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Algebra I
Review and Workbook
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® Get a Head Start on Algebra |
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@ 1,000+ Review Problems
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Contents

CHAMTE Rk

Understanding the Real Numbers 1

Classifying Real Numbers 1
Rational and Irrational Roots vd

Properties of the Real Numbers 5

Commutative and Associative Properties
Identity and Inverse Properties
Distributive Property
Zero Factor Property Ul
CY
WRG

The Number Line and Comparing

Numbers ul
The Number Line wi
Comparing Numbers 12

CHAPTER 4
Absolute Value gear
Determining Absolute Value se
Properties of Absolute Value 14
iv |Contents

i
cee: cae
Performing Operations with Real
Numbers 17
(Algebraic) Addition and Subtraction of Real Numbers Wy,
(Algebraic) Multiplication and Division Rules for
Real (Signed) Numbers 19

|CHAPTER b
b ||
.

Exponents 21
Positive Integer Exponents 2i
Zero and Negative Integer Exponents 22
Rules for Negative Exponents 23
Unit Fraction and Rational Exponents 24
Rules for Exponents 26

A Lk | ain cs Sc
Radicals 29
Expressing Rational Exponents as Radicals 29
Product and Quotient Rules for Radicals 30
Transforming Radicals into Simplified Form 31

ICHAPTER 8
& |

Order of Operations 33
Grouping Symbols 33
Order of Operations 34

|CHAPTER
4| .
Algebraic Expressions andFormulas — 37
Algebraic Expressions 37.
Formulas 39
 Contents |v

}CHAPTER 10]
10

Polynomial Terminology 41
Monomials 4]
One-Variable Polynomials 43

ES a eee eee
Adding and Subtracting Polynomials 4s
Adding and Subtracting Monomials 45
Adding and Subtracting Polynomials 46

|CHAPTER
le| |
Multiplying Polynomials 49
Multiplying Menomials 49
Multiplying a Polynomial by a Monomial 50
Multiplying Binomials sl
Multiplying Two Polynomials a3
Special Products 54

ios
Simplifying Polynomial Expressions 57
Removing Parentheses by Addition
or Subtraction Wi
Removing Parentheses by Multiplication
or Raising to a Power 58

Tee - EE eee ee ot
Dividing Polynomials 59
Dividing a Polynomial by a Monomial 59
Dividing a Polynomial by a Polynomial 60
 e
Vv t i
Contents

CHART
a =
Factoring Polynomials 65
Factoring Out the Greatest Common Factor 65
Factoring the Difference of Two Squares 66
Factoring Perfect Trinomial Squares 67
Factoring the Sum and the Difference of Two Cubes 68
Factoring General Trinomials 68

CHAPTER |; a
Fundamental Concepts of
Rational Expressions | 71
Definition of a Rational Expression ".
Reducing Rational Expressions oes
Building Up the Denominator of a Rational Expression 74

CHAPTER 17 _—_—_ |
Multiplying and Dividing
Rational Expressions 77
Multiplying Rational Expressions 77
Dividing Rational Expressions 78

}CHAPTER
18| | ) | me
Adding and Subtracting
Rational Expressions 81
Adding and Subtracting Rational Expressions, Like
Denominators 81
Adding and Subtracting Rational Expressions, Unlike
Denominators 82
 Contents |vii

PCHAPTER 19,
L4

Simplifying Complex Fractions 85

Writing Complex Fractions as Division Problems
to Simplify 85
Using the LCD to Simplify a Complex Fraction 86

}CHAPTER 20|
cQ | | | 3 |

One-Variable Linear Equations

and Inequalities 80
Basic Concepts 89
Solving One-Variable Linear Equations 90
Solving Linear Equations with Two or More Variables
for a Specific Variable 94
Solving One-Variable Linear Inequalities 95

|CHAPTER: 24 | |

One-Variable Quadratic Equations 97

Basic Concepts a7,
Solving Quadratic Equations of the Form
ax?+c=0 98
Solving Quadratic Equations by Factoring 100
Solving Quadratic Equations by Completing the
Square 101
Solving Quadratic Equations by Using the
Quadratic Formula JNONE}

[CHAPTER 27
The Cartesian Coordinate Plane 105
The Coordinate Plane and Ordered Pairs 105
Quadrants of the Coordinate Plane 108
viti @aneants

Formulas for the Coordinate Plane =n

Distance Formula a),
Midpoint Formula 113
Slope Formula 114
Rise and Run 114

Graphing Lines inthe Plane 119

Graphing y=mx+b ity
Graphing Ax + By =C 122

CHAPTER 25
Determining the Equation Gfatine 1
Determining the Equation of a Line Given the
Slope and y-Intercept 125
Determining the Equation of a Line Given the
Slope and One Point on the Line 126
Determining the Equation of a Line Given
Two Distinct Points on the Line 128

CHAPTER Chg

Signal Words and Phrases 131

Common Signal Words and Phrases for Addition 3d
Common Signal Words and Phrases for Subtraction 132
Common Signal Words and Phrases for Multiplication 134
Common Signal Words and Phrases for Division 185
Common Signal Words and Phrases for Equality 136
 Contents ix

Slasale Es ee tS
Applying Algebra to WordProblems 1:9
Steps in Algebraic Problem-Solving 139
Be Careful with Units 142

Applications 143
Number Problems 143
Age Problems 146
Ratio and Proportion Problems 147
Mixture Problems 150
Coin Problems 152
Rate-Time-Distance Problems 153
Work Problems 156
Percentage Problems 158
Simple Interest Problems 160
Geometry Problems 162

Introduction to Functions 165

Defining a Function 165
Evaluating Functions 167

AES 2U[SESS le eee naire eee

Graphs of Functions 171
Vertical Line Test L774
Zeros and Intercepts 173
Increasing, Decreasing, and Constant Behavior 175
x |Contents

Common Functions and Their Graphs 18s

Linear Functions 185
Quadratic Functions 188
Exponential Functions 193

crit: °c ane tet ln

Introduction to Systems of Two-Variable
Equations 195
Definition and Terminology for Systems of
Two-Variable Linear Equations 195
Types of Solutions for Systems of
Two-Variable Linear Equations 197

USTs 5% RR ieeecabcrertr le
Solving Systems of Two-Variable Linear
Equations 199
Solving Systems of Two-Variable Linear Equations
by Substitution 199
Solving Systems of Two-Variable Linear Equations
by Elimination 201
Solving Systems of Two-Variable Linear Equations
by Graphing 203

CP
Graphing Systems of Two-Variable
Inequalities 207
Graphing Two-Variable Linear Inequalities 207
Graphing Two-Variable Quadratic Inequalities 209
 ban
Contents xt

SERENE Ss Se |
Measurement Units and
Conversions 213

APPEND
TX2 ccc
Geometry Formulas 215
Triangle 215
Right Triangle Zp
Square 25
Rectangle Pale
Parallelogram 216
Circle Z16
Trapezoid 216
Sphere 216
Right Prism PAWS
Right Rectangular Prism Zu,
Cube 27
Right Circular Cylinder “el
Right Pyramid 217
Right Circular Cone 218

Answer Key 219

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Understanding the
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Classifying Real Numbers

The real numbers consist of the rational numbers and the irrational numbers.
A rational number is a number that can be expressed as a quotient of an integer
divided by a nonzero integer. (The integers are the numbers ... , —3, —2, —1, 0,
1, 2, 3, ....) The decimal representations of rational numbers terminate or repeat.
The irrational numbers are numbers that cannot be expressed as the quotient
of two integers. Their decimal representations neither terminate nor repeat.
Frequently, real numbers are called signed numbers because they are positive,
negative, or zero.

The three dots

indicate that the
pattern continues
> 5.12 — Rational number in the same manner
without end.
» 4
EXAMPLE 2008 Rational number
The bar above “14”
means that a block
p 1 —>+ Rational number of digits continues
to repeat without
> 0.333... —> Rational number end.

b 0.14 — Rational number The number zis

» 6.020020002... — Irrational number the ratio of the
circumference
> 7 — Irrational number of acircle to its
| diameter.
2 |McGraw-Hill Education Algebra | Review and Workbook

Identify the real number as either rational or irrational.

1. 3 11. —7
4 12. 0.025
oy
= 13. ~0333.4
3. 0.3
14. 101,001,000
4. —9.22
; 15. 0.010010001...
sea. 16. ;
6. 0.454554555 1
ib ieee
7, _107 3

S.O4I:.
‘ 18.123
9, 100.121212... 19. 0.454545...
10. —9.23 20.2
4

Rational and Irrational Roots

A letter that is
If n is a positive integer, an nth root of x is a number that when used as a
used to represent factor n times gives x, the number’s nth power. The notation «x is a radical.
anumber isa It indicates an nth root of the number x. The number n is the index, and
variable. x is the radicand. If n is a positive even integer and x is positive, then Vx
indicates the positive real nth root of x. (Even roots of negative numbers are
not real numbers.) If 1 is a positive odd integer and x is any real number, then
Vx indicates the real nth root of x. A number that is an exact nth power of
another number is a perfect nth power. Roots of perfect nth powers are rational
numbers, while roots that cannot be determined exactly are irrational numbers.
Decimal representations of irrational numbers are given as approximations. For
example, V2 ~ 1.414.

> \/3 — Irrational because 3 is not a perfect square.

' 4/8
EXAMPLE — Rational because */—8 = —2.
> —/36 — Rational because —/36 = —6.
b ¥20 — Irrational because 20 is not a perfect 4th power.
» —16 — Nota real number.

CAMILLE RSE LEE OBES

 Understanding
the Real Numbers |3

EXERCISE
1.2.
Identify the root as either rational, irrational, or not real. Justify your answer.

1.5 12. 0.25

2. ‘ig 13. |2
3, V4 ;
ee 14, ‘/64
5 15. 100

7, ¥/125 ;
Weel ss
8. J—125 :
as 18, —/625

10. */32 19. /—64

11, {/—32 20. V75
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Properties of the
Real Numbers
|

Commutative and Associative Properties

Commutative Property of Addition When you add two numbers, you
can reverse the order of the numbers without changing the sum.

Commutative Property of Multiplication When you multiply two

numbers, you can reverse the order of the numbers without changing the
product.

b 6+4=4+6
Pt 5G ae 21 oT 5.8 Generally, in
EXAMPLE algebra, do not use
> 3-8=8-3 the times symbol
1 1 (x) to indicate
> FJoo= ao) multiplication.
"4 4 Instead, for
numerical
i
esciepiisiaiomealaideain
quantities, use
vi Lod parentheses or
Associative Property of Addition When you have three numbers to tua
add together, the final sum will be the same regardless of the way you multiplication
group the numbers (two at a time) to perform the addition. symbol (-).

Associative Property of Multiplication When you have three numbers

to multiply together, the final product will be the same regardless of the
way you group the numbers (two at a time) to perform the multiplication.
6 |McGraw-Hill Education Algebra | Review and Workbook

ein ERA

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For 1 to 10, identify which property is represented in the statement.

1 1
1. (5 -100)— = 5/100
-— CW tec eee
5 5
2.16 + 24 = 24416 7, (6+ 4) +20 = (44+ 6) +20
3. 4:75 =75-4 9. (5+3)+24+8=54+6364+2)+8
4,(1.25 + 0.75) + 6.0 = 1.25 + (0.75 + 6.0) 9.4-34+18=3-44+18
5.
|?
|; (36) == (36) =)
4
10.5.3
= V3-5

For 11 to 20, complete the statement using the indicated property.

f)
11.2-—= , commutative 16, (1:5)(2)"+ 2:8 --:0-2-= (1.5)(2) + ;
property of multiplication commutative property of addition

12. (7 -8)-5= , associative

17, (1+ 18) +2= , associative

property of multiplication property of addition

13. J19 + V3 = , commutative

18, (2.25)(—10) = , commutative
property of addition property of multiplication
]
14.44+2+16+8= LOB: 19. (44 -3)--= , associative
commutative property of addition property of multiplication
1
15. edi
(6-15)--= , associative 20. (24 + 6)(30) = ( )(30),
commutative property of addition
property of multiplication

Identity and Inverse Properties

Additive Identity Property You have a real number, namely 0, whose
sum with any real number is the number itself.

Multiplicative Identity Property You have a real number, namely 1,

whose product with any real number is the number itself.
 Properties of the Real Numbers |7
Bl LUE UE SYROUEN pipe ee . WS

—25+0=0+-25 = —25
1
EXAMPLE
2 poe
5-1=1-5=5
—V2-1=1-—V2
= —V2
ee
en
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a
ty
SSSI MES SLOERNSIBERE EE BERRE

Additive Inverse Property Every real number has an additive inverse

(its opposite) that is a real number whose sum with the number is 0.

Multiplicative Inverse Property Every real number, except zero, has a

multiplicative inverse (its reciprocal) whose product with the number is 1.

DEERE EEE IEE SERS

49.+ —49 = —49,-+-49

=0

EXAMPLE

For 1 to 10, identify which property is represented in the statement.

1
1. —28 + 28 = 0 ae
2.16+—16=0 7.0+20+8=20+8
3, (0.25)(4) = 1 pe 3a
4X1 x : Y
9.4:°-14+18=4+18
Ul —==,
}N | JN
—————
ee io. 2V3°4-Y3
>0
8 |McGraw-Hill Education Algebra | Review and Workbook

For 11 to 20, complete the statement using the indicated property.

io , multiplicative inverse 16. ie: ae — 0, additive inverse

5 4 5
property property

12. (7 + 0)-5 =( )-5, additive 17. Fal )= 1, multiplicative

identity property
inverse property
13. V19 + =24/19) = , additive
inverse property 18. -> | )= 1, multiplicative
10
14.x*+04+26+14= hid Oita LA, inverse property
additive identity property
1
19. (1- a5 = 1
1S. ;: = 100Sa )(100) , multiplicative identity property
multiplicative inverse property 20. ( + 24)(30) = (0)(30), additive
inverse property

Distributive Property
Distributive Property When you have a number times a sum (or a sum
times a number), you can multiply each number separately first and then
add the products.

Anumber on the
side of parentheses
means that the
quantity inside the
(30 + 14)5 = 30-54 14-5 = 150 + 70 = 220
parentheses is to EXAMPLE
be multiplied by the
number.

For 1 to 10, use the distributive property to complete the statement.

1. 2(8 +10)
= 2-84 6. 2.x +5) =2-x+

2. 4/ )=4-744:-3 7. 3-A43 + b= 3i )
3, (0.25)(1 + 4) = (0.25)(@) + 8. a( )=a-bt+a-c
4, (5+8)20
= 5-:20+

05/2
9. —4-9+-4-11 = —4/ )
Z
10.7. 4+3-— =( )
 Properties of the Real Numbers | 9

For 11 to 20, use the distributive property to evaluate the expression.

ee eee 16. 0.2(10 + 5) =

12. 4(7 + 3) = —___ 17. AGaE:A
4\3 9
13. (0.25)(1+ 4) =
18. 8(10 + 5) =
14, (5 + 8)20 =
19. (30 + 2)8 =
akties
= as; is;= 20. (7 + 3) =

Zero Factor Property

Zero Factor Property: If a real number is multiplied by 0, the product is 0;
and if the product of two numbers is 0, then at least one of the numbers is 0.

UE ER IE EER I EE ROSE TIGERS EY

—18-0=0
One 0
EXAMPLE
4
(7.13)(0)
=0
(9)(1000)(562)(0)(31) = 0

If xy = 0, then either x = 0 or y= 0.
If 3y = 0, then y = 0. (Because, clearly, 3 + 0.)
|
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CEB AME LAURE MEY IEEE Hf

Use the zero factor property to complete the statement.

pores 6. (a + 6)0 =
2. 400( aa 7. (0.85)(10.25)(3.24)(0) =
cE, C3)|(0) aera 8. (4.5 + 9.9 — 7.5)( \=0
4,054+ x)= 9, (0)(—4-9+3.5 41.2) =

5. (15)( )(100)(65) = 0 ics: Be eS. Wee

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 CHAPTER 3 SCALES DONTE LMR ARI YE MESS LEWIN EMER
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~ and Comparing
|
Numbers
LEE ESTES ROBES SSDI EEE SILL ERLE EEE LESSEE BLELEY EDIE UE IESE ELS SELES LETEE IEE SLIDE ELISE SLL DEEN LESTE BAT

The Number Line

The real numbers make up the real number line (or simply, the number line).
Every real number corresponds to a point on the number line, and every point
on the number line corresponds to a real number.
PLO AMEE LD Mle

Bete 3 5,
| The numbers —7,—1.3,—0.5, —, 1.4, and V10 are graphed on the number
line below. °
EXAMP

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w

EXERCISE 3.1
Sketch a number line, then graph the points corresponding to the list of numbers
given.
1 1
1. —5,—1, 0, 4, 6 3. —4.5,—3,—1-, 0.75, 3—
eae 2 4
Zz Be eo, 0, 0.3 4, 0; 0.5, 2; DoD: 4

11
12 |McGraw-Hill Education Algebra |Review and Workbook

Comparing Numbers
Symbols used in comparing numbers are the following: = (is equal to), #
(is not equal to), < (is less than), > (is greater than), < (is less than or equal to),
Two numbers are and = (is greater than or equal to). If two numbers coincide, they are equal;
distinct if they
otherwise, they are unequal. When you compare two distinct numbers, the
are not the same
number.
number that is farther to the right on the number line is the greater number.

> 2.9 <8

b -15 > —100
EXAMPLE
The fraction 3/4 is
less than or equal pomeeo 75
| 4
to 0.75 because
2075 b V5 >2
4 [22
|

> — 42,3
:
Se OU. UII. LO

EXERCISE 3.2.
For 1 to 15, use a number line to determine whether the statement is true or
false.

1. —100 < —1000 9. -= = 0.8

1
2. =>0.2 10.9< -9
eae th
4. -6 <10 1 25-2
8 4
Betis= 13. 0.25 > 0.3
GAD ee 1
‘| VY NORA ae
2 5 S05 5
15. 0.75 < -1
8. —0.8 <—0.85
For 16 to 20, use a number line to write the list of numbers in order from least to
greatest.
Nee Aa gape
16. 0:2;—0.6,=,—=.— 19. 0.4,—0. Sra pose:
2 wtBe8 tere Pi
17-=3/26,0
=) =o 20. —100,—200,0,—25,30
Re
ND]
18. -5,5,-3,-=8

Lee RCI Le rae nse De MM ie a nage tel EON URNS SGNAS iSOON eS eal GREE eMC
 SAE STDERR ECL LLM EE NIE LLL LESLIE LEED LEDER EERE LOE LEE EBLE REED MAELDERLELERL MLEDELLE
LLLELRE LR
MMB MLE LISSA ELE RIMESMELEEE,

|
|
a

i
Absolute Value
Sai ANE AON LEST LALLA ONE MLE DATE MEE AR AVN ALLELLALJPLMEL LEAR DML LANNE DE AES DLL RRS ALLL SALLE DS ALLELE SLE:

Determining Absolute Value

The absolute value of a real number is its distance from zero on the number
line. The absolute value of a positive number is the same as the number itself.
The absolute value of a negative number is its opposite. The absolute value
of zero is 0. Use absolute value bars (|) to indicate absolute value.

ODEN LIE EES

6.32| = 6.32
> |-500| = 500
EXAMPLE

| |co |
|00
\© Compute inside the
absolute value bars
|
es 1] = before determining
the absolute value.

l13| —|-7| = 13-7=6

—|-100| = —100
> |4+—4| =|o| =0
- (15 —7| = |8| = 8
SmI RIILTE

13
14 |McGraw-Hill Education Algebra |Review and Workbook

EXERCISE 4.1
For 1 to 10, evaluate the expression.
1. |—30] 6. [100 — 40]
2. |0.5| 7. |100| + |—40|
3. -24 its
9. —|—30]
4, |-4.8| 10. —|30|
5. |30|
For 11 to 20, determine whether the statement is true or false.

11. |—100] < |—1000| 16. |10| + |—4] = |10 — 4|

12. |50| = |-50| 17. —|20| = —|—20|
13. lo| 2 -4 18. F> -7
4 9 9
14. |—8| < |g 19. |6+ —6| = |6|+ |-4
15. |—3| < —3 20. —|9| < —|-12|

Properties of Absolute Value

For any real numbers x and y, the following properties hold:
> |x| EO) The absolute value is always nonnegative.

be |x| = |-| A number and its opposite have the same

absolute value.

> |xy| = |x|y| The absolute value of a product equals the product
of the absolute values.
x |x| ‘
—=—,y <0 The absolute value of a quotient equals the
y| yl quotient of the absolute values.

> Ix + y| = |x| a |y| The absolute value of a sum is less than or equal to
the sum of the absolute values.
 Absolute Value | 15

= |3||-aan 6 = 48
EXAMPLE
Be
petanlsP87
| [-10] — |-10|
10] 10
> [25 + —25| < |25| + |-25|
= |-8.35] = 8.35, which is nonnegative

eee EEE a

EXERCISE 4.2
For 1 to 15, determine whether the statement is true or false.

1. |-30| <0 [50]_

ae ie
~10| _ |-10]
eer 9. |-30|/20| = |(—30)(20)
10. |0.39| > 0
3 ‘-2.5)(-3)|
= -25)-3 11. |—x| = |x|
4. |18+ i < |18| + |-2|
iz. —|-x < |x|
5. (30 - 5] = |30|[5|
6. |—45| = |45| 13. |(-2)(b)| = |-al|-o
7. —|—100| = —|100] 14, |—x + y| < |-x| + |y|

For 16 to 20, evaluate the expression.

5 (-218]-[313
16. |10|+ |—4| 19. |60|
+ |—60|
17. —|—20| ys a
ae
4
. | ) . : : ie

BEL hace siti iat BM i ‘oi lie at Nasba

-|
es) :
if? i
7 an }
i

TERERE alse

. enoragrta= ie re ee
ao. ae 1,\, BOE»

oy
wi

Sa |
; | ‘ agora

dor |
eho =te ae mi
i
Aor = a ie oSery a 15, ee gt

fhe} Ke at way 33

eae Properfiof dt SisalweVal :

™ i; j Fon For ayey ore) 2\aceere RY: = ideasi thie Seitpw sg Ee
” :“i 2 i | oe . m int 0 pe +iil a bibs were semungatidt :.

hike
2 Sh api th Gi
ap ot ee si "
4 i

or c
H hie wisiiniy ¥Gco
t of a blast

rae > re PY Soe 7° ty li aed

ein indLe
Pet ia nucengria OC tRE sahil Ui, ss
ep tah
- oe

bots Fe ees : The Sosy sae a a

ee eet ee pa Rs
' ap ; 4
 CHAPTER 5 SRE I LLLAMES ALCLENE LLLEM LEME LEO DUE EEL LLL DOS AEE MER MGAL SRS ALE SLE MESSRS MER BLSEEE MERE SESSLER DOSED nid
si

Performing |
|

Operations with
Real Numbers
GELLER
SS
SEEMS
RESELL
LLB
LES
LILO
TEES
SEEM
ISO
EERIE
EIA
NNR
RS
Bossa
CORRS

(Algebraic) Addition and Subtraction of Real

Numbers
Rule 1. To add two nonzero numbers that have the same sign, add their
absolute values, and then afhx their common sign to the result.

Rule 2. To add two nonzero numbers that have opposite signs, subtract
the lesser absolute value from the greater absolute value, and then affix the
sign of the number with the greater absolute value to the result; if the two
numbers have the same absolute value, their sum is 0.

Rule 3. The sum of 0 and any number is the number.

Rule 4. To subtract two numbers, add the opposite of the second number
to the first number using rule 1, 2, or 3.

EDDIE ERLE IS EL I

> 335i-2-6027495
> 7, OFF 3.9 = 13,/
EXAMPLE
|
b —45+50=5
a7
18 |McGraw-Hill Education Algebra | Review and Workbook

[diem enum
beets
Pas Qo oe mesa
> =990.36 -—- 0 = —990:36
b> —100 +100 = 0
by 352 —7 4-3 Fei
| Do this step mentally.

> 20-8=
'
20+-8
SEE Ge
=12
| Do this step mentally.

b -341245=14
> —6+-2+-10 = —18
b 15—(-7) =15+7 =22
—6 2-10 =—18

EXERCISE 5.1
For 1 to 15, complete the statement.
1.—-3+-6 = 9, =7'— 9.4 2528
2.11+ 23 = 10; 0.084 2.12 -0=—32=

ihe ea 11.255 —2—20 =

4. —100 + 250 = a
12. |100
— 400| =
5.-6+0=
6. —78 +78 = + |-400| =
13. |100|
7. -2.54+ 3.25 = ey Sem ey ee ee
pe
[13 IS oS oe 17'S
8.--+-=
8

For 16 to 20, determine the answer by using signed numbers.

16. A certain stock closed on Monday at a selling 17. A first down in football is a net gain of 10 or
price of 45.75. Find the closing price of the more yards. A football team gained 4 yards
stock on Friday if it gained 3.87 points on on the first play, lost 3 yards on the second
Tuesday, lost 2.5 points on Wednesday, lost play, gained 5 yards on the third play, and
3.62 points on Thursday, and gained 1.45 gained 6 yards on the fourth play. Did the
points on Friday. team make a first down?
 Performing Operations with Real Numbers 19

18. How far below the surface of the water is the 20. The ground speed of a plane is its horizontal
top of a submerged mountain if the ocean speed relative to the ground. The air speed is
floor depth is 12,500 feet and the mountain the speed of the plane in still air. A headwind
has a height of 10,190 feet? decreases the air speed because it blows in the
opposite direction in which a plane is flying.
19. At 8 a.m., the temperature was —5° F. If the
What is the ground speed of a plane meeting
temperature rose 8 degrees in the next hour,
a headwind of 35 miles per hour, when the
what was the temperature reading at 9 a.m.?
plane’s air speed is 415 miles per hour?

(Algebraic) Multiplication and Division Rules

for Real (Signed) Numbers
Rule 5. To multiply (or divide) two nonzero numbers that have the same
sign, multiply (or divide) their absolute values and keep the product positive.

Rule 6. To multiply (or divide) two nonzero numbers that have opposite
signs, multiply (or divide) their absolute values and make the product
negative.

Rule 7. Zero divided by any nonzero number is 0.

Rule 8. Division by 0 is undefined.

| or
19-5=95
EXAMPLE

> ay ae
| 4 5 A5 5

. EL alkehey
—0.3
> 0
—=0
=§
| 70
P a = not defined

,
2a) 4) = 24 In algebra, division
(—2)(—1)(3)(-6) = 36 is commonly
indicated by the
=120 = 40 fraction bar.
2
UE MURR
AIEEE ABIES EVENS SIGE SIGE
20 |McGraw-Hill Education Algebra |Review and Workbook

For 1 to 15, complete the statement.

1. (—3)(9) = 10. (—6)(—5)(1.5) =

pa Pa BPA

gp
md!
11 vik
acl
12. -\-
4. —100-—25 =

5. —16-0 =
13.
78 _
13
14.
— =
7. (0.25)(—400) =

5
9. 50-2] _

For 16 to 20, determine the answer by using signed numbers.

16. During the past six weeks, Shasta’s baby brother 19. The Fahrenheit temperature readings taken
gained an average of 6 ounces per week. How at 2-hour intervals on a winter day were
many total ounces did Shasta’s brother gain? 8°, 6°, 2°, 0°,—-1°,—4°,—7°, and — 9°.
What is the average temperature of the
17. Suppose on a sunny day the temperature
8 readings?
decreases 5.4°F for each 1,000-foot rise in
elevation. If the temperature at the base of 20. ‘The net changes of a certain stock during
a 3,000-foot mountain is 27°F, what is the a 5-day period were —1.63, 2.37, 1.00,
temperature at the mountain’s summit? —0.12, and 0.87. What was the average
net change?
18. A football team gained an average of 3.4
yards in 4 plays. How many total yards did
the team make in the 4 plays?
 JCHAPTER 6 |

Exponents

A: exponent is a small raised number written to the upper right of a

quantity, called the base for the exponent. This representation is
an exponential expression.

Positive Integer Exponents

If n is a positive integer, then x” = x-x-x-----x. A positive integer exponent
n factors of x
tells you how many times to use the base as a factor. For example, 3-3-3 - 3-3
is written as 3°. Most commonly, the exponential expression 3° is read as “three
to the fifth.” Other ways you might read 3° are “three to the fifth power” or
“three raised to the fifth power.” For the exponents 2 and 3, the second power of
a number is the square of the number and the third power of a number is the
cube of the number.

OM YH ME SMO LOR

Ss = 8 8 squared
ale 7 AT.
EXAMPLE
7 cubed
—9-—9 = (-9)’ —9 squared
Me 2 22 242 Be 2 2 to the eighth power

METI HEIs

To evaluate a positive integer exponential expression, perform the indicated

multiplication.

21
22 |McGraw-Hill Education Algebra | Review and Workbook

Lal ‘inom aaa iaaaa RNS ¥ i

To evaluate an a > 10? = 10-10 = 100

expression such o
as —9?, square 9 <> A= 4.4.4=64
first, and then take [ ,
the opposite. The P (5) Se 0 3 5 ez
exponent applies & ae Mie
only to the 9. P so earn deer
ein 5 22> 250
To evaluate an
expression such as ———
2-53, cube 5 first,
and then multiply
by 2. The exponent
applies only to the 5.

EXERCISE 6.1
For questions 1 to 5, write the indicated product in exponential form.

ee
1939-323 4. (—6)(—6)(—6)

For questions 6 to 20, evaluate the expression. |

6. (—4) 13. 2? + 3?
1) 14. 5(—2)? + 4(3)°
, EI 15. (0.5)
8. (0.8) 16. =(—2)
‘ -2] 17. 8° +6
> 18. (8 + 6)
10. —3* a |
e

11. 5(12) 13
4
12. (2 + 3) 20. re

PS SR ee er ea RG oT Da a OS AS EWE SEE RE IRS OG TES SSEN aL SSUES CERI SRA Tal

Azeroexponenton
a nonzero number
©~=©Z@TO and Negative Integer Exponents
tells you to put 1 as 5 ;
the snewor when Zero Exponent. x° = 1 provided x = 0. (0° is undefined; it has no meaning.
you evaluate. 0° = 0.)
 Exponents Hi
23

EXAMPLE

Lib OS IE: MNT ODE Ke KRY

Negative Integer Exponent. If x is a nonzero real number and n isa It is important

that you know the
BORD 2 1 ee following: x-" z
positive integer, then x" = — . A negative integer exponent on a nonzero
x Toa
number tells you to obtain the reciprocal of the exponential expression that
has the corresponding positive integer exponent.

Rules for Negative Exponents

If x and y are nonzero real numbers and m and n are integers, then the
following rules hold:

Ra1
i

> 107
|
EXAMPLE
100
a ] l
ioeea
(4)

roaiaetd 1
ou On6 | T

& iS)
eS)ON
_
| ISON | Ee | oe OoON
rt
————— ————
aed

«a
Ss
~~
=<
Ue
6
§)-@-4
os
24 |McGraw-Hill Education Algebra | Review and Workbook

6.2 _
EXERCISE
Evaluate each of the following expressions.
1. (—1,000)° 13: (0:25)?

e 1
2. (/30) 14.
3. (0.8)° an
5
4. (6° + 10°)° 15. >|

5. (3 — 3)° 1
6. (—4 a 7 16. Ne

0
7 =a 17. (1 — 0.4)
2,000 ee
2
8. 7° 18. -2

9. —5° 3 a

10. (1 — 854)? a lee

af
hi beeEsp!
20. (—100 — 200)

Unit Fraction and Rational Exponents

Ifnnis even, both Unit Fraction Exponent. If x is a real number and n is a positive integer,
x“hand "x are y
equal to the then x/" = x, provided that when n is even, x > 0. (See Lesson 1.2 for a
positive
hat ahi. discussion of the meaning of lx.)

bad EELS
MLE DS ELBE SBS SS Z

cals
i |
= P 25/2 = ¥25 (Do this step mentally) = 5
“<L
>< | |
Lb (pay oneal

iypeng 82
4a
Vega3
i i
P (— 16) is not a real number because it is an even root of a negative number.
5
PEELED EISEN EOS IIE LIE ERI
 Exponents |25

Rational Exponent. If x is a real number and m and n are positive integers,

m 1 ] ]
then x Vn se (xm ee (x")/n, provided that x” is a real number. To evaluate
Ve it is usually more practical to find the nth root of x (provided it is a real
x",
number), and then raise the result to the mth power.

—. ESE OES SYBNI E E Np

/ 2

1,000% = [1.000% | — 10? = 100

P
EXAMPLE

>eae [(-32y'4) = (-2)' =-8

,

3. V—8

ul

=
Nd

2S Ww
an)> j=)
Ts ee

For 11 to 20, evaluate the expression.

11. 100” 16. (1,000)

12. 625” 17. ~(9)"4

13, (—8) 18, (5)
14, Lins
—(27) |y,
ie |
15. (16) Z 20. (-0.008)”5
26 |McGraw-Hill Education Algebra | Review and Workbook

Rules for Exponents

For all real numbers x and y and rational numbers m, n, and p, the following
rules hold provided that all the roots are real numbers and no denominator
is Zero.
Product Rule for Same Base Exponential Expressions. bee mene oe

Quotient Rule for Same Base Exponential Expressions. — =X

ah m—-n

x
Rule for a Power to a Power. (a) ee

Rule for the Power of a Product. Copy Seay”

: S 5
3
Rule for the Power of a Quotient. le ees
y Ms

EAR RNB EIEN

EXAMPLE

‘ ea = (ey? “= (xe = x6
' x

(yy ES ms a ye

4 (2y*z)* Boe (2)*(y7)"(z)* = 16y°z*

xy _ (4a _ 64x? 6x’

eSyal _ (4
(5y)° (5)? (yy 125y° i 125y°

“EXERCISE64
Apply the rules for exponents. Write the answer so that all exponents are
positive. Assume all variables are positive real numbers.

1, zz: 5. (xyz)

2. 2 6. (x? y°z)(x yz”)

y’

ORE NEY & lee

8, (xz) omenh).
 Exponents 27

. aie
12. (2xyz)’ 25

Xiyne 1SHa~ oc ia ve
13.
xy 19, (16x'° yy -
14. [2%ys } 20. (0.027¢2d'®)4
 st, Bir i , ‘ +'))
; en « re?
»
ad rere+ stnaal e im bs
Tit
: {ita
| ee oll “7s?C3 a ig A elie Ny oe 7 U -

ee aT See Dierks mp
Ve:
; of Phy ae 2
y 4 4, ec 4s f

Tu4 ne 1 OCLs 14 ae i ne 4 a ;"

‘cont eat he vay Manta ecg y vehi

ah
te eat inet AE
Z + feagej a f>\% © nye “ohiow j wie ty a z ‘ a ma ms

. eas i aye ata ‘a ee

j ‘wae Fen Prien iy Sqr
ny A 2 re fck od *y x
my
$01) ai . ‘ .
o) 7 a

bd
hal . gtied
i rs i
a -"meme
ee »
Betas Ai)
4
WE » a
Ae | i
'—
oa | :
~ Py
: y a
t
Ne % ina he J
~ ris
-1 wee A \ ¢
Mon 2 ee we ata
U ¥ . f i 7
}¥ 3 F. F = ( rs
ru = = a
; ass Ls eos :
m i i = ro a ‘ s
_-
7 vr. * : A : - 9 7
: d —-- sae e ae
che hrenlidienin pte hela hoe = en eae ; 1 oS Tikes
ale
= Pe sane a,
ae *
4 * A ea - Te A as =
a oh + a Ad st ghee. debt oi war a ¢ - i
j a ee
? ,
eeve ; Cf]

phe «|
‘yaa § ;. x ‘ ‘ te } a Pony’ ¢ Py
- ay
i ir 1%
14 = Shy ra7

| fal
Sascr lal A rr a (etne ig oe rear
a
a 7” 2 — >?

’ oh Sy : HAA
in - - 4 ¥
i Pe a | , r a) ~ n
2 Pag a = ae = Pe i> 6
ho |
: a ea| ‘
ra 4 ,
-- 5
=" &
> ¢
* i 3 4 > ee f v3, AZ f vs a ut

mh ee 4 J |
? a * i . yy is | ~** 3 . @ T—
, 5 a , + y wv a A a) tee, fv nt ye <
Pe peed : hs — :

: per : y oe i |

Ba L) 7 :
4 4 d ay n
Le. © ke ee Oe ke &/ 4. 7 . Ie mee ig 7
Pur {
1%

ae a
EKER fore:ae cee: wise arse
ie; arg uu Wh -, 1) Se ston me ian Pree _

Paes ey Wa Ro a a itr =— ne lg : am me Pe
Oe st =>
Fs _
erihas a oe pale} as]

Apple i a rainy toeexponent. Mille oar ie Gy me RAT ait Porm

a - a py we 4 is tile ‘a ‘ e <2 -

gositive, Ancowls of)

a .
setdinas vers laa a ;>
ied . ateneaihindli BU Oh, OES wane aig ae 7
o
* - * 1 tL

—— |
i
a i e
4 \ ine - “ j
° ¥

> ' ¥
auf
a
;
* i 7)
Pe x ? I i Ww
_ ae : :
a fl
 HN ~

Radicals
:
:

2 LESS EMU SELES SLED SOE:

Expressing Rational Exponents as Radicals

If x is a real number and m and n are positive integers for which Vx is a real
™m m

number, then x ”ncan be expressed as (¥x] or Vx”, whichever one is more

suitable for the situation.

ESSA lS EH HHH PEN 17

>»8 = (8) =) =4 ors” = als? = {164 — 4

EXAMPLE
‘ Gx = (</5x) or (5x)"4 = (5x) SO125x7 x =.0

Q 4” — (4) or 4” Ere = 16

SALLE LOL LE LMI

Commonly, simplify
Use x"/" = (x to write the expression in radical form and simplify, if possible. means to transform
Assume all variables are positive real numbers. an expression
so that it is less
complex and easier
x 9”
to use.

2 164
yy SES S
3. (8x°y')? Ls |

29
30 |McGraw-Hill Education Algebra |Review and Workbook

, (81x*y 12 tue
14. (169x? yy

(a’*) 7s 15. (256a"b°4 = | Fa

: (—8a°b°?) : 16. (1,000x’ y° yi |

. —(100m*n 2a 17. (—27x° yz") .

(2 5)
18. (0.008r’s 2

| (8? y)% 19. (1.44a°b'°c me

12. _(625r4s*)4 20. (0.04%)

13. (289x° y uy),

Product and Quotient Rules for Radicals

If n is a positive integer and x and y are real numbers, the following rules hold
provided that all the roots are real numbers and no denominator is zero.

Product Rule for Radicals.

Quotient Rule for Radicals. i

y

i LM MER SENS

Vi50 = 256 = sv
i

»
}

€ 2V150 = 2V25V6 = 2-5V6 = 10V6

i
EXAMPLE

¥250x” = ¥125x°
.Y2x = 5x?J2x
P
&

» V64x° = 64
Vx5 = 4x
Lats
25 \) os
f= 33y'5 = §/_39
ogee

Que eNE INT

 r/
Ty Radicals |31
L
/

Transform the radical expression into a simpler form. Assume all variables are
positive real numbers.

