Applied Basic Mathematics (2nd Edition)

Applied Basic MATHEMATICS Second Edition William Clark Harper College Robert Brechner Miami Dade College Addison-We...

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Applied Basic

MATHEMATICS Second Edition

William Clark Harper College

Robert Brechner Miami Dade College

Addison-Wesley Boston • Columbus • Indianapolis • New York • San Francisco • Upper Saddle River Amsterdam • Cape Town • Dubai • London • Madrid • Milan • Munich • Paris • Montreal • Toronto Delhi • Mexico City • Sao Paulo • Sydney • Hong Kong • Seoul • Singapore • Taipei • Tokyo

Editorial Director: Christine Hoag Editor in Chief: Maureen O’Connor Executive Content Editor: Christine O’Brien Assistant Editor: Mary St. Thomas Senior Managing Editor: Karen Wernholm Production Project Manager: Beth Houston Cover Designer: Beth Paquin Photo Researcher: Beth Anderson Digital Assets Manager: Marianne Groth Media Producer: Nathaniel Koven Software Development: Kristina Evans and Mary Durnwald Marketing Manager: Adam Goldstein Associate Marketing Manager: Tracy Rabinowitz Marketing Assistant: Ashley Bryan Senior Author Support/Technology Specialist: Joe Vetere Rights and Permissions Advisor: Michael Joyce Manufacturing Manager: Evelyn Beaton Senior Media Buyer: Ginny Michaud Text Design: Leslie Haimes Production Coordination, Composition, and Illustrations: PreMediaGlobal Cover photo: Tulips in the Keukenhof Gardens, the Netherlands; © Robert Brechner Photo credits: p. 1: Hola Images/Getty Images; p. 12: Photodisc/Getty Images; p. 22, p. 403, p. 642: iStockphoto; p. 33, p. 82, p. 96, p. 135, p.173, p. 180, p. 187, p. 303, p. 323, p. 331, p. 594: Robert Brechner; p. 48: Photonica/Amana America/Getty Images; p. 61, p. 295, p. 473, p. 528 (l): Beth Anderson; p. 64: Library of Congress Prints and Photographs Division [LC-USZ62-60242]; p. 70, p. 417: Stockbyte/Getty Images; p. 78, p. 168, p. 257, p. 287, p. 402, p. 635, p. 699: PhotoDisc/Getty Images; p. 99: Jet Propulsion Lab/NASA; p. 101: Photographer’s Choice/Getty Images; p. 112: Paul Gilham/Getty Images; p. 161, p. 216, p. 350, p. 423, p. 496, p. 577: Digital Vision/Getty Images; p. 198: Comstock/Corbis; p. 207: Gavin Lawrence/Getty Images; p. 277: Jim McIsaac/Getty Images; p. 282: NASA; p. 296: George Bergeman; p. 320: Lisa F. Yount/Shutterstock; p. 322, p. 499: André Klaassen/ Shutterstock; p. 339, p. 437, p. 441 (b), 452 (t) p. 457, p. 458 (t), p. 463, p. 475, p. 476, p. 625: Shutterstock; p. 343: Ilene MacDonald/Alamy; p. 349: Joe Raedle/Getty Images; p. 370: Moodboard/Corbis; p. 428: Jeff Haynes/AFP/Getty Images; p. 432: Image Source/Getty Images; p. 431: Eric Isseleé/Shutterstock; p. 441 (t), p. 452 (b): Blend Images/Getty Images; p. 442: Victoria Short/ Shutterstock; p. 444: Jessie Eldora Robertson/Shutterstock; p. 458 (b): Cornstork/Thinkstock; p. 465: Lori Sparkia/Shutterstock; p. 479: Image Source/Getty Images; p. 480: The Granger Collection; p. 511: Thinkstock; p. 528 (r): Graphic Maps and World Atlas; p. 544: Fotocrisis/Shutterstock; p. 564: Chuck Choi/Arcaid/Corbis; p. 605: Gabriel Bouys/AFP/Getty Images; p. 645: Jonathan Daniel/Getty Images; p. 653: Dreamstime; p. 664: Interfoto/Alamy Images; p. 708: Johner Images/Getty Images Many of the designations used by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and Addison-Wesley was aware of a trademark claim, the designations have been printed in initial caps or all caps. Library of Congress Cataloging-in-Publication Data Clark, William, 1973– Applied basic mathematics / William Clark, Robert Brechner. -- 2nd ed. p. cm Includes index. ISBN-13: 978-0-321-69182-8 (student edition) ISBN-10: 0-321-69182-2 (student edition) ISBN-13: 978-0-321-69782-0 (instructor edition) ISBN-10: 0-321-69782-0 (instructor edition) 1. Mathematics--Textbooks. I. Brechner, Robert A. II. Title. QA37.3.C58 2012 510--dc22 2010012736 Copyright © 2012, 2008 Pearson Education, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. For information on obtaining permission for use of material in this work, please submit a written request to Pearson Education, Inc., Rights and Contracts Department, 501 Boylston Street, Suite 900, Boston, MA 02116, fax your request to 617-671-3447, or e-mail at http://www.pearsoned.com/legal/permissions.htm. 1 2 3 4 5 6 7 8 9 10 —CRK—14 13 12 11 10

NOTICE: This work is protected by U.S. copyright laws and is provided solely for the use of college instructors in reviewing course materials for classroom use. Dissemination or sale of this work,or any part (including on the World Wide Web), will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials.

D E D I C AT I O N

To my mother, father, and grandmother. Thank you for your love and support. —W. C. To my wife Shari Joy, every day, in every way, I love you more and more. —R.B.

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Contents Preface ix Supplements xvii Acknowledgments About the Authors CHAPTER 1

Whole Numbers 1.1 1.2 1.3 1.4 1.5 1.6 1.7

CHAPTER 2

CHAPTER 3

63

101

Factors, Prime Factorizations, and Least Common Multiples Introduction to Fractions and Mixed Numbers 117 Equivalent Fractions 130 Multiplying Fractions and Mixed Numbers 143 Dividing Fractions and Mixed Numbers 154 Adding Fractions and Mixed Numbers 162 Subtracting Fractions and Mixed Numbers 174 10-Minute Chapter Review 189 Numerical Facts of Life 198 Chapter Review Exercises 198 Assessment Test 204

Decimals 3.1 3.2 3.3 3.4 3.5

1

Understanding the Basics of Whole Numbers 2 Adding Whole Numbers 13 Subtracting Whole Numbers 25 Multiplying Whole Numbers 35 Dividing Whole Numbers 50 Evaluating Exponential Expressions and Applying Order of Operations Solving Application Problems 74 10-Minute Chapter Review 84 Numerical Facts of Life 93 Chapter Review Exercises 93 Assessment Test 98

Fractions 2.1 2.2 2.3 2.4 2.5 2.6 2.7

xxi xxv

102

207

Understanding Decimals 207 Adding and Subtracting Decimals 223 Multiplying Decimals 234 Dividing Decimals 246 Working with Fractions and Decimals 258 10-Minute Chapter Review 270 Numerical Facts of Life 277 Chapter Review Exercises 278 Assessment Test 284 v

CHAPTER 4

Ratio and Proportion

287

4.1 Understanding Ratios 288 4.2 Working with Rates and Units 303 4.3 Understanding and Solving Proportions 313 10-Minute Chapter Review 333 Numerical Facts of Life 339 Chapter Review Exercises 340 Assessment Test 346

CHAPTER 5

Percents 5.1 5.2 5.3 5.4

CHAPTER 6

423

The U.S. Customary System 424 Denominate Numbers 433 The Metric System 443 Converting between the U.S. System and the Metric System 454 Time and Temperature 459 10-Minute Chapter Review 466 Numerical Facts of Life 473 Chapter Review Exercises 474 Assessment Test 477

Geometry 7.1 7.2 7.3 7.4 7.5 7.6

vi

Introduction to Percents 350 Solve Percent Problems Using Equations 364 Solve Percent Problems Using Proportions 378 Solve Percent Application Problems 392 10-Minute Chapter Review 412 Numerical Facts of Life 417 Chapter Review Exercises 418 Assessment Test 421

Measurement 6.1 6.2 6.3 6.4 6.5

CHAPTER 7

349

479

Lines and Angles 480 Plane and Solid Geometric Figures 491 Perimeter and Circumference 509 Area 518 Square Roots and the Pythagorean Theorem 530 Volume 539 10-Minute Chapter Review 552 Numerical Facts of Life 564 Chapter Review Exercises 565 Assessment Test 573

CHAPTER 8

Statistics and Data Presentation

577

8.1 Data Presentation—Tables and Graphs 578 8.2 Mean, Median, Mode, and Range 605 10-Minute Chapter Review 620 Numerical Facts of Life 625 Chapter Review Exercises 626 Assessment Test 631

CHAPTER 9

Signed Numbers 9.1 9.2 9.3 9.4 9.5

CHAPTER 10

Introduction to Signed Numbers 636 Adding Signed Numbers 647 Subtracting Signed Numbers 658 Multiplying and Dividing Signed Numbers 668 Signed Numbers and Order of Operations 681 10-Minute Chapter Review 689 Numerical Facts of Life 694 Chapter Review Exercises 695 Assessment Test 697

Introduction to Algebra 10.1 10.2 10.3 10.4 10.5

GLOSSARY

635

699

Algebraic Expressions 700 Solving an Equation Using the Addition Property of Equality 713 Solving an Equation Using the Multiplication Property of Equality 721 Solving an Equation Using the Addition and Multiplication Properties Solving Application Problems 738 10-Minute Chapter Review 747 Numerical Facts of Life 753 Chapter Review Exercises 754 Assessment Test 755

GL-1

APPENDIX A

Try-It Exercise Solutions

APPENDIX B

Answers to Selected Exercises

APPENDIX C

Math Study Skills

APPENDIX D

Table of Squares and Square Roots

INDEX

728

AP-1 AP-33

AP-51 AP-55

I-1

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Preface During our time at Miami Dade College, we had the pleasure of meeting and working with students from diverse backgrounds. Many of our students were non-native English speakers, and we are forever indebted to them for teaching us the art of clear, concise, and accessible communication. Applied Basic Mathematics Second Edition is the culmination of the lessons learned from our students. It is an inviting and easyto-read textbook that reflects the tone of our classrooms, uses the language of mathematics, and connects mathematics to the world through realistic and lively applications. We believe that our simple, relevant, and mathematically accurate exposition will benefit each and every student. We were motivated, in part, to write this textbook by the lack of student success we were seeing at and above the level of introductory algebra. Like many of our colleagues, we observed that our students often lacked understanding of math terminology and concepts and were frequently unaware of the relevance of math to their lives. To address these issues, we have made every effort to define terms accurately, use terminology in its correct context, and constantly remind students of the applications of the math they are learning. Key definitions are bolded and defined in the margins for ease of reference. Each exercise set begins with Concept Check exercises, giving students the opportunity to assess their knowledge of terminology and key concepts. Additionally, each section of the text concludes with an “Apply Your Knowledge” learning objective. Many of our application problems include data from a variety of disciplines, career fields, and everyday situations. In addition to providing a clear, concise, relevant, and mathematically correct exposition, we sought to facilitate the development of basic skills for future use at and above the introductory algebra level. To this end, we crafted Examples and Solution Strategies that guide the student through problems in a step-by-step manner. Each Example and Solution Strategy is followed by a Try-It Exercise. The Try-It Exercises allow the student to actively engage in his or her own learning by providing a problem similar to the Example. Accompanying each Try-It Exercise is a complete worked-out solution in Appendix A. The complete solution allows the student to assess his or her understanding of the concepts or algorithms developed in the section and detailed in the Example and Solution Strategy. To further facilitate the development of basic skills, each section is followed by a comprehensive exercise set. Each exercise set contains Guide Problems, an exciting feature that is unique to this book. The Guide Problems pose problems similar to those in the examples and exercise set, guiding the student through the solution process in a step-by-step manner.

ix

Applied Basic Mathematics provides the structure and support students need to navigate their basic mathematics course. Like a guidebook for basic math, this text leads your students through the course by asking them to relate, reinforce, and review as they learn.

Relate CHAPTER OPENERS CHAPTER 2

Career-focused Chapter Openers illustrate the relevance of the math that students are about to learn.

Fractions

IN THIS CHAPTER 2.1 Factors, Prime Factorizations, and Least Common Multiples (p. 102) 2.2 Introduction to Fractions and Mixed Numbers (p. 117) 2.3 Equivalent Fractions (p. 130) 2.4 Multiplying Fractions and Mixed Numbers (p. 143) 2.5 Dividing Fractions and Mixed Numbers (p. 154) 2.6 Adding Fractions and Mixed Numbers (p. 162) 2.7 Subtracting Fractions and Mixed Numbers (p. 174)

Culinary Arts

T

o create cuisine with the ideal flavor, chefs and bakers must know how to appropriately combine different ingredients. They need to know exactly how much of each ingredient must be added to a particular recipe. Adding too much baking soda to a cake recipe will result in a cake that is hard as a rock. Adding too little garlic to shrimp scampi will result in a bland dish. 1 Many recipes involve fractions. For instance, a recipe may call for cup of 3 1 teaspoon of vanilla. More sophisticated recipes may require very small 2 fractional amounts. A recipe may require a pinch of salt, which is traditionally 1 defined as teaspoon. 8 sugar or

Often, chefs need to adjust recipes. For example, a chef may want to make only half of a recipe, or she may have to double it. Consequently, anyone working in the culinary arts must be proficient at manipulating fractions. Try Example 4 of Section 2.4 about cutting a recipe in half. 101

APPLY YOUR KNOWLEDGE The last learning objective in each section of the text is called Apply Your Knowledge. These objectives provide extra examples and exercises to help students synthesize and apply what they have learned to real situations.

APPLY YOUR KNOWLEDGE

Objective 2.1E

EXAMPLE 7

Apply your knowledge

You have volunteered to be the “barbeque chef” for a school party. From experience, you know that hot dogs should be turned every 2 minutes and hamburgers should be turned every 3 minutes. How often will they be turned at the same time?

SOLUTION STRATEGY 251?2 351?3

In this example, we are looking for the least common multiple of 2 and 3.

The LCM of 2 and 3 is 2 ? 3 5 6. The hamburgers and hot dogs will be turned at the same time every 6 minutes.

x

EXAMPLE 2

Determine whether a number is prim

REAL-WORLD CONNECTIONS

Determine whether each number is prime, composite, or neith

Real-World Connection For centuries, mathematicians have searched for larger and larger prime numbers. At the time of this printing, the largest known prime had over 9,800,000 digits!

a. 14

b. 11

c. 23

d. 36

e. 0

f. 19

Real-World Connection boxes point out interesting real-world applications for students as they read through the text.

