter you will SUMMARY

find a SUMMARY with KEY KEY WORDS EXAMPLES

WORDS and ESSENTIAL RULES A monomial is a number, a variable, or a product of numbers and 5 is a number; y is a variable. 8a2b2 is a
AND PROCEDURES. Each entry variables. [5.1A, p. 260] product of a number and variables. 5, y,
and 8a2b2 are monomials.
includes an example of the summarized
concept, an objective reference, and a The degree of a monomial is the sum of the exponents on the The degree of 8x4y5z is 10.
variables. [5.1A, p. 260]
page reference to show where each
concept was introduced. A polynomial is a variable expression in which the terms are x4 ⫺ 2xy ⫺ 32x ⫹ 8 is a polynomial.
monomials. [5.2A, p. 272] The terms are x4, ⫺2xy, ⫺32x, and 8.

Chapter 5 Concept Review 333

CHAPTER 5

CONCEPT REVIEW CONCEPT REVIEWS actively

Test your knowledge of the concepts presented in this chapter. Answer each question. engage you as you study and review
Then check your answers against the ones provided in the Answer Section.
the contents of a chapter. The
1. How do you determine the degree of a monomial with several variables? ANSWERS to the questions are
found in an appendix at the back of
2. How do you write a very small number in scientific notation? the text. After each answer, look for
an objective reference that indicates
3. How do you multiply two binomials?
where the concept was introduced.

CHAPTER 5

By completing the chapter REVIEW EXERCISES

REVIEW EXERCISES, 1. Factor: 18a5b2 ⫺ 12a3b3 ⫹ 30a2b 15x2 ⫹ 2x ⫺ 2
2. Divide:
3x ⫺ 2
you can practice working
problems that appear in an
3. Multiply: 共2x⫺1y2z5兲4共⫺3x3yz ⫺3兲2 4. Factor: 2ax ⫹ 4bx ⫺ 3ay ⫺ 6by
order that is different from
the order they were
presented in the chapter. 5. Factor: 12 ⫹ x ⫺ x2 6. Use the Remainder Theorem to evaluate
P共x兲 苷 x3 ⫺ 2x2 ⫹ 3x ⫺ 5 when x 苷 2.
The ANSWERS to these
exercises include 7. Subtract: 共5x2 ⫺ 8xy ⫹ 2y2兲 ⫺ 共x2 ⫺ 3y2兲 8. Factor: 24x2 ⫹ 38x ⫹ 15
references to the section
objectives upon which they
are based. This 9. Factor: 4x2 ⫹ 12xy ⫹ 9y2 10. Multiply: 共⫺2a2b4兲共3ab2兲

will help you to quickly

identify where to go to 11. Factor: 64a3 ⫺ 27b3 12. Divide:
4x3 ⫹ 27x2 ⫹ 10x ⫹ 2
x⫹6
review the concepts
if needed.

xviii PREFACE
 CHAPTER 5

Each chapter TEST is designed TEST

to simulate a possible test of the 1. Factor: 16t2 ⫹ 24t ⫹ 9 2. Multiply: ⫺6rs2共3r ⫺ 2s ⫺ 3兲
concepts covered in the chapter.
The ANSWERS include
references to section objectives.
3. Given P共x兲 苷 3x2 ⫺ 8x ⫹ 1, evaluate P共2兲. 4. Factor: 27x3 ⫺ 8
References to How Tos,
worked Examples, and
You Try Its, that provide
solutions to similar problems, 5. Factor: 16x2 ⫺ 25 6. Multiply: 共3t3 ⫺ 4t2 ⫹ 1兲共2t2 ⫺ 5兲
are also included.

CUMULATIVE REVIEW EXERCISES CUMULATIVE REVIEW

1. Simplify: 8 ⫺ 2[⫺3 ⫺ (⫺1)]2 ⫹ 4 2. Evaluate
2a ⫺ b
when a 苷 4, b 苷 ⫺2, and c 苷 6.
EXERCISES, which appear at the
b⫺c
end of each chapter (beginning with
Chapter 2), help you maintain skills
3. Identify the property that justifies the statement 4. Simplify: 2x ⫺ 4关x ⫺ 2共3 ⫺ 2x兲 ⫹ 4兴
2x ⫹ 共⫺2x兲 苷 0. you previously learned. The
ANSWERS include references to
2 5
5. ⫺y苷 6. Solve: 8x ⫺ 3 ⫺ x 苷 ⫺6 ⫹ 3x ⫺ 8
Solve:
3 6 the section objectives upon which
the exercises are based.
x3 ⫺ 3
7. Divide: 8. Solve: 3 ⫺ 兩2 ⫺ 3x兩 苷 ⫺2
x⫺3

9. Given P共x兲 苷 3x2 ⫺ 2x ⫹ 2, evaluate P共⫺2兲. 10. What values of x are excluded from the domain of
x⫹1
the function f 共x兲 苷 ?
x⫹2

FINAL EXAM A FINAL EXAM appears after the

a ⫺b
2 2
last chapter in the text. It is designed
1. Simplify: 12 ⫺ 8[3 ⫺ 共⫺2兲]2 ⫼ 5 ⫺ 3 2. Evaluate when a 苷 3 and b 苷 ⫺4.
a⫺b to simulate a possible examination of
all the concepts covered in the text.
The ANSWERS to the exam questions
are provided in the answer appendix
3. Given: f 共x兲 苷 3x ⫺ 7 and t共x兲 苷 x 2 ⫺ 4x, find 4.
3
Solve: x ⫺ 2 苷 4
at the back of the text and include
共 f  t兲共3兲. 4
references to the section objectives
upon which the questions are based.

2 ⫺ 4x x ⫺6 5x ⫺2
5. Solve: ⫺ 苷 6. Solve: 8 ⫺ 兩5 ⫺ 3x兩 苷 1
3 12 6

PREFACE xix
 Other Key Features
MARGINS Within the margins, students can find the following.

Take Note boxes alert students to concepts Integrating Technology boxes, which are
that require special attention. offered as optional instruction in the proper use of
the scientific calculator, appear for selected topics
Point of Interest boxes, which may be under discussion.
historical in nature or be of general interest,
relate to topics under discussion. Tips for Success boxes outline good
study habits.

HOW TO • 1 Write log3 81 苷 4 in exponential form.

log3 81 苷 4 is equivalent to 34 苷 81.

HOW TO • 2 Write 10⫺2 苷 0.01 in logarithmic form.

10⫺2 苷 0.01 is equivalent to log10 共0.01兲 苷 ⫺2.
IMPORTANT POINTS Passages of text are now
highlighted to help students recognize what is most
It is important to note that the exponential function is a 1–1 function and thus has
an inverse function. The inverse function of the exponential function is called a important and to help them study more effectively.
logarithm.

EXAMPLE • 2 YOU TRY IT • 2

PROBLEM-SOLVING The length of a rectangle is 8 in. more

than the width. The area of the rectangle is
The height of a triangle is 3 cm more than the length
of the base of the triangle. The area of the triangle is
STRATEGIES The text features 240 in2. Find the width of the rectangle. 54 cm2. Find the height of the triangle and the length
of the base.
a carefully developed approach to Strategy Your strategy
Draw a diagram. Then use
problem solving that encourages the formula for the area x
of a rectangle.
students to develop a Strategy for a x+8
Your solution
Solution
problem and then to create a Solution A 苷 LW
240 苷 共x ⫹ 8兲x
based on the Strategy. 240 苷 x2 ⫹ 8x
0 苷 x2 ⫹ 8x ⫺ 240
0 苷 共x ⫹ 20兲共x ⫺ 12兲
x ⫹ 20 苷 0 x ⫺ 12 苷 0
x 苷 ⫺20 x 苷 12
The width cannot be negative.
The width is 12 in. Solution on p. S18

FOCUS ON PROBLEM FOCUS ON PROBLEM SOLVING

SOLVING At the end of each
Find a When you are faced with an assertion, it may be that the assertion is false. For instance,
chapter, the Focus on Problem Counterexample consider the statement “Every prime number is an odd number.” This assertion is false
because the prime number 2 is an even number.
Solving fosters further
discovery of new problem- Finding an example that illustrates that an assertion is false is called finding a
counterexample. The number 2 is a counterexample to the assertion that every prime
solving strategies, such as number is an odd number.

applying solutions to other If you are given an unfamiliar problem, one strategy to consider as a means of solving
problems, working backwards, the problem is to try to find a counterexample. For each of the following problems,
answer true if the assertion is always true. If the assertion is not true, answer false and
inductive reasoning, give a counterexample. If there are terms used that you do not understand, consult a
reference to find the meaning of the term.
and trial and error.
1. If x is a real number, then x2 is always positive.

2. The product of an odd integer and an even integer is an even integer.

3. If m is a positive integer, then 2m ⫹ 1 is always a positive odd integer.

xx PREFACE
General Revisions
• Chapter Openers now include Prep Tests for students to test their knowledge of pre-
requisite skills for the new chapter.
• Each exercise set has been thoroughly reviewed to ensure that the pace and scope of
the exercises adequately cover the concepts introduced in the section.
• The variety of word problems has increased. This will appeal to instructors who teach
to a range of student abilities and want to address different learning styles.
• Think About It exercises, which are conceptual in nature, have been added. They are
meant to assess and strengthen a student’s understanding of the material presented in
an objective.
• In the News exercises have been added and are based on a media source such as a
newspaper, a magazine, or the Web. The exercises demonstrate the pervasiveness and
utility of mathematics in a contemporary setting.
• Concept Reviews now appear in the end-of-chapter materials to help students more
actively study and review the contents of the chapter.
• The Chapter Review Exercises and Chapter Tests have been adjusted to ensure that
there are questions that assess the key ideas in the chapter.
• The design has been significantly modified to make the text even easier for students to
follow.

Acknowledgments
The authors would like to thank the people who have reviewed this manuscript and pro-
vided many valuable suggestions.
Nancy Eschen, Florida Community College at Jacksonville
Dorothy Fujimura, CSU East Bay
Jean-Marie Magnier, Springfield Technical Community College
Joseph Phillips, Warren County Community College
Yan Tian, Palomar College

The authors would also like to thank the people who reviewed the seventh edition.
Dorothy A. Brown, Camden County College
Kim Doyle, Monroe Community College
Said Fariabi, San Antonio College
Kimberly A. Gregor, Delaware Technical and Community College
Allen Grommet, East Arkansas Community College
Anne Haney
Rose M. Kaniper, Burlington County College
Mary Ann Klicka, Bucks County Community College
Helen Medley, Kent State University
Steve Meidinger, Merced College
Dr. James R. Perry, Owens Community College
Gowribalan Vamadeva, University of Cincinnati
Susan Wessner, Tallahassee Community College

Special thanks go to Jean Bermingham for copyediting the manuscript and proofreading
pages, to Ellena Reda for preparing the solutions manuals, and to Cindy Trimble for her
work in ensuring the accuracy of the text. We would also like to thank the many people
at Cengage Learning who worked to guide the manuscript from development through
production.
PREFACE xxi
Instructor Resources PowerLecture with Diploma®
(0-538-45122-X)
Print Ancillaries This CD-ROM provides the instructor with dynamic
media tools for teaching. Create, deliver, and cus-
Complete Solutions Manual (0-538-49393-3) tomize tests (both print and online) in minutes
Ellena Reda, Dutchess Community College with Diploma’s Computerized Testing featuring
The Complete Solutions Manual provides worked- algorithmic equations. Easily build solution sets
out solutions to all of the problems in the text. for homework or exams using Solution Builder’s
online solutions manual. Quickly and easily update
Instructor’s Resource Binder (0-538-49776-9) your syllabus with the new Syllabus Creator, which
Maria H. Andersen, Muskegon Community College was created by the authors and contains the new
The Instructor’s Resource Binder contains uniquely edition’s table of contents. Practice Sheets, First
designed Teaching Guides, which include instruction Day of Class PowerPoint® lecture slides, art and
tips, examples, activities, worksheets, overheads, and figures from the book, and a test bank in electronic
assessments, with answers to accompany them. format are also included on this CD-ROM.
Appendix to accompany Instructor’s Resource Binder Text Specific DVDs (0-538-79792-4)
(0-538-49776-9) Hosted by Dana Mosely and captioned for the
Richard N. Aufmann, Palomar College hearing-impaired, these DVDs cover all sections in the
Joanne S. Lockwood, Nashua Community College text. Ideal for promoting individual study and review,
New! The Appendix to accompany the Instructor’s these comprehensive DVDs also support students in
Resource Binder contains teacher resources that are online courses or those who may have missed a lecture.
tied directly to Intermediate Algebra: An Applied
Approach, 8e. Organized by objective, the Appendix
contains additional questions and short, in-class activi- Student Resources
ties. The Appendix also includes answers to Writing
Exercises, Focus on Problem Solving, and Projects and Print Ancillaries
Group Activities found in the text. Student Solutions Manual (0-538-49392-5)
Ellena Reda, Dutchess Community College
Electronic Ancillaries The Student Solutions Manual provides worked-out
Enhanced WebAssign solutions to the odd-numbered problems in the
Used by over one million students at more than textbook.
1,100 institutions, WebAssign allows you to assign, Student Workbook (0-538-49583-9)
collect, grade, and record homework assignments Maria H. Andersen, Muskegon Community College
via the Web. This proven and reliable homework Get a head-start! The Student Workbook contains
system includes thousands of algorithmically gener- assessments, activities, and worksheets from the
ated homework problems, links to relevant textbook Instructor’s Resource Binder. Use them for additional
sections, video examples, problem-specific tutorials, practice to help you master the content.
and more.
Solution Builder (0-840-04555-7) Electronic Ancillaries
This online solutions manual allows instructors to Enhanced WebAssign
create customizable solutions that they can print out If you are looking for extra practice or additional
to distribute or post as needed. This is a convenient support, Enhanced WebAssign offers practice prob-
and expedient way to deliver solutions to specific lems, videos, and tutorials that are tied directly to
homework sets. the problems found in the textbook.
Text Specific DVDs (0-538-79792-4)
Hosted by Dana Mosley, an experienced mathematics
instructor, the DVDs will help you to get a better han-
dle on topics found in the textbook. A comprehensive
set of DVDs for the entire course is available to order.
  AIM for Success: Getting Started