A. 38. a 7 12. V128a°b'c? = \

Oe ene ee
~~ 5x
3. 7/128
z 14.3mV8m’ =
4. 200 — ,

5. Ji76 | 15. = fa56x°y

sige 16. 2rV/80r’s?

7. —J48
5 17. —7xy,/45x°y”
8. coe

y) 18. 94 Ig0a°b
9. —5v 162 9b
3x 5 18 12
. —+/64
10. —/40 3 asaya ted
=f ¥\/° {
11. /49x°y° “3 7 ;
20. —5xy3l—8x°
>eres

Transforming Radicals into Simplified Form

A radical of index n is in simplified form if it has (1) no fractions in the
radicand, (2) no radicals in a denominator, and (3) no factor in the radicand
that is a perfect nth power.
es

>
Vi6 = V8 - V2 = 24/2
20x?y® =
EXAMPLE J4x*y® -V5x = 2x*y*V5x,x,y > 0
'

ues LuinCe
Multiplying by

: is the same as
/2
NZ NE 5) * 2 multiplying by 1,
so the value of the
This process of removing radicals from the denominator is called expression is not
changed.
rationalizing the denominator.
32 |McGraw-Hill Education Algebra |Review and Workbook

EXERCISE 7.3 | | |
Express the radical expression in simplified form. Assume all variables are
positive real numbers.

1
Ee 13. ae

3 Belen: 5 ay 3z7
|e
4 |
14. ZN Sey
1
4. 5 aa
15. 3 vA
= c
5. 6
3x [4 ;
; 16. a oe
6: L/=
7
3

; re ple se
Fei An 25m
9
7 2.

ere 18. =
° 10 16x

9. 5|2 19. th, ot

pe
4 16 \ 49

af x

y au
9x?

16y"

[myLB
S|8
 2 i | | | | | : ' . |

.
|
Order of
i
i|

‘
Operations :S

:
SSS SSE SSR DON USO ESE RSS ENISE UBIOR SUSONESSS SOI SES S SSS SSR TESSSESS SUOBSSLOES SS N

Grouping Symbols
Grouping symbols such as parentheses (), brackets [], and braces {} are used to Do keep in mind
keep things together that belong together. Fraction bars, absolute value bars | |, that parentheses
and square root symbols ./ are also grouping symbols. As a general rule, when are also used
to indicate
evaluating expressions, do operations in grouping symbols first—especially if multiplication as
you have addition or subtraction inside the grouping symbol. in (—5)(—8) or for
clarity as in —(—35).
i!
RA
tire AE
Pruett at

aay=-4-(3
4)—(5—2) eS ) =-4-3=-7
P (-48+
10
EXAMPLE Omit the grouping
FA Gy onegsivgndde 3 symbol when it is
no longer needed.
> 36 + 64 = Vi00 = 10
> 31045) = 3-15 = 45 Evaluate within the
‘ (-8 - 4) — (5-—2) = —32 — (10) = -32 + 10 = —22 innermost grouping
symbols first.
> 13 —|5 — (17 — 8)| = 13 —|5 — (9)| = 13 -|-4] = 13-|-4| = 13-4 =9
H
hessscemnesecammmsessenticominin OS: 00H

33
34 |McGraw-Hill Education Algebra |Review and Workbook

Evaluate the numerical expression.

Le (—5 ..=4)
= (45 22) 10. (—2 + 5)(8 — 7)

2. [5-4]+(6-3)- 0-5) 18 oie

2 12, 3479)
ree 13. 5 — 2/6 — (5- 2)]
5 rie 14, 2/100 — 36
$2 24
— 36
4 U1 ah 15.
4— 560
+4
5. 15 — {10 — 24| teresa
6. |20 — 30| + 10 2-5 (25) 6
17. (5+ 7)>
Tease)
2 18. 2 — (4-5) — 6(3 — 4)
8. y16+9 19. 1—[(5-3)-3+2]
9. 7(8 — 10) 20. 10 — 2|7 — (2- 3) — (8 — 3)|

Order of Operations
A numerical expression is a meaningful combination of numbers using the
ordinary operations of arithmetic. Its value is the real number that results from
performing the indicated computations.
Follow the order of operations to evaluate numerical expressions. Use the
mnemonic “Please Excuse My Dear Aunt Sally”—abbreviated as PE(MD)(AS)—
to help you remember the following order:
Multiplication does
not always have 1. Do computations inside Parentheses (or other grouping symbols).
Selene eaaalaes 2. Evaluate Exponential expressions (also, evaluate absolute value, square
baford cubtraction. root, and other root expressions).
meeee 18 3. Perform Multiplication and Division, in the order in which these
order they occur operations occur from left to right.
Oe nos
Similarly, you add
4. Perform Addition and Subtraction, in the order in which these operations
and subtract in the occur from left to right.
order they occur in
the problem.
 Order of Operations |35

6 —5(9—7) = 6 —5(2)’ = 6 — 5(8) = 6 — 40 = —36

k
i
i

P| =
10 — 4(3 —4.- 2)° = 10 — 4(3 — 8)’ = 10- 4(—5)’ = 10 — 4(25)
EXAMPLE
10 — 100 = —90
Follow the order of
operations within
60 0 60 grouping symbols.
—3-2?+4+(3+1) = = 3-2 + (4) Sa ea
(8 + 4)
i:
:
= 5 —12+64="57

EXERCISE 8.2
Evaluate the numerical expression.

i. 9 —4(20— 17) 11 .36 —|5?

—9|
12 oe
2. Peg eG
2 13 5-216 — (5-2? + 4)
3. 100 + 8- 3? — 63 + 2(14+. 5) 14 _ 2(100 — 36)”
1 L 2{100’2 = 36")
fot
+ |8 — 15| — (5 — 3)° 15

15 — |y10 224 5+9 1

isf=) {= : 4es Flos2)
. [200 — 300| + 10°
1 2
1 NS [25/2+4972 F
‘ Bae — 5)
18 .2-4-5-6(5—4)
. —2V16+ 9
19 .1—(5-3-3+2)
7(8 — 10)
20 . 10 — 2[7 - 2-3 — (8 —3)|
14
10. (—2 +5) + (8-7)
 sof Sop ceds
-

f¢ eer) eae ae
ee. 081)in om:
oraeSia
ea
“ine
Ly | Ee .

Seametiesl eet rep gt emistano on

‘ ontingry rial te be oe a x wi af: le % : +) “, ee 72
RK. —
+ Pe ports ney te th.Re 2 = fi ull.

=
|
DERE
. mae
sna
Cereavherw
Fiber: ay)
-a = ‘G6
Pat
aed
dbgt
igh es
o Aue
Gite". sbyvieds rareM sr tiay,
af versessich
f- 8) + % + ) aE Pe
. Esa) ner +a

ecanabivsiualbis ei
i a)

2. Waluate Rxpomesti

i
a &yie De
‘
cen Aho =
 APTER 4 MLE
ES SORRELL SSNS ISLES NELLIE SPLEEN

Algebraic
Expressions
AALS
ALLL
SSSR
PDL
SELL
ELE
SELES
ES
RAMEE
LNRM
LAA
and Formulas
RNAS SPINS TS NTL ENE LESSEE SII SEMLE SEMBLE ELE SOME REMI EMER ALLIES ALLE LOEELLA NG. LE LDN EDULE SS ELLE DESL AES

Algebraic Expressions
: . j . Aconstant isa
An algebraic expression (or, simply, expression) is a meaningful combination fixed number such
of constants and one or more variables using the ordinary operations of as 10.
arithmetic. It is a symbolic representation of a number. In algebraic expressions,
writing numbers and variables or two or more variables (with or without Recall tata
numbers) side by side with no multiplication symbol in between indicates variable isa
multiplication. Thus, 2xyz means 2 times x times y times z. letter used as
If you are given numerical values for the variables, you can evaluate an a placeholder
algebraic expression by substituting the given numerical value for each variable, ioe cagoay
; aes : : or numbers,
and then
:
performing the indicated operations, being sure to follow the order of :
depending on the
operations as you proceed. cieotigg.

» Evaluate 2xyz when x = 3, y= —5, andz= —2.

> 2xyz = 2(3)(—5)(—2) = 60
EXAMPLE
i
ee

37
38 |McGraw-Hill Education Algebra |Review and Workbook

> Evaluate —2x° + 5x* — 3x? —7x? +x +4 when x =—1.

Watch your signs!
> —2x° + 5x* — 3x? —7x?
EXAGPLE +x +4 = —2(-1)° + 5(-1)* — 3(-1) — 7(-1)”
It's not uncommon
to make careless
| a (1) 4
errors when =p2(=1) Sl) 3G) 470)
evaluating negative +(-l)+4
numbers raised to 7 gee
oe, 583s
powers. =i 6

Oss — 4ac when a = 2, b = —5,and c = —12

b Evaluate

» Vb?
soa: — 4ac = J(—5)’ — 4(2)(—12) = J25+ 96 = V121 = 11

EQOA WEIN

EXERCISE 9.1.
Find the value of the expression if x = 5, y = 4, and z = —2. -
1. 3(x a, y) 12. 42? —10

2. x + yly —2z) 13. x° +6x4+9

2 (x gees | o — yx + y)
14. (x
x
4. 5(3z — y) : 15. y
2(5x
5x —
— 2z.+.6)
2z.+6 i ox? 4y?
5. X02 — 7) “75 64
6. xyz(x + y + z) vA
, Yh pes
7. 2x + (y +'Z ) A

8. 4(2x + y) — x(z — 5y) 18. Apes)

9. (xy)? 5
10. 2x°2 = 3y" 1ay NEOXeelom
11. x’ —z’ : vx
x —4x+4
20.
 Algebraic Expressions and Formulas |39

Formulas
Formulas are rules that model relationships in real-life situations. For
example, the formula C = > (F — 32) models the relationship between Celsius
temperature and Fahrenheit temperature.
Use your skills in evaluating algebraic expressions to evaluate formulas for
given numerical values.

Lal
Sf. 8 OES EI ie _AWS

> Given the formula C = aF — 32), find the value of Cwhen F = 68.
|
f Cs -(F— 32)= >(68 — 32)= >(36) = it
cals
ps
|
i
De SS UE —RUE¢UUE-—. EU’ —O Ui’ — PY? WY

oe NN

» Given the formula A = 1G, + b,)h, find the value of A when b, = 12,
z
i
b,=15,andh=10. ”
sellin
. Alt sth +b,)h= (2 +15)(10) = 527)(
10) = 135
¢
i
H

EXERCISE 9.2
Answer the following questions.

1. Given the formula C = -F — 32), find the 4. Given the formula J = = find the value of I

value of Cwhen F = 212. when E = 220 and R = 20.

2. Given the formula A = at + b,)h, find 5. Given the formula A = sh, find the value

the value of A when 8, Sy by == .6, of Awhen b = 14 andh = 12.

and: 5.
3. Given the formula d = rt, find the value of d
when r = 65 and t = 3.
i ' i © 7

,.)
| Jf,
dle es Creare
:

Wwe 1 Nenana precio * soe Ty

(tn wa

ne
:

= _
n ae 6

7 ae
ey i 7 . ay ‘i “= — : > a
| hase RA
~ vos ie aa
~ gat? op
+ ; ca Svea’ eee } es
ee : . apes 0h anoge tieopaeenian nei
akc
ms wait hy
Be axielgcenerted qidenvitalss sev debommibe Uy! 2 gle f :

; aE Pet |3 oe Swad cut te seh

eee |? ser epbat ‘aio st nna ot pang

el a" ih =: 2 ao fin ho
yee 4 Tey i:rt : ne eet he |

4) oe Oe ale, Sa ae oi bill) ( orad Ne = elelartoh chs

; 4 = ai ey be Lh " é = : t , Wie

7 , erie re:
oe a tr Sa
Ash! Seca f Tres Ria A é“er : Biee

- a. a Sine) >a
aie a pay Z
Pens a
bs “Fe trl oe sapdoris a
ie oor 3 te pt i 1 = al glo
;
¥ ' ; i oh : - ae Oy. ¢ +
ee eee es + — i? ae th

SieEee
a. 2

=. 2 med =e
ae ee ae ; | _-tctany a ee .
3 ‘ & % (A ‘Ss , ; 7% “F
| 2 =

cana = i Sure sitsgen . wt pall.itt + ve = ? lunartads noni SE

ed ie ot =i Bead Cg 3wart i ~ 6, Sn AG4 wil healera
)
=
oe ia xh Aina 3 ail & ‘bg
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os
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al
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yr at a ny sesame esl? tia ea

=< sivas 300 SAY seayti
De =
soy) Lakoif i fsb eo 2 * ar is
8.25" | , } | inephen
RTT RRA ORE MIC ENTE FPA pneernaneahtnemane
ch ' — . ,
= < h Vet a
 MARSEILLE SUE SSAMIE SMBS EMME SLES LEME SAME lll

Polynomial
&

Terminology

Monomials
A monomial is a single term that is the product of a constant and one or more
variables with nonnegative integer exponents.

OIE SEIIBLEOOD EI IVBOE RCH. LY >

WY
Lil
aS
aS
— A monomial
ae
=
<<
wee
“\ a — A monomial
x
Lil
Pads
or) 4 nn — A monomial, because 5 = 5x°
<

i=
p Ss ‘“<
Law
(oa)
— A monomial
< i
<< P x
S — A monomial
1 ;
— Not a monomial, because xz the exponent on the variable x,
YW
Li
oad
» 5x”?
o
Yas | is not a nonnegative integer
<I,

— Not a monomial, because —3, the exponent on the variable y,

x<
Lu Axy?
is not a nonnegative integer

41
42 _ McGraw-Hill Education Algebra | Review and Workbook

The numerical factor of a monomial is its(aumerical coefficient: )

Lal Nee

al jae
ol Monomial Numerical coefficient
<<
Ne 6 3xy 3

If no coefficient is » 5x 5
explicitly written, a
it is understood to pe Ax‘y 4
bel.
P xyz 1

The sum of the exponents of the variable factors of a monomial is its degree.
The degree of a nonzero constant monomial is 0. The degree of the zero
monomial is undefined:

Ls SPAN EES EEN

J |
a Monomial Degree

Lu f uA
> Ba eS 2
@ nn i=)

> Ax2ys 7
> 0 Undefined
by xyz 4

For 1 to 10, state Yes or No as to whether the term is a monomial.

Lox 4 V5x°y?
POMS “ =e
520 4
4. 3a°b 9. 50x” y?
Bea) 9x
6. 4x? y’
 Polynomial Terminology |43

For 11 to 20, state (a) the coefficient and (b) the degree of the monomial.
1s =5.25xy° U7 —0.5x9"
12. 20x’ 18. So

13. 5x 4
14. 13a°b 19. 50x’y°z
15.
re
V8y'x°
16. xy’z
20.2nn
3

One-Variable Polynomials Normally,

polynomials of four
A polynomial is a single monomial or the (algebraic) sum of two or more or more terms are
monomials. Polynomials with exactly one term, two terms, or three terms are not given special
monomials, binomials, or trinomials, respectively. names based on the
A one-variable polynomial in x is defined as follows: number of terms.

a,x" +a,_,x"'+a,,x"*? + ... +a,x' +4,*, wherea,,a,_,,....a, anda,

are constant coefficients, n is a nonnegative integer, and x is a variable. If * It is customary to
a, ~ 0, the leading term is a,x", the term that contains the highest power of write polynomials
in descending
the variable, and the leading coefficient is a. The last term, a,, is the constant
powers of the
term. The degree of the polynomial is 1, the highest power of the variable variable.
in the polynomial. The degree of a monomial consisting of a single nonzero ** The notation a,
constant is zero. The degree of the zero polynomial is undefined. is read “a sub n.”

Se CURSE A
u

Zz
P
» The polynomial =e +x° — a is a trinomial with leading coefficient
EXAMPLE
1 and degree 4.
Z
» The polynomial —10y is a monomial with leading coefficient —10 and
| degree 1.
>The polynomial —16f + 50 is a binomial with leading coefficient —16 and
| degree 2.
H
44 |McGraw-Hill Education Algebra | Review and Workbook

For each polynomial (a) state the number of terms, (b) give the leading coefficient, and (c) state the
degree.
1. —7x° +5x* —4x +1 6. 7x° + 3x* — 3x? —x° +7x—5
2 4y =| 7. x —3x° +3x-—1
3. 18 — 3x + 5x’* 8. x° —6x+9
4. —5x° + 3x* 42x? —4x+1 9, 2x? —5x—3
5. 4x° — 4x41 10. 20x

SS
ARES
AEE ES SEs OE Ee a ES)
 CHAPTER Ld
a ST atetinieanendineis |

Adding and
Subtracting
Polynomials
LLY
LONE
El
LAOREET
REE
ESSN
ENS
ORAS

=
‘
é

Adding and Subtracting Monomials

Monomials that are constants or that have exactly the same variable factors
(that is, same letters with the same corresponding exponents) are like terms.
Like terms are the same except, perhaps, for their coefficients. Monomials that
are not like terms are unlike terms.
Use the distributive property to add (or subtract) like terms. The sum
(or difference) of unlike terms can only be indicated.

»; —10x+25x = (-10+25)x
a
=15x
Do this step mentally.
EXAMPLE
P 4x? — 7x? = —3x?
id —Sxy — Ixy = —/xy These are not like
a ~ terms, so their sum
» 25+ 25x = 25+ 25x is only indicated.
pe aeoe ge

3(x+1)4+2(«4+)=5@4 1)
- —2xy? + Sxy? — xy? = 2xy”
gage
ag
i

Ren ee OES SEE Ee 45

46 |McGraw-Hill Education Algebra | Review and Workbook

EXERCISE 11.1.
Add or subtract as indicated.

+ 2x
1. 6x — 20
9. 18

2. —4x° — 3x° 10. 2.5x + 3.5x

— 3x
3. 3x 11. 5x — 9x + 2x

4, —5x* + 2x3 12. —10x° — 3x°+ 14%

5. Se —5z°Bi + 4z 2 ise

6.x-—<x 2 4
1 asp ey (x +5) — Ax
14. 6(x + 5) —2(x+5)+4(*+5 +5) +4 +5)
eae 15. —1.52? + 4.327 + 2.12’
. x* — 3x

For 16 to 20, determine the answer in terms of the given variable or variables.
16. Find the sum of x’, —3x’, and 9x’. 20. Find the perimeter of a
17. Combine —9y, —y, —5y, and 2y. quadrilateral whose sides
b Stast 5
18. Find the sum of 8x, —2y, —5y, measure Bie y ae and 2 y.
and 6x.

19. Find the perimeter of a triangle

whose sides measure 2.1x, 4.0x,
and 3.5x.

Adding and Subtracting Polynomials

To add or subtract polynomials, combine like terms and indicate addition or
Rearranging so subtraction of unlike terms.
that like terms
are together can
be done mentally.
However, writing ce i ee
outthisstephelps =& > (9x? — 6x + 2) + (—7x" — 5x + 3)= 9x? — 6x +2—7x? —5x +3
youavoidcareless << =
pies >< | = Ox 7%” — 6x — 5x2 3
Lad
| = 2x? =1lx +5
Think of the minus t(4x° + 3x* — x + 8)—(8x° + 2x —10) = 4x° +3x° —x+8-—8x* —2x +10
sign between the = 4x" —8x° + 3x’ —x= 2448410
two polynomials
soles —4x +3x° ee —3x+18
=se Aye
multiply each term i

inside the second

SOGOU RYE

parentheses by — 1.
 Adding and Subtracting Polynomials 47

EXERCISE 11.2
Add or subtract as indicated.

12x = 5x° + 10x — 60) + Gx’ — 7x? — 1) 7. (10y? —15y — 3) + (4y* + 5y — 13)
2. (10x? — 5x + 3) + (6x? + 5x — 13) 8; (6x '— 4x7 — 3x +5) + (6x 4-27 — 2x = 15)
3. 00x 3x5)© Coe? 7 2x © 15) — (LL! — 5x0 + 2x — 5)
3 2

9. (5x? — 10x — 3) — (x* —5x + 10)

A (10x 5x 493) — (6x +-5x — 13)
(etx ty eet)
5. C0 x45) — Ox ex 4a2xe315)
LO Dy ok eo) (7
6. (8x — 3x + 6x — 2) Gx “2x? + x? =x) itr)

For 11 to 20, determine the answer in terms of the given variable or variables.
11. Find the sum of 2x” — 3x +5 18. Find the sum of 2x” + 4xy + y*, x° — y’,
and 4x* + 6x —3. and 2y° — 4xy — x’.
12. Subtract 3a° — 4a +7 from zero. 19. Subtract x* — 4xy + 4y’ from the sum of
2: 7 2 2
Wo cubic ee se rons? 4 oe? =e x > 2xy-+y and x oxy 4;

20. The sum of the measures of the angles of a

14. Subtract a’ — 4a + 6 from a’.
triangle is 180 degrees. Find the measure,
15. Subtract 2x* from x° + 2x’. in degrees, of the third angle of a triangle in
which the measure of one angle, in degrees, is
16. Subtract 5x° — 4x + 8 from x° — 3x’.
5x + 15 and the measure of a second angle,
17. Subtract 3x° — 3x +1 from 5x* — 2x’. in degrees, is 4x — 10.

1X + Peres @
a Uae
 _ om o* iY c- Se ee! Selfw

7ite |Bieterwg phe tenia ila

i
:
Se
ide > ; = oe -
7 : ty
‘
ror iea. —" as
| oop galear ieyt an netted: ‘tran a be:2 s

be)ote ts 1 abeansho’ aot sehen 7

be tH: sa) 420 ae Sen = #2)io Ms nit Laan i

ate
= a ae ‘e rik “ ‘it~ ie:eb .-u peianienie:

‘aay pa Ue i
{iha

=o
ss ; r i

Al Je
os) a
“0h * v “— ie <8
rm ome

= ‘shim
_

vara ee a
flak + a.aoe je
; ae ni yet ARS5 i ed =)cis a 7 —— sh - ——
i We thon Mei fg 2 5-4 ag ?‘s8\% 6-5 a
> hear
bot Bees a5"
i oe “an? a » E> £3 “tae * Ae ae a
* wesiiriel 70 aida cimnigecttouareg ep 2b wif tp rat AE. ol.
Pe ie song's biaSeBE: (Pen ates AR itt
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fe
teeth , te tedle Dente tssalle hen, wha
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oath itsfate ae ee Bho in suk gee canal,oe

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maeiits
oil Lui
by Teich Uren oontgh a -ae | Road apes Nel
oa _
Yo lars seg eatageb Bh a Same
—— sie ‘ye qhoti Exe —
Hee att sialtivincs 1,om sa
a3 - saan i t= Ye sie
seh ert ;

sae
rie a idaAS
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a. ak a
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as

tease =
itis Pik eta tikes eA
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Si Miantl
x SadtractligPolyne
Pave >. : oo ° ;
z . 4
a Ma nat

if Potyi
=. ¥

in “a | “a G a4; er 1505

Te)a uion Scrat polyneslaes, «i:sacle Uke femws aaa Sere wile Fertety oe
yabtricth Tbe bgt line lerdia. ; ' ee 4 — '

See hs 7
- mn | ot er

‘ =k, a

lal P= a el Pp a &~ >= «

= ivy —G Pi a ry cy os TE Lo

“| he” =
| _—— 5) + ay
= : ’ “ ~» fiz
os oe ;

i rt
+ A ae
Lat . ; e Tt
mt la 2Bs

ef deseo
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aa al :
. ::
oneitee a cro sonia’ sade = = A iy yp
Gxt gitiabe |. % - a ta , ;
Pa Seas, > A
 CHAPTER Le

Multiplying
Polynomials
LLL
LEE
ESE
SLES
SLE
SSE
SOLAS
PULL
EWR
ELEMENT
LE
EAMETS ee

Multiplying Monomials
Multiply monomials by using the rules for exponents and the commutative and
associative properties for real numbers.

. (5x°)(3x?) = (5-3)(x?- x?) =15x’

Do this step mentally.
EXAMPLE
b (—2a°b*)(8ab*) = —16a°b*
(6x)(—2x) = —12x’
>» (5)(—4x) = —20x
> (4x7y*)(—2xy’)(—3xy) = 24x"y’
x (TO)be) a2: 10%

eee ee

49
50 |McGraw-Hill Education Algebra | Review and Workbook

EXERCISE 12.1.
For 1 to 10, multiply as indicated.
1. (—4x°)(3x) 6. (—4y’)(—z)
2. (2x*y°)(6xy") 7 |
1 mr? |
fom
3. (—5x)(—2x) é
4. (5x)(—4) 8. (—5xyz)(2xy’)
9. (xy’)(—2x)(—4x’y)(3xy)
5. (—2x’y*)(—5xy*)(—xy)
10. (—2a)(—2a)(—2a)(—2a)(—2a)

For 11 to 15, determine the answer in terms of the given variable or variables.
11. Find the product of 5xy and 3. 14. The length, in feet, of a rectangle
12. Multiply 9ab‘ by —1 is 10x and its width, in feet, is 6x.
Find its area. Hint: A = lw.
_ ae Jae

13. Multiply —6x'y'z by 2x7". 15. How far can a vehicle travel in
3 hours at an average speed, in
miles per hour, of 7x.

Multiplying a Polynomial by a Monomial

To multiply a polynomial by a monomial, multiply each term of the polynomial
by the monomial.

Pp 2(x+5)=2-x+2-5=
2x +10
> (3x
EXAMPLE = 2) we Be — x2 = 3x" — 2x
> —8a°b’ (2a — Jab’ — 3) = (—8a'b’)(2a*) —(—8a'
bb) ab) CE 8a by)
| = —16a°b’ + 56a*b’ + 24a°b°
p x°(2x* + 4x? — 3x +6) = x? - 2x8 +x? -4x° — x? 3x 4x7 -6
= 2x° + 4x° — 3x° + 6x?

LER SAILOR SLE NDE

 Multiplying Polynomials |51

EXERCISE 12.2
For 1 to 10, multiply as indicated.
1. 5(x + 3) 6. 2x(x — 5)
2. x(4x — 5) 7. 5x(2x — 3)
Bs 22Q%H3) 8. 4(2x
— 3)
4, 3x(2x — 1)
9. —5x°y?(2x" — 6xy” + 3)
5. alc + d) 10. z°(3x*z + 4x°2z* — 3xz + 5)
For 11 to 15, determine the answer in terms of the given variable or variables.
11. Find the product of x + 3 and x. in meters, is 5x. Find its area.
12. Multiply 9a + 5b by —1. ati
aR Bd 15. Find the cost of 2x + 7 dozen if
ey ges ey 2 the cost per dozen is x dollars.
14. The length, in meters, of a
rectangle is 2x — 3 and its width,

Multiplying Binomials
Method 1 To multiply two binomials, multiply all the terms of the
second binomial by each term of the first binomial, and then combine
like terms.

—————e ULE

» (at+by(c+d)=a-ct+ta-d+b-c+b-d
=ac+ad+bc+bd Paes
sued
Hes
beeen pee 1g FT (2x + 1)(x +5)
— 2x? +10x+x+4+5 z 2x?+5.Don't
forget about 2x-5
= 2x" + 11x45 +1-x= 11x!
(2x 3)(x — 5) = 2k x — 2k °5+3+x%-3-5
= 2x* —7x
—15
oy OLIGO
E.R CGI SELL LMS ENS
52 |McGraw-Hill Education Algebra | Review and Workbook

Method 2 To multiply two binomials, use FOIL.

From Method 1, you can see that to find the product of two binomials, you
compute four products, called partial products, using the terms of the two
binomials. The FOIL method is a quick way to get those four partial products.
FOIL is an acronym for first, outer, inner, and last. Here is how FOIL works for
finding the four partial products for (a + b)(c + d).
Be aware that the
FOIL method works
only for the product 1 . Multiply the two First terms. a-c
of two binomials.
2 . Multiply the two Outer terms. a-d
3. Multiply the two Inner terms. b-c
Forgetting to
compute the middle 4. Multiply the two Lastterms. b-d
terms is the most
common error when The inner and outer partial products are the middle terms.
one is finding the
product of two
binomials.
———e VIII“

» (2x + I(x + 5) = 2x-%4+2x-5471-% th 3

First Outer [acer La
EXAMPLE = 2x7 ———
+10x +1x4+5
middle terms
= 2x? +11x+4+5

| (5x + 4)(2x — 3) = 5x-2x —5x-344-2x—4-3

= 10x” — 15x + 8x —12
'
= 10x’ —7x —12
i
i
ee

For 1 to 10, multiply as indicated.

1. (x + 3) (x — 2) 6. (x + y!’
2. (4x — 3) (4x + 3) 7. (a — by
3. (2x — y) (x + 2y) 8. (x — ¥2)(x
+ v2)
ere oe Si? aAGT ta)
5. (z — 2) (z+ 5) 10. (x? — 5) (x? + 5)
 Multiplying Polynomials |53

For 11 to 15, determine the answer in termsof the given variable or variables.
11. Find the product of 2x + 3 and 15. The length, in meters, of the base
x of a triangular sign is 3x + 4 with
12. Multiply 6 + y by 5 — 2y. a height, in meters, of 2x + 5.
eta Re et
18. Muldply (ettsa)by Gas). Find its area. Hint: A = ait :

14. The length, in feet, of a rectangle is

x +5 and its width, in feet, is
3x — 1. Find its area. Hint: A = lw.

EP OT IP

Multiplying Two Polynomials

To multiply two polynomials, multiply all the terms of the second polynomial
by each term of the first polynomial, and then combine like terms.

SOMESOLE LD EMI RES CY)

& p (2x — 1)(3x? — 5x + 4) = 2x 3x7 —2x-Sx+2x-4—1-3x7 +1-5x—-1-4 —“Foreonvenience,

‘se = 6x? — 10x” + 8x —3x° +5x-—4 arrange the terms
Li = 6x0 13x 134 A of both polynomials
in descending (or
S (4x? 4+ 2x = 5)(2x? = x — 3) = Ax? 62x? — Ax? - x — Ax® .3 + 2x - 2x7 ascending) powers
of one of the
—2x-x—2x-3—5-2x7 +5-x+5-3 variables.
= Oy 4x ally a
— 6x — 10x” +5x +15
= 8x* — 24x? —x+4+15

(x—2)(x? +2x +4) = xx +x-Wxt+u-4—-2-x°-2-2x-2-4

= x 43x 1+ 4x —2x* —Ax— 8
=x —8

MMALE LE ALE LEE

54 |McGraw-Hill Education Algebra | Review and Workbook

EXERCISE 12.4
For 1 to 10, multiply as indicated.
1. (x + 3)? — 6x + 9) 6. 3m? — 4n’) (2m? — 3n’)
2. (2z? — z — 3) (4z* + 2z — 5) 7. (a — b) (a? + ab + b’)
3. (ax + b) (cx + d) 8 (2— 74+ 2) CHzs YD
4. (5x — 4) (2x — 3) 9. (x? — x* — x) (x? + 2x — 3)
5. (3x? + 2x — 7) (x — 8) 10. (2y? — 5y + 3)(— 3y —4)

For 11 to 15, determine the answer in terms of the given variable or variables.
11. Find the product of a + b — V2c 14. Find the product of x — y — z
and a+ b + V2c. and 4 2
12. Multiply z* + 22? — 327+. 7z+5 15. Find the volume of a rectangular
by 3z — 1. box that has dimensions of x + 4,
13. Multiply 3m? + 5n? by 2x — 1, and 5x. Hint: V = Iwh.
amv =— 7s

Special Products
Memorizing special
products is a winning
Here is a list of special products that you need to know for algebra.
strategy in algebra!

Perfect Squares. (x+y) = x? + 2xy + y’

(x — y)! = x? —2xy
+ y?
Difference of Two Squares. (x+ yxy) =x°-

Perfect Cubes. (x+ yy = x? + 3x’y + 3xy + y?

(x Ce yy 2 x? >De 3x’ y ae 3xy" es yo

Sum of Two Cubes. (x + yx —xy t+ y)=x' + y¥

Difference of Two Cubes. (x— yx? +ayt+ y) =x? — y'

 Multiplying Polynomials 55

EXERCISE 12.5
For 1 to 10, multiply as indicated.
1. (a+ 6)(a— 6) 6. (x + 3)
2. (z +3) 7. (a — b)(a@ + ab +b’)
3. (x — 2) 8. (z — 2)
4. (x + 2) (x? — 2x+ 4) 9. (2m — 1)
5. (x — 2) (x? + 2x + 4) 10. (a — 1)(@’ +a+1)

For 11 to 15, determine the answer in terms of the given variable or variables.
11. Find the product of (x — V3)and 14. Multiply 4x? + 2x + 1 by 2x — 1.
(x + v3). 15. Find the area of a square whose
12. Find the square of (2a + 3). side measures x + 4, in yards.
4 . ay

13. Find the cube of m + 1. Hint: A = s°.

E
FTA a T,
AAAS
—n :
cis

oR aopoind abaldsirhysgine | Plan

i a4vr. + 2 e ner oe
; : ts i. oe
eal : i ap F J
7 e or. ch ttt fade we a
Ker i?
mates

eat "i : uy ¢
a) ae a Y ee 7 eu "-= #2 by ra tia igh

: ian i
ci Oils « zs ih 1 tae A@

; Orr = is ~ oa ih | :
Se Gi anim mart ealnaassoind
talenabas evan rust J haste 3
-
/
ae _ Sih ie 10 er ab ik BE i ne _ ¥
“a2, sebnegieypb er euageenary ghies, ae
oe aeae enh aren wee —s c

fae atiglydex!Sah oo eae

y
i4 : Sioa - —= . ;

i
es neowaBrvsincse feihy rs otto or % fore
Agios,
ft
bh a) Dy
amy

fw tadRG guards,
ane Miley ais ; Wg 7 vi +
—a r
-"

: ¢ aes =
’ Serten ¢ die. '

Sium of Te Cubes ie + Pia”

7 Mier ¢ of Twe Guba

ba
Sad

= "ake
 Simplitying
Polynomial
Expressions
LANNE

Removing Parentheses by Addition

or Subtraction

> 54.4001 —3) = Se 2x —3 = 7x —-3

4 3x? — 2x — (2x? — 4x +5) = 3x? —2x—2x? +4x-—5 =x 4+2x—5
» 32 —[4y + 3—(-22 + 9y —1) +2] = 32 —-[4y +3 +22—-9y +1 +2] Start with the
= 3z —[-5y + 3z + 4] innermost
n
DBye
sa BZeintD Yor parentheses.

=5y—4

57
58 |McGraw-Hill Education Algebra |Review and Workbook

EXERCISE 13.1
Remove parentheses, and then, if possible, combine like terms.
16x + (Sy + 10) 7, 44 = (332%
4 5)|
2.9+(—5+y4) 8.23% = 4y 4 [2x Gx —4y)] — Gr—7y)
3. —2a" — (—a’ + 4a) 9. m’ —[m+ (2m —1)] + 3m
iee Lay
ea e tt tie
alen
5. $a° = (24° — 5) + 2a° —1)—6 10) d— (a? ba(a 8) a
6. 4x + [3 — (2x —5)]

Removing Parentheses by Multiplication

or Raising to a Power
Use the order of operations to remove parentheses by multiplication or raising
to a power.

b 4x + 5(x —2) = 4x + 5x —10 = 9x —10

b 2z — 52(3z — 2) +102” = 2z — 152? + 10z +102? = —5z? +122
EXAMPLE

> (m+1)P +(m—8)(m4+ 2) =m’ +2m+1+4 m —6m—16 = 2m? — 4m—15

» x” ae — 164 = 12) ex? xe 5 SD eo SE

ee

EXERCISE 13.2
Remove parentheses, and then, if possible, combine like terms.
1. 6x + 2(5x — 3) 6. (3m — 5)(4m — 1) + (m — 3)(m + 4)
2. 9 — \(—5z + 4) + 3z 7. 4x + 2[3x — 2(2x —5)]
3. 3a’ — (—a” + 4a + 1) + 2a — a(a +3) —8 8. 3x’ — 4y’ — x[2x — (3x — 4)]— y(5—7y)
4, 8z° —4—2(—-5 + 72’) 9. 3x(x° — 9) — (x — 3)(x? + 3x + 9)
5. (x + 2)(x — 2) + (x + 2) 10. a’ — a — 4(2a — (a +1) + 1) + 3a(a —1)

a eee eT a ee RT Ie DETER ESN

 CHAPTER 1) SOCAL ES AUREL SMS ELELEAMLEARS SURREAL LRPRAMEA SCALES AERP BEAERP LAS AM ES

Dividing
Polynomials

Dividing a Polynomial by a Monomial

To divide a polynomial by a monomial, divide each term of the polynomial by
the monomial.

ES RIOT SEIS ENE

Keep with 28
? : , | , To avoid sign errors
16x” — 28x . 16x af —28x ny when dividinga
EXAMPLE —4x polynomial by a
—4x —4x_1
Insert monomial, keep a
4 2 — symbol with
4 2
AerON alex” yee = 4x? — 9x the number that
—3x —3x —3x follows it. You
A i likely will need to
6x +1 = 6x 1 1 properly insert a
2x? 2x? 2x’ + symbol when you
2x?
do this.

SSSR LSS PSM LR

59
60 = McGraw-Hill Education Algebra | Review and Workbook

For 1 to 10, multiply as indicated.

1, 4xy — 8x'y’ + 16xy" 6. 6x°y> — 8x°y°? + 10xy®
Axy 2xy*
Se?)

ri ele
Ae 3ah
—10x*y*z* — 20x’
ae, @ ey y*z’
Ae
aed 10x’ y°z
iS ae 2; ip
3. Loi 0X g, —1.8x
— 9x 0.3x
PS eA 9g, —18x° +5
ae ox
5 25x*y” 10, 740 — 14a°b* — 42a°b* + 7a°b*
aK 7a°b’
For 11 to 15, determine the answer in terms of the given variable or variables.
11. Find the quotient of 14x°y 14. The area of a rectangle is 24m?
and —xy. and its length is 6m. Find the
12. Divide Sab" by —30% rectangle’s width. Hint: A = lw.
15. If a vehicle travels 25x miles in
13. Find the quotient of 3x? — 15x
2 hours, what is the vehicle’s
and 3x.
average speed, in miles per hour?

ERE NAS IRS SEI RL DEA RSSBE TE SON RT Te SETS BRIE SS ET PTE

Dividing a Polynomial by a Polynomial

You can use long division to divide two polynomials when the divisor is not
a monomial. The procedure is very similar to the long division algorithm of
arithmetic.

Step 1. Arrange the terms of both the dividend and the

divisor in descending powers of the variable.

Step 2. Divide the first term of the dividend by the first term
of the divisor, and record the result as the first term of
the quotient.

Step 3. Multiply all terms of the divisor by the first term

of the quotient, and enter the product under the
dividend.
 Dividing Polynomials 61

Step 4. Subtract the product in Step 3 from the entire

dividend.

Step 5. Treat the difference in Step 4 as a new dividend; and

repeat Steps 2, 3, and 4 until the remainder is no
longer divisible.

ROUEN OUI SN ERE ENE NS

Divide 4x° + 8x — 6x* + 1 by 2x — 1.