SOLUTION STRATEGY 14 composite

14 is composite because its factors are 1, 2,

11 prime

11 is prime because its only factors are 1 an

23 prime

23 is prime because its only factors are 1 an

36 composite

36 is composite because its factors are 1, 2,

0

By definition, 0 is neither prime nor composi

neither

19 prime

19 is prime because its only factors are 1 an

NUMERICAL FACTS OF LIFE The Numerical Facts of Life feature gives students several data-driven exercises related to one real-world application.

You are a sports reporter for your college newspaper. For an upcoming story about the disparity of major league baseball salaries, your editor has asked you to compile some average payroll statistics for the 2006 season. HIGHEST AND LOWEST MAJOR LEAGUE BASEBALL TEAM PAYROLLS: 2006 REGULAR SEASON

TEAM H

2006 PAYROLL

New York Yankees

$194,663,079

Boston Red Sox

$120,099,824

2006 PAYROLL

2006 AVERAGE

ROUNDED TO

PAYROLL PER GAME

SALARY PER PLAYER

MILLIONS

162-GAME SEASON

30-PLAYER ROSTER

2006 AVERAGE

I G H E S

Los Angeles Angels

$103,472,000

Colorado Rockies

$41,233,000

T L O W E

Tampa Bay Devil Rays

$35,417,967

S T

Florida Marlins

$14,998,500

1. Calculate the figures for the column “2006 Payroll Rounded to Millions.” 2. Using your “rounded to millions” figures, calculate the figures for the column “2006 Average Payroll per Game.” There are 162 regular-season games in major league baseball. Round each average payroll per game to dollars and cents. 3. Using your “rounded to millions” figures, calculate the figures for the column “2006 Average Salary per Player.” There are 30 players on a major league baseball roster. Round each average salary per player to the nearest dollar.

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Reinforce TRY-IT EXERCISES Try-It Exercises, located after each Example and Solution Strategy, allow students to immediately reinforce what they have just learned. Solutions for all Try-It Exercises are located at the back of the text.

EXAMPLE 5

Find the LCM of a set of numbers using prime factorization

Find the LCM of 4, 6, and 10 using prime factorization.

SOLUTION STRATEGY 452?2

Find the prime factorization of each number.

652?3 10 5 2 ? 5

Write the product of prime factors with each factor occurring the greatest number of times that it occurs in any one factorization.

2·2·3?5

The greatest number of times 2 occurs in any factorization is two times. The greatest number of times that 3 occurs is one time. The greatest number of times that 5 occurs is one time. The LCM of 4, 6, and 10 is 2 ? 2 ? 3 ? 5 5 60.

The LCM is the product of all factors in the list.

TRY-IT EXERCISE 5 Find the LCM of 18, 15, and 12 using prime factorization. Check your answer with the solution in Appendix A.

We now detail an alternate method. To demonstrate this approach, let’s once again search for the LCM of 8 and 12. To begin, list the numbers 8 and 12 in a row as shown below.

proper fraction or common fraction A fraction in which the numerator is less than the denominator. improper fraction A fraction in which the numerator is greater than or equal to the denominator.

proper fraction or a common fraction. Some other examples of proper fractions are as follows. 1 2

9 32

3 16

A fraction in which the numerator is greater than or equal to the denominator is called an improper fraction. An improper fraction is always greater than or equal to 1. Some examples of improper fractions are as follows.

LEARNING TIPS Learning Tips in the margins provide suggestions and hints that will be useful to students as they navigate the text and work the exercises.

15 11

Vocabulary definitions are located in the margins for easy reference while studying.

2 2

19 7

Learning Tip 6 , 10 divide both the numerator and denominator by the common factor, 2. We can explicitly indicate this division as follows. To simplify the fraction

642 3 6 5 5 10 10 4 2 5 Likewise, to simplify the 8 , divide both 12 the numerator and denominator by the common factor, 4. We can explicitly indicate this division as follows. fraction

8 844 2 5 5 12 12 4 4 3 In this text, we will use the convention of crossing out the numerator and denominator when dividing out a common factor.

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VOCABULARY

8 . Note that 4 is a factor common to both 8 12 and 12. We can simplify the fraction by dividing both the numerator and denominator by 4. As another example, consider

2

8 2 8 5 5 12 12 3 3

In simplifying fractions, we often seek the largest factor that is common to both the numerator and denominator. The greatest common factor or GCF is the largest factor shared by two or more numbers. Sometimes, the GCF isn’t obvious. In such cases, divide out any common factors until the fraction is simplified completely.

Steps for Simplifying a Fraction Step 1. Identify and divide out any factors common to the numerator

and the denominator. Use the greatest common factor if you can identify it. Step 2. If a common factor remains in the numerator and denominator of

the resulting fraction, repeat step 1 until the fraction is simplified to lowest terms.

Along with plenty of practice exercises organized by objective, you’ll also find the following types of exercises in the Section Review Exercise sets:

CONCEPT CHECK

SECTION 2.5 REVIEW EXERCISES Concept Check a c a 1. In the division problem 4 , the fraction is called the b d b c and the fraction is called the . d

b a 2. The of the fraction is the fraction where b a a 2 0 and b 2 0.

3. To divide fractions,

4. To divide a combination of fractions, whole numbers, or

the dividend by the of the divisor and simplify if possible.

Located at the beginning of every section exercise set, Concept Check exercises give students fill-inthe-blank problems that check for basic comprehension of the section’s concepts.

mixed numbers, change any whole numbers or mixed numbers to fractions.

GUIDE PROBLEMS Objective 2.5A

Divide fractions

GUIDE PROBLEMS

5 8

6. Divide 4

9 3 5. Divide 4 . 5 11 a. Identify the reciprocal of the divisor. 9 The reciprocal of is . 11 b. Rewrite the division problem as a multiplication problem. 9 3 3 4 5 ? 5 11 5 c. Multiply the dividend by the reciprocal of the divisor. 3 ? 5

1

5

1 5 5

a. Identify the reciprocal of the divisor. 15 The reciprocal of is . 16

5 5 15 4 5 ? 8 16 8 c. Multiply the dividend by the reciprocal of the divisor. 1

5

5 ? 8

5

1 ? 1

1

5

5

CUMULATIVE SKILLS REVIEW

CUMULATIVE SKILLS REVIEW 1. Multiply 192 ? 102. (1.4B)

3. Multiply

25 3 ? . (2.4A) 81 75

5. Find the prime factorization of 90. (2.1C)

7. Multiply

Provided for each objective in the exercise sets, step-by-step Guide Problems reinforce the problem-solving skills needed to succeed in working through the exercises that follow.

b. Rewrite the division problem as a multiplication problem.

5 ? 8

3 ? 5

15 . 16

1 6 2 ? ? 1 . (2.4B) 7 3 2

2. What type of fraction is

3 ? (2.1A) 52

4. What is the total of 143, 219, and 99? (1.2C)

6. Simplify

Cumulative Skills Review exercises appear at the end of each section to reinforce skills that students will need to move on to the next section.

105 . (2.3A) 135

8. Subtract 5637 2 5290. (1.3A)

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Review 10-MINUTE CHAPTER REVIEW 3.1 Understanding Decimals Objective

Important Concepts

Illustrative Examples

A. Identify the place value of a digit in a decimal (page 208)

decimal fraction A number that can be written as a fraction whose denominator is a power of 10.

Identify the place value of the indicated digit.

decimal number or decimal A number written in decimal notation. terminating decimal A decimal whose expansion ends.

a. 2.1659 hundredths b. 23.681 tenths

non-terminating decimal A decimal whose expansion does not end.

The 10-Minute Chapter Review is a comprehensive chapter summary chart that reviews important concepts and provides illustrative examples for each.

c. 235.08324 thousandths d. 0.835029 ten-thousandths

CHAPTER REVIEW EXERCISES Organized by section and objective, Chapter Review Exercises provide thorough practice for each concept within the chapter. Answers for all chapter review exercises can be found in Appendix B at the back of the book.

CHAPTER REVIEW EXERCISES Identify the place value of the indicated digit. (3.1A)

1. 13.3512

2. 0.1457919

3. 314. 09245

4. 89.25901

5. 0.350218

6. 1476.00215962

Write each decimal in word form. (3.1B)

7. 28.355

9. 0.158

11. 59.625

8. 0.00211

10. 142.12

12. 0.39

ASSESSMENT TEST ASSESSMENT TEST Identify the place value of the indicated digit.

1. 23.0719

2. 0.360914

Write each decimal in word form.

3. 42.949

4. 0.0365

Write each decimal in decimal notation.

5. twenty one hundred-thousandths

6. sixty-one and two hundred eleven thousandths

Convert each decimal to a fraction or a mixed number. Simplify, if possible.

7. 8.85

xiv

8. 0.125

The final element for each chapter is an Assessment Test that helps students prepare for their in-class test. Answers to all assessment test problems can be found in Appendix B.

Relate, Reinforce, and Review with the Clark & Brechner Media Package VIDEO RESOURCES ON DVD Author Bill Clark provides students with a short lecture for each section of the text, highlighting key examples and exercises.

MYMATHLAB® For more information, visit our Web site at www.mymathlab.com or p. xix.

MATHXL® For more information, visit our Web site at www.mathxl.com or p. xix.

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Supplements STUDENT SUPPLEMENTS STUDENT’S SOLUTIONS MANUAL

• Contains solutions for the odd-numbered Section Review (including Concept Check and Guide Problems), Cumulative Skills Review and Numerical Facts of Life exercises, and solutions to all Review and Assessment Test exercises. ISBNs: 0-321-69783-9; 978-0-321-69783-7 VIDEO RESOURCES ON DVD

• Complete set of digitized videos on DVD-ROM for student use at home or on campus. • Presents a series of lectures correlated directly to the content of each text section. • Features author Bill Clark, who presents material in a format that stresses student interaction, often using examples and exercises from the text. • Ideal for distance learning or supplemental instruction. ISBNs: 0-321-69773-1; 978-0-321-69773-8 WORKSHEETS FOR CLASSROOM OR LAB PRACTICE

• Lab and classroom-friendly workbooks offer extra practice exercises for every text section. • Ample space for students to show their work. • Learning objectives and key vocabulary terms for each text section are listed. • Additional Vocabulary exercises are provided. ISBNs: 0-321-69774-X; 978-0-321-69774-5

INSTRUCTOR SUPPLEMENTS ANNOTATED INSTRUCTOR’S EDITION

• Contains Teaching Tips and provides answers to every exercise in the textbook. ISBNs: 0-321-69782-0; 978-0-321-69782-0 INSTRUCTOR’S SOLUTIONS MANUAL

• Contains solutions to all even-numbered Section Review (including Concept Check and Guide Problems), Cumulative Skills Review and Numerical Facts of Life exercises, and solutions to all Review and Assessment Test exercises. ISBNs: 0-321-69772-3; 978-0-321-69772-1

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INSTRUCTOR AND ADJUNCT SUPPORT MANUAL

• Includes resources designed to help both new and adjunct faculty with course preparation and classroom management. • Offers helpful teaching tips correlated to text sections. ISBNs: 0-321-69778-2; 978-0-321-69778-3 PRINTABLE TEST BANK

• Contains four tests for each chapter and two final exams. ISBNs: 0-321-69780-4; 978-0-321-69780-6 TESTGEN®

• Enables instructors to build, edit, print, and administer tests. • Features a computerized bank of algorithmically based questions developed to cover all text objectives. • Instructors can modify questions or add new questions by using the built-in question editor, which allows users to create graphs, import graphics, insert math notations, and insert variable numbers or text. • Tests can be printed or administered online via the Web or other network. • Available on a dual-platform Windows/Macintosh CD-ROM. ISBNs: 0-321-69777-4; 978-0-321-69777-6 POWERPOINT® LECTURE SLIDES

• Present key concepts and definitions for each section of the text. • Available within MyMathLab or at http://www.pearsonhighered.com. PEARSON ADJUNCT SUPPORT CENTER

The Pearson Adjunct Support Center (http://www.pearsontutorservices.com/math-adjunct .html) is staffed by qualified mathematics instructors with over 50 years of combined experience at both the community college and university level. Assistance is provided for faculty in the following areas: • Suggested syllabus consultation • Tips on using materials packed with your book • Book-specific content assistance • Teaching suggestions including advice on classroom strategies For more information, visit www.aw-bc.com/tutorcenter/math-adjunct.html. MATHXL® Online Course (access code required)

MathXL® is a powerful online homework, tutorial, and assessment system that accompanies Pearson Education’s textbooks in mathematics and statistics. With MathXL, instructors can: • Create, edit, and assign online homework and tests using algorithmically generated exercises correlated at the objective level to the textbook. xviii

• Create and assign their own online exercises and import TestGen tests for added flexibility. • Maintain records of all student work tracked in MathXL’s online gradebook. With MathXL, students can: • Take chapter tests in MathXL and receive personalized study plans and/or personalized homework assignments based on their test results. • Use the study plan and/or the homework to link directly to tutorial exercises for the objectives they need to study. • Access supplemental animations and video clips directly from selected exercises. MathXL is available to qualified adopters. For more information, visit our Web-site at www.mathxl.com, or contact your Pearson representative. MYMATHLAB® Online Course (access code required)

MyMathLab® is a series of text-specific, easily customizable online courses for Pearson Education’s textbooks in mathematics and statistics. MyMathLab gives you the tools you need to deliver all or a portion of your course online, whether your students are in a lab setting or working from home. MyMathLab provides a rich and flexible set of course materials, featuring free-response exercises that are algorithmically generated for unlimited practice and mastery. Students can also use online tools, such as video lectures, animations, and a multimedia textbook, to independently improve their understanding and performance. Instructors can use MyMathLab’s homework and test managers to select and assign online exercises correlated directly to the textbook, and they can also create and assign their own online exercises and import TestGen® tests for added flexibility. MyMathLab’s online gradebook—designed specifically for mathematics and statistics—automatically tracks students’ homework and test results and gives the instructor control over how to calculate final grades. Instructors can also add offline (paper-and-pencil) grades to the gradebook. MyMathLab also includes access to the Pearson Tutor Center (www.pearsontutorservices.com). The Tutor Center is staffed by qualified mathematics instructors who provide textbook-specific tutoring for students via toll-free phone, fax, e-mail, and interactive Web sessions. MyMathLab is available to qualified adopters. For more information, visit our Web site at www.mymathlab.com or contact your Pearson sales representative.