Welcome to Intermediate Algebra: An Applied Approach! Students come to this course

with varied backgrounds and different experiences in learning math. We are committed
to your success in learning mathematics and have developed many tools and resources to
support you along the way. Want to excel in this course? Read on to learn the skills you’ll
need and how best to use this book to get the results you want.
Motivate Yourself You’ll find many real-life problems in this book, relating to sports, money, cars, music,
and more. We hope that these topics will help you understand how you will use mathe-
matics in your real life. However, to learn all of the necessary skills and how you can
apply them to your life outside this course, you need to stay motivated.
Take Note
Motivation alone won’t lead THINK ABOUT WHY YOU WANT TO SUCCEED IN THIS COURSE.
to success. For example, LIST THE REASONS HERE (NOT IN YOUR HEAD . . . ON THE PAPER!):
suppose a person who cannot
swim is rowed out to the
middle of a lake and thrown
overboard. That person has a
lot of motivation to swim, but
will most likely drown without
some help. You’ll need
motivation and learning in
We also know that this course may be a requirement for you to graduate or complete your
order to succeed. major. That’s OK. If you have a goal for the future, such as
becoming a nurse or a teacher, you will need to succeed in
mathematics first. Picture yourself where you want to be, and
use this image to stay on track.

Make the Stay committed to success! With practice, you will improve
Commitment your math skills. Skeptical? Think about when you first learned
© Cengage Learning/Photodisc
to ride a bike or drive a car. You probably felt self-conscious
and worried that you might fail. But with time and practice, it
became second nature to you.
You will also need to put in the time and practice to do well in
mathematics. Think of us as your “driving” instructors. We’ll
lead you along the path to success, but we need you to stay focused and energized along
the way.

LIST A SITUATION IN WHICH YOU ACCOMPLISHED YOUR GOAL

BY SPENDING TIME PRACTICING AND PERFECTING YOUR
SKILLS (SUCH AS LEARNING TO PLAY THE PIANO OR
PLAYING BASKETBALL):
© Cengage Learning/Photodisc

AIM FOR SUCCESS xxiii

 If you spend time learning and practicing the skills in
this book, you will also succeed in math.

Think You Can’t You can do math! When you first learned the skills you
Do Math? just listed, you may have not done them well. With
Think Again! practice, you got better. With practice, you will be bet-
ter at math. Stay focused, motivated, and committed to
success.
It is difficult for us to emphasize how important it is to
overcome the “I Can’t Do Math Syndrome.” If you lis-

© Cengage Learning/Photodisc
ten to interviews of very successful athletes after a par-
ticularly bad performance, you will note that they focus
on the positive aspect of what they did, not the nega-
tive. Sports psychologists encourage athletes to always
be positive—to have a “Can Do” attitude. Develop this
attitude toward math and you will succeed.

Skills for GET THE BIG PICTURE If this were an English class, we wouldn’t encourage you to
Success look ahead in the book. But this is mathematics—go right ahead! Take a few minutes to
read the table of contents. Then, look through the entire book. Move quickly: scan titles,
look at pictures, notice diagrams.
Getting this big picture view will help you see where this course is going. To reach your
goal, it’s important to get an idea of the steps you will need to take along the way.
As you look through the book, find topics that interest you. What’s your preference?
Horse racing? Sailing? TV? Amusement parks? Find the Index of Applications at the
back of the book and pull out three subjects that interest you. Then, flip to the pages in
the book where the topics are featured and read the exercises or problems where they
appear.

WRITE THE CORRESPONDING

WRITE THE TOPIC HERE: EXERCISE/PROBLEM HERE:
© Cengage Learning/Photodisc

You’ll find it’s easier to work at learning the material if you are interested in how it can
be used in your everyday life.
Use the following activities to think about more ways you might use mathematics in your
daily life. Flip open your book to the following exercises to answer the questions.
• (see p. 95, #109) I’m thinking of getting a new checking account. I need to use
algebra to . . .

xxiv AIM FOR SUCCESS

 • (see p. 367, #33) I’m considering walking to work as part of a new diet. I need
algebra to . . .

• (see p. 174, #82) I just had an hour-long phone conversation. I need algebra
to . . .

You know that the activities you just completed are from daily life, but do you notice any-
thing else they have in common? That’s right—they are word problems. Try not to be
intimidated by word problems. You just need a strategy. It’s true that word problems can
be challenging because we need to use multiple steps to solve them:
 Read the problem.
 Determine the quantity we must find.
 Think of a method to find it.
 Solve the problem.
 Check the answer.

In short, we must come up with a strategy and then use that strategy to find the solution.
We’ll teach you about strategies for tackling word problems that will make you feel more
confident in branching out to these problems from daily life. After all, even though no
one will ever come up to you on the street and ask you to solve a multiplication problem,
you will need to use math every day to balance your checkbook, evaluate credit card
offers, etc.
Take a look at the following example. You’ll see that solving a word problem includes
finding a strategy and using that strategy to find a solution. If you find yourself struggling
© Cengage Learning/Photodisc

with a word problem, try writing down the information you know about the problem. Be
as specific as you can. Write out a phrase or a sentence that states what you are trying to
find. Ask yourself whether there is a formula that expresses the known and unknown
quantities. Then, try again!

EXAMPLE • 12 YOU TRY IT • 12

The radius of a circle is 共3x ⫺ 2兲 cm. The radius of a circle is 共2x ⫹ 3兲 cm.
Find the area of the circle in terms of the variable x. Find the area of the circle in terms of the variable x.
Use 3.14 for ␲. Use 3.14 for ␲.

Strategy Your strategy

To find the area, replace the variable r in the equation
A 苷 ␲ r 2 by the given value, and solve for A.

Solution Your solution

A 苷 ␲r2
A ⬇ 3.14共3x ⫺ 2兲2
苷 3.14共9x2 ⫺ 12x ⫹ 4兲
苷 28.26x2 ⫺ 37.68x ⫹ 12.56
The area is 共28.26x2 ⫺ 37.68x ⫹ 12.56兲 cm2.

Solutions on p. S16

Page 285
AIM FOR SUCCESS xxv
 Take Note GET THE BASICS On the first day of class, your instructor will hand out a syllabus
Take a look at your syllabus listing the requirements of your course. Think of this syllabus as your personal roadmap
to see if your instructor has to success. It shows you the destinations (topics you need to learn) and the dates you need
an attendance policy that to arrive at those destinations (by when you need to learn the topics). Learning mathe-
is part of your overall grade matics is a journey. But, to get the most out of this course, you’ll need to know what the
in the course.
important stops are and what skills you’ll need to learn for your arrival at those stops.
The attendance policy will
tell you: You’ve quickly scanned the table of contents, but now we want you to take a closer look.
• How many classes you can Flip open to the table of contents and look at it next to your syllabus. Identify when your
miss without a penalty major exams are and what material you’ll need to learn by those dates. For example, if
• What to do if you miss an you know you have an exam in the second month of the semester, how many chapters of
exam or quiz
• If you can get the lecture
this text will you need to learn by then? What homework do you have to do during this
notes from the professor if time? Managing this important information will help keep you on track for success.
you miss a class
MANAGE YOUR TIME We know how busy you are outside
of school. Do you have a full-time or a part-time job? Do you
have children? Visit your family often? Play basketball or
write for the school newspaper? It can be stressful to balance
Take Note all of the important activities and responsibilities in your life.

© Cengage Learning/Photodisc
When planning your schedule,
Making a time management plan will help you create a
give some thought to how schedule that gives you enough time for everything you need
much time you realistically to do.
have available each week.
For example, if you work Let’s get started! Create a weekly schedule.
40 hours a week, take
15 units, spend the
First, list all of your responsibilities that take up certain set
recommended study time
given at the right, and sleep
hours during the week. Be sure to include:
8 hours a day, you will use  each class you are taking
over 80% of the available
hours in a week. That leaves  time you spend at work
less than 20% of the hours  any other commitments (child care, tutoring, volunteering, etc.)
in a week for family, friends,
eating, recreation, and other
activities. Then, list all of your responsibilities that are more
Visit http://college. flexible. Remember to make time for:
cengage.com/masterstudent/
 STUDYING You’ll need to study to succeed, but luckily you get to choose what
shared/content/time_chart/
chart.html and use the
times work best for you. Keep in mind:
Interactive Time Chart to see • Most instructors ask students to spend twice as much time studying as they do
how you’re spending your in class (3 hours of class  6 hours of study).
time—you may be surprised.
• Try studying in chunks. We’ve found it works better to study an hour each day,
rather than studying for 6 hours on one day.
• Studying can be even more helpful if you’re able to do it right after your class
meets, when the material is fresh in your mind.
 MEALS Eating well gives you energy and stamina for attending classes and
studying.
 ENTERTAINMENT It’s impossible to stay focused on your responsibilities 100%
of the time. Giving yourself a break for entertainment will reduce your stress and
help keep you on track.
 EXERCISE Exercise contributes to overall health. You’ll find you’re at your most
productive when you have both a healthy mind and a healthy body.

xxvi AIM FOR SUCCESS

 Here is a sample of what part of your schedule might look like:

8–9 9–10 10–11 11–12 12–1 1–2 2–3 3–4 4–5 5–6
Monday History Eat Study/Homework Lunch and Nap! Work
class 9:15 –10 for History 12–1:30 2–6
Jenkins 10–12
Hall
8–9:15

Tuesday Breakfast Math Study/Homework Eat English Study/Homework Hang out with Alli
Class for Math 12–1 Class for English and Mike
Douglas 10–12 Scott 2–4 4–6
Hall Hall
9–9:45 1–1:45

Features for ORGANIZATION Let’s look again at the table of contents. There are 12 chapters in this
Success in book. You’ll see that every chapter is divided into sections, and each section contains a
This Text number of learning objectives. Each learning objective is labeled with a letter from A to
D. Knowing how this book is organized will help you locate important topics and con-
cepts as you’re studying.
PREPARATION Ready to start a new chapter? Take a few minutes to be sure you’re
ready, using some of the tools in this book.
 CUMULATIVE REVIEW EXERCISES: You’ll find these exercises after every chap-
ter, starting with Chapter 2. The questions in the Cumulative Review Exercises
are taken from the previous chapters. For example, the Cumulative Review for
Chapter 3 will test all of the skills you have learned in Chapters 1, 2, and 3. Use
this to refresh yourself before moving on to the next chapter, or to test what you
know before a big exam.