Step
EXAMPLE 1. 2x —1)4x? — 6x? + 8x +1

2x?
Step 2. ax —1)4x? — 6x? + 8x +1

2x?
Step 3. = 2x —1)4x? — 6x? + 8x +1
Ax? —2x*

2x?
Step 4. = 2x —1)4x? — 6x? + 8x +1
Ax
— 4x7 + 8x +1

on = 2%
Repeat Steps 2 to 4. = 2x — 1)4x° —6x° +8x+1
Ax’? — 2x6
— 4x’ + 8x+1
—4x7 + 2x
6x +1

Dye OK AES
2 to 4.
Repeat Steps = 2x — 1)4x° = 6x 4 8x +1
Ax?
— 2x’
— 4x’? + 8x41
— 4x? + 2x
6x +1
6x— 3
4

4
Answer 9x? = 2% +3:+
2x —1

SNL NR IY ROD I E IES

62 |McGraw-Hill Education Algebra | Review and Workbook

lal ERAN NEN AIRE RUE

SEE Tae
j ii
= 4 Dividex° — 8 byx — 2.
XA
lb Step 1. =x-2)x+04+0-8
Insert zeros as
placeholders for ‘
missing powers
of x. >» Step2. =x-2)x°+0+0-8
:
|
|
>; Step p 3. = yee OO ee

Step 4. =x-2)x°+0+0-8

|
i

x + 2%
b
HE
N
Repeat Steps 2 to 4. =x—2)x°+0+0-8

|
| 4x —8

| x? + 2x 4
b Repeat Steps 2 to 4. =x-2)x°+0+0-8
Neds
2x? +0-8
2x7. Ax
4x —8
{ 4x— 8
——_————_

| 0
> Answer ext
 Dividing Polynomials | 63

Answer the following questions.

1. Divide x? + x — 4 by (x + 3). 4. Divide x° — 64 by x — 8.

2. Find the quotient of x” — 9x + 20 5. If the area of a triangle is

and x — 5. + x — 12 and its base is x — 3,
x?
3: Dideor — 13x x2 + 6 by ae express its height in terms
X= 4.

PE nee re UA
a a ae
ie nt

penn tes 2! ¥
» Reegiee) sted ei fons ee Ry, “vel
eee ren

| » Step A. . 9 a)

}
>
- ;

cs ialtape sje teWe

Hi.

came
Soa

> Awe:

- Seatiet*
 CHAPTER 15 i ALIN LHD SOLEUS OLE SIE SMES SELLE DEES LLDPE ELLER AMD LLALSARLL SME ALES
ll SSUES ALLELES AIMEE

ee

Factoring
_Polynomials
:: : | : || LEB
EIEB
DELEON
LLM
EPR
‘SOLID
ODA
EEEELESLE
IIEEELLLIEEEEILEEL
ES

Factoring Out the Greatest Common Factor

The greatest common factor (GCF) of a polynomial is the greatest factor that is
common to the polynomial’s terms.

10x? — 5x = 5x(2x — 1)

—a—b=-—l(a+ b)
EXAMPLE
—12x3 + 8x? — 16x = —4x(3x? — 2x + 4)

a|
we
as
a: a(x + y) + b(x+ y) =(x+y)a + Bb)
> 2424274 2H=H(z+)4+2%At+Y)=E+ VE +2)

wn tEAM CME LAE LLL

hE

65
66 |McGraw-Hill Education Algebra | Review and Workbook

For 1 to 10, factor out the greatest common factor using the GCF with a positive
coefficient.
1. 4x + 4y 6. 5a — “¥
2. 3h0
= 7. x(w — z) — y(w — Z)
3. 12x 8x y's : <
4. 1532 — 3x 8. 1.5a’b + 4.5ab + 7.5a
Sey ee 9. mx + my + 5x + 5y
10.xy+ xy’ + xy’ + xy
For 11 to 15, factor out the greatest common factor using the GCF witha
negative coefficient.
Ll. —5x — 5y 14. 15x* — 3x
12. —4x
+8 15.ar—rt—r
13. —24x*y? — 8x®y’z’

LR I TT Ae OE EEE

Factoring the Difference of Two Squares

Use your knowledge of special products to factor the difference of two squares.

P x —9=(x
+ 3)(x— 3)
P 4x?
EXAMPLE — 25 = (2x + 5)(2x — 5)
Polynomials of the |
form x?+ a’, where b> ios = 49 y° = 5 a 7y|[ = ry
ais areal number, | 4 2 2
are not factorable i
over the real P x? — 0.25y* = (x + 0.5y)(x — 0.5y)
numbers.
Pega, oe (x + v2}(x —
v2)
 Factoring Polynomials |

‘EXERCISE 15.2.
Factor the difference of two squares.
1. 16x? — 36 9.x° —3

“Ws ices * 10.2 — 5

3. 36x" — 49 11. 121 — 25¢

es mk,
6. 2 — 0.36 st tee
1475) =)
7. saiak — 81z’ a. sneyaiones
8. a — —
49

an a AES TR
‘SRP

Factoring Perfect Trinomial Squares

Use your knowledge of special products to factor perfect trinomial squares.

p x2 — 10x + 25 =(x— 5)
LE
eA p x2 — 6x +9 = (x — 3)

b 4x2 + 4x + 1=(2x+ 1)

YI DRL PLE LADLE

Factor the perfect square.

:
6. x pe,
1
1. x’ —4x+4

2. x? + 1Oxy + 25y" 7. 100 + 140x — 49x?

ca a a B. 36x + 60x + 25
A. 42 — 12x +9 9. 81 — 36x + 42
‘3 it
. 49a? + 56 16
Boat ae 10.1 — 2x4+ x

Se
68 |McGraw-Hill Education Algebra | Review and Workbook

Factoring the Sum and the Difference of

Two Cubes
Use your knowledge of special products to factor the sum and difference of
two cubes.

ESERIES SE ELLERDS SIE EEE DISSE IER ER BEES

:H
:

P x°+27 = (x4 3)(? — 3x49)

q

x” —8=(x—2)(?+2x4+4)
EXAMPLE
» 27x° — By’ = (3x — 2y) (9x? + 6xy+ 4y”)
3
i
i
:

Factor the sum or difference of two cubes.

1.x? + 125 6. 8x° — 125

2. y° — 27 7. 64y? — 125
3. 64a° + 1
8. 216x° + 1,000
4. 82> — 125
98x Sys”
5. 125a’ + 27
10. 125a° — 27

LSE ALAS RO IS PS Fi AE PA: SRE ITTREE. II TBS SRN SD SE ce,

Factoring General Trinomials

Use your knowledge of FOIL to factor general trinomials.

Lid BTIESULS SrsSoopsy

op x + 7x4 10 = (x + 2)(x + 5)
< |
pes H

a P = 7x + 10 = (« — 2) (x = 5)
b x? — 3x — 10 = (x + 2) (x — 5)
p> 2H kK — 6 = (x-+ 2).(2x — 3)
i
H
SEARS SRE Sie ep yy yyy LEWD
 Factoring Polynomials |69

EXERCISE 15.5
Factor the trinomial.

1. x’? + 5x +6 6. 2x7 + 5x — 3
2. x’? + 5x — 6 7. 6° —x-1
3. y° + 9y — 10 8. 9y? + 9y — 4
4. b’ + 7b — 98
9. 49b* — 21b — 10
Pe a
B.2 = et 10. 1622 — 16z —5
 Jennal
Mia Lickok
Soni. Pasi a |
se
ee

¥
EAE ROSE isa

Pca tno erg ot

emi ean
‘ht tis eo: eb fe ..
tw sara

.
: SE 7
sue £4 oon .
“oP ~ 1S ie

: £ iste +27 ‘ Seem

a WS BF

Factoring Genera 1 MRS.

Use your kraiwindgy at PO tthe,nant Yetpga hinds,

21 a A tS
TO eT SAI ie eerieSoe) ag
fha

ry: iy <a Fy pS ty ; *)

’
a
uw VU
Sol i= % } ‘
as» icne
hy
7
*¥

$ Nixa
}

A alte
seit ae ee Tee e
oe ~*~
 CHAPTER Lb LESSEE LLL AS MES VES MME SER MESS EE LAE SME SRR SALA MULES AEN ERE AMS UES ass SUY Uses ry
sedesecscuyyypuccuyyyruuewcumpy

| Fun damental
Concepts of
i
|

: Rati onal Exp res sio ns

aS aN EE EEE ELLIE S IIS LIE EEELUELLA
ER MLE SEADOO SPM MERLE RSSPREE ELLEN LILES SELNLEE SSIES AN ESERIES BEE EBT Recap

Definition of a Rational Expression

A rational expression is an algebraic expression that can be written as the
ratio of two polynomials. Because division by 0 is undefined, you must exclude
all real values for the variable (or variables) that would make the denominator
polynomial evaluate to 0. Be mindful of this restriction.

| 6
> — — A rational expression with the
| x
EXANPLE restriction
x0,
\ Ix 4 Ohl
>» — — A rational expression with no
| S restrictions on the variable x.
5 ; ,
> — A rational expression with the
fat? restriction
x = 3.
| x1
P rata —A rational expression with the Notiay Ae
restriction ax.
| xz 2. 1
> ay — A rational expression with no
restrictions on the variable x.
71
72 McGraw-Hill Education Algebra |Review and Workbook

State the restrictions, if any, for the following rational expressions.

ee! 6.x —4
"x+4 r 3
5 |
2.75 a
x +3 8 9
ae “x? +9
2257 hael
x =e C x—5
8x My? 72 9
Ca eee CN
ah FL ENO a 3x

nyx "2x +5

TTR
ae A

Reducing Rational Expressions

Before applying
the Fundamental Fundamental Principle of Rational Expressions. If P, Q, and R are
Principle of Rational 3
sblohae
rincipie of

xpressions,
Ratto

polynomials, then —
PREQRPY
=
“P—, provided neither Q nor R has a zero
always make sure QR RO: = Q
that you have value. Hereafter, for convenience, you can assume restricted values are
“euipelen excluded as you work through the problems in this chapter.
polynomials in the
harap tile The fundamental principle allows you to reduce rational expressions to
lowest terms by dividing the numerator and denominator by the GCF.

til ae EE LIER EE SSS Z

rod
o |
= | sx yo 15x yee, ie ae
le 4
» 7 =
oy 30x y 15° y He 155-2 —

Lox 2e-3 ON 3, 8
eS Ts a. ac eke
2 1
xa 2 | gk See bPats) Pe ia hes)
2 is a factor of the
(5-3)
=-1
numerator, but 3 — world alee Soncex) peo Selties 3) # Ue = 3) (53)
itis a term of the
denominator. It is L 2x +6 2(x + 3) 2 (x3) ,
a mistake to divide = = ice
out aterm. x + SHG unde 2) (tek) (x + 2)(x-+3) x2
 Fundamental Concepts of Rational Expressions 2B
i

| aes | wtih
Cie)
ca Bre) x-1

| ey ee (x + I(x +) Raion x+1

x(a—b)+2a—b) (a—b)(x+2) _ BB) +2) (x+2)_

T2
f (a — b) l(a — b) lay 1
i
S ES SRN IEEE NIE EER

EXERCISE 16.2
Reduce to the lowest terms.

; —8x’y ra x’ — 16
” 16xy? x’ — 8x + 16
; 24a°x? 3 z+4z-5
" 32ay “2? +82 +15
: 18x* i 2y° + 4y — 30
30x "3y’ + 21y + 30
, 10x*z° i 3xy° — 27xy
pe " 6xy” + 6xy — 72x

5 22 &+3) 15, 2 — 12a

+36
15x(x + 3) eee ei a

‘ 12xy? "e 4z’ + 16z+4+ 16

* 6x"(x — y) " 6z7 +18z 412

pee
5 PEG pee ccs
— 2xy + y”)
* xy(x?

See
a pean
Arr? t — 25

4x(y — 2z) 19 2x — 10
ss2x*(y — 2z) x? — 10x
+ 25

10a’b° (x — 2)
LOR a 20. — = 8
5b°(a + b) (x" — 8)
74 |McGraw-Hill Education Algebra | Review and Workbook

Building Up the Denominator of a

Rational Expression
To build up the denominator of a fraction, multiply the numerator and
denominator by the same nonzero expression to obtain an equivalent
fraction that has the desired denominator.

BELLE RIIER SEE EE EE ih:

5 ¢
6x 18xy
EXAMPLE
Be Bey. Sy
6x 6x -3y - 18xy

i S

uA
a), x-—Il Q
eee. :
Xe 0
2

td
— («-Db 2
(+2) “&+2)@ —3)
(x—I(x—-3) x — 4x43
(x+2)(%-3) x7 —x—6
IBS SIRES SEO AED SOO SENSES

Lu -
dj

lS
iid :
en as
ee ¢
5—x (x+5)(x—5)
1x ?
(-1)(5—x) (x+5)(x —5)

=x —x(¥+5) — =x —5x
(x—5)
(x +5)\@—5) —- x8 25
 Fundamental Concepts of Rational Expressions |75

‘EXERCISE 16.3
Convert the given rational expression into an equivalent one with the indicated denominator.
Q 4 Q
2 es a ee ae
1. — =
2y 16xy 2
Pont, SORE A oh
8 wal

2 2 4S 2
12. = 753
=
ox Ixy ZO ae Oc

3 2y—6 2
30235 = Fe
30x
13, 3y2 +6
= —____
3y 2 ly) GE 30

iene 2 gtiae S 14 oe ee 2
1 “ze ax
1 4 xo ¢
5. = : =
x x a 2xy 6x7"
2 2
6. Say
— = 18xy
— 16 =
Reo oe 2 tO

2 2 Q
ye: : = ——_—_ 17. Z Se aoe
x+3 (x+3)/ at+5 a'+2a-15
2
geereenrey hee4 ee(
x-3 x -9 Ce te ae)

3x(x + 2) 2 x Z 2
LES (x5— eee eT REET 19, ———_ = —________
2) x —6x+8 3(x +4) 6(x + 4)(4x
+ 1)

: 2 5% 2
ie ee 20. —-—_—_—_—__—_ =
b’ + 5b°
5ab’ (x+4)(x+3) (4+ 4%+3G—D)
 ee ii oe
£4 os
ip ae hot)json aod +6
py

= * a wh ak ‘
Se eee ed ee oe aXoal ty
te ee a , pat S i — a mee =

- ee i. ' ?
 |CHAPTER 1?
|
SSL MES LEE MESENGER TELL LSIALLER DERE BLES EEE LMG LEELA LEASE RESELLERS SLO SIESSLUUUEER SAMEERA

Multiplying and
|
|

| Dividing Rational
i

Expressions
Seneaee = RR Se SE PE EO AS A Rn ac Bat tn anna

Multiplying Rational Expressions

To multiply rational expressions, factor all numerators and denominators completely,
When you are
as needed; divide numerators and denominators by their common factors; and then multiplying rational
multiply the remaining numerator factors to get the numerator of the product and expressions, if
multiply the remaining denominator factors to get the denominator of the product. a numerator or
denominator does
M ALM RAE = not factor, enclose
AMMLL
[
it in parentheses.

eBay !ta pel KE

oe Omitting the
parentheses can
10x° ey.
EXAMPLE
| De lead to a mistake.

- vsa ye
3x’ y — 4xy* When you
> 3x"y =? multiply rational
expressions,

a
you may find it
convenient to

es
naaal GD ry Be +2) x +2 leave your answer
in factored form.
Se pie Always double-

t 3e -6 H e ) 3 e- ) check to make sure

b ta ae (FD ET Set) 5(+x2)

ea
it is in completely
reduced form.

| 77
 i

78 |McGraw-Hill Education Algebra | Review and Workbook

Multiply as indicated.

apa ered 11, +N +2) (%+ 2x +2y)

3b a (x + 2) 2(y +2)
2
2. a ai yy 12. (x — 2)(y + 2) ; (x + 2)(ye 2)
48 y (x + 2)(y—2) (x —2)(y -2)

3, 4x! 10 13,046 fim x—-2

3h x—-3 6x7+415
4. 27x'y’ 16x" 14, 4x-4 xy — xy’
8z° Oxy a eee
S. eS oxo 6bx? 15. —12a+36 6a
Qab’ 8ax°? 7a°b 3a° a’ —3a—18
6 a@tb ab 16 3 Az’ +:16z + 16
a—b a+b 6z’ +18z + 12 4

2
7, —5 XH6xA-2
K- 7 2 el eee
x +6x+8 x? —2x-3 (x? —2xy + y’) xy

3xy (x+y) Sf 2t

9, 2+6 (43) 19.4% — 7 12 ee

a—3 x — x6 x +x—20

TO bik ere vee whee ON Saabs X ct Ae recs ole

4x (x,.-.2)° rele 2X 2x2 lx

Sa ONE re TS RTD TE

Dividing Rational Expressions

To divide rational expressions, multiply the first rational expression (the
dividend) by the reciprocal of the second rational expression (the divisor).
 Multiplying
and Dividing Rational Expressions 79

SES EEN ese

yy 3

>
ye —_—
any =
ey
_..
PA =
3y
og
EXAMPLE 92" 3 4x% — 2x?z
2x?

Le Pas lee Tear «See eT Px 4

<8 — She 4 x” See 6 Bx x +2

_ (x2— 3)De=) GAB GF _ x-1

(x) BT (x29) ~a-33

Divide as indicated.

We ea! a 264) 2
x 5% Sa Oy 25

AES Pie Lise

ae cla
ci eas 3 x -16 x-4
a 4
3 Oxy . Oxy” vk ite age ae
ers ee 15(x + y) 5x
+ 5y

pe st _ 10xy? 4408 401 Oke

; caer’ x 4+9x+18 ° 6x +6
5 2mn . 4mn° 15,2 +14z+49
| 2° 4+9z+14
ligase = 33 gatinpee35 24 — 37 —10
Ga eek 1600
3
Vo eyPe pe
ay 3
pet
2

x x" — y% x +y

7
DC
57
inch caps las
OXY
Ny aRoanoke
ab ah

2 2
8 Tr Age i Mate dell i eae
Ax 6x"

9. 4xyz+ zy 19, Zimin’ | 21mn!

; Sy, Sout b
21.4 2 Dy

10c Ross Ie oF ee oR
 SEXSACISE

a)
ert
*
i
nae
a
|a
’

y 2See Re. Oy nth ee

Gs ¥O i Dyk 4 ST e
hy Say ete i.
‘aa 1
Gee mn <=Fa
fy ge W785 ah
42 4 se. "ic # aes : —_ oy ia
nd ore +12 3
meio
‘ad reeg A“<i at ae ie rey Ob se

re pew! ‘
me pBeee,
= a” ot he :

-_-* ut as + a

Fico “He ee .
ie Z <i.
ana ee tm oA apap 2 e
. Y . : :

Cg Ra Berens
O dhvide ritic cot SMBS sock Rg Ure Gra eubbiient 9 tread Be
divi leas ih ty 4 Peaecaal °ratmalerpeantye
then ‘ divorce! ie of ‘tine Ste"
t 3 pe
ane *e oe . ;
v 4. ea
a —~<- i

oe ee a ee
 CHAPTER 1 NAL SOL NLL LSS DORE MLE AEE EE LESSER
MURS SODAS SOLE AIAN AUN GEER SEUNG
NCSL UES SUEY LES tone

Adding and
Subtracting
Rational
NEN
TT
RES
ENE
E
MLE
ELIE
DD
LE
SEE
LLIN

s
CERN
SSL
Expressions
LESSEE
LEE
LET
EE
LDL
EE
LETRA

:
|
MME EEL
MESMEL LALP?P ALESSI SELILLLEE AMEE
MEL MLE EES SEE AUS BENS UTNE HYPEE a esos etc ee pa

Adding and Subtracting Rational

Expressions, Like Denominators
To add (or subtract) rational expressions that have the same denominators,
place the sum (or difference) of the numerators over the common denominator.
Simplify and reduce to lowest terms, as needed.

ES a. When subtracting
cakes T algebraic fractions,
| x+22x-11_ 3x-9 3(¢<3)© te you must enclose
a Mo Ae a the numerator of
EXAMPLE
Sold ai x oals Gs 1 the second fraction
in parentheses
| wes Ay
4x? ed _ (5x*) — (4x? + ae x1 inl zara Meer
ilt4) because you want
frA(giee A(x + A(x +1 aie x+ 4 i to subtract the
Den Maat
sees (x — ‘ z+)Dac AGT entire numerator,
oe es not just thefirst
4 term.
SIE DNL Uf
81
82 |McGraw-Hill Education Algebra |Review and Workbook

Add or subtract as indicated.

x 4
aad gee! 11.
9 9 x? 16" ix’ —116
ox 2X
ay ae ee 12.
Sy (OY Goa a
3. _* ie 4x 13. gam
xy
wey
xy?
x+5 x+5
4 x 2 x? 25
"(x —2)(x +2) (%—2)(x +2) CO EIk Ss, « + erE15
5. x? 10x
+ 25 Z 6z —9
15.
x? —-25 x’ —25 7 Ae Pe 9
6 x 2% 1 Wea By. “26 ay
16.
eer eG 3x+1 3x+1 10 10
7 2x +2 2h Rae
17. x(x—y) yly—~x)
ya y? a ie y
5 5 5

8 Ce ae eee | Peep ion] Ax? 64

gt Pee ae SeDek renee
16 | ok be ee

9 5X, x |AX 19
7% 4x x
10a 10a 10a Se 3) Se 3) SCD)
10 x* +5x —13 yoo xX 7 PEAS
Bas 15 2x =4)
x? 43x—10 - x 3x= 10 20.
(x + 3)(x—2) (x 43)(x—2)

sree eetLSE ed PSN TA RD aD IU 8 Seve Ce DONE ERE eMC, DOE WS SESE SSCS SE ee eS SN

Adding and Subtracting Rational

Expressions, Unlike Denominators
To add (or subtract) rational expressions that have different denominators: first,
factor each denominator completely; next, find the least common denominator,
which is the least product that is divisible by each denominator; then, convert
each rational expression to one having the common denominator as a
denominator; and, finally, add (or subtract) as for like denominators.
 Adding and Subtracting Rational Expressions |83

on cent names on i aleestar

eA 2x 2) (x 2) )
EXAMPLE 3x
+x" + 2x
(x + 2)(x
— 2)
O89 xes 5x
(x + 2)(x — 2)
bey Wes bas Bk?)
(x + 2)(x
— 2)

Mey <aeal | iN
ee
EXAMPLE
22 2a 2D
S12 1. 20 +) x-(x —3)
632640 | 26 £1) 253)
_ 4x? +2x-2 x?
— 3x
7 2% = 3x+1) Ax —3)(x
+1)
_ 4x’ +2x —2— (x? — 3x)
7 2(x — 3)(x
+1)
_ 4x? +2x —2— x? + 3x
ad! 2(x — 3)(x
+1)
3x7
+ 5x-—2
2(x — 3)(x
+ 1)
= eX a 2)
(x — 3)\(x
+1)

MLE LLL ILLIA

84 McGraw-Hill Education Algebra | Review and Workbook

EXERCISE 18.2 | |

(A:
Add or subtract as indicated.

2x x5 10 gat we —2

5 5 ee ee
2 =
Wx yee Oxy. x-y xy

= ag
3 6
TE
5b+4+4
sgn eee
2a 2b Cae oe le osa a

4. x4 ) een es Matos mee Ais e 2 +5

2x 3y z 2x +5
A(e2) . 226.474) . wise aq?
a od
5, ——————_——__
. —
3x
+ ——_
ee aie SOE 6

Ax? —5 od
ii ed ipo ae ae
6. 3X t+4 t°+8t+16
2
7 aye ieee ne za: Aegis ge?
5x i be 6.) eee+9
gi Pited). tt aly 2) So: a A
4x xy 6y wits qe

19 a —x
ge mee
4 x 2+4x 442x
4 5 x+3
10. x-—2
x+4 <x-2
20. Se
2x? —9) 3(x* —x— 6)

SAE a IP NI SES SNE DSLT RET RTS ON EST

 Simplifying
Complex Fractions

A complex fraction has fractions in its numerator, denominator, or both.

Writing Complex Fractions as Division

Problems to Simplify
One way to simplify a complex fraction is to interpret the fraction bar of the
complex fraction as meaning division.

Lote p+)
EXAMPLE kath olVr x)

85
86 |McGraw-Hill Education Algebra |Review and Workbook

EXERCISE 19.1
Simplify the complex fraction.

A aE
ba
16
ox = zs
(x? — y’) 7. f
—2 ie

2. 8 x 5
(xi y)
32 . aS ee
| x4 +?

2
y
3. B : 4x-ly

ee
ex PS

2
1
4,
tee x 9a°b*

y 10 10c
1 ~ 27abc
5.

Using the LCD to Simplify a Complex

Fraction
Another way to simplify a complex fraction is to multiply its numerator and
denominator by the LCD of all the fractions in its numerator and denominator.

Lj peewee
a
o|
in iin oft +1 x on Sere nal
Pots Gee Seis
Lal F =
see
5
pms
=
Cir) ry
ae neem:
i Gp
peatate
ee died shee Gu cy oa epee ee
aA oA bee y a x a Bs
 Simplifying Complex Fractions |87

Simplify the complex fraction.

4] iol
Sx 5) 2x4
Lat fein
4 x2 .6

4 5 a+b
zs a’ —ab
5 x —16 7. ,
e z=3
peed

x=

|, ; cma
Xie Y 3
4x
15(x +
eae)
abe
pou
2
6x
24
-3
3 9 x
——— ye 3
a x
4 x

oe Melee | & ae
es 10 x—1 a
x x4 Reyes x-—2

5 x-3 x+3 a x—1

sg a
6
cae =a." . - 7 aS 7 Te fs “ics Lie

*‘8
5 aedO48 cpadetpsy

laityihecesphe tation 2 FEES

; a) = A, L ey 5 Ss 7 ewe
a a

ees the LoD

Dito Simplify3
Fraction: © SS) .
4 h a
% hey
Anather way 1 ainglily « conples Prectiagr ip Po ‘agltipty Fs fas aM atnd eos
darkienii: dor be ett liot nil the fecreed (ee ite she ah
4 onsmt
’ \ A
-
ay Y -

Ce
t
lt ’ “e
7 » ° yi = Al) ey hehvniaiie
*
as eae
i “} ae
, / i e i
hoe Pt .. caer aa ~

wes
>
ee
 One-Variable
Linear Equations
and Inequalities

Basic Concepts
An equation is a statement of equality between two mathematical expressions.
Whatever is on the left side of the equal sign is the left side of the equation, and
whatever is on the right side of the equal sign is the right side of the equation.
An equation is true when both the left side and the right side have the same
value. Equations that contain only numbers are either true or false.

MOE YOY OC YY MEME RL th

> 9+ 7 = 16 is true.

Pe 9 -- 7: = 20 ts false:
EXAMPLE
;

A one-variable equation is one that contains only one variable that serves as
a placeholder for a number or numbers in the equation. A one-variable equation
is an identity if it is true for all admissible values of the variable. A one-variable
equation is a conditional equation if it is true for only some values of the
variable, but not for other values. A one-variable equation is a contradiction if it
is false no matter what value is substituted for the variable.
89
90 |McGraw-Hill Education Algebra | Review and Workbook

PEERS x

» 4x +5 =2x + 2x +5 isan identity because any value substituted for x

will result in a true statement.
EXAMPLE
» 2x +3 = 13 isa conditional equation because it is true only when x
equals 5.
» x2 =x -+ 9 is a contradiction because it is false no matter what value is
substituted for x.

State whether the equation is true or false for the given value of the variable.
1. Seeing eee Lie =x 29x = 10
4 py)
2,25
= OOK 6 12. 3x — 27 2 exe SH 158

Bee
xb 9 4 5
2 5
4. —9.22
+ x= 10.25 — 8.43,x
= 7.4 14, —3x —7=14,x=7

5.4x+5=2x+ 2x+5,x = 20 ES. 5x49 = 3x— Le

6.0= 2.4 >=—5 16. 4(x — 6) = 40, x = 16

4x —3-2 1
7. TS —,x=4 17. 0s 4x 2
6x —2 2
8. 4x +5=2x+ 2x+5,x=-—-10 18. x°+ x=6,x=-3
9. 2x=330. X15 dS A oie caegn 0 ae
Rega ae i ks
=S
2 5
,x=Q 20.2% =7 x =—J7

Solving One-Variable Linear Equations

A one-variable linear equation in x is one that can be written in the form
ax + b=c,a +0 where a, b, and c are constants.
 One-Variable Linear Equations and Inequalities 91

SEE

—3x -—7=14 — A one-variable linear equation

2x-+3= 13 — A one-variable linear equation
3
5 aX 1.25 — A one-variable linear equation

3x — 2=7 — 2x — A one-variable linear equation

= 6 — Nota one-variable linear equation Observe that a
: : ' one-variable linear
xe 7 — Not a one-variable linear equation equation contains
only constants and
NONEXAMPLE
AND
EXAMPLE a single variable
raised to the
first power.

To solve a one-variable linear equation means to find a numerical value for

the variable that makes the equation true. The goal in solving a one-variable
linear equation is to get the variable by itself on only one side of the equation
and with a coefficient of 1 (usually understood).
Use the properties of real numbers and simple algebraic tools to solve
equations. An equation is like a balance scale. To keep the equation in balance,
when you do something to one side of the equation, you must do the same thing
to the other side of the equation. As you solve the equation, undo what has been
done to the variable until you get an expression like this: variable = solution.

Tools for Solving One-Variable Linear Equations

» Add the same number to both sides.

» Subtract the same number from both sides.
» Multiply both sides by the same nonzero number. lege
an equation,
» Divide both sides by the same nonzero number. remember that you
must never multiply
or divide both sides
by zero.

Application of one or more of these tools will yield an equation that is

equivalent to the original equation. Equations that have the same solution
are equivalent equations. Decide which operation to do based on what has
been done to the variable. As you proceed, exploit the fact that addition and
subtraction undo each other; and, similarly, multiplication and division undo
one another.
92. McGraw-Hill Education Algebra | Review and Workbook

LOSERS ELLE ELIE NLL LE IEE

VY Solve —3x — 7 = 14.

a Eek
—3x-—-7=14
EXAMPLE
—3x —-7+7=144+7
—3x = 21
—3x 2A
—3 —3
x=--7

Solve = —e™

EXAMPLE

wlun
& | — N =)

yoo
RISES
UUENE NEE YEN EINE YEN

PEROERY ONY ERS IES IE

y

& Solve
5x + 9 = 3x — 1.
|
If the variable 5x +9=3x—-1
EXAMPLE
vce | 5x +9-3x
= 3x—-1-3x
sidesof the
equation, add or een,
subtract a variable lat sae eg ant
expressionto both 2x = —10
sides, so that the De = ANG
variable appears on | ae SS
only one side of the | 2 :
equation. i=)

SLL LDL ELLIS jis

PRESLEY

» Solve 4(x — 6) = 40.

If the equation EXAMPLE 4(x — 6) = 40

contains 4x — 24 = 40
parentheses, use | 4x —24+ 24 = 40-4 24
the distributive 4x = 64
property to i Ax 64
remove them. cra =
4 4
x= 16
 One-Variable Linear Equations and Inequalities 93

When you have

L GONE Dee es
fractional terms,
| 5 you can eliminate
EXAMPLE fractions by
HON re ale (2x 4) multiplying each
{Po AIH &HioEOF GIG term on both sides
5(x — 3) = 2(2x + 4) of the equation by
ax = 15°=*4x"+-8 the least common
denominator.
5x —15—4x = 4x + 8—-—4x
Remember: The
| a 1568 fraction bar isa
| x-154+15=8+4+15 grouping symbol, so
3 enclose numerators
in parentheses as
needed.

For 1 to 18, solve the equation.

ve
ii ater t = 1.25 ob Be ox, ak XEN
4 3 6 f
2-20 = 30) )
¢ ey SES Rey
3. 6x—3=13 8 8 3
a LS Xe eS
4. —9.22
+ x= 10.25 — 8.43 13. aes es REE
2 4 6
5.6x+25=2x+5
14.
oe ee alka
6.x+ 3(x —2)=2x-4 12 16 24

qoteteD wey lor is: 0.05x

= 42
5 2
8.3x+2=6x-4 16. x + .0.08x = 90.72

9.9+x+3=18—-—(x-4) 17. x + 0.7 = 5.4

1.% 1% 18. 0.06% — 0.25 = 0.03x'-+ 0.35

6 2 3

For 19 to 20, write an equation and solve.

19. If one half of x is added to one- 20. If x is added to both the
third of x, the sum is 5. Find x. numerator and denominator

of the fraction = to yield the

AS aie, }
fraction f , what is the value of x?

LAA LLL A PN AN TT LTR TONS ETRE LORE

94 McGraw-Hill Education Algebra |Review and Workbook

Solving Linear Equations with Two or More

Variables for a Specific Variable
Use the tools for solving a one-variable linear equation to solve a linear equation
with two (or more) variables, such as 6x + 2y = 10, for one of the variables in
terms of the other variable(s). As you solve for the variable of interest, simply
treat the other variable(s) in the equation as constant(s).

SEAN EN RVR
g

» Solve 6x + 2y = 10 for y.

sole ee ion:
MWheun s ving Solution
EXAMPLE
6x + 2y = 10 fory, 6x +2y = 10
treat 6x as if it were ecGus +2y—6x = 10 — 6x
a constant. | 2y = 10
— 6x
2y,. 10—6x
2 Z
y =) — 3X
y=—-3x+5

:
SELLS IS OOO ERS HERI EA ERTS AE

LESLIE BILE IIL

> Solve —12x + 6y = 9 for y.

Solution:
EXAMPLE
—12x+6y =9
—12x + 6y 212% = Op 2x
6y =9+12x
ent
tsal 4
6 6
3
= — + 2x
x 2
3
= 25 4 =
: 2

‘SOLE SSE EY ISTEES EEEIENS ss

 One-Variable Linear Equations and Inequalities | 95

> Solve P = 2(L + W) for L.

Solution:
EXAMPLE

P= 2(L BW)
P= 2.4. 2W : ay
2L+2W =P For Ba
hie you can switc
2b 2W.—2W = P= 2W the sides of an
2 =P 2W. equation.
2EnP OW,
Z 4 Z
pestis 2W
Z

Solve for the variable indicated.

1. 2x = 12y, forx 6..C:=

2ar for7

2. 8y = 12x, for y. IV Biter:

3. 6x — 4 = 8y, for y. 8. F = =C + 32,for.

4. y —3 =x, for y. 9. P= 2(L + W), for W.

5. 7y = 2y — (x — 6y), for x. 10. = = -2,for.

Solving One-Variable Linear Inequalities

If you replace the equal sign in a linear equation with <, >, <, or >, the result is
a linear inequality. Solve linear inequalities just about the same way you solve
equations. There is just one important difference: When you multiply or divide
both sides of an inequality by a negative number, you must reverse the direction
of the inequality symbol.
 }

96 McGraw-Hill Education Algebra |Review and Workbook

3

LERNER
LO ENE GERI NI RN IR S

b» Solve —3x —7 < 14.

EXAMPLE —3x-7.<14
| —3x-747<144+7
—3x < 21
i
|
|
|

eal

= Solve 4(x
— 6) > 44.
oe,

a A(x — 6) > 44
4x —24 > 44
4x —244+24 > 444 24
Ax > 68
| ax,68
i 4 4
| x>17
LEO NOE ON LES TEE BOSS IERIE GES

EXERCISE 20.4
Solve the inequality.
1
Lge ghaati Osea pene tes
4 SS eS
2: 94 =30
me ee
3. 6x3 a3 en ae
4.reo.—9.22
+ x<< 10.25
10.25 ——8.
8.43 ey5
5. 6x +25 <2x+5 8: nj Pai fed
ae eed 1 ae ee
6.x+3(x—2)>2x—-4
2 : :
yea. nr opBe 1 Teeed eel
5 2 = er
8.3x+2>6x-—4
12 ig 28
15. 0.05x < 42
9.9+x+3>18-—(x—4)
 CHAPTER 2] thsSore ee eee oe

One-Variable
Quadratic
Equations

Basic Concepts
A quadratic equation in the variable x is one that can be written in the
standard form ax? + bx + c = 0, where a, b, and c are constants with a = 0. Notice that the
nonzero leading
term ina quadratic
Li MMA SSE OHO OT I EE SS ee
equation has
af
a >» 3x? — 2x + 11 =0 isa quadratic equation in standard form. degree 2, and that
i in standard form,
x
Lid
> x? — 7 = 0 is a quadratic equation in standard form. one side of the
equation is zero.
|
LEMME EMM OR

If a quadratic
equation is not in
standard form, you
» In standard form, 2 +x =6isx*+x—6=0. can use algebraic
t
manipulation to
ie
EXAMPLE
In standard form, —4x + 4 = —x* is x* —4x+4=0. write it in standard
form.
> In standard form, (2x — 3) (x + 4) = Ois 2x’ + 5x — 12=0.
|
|
i

97
98 |McGraw-Hill Education Algebra | Review and Workbook

Quadratic equations are always solvable for the variable given; however, in some
instances, the solution will yield complex numbers, not real numbers. The solution
values that make the quadratic equation true are its roots. For the purpose of this
book, the discussion of quadratic equations will be restricted to real number roots.
When you are instructed to solve the equation ax’ + bx + c= 0, find all real
values for x that make the equation true. ~

For 1 to 5, write the quadratic equation in standard form.

12-08. = 3% 4. 10x = 25x* + 1
2. -—6x+9=—-x’ 5. (3x — 1) (2x — 5) =0
3. (x — 3)(x — 5) =0
For 6 to 15, state whether the equation is true or false for the given value of the
variable.

624 6=34 22 SH 3 eS
1.24

7. =6% + 9 = SX x = 3 12. —6x + 9= -—,x

= -3

Say — 3) (x— 5) =0, x= —5 (c= 365) =]=0x7—5

1
912 = 36% 441, x= — 14. («= 3)\(«—5) =0.x%=3
Cte 1
10. (3x — 1) Qx— 5)=0, x = 5 15. (3x — I) Qx—5)=0x%= >

Solving Quadratic Equations of the Form

ax*+c=0
Normally, the first step in solving a quadratic equation is to put it in standard
form. However, if there is no x term (that is, if the coefficient b is zero), then
solve for x’, and thereafter take the square root of both sides.
 One-Variable Quadratic Equations |99

;
7 3
SR

Solve x? — 16=0.
aI sea EEE

tid x =16=0
| x 16+ 16 = 0'+ 16
x = 16

|
x=4orx=—4

| Note: A solution such as x = 4 or x = —4 is usually written x = +4.

EXAMPLE

EXERCISE 21.2.
Solve.

3 x? == 144 12. 180 = 5x’

2. x? —60=4 13. 2x* — 68 = 0

P< —22 =) 14. 4x? = —3x*+ 175
cox = 5x 4-28
15, 25x — x"
8) = 40 =2x7
+9
16. (x + 4) (x — 4) = 84
WwW
bk
An 17. (x + 3) (x -—2) =x

18. (2)Ze
8
19, %~+3)*%—-3) _ g

Pace eae |

16x" = 48
20, %aVE+_ ,
3
Li 3x = 30

ETE ETE DNL LI I ET TELA DITO ITE EE DI NOY a IE DR

100 |McGraw-Hill Education Algebra |Review and Workbook

Solving Quadratic Equations by Factoring

When you solve a quadratic equation by factoring, first make sure the equation
is in standard form. Then factor the nonzero side. Next, apply the zero factor
property that states the following: If the product of two numbers is zero, then
at least one of the numbers is zero. Accordingly, set each factor equal to zero.
Finally, solve the two resulting linear equations for x.