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Acknowledgments Many people helped shape this textbook directly and indirectly, and we shall do our best to thank as many of those people as possible. First and foremost, we would like to thank our publisher, Greg Tobin, for this wonderful opportunity. We also wish to extend a special thanks to our editor-in-chief, Maureen O’Connor, who encouraged, supported, and advised us at every stage of this process. Likewise, we are very grateful to Christine O’Brien for her support and extreme patience throughout the course of this project. We thank Brian Norquist for his diligence in helping us craft an accurate text. We also thank Adam Goldstein and Tracy Rabinowitz for keeping us abreast of marketing activities, Beth Houston and Laura Hakala for their support and guidance throughout the production process, Rachel Youdelman for her assistance with photos, Beth Paquin for the fabulous cover design, and Mary St. Thomas for tending to the many odds and ends associated with this project. It was truly our pleasure to work with such dedicated professionals. We would also like to thank our colleagues and students at Harper College and Miami Dade College for their support of this time-consuming undertaking. In particular, we are very grateful to Diane Martling, Patricia Widder, and John Notini of Harper College, as well as to Lourdes Espana and Eliane Keane of Miami Dade College. We thank them for the various ways they have supported us in this endeavor over the past several years. We also thank Stephen Kelley of Kankakee Community College for his suggestions to the second edition of this text. We greatly appreciate his enthusiasm and encouragement! Additionally, we would like to thank the following reviewers of portions of this manuscript. Dana Adams Sharon Autry Anna Bakman John Bonura Cheryl Davids Katina Davis James Dressler Wendi Fein Matt Flacche Barbara Gardner Urmi Ghosh-Dastidar Sydney Gunthorpe Cara Harrell Pat Horacek

Wallace State Community College Bladen Community College Los Angeles Trade-Technical College Onondaga Community College Central Carolina Technical College Wayne Community College Seattle Community College Tacoma Community College Camden County College Carroll Community College City Tech CUNY Central New Mexico Community College South Georgia Technical College Pensacola Junior College xxi

Mike Jackson Karen Jensen Harriet Kiser Thomas Lankston Wayne Lee Edith Lester Beverly Meyers Christine Mirbaha Lisa M. O’Halloran Patricia B. Roux Richard Rupp Ellen Sawyer Paula Steward Phillip Taylor Mike Tieleman-Ward Betty Vix Weinberger

Pratt Community College Southeastern Community College Georgia Highlands College Ivy Tech Community College–North Central St. Philip’s College Volunteer State Community College Jefferson College Community College of Baltimore County–Dundalk Cape Cod Community College Delgado Community College Del Mar College College of DuPage ITT Technical Institute North Florida Community College Anoka Technical College Delgado Community College

In addition, we thank all those who also helped shape the manuscript through market research feedback focus group participation, and class testing. Meredith Altman Virginia Asadoorian Alexander G. Atwood Ellen Baker Sally Barney David Breed Vernon Bridges Lisa Key Brown Julie Cameron Kristin Chatas Elizabeth Chu Nelda Clelland Ann Davis Adelle Dotzel Kim Doyle Owen Fry Edna Greenwood Charlotte Grossman Connie Holden Kevin Hulke Kristie Johnson xxii

Genesee Community College Quinsigamond Community College Suffolk County Community College (Ammerman) Monroe Community College Massasoit Community College Edmonds Community College Durham Technical Community College Central Carolina Community College Central Carolina Community College Washtenaw Community College Suffolk County Community College (Ammerman) Community College of Baltimore County–Catonsville Northeast Technical College Pennsylvania College of Technology Monroe Community College Ivy Tech Community College–Anderson Tarrant County College–Northwest Rowan Cabarrus Community College University College of Bangor Chippewa Valley Technical College Tarrant County College–Northwest

Heidi Kiley Jim Kimnach Dennis Kimzey Debra Loeffler Diane Lussier Mark Marino Lois Martin Bruce Meyers Richard Miner Rhoda Oden Vicky Ohlson Gloria Perkins Didi Quesada Mary Raddock Max Reinke Melissa Rossi Kelly Sanchez Andrew Stainton Daniel Stork Marion Szymanski Gerald Thurman Warren Wise Alma Wlazlinski Karen Yohe

Suffolk County Community College (Ammerman) Columbus State Community College Rogue Community College Community College of Baltimore County–Catonsville Pima Community College–Downtown Erie Community College Massasoit Community College Kankakee Community College Community College of Baltimore County–Catonsville Gadsden State Community College Trenholm State Technical College Centralia College Miami Dade College–Kendall Norwalk Community College North Dakota State College of Science Southwestern Illinois College Columbus State Community College Monroe Community College College of the Desert Community College of Baltimore County–Dundalk Scottsdale Community College Blue Ridge Community College McLennan Community College Estrella Mountain Community College

We would like to thank the following Harper College students for their contributions to the second edition of this text: Michael Davis, Lynn Densler, Andrea Jacobson, Ruba Lutfi, Laura Quiles, Maria Ramos, Bianca Ward, and Tamico Winder. We also thank Crystal Baker and Josh Hubert of Kankakee Community College for their valuable suggestions. Lastly, we would like to acknowledge our many family members and friends who offered encouragement, advice, and above all else, humor. We truly appreciate your genuine interest in our project, and are most grateful for your generous support. Bill Clark Bob Brechner

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About the Authors Bill Clark teaches at Harper College in the Chicago area. Prior to his current position, he was a professor at Miami Dade College. An engaging and dynamic teacher, he has initiated a number of programs to serve diverse student populations. He has also developed and implemented a multicultural infusion project and a number of learning communities. Clark holds BS and MS degrees in mathematics from Northwestern University. In his leisure time, Bill enjoys travel and long walks with his dog, Toby.

Bob Brechner has taught at Miami Dade College for 42 years. He currently holds the position of Professor Emeritus. Over the years, he has been Adjunct Professor at Florida International University, Florida Atlantic University, and the International Fine Arts College. Brechner holds a BS in Industrial Management from the Georgia Institute of Technology in Atlanta, Georgia, and an MBA from Emory University in Atlanta. His other publications include Contemporary Mathematics for Business and Consumers, A Little Math with Your Business, and Guidelines for the New Manager. Bob lives in Coconut Grove, Florida, with his wife, Shari Joy. His passions include travel, photography, tennis, running, and boating.

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CHAPTER 1

Whole Numbers

IN THIS CHAPTER 1.1 Understanding the Basics of Whole Numbers (p. 2) 1.2 Adding Whole Numbers (p. 13) 1.3 Subtracting Whole Numbers (p. 25) 1.4 Multiplying Whole Numbers (p. 35) 1.5 Dividing Whole Numbers (p. 50) 1.6 Evaluating Exponential Expressions and Applying Order of Operations (p. 63) 1.7 Solving Application Problems (p. 74)

athematics is an important tool in everyday activities and whole numbers provide the basic foundation. In this chapter, we begin our study of basic mathematics with addition, subtraction, multiplication, and division of whole numbers. Once we have mastered these basic operations, we will learn about order of operations, which tells us how to simplify expressions that involve more than one operation. Then we will learn how to solve application problems involving whole numbers.

M

ACCOUNTING Accounting is a profession that uses mathematics extensively. Accountants track companies’ expenses as well as prepare, analyze, and verify financial statements. They keep public records, make sure taxes are paid properly, and look for ways to run businesses more efficiently. A bachelor’s degree is the minimum requirement. To advance in the accounting profession, you’ll need additional certification or graduate-level education. 1

2

CHAPTER 1

Whole Numbers

Those in the accounting field can earn the certified public accountant designation by meeting experience and educational requirements and by passing an exam. One important financial statement used frequently by accountants is the balance sheet. See Numerical Facts of Life on page 93 for an explanation and an application problem involving a balance sheet.

1.1 UNDERSTANDING THE BASICS OF WHOLE NUMBERS LEARNING OBJECTIVES A. Identify the place value of a digit in a whole number B. Write a whole number in standard notation and word form C. Write a whole number in expanded notation D. Round a whole number to a specified place value E.

APPLY YOUR KNOWLEDGE

The ability to read, write, comprehend, and manipulate numbers is an integral part of our lives. Therefore, we begin our study of mathematics with a look at numbers and the basic operations we can perform on them.

Identify the place value of a digit in a whole number

Objective 1.1A

The numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 are called digits. The Hindu-Arabic or decimal number system is a system that uses the digits to represent numbers. The natural or counting numbers are any of the numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 . . . . The three dots (. . .) indicate that the list goes on indefinitely. The whole numbers include zero together with the natural numbers. That is, the whole numbers are any of the numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 . . . . There is no largest natural number or whole number. Throughout this chapter, numbers mentioned in any definition will be whole numbers.

digits The numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9.

A whole number is broken up into different place values, or places: ones, tens, hundreds, thousands, ten thousands, etc. Moreover, these places are gathered together in groups of three known as periods: units, thousands, millions, billions, etc. Each period within a whole number is separated by a comma.

Hindu-Arabic or decimal number system A system that uses the digits to represent numbers.

The position of a digit in a whole number tells us the value of that digit. For example, at the time of this writing, the national debt was $12,409,846,374,529. There are three 4s in this number, and each 4 has a different value depending on its placement. To see this, consider the following chart.

natural or counting numbers Any of the numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 . . . . whole numbers Any of the numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 . . . .

PERIODS Trillions

Billions

Millions

Thousands

ds s an ns ns us nds on io io i l l l o l l l i i s s Th usa ds s M ion Bi ons Tr ion d d d d d n i l l re Tril ons dre Bill ons dre Mil ions dre Tho usa dre s d n n n ho un ens ne n rilli un en illi un en ill u u e e H M H T H T H H T T T T B O T

1

2

4

0

9

8

4

6

3

7

4

5

2

Units

ES

C PLA

9

We see that the first 4 is in the hundred billions place, the second 4 is in the ten millions place, and the third 4 is in the thousands place. EXAMPLE 1

Identify the place value of a digit in whole number

Identify the place value of the indicated digit. a. 32,597,849

b. 1,370,128

c. 369,395

d. 18,000,000

e. 12,386

1.1 Understanding the Basics of Whole Numbers

SOLUTION STRATEGY a. 32,597,849

hundreds

b. 1,370,128

ten thousands

c. 369,395

hundred thousands

d. 18,000,000

ten millions

e. 12,386

ones

3

As an example, this is how the place value chart looks for part a.

PERIODS Trillions

Billions

Millions

Thousands

s nd s s sa ds ns on on u o i i i l l o n ll il il s s Tr on Bi M on Th usa ds s ns ed rilli ns red illio ns ed illi ns red ho san red r r o nd n T illio und n B illio und n M illi und n T hou und ns nes Hu Te Tr H Te B H Te M H H Te T Te O 3

2

5

9

7

8

4

Units

ES

C PLA

9

TRY-IT EXERCISE 1 Identify the place value of the indicated digit. a. 8,395,470

b. 57,675

c. 214,355

d. 19

e. 134,221 Check your answers with the solutions in Appendix A. ■

Objective 1.1B

Write a whole number in standard notation and word form

In each of the examples above, commas separate the periods. A representation for a whole number in which each period is separated by a comma is called standard notation or standard form. For example, the number 32158 is written in standard notation as follows. 32,158

Whole numbers with four digits may be written with or without a comma. For example, either 2139 or 2,139 is correct. In this text, we will not write a comma in four-digit numbers. It is sometimes necessary to write numbers in word form. You have undoubtedly done so if you have ever written a check. The following rule tells us how to properly write a number in word form.

Rule for Writing a Whole Number in Word Form Starting from the left, for each period except for the units, write the number named by the digits in that period followed by the name of the period and a comma. For the units period, simply write the number named by the digits. Hyphenate the numbers 21 through 99 except 20, 30, 40, 50, 60, 70, 80, and 90 whenever these appear in any period.

standard notation or standard form A representation for a whole number in which each period is separated by a comma.

4

CHAPTER 1

Whole Numbers

The number 12,409,846,374,529, has five periods. In word form, we write this number as follows. 12,409,846,374,529

Learning Tip

twelve trillion, four hundred nine billion,

A number such as 75,000,000,000 would be written in word form as “seventy-five billion.”

eight hundred forty-six million, three hundred seventy-four thousand, five hundred twenty-nine

Note that the word and is not used in writing whole numbers. When we read or write a whole number, we never use the word and. EXAMPLE 2

Write a whole number in standard notation and word form

Write each number in standard notation and word form. a. 591190

b. 43245

c. 958

d. 215648430

e. 1690

SOLUTION STRATEGY NUMBER

STANDARD NOTATION

WORD FORM

a. 591190

591,190

five hundred ninety-one thousand, one hundred ninety

b. 43245

43,245

forty-three thousand, two hundred forty-five

c. 958

958

nine hundred fifty-eight

d. 215648430

215,648,430

two hundred fifteen million, six hundred forty-eight thousand, four hundred thirty

e. 1690

1690

one thousand, six hundred ninety

TRY-IT EXERCISE 2 Write each whole number in standard notation and word form. a. 1146

b. 9038124

c. 773618

d. 27009

e. 583408992

Check your answers with the solutions in Appendix A. ■

1.1 Understanding the Basics of Whole Numbers

Objective 1.1C

5

Write a whole number in expanded notation

Expanded notation or expanded form is a representation of a whole number as a sum of its ones place, tens place, hundreds place, and so on, beginning with the highest place value. As an example, consider the number 42,359.There are 4 ten thousands, 2 thousands, 3 hundreds, 5 tens, and 9 ones. In expanded notation, we write one of the following.

expanded notation or expanded form A representation of a whole number as a sum of its ones place, tens place, hundreds place, and so on, beginning with the highest place value.

40,000 1 2000 1 300 1 50 1 9 or 4 ten thousands 1 2 thousands 1 3 hundreds 1 5 tens 1 9 ones

EXAMPLE 3

Write a whole number in expanded notation

Write each whole number in expanded notation. a. 582

b. 15,307

c. 647,590

SOLUTION STRATEGY 582 has 5 hundreds, 8 tens, and 2 ones.

a. 582 500 1 80 1 2 5 hundreds 1 8 tens 1 2 ones b. 15,307 10,000 1 5000 1 300 1 7 1 ten thousand 1 5 thousands 1 3 hundreds 1 7 ones c. 647,590 600,000 1 40,000 1 7000 1500 1 90 6 hundred thousands 1 4 ten thousands 1 7 thousands 1 5 hundreds 1 9 tens

15,307 has 1 ten thousand, 5 thousands, 3 hundreds, 0 tens, and 7 ones. Note that there are no tens to include in the expanded form.

647,590 has 6 hundred thousands, 4 ten thousands, 7 thousands, 5 hundreds, 9 tens, and 0 ones. Note that there are no ones to include in the expanded form.

TRY-IT EXERCISE 3 Write each whole number in expanded notation. a. 8290

b. 75,041

c. 709,385

Check your answers with the solutions in Appendix A. ■

Objective 1.1D

Round a whole number to a specified place value

Sometimes an approximation to a number may be more desirable to use than the number itself. A rounded number is an approximation of an exact number.

rounded number An approximation of an exact number.

6

CHAPTER 1

Whole Numbers

For example, if a trip you are planning totals 2489 miles, you could express the distance as 2500 miles. A state might list its population of 6,998,991 as 7,000,000. An annual salary of $54,930 could be referred to as $55,000.