Here’s an example of how to use the Cumulative Review:

• Turn to page 199 and look at the questions for the Chapter 3 Cumulative Review,
which are taken from the current chapter and the previous chapters.
• We have the answers to all of the Cumulative Review Exercises in the back
of the book. Flip to page A14 to see the answers for this chapter.
• Got the answer wrong? We can tell you where to go in the book for help!
For example, scroll down page A14 to find the answer for exercise #9, which is
4.5. You’ll see that after this answer, there is an objective reference [1.3B].
This means that the question was taken from Chapter 1, Section 3, Objective B.
Go here to restudy the objective.
 PREP TESTS: These tests are found at the beginning of every chapter and will
help you see if you’ve mastered all of the skills needed for the new chapter.

Here’s an example of how to use the Prep Test:

• Turn to page 201 and look at the Prep Test for Chapter 4.
• All of the answers to the Prep Tests are in the back of the book. You’ll find them
© Cengage Learning/Photodisc

in the first set of answers in each answer section for a chapter. Turn to page A14
to see the answers for this Prep Test.
• Restudy the objectives if you need some extra help.

AIM FOR SUCCESS xxvii

  Before you start a new section, take a few minutes to read the Objective
Statement for that section. Then, browse through the objective material.
Especially note the words or phrases in bold type—these are important concepts
that you’ll need as you’re moving along in the course.
 As you start moving through the chapter, pay special attention to the rule boxes.
These rules give you the reasons certain types of problems are solved the way
they are. When you see a rule, try to rewrite the rule in your own words.

Determinant of a 2 ⫻ 2 Matrix

The determinant of a 2 ⫻ 2 matrix

is given by the formula
冋 册 a 11 a 12
a 21 a 22
is written 冟
a 11 a 12
a 21 a 22
冟
. The value of this determinant

冟 a 11 a 12
a 21 a 22
冟
苷 a 11 a 22 ⫺ a 12 a 21

Page 226

Knowing what to pay attention to as you move through a chapter will help you study and
prepare.
INTERACTION We want you to be actively involved in learning mathematics and have
given you many ways to get hands-on with this book.
 HOW TO EXAMPLES Take a look at page 206 shown here. See the HOW TO
example? This contains an explanation by each step of the solution to a sample
problem.

HOW TO • 4 Solve by the substitution method: (1) 6x ⫹ 2y 苷 8

(2) 3x ⫹ y 苷 2

3x ⫹ y 苷 2 • We will solve Equation (2) for y.

(3) y 苷 ⫺3x ⫹ 2 • This is Equation (3).

(1) 6x ⫹ 2y 苷 8 • This is Equation (1).

6x ⫹ 2共⫺3x ⫹ 2兲 苷 8 • Equation (3) states that y 苷 ⫺3x ⫹ 2.
Substitute ⫺3x ⫹ 2 for y in Equation (1).
6x ⫺ 6x ⫹ 4 苷 8 • Solve for x.
0x ⫹ 4 苷 8
4苷8

Page 206

Grab a paper and pencil and work along as you’re reading through each example.
When you’re done, get a clean sheet of paper. Write down the problem and try to
complete the solution without looking at your notes or at the book. When you’re
done, check your answer. If you got it right, you’re ready to move on.
 EXAMPLE/YOU TRY IT PAIRS You’ll need hands-on practice to succeed in math-
ematics. When we show you an example, work it out beside our solution. Use
the Example/You Try It pairs to get the practice you need.
Take a look at page 206, Example 4 and You Try It 4 shown here:

EXAMPLE • 4 YOU TRY IT • 4

Solve by substitution: Solve by substitution:
(1) 3x ⫺ 2y 苷 4 3x ⫺ y 苷 3
(2) ⫺x ⫹ 4y 苷 ⫺3 6x ⫹ 3y 苷 ⫺4

Solution Solve Equation (2) for x. Your solution

⫺x ⫹ 4y 苷 ⫺3
⫺x 苷 ⫺4y ⫺ 3
Page 206

xxviii AIM FOR SUCCESS

 You’ll see that each Example is fully worked-out. Study this Example carefully
by working through each step. Then, try your hand at it by completing the You
Try It. If you get stuck, the solutions to the You Try Its are provided in the back
of the book. There is a page number following the You Try It, which shows you
where you can find the completely worked-out solution. Use the solution to get
a hint for the step on which you are stuck. Then, try again!
When you’ve finished the solution, check your work against the solution in the
back of the book. Turn to page S11 to see the solution for You Try It 4.
Remember that sometimes there can be more than one way to solve a problem.
But, your answer should always match the answers we’ve given in the back of
the book. If you have any questions about whether your method will always
work, check with your instructor.

REVIEW We have provided many opportunities for you to practice and review the skills
you have learned in each chapter.
 SECTION EXERCISES After you’re done studying a section, flip to the end of the
section and complete the exercises. If you immediately practice what you’ve
learned, you’ll find it easier to master the core skills. Want to know if you
answered the questions correctly? The answers to the odd-numbered exercises
are given in the back of the book.
 CHAPTER SUMMARY Once you’ve completed a chapter, look at the Chapter
Summary. This is divided into two sections: Key Words and Essential Rules and
Procedures. Flip to page 249 to see the Chapter Summary for Chapter 4. This
summary shows all of the important topics covered in the chapter. See the refer-
ence following each topic? This shows you the objective reference and the page
in the text where you can find more information on the concept.
 CONCEPT REVIEW Following the Chapter Summary for each chapter is the
Concept Review. Flip to page 252 to see the Concept Review for Chapter 4.
When you read each question, jot down a reminder note on the right about what-
ever you feel will be most helpful to remember if you need to apply that con-
cept during an exam. You can also use the space on the right to mark what
concepts your instructor expects you to know for the next test. If you are
unsure of the answer to a concept review question, flip to the answers
appendix at the back of the book.
 CHAPTER REVIEW EXERCISES You’ll find the Chapter Review
Exercises after the Concept Review. Flip to page 438 to see the
Chapter Review Exercises for Chapter 7. When you do the
review exercises, you’re giving yourself an important opportuni-
ty to test your understanding of the chapter. The answer to each
review exercise is given at the back of the book, along with the
objective the question relates to. When you’re done with the
Chapter Review Exercises, check your answers. If you had trou-
ble with any of the questions, you can restudy the objectives and
retry some of the exercises in those objectives for extra help.
© Cengage Learning/Photodisc

AIM FOR SUCCESS xxix

  CHAPTER TESTS The Chapter Tests can be found after the Chapter Review
Exercises and can be used to prepare for your exams. The answer to each test
question is given at the back of the book, along with a reference to a How To,
Example, or You Try It that the question relates to. Think of these tests as “prac-
tice runs” for your in-class tests. Take the test in a quiet place and try to work
through it in the same amount of time you will be allowed for your exam.

Here are some strategies for success when you’re taking your exams:
• Scan the entire test to get a feel for the questions (get the big picture).
• Read the directions carefully.
• Work the problems that are easiest for you first.
• Stay calm, and remember that you will have lots of opportunities for success in
this class!

EXCEL Visit www.cengage.com/math/aufmann to learn about additional study tools!

 Enhanced WebAssign® online practice exercises and homework problems match
the textbook exercises.
 DVDs Hosted by Dana Mosley, an experienced mathematics instructor, the
DVDs will help you to get a better handle on topics that may be giving you trou-
ble. A comprehensive set of DVDs for the entire course is available to order.

Get Involved Have a question? Ask! Your professor and your classmates are there to help. Here are
some tips to help you jump in to the action:
 Raise your hand in class.
 If your instructor prefers, email or call your instructor with your question. If
your professor has a website where you can post your question, also look there
for answers to previous questions from other students. Take advantage of these
ways to get your questions answered.
 Visit a math center. Ask your instructor
© Cengage Learning/Photodisc

for more information about the math center

services available on your campus.
 Your instructor will have office hours
where he or she will be available to help
you. Take note of where and when your
instructor holds office hours. Use this time
for one-on-one help, if you need it.
 Form a study group with students from
your class. This is a great way to prepare
for tests, catch up on topics you may have
missed, or get extra help on problems
you’re struggling with. Here are a few sug-
gestions to make the most of your study
© Cengage Learning/Photodisc

group:
• Test each other by asking questions.
Have each person bring a few sample ques-
tions when you get together.

xxx AIM FOR SUCCESS

 • Practice teaching each other.
We’ve found that you can learn
a lot about what you know
when you have to explain it to
someone else.
• Compare class notes. Couldn’t

© Cengage Learning/Photodisc
understand the last five minutes
of class? Missed class because
you were sick? Chances are
someone in your group has the
notes for the topics you missed.
• Brainstorm test questions.
• Make a plan for your meeting. Agree on what topics you’ll talk about and how
long you’ll be meeting. When you make a plan, you’ll be sure that you make the
most of your meeting.

Ready, Set, Succeed! It takes hard work and commitment to succeed, but we know you can do it! Doing well
in mathematics is just one step you’ll take along the path to success.

I succeeded in Intermediate Algebra!

We are confident that if you follow our
suggestions, you will succeed. Good luck!

Rubberball

AIM FOR SUCCESS xxxi

This page intentionally left blank
 CHAPTER

Review of 1
Real Numbers
OBJECTIVES ARE YOU READY?
SECTION 1.1 Take the Chapter 1 Prep Test to find out if you are ready to
digitalvision/First Light

A To use inequality and absolute value learn to:

symbols with real numbers
B To write and graph sets
C To find the union and intersection of • Write sets, graph sets, and find the union and intersection
sets of sets
SECTION 1.2 • Add, subtract, multiply, and divide integers and rational
A To add, subtract, multiply, and divide numbers
integers
B To add, subtract, multiply, and divide • Evaluate numerical expressions
rational numbers
C To evaluate exponential expressions
• Evaluate variable expressions
D To use the Order of Operations • Simplify variable expressions
Agreement
• Translate a verbal expression into a variable expression
SECTION 1.3
A To use and identify the properties of
the real numbers PREP TEST
B To evaluate a variable expression
C To simplify a variable expression
Do these exercises to prepare for Chapter 1.
SECTION 1.4
A To translate a verbal expression into For Exercises 1 to 8, add, subtract, multiply, or divide.
a variable expression
B To solve application problems 5 7 8 7
1.  2. 
12 30 15 20

5 4 4 2
3.  4. 
6 15 15 5

5. 8  29.34  7.065 6. 92  18.37

7. 2.19(3.4) 8. 32.436  0.6

9. Which of the following numbers are greater than 8?

a. 6 b. 10 c. 0 d. 8
10. Match the fraction with its decimal equivalent.
1
a. A. 0.75
2
7
b. B. 0.89
10
3
c. C. 0.5
4
89
d. D. 0.7
100 1
2 CHAPTER 1 • Review of Real Numbers

SECTION

1.1 Introduction to Real Numbers

OBJECTIVE A To use inequality and absolute

value symbols with real numbers
Point of Interest It seems to be a human characteristic to put similar items in the same place. For instance,
The Big Dipper, known to the an astronomer places stars in constellations, and a geologist divides the history of Earth
Greeks as Ursa Major, the into eras.
great bear, is a constellation
that can be seen from Mathematicians likewise place objects with similar properties in sets. A set is a collection
northern latitudes. The stars
of objects. The objects are called elements of the set. Sets are denoted by placing braces
of the Big Dipper are Alkaid,
Mizar, Alioth, Megrez, around the elements in the set.
Phecda, Merak, and Dubhe.
The star at the bend of the The numbers that we use to count things, such as the number of books in a library or the
handle, Mizar, is actually two number of CDs sold by a record store, have similar characteristics. These numbers are
stars, Mizar and Alcor. An called the natural numbers.
imaginary line from Merak
through Dubhe passes
Natural numbers 苷 兵1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, . . .其
through Polaris, the north star.

Each natural number greater than 1 is a prime number or a composite number. A prime
number is a natural number greater than 1 that is divisible (evenly) only by itself and 1.
For example, 2, 3, 5, 7, 11, and 13 are the first six prime numbers. A natural number that
Point of Interest is not a prime number is a composite number. The numbers 4, 6, 8, and 9 are the first
The concept of zero four composite numbers.
developed very gradually over
many centuries. It has been The natural numbers do not have a symbol to denote the concept of none—for instance,
variously denoted by leaving the number of trees taller than 1000 feet. The whole numbers include zero and the natural
a blank space, by a dot, and numbers.
finally as 0. Negative
numbers, although evident in
Whole numbers 苷 兵0, 1, 2, 3, 4, 5, 6, 7, 8, . . .其
Chinese manuscripts dating
from 200 B.C., were not fully
integrated into mathematics The whole numbers alone do not provide all the numbers that are useful in applications.
until late in the 14th century. For instance, a meteorologist needs numbers below zero and above zero.