— : Oe

|
& p Solve x’ + 2x= 0 by factoring.
< |
A ex Halt
| =x(%-
2) = 0
| x=0Oorx+2=0
| Ke ONO 6 2

al]
= Pe Solve x +x= 6 by factoring.
<
i x +x =6

|| x x6:
x +x-6=0
(x + 3)(x —2) =0
6 —6

| x+3=0orx-—-2=0
| x= —J0rx=2
|

EXERCISE 21.3
Solve by factoring.
1. x* + 3x —18=0 6. x? + 7x = 18
2.x7°-—9=0 7. 2x°+
7x +6=0
3. x’? — 7x =0 8. x(x — 5) = —4
4. 4x? + 5x =0 9. 2x7 — 8 = 3x? + 6x
5.x°+9=6x 10.x°
— 4x = 12
 One-Variable Quadratic Equations |101

-% 16. x(x— 3) = 10
11. x)/— —1)=6
5 17. (x + 3)8—-—x)=74+x
L2.49x7= 61 18. x? + 15 = 8x

13.x° + 16x+5=41 19. 3x? + 8 = 2x? — 6x

14.0=x°+6x+8 20. 10x — 24 = —x

15. x(x + 5) = 4(x + 3)

Solving Quadratic Equations by Completing

the Square
When you use the technique of completing the square to solve quadratic
; oe ow b c
equations, begin by rewriting the equation in the form x* + —x = ——. Next,
Z a a
add E 2 to both sides of the equation, and then express the variable side as
a
a square. Take the square root of both sides, and solve the two resulting linear
equations for x.

> Solve x? + 2x — 24 = 0 by completing the square.

i

EXAMPLE x? +2x—24=0
x? +2x-24+24=0+24
x’ +2x = 24
| x 4+2x+1=2441
| Ges 9 as bi
| (x +1 = 25
| x+1l=5orx+1=-—5
x=AOrx = —6
102 | McGraw-Hill Education Algebra | Review and Workbook

» Solve x? — 2x = 6 by completing the square.

EXAMPLE x” = 2X en 6

x? —-2x+1=6+1
Xt De 7,
(eb1) 7
x+1= V7 orx +1 =—-v7
i NENT OL

eae cea recep em e777

ERODED RSI ERO EID RS

Solve 2x” + 8x + 3 = 0 by completing the square.

EXAMPLE 2x? + 8x +3=0

2x7-+8x $3=3=043
2x? + 8x = —3
eS SX oeie8
Se SOE
x +4x
= —=

x+4x+4 | | | He nN

(x + 2) |
Nlo
nn nn
x+2=
N
 One-Variable Quadratic Equations 103

EXERCISE 21.4
Solve by completing the square.
1. x? + 3x —18=0 9. 2x* — 8 = 3x’ + 6x
2.x°—9=0 10. x? — 4x = 12
ce scree ceil | 11. x’ + 6x — 40=0
4. 4x°+ 5x=0 12. x’ + 8x + 10=0
5.x 42 9i= 6x 13. (x + 2)? = 8x
6. x? + 7x = 18 14.2+ 4x=x- 8
7, 2x°+7x+6=0 15. x° + 10 = 6x+ 6
8. x(x —5)=-4

Solving Quadratic Equations by Using the

Quadratic Formula
The solution of the quadratic equation ax’ + bx + c = 0 is given by the

quadratic formula: , — —btivVb’ — 4ac . The expression under the radical,

2a
b? — 4ac, is called the discriminant of the quadratic equation. If b* — 4ac = 0,
there is only one root for the equation. If b? — 4ac > 0, there are two real
number roots. And if b? — 4ac < 0, there is no real number root. In the latter
case, both roots are complex numbers because this solution involves the square
root of a negative number.

b Solve 2x? + 2x — 5 = 0 using the quadratic formula.

EXAMPLE
raleb=2yandv= 5
| Bee he rae Oye) 40) 5) «2 24 40
|i 2a 2(2) 4
} 2444-24 400) Moe sil ele Nil) | Stel
he tA 4 4 4 2

zie aedpe| eit

The solution is x = TS ie ig a
it 2
104 |McGraw-Hill Education Algebra | Review and Workbook

DEE SIP? SIBLE AMES IIS

i:
> Solve x? — 6x + 9 = 0 using the quadratic formula.

EXAMPLE
a=1,b=-—6,andc=9

| pa: ve —4ac _ ~(-6) + y(-6)’ — 40)(9) _ 6 + V36 — 36

Zza 2(1) 7 2
| 6+V0 _ $
| 2 2
| The solution is x = 3.

Solve by using the quadratic formula.

1. x? + 3x —18=0 12.x°+
8x+ 10=0

2.x7>-—9=0 13. (x + 2)? = 8x

3. x? — 7x =0 14.2+4x=x-—8

4. 4x°+ 5x =0 15. 7 -+ 10 = 6x + 6

5.x° + 9 = 6x 16. (x + 4) (x — 4) = 84

Sah2
=e
—
170453)
2) Sx
7. 2x? + 7x +6=0 f
18. x|—| = 2
8. x(x — 5) = —4 8

9. 2x? — 8 = 3x° + 6x 19. (x + 3)(x oy 3) megs

10. x? — 4x = 12

We -46x— 40 =0 20, %&—HA+7)

_,
2
CHAPTER cc LESSEE SEM AMER SSM SL ALERE SAME SAEED SRLEE ES ALLER EAMES SAE SS UM LESS SOMES SLULIE. SCMME SMU REALL PERLE DEEL EARLE LLLP MBER SUED

The Cartesian LIT

SRI
LLL
TENE

|
ES
DL
Coordinate
LLL
LSELEL
ELE
ML
SSS
LLL
ELLE
SOULE
Plane ::
|

The Coordinate Plane and Ordered Pairs

The Cartesian coordinate plane (also called the xy-plane) is defined by two
real number lines, one horizontal and one vertical, intersecting at right angles
at their zero points. The two real number lines are the coordinate axes. The
horizontal axis, commonly the x-axis, has positive direction to the right, and

He
OY
OO
AI
nNoRUD

10-9 -8 -7 6 -5 +4 -3 -2 leo on 4 weOm h Oae o. LO

105
106 = McGraw-Hill Education Algebra |Review and Workbook

the vertical axis, commonly the y-axis, has positive direction upward. The two
axes determine a plane. Their point of intersection is called the origin.
In the coordinate plane, each point P in the plane corresponds to an ordered
pair (x, y) of real numbers x and y, called its coordinates. The ordered pair
(0, 0) names the origin. An ordered pair of numbers is written in a definite
order so that one number is first and the other is second. The first number is the
x-coordinate (or abscissa), and the second number is the y-coordinate
(or ordinate). The order in the ordered pair (x, y) that corresponds to a point
P is important. The first coordinate, x, is the perpendicular horizontal distance
(right or left) of the point P from the y-axis. If x is positive, P is to the right of
the y-axis, and if x is negative, it is to the left of it. The second coordinate, y, is
the perpendicular vertical distance (up or down) of the point P from the x-axis.
If y is positive, P is above the x-axis; if y is negative, it is below it.

Point P in a Coordinate Plane

SS
a PU ERI TE RCE

» In the figure shown, the ordered pairs corresponding to points A, B, C, D,

and E are (—7, 4), (—3, 0), (4, 5), (0, —6), and (8, —2), respectively.
EXAMPLE

KEP
OW
TOO
AAR
nNwREUH

1029 8 So bah Ae al
 The Cartesian Coordinate Plane |107

EXERCISE 22.1
In 1 to 5, fill in the blank(s) to make a true statement.
1. The coordinate plane is defined by 4. In the coordinate plane,
two...
+ __anumber lines. the horizontal axis is the
; ae = > swith positive
2. Tie + SIE Ssthe P
: : ; numbers to thee 2ero.
33 6 of
intersection of the x-axis and the =
the origin.
y-axis.
5. In the coordinate plane, the
3. Each point in the coordinate plane
vertical axis is the
corresponds to an
with positive numbers
pair of real numbers.
the origin.

In 6 to 15, for each point shown in the coordinate plane, use integer values to
write its corresponding ordered pair.

—_

XO)
co
Si
“oO
th
OG
JBt
w
Origin
108 |McGraw-Hill Education Algebra |Review and Workbook

Quadrants of the Coordinate Plane

The axes divide the coordinate plane into four quadrants. The quadrants are
numbered with Roman numerals I, II, III, and IV, beginning in the upper right
and going around counterclockwise.
Don't overlook
y
that the quadrants 10
are numbered 94

counterclockwise. 8
it
6
| Quadrant I Quadrant I
5
+ A

3
72
1 Origin

=10+9 -8°7 +6 5 =4 =3 =2 leer apes: Wigenotso

Quadrant HI Quadrant IV

In Quadrant I, both coordinates are positive; in Quadrant II, the x-coordinate is

negative and the y-coordinate is positive; in Quadrant III, both coordinates are
negative; and in Quadrant IV, the x-coordinate is positive and the y-coordinate
is negative. Points that have zero as one or both of the coordinates are on the
axes. If the x-coordinate is zero, the point lies on the y-axis. If the y-coordinate
is zero, the point lies on the x-axis. If both coordinates of a point are zero, the
point is at the origin.

Lad ? wise

a.. (4, —8) — In quadrant IV

<i
fe id (1, 6) — In quadrant I

P (—8, —3) — In quadrant III

» (—4, 2) — In quadrant II

b (0, —2) — On the y-axis

> (3, 0) — On the x-axis

:
{CLI ans
 The Cartesian Coordinate Plane |109

EXERCISE 22.2.
In 1 to 5, fill in the blank(s).
1. The quadrants in a coordinate 4. If the x-coordinate is zero, the
plane are numbered in a point lies on the
direction.
5. If the y-coordinate is zero, the
2. In quadrant II, the x-coordinate is point lies on the

3. In quadrant IV, the x-coordinate

is

In 6 to 20, identify the quadrant in which the point lies or the axis on which it lies.
ype se
6. (1, 3) 15. -3.-2
Tata
oe 16. = |
S(-5—)) Di
9. (10, 0) 17. (0, —1)
10. (-1, 1) 18. (V7,-V7)
11. (6, —5) :
12. (0, 3) a -3.3|
13. (—2.5, 1.5) 2
20. =.0|
14, (4.7, 4.8) 3
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an ta
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Ye Foe Alive a Cheers 2G

aa: f 4 iTbes iE, bow, eo itng ’ =! i _—

i ive ane:in: Sendediehet Ste rTM iARLS He PIETS a oS t2 Cape? at

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> ery a erage

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avers LF ith ardiing mR a 2 pala ary zt,
penta ah ues aie | ~ i ait

ry
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4 ~ ~~ ‘

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 —a = the
SHIMON
BLAU

Coordinate Plane LLL

SELL
LLL
NILES
Le

LLANE LES ELIEIELES:

A

Distance Formula
Use the following formula to find the distance between two points in the To avoid careless
coordinate plane. errors when using
the distance
Distance Between Two Points ‘The distance d between two points formula, enclose
(x, y,) and (x,, y,) in a coordinate plane is given substituted
negative values in
by d= J(x, -x) +y,-”,): parentheses.

Note that if (x,, y,) and (x,, y,) are two points that lie on the same horizontal
line, an application of the distance formula yields the distance between them
as simply Gs =X, . Similarly, if (x,, y,) and (x,, y,) are two points that lie on the
same vertical line, the distance between them is simply |yes y,|

OMELET Ze

» Find the distance between the points (—1, 4) and (5, —3).
y,)= (©, —3). Substitute x, = —1,y,= 4,
Let (x,y,)=(-1, 4) and (x,
EXAMPLE
x, = 5, and y, = —3 into the distance formula:

d = V(x, -—~ +(n-») = ¥(5-Cy +(C3)- 4)

=a =a3-4)
= (6) = 36 +49 = J85
The distance between (—1, 4) and (5, —3) is 85 . Note: Leave this answer
asa radical.
111
112 |McGraw-Hill Education Algebra |Review and Workbook

ER UE SDE TIEN

‘ Find the distance between the points (3, 4) and (—8, 4).

Ve Because
Haiee
(3, 4) and (—8, 4) lie on the same horizontal line, the distance
between these two points is |-8 = 3| = |-1]| =e

ae Find the distance between the points (9, 2) and (9, 10).
a.
x Because (9, 2) and (9, 10) lie on the same horizontal line, the distance
| between these two points is [10 — A== || == 8.
|
3
:
OEE OARS

EXERCISE 23.1
Find the distance between the two points. (Write the exact answer in simplest
radical form for irrational answers.)
1. (6, —5), (4, 2) 4 (-6, 5)
2. (0, 3), (4, —4) 12. (5, 3), (-1, —6)
See 2 2) 13/(=37-=)), (19
4, (7,8), (5,1) 14, (8.7, 4.8), (—8.3, 4.8)
= -3.-3].[ 3] 15. (0, 0), 6, 8)
Bb sro wiNd Dont 16. (—8, 0), (—5, 1)
6. (1, 3), (“1 —3) 1710, —1), (ala)
gO Gd) 18. (V7,—-V7) , (0, 0)
B02, 3) :
9. (10, 0), (15, 0) =.) [3.6
10. (—1, 1), (—5, —4) 20. (—4, 0), (0, 3)
 Formulas for the Coordinate Plane | 113

Midpoint Formula
Use the following formula to find the midpoint between two points in the
coordinate plane.
When you use the
Midpoint Between Two Points The midpoint between two points midpoint formula,
(x, y,) and (x,, y,) in a coordinate plane is the point with be sure to put plus

coordinates: | x, +%, y+F at

2 >
signs, not minus
signs, between the
two x values and
the two y values.

> Find the midpoint between (—1, 4) and (5, —3).

| Let (x, y,) = (-1, 4) and (x,, y,) = (5, —3). Substitute x, = —1, y, = 4,
EXAMPLE
| x,=5,and y, = —3 into the midpoint formula:

Midpoint = uae se) 2 == paca? Ser = aay = jee

Z Z Zz 2 ZZ 2
1
The midpoint between (—1, 4) and (5, —3) is [2.2

i
iULL DMMB LLO SE IE

EXERCISE 23.2
Find the midpoint between the two points.
16) =5),1472) 146. 5) sae)
2503) (=a) 2) (553 (Iu)
Ie 2, =7) 13 (23) ee)
4. (7,8), (5, 1) 14. (8.7, 4.8), (—8.3, 4.8)
= -2,-3] -2 -3| 15. (0,0), (6, 8)
2 4 oie 16. (—8, 0), (—5, 1)
6. (1, 3), (“1 —3) 17. (0, —1), (0, 12)
7. (4, 7); (—3, 5) 18. (V7,—V7),(0,0)
8..(15—2), 0,3) ; ;
9. (10, 0), (15, 0) a -3.3} -2.
104, (54) 20. (—4, 0), (0, 3)

LAL IT LT I PO UE
114 |McGraw-Hill Education Algebra | Review and Workbook

Slope Formula
Two points are You can construct a line through two distinct points in a coordinate plane. The
distinct if they are slope of a nonvertical line through two points describes the steepness or slant
not the same point.
(if any) of the line. To calculate the slope of a nonvertical line, use the following
formula.
Slope of a Line Through Two Points The slope m of a nonvertical line
When you use the
slope formula, be eae :
sure to subtract through two distinct points, (x,, y,) and (x,, y,), is given by m=
the coordinates in provided x, # x,. 2 1
the same order in
both the numerator From the formula, you can see that the slope is the ratio of the change in
and denominator.
That is, x, is the
vertical coordinates (the rise) to the change in horizontal coordinates (the run).
first term in the Ri
numerator, so Thus, Slope = — . The following figure illustrates the rise and run for the slope
y, must be the
un
first term inthe of the line through points P (x,, y,) and P,(x,, y,).
denominator. It is
also a good idea to
enclose substituted
negative values in
parentheses—to
guard against
careless errors.

Rise and Run

Lines that slant upward from left to right have positive slopes, and lines that
slant downward from left to right have negative slopes. Horizontal lines have
zero slope; however, slope for vertical lines is undefined.
 Formulas for the Coordinate Plane |115

SISSY NNER

» Find the slope of the line through the points shown.

EXAMPLE
_

OC
OO
KFENwWPUDNAN

SOS 3 =i) 5 SS Se =) Phen ia Wiss py oye 7 ise) tae

Let (x,, y,) = (7, 5) and (x,, y,) = (—4, —6). Substitute x, = 7, y, = 5,
x, = —4, and y, = —6 into the slope formula:

Pee oad oe ee eet ee ene

The slope of the line through the points (7, 5) and (—4, —6) is 1. Note that
the line slants upward from left to right—so the slope should be positive.
116 |McGraw-Hill Education Algebra | Review and Workbook

tHE: USSU YR OE EOE TIRE SS

fFind the slope of the line through the points shown.

y
EXAMPLE
—_

FSF
BUA
SO
O
NW
©
DN

10-9 -8 -7 -6 -5 4 -3 04-2 624. 3. 6. 9. BOO,

Let (e y,) = (—3, 2) and (% y,) = (1, —7). Substitute =i ae v2

x, = 1, and y, = —7 into the slope formula:

eT) ee eee ee 9
ni=—_
VV = — —
x,—x, 1-(-3) 143 4 4
The slope of the line through the points (—3, 2) and (1, —7) is = :
Note that the line slants downward from left to right—so the slope should
| be negative.

ae ee ee

>» Find the slope of the line through the points (3, 4) and (—8, 4).
Because (3, 4) and (—8, 4) lie on the same horizontal line, the slope of the
EXAMPLE
line is zero.
 Formulas for the Coordinate Plane |117

Find the slope of the line through the points (9, 2) and (9, 10).
Because (9, 2) and (9, 10) lie on the same vertical line, the slope of the line
EXAMPLE
is undefined.

If two lines are parallel, their slopes are equal; and if two lines are
perpendicular, their slopes are negative reciprocals of each other.

LIED NITERII EIS, LOS

Find the slope m, of a line that is parallel to the line through (—3, 4) and

EXAMPLE
Given that two parallel lines have equal slopes, then m, will equal the
slope m of the line through (—3, 4) and (—1, —2); that is, m, = m.
Yr—-Y, — (-2)-4 _-2-4 -6_
i) = SE = = =e
aK, (-1) -—(-—3) -1+3 7

Therefore, m, =m = —3.

MLE DOMED LEEPER SEES

Find the slope m, of a line that is perpendicular to the line through (—4, 2)
and (1, —8).
EXAMPLE
Given that the slopes of two perpendicular lines are negative reciprocals of
each other, then m, equals the negative reciprocal psthe slope m of the
line through (—4, 2) and (1, —8); that is, m, = ——.
m
gy Vey
beIPR 8 Eee 2 VSB
ie Pee)
eee
x,—-x, 1=(-4) 1+4 5
1 l
Therefore, m, = ——

ERO MEER eS
118 |McGraw-Hill Education Algebra | Review and Workbook

EXERCISE 23.3
In 1 to 5, fill in the blank to make a true statement.

1. Lines that slant downward from 4. The slope of a vertical line is

left to right have
ies 5. The slope of a line that is
2. Lines that slant upward from left perpendicular to a line that has
to right have.sis =. 3= slopes, slope . is
3. Horizontal lines have
slope.

In 6 to 16, find the slope of the line between the two points.
6. (6, —5), (4, 2) 11. (1, 3) er —3)

7. (0, 3p (4, —A4) 12. (4, 2, 3: 5)

8. (—2, 1), (—5, —7) 2. (—1, —2), (2; 3)

9. (7, 8), (5, 1) 14. (10, 0), (15, 0)

10. -3,-3] -§ -3| 15. Gas 1), C5, —A4)

In 17 to 20, find the indicated slope.

17. Find the slope of a line that is 19. Find the slope of a line that is
parallel to the line through parallel to the line through
(—1, 4), (2, —3). (0, —8), (—3, 5).
18. Find the slope of a line that is 20. Find the slope of a line that is
perpendicular to the line through perpendicular to the line through
(—1, 4), (—2, —3). (0, —8), (—3, 5).
 CHAPTER 24 NLR MEELIS IESE EME EEE OE

Graphing Lines
:e
e
.
=

LLL
LOSE
SSS
EEE
ALMEINS
EAE
SLLELILLL
SOL

in the Plane ERM

CA
NOMEN
LESSEE

g
Le EL SU RLS TESS LES EOE E SNE SSE DIESELS LEDER EME SSA ME SEE EE LER

b The number b is
G hi
a the y-value of the
Ta in
ve point on the line
E 8 y
where it crosses the
The equation y = mx + b is the slope-intercept form of the equation of a line. y-axis. Thus, the
The graph of y = mx + bisa straight line that has slope m and y intercept b. intersection point
has coordinates
(0, b).

SELLE NMOL ie:

P Graph
y = 3x+ 1.

EXAMPLE
i
The line has slope 3 and y intercept 1. First, plot (0, 1), the point at which
: ; ' 3 Rise
i the line crosses the y-axis. Next, using that the slope irs ta move
;
Run
1 unit right and 3 units up to plot a second point on the line. Then
i

construct a line through the two plotted points.

119
120 |McGraw-Hill Education Algebra |Review and Workbook

y=3xtl

FSF
DWANA
HOA
S&S
NW
OO

-10-9 -8 -7 6 -5 4 -3 -2 ("283 eee

£ Oho F

Zz
{ Graph f= aah +5,

The
EXAMPLE line has slope ne and y intercept 5. First, plot (0, 5), the point at
3 Rise
which the line crosses the y-axis. Next, using that the slope = =f
Run —
move 3 units right and 2 units down to plot a second point on the line.
Then construct a line through the two plotted points.
ee
anne.
ee
ae
 Graphing Lines in the Plane |121

pnmhNtl
tRNA
sects

Fe
hk
OO
O
CO
U/D4
NW

NO Rey IPSO) mand ed ll ON 203 40 Sage

i
LLL DOLE LLIN CLIN

EXERCISE 24.1
For 1 to 5, state (a) the slope and (b) the y-intercept of the graph of the equation.
eae. o 4 y= -58- 5

“ia aa yt ope 5.y=—x+3

3. y= 6x
For 6 to 15, graph the equation.
6. y= —3x+4 ll. y = =-—-x-4

y= —x-1 y+ 6
= —4x
12.

8. y = 6x 13. y= 2x —4
4 1
ie marae 14. y=5x+ 1
2
15. = —x —6

i Fe
122 |McGraw-Hill Education Algebra |Review and Workbook

Graphing Ax + By=C
The equation Ax + By = Cis the standard form of the equation of a line. For
graphing purposes, solve Ax + By = C for y toexpress the equation in slope-
intercept form y = mx + b. Then proceed as in the previous section.
re
eer ES

Graph 2x — 3y = 6.

EXAMPLE
First, solve 2x — 3y = 6 for y:
2x —3y =6
| 2k — ay = 26 = 0— 2x
=—3 y= —2% +6
|
|
ay OK 6
= ; =—3

| :
=-x-2
3

: Next, graph y = = =

| —

OS
OO
CO
DANA
hk
wW
eNO

x
ID SUr seta Ste aes 22) Sy AeiG.
rsa elo

3
‘CUSSED
es apy ease eases
 Graphing Lines in the Plane |123

Graph 3x + 5y = 15.
First,
EXAMPLE solve 3x + 5y = 15 for y:
3x+5y =15
3X a5 VEG S15 ead x
Sy 3x4 15
Oy) Ok SLO
5 ee
y aa

Next, graph y = -=s + 3.

3x + Sy=15

FSF
SO
OO
CO
DNA
UA
NW/HBh
(5,0)
0-9 8 7 6-5 4 33 2 1 x
124 McGraw-Hill Education Algebra | Review and Workbook

For 1 to 5, state (a) the slope and (b) the y-intercept of the graph of the equation.
LX — y= 9 4. 5x+y=-4

2. 3x +y=6 5. x =p =0

36% by =O

For 6 to 15, graph the equation.

6. x— 3y=9 11. 3x — 2y= —6
7. 3x+y=6 12. 5x + 4y = 2
8. x+y=5 13. 28x = 7y = 21
9. 5X + Y =a 14.x
+ 5y= 10
10.x — y=0 15.x
> 2y 30
 Determining the
TERS
ALLELE
ONO
ILENE
ENS
EE
|
i

‘
EEL
SLL28S

Equation of a Line
i

Determining the Equation of a Line Given

the Slope and y-Intercept
When you are given the slope m of a line and the y-intercept b, simply substitute
the given information into y = mx + b to determine the equation of the line.

PLA AON AOE SHY 78 Wb Z

» Write the equation of the line that has slope m = 3 and y-intercept = 5.

EXAMPLE
The equation of the line is y = 3x + 5.

OLED AGES EES

| 1
C2 LMA LMU ALME LLM LDS

» Write the equation of the line that has slope m = 5 and

| y-intercept = —2.
EXAMPLE 1
The equation of the line is y = aE —2.

125
126 = McGraw-Hill Education Algebra |Review and Workbook

Write the equation of the line using the given information.

1 ;
1. m = —1, y-intercept = —5 9. m= Be y-intercept = —1
ey 3
2.1m = a » y-intercept = 4 10. m = -*,y-intercept = 0
1
3. m = 2, y-intercept = —5 11. m = —4, y-intercept = i
De » 5
4.m=— ¥;: y-intercept = 3 12. m = oe: y-intercept = —3

5. m =4, y-intercept = 0 13.m= tay y-intercept = pikes

3 : 7 4 2
os ST eedRel ge Bee 8 14. m = 0, y-intercept = 4
7. m = 5, y-intercept = 2 3
‘ : 15. m = —, y-intercept = —7
8. m = —2, y-intercept = 3 8

Determining the Equation of a Line Given

the Slope and One Point on the Line
When you are given the slope m of a line and one point (x,, y,) on the line,
substitute the given information into the point-slope formula: m = paari,
x —%,
Next, solve for y to obtain y = mx + b, the slope-intercept form of the equation
of the line.
Lay Patent

2 | Problem
eg ‘

<{ i;
>< » Given the slope m = 2 and a point on the line (3, 5), write the equation of
| the line.
_ Substitute the given information into the point-slope formula, and then
solve for y.
pe tees yw
x= Xx,
Sai
pa.
(y — 5) = 2(x — 3)
Va OL 6
bP ispt ee AK Ae)
y=2x-1
The equation of the line is y = 2x — 1.
 Determining the Equation of a Line |127

| Problem
a 1
> Given the slope m = — anda
EXAMPLE
point on the line (—1, 3), write the equation
_ of the line. 2
_ Substitute the given information into the point-slope formula, and then
solve for y.
| eee VED
Bg By
Pod ares
I Bi)
| see ae
2 xt+l
Ay 3). Ae A--1)
2y,—6=x-+1
| 2y-6+6=x4+1+6
2y=x+7
| te es
| 2 js
| AP BEd5:

EXERCISE 25.2
Write the equation of the line with the given slope passing through the
given point.
1. Slope 2, point (4, 2) 9. Slope -?; point (1;°=2)
2. Slope 4, point (0, —2
eee 1 pole 10. Slope 2 , point (—5, 4)
3. Slope a point (—2, —7) 8
3 ;
4. Slope —1, point (—3, —4) 11. Slope Bt point (—2, —3)
5. Slope =»point (0, 0) 12. Slope —3, point (—1, —6)
1
6. Slope —5, point (2, —1) 13. Slope 58 point (—1, 4)

7. Slope -=, point (4, 5) 14. Slope -+DOIN (3,—5)

8. Slope —3, point (—7, —3) 15. Slope oy point (0, 0)

Z
128 |McGraw-Hill Education Algebra | Review and Workbook

16. Slope 5, point (—5, 1)

aks 19. Slope -,[0-5]
17. Slope ao (0, —3)
3 20. Slope 0, (1, 3)
18. Slope —4, [0

ikSAE eek DS aL SON RS A ES UE I I EE,

Determining the Equation of a Line Given

Two Distinct Points on the Line
When two points
are known, you can When you are given two distinct points (x,, y,) and (x,, y,) ona line, first,
choose either point determine the line’s slope by substituting the given information into the slope
to complete the
process of writing formula: m = 227" . Next, proceed as in Lesson 25.2 to use the slope and
Xx, — X,
the equation.
one of the given points to obtain y = mx + b, the slope-intercept form of the
equation of the line.

P Write the equation of the line that contains the points (1, 2) and (3, 4).
|

First,
EXAMPLE determine the line’s slope.
gi i NM ae ME cay

| Khe Ks neg aby)

H

Next, using (x,, y,) = (1, 2), substitute into the point-slope formula, and
| then solve for y.
| Pe eae
| KR,
| Z
| ue x—-—1ee
| = 2) Weel)
Y Sa aexieel
| y-24+2=x-1+4+2
| y=xnrl

The equation of the line is y = x + 1.

|i
LSEase ens opr ranen er
 Determining the Equation of a Line 129

Write the equation of the line that contains the points (3, —7) and (—1, 4).

First,
EXAMPLE determine the line’s slope.

ee ey) tele) Ao 1]
eo x, (—1)-3 —4 4

Next, using (x,, y,) = (3, —7), substitute into the point-slope formula, and
then solve for y.
ey
$$
A ie ame 4

| tae.
| ile pee!)
4 x—3
vapihe sogVurtsil:
4 x—3
A(y +7) = —11(x — 3)
4y +28 —28 = —11x + 33 — 28
4y =—-llx +5
4y — -1lx +5
4 +
= See Mh
z 4 4
i 1 3
The equation of the line is y = ik ag a

OESUS AY ENTE ORAS ST GEE,

Write the equation of the line that contains the two points.
1. (6, —5), (4, 2) 7. (4:7), (3,5)
2. (0, 3), (4, —4) Si (—1,—2),(h 3)
3, 2,1), (—4-7) 9. (10, 0), (15, 0)
4. (7, 8), (5, 1) 10: (—1, 1), (—5, —4)
5. -3,-3} -5 -3) 11. (—6, —5), (—2, —3)
2 4 2 4 12. (5, 3), (—1, —6)
6. (1, 3), (—1, —3) 13. (=3; —2);(-1,4)
130 |McGraw-Hill Education Algebra |Review and Workbook

14. (8.7, 4.8), (—8.3, 4.8) 18. (/7.=/7).0,0)

15. (0, 0), (6, 8) ; :
16. (—8, 0), (—5, 1) +3} [-3.6|
17; (i, 21); 0,12) 20. (—4, 0), (0, 3)
 CHAPTER cb OE SSA REELS LAER SELL ANAL ALEERERSEMSRS EES SEUGION NESE SELB AIEEE SMES ESCM BELLE MELE LLBEAN MAELEE aeaet

Signal Words
and Phrases
LEER
IOUS
LUNAS
AANA
LLL
DEEL
LLLDO D
OLD

Common Signal Words and Phrases for

Addition
Common signal words and phrases that indicate addition are shown in
the following table. Just as in arithmetic, the plus sign (+) is the symbol for
addition.

Signal Word or Phrase ~ [ Example | Algebraic Symbolism

Plus x plus 100 x + 100

Added to 10 added to an integer n ! n+ 10

Sum | The sum of 2x and 3y 2x + 3y

Total of The total of x, y, and z | xyz

More than ] 25 more than 10A | 10A + 25 |

Greater than 5 greater than 8y 8y +5

a Increased by 4m increased by 15 4m + 15

Exceeded by x exceeded by 10 x+ 10 |

131
132 |McGraw-Hill Education Algebra |Review and Workbook

ee
a.» Represent the phrase by an algebraic expression.
x |The sum of 5x and 40 — 5x + 40
| 9 more than 6y — 6y+9
| The total of 4x, 3y, and 7b — 4x + 3y + 7b
| 400 increased by 50x — 400 + 50x

EXERCISE 26.1
Represent the phrase by an algebraic expression.
1. The sum of 55x and 200 9. The sum of 3x and 4y
2. 10 more than 5y 10. 20 added to 5x
3. The total of 2x, 8y, and 9b 11. 11 more than 9x
4. 350 increased by 15x 12. 12 exceeded by 2x
5. 125 increased by 40%B 13. The sum of a’ and b’
6. 4x plus 5 14. 60 greater than 5x
7. The sum of z and 3z 15. c increased by 10%c
8. m exceeded by 15

Common Signal Words and Phrases

for Subtraction
Notice in the table
that the order Common signal words and phrases that indicate subtraction are shown in
of the terms in the following table. Just as in arithmetic, the minus sign (—) is the symbol for
subtraction is subtraction.
important.
Signal Word or Phrase Examples Algebraic Symbolism
Minus x minus 13 ofS
13 minus x 13x
Se upeacadion, 40 subtracted from 5K 5K — 40
5K subtracted from 40 40 —5K
Diderenes The difference of 2x and y i 2x—y
The difference of y and 2x y=2x i
 Signal Words and Phrases |133

LessSapien th |
;27less than 27
less than z
Dh Z
zZ—27
L
25 fewer than 2n 2n — 25
F th
iitie S18 ¢ 2n fewer than 25 25 — 2n
péseicbdb y decreased by 50 y — 50
y 50 decreased by y D0 —.y
370 reduced by 2a 370 — 2a
R
paceSDY 2a reduced by 370 2a — 370
arth 1,000 diminished by B 1,000 — B
eee B diminished by 1,000 B — 1,000

4 Represent the phrase by an algebraic expression.

i
The difference of 50x and 75y
EXAMPLE ey UR LON
t
98 decreased by 4w — 98 — 4w
17b subtracted from 200 — 200 — 17b
600 reduced by 0.05x — 600 — 0.05x
|
i

Hi
ne SE

Represent the phrase by an algebraic expression.

1. The difference of 10x and 5y 9. 30 minus y
2 . 80 decreased by 2w 10. 10 less than 2x
3 . 20b subtracted from 500 11. 5x diminished by 2x
4 . 300 reduced by 0.25x 12. 7n fewer than 12
5. L subtracted from P 13. K less than 100

6 . The difference between c’ and a’ 14. 420 reduced by 5y

7. 200 subtracted from K 15. 8 fewer than 6x

8. x minus 13
134 |McGraw-Hill Education Algebra |Review and Workbook

Common Signal Words and Phrases

for Multiplication
Common signal words and phrases that indicate multiplication are shown in
the following table. Three ways to denote multiplication in algebraic expressions
The times sign are juxtaposition (that is, side-by-side placement), parentheses, and the dot
(x) is not used multiplication symbol (-). Commonly, use juxtaposition and parentheses when
in algebraic
the factors involve variables. Use the dot multiplication symbol or parentheses
expressions.
when the factors are constants.

_ Signal Word or Phrase’ _Example(s) Algebraic Symbolism

Times x times y xy
8 times 45 8 - 45 or (8)(45) or 8(45)

Product The product of 5m and 3n (5m)(3n) or 5m(3n)

Multiplied by 60 multiplied by x 60x

Use the word Twice, double, Twice the quantity (z + 4) 2(z + 4)

quantity to make triple, etc.
your meaning clear,
Of (when it 10 of x 10x
as in the quantity
(z+ 4).
comes between 5% of 200 5%(200)
two numerical 3 3
quantities) y of y re

Square, cube, power The square of x jptpemnainned

The third power of 5 5 5 e405

Never use
juxtaposition to bs Represent the phrase by an algebraic expression.
show multiplication
between constant | The product of 50x and 20
EXAMPLE
— (50x)(20)
factors. Writing the | 56 times 8 — 56-8 or (56)(8)
factors 56 and 8
side by side looks
| 14x multiplied by 3y — (14x)(3y)
like 568, instead 25% of B — 25%B
of the product, 56 |
j
times 8. SOLES AEE LIS SOLES

EXERCISE 26.3
Represent the phrase by an algebraic expression.
1. The product of 5x and y
2. 25 times 3
3. 7x multiplied by 8
 Signal Words andPhrases 135

4. 5% of B 10. d multiplied by 7
5. y multiplied by 3 11. shtimes the quantity (b, + ,)
6. Twice the quantity (/ + w) 12. The cube of r
7. ie of b 13. The product of 50x and 20
8. 3 of 300x 14. Twice x’
9.0.03 of x 15. The fourth power of y

Common Signal Words and Phrases

for Division Observe in the
table that the order
Signal words and phrases that indicate division are shown in the following of the partsina
table. In algebraic expressions, the fraction bar is used to indicate division as division expression
dividend is important.
shown here: ————.
divisor
mae . RE ee . Neither of the
Signal Word or Phrase Examples _ Algebraic Symbolism division symbols,
Divided by a divided by b a sor} ,is
b divided by a b used in algebraic
b expressions.

Quotient The quotient of 60 and 5x 60

The quotient of 5x and 60 5x
DX
60

Ratio The ratio of W to M Ww

The ratio of M to W M
M
W

For every, for each x for every 100 x

100

Per 100c per m 100c Caution: Division by

zero is undefined.
ja For example, —~
Over x over 5 me has no meaning.
5
136 |McGraw-Hill Education Algebra |Review and Workbook

bal POZA LEE SIO LEE LER SIGE URNS

2== » Represent the phrase by an algebraic expression.

. .
=

<t |
>< | 600x
Lil
| The ratio of 600x to 125y = 125

34p
| 34p divided by 17 a aa 3

| 2,500 per 1,000K = csi

eke 1,000K
| The quantity (2x + 1) divided by 4 ~ an

|LESS. SUE EU SEN SE EY EEN EOI EINE NOTES EEN

‘EXERCISE 26.4
Represent the phrase by an algebraic expression.
1. The ratio of 200x to 25y 9. 7x over 2y
2. 14p divided by 7 10. The ratio of a to b
3. 1,500 per 10K 11. The quotient of 2x and 100
4. The quantity (2x — 3) divided by5 12. The quantity (5x + 6) divided by 2
5. The quotient of 100 and 2x 13. 8x divided by 7
6. The ratio of d to 100 14. P divided by B
7. 400 divided by 0.25x 15. The quotient of 600 divided by t
8. C divided by 2zr

Common Signal Words and Phrases

for Equality
Common signal words and phrases that indicate equality are shown in the
following table. Just as in arithmetic, the equal sign (=) is the symbol for equality.

- ee :s :
Signal Word
or Phrase xampte gebraic Symbolism

Equals, is
equal to 0.05n + 0.10d equals 48.85. 0.05n + 0.10d = 48.85

Is, are, will be (2K + 5) + (K+5) willbe 52. | (4K+5)+(K+5)=52

 Signal Words and Phrases |137

Yields, gives 2%(10,000) + 3%x yields 620. | 2%(10,000) + 3%x = 620

; +3 Do not put
Rein 30%x + 60%(500) results in 30%x + 60%(500) = Sepcd: seth
40%(x + 500). 40%(x + 500) Gall br blccleae
Exceeds...by 78 exceeds 3n by 6. 78 == 3n+ 6 symbolism for
Scisikake.

SLEEPER NES

» Represent the statement of equality by an equation.

| 2w + 2(w + 5) yields 78.
EXAMPLE — 2w+2(w+ 5) = 78
| (3n — 10) is equal to (2n + 5). — (3n — 10) = (2n + 5)
| 15x + 6(300 — x) results in 93300). — 15x + 6(3300 — x) = 9(300)
d 20 d 20
| ice equals ae [ae = 05

The signal words and phrases in this chapter are by no means all-inclusive.
However, they are representative of the kinds of words and phrases that typically
occur in word problems.

Represent the statement of equality by an equation.