Steps for Rounding Numbers to a Specified Place Value Step 1. Identify the place to which the number is to be rounded. Step 2. If the digit to the right of the specified place is 4 or less, the digit in

the specified place remains the same. If the digit to the right of the specified place is 5 or more, increase the digit in the specified place by one. Step 3. Change the digit in each place after the specified place to zero.

EXAMPLE 4

Round a whole number to a specified place value

Round each number to the specified place value. a. 416,286 to the nearest hundred b. 9212 to the nearest thousand c. 334,576,086 to the nearest million d. 40,216 to the leftmost place value e. 5,903,872 to the leftmost place value

SOLUTION STRATEGY The digit in the hundreds place is 2. Since the digit to the right of the 2 is 8, increase 2 to 3 and change each digit thereafter to 0.

a. 416,286 416,300

The digit in the thousands place is 9. Since the digit to the right of the 9 is 2, keep the 9 and change each digit thereafter to 0.

b. 9212 9000 c. 334,576,086 335,000,000 d. 40,216 40,000 e. 5,903,872 6,000,000

The digit in the millions place is 4. Since the digit to the right of the 4 is 5, increase 4 to 5 and change each digit thereafter to 0. The digit in the leftmost place is 4. Since the digit to the right of the 4 is 0, keep the 4 and change each digit thereafter to 0. The digit in the leftmost place is 5. Since the digit to the right of the 5 is 9, increase 5 to 6 and change each digit thereafter to 0.

TRY-IT EXERCISE 4 Round each number to the specified place value. a. 67,499 to the nearest thousand

1.1 Understanding the Basics of Whole Numbers

7

b. 453 to the nearest hundred

c. 6,383,440,004 to the nearest ten million

d. 381,598 to the leftmost place value

e. 1,119,632 to the leftmost place value

Check your answers with the solutions in Appendix A. ■

APPLY YOUR KNOWLEDGE

Objective 1.1E

READ AND INTERPRET A TABLE Now that we know about whole numbers, we introduce a way in which numbers may be presented. A table is a collection of data arranged in rows and columns for ease of reference. Tables will be further explored in Chapter 8, Data Presentation and Statistics.

Rule for Reading a Table Scan the titles of the columns to find the category in question. Then, scan down the column to find the row containing the information being sought.

EXAMPLE 5

Read and interpret data from a table

Use the table Average Annual Salaries—Selected Occupations to answer each question.

AVERAGE ANNUAL SALARIES—SELECTED OCCUPATIONS YEAR

TEACHER

ACCOUNTANT

ATTORNEY

1976

$12,592

$15,428

$24,205

$20,749

1982

$18,945

$25,673

$39,649

$34,443

1988

$28,071

$33,028

$55,407

$45,680

1994

$35,764

$39,884

$64,532

$56,368

1998

$39,360

$45,919

$71,530

$64,489

2001

$43,250

$52,664

$82,712

$74,920

2003

$45,085

$63,103

$91,722

$76,311

2006

$56,700

$68,120

$95,309

$82,215

2009

$53,635

$64,440

$113,046

$63,453

Sources: American Federation of Teachers; http://www.salaries.com; www.CBSalary.com

ENGINEER

table A collection of data arranged in rows and columns for ease of reference.

8

CHAPTER 1

Whole Numbers

a. Which occupation had the highest average salary in 2006? b. What was the average annual salary for an accountant in 1998? c. What was the average annual salary for an engineer in 1982? Write your answer in word form. d. Round the average salary for a teacher in 2006 to the nearest thousand.

SOLUTION STRATEGY Scan the second to last row to find the information being sought.

a. attorney b. $45,919 c. thirty-four thousand, four hundred forty-three dollars d. $57,000

Scan the titles of the columns to find the category in question. Then, scan down the column to find the row containing the information being sought.

TRY-IT EXERCISE 5 Use the table Average Annual Salary—Selected Occupations on page 7 to answer each question. a. Which occupation had the lowest average salary in 2006?

b. What was the average annual salary for an accountant in 2009?

c. What was the average annual salary for a teacher in 1982? Write your answer in word form.

d. Round the average salary for an engineer in 2003 to the nearest thousand.

Check your answers with the solutions in Appendix A. ■

SECTION 1.1 REVIEW EXERCISES Concept Check 1. The numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 are called .

called the Hindu-Arabic or

3. Any of the numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 . . . are called

2. A system that uses the digits to represent numbers is

or

numbers.

5. A representation for a whole number in which each period is separated by a comma is known as notation.

number system.

4. Any of the numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, . . . are called

numbers.

6. When a whole number such as 385 is written as 300 1 80 1 5, we say that the number is written in notation.

1.1 Understanding the Basics of Whole Numbers

7. A

number is an approximation of an exact

number.

8. In rounding, if the digit to the right of the specified place value is 5 or more, the digit in the specified place value by one. Otherwise, the digit remains the same.

9. In rounding, each digit to the right of the place value to which a number is to be rounded is changed to a .

Objective 1.1A

9

10. A

is a collection of data arranged in rows and columns for ease of reference.

Identify the place value of a digit in a whole number

GUIDE PROBLEMS 11. For the number 128, identify the digit in each place.

12. For the number 8360, identify the name of each place value.

a. ones place

8360

b. tens place c. hundreds place

Identify the place value of the indicated digit.

13. 675

14. 478

15. 4899

16. 1630

17. 56,237

18. 63,410

19. 151,436

20. 195,039

21. 780,984

22. 225,538

23. 401,804

24. 175,445

25. 4,938,286

26. 2,562,785

27. 8,472,711,337

28. 7,962,881,954

Objective 1.1B

Write a whole number in standard notation and word form

GUIDE PROBLEMS 29. In word form, 729 is “ twenty-nine.”

31. In standard form, 32809 is written

. In word form, this number is “thirty-two thousand, eight hundred .”

30. In word form, 1202 is “one thousand, two.”

32. In standard form, 5349201 is written word form, this number is “five hundred .”

. In , three , two hundred

10

CHAPTER 1

Whole Numbers

Write each number in standard notation and in word form.

33. 26

34. 751

35. 812

36. 1479

37. 9533

38. 45000

39. 81184

40. 23606

41. 58245

42. 6555347

43. 498545

44. 7228145017

Objective 1.1C

Write a whole number in expanded notation

GUIDE PROBLEMS 45. Write number 271 in expanded form. 200 1

46. Write 9813 in expanded form.

11

1 800 1 10 1 3

Write each number in expanded notation.

47. 73

48. 695

49. 2746

50. 9689

51. 25,370

52. 46,273

53. 896,905

54. 703,300

1.1 Understanding the Basics of Whole Numbers

Objective 1.1D

11

Round a whole number to a specified place value

GUIDE PROBLEMS 55. Round 853 to the nearest hundred.

56. Round 132,449 to the nearest ten thousand.

a. What digit is in the hundreds place?

a. What digit is in the ten thousands place?

b. Which place determines what we must do in the hundreds place?

b. Which place determines what we must do in the ten thousands place?

c. What digit is in that place?

c. Which digit is in that place?

d. Explain what to do next.

d. Explain what to do next.

e. Write the rounded number.

e. Write the rounded number.

Round each number to the specified place value.

57. 4548 to the nearest ten

58. 12,819 to the nearest hundred

59. 590,341 to the nearest thousand

60. 591,680 to the nearest hundred

61. 434,530 to the nearest ten thousand

62. 125,516 to the nearest ten

63. 4,970,001 to the nearest million

64. 2,258,932 to the nearest hundred

65. 94,141,952 to the nearest ten million

66. 76,002,009 to the nearest thousand

67. 3,939,413 to the leftmost place

68. 1,943,477 to the leftmost place

thousand

value

Objective 1.1E

value

APPLY YOUR KNOWLEDGE

69. In 2010, Majestic Alliance Corporation manufactured seven hundred fifty-two thousand, one hundred twentyeight refrigerators. Write this number in standard notation.

70. In 2011, Crystal Industries had three hundred fifty thousand, three hundred twenty-one employees. Write this number in standard notation.

12

CHAPTER 1

Whole Numbers

71. In 2008, the budget for the U.S. federal government was

72. In 2006, Wal-Mart had revenue of three hundred twelve

two trillion, nine hundred two billion dollars. Write this number in standard notation.

billion, four hundred twenty-seven million dollars. Write this number in standard notation.

73. How would you write the word portion of a check in the amount of $3497?

75. To announce the introduction of the new $20 bill, the federal government’s Bureau of Engraving and Printing spent $30,000,000 on a publicity and advertising campaign. Write the amount spent in word form.

74. How would you write the word portion of a check in the amount of $852?

76. The Eiffel Tower has 2,500,000 rivets. Write this number in word form.

77. The cruise ship Summit Star is 965 feet long and 106 feet

78. The number of possible ways of playing just the first

wide. The ship weighs 91,000 tons. Write these three numbers in word form.

four moves on both sides in a game of chess is 318,979,564,000. Write this number in word form.

79. On a recent shopping trip, Ignacio spent $1237. Round this number to the nearest ten.

81. Federal individual income tax began in 1913 with 400 pages of tax rules and regulations. In 2005, these rules and regulations, published by CCH, Inc., were 46,847 pages in length. Round this number to the nearest thousand.

80. MacArthur Dairy Farms has 13,229 cows. Round this number to the nearest hundred.

82. According to the president’s Office of Management and Budget, the U.S. deficit in 2010 was estimated to be $182,708,000,000. Round this number to the nearest billion.

1.2 Adding Whole Numbers

13

Use the chart Earnings Increase with More Education for exercises 83–88.

Earnings Increase with More Education No high school diploma High school diploma

$18,734 $27,915

Bachelor’s degree

$51,206

Advanced degree

$74,602

Source: U.S. Census Bureau.

83. Write in word form the average yearly salary of workers

84. Write in word form the average yearly salary of workers

with a bachelor’s degree.

with a high school diploma.

85. Round to the nearest hundred the average salary of

86. Round to the nearest ten thousand the average salary of

workers with no high school diploma.

workers with an advanced degree.

87. Round to the nearest thousand the average salary of

88. Round to the nearest ten the average salary of workers

workers with a bachelor’s degree.

with a high school diploma.

1.2 ADDING WHOLE NUMBERS Addition is the mathematical process of combining two or more numbers to find their total. Let’s say that a particular Apple Store sold 2 iPods in the morning and 3 iPods in the afternoon. We use addition to find the total number of iPods sold that day.

LEARNING OBJECTIVES A. Use the addition properties B. Add whole numbers C.

+

=

In an addition problem, the 1 symbol is called the plus sign. It is placed between the numbers being added. Numbers that are added together are called addends. The result of adding numbers is called a sum. 2

1

addend

5

3 addend

5

addend addend sum

addition The mathematical process of combining two or more numbers to find their total. addends

Numbers that are added together.

sum

To add, we often vertically format the addends so that their place values are aligned. 2 13 5

APPLY YOUR KNOWLEDGE

sum The result of adding numbers.

14

CHAPTER 1

Whole Numbers

Objective 1.2A

Use the addition properties

We use three special properties of addition regularly. The first property tells us that 0 added to any number equals the original number. For example, 3 1 0 5 3 and 0 1 3 5 3.

Addition Property of Zero Adding 0 to any number results in a sum equal to the original number. That is, for any number a, we have the following. a105a

and

01a5a

The next property tells us that the order in which we add two numbers does not matter. As an example, consider the sums 2 1 3 and 3 1 2. Both equal 5.

Commutative Property of Addition Changing the order of the addends does not change the sum. That is, for any numbers a and b, we have the following. a1b5b1a

The final property tells us that the way in which we group numbers in an addition problem does not change the sum. We generally group numbers using parentheses, and we always add the numbers within the parentheses first. As an example, consider the following. (2 1 3) 1 4 514 9

Also, 2 1 (3 1 4) 217 9

Note that no matter how we group the numbers in the addition problem, we get the same result.

Associative Property of Addition Changing the grouping of addends does not change the sum. That is, for any numbers a, b, and c, we have the following. (a 1 b) 1 c 5 a 1 (b 1 c)

EXAMPLE 1

Demonstrate the various properties of addition

a. Add 0 1 7. b. Show that 5 1 3 5 3 1 5. c. Show that (2 1 4) 1 6 5 2 1 (4 1 6).

1.2 Adding Whole Numbers

SOLUTION STRATEGY a. 0 1 7 5 7

Addition property of zero.

b. 5 1 3 5 3 1 5

Add 5 1 3. Add 3 1 5.

858 Thus, 5 1 3 5 3 1 5.

Commutative property of addition.

c. (2 1 4) 1 6 5 2 1 (4 1 6)

Add (2 1 4). Add (4 1 6).

6 1 6 5 2 1 10

Add 6 1 6. Add 2 1 10.

12 5 12 Thus, (2 1 4) 1 6 5 2 1 (4 1 6).

Associative property of addition.

TRY-IT EXERCISE 1 a. Add 34 1 0. b. Show 81 1 15 5 15 1 81. c. Show (5 1 2) 1 8 5 5 1 (2 1 8). Check your answers with the solutions in Appendix A. ■

Objective 1.2B

Add whole numbers

To add whole numbers, write the digits of the addends in columns with the place values (ones, tens, hundreds, etc.) vertically aligned. Then, add the digits in each column beginning with those in the ones column.

EXAMPLE 2

Add whole numbers

Add. a. 42 1 31

b. 201 1 416 1 152

SOLUTION STRATEGY a.

42 1 31

Write the digits of the addends in columns with the place values vertically aligned.

42 1 31 3

Add the digits in the ones column.

42 1 31 73

Add the digits in the tens column.

The sum is 73.

15

16

CHAPTER 1

Whole Numbers

b.

201 416 1 152

Write the digits of the addends in columns with the place values vertically aligned.

201 416 1 152 9

Add the digits in the ones column.

201 416 1 152 69

Add the digits in the tens column.

201 416 1 152 769

Add the digits in the hundreds column.

The sum is 769.

TRY-IT EXERCISE 2 Add. a. 325 1 504

b. 16 1 11 1 151 Check your answers with the solutions in Appendix A. ■

Consider the following problem. 878 1 245

Learning Tip When performing addition, if the sum in a column is greater than nine, write the digit in the ones place at the bottom of that column and carry the digit in the tens place to the top of the column to the left.

To begin, we add the digits in the ones column: 8 1 5 5 13. Certainly, we cannot write a two-digit number at the bottom of the ones column. Rather, we write 3 at the bottom of the ones column and write 1 at the top of the tens column. We refer to this process as carrying. We write this as follows. 1

878 1 245 3

We can do this because 13 5 1 ten 1 3 ones. Continuing the problem, we add the digits in the tens column: 1 1 7 1 4 5 12. Again, we cannot write a two-digit number at the bottom of the tens column. Rather, we write 2 at the bottom of the tens column and carry 1 to the top of the hundreds column. 11

878 1 245 23

Again, this works because 1 ten 1 7 tens 1 4 tens 5 12 tens 5 1 hundred 1 2 tens.