Integers 苷 {. . . ,5, 4, 3, 2, 1, 0, 1, 2, 3, 4, 5, . . .}

The integers . . . , 5, 4, 3, 2, 1 are negative integers. The integers 1, 2, 3, 4,
5, . . . are positive integers. Note that the natural numbers and the positive integers are
the same set of numbers. The integer zero is neither a positive nor a negative integer.

Still other numbers are necessary to solve the variety of application problems that exist.
For instance, a landscape architect may need to purchase irrigation pipe that has a
5
diameter of in. The numbers that include fractions are called rational numbers.
8

p
Rational numbers 苷
冦q, where p and q are integers and q  0冧
2 9 5 5
The numbers ,  , and are examples of rational numbers. Note that 苷 5, so
3 2 1 1
4
all integers are rational numbers. The number is not a rational number because  is not

an integer.
 SECTION 1.1 • Introduction to Real Numbers 3

A rational number written as a fraction can be written in decimal notation by dividing the
numerator by the denominator.
3 2
HOW TO • 1 Write as a decimal. HOW TO • 2 Write as a decimal.
8 15
Divide 3 by 8. Divide 2 by 15.
0.375 ← This is a 0.133 ← This is a repeating
8兲3.000 terminating 15兲2.000 decimal.
2 4 decimal. 1.500
600 500
560 450
40 50
40 45
0 ← The remainder 5 ← The remainder
is zero. is never zero.
3 2
苷 0.375 苷 0.13 • The bar over 3
8 15 indicates that this
digit repeats.

Some numbers cannot be written as terminating or repeating decimals—for example,

0.01001000100001 . . . , 兹7 艐 2.6457513, and  艐 3.1415927. These numbers have deci-
mal representations that neither terminate nor repeat. They are called irrational num-
bers. The rational numbers and the irrational numbers taken together are the real
numbers.

Positive Integers
(Natural numbers)
7 1 103
Take Note
The real numbers are the Real
Rational Numbers
Zero Integers Numbers
rational numbers and 3
0 −201 7 0 −5 4
3.1212 −1.34 −5 3
the irrational numbers. The 4
3.1212
relationships among sets of −1.34 7
numbers are shown in the Negative Integers 0 −5 1
figure at the right, along with Irrational Numbers 103 −201
−201 −8 −5
examples of elements in each −0.101101110... −0.101101110...
set. 7 π 7 π

The graph of a real number is made by placing a heavy dot directly above the number
on a number line. The graphs of some real numbers follow.
1 5
−5 −2.34 − π 17 5
2 3

−5 −4 −3 −2 −1 0 1 2 3 4 5

Consider the following sentences:

A restaurant’s chef prepared a dinner and served it to the customers.
A maple tree was planted and it grew two feet in one year.
In the first sentence, “it” means dinner; in the second sentence, “it” means tree. In lan-
guage, the word it can stand for many different objects. Similarly, in mathematics, a let-
ter of the alphabet can be used to stand for some number. A letter used in this way is
called a variable.
It is convenient to use a variable to represent or stand for any one of the elements of a set.
For instance, the statement “x is an element of the set 兵0, 2, 4, 6其” means that x can be
replaced by 0, 2, 4, or 6. The set 兵0, 2, 4, 6其 is called the domain of the variable.
4 CHAPTER 1 • Review of Real Numbers

The symbol for “is an element of ” is ; the symbol for “is not an element of ” is
. For example,

2  兵0, 2, 4, 6其 6  兵0, 2, 4, 6其 7  兵0, 2, 4, 6其

Variables are used in the next definition.

Definition of Inequality Symbols

If a and b are two real numbers and a is to the left of b on the number line, then a is less than b.
This is written a b.
If a and b are two real numbers and a is to the right of b on the number line, then a is greater
than b. This is written a b.

Here are some examples.

2
5 9 4 10  兹17 0 
3

The inequality symbols (is less than or equal to) and (is greater than or equal to) are
also important. Note the examples below.

4 5 is a true statement because 4 5.

5 5 is a true statement because 5 苷 5.

The numbers 5 and 5 are the same distance from zero on the number line but on
opposite sides of zero. The numbers 5 and 5 are called additive inverses or opposites
of each other.

The additive inverse (or opposite) of 5 5 5

is 5. The additive inverse of 5 is 5.
The symbol for additive inverse is . −5 −4 −3 −2 −1 0 1 2 3 4 5

共2兲 means the additive inverse of positive 2. 共2兲 苷 2

共5兲 means the additive inverse of negative 5. 共5兲 苷 5

The absolute value of a number is its distance from zero on the number line. The symbol
for absolute value is 兩 兩.

Note from the figure above that the distance from 0 to 5 is 5. Therefore,
兩5兩 苷 5. That figure also shows that the distance from 0 to 5 is 5. Therefore,
兩5兩 苷 5.

Absolute Value
Integrating The absolute value of a positive number is the number itself.
Technology The absolute value of a negative number is the opposite of the negative number.
See the Keystroke Guide:
The absolute value of zero is zero.
Mat h for instructions on
using a graphing calculator
to evaluate absolute value HOW TO • 3 Evaluate: 兩12兩
expressions.
兩12兩 苷 12 • The absolute value symbol does not affect the
negative sign in front of the absolute value symbol.
 SECTION 1.1 • Introduction to Real Numbers 5

EXAMPLE • 1 YOU TRY IT • 1

Let y  兵7, 0, 6其. For which values of y is the Let z  兵10, 5, 6其. For which values of z is the
inequality y 4 a true statement? inequality z 5 a true statement?

Solution Your solution

Replace y by each of the elements of the
set and determine whether the inequality
is true.
y 4
7 4 True
0 4 True
6 4 False
The inequality is true for 7 and 0.

EXAMPLE • 2 YOU TRY IT • 2

Let y  兵12, 0, 4其. Let d  兵11, 0, 8其.
a. Determine y, the additive inverse of y, for each a. Determine d, the additive inverse of d, for each
element of the set. element of the set.
b. Evaluate 兩 y兩 for each element of the set. b. Evaluate 兩d兩 for each element of the set.

Solution Your solution

a. Replace y in y by each element of the set and
determine the value of the expression.
y
共12兲 苷 12
共0兲 苷 0 • 0 is neither positive
nor negative.
共4兲 苷 4
b. Replace y in 兩y兩 by each element of the set and
determine the value of the expression.
兩 y兩
兩12兩 苷 12
兩0兩 苷 0
兩4兩 苷 4

Solutions on p. S1

OBJECTIVE B To write and graph sets

The roster method of writing a set encloses a list of the elements of the set in braces.
The set of even natural numbers less than 10 is written 兵2, 4, 6, 8其. This is an example of
a finite set; all the elements of the set can be listed. The set of whole numbers, written
兵0, 1, 2, 3, 4, . . .其, and the set of natural numbers, written 兵1, 2, 3, 4, . . .其, are infinite sets.
The pattern of numbers continues without end. It is impossible to list all the elements of
an infinite set.
6 CHAPTER 1 • Review of Real Numbers

The set that contains no elements is called the empty set, or null set, and is symbolized
by or 兵 其.

The set of trees over 1000 feet tall is the empty set.

HOW TO • 4 Use the roster method to write the set of whole numbers less than 5.
兵0, 1, 2, 3, 4其 • Recall that the whole numbers include 0.

A second method of representing a set is set-builder notation. Set-builder no-

tation can be used to describe almost any set, but it is especially useful when writing
infinite sets.

In set-builder notation, the set of integers greater than 3 is written

兵x兩x 3, x  integers其

⎭
⎪
⎪
⎪
⎬
⎪
⎪
⎪
⎫
⎬

⎫
⎪
⎪
⎪
⎪
⎪
⎪
⎪
⎪
⎪
⎬
⎪
⎪
⎪
⎪
⎪
⎪
⎪
⎪
⎭
⎫
⎪
⎬
⎪
⎭
⎫
⎪
⎪
⎬
⎪
⎪
⎭

The set of all x such that x 3 and x is an element of the integers.

This is an infinite set. It is impossible to list all the elements of the set, but the set can be
described using set-builder notation.

The set of real numbers less than 5 is written

兵x兩x 5, x  real numbers其

and is read “the set of all x such that x is less than 5 and x is an element of the real numbers.”

HOW TO • 5 Use set-builder notation to write the set of integers greater

than 20.
兵x兩 x 20, x  integers其

Set-builder notation and the inequality symbols , , , and are used to describe infinite
sets of real numbers. These sets can also be graphed on the real number line.

The graph of 兵x兩x 2, x  real numbers其 is shown below. The set is the real numbers
greater than 2. The parenthesis on the graph indicates that 2 is not included in the set.

−5 −4 −3 −2 −1 0 1 2 3 4 5
 SECTION 1.1 • Introduction to Real Numbers 7

The graph of 兵x兩x 2, x  real numbers其 is shown below. The set is the real numbers
greater than or equal to 2. The bracket at 2 indicates that 2 is included in the set.

−5 −4 −3 −2 −1 0 1 2 3 4 5

In many cases, we will assume that real numbers are being used and omit
“x  real numbers” from set-builder notation. For instance, the above set is written
兵x兩x 2其.

HOW TO • 6 Graph 兵x兩x 3其.

• Draw a bracket at 3 to indicate
−5 −4 −3 −2 −1 0 1 2 3 4 5 that 3 is in the set. Draw a solid
line to the left of 3.

兵x兩 –2 x 4其 is read “the set of all x such that x is greater than or equal to 2 and
less than 4.”

HOW TO • 7 Graph 兵x兩 –2 x 4其.

• This is the set of real numbers between 2
−5 −4 −3 −2 −1 0 1 2 3 4 5 and 4, including 2 but not including 4. Draw
a bracket at 2 and a parenthesis at 4.

Some sets can also be expressed using interval notation. For example, the interval
notation 共3, 2兴 indicates the interval of all real numbers greater than 3 and less than
or equal to 2. As on the graph of a set, the left parenthesis indicates that 3 is not
included in the set. The right bracket indicates that 2 is included in the set.

An interval is said to be a closed interval if it includes both endpoints; it is an open

interval if it does not include either endpoint. An interval is a half-open interval if one
endpoint is included and the other is not. In each example given below, 3 and 2 are the
endpoints of the interval. In each case, the set notation, the interval notation, and the
graph of the set are shown.

兵x兩3 x 2其 共3, 2兲
−5 −4 −3 −2 −1 0 1 2 3 4 5
Open interval

兵x兩3 x 2其 关3, 2兴
−5 −4 −3 −2 −1 0 1 2 3 4 5
Closed interval

兵x兩3 x 2其 关3, 2兲
−5 −4 −3 −2 −1 0 1 2 3 4 5
Half-open interval

兵x兩3 x 2其 共3, 2兴
−5 −4 −3 −2 −1 0 1 2 3 4 5
Half-open interval
8 CHAPTER 1 • Review of Real Numbers

To indicate an interval that extends forever in one or both directions using interval
notation, we use the infinity symbol  or the negative infinity symbol . The infinity
symbol is not a number; it is simply a notation to indicate that the interval is unlimited.
In interval notation, a parenthesis is always used to the right of an infinity symbol or to
the left of a negative infinity symbol, as shown in the following examples.

兵x兩x 1其 共1, 兲 −5 − 4 −3 −2 −1 0 1 2 3 4 5

兵x兩 x 1其 关1, 兲 −5 −4 −3 −2 −1 0 1 2 3 4 5

兵x兩 x 1其 共, 1兲 −5 −4 −3 −2 −1 0 1 2 3 4 5

兵x兩x 1其 共, 1兴 −5 −4 −3 −2 −1 0 1 2 3 4 5

兵x兩 x 其 共, 兲 −5 −4 −3 −2 −1 0 1 2 3 4 5

EXAMPLE • 3 YOU TRY IT • 3

Use the roster method to write the set of positive Use the roster method to write the set of negative
integers less than or equal to 7. integers greater than 6.

Solution Your solution

兵1, 2, 3, 4, 5, 6, 7其

EXAMPLE • 4 YOU TRY IT • 4

Use set-builder notation to write the set of integers Use set-builder notation to write the set of whole
less than 9. numbers greater than or equal to 15.

Solution Your solution

兵x兩x 9, x  integers其

EXAMPLE • 5 YOU TRY IT • 5

Graph 兵x兩x 3其. Graph 兵x兩x 0其.