1. 2/ + 2(1 + 3) yields 52. 9. (J + 13) is 5P.
2. (3x — 5) is equal to (2x + 10). 10. n increased by 3 equals 15.
3. 25x + 10(300 — x) results in 4,500. 11. The sum of x and teis 63.
4. = equals ~ 12. The product of w and (w + 3) yields 70.
5. 6%B yields 57.60. 13. 95 exceeds 5y by 10.
6. 0.25q + 0.10(42 — q) is equal to 5.55. 14. (n + 2) is 10 more than twice (n + 1).
7. 55t + 65t results in 624. 15. ;of x added to ;of x will be 35.
8. c’ equals 8’ + 15’.
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SoBe IES ce SLENDER LLM ELS PAE PME SCE ENILSEAAESPEENE IVS MERSENALE RSS MME SS MUERRL ALL EARLARLMM LBSRRS MARS MLR LANA AWU RLM

Applying Algebra
to Word Problems
Bs IIIEESNCLIELES ELE LER LIES ELIE ES SEL LEE NDR ENE LER EERE SABLE SEASEEES SESSA LIES HUT SSI

Steps in Algebraic Problem-Solving

To be successful with solving word problems, you need to take a systematic Resist the urge
approach. Here are suggested steps for using an algebraic approach to solving to solve ward
word problems. problems by trial
Step 1. Understand the problem. alee! dee
only with simplistic
Is it a problem that fits a familiar type (for example, a number problem, problems and is
percentage problem, mixture problem)? Identify what the problem is asking often futile for
you to determine. In other words, what is the question? Look for words/ mereconplced
° . situations.
phrases such as determine, what is, how many, how far, how much, find, and
so on. Identify the unknown(s) that will lead to a solution.

Step 2. Represent the unknown(s) with variable expressions. Cheocihe tant

letter of the name
As you represent unknowns, make explicit statements such as “Let x = ...” of an unknown
so it is clear what each variable represents. Specify the variable’s units, if as its variable
applicable. representation
can help you keep
In problems with one or more unknowns, assign a variable name to ee ees
one of the unknowns. Next, identify relationships that allow you to express
the other unknowns in terms of that variable. If one of the unknowns
is described in terms of another unknown, designate the variable as the
unknown used in the description. For example, if Josie is twice as old as
Micah, then let M = Micah’s age (in years) and 2M = Josie’s age (in years).

139
140 |McGraw-Hill Education Algebra |Review and Workbook

Step 3. Analyze the question information.

Using the variable representations determined in Step 2, record what you

know including units, if any. Write a statement of equality that accurately
models the facts/relationships in the problem. If units are involved, check
that the indicated calculations will result in proper units (see the next lesson
for an additional discussion of this topic).

Step 4. Use algebraic symbolism to model the problem.

Represent the statement of equality from Step 3 by an equation. Reread the

problem to make sure your equation accurately represents the situation
given.

Step 5. Solve the equation.

Use algebra to solve the equation. For convenience you can omit units while
solving equations, because you have already checked that the results will
have the proper units.

Step 6. State your solution and assess its reasonableness.

State the solution in words. Did you answer the question asked? Did you
include the units, if applicable? Does your solution make sense in the context
of the problem?
Keep in mind that problem solving seldom occurs in a linear fashion. Not
Be flexible.
The process is infrequently, you will have to go back to a previous step. As you gain confidence
systematic, but in your problem-solving ability, you might skip steps, or even combine steps.
not rigid. You can Nevertheless, the problem-solving process explained in this lesson can serve
make impromptu as a guide to assist you in solving a multitude of word problems.
modifications that When looking at the examples in this section, realize there are usually
fit your problem-
multiple ways to solve a problem. You might think of ways to reach the correct
solving style.
solutions other than the ones shown.

LLL AML LM ESLER DELL IOS

One number is 5 times a second number. The sum of the two numbers is 84.
Find the numbers.
EXATIPLE
Represent the unknowns with variable expressions. Let s = the smaller
number. Then 5s = the larger number. Write a statement of equality.
s plus 5s is 84.
Write and solve an equation that represents your statement of equality.
Solve s + 5s = 84,
 Applying Algebra to Word Problems |141

| s+5s
= 84
6s
= 84
| 6s 84
| 2156
| s=14
5s.=170
State the solution in words. The two numbers are 14 and 70.

REN 5 kre Ee iON CRESS

» The sum of two integers is 17 and their product is 72. Find the smaller
2

number.
EXAMPLE
_ Represent the unknowns with variable expressions. Let s = the smaller
number. Then 17 — s = the larger number. Write a statement of equality.
| stimes (17 — s) is 72. When you salves
i quadratic equation,
| Write and solve an equation that represents your statement of equality. you can expect to
obtain two values
Solve s(17 — s) = 72. for the variable,
| both of which
s(17 — s)= 72 make the equation
| iy Ss, se true. Most of the
0=s? —17s +72 time in application
| Seige 2 85.2 problems, the
question will
| (S.= BYS 9) 0 provide information
s$=B8=0o0rs—9 = 0 that will lead you
s = 8 ors = 9 (reject, because s is the smaller number) to reject one of
the two values
State the solution in words. The smaller of the two numbers is 8. obtained.
i
j
i
Dea i

EXERCISE 27.1
For 1 to 4, represent all the unknowns in the statement with variable expressions.
1. The total number of nickels and dimes in a 3. Nidhi’s grandmother is 4 times as old
jar is 759. as Nidhi.
2. There is 30 pounds in a mixture of candy that 4. Kat is 5 years younger than Richard.
sells at $11.50 per pound and candy that sells
at $19.90 per pound.
Solve the next question.
5. One number is 12 more than twice another
number. What are the numbers if their sum
is 72?
142 |McGraw-Hill Education Algebra |Review and Workbook

Be Careful with Units

Word problems often involve quantities that are specified with units (such as
20 inches, 4.5 pounds, 2.5 hours, 5 years, 60 miles per hour, $200, etc.). (See
Appendix A for a Measurement Units and Conversions table.) In mathematical
computations involving units, a completely defined quantity has both a
numerical component and a units component. The units must undergo the
same mathematical operations that are performed on the numerical component
of the quantity. You perform operations on units like you do on numbers.
You can add or subtract units only if they can be expressed as like units.

PEL SOE UE EE YI: COE ESE EEE MEE SIS

sal
=a
= > 20in
+ 15in = 35in
< |
Pp Lbr + 0.5 hr = 1.5 hr
+ 30 min = Lhr

You can multiply and divide units whether they are like or unlike. However,
the resulting product or quotient must have meaning in the context of the
problem.

=H
a> (5 ft)(8 ft) = 40 ft”
Put units that = |
followthewordper i , miles miles
bys desamlnator é (60 miles per hr)(2.5 hr) = [+0 : Jashres [ if lasht)

= 150 miles
|
:
VESSEL
ELLE LDL IT ENE EYEE LES

Compute as indicated.
1. 300 mL + 200 mL ese
0.5 in
2. (50 cm)(20 cm)
25
3, 85° — 10° 7. [Fes
hr
hr)
LSA in)’
4. 376 8. 2%($1,400) + 1.5%($2,000)
9. (10 m)(6 m)(4 m)
, rsmite hr)
ul
10. 4.5 lb - $15 per pound
r
 CHAPTER co § SMEL SHELL ALLE LLU S SSE MER REE Ge ei i a itor

Applications ni
RENE
RAN
IIE

EES

Number Problems
No units are
In number problems, you are given information about one or more numbers. involved in number
Your task is to find the value(s) of the number(s). problems.

EEE DEDIEE LL LEEDS CELL IESE DI NS

> One number is 4 times another number. Twice the sum of the two
numbers is 85. Find the larger number.
EXAMPLE
Represent the unknowns with variable expressions.
Let s = the smaller number. Then 4s = the larger number.
Write a statement of equality.
2 times (s + 4s) is 85.
Write and solve an equation that represents your statement of equality.
Solve 2(s + 4s) = 85.

2(s + 4s) = 85
216s) "=185
10s = 85
age,
10 10
s | oe w

Find 4s, the larger number.

4s = 4(8.5) = 34
State the solution in words: The larger of the two numbers is 34.
i
VLEET IN OO TOGO GMS GER

143
144 |McGraw-Hill Education Algebra |Review and Workbook

Consecutive integers follow each other in order and differ by 1.

The greatest of three consecutive integers is 10 more than twice the second
integer. What is the greatest of the three integers‘
EXAMPLE
Represent the unknowns with variable expressions.
Let n = the first integer, n + 1 = the second integer, and n + 2 = the third
integer (the greatest one).
Write a statement of equality.
| (n + 2) is 10 more than 2 times (n + 1).
| Write and solve an equation that represents your statement of equality.
‘

| Solve (n + 2) = 2(n + 1) + 10.

(n+ 2) = 2(n+1)
+10
| n+2=2n+2+10
|
i
n+2=2n+12
n+2—2n = 2n+12—-2n
| —n+2=12
—n+2-—-2=12-2
;

||
—n = 10
n= -—10
Find n + 2, the greatest integer.

i
n+2=-10+2=-8
| State the solution in words: The greatest of the three consecutive integers
| is:—8.

Consecutive even integers and consecutive odd integers follow each other
in order and differ by 2.

The sum of the first and second of three consecutive odd integers is 35 less
than 3 times the third integer. What are the three integers?
EXAMPLE
Represent the unknowns with variable expressions.
Let n = the first odd integer, n + 2 = the second odd integer, and n + 4 =
the third odd integer.
Write a statement of equality.
The sum of n and n + 2 is 35 less than three times n + 4.

Write and solve an equation that represents your statement of equality.

 Applications |145

| Solve n + (n + 2) = 3(n + 4) — 35.

n+(n+
2) = 3(n+ 4) — 35
| n+n+2
= 3n+12—35
2n +2 = 3n— 23
2n +2 —2n = 3n —23—2n
2=n—23
2+23=n—23+23
Oo i=aN
| Findn+2andn-+4.

n+2=25+2=27

n+4=25+4=29

State the solution in words: The three odd integers are 25, 27, and 29.

EXERCISE 28.1
Solve the following problems.
1. Find the greatest of three 5. A number increased by 8 times
consecutive integers such that the the same number yields 189. What
sum of the greatest plus 5 times is the number?
the least of the three integers
is -250 6. Two-thirds of a number is 86.
: What is the number?
2. The sum of the first and 3 times
7. If a number is increased by 0.08 of
the second of three consecutive
itself, the result is 120.96. What is
even integers is 38 greater than
the number?
twice the third integer. What are
the three integers? 8. A number reduced by 25% of itself
yields 195. What is the number?
3. Two times a certain number is
6 less than 78 minus the same 9. A number divided by z is 10.
number. What is the number? What is the number? 2
4. The square of a positive number 10. The quotient of a number and
exceeds the same number by 12. 0.25 equals 200 less than 6 times
Find the number. the same number.
146 |McGraw-Hill Education Algebra |Review and Workbook

Age Problems
In age problems, comparisons of ages are usually made in specified time periods
(present, future, or past).

SIS

Josie is twice as old as Micah. Five years from now the sum of their ages
will be 52. How old will Josie be in 10 years?
EXAMPLE
Represent the unknowns with variable expressions.
Let M = Micah’s age now (in years). Then 2M = Josie’s age now (in years).
Make a table to organize the information given.
When? ray sage = sage Sum
(in years) (in years) (in years)

M45 Not given

In 10 years
Write a statement of equality that expresses facts shown in the table.
M + 5plus 2M + 5 is 52.
Check units: years + years = years JV
Write and solve an equation that represents your statement of equality.
Solve (M + 5) + (2M + 5) = 52.
(M +5) + (2M +5) = 52
M+5+2M+5=52
3M +10 = 52
3M +10 —10 = 52-10
3M = 42
3M 42
TOG
M=14
Make sure you
answer the
Find (2M + 10), Josie’s age 10 years from now.
question asked. In 2M+ 10 = 2(14)+ 10 = 28 + 10 = 38
this age problem,
after you obtain M, State the solution in words: Josie will be 38 years old in 10 years.
you must calculate
2M + 10 to answer BL EE REEDED LESLIE. SNES 3

the question.
 Applications |147

EXERCISE 28.2
Solve the following problems.
i. Currently, Nidhi’s grandmother is . Kaxon is 12 years younger than
4 times as old as Nidhi. Ten years Samuel. Three years ago, Samuel
ago, Nidhi’s grandmother was 7 was 5 times as old as Kaxon. How
times as old as Nidhi. How old is old is Samuel now?
Nidhi now?
. Loralei is 5 years older than
. Kat is 5 years younger than Jonah. Four years ago, 8 times
Richard. Ten years ago, Richard Jonah’s age equaled 3 times
was twice Kat's age. How old is Loralei’s age. What is Loralei’s
Kat now? present age?
. Currently, Pablo is 4 times as old . Currently, Liam is 4 times as old
as his son. In 16 years, he will be as Henri. Six years ago, Liam was
only twice his son’s age. What are 10 times as old as Henri. What are
their ages now? their ages now?
. Currently, Hayley is one-fifth as . Currently, the sum of the ages
old as her brother Nathan. Four of Candice and her daughter
years from now 3 times Hayley’s Sophia is 45 years. Five years ago,
age will equal Nathan's age. How Candice’s age was 6 times Sophia’s
old is Nathan now? age. What is Sophia’s age now?
. Monette is 6 years older than 10. The sum of the ages of Arbela and
Juliet. In two years, Monette will Loy is 48 years. In eight years,
be twice as old as Juliet. Find their Arbela will be 3 times Loy’s age.
present ages. What are their ages now?

Ratio and Proportion Problems

A ratio is a quotient of two quantities. In word problems, if two quantities are in
the ratio a to b and you know their sum is c, express the two quantities as
ax and bx, where x is a common factor. Next, solve ax + bx = ¢, for x, and then
compute ax or bx, whichever is needed.
148 | McGraw-Hill Education Algebra | Review and Workbook

b The ratio of boys to girls in a classroom of 35 students is 3 to 4. How many

girls are in the classroom?
EXAMPLE
Represent the unknowns with variable expressions.
Let 3x — the number of boys in the classroom and 4x = the number of
girls in the classroom.
Write a statement of equality based on the following fact:
The number of boys plus the number of girls in the classroom is 35.
3x plus 4x is 35.
Check units: No units are needed.
Write and solve an equation that represents your statement of equality.
Solve 3x + 4x = 35

3x + 4x = 35
7X = 35
7x_35
vi 7
KNSD

Find 4x, the number of girls.

4x = 4(5) = 20
State the solution in words: There are 20 girls in the classroom.
You can extend the strategy shown in this problem to three or more
quantities.

NEOGEO
EU EIEN ISS IES ENS EEE

A proportion is a mathematical statement that two ratios are equal. The

statement — = is a proportion and is read “a is to b as c is to d.” The
fundamental property of proportions is that = = 2 if and only if ad = bc. The
numbers a, b, c, and d are the terms of the proportion. The products ad and bc
are the cross products (illustrated below).

ee
b d
 Applications |149

On a map, the distance between two cities is 13.5 inches. The scale on the
map shows that 0.5 inches represents 20 miles. What is the distance, in
EXAMPLE
miles, between the two cities?
Represent the unknown with a variable expression.
Let d = the distance, in miles between the two cities.
Write a statement of equality between two ratios based on the facts given.
The ratio of d to 20 miles equals the ratio of 13.5 inches to 0.5 inches.
. miles —_ inches :
Check units: = V (because the units cancel out on both sides)
miles inches
Write and solve an equation that represents your statement of equality.
d 13.5 in ae
Solve ———— = , omitting units for convenience.
20 miles 0.5in
cess DoD
205, 0.5
ee A aes Solve proportions by setting cross products equal to
| 05d _ 270 each other.

| 0.5 0.5
d = 540
State the solution in words: The distance between the two cities is
540 miles.

LU AER DE. SGVLEES SULE SSIES

EXERCISE 28.3.
Solve the following problems.
1. The ratio of women to men ina 4. An RV can travel 270 miles on
campus service organization of 18 gallons of gasoline. At this rate,
54 students is 4 to 5. How many how many miles can the RV travel
women are in the organization? on 24 gallons of gasoline?
2. Raph earns $97 in 4 hours. At this 5. Two partners divide their profits
rate, how many hours does he for the month in the ratio of
work to earn $485? 3 to 4. How much will each get
in January if the profit for that
3. Kenzie saved $54 in 8 weeks. How month is $3,500?
long, in weeks, will it take her to
save $243 at the same rate?
150 |McGraw-Hill Education Algebra | Review and Workbook

6. A tree casts a shadow of 30 feet, What will be the taxes on a land

while a 6-foot pole nearby casts property assessed at $63,350 if the
a shadow of 5 feet. What is the same rate is used?

heat al pare Lelie 9. Baylee drives 304 miles in 4 hours

7. The ratio of math teachers to without stopping. At this speed,
English teachers attending the how long, in hours, would it take
conference is 2 to 3. How many Baylee to drive 190 miles without
math teachers are in attendance stopping?
if there are a total of 375 math 10. A 4-by-6-inch picture is enlarged,
and English teachers at the so that the longest side is
conference? 15 inches. What is the width, in
8. A homeowner pays $760 taxes on inches, of the enlarged picture?
land property assessed at $38,000.

NLL

Mixture Problems
In a mixture problem, the amount (or value) of a substance before mixing
equals the amount (or value) of that substance after mixing.

P How many milliliters of a 30% alcohol solution must be added to 500

| milliliters of a 60% alcohol solution to yield a 40% alcohol solution?
EXAMPLE
| Represent the unknowns with variable expressions.
Let x = the amount (in milliliters) of the 30% alcohol solution that must
| be added. Then x + 500 = the amount (in milliliters) in the final solution.
Make a table to organize the information given.
When? Percent alcohol Amount Amount of alcohol
| ens os oh Sia os enuers
strength (in milliliters) (in milliliters)
30% x 30%Xx
Before
60% 500 60%(500)
After 40% x+500 | 40%(x+500)
Using the table, write a statement of equality.
30%x plus 60%(500) is 40%(x + 500).
Check units: milliliters + milliliters = milliliters V/
Write and solve an equation that represents your statement of equality.
Solve 30%x + 60%(500) = 40%(x + 500).
 Applications |151

30%x + 60%(500) = 40%(x + 500)

0.30x + 0.60(500) = 0.40(x + 500)
0.30x + 300 = 0.40x + 200
0.30x + 300 — 0.40x = 0.40x + 200 — 0.40x
—0.10x + 300 = 200
—0:10x +300 —300 =200— 300
—0.10x = —100
—0.10x — —100
=0.10°° =0.10
x = 1000
State the solution in words: 1000 milliliters of the 30% alcohol solution
must be added.

EXERCISE 28.4
Solve the following problems.
1. How many milliliters of distilled water must must be added to 400 quarts of milk
be added to 1000 milliliters of a 70% alcohol containing 5% butterfat to make a milk
solution to yield a 50% alcohol solution? mixture that contains 4% butterfat?
. A candy store owner mixes candy that 7. A grocer mixes nuts worth $10 per pound
normally sells for $11.50 per pound and with nuts worth $15 per pound to make a
candy that normally sells for $19.90 per mixture of 90 pounds of nuts to sell at $12
pound to make a 30-pound mixture to sell per pound. To make sure that $12 per pound
at $17.10 per pound. To make sure that $17.10 is a fair price, how many pounds of each
per pound is a fair price, how many pounds should the grocer use in the mixture?
of the $11.50 candy should the owner use in
etre ticre? 8. A coffee shop manager mixes coffee worth
$8 per pound with 20 pounds of coffee worth
. How many ounces of pure vinegar must be $14 per pound to get a mixture that will be
added to 80 ounces of a 10% solution to make sold for $10 per pound. To make sure that $10
a 25% solution? per pound is a fair price, how many pounds
of the cheaper :coffee should the manager use
. How many milliliters of a 10% nitric acid
solution must be added to 1400 milliliters of a in the mixture?
25% nitric acid solution to make a 9. How many liters of a 4% hydrochloric acid
20% nitric acid solution? solution must be added to a 20% hydrochloric
acid solution to obtain 10 liters of a 12%
. How many quarts of 100% antifreeze must be loric acid solution?
added 10 quarts of a 20% antifreeze solution ee aan
to make a 50% antifreeze solution? 10. A butcher mixes ground beef that is 80% lean
with ground beef that is 88% lean to make
. A dairy scientist wants to make a milk 200 pounds of a ground beef mixture that is
mixture that contains 4% butterfat. How 83% lean. How many pounds of each should
many quarts of milk containing no butterfat the butcher use?

A II
LT R SG EA DE EE
 |

152 |McGraw-Hill Education Algebra |Review and Workbook

Of course, in coin Coin Problems

problems, you must
In a coin problem, the value of a collection of coins equals the sum of the values
assume there are
no rare coins in the
collections that of the coins in the collection.
would be worth
more than their
MESES OU SNS IS SID NEE SSIES NII S SI
IERE NSYESS AY;
face values.
> Jude has ajar containing 759 U. S. nickels and dimes that have a total
value of $53.30. How many nickels are in the jar?
EXAMPLE
Represent the unknowns with variable expressions.
Let n = the number of nickels. Then 759 — n = the number of dimes in
the jar.
Make a table to organize the information given.

Denomination Nickels
Face value per coin (in dollars) 0.10 N/A
Number of coins n 759 —n 759
Value of coins (in dollars) | 0.05n | 0.10(759—n) | _53.30
Using the table, write a statement of equality.
0.05n plus 0.10(759 — n) equals 53.30.
Check units: $ + $= $V
Write and solve an equation that represents your statement of equality.
Solve 0.05n + 0.10(759 — n) = 53.30.
0.05n + 0.10(759 — n) = 53.30
| 0.052 + 75.90 — 0.10n = 53.30
—0.05n + 75.90 = 53.30
=0105n'='75:90 = 75.90 = 53.30 — 75.90

|
H
—0.05n
—0.05n _ —22.60
= —22.60

i
—0.05 —0.05
fi =1452

State the solution in words: There are 452 nickels in the jar.

LMAO DD LLL DCE ALENT OS

 Applications |153

EXERCISE 28.5
Solve the following problems.
1. Nashi has a collection of change many dimes as nickels and 6 more
consisting of 200 nickels and pennies than dimes. How many of
dimes. The coins have a total each kind of coin does she have?
value of $13.50. How many dimes
. Joyce has 16 coins consisting of
are in the collection?
quarters and nickels. The total
2. Ennis has $3.10 in nickels and value of the coins is $1.40. How
dimes. He has 14 more nickels many quarters does she have?
than dimes. Find the number
. Willow has $4.30 in nickels and
of each.
dimes, totally 52 coins. How
3. Ronin has $250 in denominations many nickels does Willow have?
of $5 and $10 bills only. He has 3
. Cael has $7.50 consisting of
times as many $5 bills as he has
quarters and nickels. If the
$10 bills. How many of each does
number of nickels is 6 more than
he have?
the number of quarters, how
4. Latsha has 4 times as many $5 many nickels and how many
bills as $1 bills, with the total quarters does Cael have?
amounting to $84. How many
10. Scarlett has 45 coins consisting of
bills of each kind does she have?
nickels, dimes, and quarters, for
5. Jermo received 2 more dimes than a total value of $7.00. The number
quarters in exchange for a $10 bill. of dimes exceeds the number of
How many dimes did he receive? nickels by 5. How many quarters
does Scarlett have?
6. Barb has $2.34 in dimes, nickels,
and pennies. She has 3 times as

Rate-Time-Distance Problems For the formula

d=rt, the time
units for the rate
The distance formula is d = rt, where d is the distance a vehicle travels at a must match the
uniform rate of speed, r, for a given length of time, t. time period units.
 |
154 | McGraw-Hill Education Algebra | Review and Workbook

seme
LTE
cues ae cen
EOELL OIE
LSS, set ocr Liha
HES
Hi LAS

b A car anda van leave the same location at the same time. The car travels
| due east at 70 miles per hour. The van travels due west at 60 miles per
hour. How long will it take for the two vehicles to be 325 miles apart?
EXAMPLE

| Represent the unknown with a variable expression.

Let t = the time in hours the two vehicles will be 325 miles apart.
| Make a table to organize the information given.
| fate = = ~Time Distance
| __ Nehicle _(inmilesperhour) __(inhours)___{inmiles) _
|
|
:
|
| He
325 miles

|
|
The diagram shows that the sum of the distances traveled by the
two vehicles equals 325 miles.
Write a statement of equality that expresses the facts shown: 60f plus 70t is
325 miles.
Check nis [H
hf
E¢)+ |S
ht ] we)= mies + miles = mies v
Write and solve an equation that represents your statement of equality.
Solve 60t + 70t = 325.
60t + 70t = 325
130t = 325
130t 325
130 130
t= 2.5
| 325 miles apart.
State the solution in words: It will take 2.5 hours for the two vehicles to be

|
 Applications 155

EXERCISE 28.6 :
Solve the following problems.
1. One vehicle, traveling at an average speed of 6. How many minutes will it take an airplane
70 miles per hour, leaves city A on the way to flying at an average speed of 550 miles per
city B, a distance of 270 miles. At the same hour to cover a distance of 137.5 miles?
time, a second vehicle, traveling at an average
. Mora and Leith leave on their bicycles
speed of 65 miles per hour leaves city B on
from the same place, but ride in opposite
the way to city A. If both vehicles maintain
directions. Mora rides twice as fast as Leith,
their respective average speeds, in how many
and in 4 hours, they are 24 miles apart. What
hours will the two vehicles pass each other?
is Mora’s average speed in miles per hour?
. At 8 p.m., a car and van leave the same
. Two bicycle riders start at the same time
location. The car travels due east at 70 miles
from opposite ends of a 45-mile-long trail.
per hour. The van travels due west at 60 miles
One rider travels at an average speed of 16
per hour. If both vehicles continue to travel
miles per hour and the other rider travels at
as stated, at what clock time will the two
an average speed of 14 miles per hour. In how
vehicles be 325 miles apart?
many hours after they begin will they meet
. Acar and a truck are 540 miles apart. The each other?
two vehicles start driving toward each other
. A river has a current of 3 miles per hour.
at exactly the same time. The car travels at
A boat travels downstream in the river for
a speed of 65 miles per hour and the truck
3 hours with the current, and then returns
travels at a speed of 55 miles per hour. How
upstream the same distance against the
soon, in hours, will the two vehicles arrive
current in 4 hours. What is the boat’s speed,
at the same location if both continue at their
in miles per hour, when there is no current?
given speeds without making any stops?
10. A car and a bus leave the same location at
. What average speed, in miles per hour, did a
the same time headed in the same direction.
car travel to overtake a bus in 3 hours if the
The average speed of the car is 30 miles per
bus left 1 hour before the car, traveling at an
hour slower than twice the speed of the bus.
average speed of 60 miles per hour?
In 2 hours, the car is 20 miles ahead of the
. Two trains leave a station traveling in bus. What is the car’s average speed, in miles
opposite directions, one at an average speed per hour?
of 55 miles per hour and the other at an
average speed of 50 miles per hour. In how
many hours will they be 315 miles apart?

LL a A LS PA SE SD RN SR I
156 |McGraw-Hill Education Algebra |Review and Workbook

Work Problems
In work problems, the portion of a task completed in a unit time period is the
reciprocal of the amount of time it takes to complete the task. For example, if it
takes Myla four hours, working alone, to paint a hallway, then the portion of the
hallway she can paint in one hour, working alone, is i of the hallway.
Importantly, when two or more individuals (machines, devices, entities, etc.)
The unit time for work together, the portion of the work done per unit time by the first individual
the work done must
plus the portion of the work done per unit time by the second individual plus
be the same for all,
individually and the portion of the work done per unit time by the third individual and so on
combined. equals the portion of the work done per unit time when all individuals work
together.

Re
F
i

» Myla can paint a hallway in 4 hours working alone. Kenton can do the
@

i
same task in 6 hours working alone. How long (in hours) will it take Myla
EXAMPLE
&
s
and Kenton, working together, to paint the hallway?
_ Represent the unknown with a variable expression.
Let t = the time it will take Myla and Kenton, working together, to paint
the hallway.
| Make a table to organize the information given.
_ Portion of Hallway
| oe per Hour
| Myla working alone 4 1

| 4
| Kenton working alone 6 1

| 6
Myla and Kenton working t 1
together :

Using the table, write a statement of equality based on the following fact:
The portion of the hallway done per hour by Myla plus the portion of the
hallway done per hour by Kenton equals the portion of the hallway done
per hour by Myla and Kenton working together.
1 1
riof the hallway per hour plus z of the hallway per hour equals : of the
t
hallway per hour.
Cheon hallway Ashallway da hallway
our hour hour
 Applications 157

Write and solve an equation that represents your statement of equality.

Solve ea oes
4 6 t
1 1 1
pe ee
4 6 t
3 2 1
—+—=-

12 2 t

oe th
12 t

1Lisige eC Rl The time it will

ia a ed take when two or

Bt _ 12
more individuals
(or machines,
eas devices, entities,
fie.
2A etc.) work together
(in a positive way)
is always less than
State the solution in words: The time it will take Myla and Kenton, the least individual
working together, to paint the hallway is 2.4 hours. time.

Solve the following problems.

1. A water tank can be filled by one to do it. How long, in minutes,
pipe by itself in 5 hours and by a will it take to water the lawn if
second pipe by itself in 3 hours. both sprinklers operate at the
How many hours will it take the same time?
two pipes together to fill the tank?
. A tank can be filled with water
. Working alone, Loria can mow a in 16 hours. It takes 20 hours
lawn in 24 minutes, and Darius to drain the tank. If the tank is
can do it in 48 minutes. How empty, how many hours will it
long, in minutes, does it take the take to fill the tank if the drain is
two of them working together to open while the tank is being filled?
mow the lawn? . It takes Jakee 1 hour and
. Kelsey can mow a large field twice 40 minutes to wash the family car,
as quickly as Imogene. Together but it takes her younger sister
they can do it in 2 hours. How 2 hours 30 minutes to do it.
long, in hours, would it take for Working together, how many
each girl to mow the field alone? minutes will it take the two sisters
to wash the family car?
. It takes 40 minutes for one
sprinkler to water a lawn, and . Machine A can produce 500 items
1 hour for a smaller sprinkler in 3 hours. Machine B can do it
158 = McGraw-Hill Education Algebra |Review and Workbook

3 times as fast. If both machines 9. Madison can paint a room in

operate at the same time, how 4 hours, but she and her
long, in hours, will it take them to roommate do it together in
produce 500 items? 3 hours. What portion of the
Uiiiaehineleinidoanehie te oe the roommate paint
9 hours, and a second machine dec: ok
can do it in 18 hours. After the 10. A tank can be filled by one pipe
first machine has operated for in 8 hours and can be emptied by
3 hours, the second machine is another pipe in 12 hours. If the
put into operation and together tank is empty, how long, in hours,
they complete the job. How many will it take to fill the tank if both
total hours did it take to complete pipes are open?
the job?

In word problems,
a percent without
a base is usually Percentage Problems
meaningless. Be
sure to identify the In simple percentage problems use the formula P = RB, where P is the
base associated percentage (the “part of the whole”), R is the rate (the quantity with a % sign or
with each percent
the word percent attached), and B is the base (the “whole amount”).
mentioned ina
problem.
SERA SIERO EG EES ee Ze

» Sasha works at an electronics store that pays sales personnel a commission

rate of 2% on total sales. Last week, Sasha’s sales totaled $2,812. What
commission did Sasha earn last week?

Represent the unknown with a variable expression.

Let P = the amount of Sasha’s commission (in dollars).
Write a statement of equality using the formula P = RB and the
following facts:
Sasha’s commission is P; R is 2%; and B is $2,812.
P equals 2% of $2,812.
Check units: $ = $V There are no units associated with a percent.
Write and solve an equation that represents your statement of equality.
Solve P = (2%)(2,812).
P = (2%)(2,812)
P = (0.02)(2,812) Change percents to decimals or fractions to perform
calculations.
P = 56.24
State the solution in words: Sasha earned $56.24 in commission last week.
 Applications |159

An online store offered a 20% discount on all clothing items during a

2-day sale. Ricardo got $30.80 off the price of a coat he purchased during
EXAMPLE
the sale. What was the original price of the coat?
Represent the unknown with a variable expression.
Let B = the original price of the coat (in dollars).
Write a statement of equality using the formula P = RB and the
following facts:
Se
The original price of the coat is B; R is 20%; and P is $30.80.
$30.80 is 20% of B.
Check units: $ = $ V
Write and solve an equation that represents your statement of equality.
Solve 38.30 = 20%B.
30.80 = 20%B
30.80 = 0.20B
30.80 0.20B
0.20 0.20
154 =.B
State the solution in words: The original price of the jacket was $154.

‘OSLO MEENA LE LEEDS SEERA

OSA EYRE
YEO YEE HU ERNE BES SELLER NS
Lisf
ve a
Oo &
=f
Sophia pays a sales tax of $9.90 on a camera that cost $120. What is the
<t
x i
j
sales tax rate for the purchase?
LJ '
j
Represent the unknown with a variable expression.
j

| Let R = the sales tax rate for the purchase.

| Write a statement of equality using the formula P = RB and the
following facts:
The sales tax rate is R; P is $9.90; and B is $120.

$9.90 is R times $120.

Check units: $ = $V

9.90 = R(120)

9.90 = R(120)
9.90 _ R(120)
120 120
0:0825 ='R
Write the answer as a percent: R = 0.0825 = 8.25%
State the solution in words: The sales tax rate for the purchase is 8.25%.
160 |McGraw-Hill Education Algebra |Review and Workbook

EXERCISE 28.8 ,
Solve the following problems.
1. An online store specializes in 5. A dealer sold a television for $650,
high-security luggage. New yielding a profit of 30% on the
customers get a discount of 15% cost to the dealer. How much did
on the first order. Before sales tax, the dealer pay for the television?
how much money is saved when a 6. Jaylynn works as a salesperson
new customer makes a first order at a computer store. She receives
of a high-security, soft-sided, $600 per week as salary and an
durable, wheeled luggage priced additional 4% commission on
2
ee sales. If Jaylynn received $1,450 as
2. Ash works as a sales clerk at an total salary, what was the amount
electronics store that pays sales of her sales for that week?
personnel a commission rate 7. A number increased by 4% is 52.
of 3% on total sales. What were
What is the number?
Ash’s total sales last week if she
earned $55.35 in commission? 8. A price marked up by 250% is
$210. What is the original price?
3. A customer saved $1,624 on a
dining room set that had an §. What is the sales tax rate if a
original price of $5,800. The customer pays $7.84 sales tax on a
amount saved is what percent of $98 pair of shoes?
the original price?
10. What is 109.3% of $620?
4. Sage paid $216 for a watch. If
the watch was discounted 25%,
what was the regular price of
the watch?

In the formula
| = Prt, the interest
Simple Interest Problems
rate time units
must match the The simple interest formula is I= Prt, where I is the simple interest accumulated
time period units. on a principal, P, at a simple interest rate, r, per time period for t time periods.
 Applications |161

SER
OY RRS RIB ES

i:How many years will it take $10,000 invested at 2% annual interest to earn
| $1,400 in interest? Note: 2% annual interest means a simple interest rate of
EXAMPLE
2% per year.
Represent the unknown with a variable expression.
Let t = the time (in years) it will take the investment to earn $1,400 in

| interest at the given rate.

Write a statement of equality using the formula I = Prt and the
following facts:
The time period is t; I is $1,400; P is $10,000; and r is 2% per year.
|
$1,400 is $10,000 times 2% per year times ¢ (in years).

Check units: $ = 33 ye)

|
|
Write and solve an equation that represents your statement of equality.

Solve 1,400 = (10,000)2%(f).

1,400 = (10,000) (2%)(t)

1,400 = 200t
1,400 _ 200t
200 200
Tat
|
State the solution in words: It will take 7 years for an investment of
$10,000 to earn $1,400 in interest at a rate of 2% per year.

ors LL EE I ER/

EXERCISE 28.9 |
Solve the following problems.
1. How much interest is earned on 4. What is the simple interest rate
$15,000 invested at 1.5% annual per year if an investment of
interest for 8 years? $3,500 earns $262.50 in 5 years?
2. How many years will it take 5. An investment at an annual rate
$5,000 invested at 2% annual of 4% earns $34 less than an
interest to earn $400 in interest? investment at an annual rate of
3%. Find the amounts of the two
3. A teacher invests $4,800 ata investments if the total amount
simple interest rate of 2% per invested is $9,300.
year. How much interest does the
investment earn in 3 years?
162 |McGraw-Hill Education Algebra | Review and Workbook

6. If the interest on a principal the amount of annual interest on

invested at a simple interest rate each investment is the same?
of 2% per year for 2 years is $156, . A federal credit union is offering
what is the principal? 2.5% simple interest on a
. Ari invests a certain amount of certificate of deposit. How much
money at 2% annual interest and interest will a $2,500 certificate
twice as much at 4%. How much of deposit earn at the end of
is invested at each rate if the one year?
total annual interest from both
10. Ace borrowed $2,000 from a
investments is $150?
friend and agreed to pay 12%
. Izy invests $7,000, some of it at annual interest for a period of
2% annual interest and the rest 3 years. At the end of 3 years, how
at 3% annual interest. How much much principal plus interest will
money is invested at each rate if Ace owe his friend?

Geometry Problems
In problems about geometric figures, it is usually helpful to make a sketch to
assist you in visualizing the question information. (See Appendix B for a list of
familiar geometry formulas.)

QOLLE LOBEL EEE SUES

» The length of a rectangular lawn is 3 feet longer than its width. The lawn’s
area is 70 ft”. What is the lawn’s length, in feet?
EXAMPLE
Represent the unknowns with variable expressions.
Let w = the lawn’s width (in feet). Then w + 3 = the lawn’s length (in feet).
| Make a sketch to show the question information.

w Area = lw = 70 ft?

l=wt+3

Write a statement of equality.

70 ft? equals w + 3 times w,
Check units: ft? = (ft)(ft) = ft? /
 Applications |163

| Write and solve an equation that represents your statement of equality.

Solve 70 = (w + 3)(w).

70 = (w + 3)(w)
70 =w +3w Reject negative values for
wi +3w 270. 0 dimensions of geometric
| (w+10)(w—7) =0 figures because dimensions
we = WOT We are always nonnegative.
w = —10 (reject) or w = 7

Find w + 3, the length of the lawn.

w+3=7+3=10
State the solution in words: The length of the lawn is 10 feet.
i
RE

EXERCISE 28.10.
Solve the following problems.
1. The area enclosed byarectangular 6. The measures of two angles of a
fence is 162 m?. The length of the triangle are 42° and 63°. What is
fence is twice its width. What are the measure of the third angle?
the fence’s dimensions, in meters? . ;
7. Ina right triangle, the hypotenuse
2. A rectangular flower box is 36 has a length of 34 centimeters,
inches long, 6 inches high, and and the length of one of the legs
has a volume of 1,728 in®. What is is 16 centimeters. What is the
its width? length of the other leg of the right
triangle?
3. The perimeter of a rectangular
field is 1,700 feet. If the length of 8. The length of a rectangular play
the field is 500 feet, what is the area is 7 feet more than its width.
area of the field in feet”? What is the width of
os ‘s the play area
4, The area of a triangle is 108 if its area is 60 feet”
inches’. Find the length, in inches, 9, What is the diameter of a circle
of the triangle’s base if the altitude whose area is 647 meter’?
COE OS ated 10. If the perimeter of a rectangle is
5. What is the approximate area, 36 centimeters, and one side is
in inches’, of the cross section 2 centimeters shorter than the
of a tree truck that has a other, what are the rectangle’s
circumference of 207 inches ? dimensions?
(Use 1 = 3.14.)