1.2 Adding Whole Numbers

Finally, we add the digits in the hundreds column: 1 1 8 1 2 5 11. Since this is the leftmost column, we don’t have to carry. Rather, we just write this result below the horizontal bar. Our final answer is written as follows. 11

878 1 245 1123

EXAMPLE 3

Add whole numbers when carrying is necessary

Add. a. 45 1 89 b. 4817 1 6785

SOLUTION STRATEGY a.

1

Add the digits in the ones column. Since the sum, 14, is a two-digit number, write 4 at the bottom of the ones column and carry 1 to the top of the tens column.

45 1 89 4 1

Add the digits in the tens column. Since this is the leftmost column, write the sum, 13, under the horizontal bar.

45 1 89 134

The sum is 134. b.

1

4817 1 6785 2

Add the digits in the ones column. Since the sum, 12, is a two-digit number, write 2 at the bottom of the ones column and carry 1 to the top of the tens column.

11

4817 1 6785 02

Add the digits in the tens column. Since the sum, 10, is a two-digit number, write 0 at the bottom of the tens column and carry 1 to the top of the hundreds column.

111

4817 1 6785 602

Add the digits in the hundreds column. Since the sum, 16, is a two-digit number, write 6 at the bottom of the hundreds column and carry 1 to the top of the thousands column.

111

4817 1 6785 11,602

Add the digits in the thousands column. Since this is the leftmost column, write the sum, 11, under the horizontal bar.

The sum is 11,602.

17

18

CHAPTER 1

Whole Numbers

TRY-IT EXERCISE 3 Add. a. 78 1 49 b. 492 1 1538 c. 4510 1 8393 1 190 Check your answers with the solutions in Appendix A. ■

The following steps summarize addition of whole numbers.

Steps for Adding Whole Numbers Step 1. Write the digits of the addends in columns with the place values

(ones, tens, hundreds, etc.) vertically aligned. Place a horizontal bar under the vertically aligned addends. Step 2. Beginning with the ones column, add the digits in each column. If the

sum of the digits in any column is a two-digit number, write the rightmost digit at the bottom of that column and carry the leftmost digit to the top of the column to the left. Step 3. Repeat this process until you reach the leftmost column. For that col-

umn, write the sum under the horizontal bar.

APPLY YOUR KNOWLEDGE

Objective 1.2C

Addition of whole numbers is one of the most basic mathematical operations. It is used in everyday activities such as totaling a supermarket purchase. Addition is also necessary in tackling complicated scientific and engineering problems. When we encounter application problems involving addition, we will not simply be given a column of numbers to add. We will more than likely be required to analyze a situation and understand which facts are given and which need to be determined. Complete coverage of application problems is found in Section 1.7. For now, be aware of some key words and phrases that can indicate addition. add

plus

more than

EXAMPLE 4

sum

greater than

increased by and

total of

added to

gain of

Solve an application problem using addition

On Tuesday, you write a check for $62 at the supermarket. On Wednesday, you write a check in the amount of $325 for auto repairs, and on Thursday, you write a check for $14 for dry cleaning. What is the total amount of your three purchases?

1.2 Adding Whole Numbers

19

SOLUTION STRATEGY 11

62 To determine the total amount of your three purchases, add the numbers. 325 1 14 401 The total amount of your purchases is $401.

TRY-IT EXERCISE 4 A driver for Package Express drove 44 miles to his first delivery and 78 miles to the next. After lunch he drove 26 miles to his third delivery and then 110 miles back to the warehouse. What is his total mileage for the day? Check your answer with the solution in Appendix A. ■

FIND THE PERIMETER OF A POLYGON A polygon is a closed, flat geometric figure in which all sides are line segments. An example of a polygon is a rectangle. By definition, a rectangle is a polygon with four right angles in which opposite sides are parallel and of equal length. Other examples of polygons include squares, triangles, or irregularly shaped objects. We shall learn more about geometric figures in Chapter 7, Geometry.

rectangle

square

triangle

Find the perimeter of a polygon

You have a rectangular-shaped garden. As illustrated, it has a length of 21 feet and a width of 12 feet. What is the perimeter of your garden?

12 ft

21 ft

SOLUTION STRATEGY 21 21 12 1 12 66

To determine the perimeter of the garden, add the lengths of its sides.

The perimeter of the garden is 66 feet.

rectangle A polygon with four right angles in which opposite sides are parallel and of equal length.

irregular polygons

One common application of addition is to find the perimeter of a polygon. The perimeter of a polygon is the sum of the lengths of its sides. EXAMPLE 5

polygon A closed, flat geometric figure in which all sides are line segments.

perimeter of a polygon The sum of the lengths of its sides.

20

CHAPTER 1

Whole Numbers

TRY-IT EXERCISE 5 Find the perimeter of each polygon. a. 10 in. 6 in.

5 in.

b.

8 cm 5 cm

5 cm

5 cm

5 cm 8 cm

c.

13 yd

9 yd

9 yd

13 yd

Check your answer with the solution in Appendix A. ■

SECTION 1.2 REVIEW EXERCISES Concept Check 1. The mathematical process of combining two or more numbers to find their total is called

3. When performing addition, we often format addends vertically so that their aligned.

are

5. The commutative property of addition states that changing the sum.

2. Numbers that are added together are known as

.

of the addends does not change the

7. When performing addition, if the sum of any column is a two-digit number, write the rightmost digit under the horizontal bar and the leftmost digit to the top of the next column to the left.

.

4. The identity property of addition states that adding to a number results in a sum equal to the original number.

6. The associative property of addition states that changing the

of addends does not change the sum.

8. A closed, flat geometric figure in which all sides are line segments is called a

.

1.2 Adding Whole Numbers

Objective 1.2A

21

Use the addition properties

GUIDE PROBLEMS 9. 12 1 0 5

10. 0 1

This example demonstrates the addition property of .

11. Show that 13 1 21 5 21 1 13.

5 41

This example demonstrates the addition property of .

12. Show that (4 1 9) 1 12 5 4 1 (9 1 12).

13 1 21 5 21 1 13

(4 1 9) 1 12 5 4 1 (9 1 12)

34 5

13 1 12 5 4 1 5

This example demonstrates the property of addition.

This example demonstrates the addition.

property of

13. Add 0 1 128.

14. Add 0 1 2000.

15. Show that 35 1 20 5 20 1 35.

16. Show that 42 1 6 5 6 1 42.

17. Show that (3 1 10) 1 8 5 3 1 (10 1 8).

18. Show that 40 1 (15 1 5) 5 (40 1 15) 1 5.

Objective 1.2B

Add whole numbers

GUIDE PROBLEMS 1

19. 79

1 20 9

20. 522

21. 782

22. 319

1 21 5 3

1 55 37

1 59 378

Add.

23.

80 1 12

24.

33 1 64

25.

10 1 61

26.

50 1 35

27.

66 1 22

28.

57 1 40

29.

42 1 70

30.

31 1 86

31.

371 1 38

32. 275

33.

427 1 858

34.

975 1 129

1256 1 1001

36.

37.

5735 1 8996

38.

3387 1 8807

35.

1 31

4210 1 2088

22

39.

CHAPTER 1

Whole Numbers

831 523 1 364

40.

332 285 1 699

41.

379 232 1 536

42.

757 621 1 881

43. 2778

44.

1419 280 467 41 1 500

45.

5472 4126 850 58 1 799

46.

901 8226 434 82 1 1610

663 114 72 1 398

47. 143 1 89

48. 668 1 71

49. 2656 1 9519

50. 2378 1 6977

51. 598 1 1248 1 1871

52. 692 1 1713 1 3336

53. 239 1 1268 1 1590

54. 713 1 1919 1 8223

Objective 1.2C

APPLY YOUR KNOWLEDGE

55. What is 548 plus 556?

56. How much is 354 increased by 281?

57. What is 259 more than 991?

58. How much is 125 added to 299?

59. Find the sum of 608, 248, and 96.

60. What is the total of 663, 518, and 613?

61. An airplane flying at 23,400 feet climbed 3500 feet to avoid

62. Contempo Design Lighting manufactured 3430 desk

a thunderstorm. What is the new altitude of the plane?

63. Elton Technologies sold $46,700 in circuit breakers last month. If this month they are projecting sales to be $12,300 higher, how much are the projected sales for this month?

65. Last semester, Morley paid school tuition of $1433. He also bought books for $231, a calculator for $32, and other supplies for $78. What was the total amount of his school expenses?

lamps in April, 2779 in May, and 3124 in June. How many lamps did the company manufacture in this three-month period?

64. Jessy paid $13,589 plus her old car trade-in for a new car. If the trade-in was worth $3650, how much did she pay for the new car?

66. Last year, 4432 people ran the Metro Corporate Marathon. This year, 6590 ran the race. What was the total number of runners for these two years?

1.2 Adding Whole Numbers

23

You are the manager of Murrieta’s Restaurant. Use the chart of meals served per day for exercises 67–69.

MURRIETA’S RESTAURANT—MEALS SERVED Breakfast

MONDAY 215

TUESDAY 238

WEDNESDAY 197

THURSDAY 184

FRIDAY 258

Lunch

326

310

349

308

280

Dinner

429

432

375

381

402

Late night

124

129

98

103

183

TOTAL MEALS

Daily totals

67. Calculate the total number of meals served each day.

68. Calculate the total number of breakfasts, lunches, dinners, and late night meals served during the five-day period.

69. Calculate the total number of meals served for the five-day period.

Use the chart Sources of Vitamin C for exercises 70–72.

Sources of V Vitamin C 1 medium guava 165 m mg

1 cup of frozen concentrate orange juice 75 mg

p 1 medium papaya 95 mg

1 cup of red bell pepper 95 mg

1 medium orange 60 mg

Source: American Dietetic Association

70. How many milligrams of vitamin C are there in 1 medium guava and 1 medium orange?

71. How many milligrams of vitamin C are there in 1 medium papaya and 2 cups of red bell pepper?

72. How many milligrams of vitamin C are there in 3 cups of frozen concentrate orange juice and 2 medium guavas?

24

CHAPTER 1

Whole Numbers

Find the perimeter of each polygon.

73.

74.

11 in.

3 in.

3 in. 34 cm

34 cm

29 cm

75. Samantha is installing a fence around her yard. The illustration shows the length of each side of her yard. How many feet of fencing does Samantha need to complete the project?

65 ft

76. Jason is measuring an irregularly shaped ceiling for crown molding. The illustration shows the length of each side of the ceiling. What is the total number of feet of molding needed for the project? 11 ft

38 ft

11 ft

9 ft

9 ft

114 ft 122 ft

13 ft

CUMULATIVE SKILLS REVIEW 1. Write two hundred sixty-one thousand, eight hundred

2. Identify the place value of the 5 in 675,482. (1.1A)

nine in standard notation. (1.1B)

3. Write 14,739 in expanded notation. (1.1C)

4. Round 34,506 to the nearest hundred. (1.1D)

5. Write 6114 in word form. (1.1B)

6. Write 653 in expanded notation. (1.1C)

7. Identify the place value of the 8 in 32,825. (1.1A)

8. Round 7,559,239 to the nearest ten thousand. (1.1D)

1.3 Subtracting Whole Numbers

9. Johnson Enterprises sold three hundred sixty-five thou-

25

10. In 2010, Mega Corporation had revenue of $73,272,210,000.

sand, five hundred twenty-nine units last year. a. Round this number to the nearest million. (1.1D) a. Write this number in standard notation. (1.1B) b. Write the rounded number in word form. (1.1B) b. Round to the nearest thousand. (1.1D)

1.3 SUBTRACTING WHOLE NUMBERS Subtraction is the mathematical process of taking away or deducting an amount from a given number. For example, suppose that a mobile phone vendor begins the day with 7 mobile phones in inventory. If 3 phones are sold during the day, how many are left?

LEARNING OBJECTIVES A. Subtract whole numbers B.

APPLY YOUR KNOWLEDGE

subtraction The mathematical process of taking away or deducting an amount from a given number.

–

In a subtraction problem, the 2 symbol is called the minus sign. The number from which another number is to be subtracted is called the minuend, and the number that is subtracted from a given number is called the subtrahend. The minuend always comes before the minus sign while the subtrahend always comes after it. The result of subtracting numbers is called the difference. 7 minuend

2

5

3

4

subtrahend difference

We often format the minuend and subtrahend vertically so that the place values are aligned. 7 23 4

minuend subtrahend difference

Note that subtraction is the opposite of addition. In particular, if we add the difference, 4, to the subtrahend, 3, we get 7. 41357

minuend The number from which another number is subtracted. subtrahend The number that is subtracted from a given number. difference The result of subtracting numbers.

26

CHAPTER 1

Whole Numbers

Subtract whole numbers

Objective 1.3A

To subtract whole numbers, write the digits of the minuend and subtrahend in columns with the place values vertically aligned. Then, subtract the digits in each column beginning with those in the ones column. EXAMPLE 1

Subtract whole numbers

Subtract. a. 39 2 25

b. 347 2 122

SOLUTION STRATEGY a.

39 2 25

Write the digits of the minuend and subtrahend in columns with the place values vertically aligned.

39 2 25 4

Subtract the digits in the ones column.

39 2 25 14

Subtract the digits in the tens column.

The difference is 14. b.

347 2 122

Write the digits of the minuend and subtrahend in columns with the place values vertically aligned.

347 2 122 5

Subtract the digits in the ones column.

347 2 122 25

Subtract the digits in the tens column.

347 2 122 225

Subtract the digits in the hundreds column.

The difference is 225.

TRY-IT EXERCISE 1 Subtract. a. 355 2 242 b. 767 2 303 c. 4578 2 2144 Check your answers with the solutions in Appendix A. ■

1.3 Subtracting Whole Numbers

Consider the following problem. 724 2 562

When we subtract the numbers in the ones column, we get 2. But, when we try to subtract the digits in the tens column, we do not get a whole number. Indeed, 2 2 6 is not a whole number! In order to do this problem and others like it, we apply the concept of borrowing. To understand how this works, let’s first rewrite the minuend and subtrahend in expanded notation. 7 hundreds 1 2 tens 1 4 ones 2 5 hundreds 2 6 tens 2 2 ones

To subtract the numbers in the tens column, we manipulate the minuend by borrowing 1 hundred from the 7 hundreds. We then regroup the 1 hundred that we borrowed with the 2 tens. 7 hundreds 1 2 tens 1 4 ones 5 6 hundreds 1 1 hundred 1 2 tens 1 4 ones 5 6 hundreds 1 10 tens 1 2 tens 1 4 ones 5 6 hundreds 1 12 tens 1 4 ones

Note: 7 hundred 5 6 hundreds 1 1 hundred Note: 1 hundred 5 10 tens

We can now subtract. 6 hundreds 1 12 tens 1 4 ones 2 5 hundreds 2 6 tens 2 2 ones 1 hundred 1 6 tens 1 2 ones 5 162

Rather than write out the expanded forms of the minuend and subtrahend, we prefer to use the following shorter form. 724 2562 2 6 12

724 2562 62

Subtract the digits in the ones column. Borrow 1 hundred from the 7 hundreds. Note: 1 hundred 5 10 tens, and

10 tens 1 2 tens 5 12 tens. Cross out the 7 and write a 6 above it. Cross out the 2 and write 12 above it. Subtract the numbers in the tens column.