Solution Your solution

Draw a bracket at 3 to indicate that 3 is in the set.
Draw a solid line to the right of 3. −5 −4 −3 −2 −1 0 1 2 3 4 5

−5 −4 −3 −2 −1 0 1 2 3 4 5

Solutions on p. S1
 SECTION 1.1 • Introduction to Real Numbers 9

EXAMPLE • 6 YOU TRY IT • 6

Write each set in interval notation. Write each set in interval notation.
a. 兵x兩x 3其 a. 兵x兩x 1其
b. 兵x兩2 x 4其 b. 兵x兩2 x 4其

Solution Your solution

a. The set 兵x兩x 3其 is the numbers greater than 3. In
interval notation, this is written 共3, 兲.
b. The set 兵x兩2 x 4其 is the numbers greater
than 2 and less than or equal to 4. In interval
notation, this is written 共2, 4兴.

EXAMPLE • 7 YOU TRY IT • 7

Write each set in set-builder notation. Write each set in set-builder notation.
a. 共, 4兴 a. 共3, 兲
b. 关3, 0兴 b. 共4, 1兴

Solution Your solution

a. 共, 4兴 is the numbers less than or equal to 4. In
set-builder notation, this is written 兵x兩x 4其.
b. 关3, 0兴 is the numbers greater than or equal to
3 and less than or equal to 0.
In set-builder notation, this is written
兵x兩3 x 0其.

EXAMPLE • 8 YOU TRY IT • 8

Graph 共2, 2兴. Graph 关2, 兲.

Solution Your solution

Draw a parenthesis at 2 to show that it is not in the
set. Draw a bracket at 2 to show that it is in the set. −5 −4 −3 −2 −1 0 1 2 3 4 5
Draw a solid line between 2 and 2.

−5 − 4 −3 −2 −1 0 1 2 3 4 5

Solutions on p. S1
10 CHAPTER 1 • Review of Real Numbers

OBJECTIVE C To find the union and intersection of sets

Just as operations such as addition and multiplication are performed on real numbers,
operations are performed on sets. Two operations performed on sets are union and
intersection.

Union of Two Sets

The union of two sets, written A  B, is the set of all elements that belong to either set A or set
B. In set-builder notation, this is written

A  B 苷 兵x 兩x  A or x  B 其

Given A 苷 兵2, 3, 4其 and B 苷 兵0, 1, 2, 3其, the union of A and B contains all the elements that
belong to either A or B. Any elements that belong to both sets are listed only once.

A  B 苷 兵0, 1, 2, 3, 4其

Intersection of Two Sets

The intersection of two sets, written A  B, is the set of all elements that are common to both
set A and set B. In set-builder notation, this is written

A  B 苷 兵x 兩x  A and x  B 其

Given A 苷 兵2, 3, 4其 and B 苷 兵0, 1, 2, 3其, the intersection of A and B contains all the elements
that are common to both A and B.

A  B 苷 兵2, 3其
Point of Interest
The symbols , , and 
were first used by Giuseppe
Peano in Arithmetices
Principia, Nova Exposita
(The Principle of HOW TO • 8 Given A 苷 兵2, 3, 5, 7其 and B 苷 兵0, 1, 2, 3, 4其, find A  B and
Mathematics, a New Method A  B.
of Exposition), published in
1889. The purpose of this
book was to deduce the
A  B 苷 兵0, 1, 2, 3, 4, 5, 7其 • List the elements of each set. The
principles of mathematics
elements that belong to both sets
from pure logic.
are listed only once.

A  B 苷 兵2, 3其 • List the elements that are common

to both A and B.
 SECTION 1.1 • Introduction to Real Numbers 11

The union of two sets is the set of all elements belonging to either one or the other of the
two sets. The set 兵x兩x 1其  兵x兩x 3其 is the set of real numbers that are either less
than or equal to 1 or greater than 3.

−5 − 4 −3 −2 −1 0 1 2 3 4 5

The set is written 兵x兩x 1 or x 3其.

The set 兵x兩x 2其  兵x兩x 4其 is the set of real numbers that are either greater than 2 or
greater than 4. Because any number greater than 4 is also greater than 2, this is the set
兵x兩x 2其.

−5 −4 −3 −2 −1 0 1 2 3 4 5

HOW TO • 9 Graph 兵x兩x 1其  兵x兩x 4其.

• The graph includes all the numbers that
−5 − 4 −3 −2 −1 0 1 2 3 4 5 are either greater than 1 or less than 4.

The intersection of two sets is the set that contains the elements common to both sets.
The set 兵x兩x 2其  兵x兩x 5其 is the set of real numbers that are greater than 2 and
less than or equal to 5. This is shown graphically below.

{x ⏐ x 5} {x ⏐ x 2}
0
{x ⏐ x 2}  {x ⏐ x 5}  {x ⏐ 2 x 5}
−5 − 4 −3 −2 −1 0 1 2 3 4 5

Note that although 2 is an element of 兵x兩x 5其, 2 is not an element of 兵x兩x 2其
and therefore 2 is not an element of the intersection of the two sets. Indicate this with
a parenthesis at 2. However, 5 is an element of 兵x兩x 5其 and 5 is an element of
兵x兩x 2其. Therefore, 5 is an element of the intersection of the two sets. Indicate this
with a bracket at 5.

The set 兵x兩x 4其  兵x兩x 5其 is the set of real numbers that are less than 4 and less than
5. This is the set of real numbers that are less than 4, as shown in the graphs below.

{x ⏐ x 5}
{x ⏐ x 4}
0
{x ⏐ x 4}  {x ⏐ x 5}  {x ⏐ x 4}
−5 − 4 −3 −2 −1 0 1 2 3 4 5

HOW TO • 10 Graph 兵x兩x 3其  兵x兩x 0其.

{x ⏐ x 0} {x ⏐ x 3}
0
{x ⏐ x 3}  {x ⏐ x 0}  {x ⏐ 3 x 0}
−5 − 4 −3 −2 −1 0 1 2 3 4 5
12 CHAPTER 1 • Review of Real Numbers

EXAMPLE • 9 YOU TRY IT • 9

Given A 苷 兵0, 2, 4, 6, 8, 10其 and B 苷 兵0, 3, 6, 9其, Given C 苷 兵1, 5, 9, 13, 17其 and D 苷 兵3, 5, 7, 9, 11其,
find A  B. find C  D.

Solution Your solution

A  B 苷 兵0, 2, 3, 4, 6, 8, 9, 10其

EXAMPLE • 10 YOU TRY IT • 10

Given A 苷 兵x兩x  natural numbers其 and Given E 苷 兵x兩x  odd integers其 and
B 苷 兵x兩x  negative integers其, find A  B. F 苷 兵x兩x  even integers其, find E  F.

Solution Your solution

AB苷 • There are no natural numbers that
are also negative integers.

EXAMPLE • 11 YOU TRY IT • 11

Graph 兵x兩x 1其  兵x兩x 2其. Graph 兵x兩x 2其  兵x兩x 1其.

Solution Your solution

This is the set of real numbers greater than 1 or
less than 2. Any real number satisfies this condition. −5 − 4 −3 −2 −1 0 1 2 3 4 5
The graph is the entire real number line.

−5 − 4 −3 −2 −1 0 1 2 3 4 5

EXAMPLE • 12 YOU TRY IT • 12

Graph 兵x兩x 3其  兵x兩x 1其. Graph 兵x兩x 1其  兵x兩x 3其.

Solution Your solution

The graph is the set of real numbers that are common
to the two intervals. −5 − 4 −3 −2 −1 0 1 2 3 4 5

{x ⏐ x 3} {x ⏐ x 1}

−5 − 4 −3 −2 −1 0 1 2 3 4 5

EXAMPLE • 13 YOU TRY IT • 13

Graph (3, 2)  [0, 4). Graph [4, 0)  [1, 3] .

Solution Your solution

The graph is the set of real numbers that are common
to the two intervals. −5 −4 −3 −2 −1 0 1 2 3 4 5

(3, 2) [0, 4)

−5 −4 −3 −2 −1 0 1 2 3 4 5

Solutions on p. S1
 SECTION 1.1 • Introduction to Real Numbers 13

1.1 EXERCISES
OBJECTIVE A To use inequality and absolute value symbols
with real numbers
For Exercises 1 and 2, determine which of the numbers are a. integers, b. rational
numbers, c. irrational numbers, d. real numbers. List all that apply.

15 兹5 3 27
1.  , 0, 3, , 2.33, 4.232232223. .., , 兹7 2. 17, 0.3412, , 1.010010001. . . , , 6.12
2 4  91

For Exercises 3 to 12, find the additive inverse of the number.

3
3. 27 4. 3 5. 6. 兹17 7. 0
4

2
8.  9. 兹33 10. 1.23 11. 91 12. 
3

For Exercises 13 to 20, solve.

13. Let y  兵6, 4, 7其. For which values of y is 14. Let x  兵6, 3, 3其. For which values of x is
y 4 true? x 3 true?

15. Let w  兵2, 1, 0, 1其. For which values of w is 16. Let p  兵10, 5, 0, 5其. For which values of p
w 1 true? is p 0 true?

17. Let b  兵9, 0, 9其. Evaluate b for each ele- 18. Let a  兵3, 2, 0其. Evaluate a for each ele-
ment of the set. ment of the set.

19. Let c  兵4, 0, 4其. Evaluate 兩c兩 for each element 20. Let q  兵3, 0, 7其. Evaluate 兩q兩 for each element
of the set. of the set.

21. Are there any real numbers x for which x 0? 22. Are there any real numbers y for which
If so, describe them. 兩y兩 0? If so, describe them.
14 CHAPTER 1 • Review of Real Numbers

OBJECTIVE B To write and graph sets

For Exercises 23 to 28, use the roster method to write the set.

23. the integers between 3 and 5 24. the integers between 4 and 0

25. the even natural numbers less than 14 26. the odd natural numbers less than 14

27. the positive-integer multiples of 3 that are less 28. the negative-integer multiples of 4 that are greater
than or equal to 30 than or equal to 20

For Exercises 29 to 36, use set-builder notation to write the set.

29. the integers greater than 4 30. the integers less than 2

31. the real numbers greater than or equal to 2 32. the real numbers less than or equal to 2

33. the real numbers between 0 and 1 34. the real numbers between 2 and 5

35. the real numbers between 1 and 4, inclusive 36. the real numbers between 0 and 2, inclusive

For Exercises 37 to 42, let A  兵x兩x 3, x  integers其. State whether the given number is an element of A.
1
37. 3 38. 3.5 39. 40. 1 41. 5 42. 5
2

For Exercises 43 to 50, graph.

43. 兵x兩x 2其 44. 兵x兩x 1其

−5 − 4 −3 −2 −1 0 1 2 3 4 5 −5 −4 −3 −2 −1 0 1 2 3 4 5

45. 兵x兩x 1其 46. 兵x兩x 2其

−5 −4 −3 −2 −1 0 1 2 3 4 5 −5 −4 −3 −2 −1 0 1 2 3 4 5

47. 兵x兩1 x 5其 48. 兵x兩1 x 3其

−5 −4 −3 −2 −1 0 1 2 3 4 5 −5 −4 −3 −2 −1 0 1 2 3 4 5

49. 兵x兩0 x 3其 50. 兵x兩1 x 1其

−5 −4 −3 −2 −1 0 1 2 3 4 5 −5 − 4 −3 −2 −1 0 1 2 3 4 5
 SECTION 1.1 • Introduction to Real Numbers 15

For Exercises 51 to 58, write each set of real numbers in interval notation.

51. 兵x 兩 2 x 4其 52. 兵x 兩 0 x 3其 53. 兵x 兩 1 x 5其 54. 兵x 兩 0 x 3其

55. 兵x 兩 x 1其 56. 兵x 兩 x 6其 57. 兵x 兩 x 2其 58. 兵x 兩 x 3其

For Exercises 59 to 68, write each interval in set-builder notation.

59. (0, 8) 60. (2, 4) 61. 关5, 7兴 62. 关3, 4兴 63. 关3, 6兲

64. 共4, 5兴 65. 共, 4兴 66. (, 2) 67. (5, ) 68. 关2, 兲

For Exercises 69 to 76, graph.

69. (2, 5) 70. (0, 3)

−5 −4 −3 −2 −1 0 1 2 3 4 5 −5 −4 −3 −2 −1 0 1 2 3 4 5

71. 关1, 2兴 72. 关3, 2兴

−5 −4 −3 −2 −1 0 1 2 3 4 5 −5 −4 −3 −2 −1 0 1 2 3 4 5

73. 共, 3兴 74. (, 1)

−5 −4 −3 −2 −1 0 1 2 3 4 5 −5 −4 −3 −2 −1 0 1 2 3 4 5

75. 关3, 兲 76. 关2, 兲

−5 −4 −3 −2 −1 0 1 2 3 4 5 −5 −4 −3 −2 −1 0 1 2 3 4 5

OBJECTIVE C To find the union and intersection of sets

For Exercises 77 to 84, find A  B.