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 CHAPTER ci MESESIEEE LLL ALLER AMLESSEAVLEEE RSE LESS AUER USER LEILA SSUES SME SSM SER SSMOE RS ADE MER MUTE SLE MEER SLOT

:
Introduction to
Functions
:
i

Ba RSTO
IIE OID IRR EERE LET SOBEL ELS CEM ES CELEB SOSUTES LESLIE SLEEME LERNER DEDESSSE EME ELLE EISELE SEE LE NOTE ELE

When discussing
functions, the

Defining a Function
terms x-coordinate,
input value or input,
and x-value are
A function is a set of ordered pairs (x, y) in which each x-coordinate (input interchangeable.
Similarly, the terms
value or x-value) is paired with one and only one y-coordinate (output value or
y-coordinate,
y-value). Thus, in a function no two ordered pairs have the same x-coordinate output value
but different y-coordinates. Often, single letters such as f, g, and h designate or output, and
functions. y-value are
interchangeable.
LOLA LOSE LE LL ALLLLE LE

> f = {(-5,5),(—2,5),(0,5),(2,5),(5,5)} — is a function.

| Ina
EXAMPLE function, y-values of different ordered pairs can be the same.

we {(—3,4),(5,1),(4,3), (6,3),(4,2)}
— is not a function
> a8
i because (4,
j
3) and (4, 2)
have the same
x-coordinate.
|
| In a function, x-values of different ordered pairs are never the same.
— is a function.
P Ales {(—3,9),(—2,4),(—L), (0,0),(1,1),(2,4),(3,9)}

>
:
1 ]
h= [-2.3}(- 14}on.0.2,2.4,0.) — is a function.

ij
i
;i
i
i
LILIES ALIENS EEN EE
165
 166 |McGraw-Hill Education Algebra |Review and Workbook

The domain of a function is the set of all x-coordinates of the ordered pairs
in the function. The range of a function is the set of all y-coordinates of the
ordered pairs in the function.

ca eames LEE EEOOCRR0W ESN

> f = {(—5,5),(—2,5),(0,5), (2,5),(5,5)} — Domain: {—5,—2, 0, 2, 5};

|
EXAMPLE Range: {5}

A y-value that appears multiple times in a function is listed only once in the range.

t = {(-L-5),(0,—3),(,—D2,1),,3)} —+ Domain: {—1, 0, 1, 2, 3};

Range: {—5,—3,—1, 1, 3}
4),(
g = {(-3,9),(—2,(0,0), —1L1
(1,1), ),9)}
(2,4),(3, — Domain: {—3,—2,—1, 0, 1, 2, 3};
Range: {0, 1, 4, 9}

1 1
=? Domain: {—2,—1, 0, 1 ae 3};
h ar -23}(- 15 OC. G48)

i.” ext
Range: el au 1g ps 4, 8
(eo

EXERCISE 29.1
For 1 to 10, state Yes or No as to whether the set of ordered pairs is a function.
1. f = {(—5,—5),(—2,—2),(0,0),(2,2),(5,5)} 6. h = {(1,5),(2,10),(3,15),(4,20),...}
2. f = {(9,—3),(,—1),(0,0)(,1),(9,3)} 7 Pe ie ii |
cape (ee
3 g at ieee ts 1,0),(0,—1);(1,0);,(2,3),
(3,8) 8. f = {(1,4),(2,8),(3,12),(4,16),(5,15),...}

4. {ie {(—3,5)(—2,0),(—1,—3),(0,—4),(1,—3)} 9. baa (3-5

5. h = {(—4,29)(2,2),(5,-11.5),(9,-29.5)}
10. g¢ = {(2,2),(4,—24),(5,—10),(5,0)}
 Introduction to Functions | 167

For 11 to 20, state the domain and range of the given function.
11. f = {(—5,—5),(—2,—2),(0,0),(2,2),(5,5)} 16. h = {(1,5),(2,10),(3,15),(4,20),...}

2. p= {Lo} ieee Wl
Cag ie _ [(8,30),(0,—6),(2,—15),(4,—24),
|
is Ext: |) ole ce ened 18. f = {(1,4),(2,8),(3,12)(4,16),(5,20),...}
ee G8)
1
19. g = (3.-s}
14. g = {(—3,5),(—2,0),(— 1,—3),(0,—4),(1,—3)}

15. h = {(—4,29),(2,2),(5,—11.5),(9,-29.5)} 20. f = {(1,3.5),(2,3.0),(4,2.2),(6,1.4),(9,1.0)}

Evaluating Functions
Evaluating a function means determining an output value that corresponds
to a given input value. In an equation that defines a function f, the function fae anh,
notation f(x) replaces y, and the equation is written in the form: f(x) = an denotes the output
expression that contains only the x variable. The notation f(x) is read “f of x.” that corresponds to
It denotes the output value y when x is the input value. When functions are the input x.
defined by equations, refer to functions by their defining equations (e.g., say,
“the function f(x) = 2x — 3)”.

p Given f(x) = 2x — 3, then f(—1) = 2(-1) -3 = —-2-3=—5.

| To avoid
EXAMPLE careless errors, enclose substituted values in parentheses, when
| needed.
P Given g(x) = x’, then ¢(3) =.(3)? = 9.
, Given h(x) = 2, then h(-2) = 27 = 3 = 7
| Given r(x) = eA then r(0) = pedestal yh
x—2 OR ais, 2
Given f(x) =~w4—~x, then t(—5) = 4 — (—5).
| EN re wn

yy
AOI OE PEST LM
168 |McGraw-Hill Education Algebra |Review and Workbook

When a function is defined by an equation, the domain is the set of all

possible input values from R, the set of real numbers, and the range is the set of
Mathematicians all possible output values from R. If no domain is specified, then it’s understood
use R to represent that the domain is R, except for values that must be excluded. An excluded
the set of real value is a value for the input value that would yield a value for the output that
numbers.
is undefined over R. Routinely, values that lead to division by zero or to square
roots (or even roots) of negative numbers are excluded.

> BA Ne 128s. — Domain: R

> cox — Domain: R

EXAMPLE
» hive) 2% — Domain: R

> "x)= — —; Domain: R,x #2 Hint: Solve x— 2 = 0.

» t(x) =~v4-—x —> Domain :< 4 Hint: Solve 4 — x= 0.

R, x

EXERCISE 29.2
For 1 to 3, evaluate f(x) = +x + 5 as indicated.
1. Find f(—2). 3. Find f E
2. Find f(0).
No
SY

For 4 to 6, evaluate g(x) = 2x? — 5x — 3 as indicated.

4. Find g(—2). 6. Find g(3).

5. Find g(0).
For 7 to 9, evaluate h(x) = 100(2”°) as indicated.
7. Find h(—1). 9. Find h (5).
8. Find h (0).
For 10 to 12, evaluate t(x) = J2x-1 as indicated.
10. Find t(2). 12. Find t (5).
11. Find t(3).
 Introduction to Functions — 169

For 13 to 15, evaluate r(x) — x 7 35 indicated.

13. Find r(—3). 15. Find r(2).
14. Find r(0).

For 16 to 20, state the domain of the given function.

16. f(x) = —3x +5 19. r(x) = —x-12
af ¥
5x
20. t(x) = V2x -1
17. g(x) = aay"

16s) = 32
 ete +
tee lel ee

La
Pipe ? te B, @
baat
 SU ARIES 30 TB RRECEEES EEE SDE LEASE SEEMED EAE ONE EE NDE YEE NE EEE STIRS LIEN UME SOME LO BERLE
LILES ELD ELESLELISIELEEIEENE,

Graphs of Functions
SCHAEBESSSUL EEE LIBEL SSCL SOE LSPS GE MALE LEEALEEELIE LEENA LYSE SIU LES SEEN
SENSESUSS HOLLER BEES ULL DBE TESCO

Vertical Line Test

When a function fis defined by an equation, the graph fis the graph of the
equation y = f(x). Graphs of functions always pass the Vertical Line Test, The graphs of
; ; : nonvertical lines
meaning no vertical line crosses the graph more than once. Use the Vertical ais prachoa
Line Test to visually determine whether a graph is the graph of a function. finctions b-cauce
every vertical
LLL RL
line crosses a
i
Bo, y nonvertical line
only once.
EXAMPLE —» The graph passes the vertical line test, so it is
x the graph of a function.

— The graph does not pass the vertical line test,

: so it is not the graph of a function.

— The graph does not pass the vertical line test,

x so it is not the graph of a function.

171
172 |McGraw-Hill Education Algebra | Review and Workbook

State Yes or No as to whether the given graph represents a function.

i 6.

Sinpe
eat
10.
 Graphs of Functions |173

Zeros and Intercepts Only real zeros

A zero of a function fis an input value that produces a zero output value. (if any) of a function
are x-intercepts
Determine zeros of f by solving f(x) = 0. For functions whose outputs are of its graph. Some
real numbers, the zeros of the function are the same as the x-intercepts of the functions have
function’s graph. An x-intercept of the graph of a function is the x-coordinate zeros that are not
of a point at which the graph intersects the x-axis. A graph can have many real numbers, so
x-intercepts, or it might not have any. these zeros do.
not correspond
to x-intercepts
because these
nonreal number
» For the function f(x) = 2x — 3, find its zeros and x-intercepts (if any). values do not lie on
the x-axis.
Solve 2x — 3 = 0.
EXAMPLE
| 2X = 3:= 0

| 2x-34+3=043
| 2-93

| ax 3
p a)
3
x=-
2
Dae: 5
zero; X = —; x-intercept: —.
2 2

ne OURS eam THY Tei

» For the function g(x) = x° — x —12, find its zeros and x-intercepts
| (if any).
i
EXAMPLE
P Soe a —12 = 0,
n= x ~—12=0
(x — 4)(x
+ 3) =0
x—-A=0o0rx+3=0
w= 40rxe =558

| zeros: x = 4 and x = —3; x-intercepts: 4, —3.

174 |McGraw-Hill Education Algebra |Review and Workbook

b For the function h(x) = 2%, find its zeros and x-intercepts (if any).

EXAMPLE
Solve 2% = 0.

2* — 0 has no solution. This is true because 2* > 0.

| zeros: none; x-intercepts: none
i

A function fcannot
have more than
one y-intercept
because,by The y-intercept is the y-coordinate of the point at which the graph intersects
definition, each x
the y-axis. The graph of a function has at most one y-intercept. If 0 is in the
value in the domain
of fis paired with
domain of f, then f(0) is the y-intercept of the graph of f.
exactly one y value
in the range.
PANNING LLSEGREUIE NS
F
|
> For the function f(x) = 2x — 3, find the y-intercept.
|
j

Determine f (0).
f(0) = 20) — 3 = —3
| y-intercept: —3

» For the function g(x) = x’ — x — 12, find the y-intercept.

ii
i| Determine g(0).
EXAMPLE
EXAMPLE
|
i
90) =40)t S20)212 = 12
| y-intercept: —12

URS SAE ESERIES

lok CTR

® For the function h(x) = 2’, find the y-intercept.

EXAMPLE
Determine h(0).
HO) = 27)
y-intercept: 1
 Graphs of Functions |175

EXERCISE 30.2
For each function, (a) find the zeros and x-intercepts (if any), and (b) find the
y-intercept.
1. f(x) = 2x +10 Ai Ls
2. g(x) = x’ + 5x +6 5
3. A(x) = 1,500(2*) 8. g(x) = 2x’ —5x —3
4 fla)=a 0 Ma)
=5
Wald Go jlaotoy a 1
10. f(x) = -—-x+8
6. h(x) = 3°72! 2

Increasing, Decreasing, and Constant Behavior

A function is increasing on an interval if the output values increase as the
input values increase over the interval. Similarly, a function is decreasing on
an interval if the output values decrease as the input values increase over that
interval. A function is constant on an interval if the output values stay constant
as the input values increase over the interval.

DLLME MLE MERE: BE

semana mecca

EXAMPLE

/i

| This function is increasing when x < 4 and decreasing when x > 4.

|
|
176 =McGraw-Hill Education Algebra |Review and Workbook

EXAMPLE

iNPRBREC acs
This function is increasing when x < —2, decreasing when x is between —2
and 2, and increasing when x > 2.

EXAMPLE

This function is increasing over its entire domain.

 Graphs of Functions |177
FfH

ERLE EEO

EXAMPLE

This function is decreasing over its entire domain.

MME EAMES CNR EA ee

An increasing function is one that is increasing over its entire domain,

a decreasing function is one that is decreasing over its entire domain, and
a constant function is one that is constant over its entire domain. Linear
functions are either increasing, decreasing, or constant functions. Their graphs
do not change direction.

EXAMPLE

Increasing Linear Function

178 |McGraw-Hill Education Algebra |Review and Workbook

/
i
i
Constant Linear Function
|
MMR ROIS SSL
SYIEROEE IME lp NH
 i

Graphs of Functions |179

EXERCISE 30.3 y

Describe the function's increasing, decreasing, and/or constant behavi lor.

180 |McGraw-Hill Education Algebra | Review and Workbook
Graphs of Functions |181
182 |McGraw-Hill Education Algebra |Review and Workbook
Graphs of Functions © 183
 ee | ¢ aot dn, eee LS ae
BRE |evcinsqulttomnaton ages
eal al aoa
a eles
Ne

Pi fi Ber ms Yi Sad
eis = =é@ b Oe
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?
ne be)
bs Pe :
aD ec ee |
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 sss
APTER. 3h PLEPeas MCLEE GLMERESL SALEEM AEE ELLEN LAER A ALE SAMUS
i AMUUES SSUES ALELELPLADMRELA AMES ESM MARR ACLLLEELRLALALAMSEPEAMUS
RSM eas

Common Functions
Ia
UES

i
A
ENTE
SEE

and Their Graphs

a
3

(2)
SR ESOS HLT SLABS
LIES SL RS OE EOE RCEDS SSRN
EES SLES LESSER BOER

|Sees

Linear Functions
The graph of the linear function f(x) = mx + b is a nonvertical line with slope
m and y-intercept b. When m = 0, the graph has exactly one y-intercept, ,

and exactly one x-intercept, el . Thus, the points (0, b) and -2. |are
m m
contained in the graph. The only zero is the real number wad ; thus, the graph
m
: b
crosses the x-axis at the point -2, 0|. If m > 0, fis an increasing function;
m A
and if m < 0, fis a decreasing function.
When m = 0, f(x) = b is the constant function and its graph is a horizontal
line with slope 0 and y-intercept b. Constant functions either have no zeros or
infinitely many zeros according to the following guideline: If b = 0, they have
no zeros; if b = 0, every real number x is a zero.

LEO ERE EEE LESS MLE

» The graph of f(x) = -ss + 6 is a nonvertical line with slope -5and

y-intercept
EXAMPLE 6. Its x-intercept is 12. The function fis a decreasing function.

185
186 |McGraw-Hill Education Algebra |Review and Workbook

| COEUR EIR SE —
» The graph of f(x) = x is a nonvertical line with slope 1 and y-intercept 0.
| Its x-intercept is 0. The function fis an increasing function.
EXAMPLE
The function f(x) = x is the identity function (because it matches each
| input value with an identical output value).

Ry NPE SG BO YI SE
H

> The graph of f(x) = 3x is a nonvertical line with slope 3 and y-intercept 0.
Its x-intercept is 0. The function fis an increasing function.
EXAMPLE
:
| Functions of the form f(x) = kx are directly proportional functions and
| kis the nonzero constant of proportionality.

The slope m of a linear function is its rate of change. Because the slope of
a line is constant, a linear function’s rate of change is constant over its entire
graph. The rate of change describes how the output changes in relation to the
input. For every 1-unit change in the input, there are m units of change in the
output. If the input changes by k units, the output changes by km units.

|
P Given f(x) = 2x + 5, what is the rate of change of f(x) with respect to x?

EXAMPLE
The rate of change equals 2, the slope of f.

aM EEI ESE ES

MME ES I OA ELS BEE

!
» Given f(x) = 4x, if the input changes 3 units, how many units does the
output change?
EXAMPLE
| The change in the output is 4(3) = 12.

|
LEESON
ETI BEEING
 Common Functions and Their Graphs | 187

REA

> Given that the function c(x) = 524 + 75x models the total cost of a hot

|
water heater replacement, where c (x) represents the total cost, in dollars,
EXAMPLE
and x represents the number of hours to complete the replacement. What
is the rate of change of the total cost with respect to the number of hours
| needed to complete the replacement?
The rate of change equals $75 per hour.
;

EXERCISE 31.1
For 1 to 5, fill in the blanks to make true statements.

1. The graph off(x) = —4.5x + 9 is . The function f is

eee= line with slope a(n) 22. increasing
and y-intercept decreasing) function.
__—.. Its x-intercept is
. The graph off(x) = 72 — 3xisa
. The function f is
line with slope
Ai paSio LUNCHOR (ingreasing,
and y-intercept
decreasing) function.
. Its x-intercept is
2. The graph of f(x) = 75x is a . The function f is
line with slope Ai) SS
es oo fincreasing,
and y-intercept decreasing) function.
. Its x-intercept is
4
. The function f is . The graph of f(x) = we + 6
a(n) SDiisuby
ait &(increasing:
decreasing) function. isig 2ee line with slope
and y-intercept
]
3. The graph of f(x) = ae isa . Its x-intercept is
_. The function fis
line with slope a(n)...= (increasing:
and y-intercept decreasing) function.
. Its x-intercept is
For 6-10, answer as indicated.

6. Given f(x) = —3x + 4, what is the . Given the function f(x) = oy

rate of change of f(x) with respect
if the input changes 10 units,
to x?
how many units does the output
change?
188 =McGraw-Hill Education Algebra | Review and Workbook

8. The function p(x) = 15x — 2,500 traveled and t represents the

models the net profit on sales number of hours traveled. What
of a school logo T-shirt, where is the rate of change of the total
p (x) represents the net profit distance traveled with respect to
(in dollars) and x represents the the number of hours traveled?
number of T-shirts sold. What is 10. The function h(t) = 1,000 — 8t
the rate of change of the net profit models the number of gallons of
with respect to the number of water remaining in a 1,000-gallon
T-shirts sold? tank after water has been draining
9. The function d(f) = 65t models for t hours. What is the rate of
the total distance (in miles) change of the height of the water
that a vehicle travels, where d (f) with respect to the number of
represents the total distance hours elapsed?

SSR nebo ARTE SAE RIS a

An absolute
minimum of a
Quadratic Functions
function's graph
is the least output The graph of the quadratic function f(x) = ax’ + bx +c (a#0)isa
value obtained over
the entire domain parabola. The vertex is -2.,ts|- 2. The y-intercept is f(0) = c. When
of the function.
a 2a
An absolute a > 0, the parabola opens upward and the y-coordinate of the vertex is the
maximum of a absolute minimum of f, When a < 0, the parabola opens downward and
function's graph is the y-coordinate of the vertex is the absolute maximum of f. The parabola is
the greatest output
symmetric about its axis of symmetry, a vertical line, with the equation
value obtained over
the entire domain x= Biche through its vertex that is parallel to the y-axis.
of the function. 2a

» The graph of f(x) = x’ — x — 6 isa parabola with vertex 5-2]

EXAMPLE
The y-intercept is —6. The graph’s curve opens upward and the
y-coordinate of the vertex is an absolute minimum of f. The graph is
symmetric about the equation x = is
Zz
 Common Functions and Their Graphs 189

aaron

. > The ay offt (x)= —x* + 6x — 9 is a parabola with vertex (3, 0).
< | The y-intercept is —9. The graph’s curve opens downward and the
EXAMPLE
| y-coordinate of the vertex is an absolute maximum of f. The graph is
| symmetric about the equation x = 3.

AERO

|The ear of ft
(x)= x — 9 is a parabola with vertex (0, —9). The
i
i
i
y-intercept is —9. The graph’s curve opens upward and the y-coordinate of
EXAMPLE
i
; the vertex is an absolute minimum of f The graph is symmetric about the
ii
: equation x = 0.
j

RE

The-zeros of f(x)= ax’ +-.bx +c are thefoot}.of thesduadiatic. equation

ax’ + bx + c= 0. Depending on the solution setof ax? +bx + c= 0, the graph
of a quadratic function might or might not have x-intercepts. Three cases occur:
» If there are two real unequal roots, the parabola will have x-intercepts at
those two values.
» Ifthere is exactly one real root, the parabola will have an x-intercept at
only that one value.
» Ifthere are no real roots, the parabola will not have any x-intercepts.

nop grote EY i th LL

> Find the real zeros and x-intercepts (if any) of f(x) = x* — x — 6.

Solvex? — x —6=0.
EXAMPLE
= % =6 = 0
(x + 2)(x — 3) =0
K+2=00rx-3=0
eas —7 08K =

zeros: X = —2 or x = 3; x -intercepts: —2, 3.

AEOLLES LIIELIIELDERI
190 = McGraw-Hill Education Algebra | Review and Workbook

> Find the real zeros and x-intercepts (if any) of f(x) = —x’ + 6x — 9.
| Solve —x* + 6x —9=0.
EXAMPLE
HK 16x39: = 0
x6" -- 9 = 0
(4 = 3)S0
i
x—-3=0
x 22 3
zero: X = 3; x -intercept: 3.

hereconmesenseracrsomesss EGR AI NEN SO EONS SY)

til SUERONUNG ARE QPEL ACN a

2. » Find the real zeros and x-intercepts (if any) of f(x) =x? +x+1.
<
=| Solvex
+x -+-1=0.
| Q=4,0 = mand os

giana DEEN Bias _ -@) + Var -40@ _ 1+Vi-4 _ eae)

20 2(1) vs 2
= no real number roots

real zeros: none; x -intercepts: none

To graph f(x) = ax’ + bx + c, plot its vertex, its x- and y-intercepts. Sketch a
smooth U-shaped curve through the points. If a > 0, draw the curve opening
upward. If a < 0, draw the curve opening downward.
 Common Functions and Their Graphs |191

Fn

Graph f(x) = x — x — 6.

PAAUPLE

Graphif(x).= 7% tt6%, +9.

EXAMPLE

f(x) =-x?
+ 6x -9
192 |McGraw-Hill Education Algebra |Review and Workbook

EXERCISE 31.2
For 1 to 4, fill in the blanks to make true statements.

1. The graph of f(x) = 2x? — 5x — 3 3. The graph of f(x) = x’ + 10x +

isd coin8-4 . Se with vertex D5 isa. Se rity vertex
SS
= 2 he y-intercept 4} FS ihe y-intercept
ig es Sah graphs is.) 4. The graphs
curve opens. =.= == = and curve opens _____ and
the y-coordinate of the vertex is the y-coordinate of the vertex is
an absollife 2 ou = | off, aniabsoluve,\.- = ory.
The graph is symmetric about the The graph is symmetric about the
CQUAtON: =2255 es equation
2. The graph of f(t) = —t + 100 is 4. The graph of f(x) = —x*° — 2x +
eee with vertex
Aieweonnteens S isa 2 = with vertex
bee Foi Se Nee CeIee De oo 22 hey intercept
is se The graphs 2
is negra
curve opens ______ and curve opens ="= sand
the y-coordinate of the vertex is the y-coordinate of the vertex is
an absolutes Oly, An absonte = etre
The graph is symmetric about the The graph is symmetric about the
equation equation

For 5 to 9, find the real zeros and x-intercepts (if any), of the quadratic function.
Be fik) =k or Sf)
=e
6..f() = —P +100 Sf Qa = 9
7X) =o LOX 25
For 10 to 11, graph the function.
LOSTIX) = ZX toe 5 11. f(x) = =x" — 2x-+8

In 12 to 15, given that the function h(t) = —16t? + 64t + 36 models the height t
in feet of a ball after t seconds of elapsed time, answer the following questions.
12. What is the height of the ball after 14. What is the maximum height
3 seconds? attained by the ball?
13. At what elapsed time will the ball 15. At what time after the ball is in
reach maximum height? the air will its height be zero?
 193
Common Functions and Their Graphs —

Exponential Functions
The function f(x) = b* (b = 1, b > 0) is the exponential function, with base b.
Because b* > 0 for every real number x, the exponential function’s graph
does not cross the x-axis. Thus, there are no zeros and no x-intercepts. The
y-intercept is f(0) = b° = 1. The graph passes through the points (0, 1) and (1, b)
and is located in the first and second quadrants only.

> The following figure shows the graph of the exponential function f(x) = 2".
} | | 2
EXAMPLE

Two important exponential functions are f(x) = 10* with base 10; and
f(x) = e, the natural exponential function, with base e.

”la
atae
aR
mma SLE LION OS LEE OLE S IEE LEE

EXERCISE 31.3
For 1 to 3, evaluate the function using f(x) = 5".
1. f(—2) 3. f(2)

2. f(0)
For 4 to 6, evaluate the function using f(x) = 4 ~.
4. f(—2) 6. f(2)

5. f(0)
For 7 to 9, evaluate the function using f(x) -(}):

7.f(-2) 9.f(2)
8. f(0)
194 McGraw-Hill Education Algebra |Review and Workbook

For 10 to 12, evaluate the function using f(t) = 1,000 (2) “4

10. f(0) 12. f(20)
11. f(4)

For 13 to 15, answer as indicated.

13. The function b (f) = 50(2') 15. The function v(f) = 25,000(.75)'
models the growth of a bacteria models the depreciated value v
population (in millions) over ¢ (in dollars) of a used vehicle over
hours of elapsed time. What is the a period of t years. To the nearest
number of bacteria after 3 hours? cent, what is the value of the
2
14. The function g() = 1,500(1.02)’ vehicle ates Siyeats:
models the growth g of an
investment (in dollars) over a
period of t years. What is the
value of the investment after
2 years?
 SU ee ae en
'

|
,

Introduction to
=
:;
EER
TERS
ALLELE
BESS

|i
|

Systems of Two-
/

TENN
LANIER

Oa
ONES
ARRAN
ee

Variable Equations
ALEC
IND
HREOC
SiSSCS SELLE ISOLA SEU SOLER OLINGER LI SEBEL SSELLE SEE EVEL ESE ELBE
SENINES LESSER ELIE REE SUES EAMES ELE A LLLREESEELALLELLDELLELENIE ELLA

Definition and Terminology for Systems of

Two-Variable Linear Equations
A system of two linear equations in two variables consists of a pair of linear
equations in the same two variables. To solve a system of linear equations in
two variables means to find all ordered pairs of values for the two variables
that make both equations true simultaneously. An ordered pair that makes
an equation true satisfies the equation. When an ordered pair makes both
equations in a system true, the ordered pair satisfies the system.

» Determine whether the given ordered pair satisfies the system.

OLS
EXAMPLE
x=1—y > (2,—1)

Check whether (2,—1) makes both equations true.

y = 2x—-9 x=l1-y
25 1)=29(2) = 5 (2)=1
— (-1)
=) 1 True Dre Laie

The ordered pair (2,—1) satisfies the system because it makes both
equations true simultaneously.
195
no
196 |McGraw-Hill Education Algebra |Review and Workbook

» Determine whether the given ordered pair satisfies the system.

{

| xty=-5
EXAMPLE

| Check whether (1,2) makes both equations true.

3x =y-=1 int Bae rae

3(1) — (2) = 142 =.5
i
Leal Lue 3 = —5 False

| The ordered pair (1,2) does not satisfy the system because it does not
| satisfy both equations.
EIR SER ROLE
WLW EE INS /EREY,

When you are solving a system of two linear equations in two variables, the
standard form of writing them together is as follows:
Ax+By=C,
A,x+ By =C,

a
til Res SI.RGEEEEOWQOTO LAER OIE

2 | Write the system in standard form.

<|
Sb y=2x-5 2, Va ek = Gee
x= T= y x+y=1
> y= 3x =I] 3k SS
6X — 2) = e2 6x —2y = —2

| Viger men 2X. y—2x = 6

P
j :
—_ = i mak rae —X =f Ee: —
3
2? 2?
i

EXERCISE 32.1 |
For 1 to 5, state Yes or No as to whether the given ordered pair satisfies the system.
Justify your answer.
me) Veer ad <i
(—2,1)
5) —2,1 4. oe~ 7eye
2y Re 4 , (0,2)
1.
ax+y=7
¢ y

4x—y=3
2 y , (2,5 Sx dy er?
KO Viel 3 ae Z i ‘ 12°89
3, 4x +2y=8 ee

2X SY SB
 Introduction to Systems of Two-Variable Equations |197

For 6 to 10, write the system in standard form.

6. 27 = 6 — 8x 9, 3 — 2y = —3x

x = 3y—13 6x +2y—9=0

A aii 10, 147 + 7x =2

2x = 3y —8 14x —7y =—11
8. 4x =8—2y
2x+= y—8

Types of Solutions for Systems of

Two-Variable Linear Equations
The solution set of a system is the collection of all solutions. There are three
possibilities: the system has exactly one solution, no solution, or infinitely many
solutions.
A system of two linear equations in standard form has exactly one solution

eee eZ oe infinitely many solutions if A:_ Bi _ GS; or no solution if

A, 2 A, B, C,
In many cases,
AXA ABM see you can mentally
i ee = ee Before you attempt to solve a system of equations, check the
check a system's
2 2
coefficient ratios.
system’s coefficient ratios to determine its type of solution set.

SLL
LLL EEE CES SEEN LE SL Ws Z

Determine the system’s type of solution set.

SLND es Exactly one solution because 72 a, Ie
EXAMPLE
| x+y=l1 1 1

Te ce aD Mies Sao aE Infinitely many solutions because 2° Les

4x —2y = 10 4 —2 10
om rari 2 daa eat coer
> 24x+Y=—5 _,No solution because — = — + —
10x —5y = 15 10 ns) 1D
|
ee
198 |McGraw-Hill Education Algebra |Review and Workbook

Geometrically, you can represent the two equations of a system of linear

equations in two variables as two lines in the coordinate plane. For the two
lines, three possibilities can occur, corresponding to the three possibilities
for the solution set. If the system has exactly one solution, then the two lines
intersect in a unique point in the plane. The ordered pair that corresponds to
the point of intersection is the solution to the system. If the system has infinitely
many solutions, then the two lines are coincident (that is, have all points in
common). If the system has no solutions, then the two lines are parallel in the
plane.

EXAMPLE

: Exactly one solution Infinitely many solutions No solution

i
Ieee
zrnmeunema
ermnmnazemnrye erm cero mrp secs

EXERCISE 32.2
For 1 to 5, state whether the system has exactly one solution, no solution, or
infinitely many solutions.
|a a 4, 7X + l4y =2
2X > 3 y2=—8 14x —7y = -11
2, 4x +2y =8 pik = y= 4
so Ye 4x —2y =8
3 Sto LY mS
6x+2y=9
For 6 to 10, state whether the two lines representing the given system are
intersecting, coincident, or parallel.

6. 2x ty=4 9, 7x +14y=2
2 Bile 7 seek
lax
7, 4x +2y=8 10.2" 23
2x Wea 8 4x —2y= 8
In 2ys= 3
'6x+2y=9
eR 32
| |

OF WO-VdlldaDle :
: :
Petileat: UdtlOns |

Solving Systems of Two-Variable Linear

Equations by Substitution
To solve a system of linear equations in standard form by substitution, do the
following:

Solve one equation for one of the variables in terms of the other Use your judgment
variable. to decide which
variable to solve
In the other equation, replace the variable solved for in Step 1 with for first.
the expression obtained, simplify, and solve for the second variable.
Using the first equation, substitute the value obtained in Step 2 for the
second variable, simplify, and solve for the first variable.
4. State the solution set.

You should check your solution set in the system’s original equations.

199
200 | McGraw-Hill Education Algebra |Review and Workbook

> Solve the system by substitution.

2x—y=0
EXAMPLE
x+y =3
Solve the first equation, 2x — y = 0, for y in terms of x.
2x—y=0
2x-yty=O0+y
2x=y
| Substitute 2x for y into the second equation, x + y = 3, and solve for x.
x + (2x) =3
x 2k = 3
3x =
When solving 3x
by substitution,
3 WwW
wo
&
|
enclose substituted
bee |
values in
parentheses to Substitute 1 for x into the second equation, x + y = 3, and solve for y.
avoid errors. (You can substitute the value for x into either equation.)
Kipp StS
Il+y=3
Bee ee
ye
The solution set is the ordered pair (1, 2).

EXERCISE 33.1
Solve the system. For 1 to 14, Solve the system by substitution.
1.” KiYA 6. 8x —2y= 6
2x+y=7 X= oy = "=—15

2.4x-—y=3 7 x+y=4
ya Oy =e 15 2x —3y
= —8

3. 4x +2y = 8 8. 4x + 2y = 8
2x —3y = —-8 2x+y=-—8

4.-x+2y=4 8. 3x = 2y = 5
2x+y=7 6x + 2y =9

5. 8x 2y=24 10. 7x + 1l4y =2

4x—y=12 4x7 yi
 Solving Systems of Two-Variable Linear Equations 201

ll. 2x—-y=4 13 DXA ye

4x —2y =8 x—2y=1

12.5% + 2y = "3 14. 2x=y+4

For 15, answer as indicated.

15. The sum of two numbers is 25 and

their difference is 2. What are the
two numbers?

Solving Systems of Two-Variable Linear

Equations by Elimination
To solve a system of linear equations in standard form by elimination, do the
following:

. Choosing either variable as a target for elimination, if necessary, You can choose
multiply one or both of the equations by a nonzero constant or either variable as
constants to make that variable’s coefficients sum to zero. the target variable.
Use your judgment
. Add the transformed equations to eliminate the target variable. to decide.
3. Solve for the variable that was not eliminated.

. Substitute the value obtained in Step 3 into one of the original

equations, simplify, and solve for the other variable.
. State the solution set.
202 |McGraw-Hill Education Algebra |Review and Workbook

Lal
=
2 » Solve the system by elimination.
<t
a, eR 4
x+2y =-3
To eliminate x, multiply the second equation by —2.
2x = y= 4
x+2y =-3

2x—-y=4 ge 2x-y=4
Sete re Multiplyby —2 —1x Ay = 6

_ Add the resulting two equations.

2x—-—y=4
—2x—4y =6
—5y+0=10

Solve —5y = 10 for y.

—5y = 10
aby 10
<0) =o
Vere
Substitute —2 for y into one of the original equations, 2x — y = 4, and
solve for x.
2x—y=4
2x —(—2)=4
2x+2=4
2x+2-—-2=4-2
24:22
2x2&2
2 Z
ba |
The solution set is the ordered pair (1, —2).
 Solving Systems of Two-Variable Linear Equations |203

EXERCISE 33.2.
For 1 to 14, Solve the system by elimination.
1 x-—2y=-4 8. 4x +2y= 8
2x+y=7 2x+y=-8
2.4x—y = 3 I-Site
2 3
A= Dy = =13 6x +2y =9

3. 4x +2y = 8 10. 7x + 14y = 2

Zi —Sy == $ 14x —7y = —-11

4.-x+2y=4 ll. 2x—-—y=4

2x + y=7 4x —2y =8

BOX i = OA 12.5x+2y
=3
4x —y=12 2x+3y=-1

6. 8x —2y = 6 13. 7x —l4y=2

Kia Y= = 15 x47= 1

7 2x+y=4 14. 2x=y+4

2x —3y = —8 x+y=5

For 15, answer as indicated.

15. In a group of sheep and chickens,

there are 84 eyes and 122 legs.
How many animals of each type
are there?

Solving Systems of Two-Variable Linear

Equations by Graphing
To solve a system of linear equations by graphing do the following:

; h the two equations. The graphing

Cre q method might yield
. Locate (as accurately as possible) the intersection point on the graph. inaccurate results
due to limitations
. Check whether the ordered pair from Step 2 satisfies both equations. of graphing.
. State the solution set.
204 | McGraw-Hill Education Algebra | Review and Workbook

Solve the system by graphing.

SS
EXAMPLE
ya

The lines appear to intersect at (—1, —4). Check (—1, —4) in both
equations.
3x -—y=1 xty=-5

3(-1) — (-4) =1 (-1)+(-4) =-5

ea wel —5 = —5 True
i ree
The solution set is (—1, —4) because it satisfies both equations.
 Solving Systems of Two-Variable Linear Equations |205

Solve the system by graphing.

1. x=—2y =—-4 6 2x+y=4
2x +y = 7 DX ely.
== 8

2:. 4X aye 3 Tex Ax dy = 5

Key = — 15 2X ty= A

3. 4x +2y = 8 8. 5x4 2y = 3
24 —3¥e— —8 2x +3y=-1

4.-x+2y=4 oot ye
2x+y=7 6x+2y=9

5. 8x:—2 y= 6 10. 3x —2y=5

x= Sy =—=13 6x —4y= 11
 a eee “4
ce.a. adie ge
, ae
Re biislnaaps HbSabse
fie a4
7 ent ' 4 34.

Ar

ie

> a

atentg==

&
=

ng? ‘ 7
a
: i. \) Ses
‘ct ¥
< TS ey 7 A Abs

2= «ia —_" nh ange ~

. ae © Ne BT atigh c+.
‘y ; an! ee : i
= we, 7
; pe ee ee
= < 7

Be to
z )
es
;
eee
‘ he mM
an
cs
eae
aes
oe
sre 5 mete % = ‘: 4
ad

: 4 : Ligh r | a i i a ;
: Tore * a -o or a +8
i
° b Foy 4 =) m i .i arpas| - -iei “>
bo > ae ‘

ae en ee A Syé FP a? ee
Le a Bi 2 | “4 Re wis he és aoe c

dmg “ei a iii<> an.

7 ; ¢
ie fo yi
ba :
5 -}. * ag
are —
..

oes -~

seat
sdiomnabat
“ee iesaignetig
Payal. % <4 ra 9
v J ¢.

oe ?oa | a ‘
.

7>
:e~d.—
r4 =, a Irlpainic nial
“The wateft tate aang” F
apres
a

'
eo ; « J . 4 «
SEER 24

Graphing Systems
of Two-Variable
Inequalities

Graphing Two-Variable Linear Inequalities

The graph of a two-variable linear inequality is the half-plane that contains all
solutions to the inequality. To graph the inequality, do the following: Transform
the inequality into an equivalent form in which you have only y on the left side
of the inequality symbol. Next, replace the inequality symbol with an equal
sign. Then graph the resulting linear function to obtain a boundary line for
the inequality. Use a dashed line for < and >, and a solid line for < and >.
If the inequality contains < or <, shade the portion of the plane beneath the
boundary line. If the inequality > or >, shade the portion of the plane above
the boundary line.

207
208 |McGraw-Hill Education Algebra |Review and Workbook

ea Chis eseee 2
Rewrite
EXAMPLE
3x + y > 4as y > —3x + 4. Graph y = —3x + 4. Usea solid line
and shade the portion of the plane above the line.

GERSON agarose ssi yi enanec i eR

Graph —5x + 2y < 6.