6 12

724 2562 162

Subtract the digits in the hundreds column.

The difference is 162.

EXAMPLE 2

Subtract whole numbers when borrowing is necessary

Subtract. a. 1752 2 872

b. 500 2 374

27

28

CHAPTER 1

Whole Numbers

SOLUTION STRATEGY 1752 a. 2 872 0 6 15

1752 28 7 2 80 16 0 6 15

1752 28 7 2 880

Subtract the digits in the ones column. We cannot subtract 7 tens from 5 tens and get a whole number. To subtract in the tens column, borrow 1 hundred (10 tens) from the 7 hundreds. Cross out the 7 in the hundreds column and write 6 above it. Cross out the 5 in the tens column and write 15 above it. Subtract the numbers in the tens column. We cannot subtract 8 hundreds from 6 hundreds and get a whole number. To subtract in the hundreds column, borrow 1 thousand (10 hundreds) from the 1 thousand. Cross out the 1 in the thousands column and write 0 above it. Cross out the 6 in the hundreds column and write 16 above it. Subtract the numbers in the hundreds column.

The difference is 880. b.

500 2 374 4 10

We cannot subtract 4 ones from 0 ones and get a whole number. To subtract in the ones column, we must borrow 1 ten. But, there are 0 tens from which to borrow. Therefore, we must first borrow 1 hundred.

500 23 7 4

Borrow 1 hundred from the 5 hundreds. Cross out the 5 in the hundreds column and write 4 above it. Cross out 0 in the tens column and write 10 above it.

9 10 4 10

Now, borrow 1 ten from the 10 tens. Cross out the 10 in the tens column and write 9 above it. Cross out 0 in the ones column and write 10 above it. Subtract the numbers in the ones column.

500 23 7 4 6

9 10 4 10

500 23 7 4 26

Subtract the numbers in the tens column.

9 10 4 10

500 23 7 4 126

Subtract the numbers in the hundreds column.

The difference is 126.

TRY-IT EXERCISE 2 Subtract. a. 84 2 57

b. 704 2 566

c. 3000 2 1455

Check your answers with the solutions in Appendix A. ■

1.3 Subtracting Whole Numbers

The following steps summarize subtraction of whole numbers.

Steps for Subtracting Whole Numbers Step 1. Write the digits of the minuend and subtrahend in columns with the

place values vertically aligned. Place a horizontal bar under the vertically aligned minuend and subtrahend. Step 2. Beginning with the ones column, subtract the digits in each column.

If the digits in a column cannot be subtracted to produce a whole number, borrow from the column to the left. Step 3. Continue until you reach the last column on the left. For that

column, write the difference under the horizontal bar.

APPLY YOUR KNOWLEDGE

Objective 1.3B

Subtraction of whole numbers is one of the basic mathematical operations we encounter on an everyday basis. It is used to find the amount of something after it has been reduced in quantity. Complete coverage of solving application problems can be found in Section 1.7. For now, be aware of some key words and phrases that can indicate subtraction.

subtract reduced by

minus

difference

deducted from

decreased by

less than

fewer than

take away subtracted from

As some examples, consider the following statements. Each is equivalent to the mathematical statement “5 2 3.” 5 subtract 3

5 minus 3

5 decreased by 3 3 deducted from 5

the difference of 5 and 3

5 take away 3

3 less than 5

5 reduced by 3

3 fewer than 5

3 subtracted from 5

Note that the last four examples may be a bit unexpected. Read these statements carefully and be sure you understand them.

EXAMPLE 3

Solve an application problem using subtraction

An advertisement for Best Buy reads, “Sony 50-Inch Widescreen TV reduced by $475.” If the original retail price of the TV was $4000, what is the new sale price?

SOLUTION STRATEGY $4000 2 475 $3525

The key phrase reduced by indicates subtraction. Subtract the amount of the reduction, $475, from the original retail price, $4000.

$3525 new sale price

29

30

CHAPTER 1

Whole Numbers

TRY-IT EXERCISE 3 Nifty Auto Sales advertised a Ford Fusion Hybrid on sale for $26,559. If the original price was $29,334, what is the amount of the price reduction? Check your answer with the solution in Appendix A. ■

READ AND INTERPRET DATA FROM A BAR GRAPH bar graph A graphical representation of quantities using horizontal or vertical bars.

A bar graph is a graphical representation of quantities using horizontal or vertical bars. Bar graphs are used extensively to summarize and display data in a clear and concise manner. We will learn more about graphs in Chapter 8, Data Presentation and Statistics.

EXAMPLE 4

Solve an application problem using subtraction

Use the bar graph Army Officer Monthly Pay to answer each question.

Army Officer Monthly Pay Major Lieutenant colonel Colonel Brigadier general (1 star) Major general (2 stars) Lieutenant general (3 stars) General (4 stars)

$5,528 $6,329 $7,233 $9,051 $10,009 $10,564 $11,875

Source: Defense Department

a. For which ranks is the monthly pay less than $7000 per month? b. What is the monthly pay for colonel? c. What is the difference in monthly pay between lieutenant general and major general? d. What is the difference in monthly pay between colonel and major? e. What is the difference in monthly pay between a general and a major general?

SOLUTION STRATEGY a. Major and lieutenant colonel b. $7233 c. $10,564 2 10,009 $555

To find the difference, subtract $10,009 from $10,564.

d. $7233 2 5528 $1705

To find the difference, subtract $5528 from $7233.

1.3 Subtracting Whole Numbers

e. $11,875 2 10,009 $1,866

31

To find the difference, subtract $10,009 from $11,875.

TRY-IT EXERCISE 4 Use the bar graph Army Officer Monthly Pay on page 30 to answer each question. a. For which ranks is the monthly pay more than $10,000?

b. What is the monthly pay for brigadier general?

c. What is the difference in monthly pay between colonel and lieutenant colonel?

d. What is the difference in monthly pay between general and brigadier general?

e. What is the difference in monthly pay between major general and lieutenant colonel?

Check your answers with the solutions in Appendix A. ■

SECTION 1.3 REVIEW EXERCISES Concept Check 1. The mathematical process of taking away or deducting an amount from a given number is known as

2. In subtraction, the number from which another number

.

3. In subtraction, the number that is subtracted is called the

is subtracted is called the

4. The result of subtracting numbers is known as the

.

.

5. In subtraction, we often format the digits of the whole

6. If the digits in a column cannot be subtracted to produce

numbers vertically so that the are aligned.

Objective 1.3A

.

a whole number,

from the column to the left.

Subtract whole numbers

GUIDE PROBLEMS 7. 43

8. 85

23 4

24 1

11.

12

82 21 7 65

12.

3

41 26 35

9.

13.

67 2 62 0 3 15

14 5 25 8 87

10.

14.

7 2 52 27 4 0 12

51 2 24 5 4 58

32

CHAPTER 1

Whole Numbers

Subtract. 15. 55 23

16. 49

17. 39

18. 42

27

20

22

19.

57 2 35

20.

71 2 11

21.

85 2 25

22.

49 2 28

23.

88 2 62

24.

97 2 55

25.

54 2 54

26.

29 2 24

27. 65

28. 31

29. 53

30. 73

29

23

26

27

31.

90 2 39

32.

80 2 36

33.

35 2 29

34.

62 2 47

35. 517

36. 458

37. 658

38. 748

2 13

2 84

2 32

2 30

39.

835 2 127

40.

849 2 355

41.

716 2 330

42.

479 2 184

43.

8359 2 4482

44.

5380 2 1392

45.

76,947 2 15,850

46.

12,563 2 10,963

47. 415 2 18

48. 121 2 53

49. 758 2 654

50. 761 2 706

51. 1935 2 885

52. 7083 2 134

53. 6893 2 4887

54. 1560 2 1057

Objective 1.3B

APPLY YOUR KNOWLEDGE

55. Subtract 17 from 36.

56. What is 85 minus 62?

57. Find 61 less 27.

58. How much is 349 decreased by 97?

59. What is 164 reduced by 48?

60. What is 243 less than 959?

61. How much is 2195 if you take away 1556?

62. Find the difference of 45,988 and 12,808.

1.3 Subtracting Whole Numbers

63. In a three-hour period, the temperature dropped from 86 degrees to 69 degrees. By how many degrees did the temperature drop?

64. According to the 2000 U.S. Census, the U.S. population was 281,421,906. It is estimated that the U.S. population hit 300,000,000 on October 17, 2006. How many people were added to the population between 2000 and 2006?

65. A gasoline station begins the day with 3400 gallons of

66. Coastal Bend College had 5440 students last year and

premium fuel. If 1360 gallons remain at the end of the day, how much fuel did the station sell?

6120 students this year. How many more students are there this year?

67. The Royal Peacock men’s

33

68. Branford, Inc. projected profits for the year to be

clothing shop had 1260 ties in inventory at the beginning of the Fall Fashion Sale. At the end of the sale 380 ties were left in stock. How many ties were sold?

$3,250,000. If actual profits were $2,850,000, by how much more was the projection than the actual profits?

Photo by Robert Brechner

69. A Broadway musical was estimated to cost $2,370,000 to

70. The population of Melville increased from 541,500 peo-

produce.

ple in 2005 to 556,000 people in 2006.

a. If the actual cost was $2,560,000, by how much was the play over budget?

a. By how many people did the population increase?

b. If ticket sales totaled $7,450,000, how much was the profit?

b. If the population decreased to 548,400 in 2007, how many people left Melville?

c. Write your answer for part b in words. c. Write your answer for part b in words.

71. Mike purchased a stereo at Wal-Mart for $580. He made a down payment of $88 and financed the balance.

72. Marlena had $150 in her purse this morning. During the day she spent $6 for breakfast, $44 on a pair of shoes, and $30 on a belt. How much did Marlena have left?

a. How much did he finance?

b. If after the first year he still owed $212, how much did he pay off during the first year?

73. The Gordon family spends $950 for rent and $350 for food each month. They have budgeted $1800 for total expenses each month. How much does the Gordon family have to spend on other things after paying rent and buying food?

74. At the Fashion Institute 92 students are majoring in design, 105 are majoring in retailing, and the remainder are majoring in fashion modeling. If the school has a total of 310 students with majors, how many fashion modeling students are there?

34

CHAPTER 1

Whole Numbers

Use the bar graph Superstar Video DVDs for exercises 75–77.

Superstar Video DVDs The following bar graphs indicate the number of DVDs available from Superstar Video from 2002–2006.

THE END? l ke lllke mll lloom mn ndema m se ydse dpemx ay chd clf bc m mclf em ee ee eem yub yu yub if ty stt asifurty as la rllast kdorrrl vk vkdorr mvk mv m

2002 2003

2049 4787

2004 2005 2006

75. How many more DVDs were available in 2005 than in 2004?

8723 14,321 21,260

77. If 34,500 DVDs were available in 2007, what is the amount of the increase since 2006?

76. How many fewer DVDs were available in 2002 than in 2003?

CUMULATIVE SKILLS REVIEW 1. Write 2510 in expanded notation. (1.1B)

2. Add 693 1 41 1 10,110. (1.2B) 693 41 1 10,110

3. Name the place value of 6 in 1,463,440. (1.1A)

4. Show that (2 1 3) 1 7 5 2 1 (3 1 7). (1.2A)

5. Write two hundred nineteen thousand, eight hundred

6. What is the total of the three numbers 225, 708, and 52?

twelve in standard notation. (1.1B)

7. Add 232 1 819. (1.2B)

9. Write 35,429 in words. (1.1B)

(1.2C)

8. Round 243,559 to the leftmost place value. (1.1D)

10. Add 348 1 3909. (1.2B)

1.4 Multiplying Whole Numbers

35

1.4 MULTIPLYING WHOLE NUMBERS Suppose that a CompUSA store sold 6 computers each day for 4 days. How many computers did CompUSA sell in the four-day period? To find the total number of computers sold during the four-day period, we can repeatedly add 6 a total of 4 times.

LEARNING OBJECTIVES A. Use the multiplication properties B. Multiply whole numbers C.

Day 1

APPLY YOUR KNOWLEDGE

Day 2

Day 3

Day 4

1

2

3

4

5

6

Note that 6 1 6 1 6 1 6 5 24. Thus the store sold 24 computers in the four-day period. Another way of determining the total number of computers sold is by using multiplication. Multiplication is the mathematical process of repeatedly adding a value a specified number of times. In this example, we multiply 4 by 6 to determine that 24 computers were sold during the four-day period. In a multiplication problem, the 3 symbol is called the multiplication sign. The numbers that are multiplied together are known as factors. The result of multiplying numbers is called the product. 4 factor

3

5

6 factor

24 product

Symbolically, multiplication can also be expressed using a raised dot or parentheses. 4 ? 6 5 24

4(6) 5 24

(4)(6) 5 24

To multiply, we often format factors vertically so that the place values are aligned. 4 3 6 24

factor factor product

Recall the following basic facts for multiplying the numbers 0 through 10. These are important because multiplication of larger numbers requires their repeated use.

multiplication The mathematical process of repeatedly adding a value a specified number of times. factors Numbers that are multiplied together. product The result of multiplying numbers.

36

CHAPTER 1

Whole Numbers

BASIC MULTIPLICATION FACTS x

0

1

2

4

5

0

0

0

0

0

0

0

0

0

0

0

0

1

0

1

2

3

4

5

6

7

8

9

10

2

0

2

4

6

8

10

12

14

16

18

20

3

0

3

6

9

12

15

18

21

24

27

30

4

0

4

8

12

16

20

24

28

32

36

40

5

0

5

10

15

20

25

30

35

40

45

50

6

0

6

12

18

24

30

36

42

48

54

60

7

0

7

14

21

28

35

42

49

56

63

70

8

0

8

16

24

32

40

48

56

64

72

80

9

0

9

18

27

36

45

54

63

72

81

90

10

0

10

20

30

40

50

60

70

80

90

100

Objective 1.4A

3

6

7

8

9

10

Use the multiplication properties

There are some properties associated with multiplying whole numbers that you should know. The first two properties pertain to factors of 0 and 1, respectively. Notice that the product of any number and 0 is 0. For example, 3 ? 0 5 0 and 0 ? 3 5 0.