77. A 苷 兵1, 4, 9其, B 苷 兵2, 4, 6其 78. A 苷 兵1, 0, 1其, B 苷 兵0, 1, 2其

79. A 苷 兵2, 3, 5, 8其, B 苷 兵9, 10其 80. A 苷 {1, 3, 5, 7}, B 苷 {2, 4, 6, 8}

81. A 苷 兵4, 2, 0, 2, 4其, B 苷 兵0, 4, 8其 82. A 苷 兵3, 2, 1其, B 苷 兵2, 1, 0, 1其

83. A 苷 兵1, 2, 3, 4, 5其, B 苷 兵3, 4, 5其 84. A 苷 兵2, 4其, B 苷 兵0, 1, 2, 3, 4, 5其

For Exercises 85 to 92, find A  B.

85. A 苷 兵6, 12, 18其, B 苷 兵3, 6, 9其 86. A 苷 兵4, 0, 4其, B 苷 兵2, 0, 2其

87. A 苷 兵1, 5, 10, 20其, B 苷 兵5, 10, 15, 20其 88. A 苷 兵1, 3, 5, 7, 9其, B 苷 兵1, 9其
16 CHAPTER 1 • Review of Real Numbers

89. A 苷 兵1, 2, 4, 8其, B 苷 兵3, 5, 6, 7其 90. A 苷 兵3, 2, 1, 0其, B 苷 兵1, 2, 3, 4其

91. A 苷 兵2, 4, 6, 8, 10其, B 苷 兵4, 6其 92. A 苷 兵9, 5, 0, 7其, B 苷 兵7, 5, 0, 5, 7其

93. Which set is the empty set? 94. Which set is not equivalent to the interval [1, 6)?
(i) 兵x兩x  integers其  (i) 兵x兩1 x 6其
兵x兩x  rational numbers} (ii) 兵x兩x 1其  兵x兩x 6其
(ii) 兵4, 2, 0, 2, 4其  兵3, 1, 1, 3其 (iii) 兵x兩x 6其  兵x兩x 1其
(iii) [5, )  (0, 5)

For Exercises 95 to 106, graph.

95. 兵x兩x 1其  兵x兩x 1其 96. 兵x兩x 2其  兵x兩x 4其

−5 −4 −3 −2 −1 0 1 2 3 4 5 −5 −4 −3 −2 −1 0 1 2 3 4 5

97. 兵x兩x 2其  兵x兩x 0其 98. 兵x兩x 1其  兵x兩x 4其

−5 −4 −3 −2 −1 0 1 2 3 4 5 −5 −4 −3 −2 −1 0 1 2 3 4 5

99. 兵x兩x 1其  兵x兩x 2其 100. 兵x兩x 4其  兵x兩x 0其

−5 −4 −3 −2 −1 0 1 2 3 4 5 −5 −4 −3 −2 −1 0 1 2 3 4 5

101. 兵x兩x 3其  兵x兩x 1其 102. 兵x兩x 2其  兵x兩x 4其

−5 −4 −3 −2 −1 0 1 2 3 4 5 −5 −4 −3 −2 −1 0 1 2 3 4 5

103. 关5, 0兲  共1, 4兴 104. 共, 2兴  关3, 兲

−5 −4 −3 −2 −1 0 1 2 3 4 5 −5 −4 −3 −2 −1 0 1 2 3 4 5

105. 关3, 3兴  关0, 5兴 106. 共, 1兲  共4, 兲

−5 −4 −3 −2 −1 0 1 2 3 4 5 −5 −4 −3 −2 −1 0 1 2 3 4 5

Applying the Concepts

Let R 苷 兵real numbers其, A 苷 兵x兩1 x 1其, B 苷 兵x兩0 x 1其,

C 苷 兵x兩1 x 0其, and be the empty set. Answer Exercises 107 to 116 using
R, A, B, C, or .

107. A  B 108. A  A 109. B  B 110. A  C 111. A  R

112. C  R 113. B  R 114. A  R 115. R  R 116. R 

117. The set B  C cannot be expressed using R, A, B, C, or . What real number is rep-
resented by B  C?
118. A student wrote 3 x 5 as the inequality that represents the real numbers less
than 3 or greater than 5. Explain why this is incorrect.
Another random document with
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emotions of man. But their soul is saturated with the Christian faith
of the Crusaders and they sing the sorrow of Serbia, the unspeakable
anguish of a people who are victorious in defeat. In the historical
preface Janko Lavrin divides the Serbian folk-songs into four groups
of which this, the Kossovo-cycle, deals with the heroic battles fought
on the Kossovo plain against the Turks. The songs are: The fall of the
Serbian empire; Tsar Lazar and Tsaritsa Militsa; The banquet on the
eve of the battle: a fragment; Kossanchitch and Milosh: a fragment;
Musitch Stefan; Tsaritsa Militsa and the Voyvoda Vladeta; The
maiden of Kossovo; The death of the mother of the Jugovitch; The
miracle of Tsar Lazar.

“Miss Rootham’s simple and dignified translation makes it

possible for English readers to appreciate the heroic quality of the
originals.”

+ Ath p257 F 20 ’20 60w

“The primitive naturalness and high Christian idealism of the

songs make them very readable.”

+ Booklist 17:63 N ’20

“English is not very well fitted to cope with it and, just as

Longfellow often failed in Hiawatha, so Miss Rootham often fails to
get the swing of the trochaic measure. The original is so rich in
alliteration, often rhyming with vivid flashes of poetic figure, that it
is impossible to reproduce its magic effect. It requires a poet to
translate poetry; mere knowledge of a foreign tongue does not
communicate the magic of words, and Miss Rootham’s version, while
useful, will hardly satisfy the exacting lover of Serbian poetry.” N. H.
D.
 + − Boston Transcript p7 Jl 28 ’20 650w

“The poems are vigorous and give a pleasing view of what really
fine work has been done in Serbia.” H. S. Gorman

+ N Y Times 25:21 Jl 25 ’20 120w

“They are good poems even for us; their sheer probity is a joy. They
have that rudeness touched with elegance—so different from mere
rudeness—which is the spell of ancient song for modern taste.” O. W.
Firkins

+ Review 3:654 D 29 ’20 230w

KOUYOUMDJIAN, DIKRAN (MICHAEL

ARLEN, pseud.). London venture. *$1.50 Dodd
824
20–4439

The author is an Armenian who has dropped his real name for a
more pronounceable signature. The book consists of a series of “self-
conscious” essays wherein the author under the guise of
reminiscences discourses on men and writers, women and love, on
death, friendship and modes of living. It is a book of moods also and
the writer fits in the subject or person to fit the mood. The chapter
vignettes are from drawings by Michel Sevier.

“The chief merit of the book is that the author has taken great
pains with his style, which is considerably more attractive than the
substance of the book.”

+ − Ath p94 Ja 16 ’20 70w

“Set forth with a cynical humor which narrowly escapes brilliance,

much of the narration is downright fascinating.”

+ N Y Times 25:27 Jl 18 ’20 350w

“A curious introspective fragment of a story told in a succession of

spasms of introspection. It suffers from its form, but as it was
evidently written for occasional serial publication, that could not be
avoided. The book and its illustrations have a certain charm.”

+ − Sat R 129:336 Ap 3 ’20 50w

“It is difficult exactly to understand the ‘challenge’ of this book or

what the writer meant to do with it. There is undoubtedly a
fascination hard to analyse about the book and the personality
revealed in it.”

+ − The Times [London] Lit Sup p38 Ja 15

’20 250w

KRAFFT, HERMAN FREDERIC, and

[2]
NORRIS, WALTER BLAKE. Sea power in
American history; with an introd. by William S.
Benson. il *$4 Century 973
20–22044
 The object of the book is to make clear the importance of sea
power in both its military and commercial aspects. For this purpose
it traces out and connects up into one continuous story the rise,
development, and present condition of both branches, showing their
mutual dependence upon each other. Biographical sketches are given
of such outstanding figures in our naval development as Paul Jones,
Stephen Decatur, David Porter, John Ericsson, David G. Farragut
and Alfred T. Mahan. Among the contents are: The defeat of British
sea power gives America independence; The rise of commercial sea
power in America during the Napoleonic wars; Sea power dominates
the War of 1812; Sea power aids national expansion; The blockade a
decisive instrument of sea power in the Civil war; Sea power splits
the confederacy in two; Sea power in the Pacific; American sea power
in the world war. The book is indexed and illustrated, with maps and
diagrams of naval actions.

[2]
KREYMBORG, ALFRED. Blood of things. *$2
Brown, N. L. 811
20–13986

Mr Kreymborg’s second book of “free forms” contains verses

grouped under such titles as: A five and ten cent store; Zoology; Arias
and ariettes; Crowns and cronies, etc.

Dial 69:664 D ’20 80w

“Nine-tenths of ‘Blood of things’ is unintelligible, or if intelligible is

irrelevant to any human concern. The one-tenth which is intelligible
and relevant is diffuse to the point of evaporation.”
 − Nation 112:86 Ja 19 ’21 240w

“Mr Alfred Kreymborg’s new book is decidedly interesting to read,

but it is more often merely interesting than lifting and compact with
genuine poetry. Mr Kreymborg is inconclusive; his gestures are
tentative; he does not strike fire with sufficient frequency to establish
him firmly as an authentic poet.” H. S. Gorman

+ − N Y Times p22 D 26 ’20 640w

“A critic who is unprejudiced and willing to be convinced by the

free versifiers will acknowledge that there are one or two poems that
are pretty poor. He would probably set aside the book with the
comment that Mr Kreymborg has done some things well, but that
anybody could do what Mr Kreymborg has done if he would consent
to go just a little bit crazy.”

+ − Springf’d Republican p8 N 4 ’20 340w

[2]
KREYMBORG, ALFRED. Plays for merry
Andrews. $2 Sunwise turn 812

The five plays are: Vote the new moon; Uneasy street; The silent
waiter; At the sign of the thumb and the nose; and Monday.

“Their unreality and irony are invigorating and real, and Gordon
Craig was quite right in considering them as a test for actors. The
title should warn the professionals off and attract the amateur.” E. P.
 + Dial 70:108 Ja ’21 40w

“There is no doubt that Mr Alfred Kreymborg has both talent and

intelligence. But he has not reached the stage of any clear
communication. The lilt of these playlets haunts the ear but teases
the mind. There is a vertigo in the oddly rhythmed prose. But the
intentions are dark, and where the darkness lifts they seem
perilously commonplace.” Ludwig Lewisohn

− + Nation 111:787 D 29 ’20 130w

“Almost all of his plays possess that direct appeal to children,

although they are often too abstruse or fantastical for older
audiences. To enjoy them completely one must have an open mind,
unprejudiced by stage conventions. The whole volume, with its
delightful caricatures, with its humors, with its tongue-in-the-cheek
bombast, is very reminiscent of Dickens.” Malcolm Cowley

+ N Y Evening Post p5 D 31 ’20 460w

KUNOU, CHARLES A. American school toys

and useful novelties in wood. il *$1.25 Bruce pub. co.
680
20–26563

The author is supervisor of manual training in Los Angeles, where

toy making has for some years made up part of the course of study in
this department. During the war interest in the subject was greatly
stimulated by the sale of the children’s products for the benefit of the
Red cross. A general preliminary discussion of toy making, its
educative value, the materials used, etc., is followed by a series of
fifty-two plates with designs for toys.

Booklist 16:330 Jl ’20

“This book gives excellent toy working drawings.”

+ School Arts Magazine 20:41 S ’20 70w

KYNE, PETER BERNARD. Kindred of the dust.

il *$1.75 (1½c) Cosmopolitan bk. corporation
20–8274

For the scene of his story the author creates a feudal fief in the
Pacific northwest. Hector McKaye, head of the Tyee Lumber
Company, is known as “the laird,” his son Donald as “the young
laird.” Donald comes home from college and a trip around the world
to find his old chum Nan Brent the mother of a nameless child. Nan
had believed herself married and to protect the real wife of the man
who had deceived her is keeping his identity secret and bearing her
shame. Donald finds that he loves Nan and is willing to marry her.
Interference on the part of his mother and sisters drives her away.
Donald is stricken with typhoid and to save his life his mother
telephones to Nan to return. Following his recovery steps are again
taken to prevent the marriage but Donald is obdurate. A break with
his father results. The war comes, Donald enlists, goes to France,
comes home again and there is a happy reunion, with a copy of Nan’s
marriage license turning up to prove her innocent intentions.
 + − Booklist 16:349 Jl ’20

“The story is powerful and holds the attention of the reader in an

unusual manner.”