Rewrite
EXAMPLE
5x +2y<6asy < or +3. Graph y = 2x+3.Use a

dashed line and shade the safe of the plane below the boundary line.
 Graphing Systems of Two-Variable Inequalities |209

EXERCISE 34.1.
For 1 to 5, state whether the half-plane Above or Below the boundary line is
shaded in the graph of the linear inequality.
box ye> 5 4.4x—3y<12

2. ox-y>s 5.4—y>0
3.x-—yo4
For
6 to 10, graph the linear inequality.
yoo 9. 4x — 3y < 12
+ Se—y>s 10.4—y>0
8.x—-y>4

Graphing Two-Variable Quadratic Inequalities

The graph of a two-variable quadratic inequality is the half-plane that contains
all solutions to the inequality. To graph the inequality, do the following:
Transform the inequality into an equivalent form in which you have only y on
the left side of the inequality symbol. Next, replace the inequality symbol with
an equal sign. Then graph the resulting quadratic function to obtain a boundary
parabola for the inequality. Use a dashed curve for < and >, and a solid curve
for < and >. If the inequality contains < or <, shade the portion of the plane
beneath the boundary parabola. If the inequality > or >, shade the portion of
the plane above the boundary parabola.
210 |McGraw-Hill Education Algebra |Review and Workbook

a
=a!
» Graphy+4>x°—x—2.

Rewrite y+ 4>x2—x—2asy>x*—x—6.Graphy=x'—x— 6.
<<
a
Use a dashed line and shade the portion of the plane above the boundary
parabola.
|

} x

ae
— | ;
Oo. p Graph—x’ + 6x —9 > y.
<<,

| Rewrite —x’ + 6x -—9> yasy< —x? + 6x — 9. Graph y = —x* + 6x — 9.

Use a solid line and shade the portion of the plane below the boundary
parabola.
 Graphing Systems of Two-Variable Inequalities 211

EXERCISE 34.2.
For 1 to 5, state whether the half-plane Above or Below the boundary parabola is
shaded in the graph of the quadratic inequality.
Lye x A. 20 Sx <y +3
2; 25a ty a8 5.x =y59
Sx > yl
For 6 to 10, graph the quadratic inequality.
6. y > 4x? OF 25x
< Wer 3
TED Vo 10. x°—y<9
Bxxtes yal
 - % Y at ee ee
iG: DBS 1 bests ib ldareibon
: r ; 7 i ‘

hy ; = ee fer ;
a «,
BS v 5

- td - -
J a, +
oe - 5 SP eens at nm
abglocimven ‘yaaa a Oe OE ;
ead.
G8

-tio en Mat

ie ea ae .

ae wets sefs id Suasperdentag

a ; ? =" oe
psaa ae a > tal ye Lge “haya Pt Te 1’
ited Ligueane «hate “ef raewthn, ee eS vps ave va os
ae eT re Peis : * 2 tae : 7 5,
ah
_ 7 -

ae
APPENDIX AR EOS MESS ALLER SEE EL LEE SELES AMEE

IN

Measurement Units
and Conversions
| : : | =
HESAEE
EARN
ERLLLLIED
ENTS
NEE
OUOEREEAO
EEE
EREE
ON
ERERN

be
2SSH
N

U.S. Customary Units — Conversion —

Length | 2
Inch (in) 1
lin = — ft
Z
Foot (ft) hit—=12:in
Yard (yd) 1 yd = 36 in
lyd=3ft
Mile (mi) 1 mi = 5,280 ft
1 mi = 1,760 yd
Weight |
Pound (Ib) 1 lb = 16 02
Ton (T) 1 T = 2,000 lb

Fluid ounce (fl oz) 1

1floz=—c
8

Cup (c) ieee iLo7

Pint (pt) Ipt=2c
Quart (qt) Lqt=32 il 07
lqt=4c
1 qt=2pt
Gallon (gal) 1 gal = 128 fl oz
1 gal= l6c
1 gal = 8 pt
|
213
1 gal=4qt
214 |Measurement Units and Conversions

Metric Units Conversion

Length
Millimeter (mm) 1
Limm =:0,001m =——— in
1000

Centimeter (cm) 1cm= 10mm

Meter (m) 1m= 1000 mm
1m= 100cm |
Kilometer (km) 1 km = 1000 m

Milligram (mg) 1
ling = 0.001. = —_—
2 8 = i000 °
| Gram (g) 1 g = 1000 mg
Kilogram (kg) 1kg = 1000 g
Capacity
Milliliter (mL) 1
1 mL = 0.001 L= —— L
1000 |

Liter (L) 1L= 1000 mL

Time Conversion
Second (s) l
ls = — min
60

Minute (min) 1 min = 60s

Hour (hr) 1 hr = 3600s |
1 hr = 60 min
Day (d) lid=24 hr
Week (wk) 1 wk =7'd
Year (yr) yr = 3620
l yr = 52 wk
Triangle
height h
base b . 7
sides a, b, andc

Area = ar
Z
Perimeter =a+b+c
Sum of the measures of the interior angles = 180°

Right Triangle
Pythagorean theorem: a* + b* =c’

Square
side s
Area = s’
Perimeter = 4s ;

215
216 |Geometry Formulas

Rectangle
length /
width w
Area = lw
Perimeter = 2] + 2w = 2(/ + w)

Parallelogram
height h
base b
width a
Area = bh
Perimeter = 2a + 2b = 2(a+ b)

Circle
radius r
diameter d
Area = mr’
Circumference = 2nr = nd
Diameter d = 2r

Trapezoid
height h
bases a, b

Area = h(a + b)

Perimeter =a+b+c+d

Sphere
radius r
4
Volume = rmur

Surface area = 4mr’

 Geometry Formulas | 217

Right Prism
height h
area of base B
Volume = Bh
Total surface area = 2B + sum of areas
of rectangular sides

Right Rectangular Prism

length /
width w
height h
Volume = Iwh
Total surface area = 2h] + 2hw + 2lw

Cube
edge s
Volume = s$?
Total surface area = 6s?

Ss

Right Circular Cylinder

height h
radius of base r
Volume = mr’h
Total-surtace area=(27nrnh-+2(m977) «—§«-_ Yc eeseorernertetetratisenees. ,

Right Pyramid
height h
area of base B

volume = ;Bh

Total surface area = B + sum of areas of

triangular lateral faces
218 |Geometry Formulas

Right Circular Cone I

1

height h !
radius of base r
1 ee SN et

Volume = =11r’h ; ee i \
3 eee tae eae

Total surface area= TY +h +nr° = 19s + ita

where the slant height s = ./7? +h’
 PANGAN ate
Understanding the Real Numbers

EXERCISE 1.1
1. Rational 11. Rational
2. Rational 12. Rational
3. Rational 13. Rational
4. Rational 14. Rational
5. Rational 15. Irrational
6. Irrational 16. Rational
7. Rational 17. Rational
8. Rational 18. Rational
9. Rational 19. Rational
10. Rational 20. Rational

EXERCISE 1.2
1. Irrational, because 5 is not a perfect square. 5. Not real, because square roots of negative
aC inal Pecauset hee numbers are not real numbers.
BTR atlomiebee ance Ja a 6. Rational, because Nie = As
b 2} =
ARPalionan hess ag el 7. Rational, because ¥125 = 5.

219
220 Answer Key

. Rational, because /—125 = —5. 15. Rational, because 100 ca KO

. Irrational, because 12 is not a perfect 5,
16. Irrational, because 5 is not a perfect square.
fourth power.
. Rational, because §/32 =e 1
17. Irrational, because a3 is not a perfect cube.
. Rational, because /—32 = —2.
18. Rational, because —./625 = —25.
. Rational, because V0.25 = 0.5
19. Not a real number, because even roots of negative
9 3
13. Rational, because 2 ==, numbers are not real numbers.
4 2
20. Irrational, because 75 is not a perfect cube.
14. Rational, because 3/64 Ae

ATR AIT HERON RGA RES ILL EL a

FSS SEE ANI

SRA Aad a03

Properties of the Real Numbers

. Associative property of multiplication 13. Vi9 + V3 = ¥3 + v19

. Commutative property of addition
14.44+2+16+8=2+4+4+16+8
. Commutative property of multiplication
. Associative property of addition 1 1
15. (6°15)
>= ="6)15-—
. Commutative property of multiplication 3 3
. Commutative property of addition
16. (1.5)(2) + 2.8 + 0.2 = (1.5)(2) + 0.2 + 2.8
. Commutative property of addition
. Associative property of addition €17.(1-418)
+2 = 1+ (018 +42)
. Commutative property of multiplication
wo
EF
WN
tk
wonnuw 18, (2.25)(—10) = (—10)(2.25)
10. Commutative property of multiplication
1 1
3 3 19. . (44(44 --3)-—
3) ; = [3 — |
11. es)
A 4

(7 -8)5 = 7(8- 5) N 0. (24 + 6)(30) = (6 + 24)(30)

 AnswerKey 221

1. Additive inverse 14.x*+04+26+14= x +26+1.4

2. Additive inverse 1
3. Multiplicative inverse 15. |7 - = (100= (1 )(100)
4. Multiplicative identity
5. Multiplicative identity 16. 3 se ane 0
6. Multiplicative inverse DAR.
7. Additive identity 9 )( 10
8. Multiplicative inverse 17. Fallro | =
9. Multiplicative identity
10. Additive inverse 18. -7]| _ 10 |er
Tee 1OA_3
oy 0)
£2.47 35. = (7) °5
19. (1 953 = ae3
13. J19 + -Vi9 = 0 20. (24 + 24)(30) = (0)(30)

L 2(8 +10) =2-8+2-10 11. 2(8 410) = lese0e=ae

2. 4(7 +3) =4-7+4:-3 12. 4(7 + 3) = 28+ 12 = 40

3. (0.25)(1 + 4) = (0,25)(1) + 0.25(4) 13. (0.25)(1 + 4) = 0.25 + 1.00 = 1.25

4. (5+ 8)20 = 5-20+ 8-20 14. (5 + 8)20 = 100 + 160 = 260

ae)
Vs ag 3415-3
re 5 |=15-
s09[2+ pois = 1045 =15
15, 152-43]

16. 0.2(110
(10 ++5)
5)=2+1= =3
6. 27 +5) =2-x+2-5
3/4 8 2 e
7.3-a+3-b=3(a+b) sy ae cea eee ean MeesSar
dhide 9 oe toe,
8.. abc) =a-b+a-
=a-b+a-c 18. 8(10 + 5) = 80 + 40 = 120
9, —4-9+—4-11 = —4(9 +11) 19, (30 + 2)8 = 2404+ 16 = 256

10.72 ES
1
eee Ie Wi 1 ee 9B (5 aesG
2 25 $0 2
ET
LT E
TE EN Meeh I ea SEAT
222 =Answer Key

ey 6. (a+ b)0 = 0
. 7, (0.85)(10.25)(3.24)(0) = 0
2. 400(_0) = 0 8. (4.5+9.9—7.5)(0) =0
3. (x)(0) = 0 9, (0)\(—4-9+3,.5+1.2) = 0
4.05 4-x) = 0
S bsee e ody tes — 0
5. (15)(.0)(100)(65) = 0 page APN erg SR

SiS
The Number Line and Comparing Numbers

£25} 1064) 6
—5 -l 0 + 6
iS" (eae ee ee ee ee ee tes
8 / 6 5 4 3 2 1 0 l 2 3 4 5 6 a 8

a S © a N WI oe SI TS
 Answer Key 223

EXERCISE 3.2.
1. False 13. False
2. \rue 14. True
3. False 15. False
bay 16, ohn 6.03
5. False 3 28
6. True 1
7. True 17. ee
8. False )
9. False 18. —5, — 3, Pee 5, 8
10. False i :
11. False 19. 0.39, ——, 0.4, —,1
12. False ; Z
20) — 200; =100;-—25,0,30

Slat
Mao ala
MLL LSEMMOS MESS LUE SOE AR

Absolute Value

EXERCISE 4.1.
1. 30 10. —30
2.0.5 11. True
1 12. lrue
3 oe 13. False
4.48 14. True
5. 30 15. False
2 eh 16. False
7 140 17, True
8. 0 18. False
Se 19. False
20. False
224 Answer Key

EXERCISE 4.2
1. False 11. False
2. True 12. True
3. True 13. True
4. True 14. True
5. True 15. True
6. False 16. 14
7; True 17. —20
8. True 18. 3
9. True 19. 120
10. True 20. 60

CHAPTER 5
QAI LLIN
EE OCT

Performing Operations with Real Numbers

EXERCISE 5.1
1,—3+-6
Ls = met
-9 M1. 25.52 — 20 = 475
2. 11+ 23 = 34
12. = =

4. —100 + 250 = 150 = 500

13. |100| + |—400|
a eee 145 £8627
3 1
6. —78 +78 = 0 = 66°F229
25.1 G-p i 7 = 1

7, —2.5 + 3.25 = 0.75 16. 44.95

a ae 17. Yes
ar : 18. 2,310 feet
19.
3° F
$7Cao 2S —3=
= Se 0. 20. 380 miles per hour
10, O08 = 2.5230 = 3.2 == =]
 Answer Key |225

1. (—3)(9) = —27
2.11-12 = 121
<1
ery
=}
4. —100-—25 = 2,500
5.-16-0= 0
78
= 6
Ses
7. (0.25)(—400) = —100 99
. — = undefined
0
. 36 ounces
. 10.8°F
5
(39-2) = —35 . 13.6 yards
. —0.625°F
10. (—6)(—5)(1.5) = 45 . 0.498

CHAPTER b

1 cis 10. —81l

ry 11. 48
2 -+ 12. 25
2
13. 13
3, (2.5) 14. —4
4. (—6)’ 15. 0.125
ga. TE)
6. 16 17. 100
: l 18. 196

al
8. 0.64
ia, 100
169
64 20. 6.25
226 Answer Key

1
1
1
1
-(02=3)-= 0° = undefined

mo
Gk
Oe
CORN
-S —_

19.
a
1
20.
90,000

; (—0.008)”*

599
. —0.00032
 Answer Key 227

6.x yz 14. xy
2 10

nee 15. aia

a yy.
; 16
ane Ghee
AGE 625

10. 81x” 17. =

° ees)

= > ie 7
a

12. 32x79. 19. 2x‘y’

2

‘3; a 20. 0.3c*d°

y

of H APTE R an
ee SEES
AMES SEL E

Radicals

EXERCISE 7.1
1.8” = (3/3) aie 37 8. (—8a°b'c?)/ = J—8a°b’c? = —2ab’c

—(100m*n Ry, = —J100m‘n” = —10m’n*

2.164 = (sis) ——
ba yy = (ye? y" )s* x 20
10. —(xy) =—x ¥
3. (x°y')4 _ [:/ax°yae= (2x’y) = 32xy°
(8x? y5) | tes xy") = (— ayy:
1 1 |
4 16z* hseo hsCE ee 12: , 20
=16x"y
"| 49x%y? 49x°y? 7x4y
AIP —~(625r4s*)/4 = —¥625r's® = —5rs”
ul (1251s)? = Y12579s" = 5r°s’
(81x? y 12 cya ie
= | ue Pon 3xy° c'
=w » (289x° y My —
= /289x°y"*= 17x°y’
mn
i)> | (169x2 y?)/2 = /100xy= lay
(av): emny Bey ee Reh mi
N
ASAT or) aa a
= ui ; (256a"b*)4 = (y256a"b° }—(4a°b’) = 640°b'
228 = Answer Key

18. (0.008r°s!2)/4 — ¥0.008r°s = 0.2rs*

2

16. (1,000x° yy = [:/1,000%° ¥| = (10x):

= 100%-7" 19. (1.44a°b!°c*)/?2 — 1.44a7b%c* = 1.2ab’c’
2 5

17. (27x? yz? = ({—272" y° | = (—3xy?zy 20. (0.04x"°)2 = (Vo.04x® } = (0.2%)

as 9x? y*2’
= 0.00032x'”

. Bato’? /2a

2xV3

6m alm

4, 10V2 shy
5, 4v11
. BrisSr
6. 15V6
. 21x’y’ /5xy
TIA
8. 4/3
9.242
19.
10. 10
20.
u. 7xy?vx

EXERCISE 7.3 .
 Answer Key | 229

11, VOab 16. 33/4x?y

3b
:B 17. —4/5m
x iy.
a2: ye 18. 28x"?

=| 3
7
ip ce 19 v7
3 8

14. J15x + —xa/36y

4y
“3 3a 4abc?
2bc

Order of Operations
EXERCISE 8.1
1. (—5-—4) —(4:—2) = 20 —(-8) =20 + 8 = 28 LZ. 3.— (4-8) = 3 —132) = —29

1 4]+ (8-3)
2.[7 0-5) = 2424-45 =—19 13. 5 — 2[6 —(5-2)]=5—2[6
—(10)|=5 — 2[—4]
=5+8=13
a TSE SS) ee 14. DAOO 86 ONG
4-7 -ll
8+2 24-36 10 —12 15. pas G0s 4 = ASS e4 4 40 = 36
4, ——_ + =—+——=243=5
-144+19 -4 5 —-4 1 1Z
16.
5,15 —|10 — 24] = 15—|-14, = 15-14 =1 5 abe 25 )\ 6 =o

g. [20 — 30| + 10 = |-10| + 10 = 10 + 10 = 20 17. 6+ es = es

1 1
=4

1 1
Ta 8) = IB) et 18. 2 — (4-5) — 6(3 — 4) = 2 — (20) — 6(—1)
2 Lise, = 2.— 20 +6 =. —12
a. J16+9 = 25 =5
19. WS1(Se3)
=3-42) = 1 [15 — 3-9}
9. 7(8 — 10) = 7(—2) = —14 =(—
1/4 = —13

10. (—2 + 5)(8 — 7) = (3)(1) = 3 20. 10 = 217 — (2-3) =(8 —3)|=10— 217 —6 Sah
6—|5—9|=6-|-4]=6-4=2 — 10 —2[-4] = 10 +8 =18
11.

A DATE LD LLL EE! EE I EBITD LE LEE SED DEEN LESTE NIN EEDNITE LOL,
230 |Answer Key

1. 9 — 4(20 —17 =9—4GyY =9-4(9) . 136 —|5? —9| = 6 — [25 — 9| = 6 — [6

= 9— 36 = -27 =6-16=~-10
1 3°5=—4-8
= 15432 =——-17
fos ata: ae Sinephges kid
+4] (5-
.5-26— 2?)]
=5-26-(6-8+4
WwW. 100+8-3? —63 + 211+ 5) =100+ 8-9 — 63 4+ 2(6) = 5—2[6 — (44)] =5 —2[-38] =5 + 76=81
= 100.4)72 63.12 = 121
_ 2100 — 36) = 2(64)2 = 2(8) = 16
—7' +25 18
Bae ee) Sey cae
=-6+7-8=-7 . (1004 — 36”) = 2010 — 6) = 2(4) = 8
5+9) (1 14 1
. 15 —|¥i00 — 24| = 15 — |10 — 24] = 15 -|-14|
ul 16. 2 ar -[Yu-a=a| 3 2 5|-{g]as-2

= {4)-[Yua)=-1-4=-8
=> 14:1)
14 1
[200 — 300| + 10° = |—100| + 100
= 100 + 100 = 200
1“ (25 +4974)-l =(5+7)-=
1
(12)+ =A
} eee
ae 8) 5 (64) a 32 3 3 3
~ pe
18. 2-4-5-6(5—-4) =2-9-6=—13
eee 16+9 =—2V25 = —-2-5=—10
19. [= 653) 3292) ="1— (6 =3-2)
Nos) 2) 14 = 1 -s(14)
= 53
14 14 14
(22 SPs 7 = Gy) +40) =—9 441-— 10
10 —2[7 -2-3-(8 — 3)] = 10 — 2/7 —6 —(5)|
10.
= 10—2|-4]=10+8 = 18

mi acslll ae
Algebraic Expressions and Formulas
 Answer Key | 231

EXERCISE 9.2.
ee
ae 200
Baad gh aa) eg (21282)
i AG +b)h = (00 +6)5 = 40
B20 == 71 465)(3) == 195

SES ELESA ESSE SELESSPE LOSSLESS

Polynomial Terminology
EXERCISE 10.1
i. 12. (a) 20 (b) 2
2. 13. (a) 5 (b) 1
2 14. (a) 13 (b) 6
4.
15. (a) V8 (b) 6
5.
6.
16. (a) 1 (b) 4
7.
17. (a) —0.5 (b) 5
8. 18. (a) —> (b) 9
4
9,
10. No
19. (a) 50 (b) 6
11. (a) —5.25 (b) 4 2
20. (a) A (b) 2

SE IL TT II SD AOE
232 | Answer Key

“EXERCISE 10.2
1. (a) 4 (b) —7 (©) 3 6. (a) 6 (b) 7 (©) 5
2. (a) 2 (b) 4 (©) 2 7. (a) 4 (b) 1 (©) 3
3. (a) 3 (b) 5 (c) 4 8. (a) 3 (b) 1 (c) 2
4. (a) 5 (b) —5 (c) 5 9. (a) 3 (b) 2 (c) 2
5. (a) 3 (b) 4(c) 2 10. (a) 1 (b) 20 (c) 1

A TS STE I BE ESE EI OT TS
a NN

BOs AMMEN 2
Adding and Subtracting Polynomials

EXERCISE 11.1.
1.6% + 2% = 8x 5x —9x +2x = —2x

2. 4x = 3x = —7K . —10x° — 3x° +14x%° = x°

1 3 1
3.3 — 36% =10 x=k aX
2 a 4
4, —5x* + 2x° (These are not like terms, so their - 6(x + 5) — 2(x +5) + 4(x + 5) = 8(x + 5)
sum is only indicated.)
. 1.527 + 4.327 + 2.12? = 4.92’
Be 527 47127
PKS Be AO? a Tx"
6 x—x=0
= Og — 9 — 5 ay =e Sy
7, -9xy —x°y? = —10x*y’
B= 2y = Sy + 0S lek —7y

Bx 3 = 2K" » 2X 4.004 SO = 26x

9. 18 — 20 = =2 1 2 1 5 3
box boy +—x+iy==xt+
10. 2.5x + 3.5x = 6x
Zé site Wao 4 >

1. (12x° — 5x? + 10x — 60) + (3x° — 7x° —1) cH (20x? — 3x° — 2x 45) (Ox sexe Ox = 15)
= 15x? — 12x? +10x — 61 = 29x? — 2x* —10

2: (10x? —5x + 3) +4 (6x? + 5x — 13) = 16x" — 10 4. (10x" — 5x +3) — (6x +45x — 13)
= 4x? —10x + 16
 Answer Key 233

5. (20x? = 3x0 — 20+ 5) (9x% 4 x? + 2x £15) 12. 0 — (3a° — 4a +7) = —3a° + 4a —7

= Ihx’ —4x’? —4x + 20
13) 0 ee 07 i ae,
g. (8x° — 3x? + 6x — 2) + (3x* + 2x° + x? — x)
14a —\a 4a 1 6) = 4g— 6
= 3x* +10x° — 2x? +5x-2
15. x° + 2x* —2x° = x°
7. (l0y’ —15y —3) + (4y? + 5y —13)
= 14y° —10y — 16 —F 16. (x° —3x*)—(5x°
— 4x + 8) =—4x° — 3x? +4x—8.

17. (64 — 00) G9 = 3 a= x

BGr = 4% — 3x5) 6x ox — 2x — 15)
3x4 3h
= (itx? = 5x? + 2% 45) ofeb3x? 7x 5
18. (2x7 + 4xyt+ y*) + (x’—y’) + (2y?— 4xy—x’)
9. (5x? —10x —3)—(x? —5x +10) +(x? —3x? —2x +1)
=x +x? —7x-12 .
S2nriddor”

10. (24 oe ax — 2) oe = 15) 19. (x?—2xyt+y*

+x? +2xy+ y?)—(x* —4xy + 4y’)
eA a a A =x +4xy—2y’

11. 2x? —3x+5+4+ 4x? + 6x —3 = 6x? + 3x +2

20. 180 — (5x +15 + 4x —10) = 180—9x—5
= 1752-9x, in degrees

Soap ere ke
Multiplying Polynomials

t(=4x) (3x7) = —12x" 8. (—5xyz)(2xy’) = —10x’y°z

2. (2x'y°)(6xy”) = 12x*y’ 9. (xy”)(—2x)(—4x’ y)(3xy) = 24x°y"

3. (—5x)(—2x) = 10x’ 10, (—2a)(—2a)(—2a)(—2a)(—

2a) = =320"

4. (5x)(—4) = —20x 11. 5xy -3 = 15xy

5. (—2x’ y?)(—5xy’)(—xy) = —10x*y’ 12. 9ab*(—1) = —9ab*

6. (—4y’)(—z) = 4y*z 13. (—6x" y*z)(2x°z?) = —12x° ye

14. 10x - 6x = 60x’, in feet’

7. Eon? Jenn = 4m°n
15) 7X3 =.21enniles

EN AEE A LEADED BBG NES EE BES, PO NB ET SE EAE ST Da RE EES

234 Answer Key

1. 5(x +3) = 5x4+15 9, —5x° y?(2x? — 6xy” +3) = —10x°y’

+ 30x*y* — 15x°y"
2. x(4x — 5) = 4x” — 5x
z3(3x'z + 4x°2? — 3xz +5) = 3x*z*
3. —2(2x
+ 3) = —4x —6 a 35 4 ;
+4x°z°? —3xz° + 5z
4. 3x(2x — 1) = 6x” — 3x ;
1d (x 3)x = Xk ox
5. a(c + d) = ac + ad 12. (9a + 5b)(—1) = —9a — 5b

Bete
ae
eng
De
Lt 13, 22(—52? + 3z—2) = —10z? + 62” — 4z
7. 5x(2x — 3) = 10x” — 15x 14, (2x — 3)(5x) = 10x” — 15x, in meter”

8. 4(2x — 3) = 8x —12 15. x(2x + 7) = (2x + 7x) dollars

I EEE I IT TR I a OE
Bees

|
el . (x + 3)(x — 2) = x° +x -6 9. (V7 — V3)(v7 + V3)=7-3=4
. (4x — 3)(4x + 3) = 16x’ —9
N
10, (x? —5)(x? +5) = x* — 25
_ Etats? a
See) ga 2) net atSAY =2y 1. 2% 3x1) S27 +x =3
2a ia S=

.(z-2 5)= 2 +37—

SAS as peaansecede 13. (x +a)(x—-a)
=x -a@
2 2 2
6.: (x+y) = =x +2xy
2 ty 14. (x + 5)(3x —1) = 3x’ + 14x —5, in feet”
7, (a—by =a —2ab+b’ 1 hee
15. 5 3x + 4)(2x + 5) = 5 (6x" + 23x + 20),
8. (x— v2)(% +2) =x? -2
in meter’

1. (x + 3)(x? — 6x +9) = x? — 6x" + 9x 6. (3m? — 4n’)(2m> — 3n’) = 6m* — 9m’n?

+ 3x” —18x + 27 = x° — 3x” —9x 4+ 27 — 8m'n? +12n* = 6m* —17m'n’? + 12n*

2. (2z? — z — 3)(4z” + 2z — 5) = 8z* + 4z° — 102” 7 (a—b)(a’ + ab+b?) =a +a°b+ ab’

— 47° — 227” + 5z — 122" — 6z +15 ~@b—ab b> =e"
= §8z* — 2477 —z4+15
8(2 = 2 De ee) = See ee
3. (ax + b)(cx + d) = acx” + adx + bcx + bd —-f4- 7-2 42 =o --7o en bz)
Past Cie 4 oe 2 =

4. (5% ~A)\Qx = 3) = 10x%b22ax 4412 = Oy ee eee

5 (3x° + 2x —7)(x — 8) = 3x” —24x° + 2x" 9, (x° — x° — x)(x° + 2x — 3) = x° + 2x"
~ 16x — 7x +56 = 3x? — 22x” — 23x + 56 aedee eh
=x +x*—6x°
+x* +3x
 Answer Key 235

10. (2y* — 5y + 3)(—3y — 4) = —6y* — 8y’ + 15y 2) 13. (3m + 5n’)(2m’ —7n’) = 6m* —11m’n? — 35n*
+ 20y —9y —12 = -6y? +7y? +1ly —12
14. (x-—y—-—z(xt+ty-z)=x
+xy—xz
un. (a+b — V2c)(a +b + V2c) = a? + ab + V2ac —xy—y + yz—xz—yz+2
Abt Cen he ne al Dbes 2c: =x —2xz—y'42’
=a +2ab+
b — 2¢
15..5x(x + 4)(2x — 1) = 5x(2x* + 7x — 4)
12. (3z.—1)(z*_4.2z7 — 3z* +.7z+ 5) = 0x 4) 35x = 20%
a7 62 92 ie 157
—z°—22? +327? -—7z-—5
= 32 252 = 117° 242-4 875

EXERCISE 1:
1. (a + 6)(a — 6) = a’ — 36 9, (2m —1) = 4m’? —4m+4+1

2 3) es 624, 9 10. (@—1(@ +a+))-=a A

3. (x —2)) = x° —4x+4 a1, (x — ¥3)(x + v3) = 2° -3
ee Din x a 8
12; Qa 4-3) =4e 4 124429
Be 2k in ae ee =m? +3m +3m4+1
+1)
(m.
13
6. (x +3) = x +9x? + 27x +27 —x
14, (2 1)(4x* + 2x +1) = 8x*° -1
7. (a—b)(a@ +ab+b’) =a’ —v’ 15. (x + 4)’ = x° + 8x + 16, in yd’
g. (z—2) =z —62 +12x-8

CELA Ral-by Napali

Simplifying Polynomial Expressions

1. 6x + (5y +10) = 6x + 5y + 10 4 Oe SAGs 72 | I| dale We 5 fy

= —577 +1
2.9+(—5y+
4) =9-5y+4=13—5y
6 8a = Ca —5)4- Gr = 1) =6
3, —2a’ —(—a’ + 4a) = —2a’ +a” — 4a
ee i eg ADs oe Le
= —a’ — 4a
= 6a" 3-20
=2
236 = Answer Key

6. 4x +[3 —(2x —5)]=4x+3-—2x+5=2x+8 9, =m’ —[m + (2m?—1)] + 3m + [2m —(m’—1)]-3

=m? —[m + 2m? —1] 4+3m +[2m—m’ + 1]-3
7, 46-3 Ox 5) Ae 13 = 28 5]
4x + 2x —8 = 6x —8
— mm? —m—2m? +14+3m+2m—m +1-3
= 4x —[—2x + 8] =
=-—2m’ +4m-1
8. 3x — 4y + [2x — (3x — 4y)] (5x —7y)
10. a—(a —(a+1))+a@ a aoe 1) a
= 3x —4y + [2x —3x + 4y] — (5x —7y)
= 3x—4y—x+4y—5x+7y=—3x+7y = gain Sat loa 2a

1. 6x + 2(5x => 3) = 6x +-10x =6 = 16x —6 4x 23% 2(2x — 5)] = 4x + 2[3x — 4x + 10]

= 4x + 2[—-x + 10] = 4x — 2x + 20 = 2x + 20
2.9 = l(—5z + 4) + 3z = 94-52 — 4+ 32
On 3x? — Ay? — x[2x— 3x — 4)) —- y(5—7y)
= 3x? —4y — x[—4] -x4 +
— y(5—-7y)
3. 3a’ —(-a’ + 4a +1) +2a-—a(a+3)-8 = 3x? —4y? +x? —4x —5y +77
6g GP Ag ee S378 = 4x’? —4x+3y’ —5y
= 3a’ —5a—9
. 3x(x? — 9) — (x — 3)(x? + 3x +9)
4. 82? —4—2(-5 +72’) = 82? —44
10 — 142’ = 3x° 227x% — (x= 27)
= —6z° +6 = 3x° 207 ROT
= 2x? —27x +27
+(x +27 =x? -442x°
5. (x +2)(x—2)
4+ 4x +4=2x* +4x —a—A(2a
—(a4+1) +1) + 3a(a —1)
6. (3m — 5)(4m — 1) + (m — 3)(m + 4) = a’? —a—A(a)
+ 3a(a — 1)
= @ —a— 4a 3a’ — 3a = 4a — 8a
= 12m? —23m+5+m +m-—12
= 13m’
— 22m —7

A NN TOR ER SE ETE SE LT NE I OR,

RES

ABODE Byes
Dividing Polynomials

ak ee 8x°y? + l6xy" —14x* + 21x?

=x —2x*y + 4y ae = 2x’ —3
4xy —7XxX

25x*y’ ee
2, 16xty’ _ oxy
—5x
16x°y”
15x° — 30x’ 3x* — 4x? Sy"
3 = —3x* + 6x
—5x
 Answer Key |

—10x* y*z* — 20x? y°z’ 14x°

a 10x’ y°z ae) ene as se
e —xy
oy

4 3

8. —1.8x? 2S 6x" ald. eae = saps

OMX —3a‘°b a
3x° — 15x
SRR SS is
3. 3x
x 3x
2

av —\4ab =.420°b + abe 14. zeal = 4m

10. 6m
Jab’
ZS
= ab—2a —6a+1 get 12.5x, in miles per hour

Latajitxd
tae x +8

x?
+ 3x oe axe
= 2x-4 8x° — 64
ek =-6 a
8xi=64
2 0

2 Answer: x° + 8
Answet: <= 2+
Xt
x—A4 Sita
2. x —5)x* —9x+20 5.x —3)x +x—12
x — 5x x= 3x
ax = 20 4x —12
— 4x + 20 Ax
— 12
Ga. Sid: 0

Answer:
x— 4 Answer: x + 4

2x? + 9x +23
3.x —4)2x° +x? —13x+6
BR Be
9x? —13x +6
9x* — 36x
23x +6
23x — 92
98

98
Answer: 2x” + 9x + 23+ me
IG —
238 | Answer Key

CHaE TERMS:
Factoring Polynomials
EXERCISE 15.1.
1. 4x +4y = 4(x+ y) 9, mx + my + 5x + 5y = m(x + y) + 5(x + y)
= Xo-tey MIt mie>)
2. 3x +6 = 3(x +2)
10. xy + xy + xy + xy* = xyl+y+y +y°)
3. 12x°y?— 8x°y’2" "Axe y"(Bk? = 2y*z*)
2

11. —5x — —
4. 15x? — 3x = 3x(5x —1) Rhee (iy)
; : 12. —4x + 8 = —4(x — 2)
5.x y-—xyt =yy(x —x +1)
: A ; 13. —24x°y? — 8x°y’z? = —8x°y'(3x" + y'z’)
6. —ax
— —ay = —a(x— 14. 15x? — 3x = —3x(-—5x + 1)
2 2 _ 2 ( y)
— y)
7. x(w — z) — y(w — z) = (w—z)(x +ta+1)
15. ar —rt—r = -r(-
8. 1.5a’b + 4.5ab + 7.5ab’ = 1.5ab(a + 3 + 5b)

Sa LET ETT ST SS

EXERCISE 15.2_
— 3)
1. 16x” — 36 = 4(x’? — 9) = 4(x + 3)(x 9x*x°-3= (x + v3](x — V3)

2x7 —y =(x+ y(x—y) 10, 2? 5 = (z+ V5)(z— 5]

3. 36x’ — 49 = (6x + 7)(6x —7 :
( MX ) 11. 121 — 5c)
— 25c’ = (11 +-5c)(11
4.x°-1=(x+D(x«-1 ) ; :
12. x* — y? = (x? + y)(x’ — y)
1 1
Ae
ul -25=[Lets|[x—s
5 13. x°y° — 2? = (xy + z)(xy —z)
4 2
14, x4y? —1 = (xy + D(x?y - 1)
6. 2 — 0.36 = (z + 0.6)(z — 0.6)

2 1 1 1
g.4 -——=|4+7—|!4>-—
49 | | 4

LLL LLL SS A ST A TS SEO NT TI I OE PA EWM So

 Answer Key |239

EXERCISE 15.3
1.x? —4x+4=(x—2/ 1 | |
6.x +x+-=
2. x? + 1Oxy + 25y* = (x + 5y)? 4
49x* == (10(10 ++ 7x)’
7 100 ++ 140x 140x ++ 49x? 7x)
3. 36x’ + 12x +1 = (6x +1)
, ; 8. 36x” + 60x + 25 = (6x +5)
4.4x° —12x +9 = (2x
— 3)
9. 81 — 36x + 4x?.= (9 — 2x)?
5. 49a’ + 56a +16 = (7a + 4)
LO yediane
Xoteeree—ible—ae)

1799125 "(25)" 5X 425) 6. 8x? — 125 = (2x — 5)(4x? + 10x + 25)

2. y' —27 = (y—3)(y + 3y + 9) 7. 64y° —125 = (4y —5)(16y” + 20y + 25)

3. 640° +1 = (4a + 16a’ = 4a.+ 1) 8. 216x° + 1,000 = 8(3x + 5)(9x? — 15x + 25)
4. 8z° —125 = (2z — 5)(4z’ +. 10z + 25) 9. 8x° +125y°z° =(2x +5yz’)(4x —10xyz* +25y7z*)

5. 125a° + 27 = (5a + 3)(25a’ — 15a + 9) 10: 125a° 27° = (5a = 3) Osa" 4 5a 9)

La ET EE Se, REE Tiel YEE SY ET EE ERE DR La OODED SNe PEMA SUN Baie RP RS

EXERCISE 15.5 3 :
1.x? +5x +6 = (x + 2)(x +3) 6. 2x? + 5x —3 = (2x —1)(x + 3)

2. x7 +5x —6 = (x + 6)(x —1) 7. 6x? — x —1 = (3x +1)(2x —1)

3. y + 9y —10 = (y + 10)(y — 1) 8.9y +9y—4= (3y+ 4)3y—-1)

4. b? + 7b —98 = (b+ 14)(b —7) 9. 497 — 21b
— 10 = (7b +.2)(7b
— 5)

5.27 —5z —14 = (4+ 2)¢ —7) 10. 16z” —16z —5 = (4z — 5)(4z +1)
240 Answer Key

CHART
he ube spaceae

Fundamental Concepts of
Rational Expressions

xz-—4 y
Bpae ON ae P

No restriction 8. No restriction

Rae. 9.x~3,x= —-3

L242 —35 D
10. xz-=
xXe=0 2
en
Ue
ete
. No restriction

RS ST a
Fa SR SRS

0g ee
mld ee 10.
5° (a+b) (a+b)
“aod 629" 2y
x’ —16 ie ie)
Ba 3a’x? 11.
x’? — 8x +16 (x — 4) (x — 4)
32ay 4y
z+4z-5 (2+5)(z-1) (-V
as 3x° 12.
Fare (eee
ee es)
Ara 5
ty ay= 301 © Ay ay 15)
10x’z° ma 10x a 3y?+21ly+30 3(y?+7y+10)
xz" Zz
_ 2y + SG= Se eG =>
Bx (K+3) bax ~ 3(y+5)(y
+2) 3(y +2)
15x(x + 3) Tag
14.
3xy° — 27xy . xy = 9)
2
Te 2y 6xy’ + 6xy —72x 6x(y’ + y — 12)
6x*(x—y) x (x-y) SAYS 3) = Ste)
2(y+4)(y—3) (yy +4)
CS
iatSe ROM 510Nae95 Om
xz—x'yz xz(1—xy) Z a eG (a—6) — (a—6)
15.
ea @ 3a 218° =1G S693) aes
Hobs amr
Arr’ 3
427 +16z+16 4(z° +4z+4)
16.
AAA Ue) le
6c? +18z2+12 6(z? +3z +2)
Qe (YS azy x _ 3G42 2a?
3(z+2)(z+1) 3+)
 Answer Key |241

x? — xy? “j x(x? — y’) un 2x09) 2x oS) 2 ee

a xy(x? —2xy+y?) xy(x? — 2xy + y’) x —10x+25 (x—5) (x—5)
= ATW y) SAlxtly) (<=2) (x—2) l
Moray PF” Key (= 8) =x +2e+8)(42x44)
vet le + GEE 3
(a De = (+S)
#5): DEE =5)