Multiplication Property of Zero The product of any number and 0 is 0. That is, for any number a, we have the following. a?050?a50

Also, note that the product of any number and 1 is the number itself. For example, 3 ? 1 5 3 and 1 ? 3 5 3.

Multiplication Property of One The product of any number and 1 is the number itself. That is, for any number a, we have the following. a?151?a5a

EXAMPLE 1

Use the multiplication properties of zero and one

Multiply. a. 6 ? 0

b. 0 ? 34

c. 8 ? 1

SOLUTION STRATEGY a. 6 ? 0 5 0

Multiplication property of zero.

b. 0 ? 34 5 0

Multiplication property of zero.

c. 8 ? 1 5 8

Multiplication property of one.

d. 1 ? 47 5 47

Multiplication property of one.

d. 1 ? 47

1.4 Multiplying Whole Numbers

TRY-IT EXERCISE 1 Multiply. a. 0 ? 84 b. 219 ? 0 c. 16 ? 1 d. 1 ? 500 Check your answers with the solutions in Appendix A. ■

In Section 1.2, Adding Whole Numbers, we learned that addition is commutative, that is, the order in which we add numbers does not change the sum. We also learned that addition is associative, or, in other words, the way in which we group the addends does not change the sum. We now learn that multiplication is both commutative and associative as well.

Commutative Property of Multiplication Changing the order of the factors does not change the product. That is, for any numbers a and b, we have the following. a?b5b?a

Associative Property of Multiplication Changing the grouping of the factors does not change the product. That is, for any numbers a, b, and c, we have the following. (a ? b) ? c 5 a ? (b ? c)

EXAMPLE 2

Demonstrate the commutative and associative properties of multiplication

a. Show that 9 ? 7 5 7 ? 9. b. Show that 1(2 ? 3) 5 (1 ? 2)3.

SOLUTION STRATEGY a. 9 ? 7 5 7 ? 9 63 5 63 Thus, 9 ? 7 5 7 ? 9.

Multiply 9 · 7. Multiply 7 · 9. Commutative property of multiplication.

37

38

CHAPTER 1

Whole Numbers

b. 1(2 ? 3) 5 (1 ? 2) 3 1(6) 5 (2)3

Multiply 2 · 3. Multiply 1 · 2. Multiply 1(6). Multiply (2)3.

656 Thus, 1(2 ? 3) 5 (1 ? 2)3.

Associative property of multiplication.

TRY-IT EXERCISE 2 a. Show that 5 ? 8 5 8 ? 5. b. Show that 1(4 ? 2) 5 (1 ? 4)2. Check your answers with the solutions in Appendix A. ■

The last multiplication property says that multiplication is distributive. To understand what this means, consider 6(5 1 3). First, note that we can simplify this expression in the following way. 6(5 1 3) 5 6(8) 5 48

But also note that 6(5 1 3) simplifies to the same number as 6 ? 5 1 6 ? 3. 6 ? 5 1 6 ? 3 5 30 1 18 5 48

Since both 6(5 1 3) and 6 ? 5 1 6 ? 3 simplify to 48, we conclude that 6(5 1 3) 5 6 ? 5 1 6 ? 3. In particular, note how the 6 distributes to the 5 and the 3 in the sum contained within parentheses.

{

6(5 1 3) 5 6 ? 5 1 6 ? 3

This is known as the distributive property of multiplication over addition. We also have the distributive property of multiplication over subtraction. We state these properties formally as follows.

Distributive Property of Multiplication over Addition or Subtraction Multiplication distributes over addition and subtraction. That is, for any numbers a, b, and c, we have the following: a(b 1 c) 5 ab 1 ac and a(b 2 c) 5 ab 2 ac (b 1 c)a 5 ba 1 ca and (b 2 c)a 5 ba 2 ca

EXAMPLE 3

Demonstrate the distributive property of multiplication

a. Show that 3(4 1 2) 5 3 ? 4 1 3 ? 2. b. Show that (5 2 2)7 5 5 ? 7 2 2 ? 7.

1.4 Multiplying Whole Numbers

SOLUTION STRATEGY a. 3(4 1 2) 5 3 ? 4 1 3 ? 2

Add 4 1 2. Multiply 3 · 4. Multiply 3 · 2.

3(6) 5 12 1 6

Multiply 3(6). Add 12 1 6.

18 5 18 Thus, 3(4 1 2) 5 3 ? 4 1 3 ? 2.

Distributive property of multiplication over addition.

b. (5 2 2)7 5 5 ? 7 2 2 ? 7

Subtract 5 2 2. Multiply 5 · 7. Multiply 2 · 7.

(3)7 5 35 2 14

Multiply (3)7. Subtract 35 2 14.

21 5 21 Thus, (5 2 2)7 5 5 ? 7 2 2 ? 7.

Distributive property of multiplication over subtraction.

TRY-IT EXERCISE 3 a. Show that 5(9 2 6) 5 5 ? 9 2 5 ? 6.

b. Show that (3 1 4)2 5 3 ? 2 1 2 ? 4.

Check your answers with the solutions in Appendix A. ■

Multiply whole numbers

Objective 1.4B

Now that we have reviewed products involving single-digit whole numbers, we can consider problems involving any two whole numbers. Let’s begin by considering 12(4), the product of a two-digit number and a single-digit number. We can calculate this product as follows. 12(4) 5 (10 1 2)4

Write 12 in expanded form.

5 10 ? 4 1 2 ? 4

Apply the distributive property over addition.

5 40 1 8

Multiply.

5 48

Add.

Rather than writing out all of the details above, we commonly work this problem in the following way. 12 34 8

Multiply 4 by 2 ones. 4 ? 2 ones 5 8 ones. Write 8 in the ones column.

12 34 48

Multiply 4 by 1 ten. 4 ? 1 ten 5 4 tens. Write 4 in the tens column.

39

40

CHAPTER 1

Whole Numbers

EXAMPLE 4

Multiply whole numbers

Multiply 32 ? 4.

SOLUTION STRATEGY 32 34 Multiply 4 ? 2. Multiply 4 ? 3. 128 TRY-IT EXERCISE 4 Multiply 72 ? 3. Check your answers with the solutions in Appendix A. ■

Sometimes it is necessary to carry just as we do in some addition problems. As an example involving carrying, let’s consider 439 ? 8. 7

439 38 2

Note that 439 5 4 hundreds 1 3 tens 1 9 ones. Multiply 8 by 9 ones. 8 · 9 ones 5 72 ones 5 7 tens 1 2 ones. Write 2 at the bottom of the ones column and carry 7 to the top of the tens column.

37

439 38 12

Multiply 8 by 3 tens and add 7 tens. 8 · 3 tens 1 7 tens 5 24 tens 1 7 tens 5 31 tens. 31 tens 5 3 hundreds 1 1 tens. Write 1 at the bottom of the tens column and carry 3 to the top of the hundreds column.

37

439 38 3512

Multiply 8 by 4 hundreds and add 3 hundreds. 8 · 4 hundreds 1 3 hundreds 5 32 hundreds 1 3 hundreds 5 35 hundreds. 35 hundreds 5 3 thousands 1 5 hundreds. Because this is the leftmost column, we are done.

The product is 3512. EXAMPLE 5

Multiply whole numbers when carrying is necessary

Multiply 564 ? 9.

SOLUTION STRATEGY 3

564 39 6

Multiply 9 by 4. 9 · 4 5 36. Write 6 at the bottom of the ones column and carry 3 to the top of the tens column.

53

564 39 76 53

564 39 5076

Multiply 9 by 6 and add 3. 9 · 6 1 3 5 54 1 3 5 57. Write 7 at the bottom of the tens column and carry 5 to the top of the hundreds column. Multiply 9 by 5 and add 5. 9 ? 5 1 5 5 45 1 5 5 50. Because this is the leftmost column, we are done.

The product is 5076.

1.4 Multiplying Whole Numbers

41

TRY-IT EXERCISE 5 Multiply 832 ? 7. Check your answer with the solution in Appendix A. ■

We now consider multiplication of larger whole numbers. As an example, consider 32 ? 14. 32 ? 14 5 32(10 1 4)

Write 14 in expanded form.

5 32(4 1 10)

Apply the commutative property of addition.

5 32 ? 4 1 32 ? 10

Apply the distributive property.

5 128 1 320

Multiply.

5 448

We commonly perform such a multiplication problem in the following way. 32 3 14 128 32 3 14 128 0 32 3 14 128 320 32 3 14 128 1 320 448

Multiply 4 by 32. The product 128 is called a partial product.

32 ? 100 5 3200

Below the partial product, write 0 in the ones column. We refer to this 0 as a placeholder.

Multiply 1 by 32. Write the product, 32, to the left of the placeholder.

Add the partial products.

Multiply larger whole numbers

b. 438 ? 251

SOLUTION STRATEGY 3

89 3 64 356

Multiply 89 ? 4.

5

89 3 64 356 5340

32 ? 1000 5 32,000 32 ? 10,000 5 320,000

Multiply.

a.

A power of 10 is a natural number whose first digit is 1 and whose remaining digits are 0. The first four powers of 10 are 10, 100, 1000, and 10,000. The product of a nonzero whole number and a power of ten is the original whole number with as many zeros appended to it as there are in the power of ten. As an example, consider 32 times some powers of 10. 32 ? 10 5 320

EXAMPLE 6 a. 89 ? 64

Learning Tip

Below the partial product, write 0 in the ones column as a placeholder. Multiply 89 · 6. Write the product, 534, to the left of the placeholder.

42

CHAPTER 1

Whole Numbers

5

89 3 64 356 1 5340 5696

Add the partial products.

The product is 5696. b.

438 3 251 438

Multiply 438 ? 1.

14

438 3 251 438 21900

Below the partial product, write 0 in the ones column as a placeholder. Multiply 438 · 5. Write the product, 2190, to the left of the placeholder.

1

438 3 251 438 21900 87600

Below the second partial product, write 0 in the ones column and 0 in the tens column as placeholders. Multiply 438 ? 2. Write the product, 876, to the left of the placeholders.

1

438 3 251 438 21900 1 87600 109,938

Add the partial products.

The product is 109,938.

TRY-IT EXERCISE 6 Multiply. a. 93 ? 58 b. 256 ? 321 Check your answers with the solutions in Appendix A. ■

The next example demonstrates what to do when 0 appears in the second factor. EXAMPLE 7

Multiply larger whole numbers with zeros

Multiply 654 ? 509.

SOLUTION STRATEGY 43

654 3 509 5886

Multiply 654 ? 9.

1.4 Multiplying Whole Numbers

654 3 509 5886 00

Below the partial product, write 0 in the ones column as a placeholder. Multiply 654 ? 0. Because the product is zero, write another zero to the left of the placeholder.

22

654 3 509 5886 327000

Multiply 654 ? 5. Write the product, 3270, to the left of the placeholders.

654 3 509 5886 1 327000 332,886

Add the partial products.

The product is 332,886.

TRY-IT EXERCISE 7 Multiply 721 ? 207. Check your answer with the solution in Appendix A. ■

APPLY YOUR KNOWLEDGE

Objective 1.4C

Multiplication is commonly used in application problems. Be aware that sometimes application problems require more than one mathematical operation. Complete coverage of how to solve application problems can be found in Section 1.7. As with addition and subtraction, key words and phrases indicate when multiplication is to be used. multiply

times of

EXAMPLE 8

at

product twice

product of double

multiplied by triple

Use multiplication to solve an application problem

The Actor’s Playhouse sold 233 tickets at $29 each for a Saturday matinee of the production Cats. What was the total revenue for the performance?

SOLUTION STRATEGY 233 3 29 2097 4660 6757

The key word at indicates multiplication. Multiply the number of tickets, 233, by the price per ticket, $29.

The total revenue for the performance was $6757.

43

44

CHAPTER 1

Whole Numbers

TRY-IT EXERCISE 8 In 2011, Valley Vista College sold 4397 boxes of donuts for their year-end charity event. Each box of donuts cost $12. What were the total proceeds of the fund-raiser? Check your answer with the solution in Appendix A. ■

FIND THE AREA OF A RECTANGLE area The measure associated with the interior of a closed, flat geometric figure.

As a preview to Chapter 7, Geometry, we shall take a look at a common application of multiplication. Namely, we will find the area of a rectangle. Area is the measure associated with the interior of a closed, flat geometric figure. Area is measured in square units, such as square feet or square inches. Consider a rectangle 4 inches long and 2 inches wide. Each small square measures 1 square inch. Together, the small squares form a rectangle with 2 rows of 4 squares each. Because there are 2 ? 4 or 8 squares, the area of the rectangle is 8 square inches. 1 in.

1 in.

1 in.

2 in. 1 in.

one square inch

4 in.

The area of a rectangle can be expressed as the product of its length and its width. We use the following formula to calculate the area of a rectangle. A5l?w

From our example above, with l 5 4 inches and w 5 2 inches, we have the following. A 5 4 inches · 2 inches 5 8 square inches

EXAMPLE 9

Solve an application problem involving area

The balcony of a condominium that is to be carpeted measures 22 feet long and 9 feet wide. a. What is the area of the balcony? b. If indoor/outdoor carpeting costs $6 per square foot, what is the cost of the carpet?

SOLUTION STRATEGY a. 22 39 198

Use formula A 5 l · w.

The area is 198 square feet.

1.4 Multiplying Whole Numbers

b. 198 3 6 1188

45

Multiply the number of square feet, 198, by the cost per square foot, $6.

The cost to install carpeting is $1188.

TRY-IT EXERCISE 9 The showroom of an automobile dealership measures 97 feet long and 38 feet wide. a. What is the area of the showroom floor?

b. If tile costs $7 per square foot, and installation costs $2 per square foot, what is the total cost to tile the showroom?

Check your answers with the solutions in Appendix A. ■

SECTION 1.4 REVIEW EXERCISES Concept Check 1. The mathematical process of repeatedly adding a value a specified number of times is called

2. Numbers that are multiplied together are known as

.

.

3. The result of multiplying numbers is known as a

4. The multiplication property of zero states that the product

.

of any number and

5. The multiplication property of one states that the product of any number and

6. According to the commutative property of multiplication, 5?75

is the number itself.

7. The associative property of multiplication states that the

.

8. According to the distributive property of multiplication over subtraction, 2(8 2 3) 5 2 ? 8 2

of factors does not change the product.

Objective 1.4A

is 0.

.

Use the multiplication properties

GUIDE PROBLEMS 9. 4 ? 0 5 This example demonstrates the multiplication property of .

10. 13 ? 1 5 This example demonstrates the multiplication property of .