+ Boston Transcript p6 Je 30 ’20 350w

“For sustained interest and constructive workmanship Mr Kyne

seems, in ‘Kindred of the dust,’ to have outdone his previous efforts.
Wholesome, entertaining story.”

+ N Y Times 25:307 Je 13 ’20 450w

“The hero is almost too noble to be true.”

− + Springf’d Republican p11a Ag 22 ’20

280w

“A strong, straightforward, unaffected story, seasoned, and not

overseasoned, with sentiment.”

+ The Times [London] Lit Sup p653 O 7

’20 70w
 L

LABOULAYE, EDOUARD RENÉ-LEFEBRE

DE. Laboulaye’s fairy book; tr. by Mary L. Booth. il
*$2.50 (5c) Harper
20–19778

This book of fairy tales, translated from the French, was

copyrighted in America in 1886. Kate Douglas Wiggin has written an
introduction for the new edition. The titles are: Yvon and Finette;
The castle of life; Destiny; The twelve months; Swanda, the piper;
The gold bread; The story of the noses; The three citrons; The story
of Coquerico; King Bizarre and Prince Charming. The pictures are by
Edward G. McCandlish.

Booklist 17:126 D ’20

+ Lit D p89 D 4 ’20 130w

Reviewed by Hildegarde Hawthorne

+ N Y Times p4 N 28 ’20 220w

“Delightful collection of tales.”

 + Springf’d Republican p7a D 12 ’20 70w

LADD, GEORGE TRUMBULL. Intimate

glimpses of life in India; a narrative of observations
in the winter of 1899–1900. il *$3 Badger, R. G.
915.4
19–15644

“In his observations of Indian life Professor Ladd was chiefly

concerned with educational, social and religious conditions. For the
study of these he had unusual opportunities. This book gives a
summary of what he learned from personal interviews with the
viceroy and secretary of education in Calcutta, with natives and
missionaries, and with Hindu philosophers. Professor Ladd also
describes the social customs of the people and outlines some of the
political reforms that are demanded by the native leaders.”—R of Rs

“Although the book makes no contribution to the literature

regarding India, it is interesting as reflecting the impressions of an
American professor concerning the practices and cults of the Indian
peoples.”

+ Bib World 54:430 Jl ’20 220w

Boston Transcript p4 N 5 ’19 440w
 “Whether the generalizations he makes, based upon conditions as
he observed them two decades ago, still hold true in full or not, they
are interesting as reflecting the reaction of a foreigner, well equipped
by his training in educational and philosophical work, to an alien and
intricate civilization.”

+ N Y Evening Post p7 Mr 6 ’20 300w

R of Rs 61:221 F ’20 100w

LAIDLER, HARRY WELLINGTON. Socialism

in thought and action. *$2.50 (2c) Macmillan 335
20–3555

The author is secretary of the Intercollegiate socialist society and

editor of the Socialist Review. The important service of his book is
that it gives an up-to-date treatment of the new developments in
socialism and relates them to the movements of the past. It covers
“the socialist criticism of present day society, the socialist theory of
economic development, the socialist conception of a future social
state and the activities, achievements, and present status of the
organized socialist movement in various countries of the world.”
(Preface) It is divided into two almost equal parts: Socialist thought,
and The socialist movement. The work is intended to serve as a
textbook for college classes and study groups, and “as a ready
reference book for the thinkers and doers who have come to realize
that an intelligent understanding of this greatest mass movement of
the twentieth century is absolutely essential to enlighten citizenship.”
There is a select bibliography on socialism and allied subjects, and an
index.
 “Of especial interest is the discussion of the Russian revolution,
and recent developments in European and American socialism,
concerning which the data are the latest available.” G. S. Watkins

+ Am Econ R 10:633 S ’20 480w

“Throughout the entire work differences of opinion are given;

arguments are sound and the proof offered scientific. In fact it is a
splendid presentation of this movement. Not only does the book
deserve serious attention but it would make an excellent text.” G. S.
Dow

+ Am J Soc 26:374 N ’20 630w

Reviewed by L. M. Bristol

+ Am Pol Sci R 14:520 Ag ’20 200w

Booklist 16:300 Je ’20

“Dr Laidler has that discreet receptivity for conflicting opinion and
dogma which gives his work, within the limits of socialism, the stamp
of a firm, intelligent neutrality.”

+ Dial 68:670 My ’20 120w

“As a text book, Mr Laidler’s volume is invaluable. It reveals a

ceaseless and remorseless study and reading of the socialist
movement in all its manifestations and in all the questions that have
aroused controversy. Impartial as a text book, it is yet vivid as a
chronicle of events caught almost on the wing.” H. S.
 + Nation 110:728 My 29 ’20 160w

“On its interpretive side, Comrade Laidler has used his material
judiciously and his presentation is such that no charge of bias will be
made by the reader, whatever may be the latter’s own view. His
attitude is an objective one. A very good index rounds out one of the
best contributions that has come from the pen of any American
socialist author.” James Oneal

+ N Y Call p11 Mr 28 ’20 900w

Outlook 126:653 D 8 ’20 120w

“Probably as full and clear a statement of modern socialistic

concepts as can be had in the English language.”

+ R of Rs 61:671 Je ’20 80w

“As a book it suffers from two distinct faults. In the first place it
tries to cover too much ground. No one can write a competent survey
of every aspect of socialism in a moderate-sized volume. The book
attempts, in the second place, a treatment of the most recent events
in the socialistic movement at a time when the evidence for anything
more than a bare and jejune statement of congressional resolutions
is simply not available. Yet the book transcends these deficiencies. It
shows, even to an outsider, what immense justification there is for a
faith in the prospects of socialism.” H. J. Laski

+ − Socialist R 8:379 My ’20 600w

 “Any one interested in the labor movement will use his book
several times a week. Its mass of facts is not a mess, but an orderly
mobilized compilation.” Arthur Gleason

+ − Survey 44:592 Ag 2 ’20 370w

+ The Times [London] Lit Sup p490 Jl 29
’20 110w

[2]
LAING, MARY ELIZABETH. Hero of the
longhouse. (Indian life and Indian lore) il *$1.60
(2½c) World bk.
21–649

The “hero of the longhouse” is the historical Hiawatha, an entirely

different person from the legendary figure in Longfellow’s poem. The
real Hiawatha lived in the fifteenth century, was a member of the
Onondaga tribe and was one of the founders of the League of the
Iroquois and the author has drawn her story from the most authentic
sources, chiefly from Horatio Hale’s Iroquois book of rites and
manuscripts in the New York state archaeological department.
Arthur C. Parker, state archæologist, writes an introduction, and
there is a bibliography and glossary. The story has been told
primarily for school children.

LAKE, KIRSOPP. Landmarks in the history of

early Christianity. *$3 Macmillan 270.1
 “The purpose of the book, briefly stated, is to trace the Greek and
oriental ideas in Christian thought and practice by reference to six
early centers—Galilee, Jerusalem, Antioch, Corinth, Rome and
Ephesus. The work aims to illuminate critical points rather than to
provide a complete survey, and it may be said to focus sharply the
searchlight of thought upon salient aspects of the large subject. Prof.
Lake first presented the substance of these chapters in a series of
lectures at Oberlin college.”—Springf’d Republican

“There is no mistaking the keenness of Prof. Lake’s thought or the

brilliant cogency of his style.”

+ Springf’d Republican p10 N 12 ’20

1000w

“On many matters we must strongly dissent from him; but his
work will be useful to every student of early Christianity, if only
because it compels its readers to re-examine the presuppositions of
their religious thought and to test their theories of the church’s
development. If we say that the author of this work raises far more
questions than he answers, he might be expected to reply that this
precisely was his purpose.”

+ − The Times [London] Lit Sup p733 N 11

’20 960w

LAMB, HAROLD. Marching sands. *$1.75 (2½c)

Appleton
20–5227
 The American exploration society sends Captain Gray to the Desert
of Gobi to find the lost tribe of the Wusun, supposed to be the
remnant of an Aryan race, the original inhabitants of China. At the
same time an English rival expedition starts on the same quest. The
expeditions are facing the dangers not only of the desert but of the
hostile Chinese Buddhist priests and of the leper colony with which
Wusun is surrounded. By the time the desert is reached the
American expedition consists of only one member, Captain Gray, and
a Kirghiz guide. He comes upon the English expedition under Sir
Lionel Hastings and his niece Mary. Being rivals they part company,
each bent on reaching Wusun first. Sir Lionel is killed after he had
set foot on its environs. Mary is taken captive by the Chinese and
placed in charge of the Wusun. By sheer pluck Gray penetrates into
the stronghold and puts up a gallant fight for Mary and the reader
takes leave of them free but alone in the “infinity of Asia.”

Booklist 16:313 Je ’20

Cleveland p72 Ag ’20 50w

“Mr Lamb has written a gripping tale abounding in thrills and

mystery, adventure and danger, bravery and love; and the narrative
of this search for a hidden city presents a unique and exciting plot.”

+ N Y Times 25:326 Je 20 ’20 320w

“While rather slow in getting into action, this tale is thrilling in the
extreme after it once gets its American explorer into the Gobi desert.”

+ − Outlook 125:29 My 5 ’20 70w

 Springf’d Republican p11a Je 6 ’20 160w

[2]
LAMBUTH, WALTER RUSSELL. Medical
missions: the twofold task. il $1 S. V. M. 266
20–9358

“The growth of medical work in Christian missions is a romantic

chapter in the record of the extension of the kingdom of God on
earth. The writer draws from a wide range of material and experience
and presents the great work of medical missions in a most attractive
form. The book furnishes a mighty appeal to the young man or
woman who is looking forward to the practice of medicine and
surgery as a life-work. One is forced to face the need of the world and
to decide whether it is right to remain in one’s own land struggling
for a practice, or whether it is far better to go where the need is
desperate and invest life there.”—Bib World

“The pictures are well chosen; the specific examples of effective

missionary service are stimulating; the field of study is wide and is
surveyed with discrimination. An excellent book for private reading
or class study.”

+ Bib World 54:650 N ’20 160w

“Unfortunately the book is propaganda and the references to the

adventures of the medical missionary are drowned in a
misrepresentation of heathendom. Although he, Bishop Lambuth,
does voice the cry for service in an antiquated religious idiom, he is
really bigger than his creed and values humanity more than
proselyting.”
 − + N Y Evening Post p26 O 23 ’20 280w

LAMOTTE, ELLEN N. Opium monopoly. *$1

Macmillan 178.8
20–2983

“‘The opium monopoly,’ by Ellen N. LaMotte, the author of ‘The

backwash of war,’ ‘Peking dust,’ ‘Civilization,’ etc., is a remarkable
monograph on the ‘opium question,’ based upon government blue
book reports, statistical extracts and official data. In this work, the
author discusses the problems of opium monopoly and consumption
in India, the Malaya peninsula, Siam, Hongkong, Srawak, Turkey,
Persia, Mauretius, British Borneo and British Guiana, and gives a
brief outline of the history of the opium trade in China and of Great
Britain’s opium monopoly.”—N Y Call

“National pharisaism and a strong anti-English feeling are a

conspicuous part of the writer’s equipment, but the facts which she
adduces must give us to think.”

+ − Ath p685 My 21 ’20 80w

“Well documented.”

+ Booklist 16:258 My ’20

“One of the best arguments yet advanced against the mandatory

system pieced together at Paris.”
 + Dial 68:669 My ’20 50w

Reviewed by C: R. Hargrove

+ Freeman 2:501 F 2 ’21 840w

“Miss LaMotte, in spite of her rather obvious desire to have her

fling at Britain, is at the same time evidently actuated by a desire to
reveal a grievous state of affairs. Having exposed the outstanding
features of the cultivation and sale of opium by the British, it is
obviously Miss LaMotte’s duty to continue her interesting
investigations in this country.”

+ Lit D p89 My 1 ’20 900w

“Miss LaMotte’s little book might be taken more seriously if she

were not at such pains to paint Great Britain black. It is idle to draw
fine moral distinctions between the British government which sells
opium to the Japanese and the Japanese who smuggle it into China.
The whole trade is bad enough in all conscience, however, and to
have attacked it is to have done something useful.”