EXERCISE 16.3
REKpE aor orgeo y ycyicta pn tected) al rarna no egret) ceed)
Dye Dy s8xy— l6xy "*x-4 (x—4)-(x-4) (x — 4)

2yBx” SBdy dy _ By? a 42 _ EME +3)

Ak y. > ID y Zot. (Zetoy
2 tes)
3 one ee wbx, 18x" 1B 2y Eom 2(y
— 3)*(5) ie 2(y —3)(y +5)
3 Bien e) 0x 3y +6 3(y+2)-(y5) BE 2G oD)
4 2S 2 3
4, 1Oxz _ 1O0xz-xz _10x'z My eee
1 be xz az, 122% 2x
a ee Boeoe lee pe ta eee Clee Beit ae LC oD)
ke ore ame ” 2xy? Day 3x 6x7y"
A Tok E Re ay Bi 6 OX id Ses mk ee)
3xy 3xy -6 fi 18xy x 493 © (KE 3) 9)
ees I(x + 3) es) 20. , Sr oaGs ts)
EES) (EY Me a ee OS)
a 23 _ (et 3% +3) _ (x +3) byl Ss 4c(c — 2) aeScieheas
es: Eee 3) (ea se 8) Cm RY Mie ONG 2) alma)
3x(x+2) 3x(x+2)-(x
-4) x 2(4x +1)
2 a a Se rota Na led A 19, ————- = ——
(x — 2) (x —2)-(x —4) 3(x+4) 3(x+4)-2(4x+4+))
+ 2a
oe Dxhx A) bas 2x(4x + 1)
~~ (¥ —2)(x
—4) 6(x + 4)(4x
+1)
2a’ 2a’ -5(a+b) 10a°*(a +b) 20. 5x oh Sx (x= 1)
ae idiak hSio Ah Moeb) (e+ 4at3) (e+4(e+3(e—1
242 Answer Key

CHAPTER
Le
RPL RET

Multiplying and Dividing

Rational Expressions
EXERCISE 17.1
2a e 6b ge Age? ta Opeuneta®
ee x—3 ~6x7 +15
3b 6a
pe ca es 2(2x* +5) Bea) re),
3 24x? Sb
7 3) -Bi2ae5)
48 y

4 4

= = oe = 8x
nate

ey8z° sOxye _ oyZ " 3

yt) nay (ey)
2a°x* 3x°b? 6bx? bx° (et yieew)r EA)
x 2x? y?
Qab? 8ax’ Jab 14a?
arb av 2) (x + y)
a—b a+b a’ —12a + 36 6a
15.
xx —-6 x +x 712 3a° “a — 3a=18
lr ee) ay (a éy 6a
x +6x4+8 x —2x-—3
ie Oe DL (4 +2)(% —)) . Bes Gees)
(x £2)(x +4) (x —3)(x
+1) 2(a — 6)
_ (x —6)(x -1) a’ (a+3)
~ (x +4)(x —3) . 3 42’ +16z +16
pai ae 6xy st DD 62? +182 +12 4
xy (ayy Theaey) 3 4(z?
+ 42 + 4)
~ 6(z? +32 +2) 4
a+6
ba
a—3
(a—3)
= a--6
ee AY ange ee eee
2(z + 1)(z +2) T te g6e
a 1)
iy Oy Hh Loe
10. iE ae = 34° (% 2)
1 x? — xy”
17.
(x? —2xy + y’) oy
11. (x + yy +2) (x +2)(x +2y) eee eee ee)
(x + 2) 2y-r2)
(x— yy xy
_ + yx +2y) Ps Ha eaeEe 02) Core NS Ehud 2.
D)
Cain xy Ve 7)
12.
CGE)
Fey 2) a)
(Mer 2)y = 2) 2) (yn) Oe)
 Answer Key |243

1g, 3, OF +30 8We — 5)! BE 45) x7 = 18X44? Me 2 iD

3 E75, HD} a? 2s Fae ce x’ + 2x 2x” 24x
___(f-5) 645) 1 NOES 6) (x + 2)(x
—1)
3(r+5)(t—5) 2¢ ; = x(x + 2) 2x(x — 7)
se eo) Fea-D)
oe TX AD KE THO
19. _ 2x?
<a 6 eS 20
_ (%—3)(%—4) (x +2)(%+5)
E(x 23) 422) Hoe FES) GE 4)

EXERCISE 17.2
1. Ear = 3 x = 3
i. ere ie Ve 4(x —1) 254)
Te Kee oD) é) x —-16 - x—4— (K+ 4)(x—-4) aD
.
eo eee ee ee
3y y SY ax 3 aed

rs vy een yr. 0 We BottOy

- 3x’ y cx6xy° ics Iga api:
8z° zZ Bre GXY AG YZ “15(x+yy) Sx+5y 15(x+y) x-y
UE)
ae)
ey ny een
1 2 2
4. 5x’y — 10xy" = oxy 4 3 ; = 3x

3 ley Oxy 2y
£4x 12) 3x Feet oo
: 2mn Ss 4mn° bs 2mn 33 ce 3m tae 18. Gen, Bator eee
~ gti (Ul 35 11 4mn> 9 2n? _ G16) 2) 6Gr bit Sa)
18 13° 1 3 (x +6)(x+3) 3(x+4) (x +3)(x+4)
6.— +6=—- ===
x ee PIG teint Soe apmctorumciraa.
yas
4,2
ae ee wl
eae
a
3
e 427535 «z= 3z7=10
5Z 0, mas HORS, 20z _ 2) +142449 2’?—3z-10
me 2 +27—35 224972414
4nr ] 6 a 47); (Zo) (2reae). |
4/ ar + Arr’ = =—
7/3 Agr” 3 7 (24D = 5) (2 27@ FD). 2
: J 6z
9, 4xyZ. + AY = Axyz x
xy x
ig are
Cex’ — y' ey
x4 y?

ey $2x’y? + xy’ x+y?

2p! yd b
10. Lay
10c
+ 27abce = eee
We. “27abe
= aes
¢30¢
Se eS ae eS eee
yx? +2xy+y’) x+y?
ie aoe 4 Age Ay OS 4(4
3 y) 25
“5x 4 5y-
95 See Sy"4 (yySinty). 4
se gs eee)
5 y)
(x + y) (xt y)(x— ye +y’) x(x +y)
y
aie2
244 | Answer Key

eR ee et a 7mn . 2imn* 7mn 16 _ 2m

G4b: ey
f= Pips eee. gel “- Boye 16 8. Qin arate
Mit Gh
_ (a+b) (@+bya—b) _ (at+by 1a! sen ee o> 9
~ a(a —b) I q "9 4 Ie 3 ee
xx —20 x -16 xx 200% 6x’ , x" eeFig k 8
te 4x? pipe eae iy 16 Oe es ee
6x2 3(x +5) (x +3) (% +2)(% = 3) _ x+2
(x +5)(x —4)
ax (x + 4)(x— 4) 2x(x +4) ~@DE=—D @FDE—3) xd

CHAPTER id

EXERCISE 18.1
GMs cage Re ee
tee te
9 9 9 10a 10a 10a 10a a

ea Se ae hs x” 45x13 Me ee
BY —— Diyas —=Y x7 43x-10 x? +3x—10
aoe ir eae ae _ 2x° + 6x—20 _ (xt +3x—10) _
XE> ES ie ES x Ae 10 7 aa 10,
x: 2 3% 4 x—4
4. ———__— + —————~ ile _ =
(x —2)(x +2) (x-—2)(x +2) MONE! 4S 1G 3) een
ea) aa asia) eel
Mite 2)esset) (x+4)(x-4) (x +4)
pel Slee Se nies &
2 2

eee eS
x’ —25 . (x — 3) (x — 3) (x — 3) ie ay
x” —25 x ae

= (x + 5) gins
(x+5)(x—5) x—5 1g ey a ey ae
2 58 2 Ee Dials oe
0% DS 1 3x +1 ‘3 y i z % y
6. ch = = 29 2 2
Apel ae he Sx hy Sher! _ ler GXy ey penn Oh SR)
ake 2 ae

2x +1 Met oe sro 0 - y ae NG y)
7, 2x +2
es i 5 - hie ees 5 ey
(x + y)
Wap yd ao? 1 2x*
4 2x
me Oeced a) Xe oKel. Bix ieee
oh x(a hehe =22
(Pi? =~Ge)
 Answer Key |245

" eae
x 25
2
25 4x” zs 64 _ 4x* — 64
Coxme
Oe Tee
s int NTE 18. x — 8x 16 x? —8x +16 x —8x +16
ze (x + 5)(x = 5) _ (x — 5) A(x’ —16) 4(x + 4)(x—4) _ A(x +4)
(x + 5)(x-—3) (x —3) Seb (PSA ee
Te aed Of ee Or9 gh
z-9 27-9 z—9 SERBS (43) ees)
ee Ce) 10x apes

Se (5) 3) B(x
+3) (x +3)
16, 2 4Y 2x t3y
P, x 6x +2 7 aI
_ Sx ty
(x+3)(x—2) (x +3)(x —2)
10 10 10
x + 6x+2-2x41
17, XX —y) _ yly— x) _ x(x — y)— ply — x) 4 3)G 22)
x? -y x? -y x? —y
— we +4e43 — (x 4+3)x4))
x —xy-ytry x-y (x + 3)(x—2)
(x + 3)(x —2)
Ke aay. ey es:
Pet)
(x — 2)

EL SLE YD IS ISLA I INT a A SEE TT ST OES I RT TSE Cy

BX Tek! SK gk cides More eae

LS
Sy | 10 ae a 4x
° om an 25my — 18nx 10. 4 4 5 = 9x a 12
S19ey A0xy" 60x?y? K+ 4- MS 2 (XE
RS 2)
por 3b tA _ 2a + 4ab + 3b 3 5 =26
— 11
2a 2b ab
11. - = —___
K tly x= 2. xe De —2)
as eee) gee x x + noe hy
2x 3y Z
_ —2x’z
— xyz + 6xy’ + 3y’z ri tat xy(x
— y)
6xyz ‘3 3 2 2 ee Sheeao)
“CHB 2° 86 (eee)
Ata?) 2e+4) x +l Ene ||
2 2
x 3x 6x ya Ta oes +5 _ x +10x =5

4x’ —5 10x’ —5 2x+5 LEO

+ 2x = ———
3x 3X
oe 2a’ ee
*— lla + 30
. 12x°-3 20x? —12x’ +3 a—5 a=)
7. 4x
aX DK tee 3-5 sot?
+ St +5
Se an a 2) t+4 t?48t+16 Gay
4x xy 6y
6z Die Az?
+ 14z
ey —2x*y + 16x” + 3xy* —21y’ 17.
ai \2xy
“@ +5246 2 46z+9
(2 42)(2 437
246 Answer Key

x—2 x+3
DX 4 6x — 20
a on ade ee 20. 2 pe aiy
oT tear a— *—- 6)
18,
S = 5)
SH 4x? =9) 3(x"
£895 XR-BSY
2

ox’ + 12x +6
3x —1 XG x? + 4x —2
Wee” ae 7 ae POURED AES
Ee em
a

CHAPTER 14
LEMIE REEL SELLE SLELEAL
OE AEE
ROL

Simplifying Complex Fractions

EXERCISE 19.1
 Answer Key 247

EXERCISE 19.2.

: . Xe x= 20
ets - 4x? —_ 3(x +5)
peter ee m xtc 2x(x + 4)
x-—y 3 6x
DES DY 2 F
; Grae =3 —3
eed 3} 3
a ee y —xX x

rt : ar OX 6% if
dBiers F a} M2 ae 3

ss Mea a4 i x 2 2x?
be ae ae |
x Koco
5. XK 1D nt OD Ly it
as 6

CHAPTER20
One-Variable Linear Equations
and Inequalities

EXERCISE 20.1
Laitue 7. True
2. False 8. True
3. False 9. True
4. False 10. False
5. True 11. False
6. True 12. True
248 |Answer Key

17. False
13. True
18. True
14. False
19. True
15. True
20. True
16. True

EXERCISE 20.2.
 Answer Key 249

EXERCISE 20.4

CHAPTER eh
SOREL ACR TER LE ESOT IEEE BESIDE IDEN IIE SOR

One-Variable Quadratic Equations

EXERCISE 21.1.
1. x’ —3x+2=0 8. False
7Ne aan age Oaas | 9. True
dy : a 10. True

3. x’ — 8x +15 = 0 11. True

4. 25x’ —10x+1=0 12. False

2 13. True

Lael aaa 14. True

6. True 15. True
7. True

EXERCISE 21.2.
250 Answer Key

4 Ce ee
Tee

13..% 2

=)~ be | qc alt4 he

in A eee
2

(RS GEL ES TE LT
 Answer Key 251

EXERCISE 21.5
Lexi 5. =) —6 11, x = 4, x = —10

Ber 12.x=—44+
6, x =-4- 6
Bs 77x 0) 13)
5
een 14.x=2+414,x=2-Vi4

ie ae 1I66%=3+45,.x—=3—J5

6.x =2,x =—9 16; % =10, x =—10

Merah 3
1.x =V6,x =—V6
_ a
2 eae = 49 = 4
— 450 =
Se
10, 1= 57% =" —5
95xX— —2, x = —4
é 20, x = 2V7, x = —2V7

LURES
EOL LASS AMM LER ME RAD

The Cartesian Coordinate Plane

1. Real 9. (0, 4)
2. Origin 10. (8, 6)
3. Ordered 11. (—4, —3)
4. x-axis, right 12. (0,:—5)
5. y-axis, above 13. (0, 0)
6. (—8, 0) 14. (5, —3)
7. (—5, 8) 15. (7, 0)
8. (—3, 3)

EXERCISE 22.2
1. Counterclockwise 4. y-axis
2. Negative 5. x-axis
3. Positive 6. Quadrant I
252 = Answer Key

14. Quadrant I
7. Quadrant I
8. Quadrant III 15. Quadrant III
16. x-axis
9. x-axis
10. Quadrant II 17. y-axis
11. Quadrant IV 18. Quadrant IV

12. y-axis 19. Quadrant I

13. Quadrant II 20. x-axis

__
ee

CHAPTER e3

Formulas for the Coordinate Plane

1. V53 11. 25
2. V65 12. 3V13

3.8 13. 2/10

4. /53 14-17
“yp 15. 10
6. 2V10 1E°N10.
7. 153 17. 13
ay is. V14
19, V10
9.5
10. V41 20. 5

3. (—2,—3) 6. (0,0)
 Answer Key 253

|
|
10.

11. (—4, —4)

19.
|
|

1. Negative
12.
2. Positive
3. Zero
13.
4. Undefined

14.

us.
SP
[LOre
FeonlGr
Sek
A

16.

Li, Re
N
Nl

18, =~

Lose

10.
20. >
-= Sa
|
STS
So
ES)
ers
254 = Answer Key

COOP Ea
Graphing Lines in the Plane

1.(a) —3 (b)4
2.(a)2 (b) -1
4

3,(a)6 (b)0
oe
3) ?

5. (a) —1 (b) 3
6.
Answer Key |255
256 = Answer Key

3. (a) —1 (b) 5
ee th) 3 4. (a) —5 (b) —4
3)
5. (a) 1 (b) 0
2. (a) —3 (b) 6
Answer Key 257
258 |Answer Key
 Answer Key 259

OLSSS MES AMEE APE MLMLE SS COMERS

UE LOE LG

Determining the Equation of a Line

EXERCISE 25.1.
260 |Answer Key

ce ie 13. y= —x+-
1 '
3, y= —x%— 6
I i let at |
3
yy a ied
1
3 15 Yee
ea

16. y = 5x + 26
6 y= =x +9
17 as mae.
Ry=-2x+8

Sreil Sete 1
2 == ee

2 a SS
2
10
pe
oe Peal
kg 20: .y=3
3 )
11. —

% 8 4

Lys ——* 16 a BG oe a

oes 2%;
Se
5 id
5
2 y = -—--x wing
13. y = 3x +7
3. y=4x+9
14. y = 4.8
7 33
A \ =X 4
2 iz 1s. y=-x
3
1 8
5. y= --
1669 Sor =
3 3
6. y = 3x
) 4] 17, y= —13x+12

LE peti a oe 18, ¥ = —x
19. y= —-3x+-
ee
3 3

3) = 0 200. y= —x+3
10 Sete
aelitnaing ne ary
 Answer Key 261

SE a
Signal Words and Phrases

EXERCISE 26.1
dL, 55x 4200 9. 3x + 4y
2. sy +10 10. 5x
+ 20
3. 2X4 8 yer 90 1 9x11
4. 350 + 15x 12. 12:4 2x.
5. 125 + 40%B 13. a° +b
6. 4x45 14. 5x + 60
7.232 15. c + 10%c
8. 14-15

EXERCISE 26.2

lox aby x —13

8.

2, 80 —2w ce tee
3. 500 — 20b 105 2x; 10
4. 300 — 0.25x BS x = 2x

5. P—L 12 —7n
12.

6c —a@ 13. 100— K

7,200 14, 420 —5y
15. 6x —8

EXERCISE 26.3

LOX 9. 0.03x
pe) 10. 1d
ae 11. ~h(b, + b,)
4. 5%B 2
5. 3y Re 3
6. 2(1 + w) 13. 50x - 20
7. 100b 14, 2x?
4

8. 2. 300x 15.7
262 |Answer Key

1. 21 + 2(1 + 3) = 52
9. (+13) =P
2. (3x — 5) = (2x + 10)
10.n+3=15
3. 25x + 10(300 — x) = 4,500

200
_ ee 1 ee ; ees
7 pex
12 3
5. 6%B = 57.60 12. w(w + 3) = 70
6. 0.25q + 0.10(42 — q) = 5.55 13 , 95.= 5yyar +10
(n+ 2) = 2(n+1)4+10
7. 55t + 65t = 624
1
gt 1
Sc =o Ply

FPS Se aradPELNCE RS eS NA SEE RAE, EEO Re VOR ILL LES SAL De Waa eT at eA aeRO ei ES Se S|
 Answer Key | 263

laste Sina
Applying Algebra to Word Problems

EXERCISE 27.1
1. Let n = the number of nickels. Then 3. Let N = Nidhi’s age. Then 4N = Nidhi’s
759 — n= the number of dimes. grandmother's age.
2. Let c = the number of pounds of candy that sells 4. Let R = Richard’s age. Then R — 5 = Kat’s age.
at $11.50 per pound. Then 30 — c = the number 5. The two numbers are 20 and 52. Hint:
of pounds of candy that sells at $19.90 per pound. Solve n = 2(72 —n) +12.

EXERCISE 27.2
1. 300 mL + 200 mL = 500 mL 5 25
. 7. Fes hr) = ee (3.5 hf) = $87.50
2. (50 cm)(20 cm) = 1000 cm hr ht
3. 85° —10° = 75° 8. 2%($1,400) + 1.5%($2,000) = 0.02($1, 400)
4 + 0.015($2,000) = $28 + $30 = $58
4. te in)’ = —7(216 in’) = 2887 in” ;
3 3 9. (10 m)(6 m)(4 m) = 240 m
miles miles $15
5: |75 2 |2 hr) ) =|75
| He | 2 bt) 10. 4.5 lb -$15 per pound ie
= 4.5 lb gta
ib

ao aaDianiigs Bes if % $15 _ $67.50

4-13,Finsif18.5 bs. 92 Ww
"05in 0.5jh

ees
Applications

EXERCISE 28.1
1. The greatest of the three consecutive integers is —40. 2. The three even integers are 20, 22, and 24.
Hint: Solve(n + 2) + 5n = —250. Hint: Solve n + 3(n + 2) = 2(n + 4) + 38.
264 = Answer Key

3. The number is 24. 8. The number is 260.

Hint: Solve 2n = (78 — n) — 6. Hint: Solve x — 0.25x = 195.

4. The number is 4. 9. The number is 5.

Hint: Solve x° ="x +12.

. 2 tints delve ne 10.
5. The number is 21. 1
y
Hint: Solve n + 8n = 189.
10. The number is 100.
6. The number is 129.
aes Eo pees =
2 Hint: Solve 0.25 = OX 200)
Hint: Solve ae = O60;

7. The number is 112.

Hint: Solve x + 0.08x = 120.96.

ee

EXERCISE 28.2
1. Nidhi is 20 years old. 6. Samuel is 18 years old.
Hint: Solve 4N — 10 = 7(N — 10). Hint: Solve (S — 3) = 5{(S — 12) — 3].
2. Kat is 15 years old. 7. Loralei is 12 years old, and Jonah is 7 years old.
Hint: Solve (R — 10) = 2[(R — 5) — 10]. Hint: Solve 8(J — 4) = 3[J + 5) — 41.
3. Pablo is 32 years old and his son is 8 years old. 8. Liam is 36 years old, and Henri is 9 years old.
Hint: Solve (4s + 16) = 2(s + 16). Hint: Solve (4H — 6) = 10(H — 6).
4. Nathan is 20 years old. 9. Candice is 35 years old, and Sophia is 10
1 years old.
ot [ENZ mle tod) Hint: Solve (45 — S) — 5 = 6(S — 5).
5. Monette is 10 years old, and Juliet is 4 years old. 10. Arbela is 40 years old, and Loy is 8 years old.
Hint: Solve (J + 6) + 2 = 2UJ + 2). Hint: Solve (48 — L) + 8 = 3(L + 8).

PR PTS RN BN EN GD HSSR ASR PR A OS ENE SSO SSN SP SETI

SE

EXERCISE 28.3
1. The number of women is 24. 5. One partner gets $1,500, and the other partner
Hint: Solve 4x + 5x = 54. gets $2,000.
2. It takes Raph 20 hours to earn $485. Hint: Solve 3x + 4x = 3,500.
Hicseneo =. 485 6. The height ae tree is 36 feet.

4 h Hint: Solve — = se
3. It will take 36 weeks for Kenzie to save $243. 30 oS
7. The number of math teachers attending is 150.
i
Pint SOW sae
54. 243
os Hint: Solve 2x + 3x = 375.
8 w
4. The RV can travel 360 miles. 8. The taxes assessed will be $1,267.

Hint: Solve _760__ t

Hint: Solve 270 m
ie od. 38,000 63,350
 Answer Key 265

It will take 2.5 hours for Baylee to drive 190 miles. 10. The width of the enlarged picture is 10 inches.
Hint: Solve 304 _ 190, Hint: Solve 4 — ©.
4 t w 15

. 400 mL of distilled water must be added. 7. The grocer should use 54 pounds of the $10 nuts
Hint: Solve 50%(W + 1000) = 70%(1000). and 36 pounds of the $15 nuts.
. The owner should use 10 pounds of the $11.50 candy. Hint: Solve 10N + 15(90 — N) = 12(90).
Hint: Solve 11.50C + 19.90(30 — C) = 17.10(30). 8. The manager should use 40 pounds of the
. 16 ounces of vinegar must be added. cheaper coffee.
Hint: Solve V + 10%(80) = 25%(V + 80). Bit SolwecSC sil AC20 etch OCG 20);
. 700 milliliters of a 10% nitric acid solution must 9. 5 liters of a4% hydrochloric acid solution must
ke added. be added.

Hint: Solve 10%N + 25%(1400) = 20%(N +1400). Hint: Solve 4%H + 20%(10 — H) = 12%(10).
. 6 quarts of 100% antifreeze must be added. 10. The butcher should use 125 pounds of the 80%
lean ground beef and 75 pounds of the 88% lean
Hint: Solve 100%A + 20%(10) = 50%(A + 10).
ground beef.
. 100 quarts of no butterfat milk must be added.
Hint: Solve 80%B + 88%(200 — B) = 83%(200).
Hint: Solve 4%(M + 400) = 5%(400).

EXERCISE 28.5
1. There are 70 dimes in the collection. 7. Joyce has 3 quarters.
Hint: Solve 0.10D + 0.05(200 — D) = 13.50. Hint: Solve 0.25(Q) + 0.05(16 — Q) = 1.40.
2. There are 16 dimes and 30 nickels. 8. Willow has 18 nickels.
Hint: Solve 0.10D + 0.05(D + 14) = 3.10. Hint: Solve 0.05(N) + 0.10(52 — N) = 4.30.
3. Ronin has 30 $5 bills and 10 $10 bills. 9. Cael has 24 quarters and 30 nickels.
Hint: Solve 10T + 5(3T) = 250. Hint: Solve 0.25(Q) + 0.05(Q + 6) = 7.50.
4. Latsha has 16 $5 bills and 4 $1 bills. 10. Scarlett has 20 quarters.
Hint: Solve 1D + 5(4D) = 84. Hint: Solve 0.25[45 — N — (N+ 5)] + 0.10(N + 5)
5. Jermo received 30 dimes. +0.05N = 7.00.
Hint: Solve 0.25Q + 0.10(Q + 2) = 10.
6. Barb has 18 dimes, 6 nickels, and 24 pennies.
Hint: Solve 0.10(3N) + 0.05N + 0.013N + 6) = 2.34.
266 Answer Key

= . The two vehicles will pass each other in 2 hours. . The airplane will take 0.25 hours, which is 15
minutes, to cover a distance of 137.5 miles.
Hint: Solve 70t + 65t = 270.
Hint: Solve 550t = 137.5.
N . The two vehicles will be 325 miles apart at 10:30
p.m. of the same day. “ Mora’s average speed is 4 miles per hour.
Hint: Solve 70t + 60t = 325. Hint: Solve 8r + 4r = 24.

WwW. The two vehicles will arrive in the same location . The two bicycle riders will meet after 1.5 hours.
in 4.5 hours. Hint: Solve 16t + 14t = 45.
Hint: Solve 65t + 55t = 540. . The boat’s speed when there is no current is 21
. The car traveled at an average speed of 80 miles miles per hour.
per hour. Hint: Solve 3(r + 3) = 4(r — 3).
Hint: Solve 3r = (60)(4). 10. The car’s average speed is 50 miles per hour.
ul . The two trains will be 315 miles apart in 3 hours. Hint: Solve 2(2r — 30) = 2r + 20.
Hint: Solve 55t + 50t = 315.

1. It will take 1.875 hours for the two pipes together . It will take the two sisters 60 minutes to wash the
to fill the tank. family car.

Hint: Solve 4 vy eres Hint: Solve ae + pee:

cee Tea 100 ioe
It takes 16 minutes for the two of them working P|. It will take the two machines 0.75 hours to
together to mow the lawn. produce 500 items.
Hint: Solve 1 bis ere Hint: Solve u “fs ee ai:
24h S45." ¢ 3: I t
“ad It would take Kelsey 3 hours to mow the lawn . It took a total of 7 hours to complete the job.
alone, and it would take Imogene 6 hours to mow
it + —t
Hint: Solve —¢ 1 = 2 Then compute t + 3.
the lawn alone.
9 18 3
Hint: Solve eu VBE bak, . Madison’s roommate paints 2 ofthe room
ROL VAE 2 12
per hour.
. It will take 24 minutes to water the lawn if both
sprinklers operate at the same time. Hint: Solve a af = et
SR
Hint: Solve we ae i os f.
40 60!) vt 10. It will take 24 hours to fill the tank if both pipes
are open.
ul. It will it take 80 hours to fill the tank if the drain
is open while the tank is being filled. Hitits Solves sus ere 2
nigaODcsaase 2
Hint: Solve fly = ah Se L
L6sse22 Ossett
EES FT EE LE TL a
 Answer Key | 267

1. $44.25 is saved. 6. The amount of Jaylynn’s sales was $21,250.

Hint: Solve P = 15%(295). Hint: Solve (1,450 — 600) = 4%S.
2. Ash’s total sales last week were $1,845. 7. The number is 50.
Hint: Solve 55.35 = 3%B. Hint: Solve x + 4%x = 52.
3. The amount is 28% of the original price. 8. The original price is $60.
Hint: Solve 1,624 = R(5,800). Hint: Solve Pp + 250%p = 210.
4. The regular price of the watch was $288. The sales tax rate is 8%.
Hint: Solve w — 25%w = 216. Hint: Solve 7.84 = R(98).
5. The dealer paid $500 for the television. 10. $677.66 is 109.3% of $620.
Hint: Solve c + 30%c = 650. Hint: Solve P = 109.3%(620).

ES I ET SID I I SE SER ET SBT RS GB IS ST TREN TOSI

1. The interest earned is $1,800. 7. The amount invested at 2% is $1,500, and the
Hint: Solve J = (15,000)(1.5%)(8). amount invested at 4% is $3,000.
2. It will take 4 years. Hint: Solve 2%x + 4%(2x) = 150.
Hint: Solve 400 = (5,000)(2%)(t). 8. The amount invested at 2% is $4,200 and the
3. The investment earns $288. amount invested at 3% is $2,800.

Hint: Solve I = (4,800)(2%)(3). Hint: Solve 2%x = 3%(7,000 — x).

4. The simple interest rate per year is 1.5%. : . The certificate of deposit will earn $62.50 in
interest in one year.
Hint: Solve 262.50 = (3,500)(r)(5).
Hint: Solve P = (2,500)(2.5%)(1).
5. The amount invested at 4% is $3,500, and the i
amount invested at 3% is $5,800. Ace will owe $2,720 to his friend.

Hint: Solve 4%x = 3%(9,300 — x) — 34. Hint: Solve x = 2,000 + (2,000)(12%)(3).

os) . The principal is $3,900.

Hint: Solve 156 = (P)(2%)(2).

1. The fence’s length is 18 meters, and its width is 4. The length of the triangle’s base is
9 meters. 12 inches.
Hint: Solve W(2W) = 162.
Hint: Solve V8) =] 08.
N . The flower box’s width is 8 inches.
Hint: Solve (36)(w)(6) = 1,728. 5. The approximate area is 314 inch’.
Ww . The area ofthe field is 175,000 feet’. Hint: Solve 7d = 207. Then calculate
2

Hint: Solve 2(500) + 2w = 1,700. Then calculate Aw saa) .

500w to determine the area. 2
268 = Answer Key

6. The measure of the third angle is 75°. 9. The diameter is 16 meters.

Hint: Solve A + 42 + 63 = 180. Hint: Solve mr? = 647. Then calculate d = 2r.
7. The length of the other leg is 30 centimeters. 10. The rectangle’s length is 10 centimeters, and its
width is 8 centimeters.
Hint: Solve a’ + 16° = 34’.
8. The width of the play area is 5 feet. Hint: Solve 2L + 2(L — 2) = 36.
Hint: Solve W(W + 7) = 60.

es

CH ARTE Be aly
Introduction to Functions.

eyes. 13. Domain: {—3,—2,—1,0, 1, 2; 3};

No Range: {—1, 0, 3, 8}
Yes 14. Domain: {—3,—2,—1, 0, 1}
Range: {—4,—3, 0, 5}
Yes
15. Domain: {—4, 2, 5, 9};
os Dn
Range;{—29.5,=11.5, 2, 29}
16. Domain: {1, 2, 3, 4,...}; Range: {5, 10, 15, 20,...}
17. Domain: {—8,—6, 2, 4, 10}; Range:
{—51,—24,—-15,—6, 30}
pe
awn
enan 18. Domain: {1, 2, 3, 4, 5,...}; Range:
. No {4, 8, 12, 16, 20,--+}
eH
He 2,5}
oO . Domain: {—5,—2,0,2,5}; Range: {—5,—2,0,
; ey 19. Domain: S ; Range: {—5}
-N . Domain: 4——,—'; Range: {0} 2
Dem 20. Domain: {I, 2, 4, 6, 9}; Range: {1.0, 1.4, 2.2, 3.0, 3.5}

RELL PEED ILL ASSES LATELY LEALLA LAE!NEL ER LEE LEED EL TD

A LESSOR APE EGE LIENE NEES. TNEEE

1. 4 6. 0
p Re, tees:
3. .2) 8. 50
4.15 9. 1,600
Fea) 10. A)
 Answer Key 269

115 16. R
12. 3 17, Rx #3
13. =] nee
14. 5 ss
15. | 26. Rx = ;

Sees)28
Graphs of Functions

1. No 6. No
2. Yes 7. Yes
3. 1e8 8. Yes
4. Yes 9. No
5. Yes 10. No

EXERCISE 30.2
1. (a) zero: —5; x-intercept: —5 (b) y-intercept: 10 7. (a) zero: 0; x-intercept: 0 (b) y-intercept: 0
2. (a) LOS: dy —2; X-itercepts: —3,.—2 Bra) ero: at 3; x-intercepts: Be 3
(b) y-intercept: 6 ‘ 2
3. (a) zero: none; x-intercept: none (b) y-intercept: —3
(b) y-intercept: 1,500 9. (a) zero: none; x-intercept: none
4. (a) zero: 0; x-intercept: 0 (b) y-intercept: 0 1
2 ae Z (b) y-intercept: —
5. (a) zero: 0; x-intercept: 0 (b) y-intercept: 0 125
6. (a) zero: none; x-intercept: none (b) y-intercept: 3 10. (a) zero: 32; x-intercept: 32 (b) y-intercept: 8

EXERCISE 30.3.
1. Decreasing x < —3; Increasing x > —3 3. Decreasing on R
2. Increasing x < 2; Decreasing x > 2 4. Constant on R
270 = Answer Key

8. Increasing x < —4; Decreasing x between —4

5. Increasing x < —3; Decreasing x between —3
and 1; Increasing x > 1 and 2; Increasing x > 2
6. Increasing x < —3; Decreasing x > —3 9. Decreasing on R

7. Increasing on R 10. Increasing x < —2; Constant x between —2 and

3; Decreasing x > 3

rs

ee eee
Common Functions and
Their Graphs

EXERCISE 31.1.
1. Nonvertical, —4.5, 9, 2, decreasing 6.2
2. Nonvertical, 75, 0, 0, increasing 7. 6

3. Nonvertical, —, 0, 0, decreasing 8. $15 per shirt

5 9. 65 miles per hour
4. Nonvertical, —3, 72, 24, decreasing 10. 8-gallon decrease per hour

5. Nonvertical, ts 6, 2 decreasing
3 Zz
ARSED CL EPI AS SE ANE LE SEE DLE IE eo
SIN

EXERCISE 31.2
Da 49 5 10.
= . Parabola, 5-2} —3, upward, minimum, x = a
4

2. Parabola, (0,100), 100, downward, maximum,

v=)
wW . Parabola, (—5, 0), 25, upward, minimum,
x=-—5
> . Parabola, (—1, 9), 8, downward, maximum,
x=-l Pre

5. Zeros: ae 3; x-intercepts: ie 3
2 Z
. Zeros: —10, 10; x-intercepts: —10, 10
, Zero: —5; x-intercept: —5
. Zeros: —4, 2; x-intercepts: —4, 2
wo
onZeros: —3, 3; x-intercepts: —3, 3 |
 Answer Key 271

11. 12. 84 feet

Hint: Evaluate h(3).
13. 2 seconds
(0,8) Hint: The vertex is (2, 100).
TC) =e
=2S 14. 100 feet
Hint: The vertex is (2, 100).
15. 4.5 seconds
Hint: Solve h(t) = 0.

“eit 8. |
25 1
2.1 an
3. 25 10. 1,000
4. 16 11. 2,000
7 12. 32,000
aa 13. 400 million
46 14. $1,560.60
7.4 15. $5,932.62

CHAPTER 32
LOREAL OLS HIE RELL NEEL ELE RESELL EEN

Introduction to Systems of
Two-Variable Equations

1. No, because (—2,1) does not satisfy both equations. A

3. Yes, because +3 satisfies both equations
2. Yes, because (2, 5) satisfies both equations
simultaneously. simultaneously.
272 Answer Key

Ax+2y =8
4. No, because (0, 2) does not satisfy both
equations. “Qk a8
pu pees
5. Yes, aatab . 0) satisfies both equations
6x +2y =9
simultaneously.

Pi = -l11
14x —7y
2x+y=4
“2x —3y = -8
re

1. One solution 6. Intersecting

2. No solution 7. Parallel
3. One solution 8. Intersecting

4. One solution 9. Intersecting

5. Infinitely many solutions 10. Coincident

Le

CHAPTER aa

Solving Systems of
Two-Variable Linear Equations

£2, 9) -$ 2)
2::(2,5) Le ey,
: F-3| 11. Infinitely many solutions
12. (1, —1)
4, (2, 3) 13. No solution
5. Infinitely many solutions 14. (3, 2)
6. (2, 5) 15, (13:5, 11-5)
|
7 fF. Let x = the greater number, and y = the lesser
number. Solve the system.

8. No solution hat Meine?

, |
2J x- y= 2

a2 x=13.5,y=11.5
 Answer Key | 273

EXERCISE 33.2
t.. (253) ul ASB
2: 75) aware
a . 11. Infinitely many solutions
has 12 =
AO (253) 13. No solution
5. Infinitely many solutions 14, (3, 2)
6. (2, 5) 15. 19 sheep, 23 chickens
1 Let S = the number of sheep, and C = the number of
7. (=,3 ;
chickens. Solve the system.
8. No solution 2S + 2C = 84
AS 2C, = 122
Vi:
25 $= 19,C =23

10. No graph is necessary. A quick check of the

g. {i 3 coefficients reveals that the lines representing the
equations are parallel, so there is no solution.

ELA LE LS. ILL LES OL I EE NE TE TE RTE ETS ILE TE ONE EEE EER LES

CHAPTER34

Graphing Systems of Two-

Variable Inequalities

1. Above 4. Above
2. Below 5. Below
3. Below
274 |Answer Key

9, 4x —3y < 12
6xxshiyee=5

8. x-y>4
 Answer Key |275

1. Above

9.2x?
—5x < y+3

72x’ +y <8
MeQrom Hel Ala1-
Mathematics

All the Math You Need to

Succeedin Algebra I
This book will help you develop the math skills needed to succeed in the classroom and on
standardized tests. The user-friendly pages are filled with easy-to-follow explanations of key
Algebra | concepts, followed by detailed examples that clearly demonstrate how to solve
common problems. Hundreds of practice questions will help you master each concept,
sharpen your problem-solving skills, and build confidence.

Features Include:
@ Topics aligned with national and state standards for algebra | courses
Content focused on helping you excel in the classroom and on standardized tests
Concise, clear explanations to easily grasp key concepts
Thorough examples that illustrate how to solve typical algebra | questions
@ More than 1,000 math problems that provide extensive opportunities to practice
your new skills
@ Helpful appendixes covering measurements and formulas

Topics Covered:
® Real Numbers ® Rational Expressions e The Cartesian
e@ Absolute Value © Complex Fractions Coordinate Plane

© Exponents ® One-Variable Linear ° Word Problems

® Radicals Equations and © Functions

® Polynomials inesquatisiee © Two-Variable Linear

Equations

Sandra Luna McCune, PhD, is professor emeritus and

a former Regents Professor who taught as a mathematics
specialist at Stephen F. Austin State University. USD $14.00
ISBN 978-1 Ki Ai ae 9
MHID 1-260-12

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