+ − Nation 110:805 Je 12 ’20 340w

“Miss LaMotte did a great service to the cause of human justice

when she wrote her admirable work. It will prove a valuable asset in
rousing the conscience of the civilized people of the world against
this gigantic international crime of drugging nations. Let us hope
that the book will soon be translated into various languages of the
civilized nations and the truth spread broadcast to remedy the
wrongs of the helpless millions.” Taraknath Das
 + N Y Call p10 Ap 25 ’20 2750w

“Miss LaMotte’s book is intended as a severe indictment of Great

Britain’s policy with regard to opium. Her account would, however,
be a fairer one if consideration were given to the British side of the
case as presented, for example, by Sir John Strachey in his ‘India: its
administration and progress.’”

+ − Review 2:400 Ap 17 ’20 280w

R of Rs 62:448 O ’20 60w

“It is a delight to read one of Miss LaMotte’s books, and even in

this which is little more than a pamphlet, one finds the unflinching
courage and the keen insight which made her ‘Peking dust’ and the
stories which make up ‘Civilization’ so different from the productions
of most tourists in the Far East.” E. W. Hughan

+ Socialist R 8:315 Ap ’20 400w

“No one who has in the last ten years studied the hydra-headed
problems of narcotism could be anything but grateful to Ellen
LaMotte for her book.... Does the American public realize to what
extent opium is coming in over the Canadian boundary? It might for
that reason alone pay that American public to open its eyes a little
wider to the facts of British opium sold at public monthly sales in
Calcutta as recorded in Ellen LaMotte’s ‘Opium monopoly.’”
Jeannette Marks

+ Springf’d Republican p11a Ap 11 ’20

2200w
 “For two reasons the opium monopoly is worthy of our attention:
first, the world interest, the salvation of the eastern peoples, the
Chinese especially; second, the danger that the United States will
take China’s place as the great market for these products. Either is
enough to interest Survey readers in this small book, the author of
which has the gift of making official reports and statistics tell an
interesting and fascinating story.” J. P. Chamberlain

+ Survey 44:252 My 15 ’20 550w

LAMPREY, LOUISE. Masters of the guild. il

*$2.25 (3½c) Stokes
20–18171

Like the stories in the author’s previous book “In the days of the
guild” these new tales do honor to the ideals of fine craftsmanship of
the middle ages. The titles are: Peirol of the pigeons; A tournament
in the clouds; The puppet players; Padraig of the scriptorium; The
tapestry chamber; The fairies’ well; The wolves of Ossory; The road
of the wild swan; The sword of Damascus; Fool’s gold; Archiater’s
daughter; Cold Harbor; The wisdom of the galleys; Solomon’s seal;
Black magic in the temple; The end of a pilgrimage. Poems alternate
with the stories. There are illustrations by Florence Choate and
Elizabeth Curtis, and notes on the stories come at the end.

+ Booklist 17:123 D ’20

 LANDOR, WALTER SAVAGE. Day-book of
Walter Savage Landor, chosen by John Bailey. *$1.25
Oxford 828
(Eng ed 20–16302)

“Men of taste, men with an ear for the classic note in prose, must
always read Landor. That some have failed in this elementary duty is
the burden of a delightful essay by Mr John Bailey prefixed to a little
collection of Landor’s prose and verse,—a fine quotation for every
day in the year, beginning with the famous epitaph on himself, and
proceeding with symphonic development to the Latin epitaph on a
young scholar. Mr Bailey—himself, as we know from other
publications, an agreeable compound of the man of letters and the
man of affairs—offers his little book, not as the last word in Landor,
but as the first—as the preliminary encouragement to that larger
reading it should do much to stimulate.”—Sat R

+ Ath p1037 O 17 ’19 400w

+ Boston Transcript p11 Ja 31 ’20 550w

“We recommend a course of Landor. In days when the rabble has

to be wooed with flattery, it is bracing to the spirit to find one, who,
liberal as he called himself, inhabited the mountain tops of life, and,
never descending among the wrangling crowds, beckons us
continually aloft.”

+ Sat R 128:507 N 29 ’19 1850w

 “Charming little book.”

+ Spec 123:511 O 18 ’19 140w

“To glance through an admirable volume of selections from

Landor, such as that edited by John Bailey is to be filled with delight
and regret. What writer of the second rank has more to yield to the
discoverer than he? What prose more squarely can support the
weight of the exactest scrutiny than his?”

+ Springf’d Republican p8 N 8 ’19 280w

(Reprinted from Ath)
+ Springf’d Republican p13 F 1 ’20 1000w
(Reprinted from The Times [London] Lit
Sup p564 O 16 ’19)

“As, however, Mr Bailey implies by making a day-book of his

selections, Landor not only constantly said beautiful things
beautifully, but as constantly things that stand the wear and tear of
daily life. No doubt the blank page at the end of this charming little
book is provided to hold a good resolution—namely, whatever else
may happen in nineteen twenty-one, to read Landor through.”

+ The Times [London] Lit Sup p564 O 16

’19 850w

LANE, MRS ANNE (WINTERMUTE), and

BEALE, MRS HARRIET STANWOOD
 [2]
(BLAINE). Life in the circles. (Deeper issues ser.)
*$1.25 Dodd 134
20–19176

This book is a continuation of the volume entitled “To walk with

God,” and contains “further lessons received through automatic
writing.” (Sub-title) There are lessons on will, knowledge, joy, truth,
understanding, sympathy, and love.

“The level of intelligence of the sending spirits is not very high—a

grade or two above the kindergarten.”

− N Y Evening Post p12 O 30 ’20 80w

LANE, MRS ANNE (WINTERMUTE), and

BEALE, MRS HARRIET STANWOOD
[2]
(BLAINE). To walk with God. (Deeper issues ser.)
*$1.25 Dodd 134
20–6367

A series of “lessons” which the authors received in the form of

automatic writings. An introduction gives the circumstances under
which the messages were received and the lessons have to do with
the power of love, helpfulness, kindness and the need for spiritual
guidance. The authors say: “We realise that it will be said that there
is nothing new in the teaching, and we admit that there is repetition
to what seems an unnecessary degree, but we pledge our word that
we have put nothing of our own into the text.” (Introd.)
 “The fact that the wife of the Secretary of the interior and the
daughter of James G. Blaine are the recipients of these messages will
make a certain demand for the book.”

+ Booklist 16:327 Jl ’20

LANE, MRS ROSE (WILDER). Making of

Herbert Hoover. *$3.50 (4½c) Century
20–18582

Herbert Hoover represents America, says the author, and his is the
spirit of five generations of American pioneers. His life began at the
end of one pioneer age and the beginning of the other. His ancestors
had been sturdy pioneers of Quaker stock—his father a blacksmith.
They had conquered the soil, he conquered the world of finance.
Much of the material of the book has been collected by Charles
Kellogg Field, classmate and friend of Hoover.

“Written with the interest in really delightful settings and small

circumstances of life such as a novelist employs to characterize a
hero. Children will like this book.”

+ Booklist 17:113 D ’20

“It is a story of a wonderful career, written with a brightness and a

dash that captivates and enthralls.”
 + Boston Transcript p7 O 30 ’20 580w
+ N Y Evening Post p9 O 30 ’20 240w
R of Rs 62:669 D ’20 100w

“The book is readable for its vivid presentation of an active and

adventurous career.”

+ Springf’d Republican p5a Ja 30 ’21

330w

LANG, EDITH, and WEST, GEORGE. Musical

accompaniment of moving pictures. il pa *$1.25
Boston music co.; Schirmer 780
20–4471

“A practical manual for pianists and organists and an exposition of

the principles underlying the musical interpretation of moving
pictures.” (Sub-title) There are three parts: Equipment; Musical
interpretation; The theatrical organ. Musical scores are given and
there is an index.

“Not exhaustive but very suggestive to the player and illuminating

to the listener.”

+ Booklist 16:232 Ap ’20

“It is a book we can warmly commend.”

 + Survey 44:309 My 29 ’20 260w

LANGDON-DAVIES, JOHN. Militarism in

education; a contribution to educational
reconstruction. 80c Headley bros., London; for sale
by Survey 371.43
19–12681

“The author contrasts the German and English systems of

education, gives an account of the scholastic methods adopted in
Norway, deals at considerable length with the aims of real physical
training, devotes a chapter to boy scouts, and brings many
arguments against compulsory national service, to which he is
strongly opposed.”—Ath

Ath p475 Je 13 ’19 50w

“The faults of anti-militarist literature are usually rancour,

sentimentality, and exaggeration. Mr Langdon-Davies has escaped
all three. The merit of this book consists in its clearness and its
shortness, in the fact that the author knows what he wants to prove,
and proceeds to prove it without fuss or sentiment and with
considerable moderation.”

+ Ath p621 Jl 18 ’19 550w

Brooklyn 12:62 Ja ’20 30w
 “From the point of view of physical health, Mr Langdon-Davies
gives many proofs from experienced educationists of the deleterious
effects on children of military training. In a valuable chapter on the
psychological aims of physical education, he points out that character
must be built on the basis of instinct and that ‘the cornerstone of the
superstructure is the acquirement of habit and self-control.’” B. U.
Burke

+ Nation 110:335 Mr 13 ’20 1150w

[2]
LANGFELD, HERBERT SIDNEY. Aesthetic
attitude. *$3.50 Harcourt 701
21–113

The author holds that a sense of beauty is as vital to the complete

existence of the individual and of the race as is the sense of justice
and that a nascent appreciation of what is beautiful can be developed
into a strong, useful and satisfying reaction to the world of colors,
sounds and shapes. The emphasis of the book, therefore, is put upon
a description of the nature of appreciation and of the mental
processes involved therein, ... its wider applications to the problems
of human happiness. He concludes that “whenever we are able to
adjust ourselves successfully to a situation, so that our responses are
unified into a well-integrated or organized form of action, we call
that situation beautiful, and the accompanying feeling one of
æsthetic pleasure.” The contents are: Introduction; The science of
beauty and ugliness; The æsthetic attitude (two chapters); Empathy;
Illustrations of empathy from the fine arts; Unity and imagination;
Illustrations of unity from the fine arts; Balance and proportion;
Illustrations of balance from the fine arts; The art impulse;
Conclusion; Index.
 LANGFORD, GEORGE. Pic, the weapon-maker.
il *$1.75 Boni & Liveright
20–13544

“Like Kipling’s ‘Jungle stories,’ but laid in western Europe perhaps

40,000 years ago, the story of ‘Pic, the weapon-maker,’ is George
Langford’s popularization as fiction of such facts as science has
revealed about the cave men of the Mousterian era. Pic, the ape-boy,
with the hairy mammoth and the wobbly rhinoceros, formed a triple
alliance of friendship and adventure. Pic was in search of the secret
of cutting flints in such a way as to put a fine edge on them without
spoiling them in the attempt, and before the story closes he has
found it and made it the key to renewed fellowship with the tribe that
had cast him out. As to the scientific quality of the story no less an
authority than Henry Fairfield Osborn, director of the American
museum of natural history, writes a brief approving introductory
note.”—Springf’d Republican

+ Booklist 17:37 O ’20

“Anthropology and adventure are jumbled—naively, at times—in

this story which, for all its prehistoric licence, still clings to the
technique of Stratemeyer and other weavers of juvenile romance.” L.
B.

− + Freeman 1:526 Ag 11 ’20 280w

“A troublesome fault is the author’s imaginative cocksureness. A

higher degree of vagueness would actually have yielded an
impression of greater exactness here. But where all is dark and
chaotic, much must be forgiven to the first imaginative explorers. It
is certain that Mr Langford’s book will fruitfully awaken the interest
of the young in the remote past of the race, nor will maturer minds
read it without some fresh light on dim places.” Ludwig Lewisohn

+ − Nation 111:190 Ag 14 ’20 260w

“The characterization of the Mammoth and the Rhinoceros is not

the least clever part of this whimsical, fanciful and yet true story of
this little, prehistoric man, and it is with real regret that the book is
laid aside as the story closes.”

+ N Y Times p18 S 19 ’20 650w

“An unusual and a powerful juvenile. The spirit and narrative of

the book will be enjoyed even by children too young to attempt the
reading for themselves.” R. D. Moore

+ Pub W 97:1296 Ap 17 ’20 180w

Springf’d Republican p11a Ag 22 ’20
300w
Wis Lib Bul 16:198 N ’20 60w

LANIER, HENRY WYSHAM. Book of bravery;

third series. il *$2.50 Scribner 920
20–15939