46

CHAPTER 1

Whole Numbers

11. Show that 7 ? 3 5 3 ? 7.

12. Show that 2(1 ? 4) 5 (2 ? 1)4.

7·353·7

2(1 · 4) 5 (2 · 1)4

21 5 This example demonstrates the of multiplication.

This example demonstrates the of multiplication.

property

14. Show that 3(5 2 2) 5 3 ? 5 2 3 ? 2.

2(3 1 4) 5 2 · 3 1 2 · 4 )5

)4

5

property

13. Show that 2(3 1 4) 5 2 ? 3 1 2 ? 4. 2(

)5(

2(

3(5 2 2) 5 3 · 5 2 3 · 2

18

3(

) 5 15 2

5

5

This example demonstrates the multiplication over .

property of

This example demonstrates the of multiplication over

property .

15. Multiply 0 ? 215.

16. Multiply 92 ? 0.

17. Multiply 82 ? 1.

18. Multiply 1 ? 439.

19. Show that 4 ? 8 5 8 ? 4.

20. Show that 9 ? 3 5 3 ? 9.

21. Show that 3(2 ? 4) 5 (3 ? 2)4.

22. Show that 1(9 ? 7) 5 (1 ? 9)7.

23. Show that 7(2 1 5) 5 7 ? 2 1 7 ? 5.

24. Show that 4(9 2 3) 5 4 ? 9 2 4 ? 3.

Objective 1.4B

Multiply whole numbers

GUIDE PROBLEMS 2

4

25. 28

26. 56

27. 53

28. 36

4

92

477

324

33

37

39

39

1

29.

16 3 32 32 80 512

30.

86 3 13 258 860 1 18

31.

326 3 75 1 630 22 820 2 ,450

32.

3

1216 3 50 60,80

1.4 Multiplying Whole Numbers

47

Multiply.

33. 23

41 32

35. 52

36. 63

33

34.

34

32

37. 52

38. 58

39. 59

40. 39

39

33

36

38

41.

22 3 78

42.

16 3 33

43.

94 3 50

44.

70 3 75

45.

605 3 40

46.

740 3 80

47. 153

48.

407 3 89

49. 3

50.

6000 74

3

1681 60

3 33

51. 3

4888 23

52. 3

8737 91

53. 4444 ? 270

54. 2014 ? 515

55. 3342 ? 951

56. 3906 ? 550

57. 25(915)

58. 34(333)

59. (37)(282)

60. (223)(4200)

Objective 1.4C

APPLY YOUR KNOWLEDGE

61. What is 28 multiplied by 15?

62. What is twice 45,000?

63. How much are 12 calculators at $16 each?

64. What is the product of 54 and $50?

65. How much is 25 times 42 times 4?

66. Find the product of 16, 8, and 22.

67. David saves $30 per week from his part-time job. How

68. Soraya earns $8 per hour at Starbucks. How much does

much will he have saved in 26 weeks?

she earn in a 35-hour week?

48

CHAPTER 1

Whole Numbers

69. Airbus Industries received an order from Delta Airlines

70. According to the U.S. Postal Service, the average family

for 13 Sky King commuter jets at a cost of $5,660,000 each. What was the total cost of the order?

71. Southside Bank requires that mortgage loan applicants

receives 18 sales pitches, 3 bills, and 1 financial statement every week. Based on these figures, how many pieces of mail will the average family receive in one year? (There are 52 weeks in a year.)

72. The Bookworm sold 125 dictionaries last month at a

have a monthly income of three times the amount of their monthly payment. How much must Maureen’s monthly income be to qualify for a monthly payment of $1149?

73. Worldwide, 7 people per second get on the Internet for

price of $18 each. How much money did they take in on dictionary sales?

74. If the average family in Martin City uses 33 gallons of

the first time. How many new people get on in a 24-hour period?

75. Toys Galore, a manufacturer of small plastic toys, uses

water per day, how many gallons do they use in a 30-day month?

76. A typical wallpaper hanger can cover 110 square feet of

molding machines that can produce 74 units per minute.

wall per hour.

a. How many toys can a machine produce in 1 hour?

a. How many square feet can he paper in a 7-hour day?

b. If the company has 9 of these machines, and they operate for 8 hours per day, what is the total output of toys per day?

b. If a contractor hires 3 paper hangers for a large condominium project, how many square feet can they paper in a 5-day week?

77. A regulation tennis court for doubles play is 78 feet long and 36 feet wide. a. What is the number of square feet of a doubles court?

b. A singles court is the same length but 9 feet shorter in width. What is the number of square feet of a singles court?

c. What is the difference between the area of a doubles court and the area of a singles court?

36 ft

78 ft

1.4 Multiplying Whole Numbers

49

78. A regulation NCAA or NBA basketball court measures 94 feet long and 50 feet wide. a. What is the number of square feet of these courts? 50 ft

b. A regulation high school basketball court measures 84 feet long and 50 feet wide. How many square feet is this court?

c. What is the difference between the area of an NCAA or NBA court and a high school court?

94 ft

Use the bar graph Average Value per Acre of U.S. Cropland for exercises 79–82.

Average Value per Acre of U.S. Cropland 1997 1998

$1270 $1340

1999

$1410

2000

$1490

2001 2002

$1580 $1650

2003

$1720

2004

$1770

2005

$1970

Source: National Agricultural Statistics Service: data excludes Hawaii, Alaska

79. What was the value of a 300-acre farm in 2004?

80. What was the value of a 260-acre farm in 2005?

81. How much more was a 100-acre farm worth in 2001

82. How much less was a 100-acre farm worth in 1997

compared with 1997?

compared with 2002?

CUMULATIVE SKILLS REVIEW 1. Write 82,184 in word form. (1.1B)

2. Round 9228 to the nearest hundred. (1.1D)

3. Add 1550 1 122 1 892 1 30. (1.2B)

4. Subtract. (1.3A) 83 2 19

50

CHAPTER 1

Whole Numbers

5. How much is 422 increased by 110? (1.2B)

6. How much is 512 decreased by 125? (1.3B)

7. Last week you spent $22 for an oil change, $39 for tire

8. Tim loaded 48 cases of fruit in the morning and

rotation and balancing, and $9 for new windshield wiper blades. What was the total amount you spent on your car? (1.2C)

9. If 7485 tickets were originally available for a football game and 5795 were sold, how many tickets remain? (1.3B)

43 cases in the afternoon. How many total cases did he load? (1.2C)

10. Sandy needs 64 credits to graduate with an associate’s degree. If she has earned 22 credits to date, how many more credits does she need? (1.3B)

1.5 DIVIDING WHOLE NUMBERS LEARNING OBJECTIVES A. Use the division properties

Suppose that a 12-member group wants to rent kayaks for a river excursion. If each kayak can hold 3 people, how many kayaks are needed? To determine the number of kayaks required, we can repeatedly subtract 3 people.

B. Divide whole numbers C.

APPLY YOUR KNOWLEDGE

canoe #1 canoe #2 canoe #3 12-member group

division The mathematical process of repeatedly subtracting a specified value. dividend The number being divided. divisor The number by which the dividend is divided. quotient The result of dividing numbers.

canoe #4

Note that when we repeatedly subtract 3 people from the original group of 12, we ultimately divide the original group of 12 into 4 kayaks. Another way of determining the number of kayaks needed is by using division. Division is the mathematical process of repeatedly subtracting a specified value. In this example, we divide 12 by 3 to determine that 4 kayaks are needed to accommodate the group. The number being divided is called the dividend, the number by which it is divided is called the divisor, and the result of dividing numbers is known as the quotient. From our definition of division, the dividend is the number from which we begin to subtract a specified value, the divisor is the specified value that is repeatedly

1.5 Dividing Whole Numbers

subtracted, and the quotient is the total number of times that we can repeatedly subtract. So, in our kayak problem, 12 is the dividend, 3 is the divisor, and 4 is the quotient. In general, a division problem can be written in the following three ways. Dividend 4 Divisor 5 Quotient

Quotient Divisor qDividend

Dividend 5 Quotient Divisor

Thus, the division problem in our kayak example can be written as follows. 4 3q12

12 54 3

12 4 3 5 4

There is an important connection between multiplication and division. In the previous section, we learned that multiplication is repeated addition. Since division is repeated subtraction, we say that multiplication and division are inverse operations. Thus, every division problem has an associated multiplication problem. For example, the division problem 12 4 3 is related to the following multiplication problem. What number times 3 equals 12?

Since 4 ? 3 5 12, it follows that 12 4 3 5 4.

Objective 1.5A

Use the division properties

As with addition and multiplication, you should be aware of some important properties when working division problems.

Dividing a Number by One The quotient of any number and 1 is the number itself. That is, for any number a, we have the following. a41 5 a

As some examples, consider the following. 18 4 1 5 18

764 5 764 1

54 1q54

Dividing a Number by Itself The quotient of any nonzero number and itself is 1. That is, for any nonzero number a, we have the following. a4a 5 1

Here are some examples of dividing a number by itself. 17 4 17 5 1

248 51 248

1 39q39

51

52

CHAPTER 1

LearningTip To remember the difference between dividing zero by a nonzero number and dividing a number by zero, the following may be useful.

Whole Numbers

Dividing Zero by a Nonzero Number The quotient of zero and any nonzero number is zero. That is, for any nonzero number a, we have the following. 04a 5 0

The following are some examples of dividing zero by a nonzero number.

0 divided by a number, K: 0 4 K is “okay,” that is, we can do it. 0 4 K 5 0 0 or 5 0. K A number, N, divided by 0: N 4 0 is a “no-no,” that is, we can’t do it. N 4 0 N is undefined or is 0 undefined.

where a 2 0

0 4 28 5 0

0 50 355

0 93q0

Dividing a Number by Zero Division by zero is undefined. That is, we can not divide by zero. That is, for any number a, we have the following. a 4 0 is undefined.

Here are some examples of dividing a number by zero. 43 4 0

EXAMPLE 1

is undefined

549 0

is undefined

0q268

is undefined

Divide using the division properties

Divide using the division properties. a.

44 1

b. 519 4 519 c. 93q0 d.

65 0

SOLUTION STRATEGY a.

44 5 44 1

Dividing a number by one equals the original number.

b. 519 4 519 5 1

Dividing a number by itself equals one.

0 c. 93q0

Zero divided by a number equals zero.

d.

65 undefined 0

Dividing a number by zero is undefined.

1.5 Dividing Whole Numbers

TRY-IT EXERCISE 1 Divide. a. 29 4 1

b.

285 285

c. 0 4 4 d. 388 4 0 Check your answers with the solutions in Appendix A. ■

Objective 1.5B

Divide whole numbers

To determine 12 4 3, we can repeatedly subtract 3. As we saw earlier, we obtain the quotient 4. Alternatively, we can consider the associated multiplication problem: What number times 3 equals 12? Since 4 ? 3 5 12, it follows that 12 4 3 5 4. As another example, consider 846 4 2. Certainly, we would not want to repeatedly subtract 2! Moreover, the related multiplication problem may not be any easier to analyze. Rather, we use long division formatting to determine the quotient. We perform the problem in the following way. 2q846 4 2q846

Write the problem in long division format.

Divide 2 into 8. 8 4 2 5 4. Write 4 above 8 in the dividend. The 4 is referred to as partial quotient.

42 2q846

Divide 2 into 4. 4 4 2 5 2. Write the partial quotient, 2, above 4 in the dividend.

423 2q846

Divide 2 into 6. 6 4 2 5 3. Write the partial quotient, 3, above 6 in the dividend.

As another example, consider the problem 368 4 4. In working this problem, we show details that we shall use in working more difficult division problems. 4q368 9 4q368 9 4q368 236 08 92 4q368 36 08 28 0

Write the problem in long division format.

Since 4 . 3, consider 4 divided into 36. 36 4 4 5 9. Write the partial quotient, 9, above 6 in the dividend. Multiply 9 · 4. Write the product below 36 in the dividend. Subtract. 36 2 36 5 0. Bring down the 8.

Divide 4 into 8. 8 4 4 5 2. Write the partial quotient, 2, above 8 in the dividend. Multiply 2 · 4. Write the product below 8. Subtract.

53

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Whole Numbers

Let’s consider more examples.

EXAMPLE 2

Divide whole numbers

Divide. a. 963 4 3 b.

Learning Tip Since multiplication and division are opposite operations, we can check a division problem by multiplying the quotient by the divisor.

459 9

SOLUTION STRATEGY a. 3q963

Write the problem using long division format.

3 3q963

Divide 3 into 9. 9 4 3 5 3. Write the partial quotient, 3, above 9.

32 3q963

Divide 3 into 6. 6 4 3 5 2. Write the partial quotient, 2, above 6.

quotient · divisor 5 dividend

321 3q963

Divide 3 into 3. 3 4 3 5 1. Write the partial quotient, 1, above 3.

As an example, in the example to the right we see that

The quotient is 321.

963 4 3 5 321.

b. 9q459

Write the problem using long division format.

To check, simply verify that 321 · 3 is, in fact, 963.

5 9q459

Since 9 . 4, consider 9 divided into 45. 45 4 9 5 5. Write the partial quotient, 5, above 5 in the dividend.

321 ? 3 5 963

5 9q459 245 09

Multiply 5 ? 9. Write the product below 45 in the dividend. Subtract. 45 2 45 5 0. Bring down the 9.

51 9q459

Divide 9 into 9. 9 4 9 5 1. Write the partial quotient, 1, above 9 in the dividend.

2 45 09 29 0

Multiply 1 ? 9. Subtract.

The quotient is 51.

TRY-IT EXERCISE 2 Divide. a. 848 4 4 b. 156 4 3 Check your answers with the solutions in Appendix A. ■

1.5 Dividing Whole Numbers

EXAMPLE 3

Divide whole numbers

Divide. a. 513 4 3 b. 3604 4 34

SOLUTION STRATEGY 1 a. 3q513

Divide 3 into 5. Since 3 does not divide into 5 evenly, estimate the number of times 3 divides into 5. Our best estimate is 1. Write 1 above 5 in the dividend.

1 3q513 23 21

Multiply 1 · 3. Subtract. 5 2 3 5 2. Bring down the 1.

17 3q513 23 21 2 21 03

Divide 3 into 21. 21 4 3 5 7. Write the partial quotient, 7, above 1 in the dividend.

171 3q513 23 21 2 21 03 23 0

Divide 3 into 3. 3 4 3 5 1. Write the partial quotient, 1, above 3 in the dividend.

Multiply 7 · 3. Subtract. 21 2 21 5 0. Bring down the 3.

Multiply 1 · 3. Subtract.

The quotient is 171. 1 b. 34q3604 1 34q3604 2 34 20 10 34q3604 2 34 20 20 2 204

Since 34 . 3, consider 34 divided into 36. Since 34 does not divide into 36 evenly, estimate the number of times 34 divides into 36. Our best estimate is 1. Write 1 above 6 in the dividend.

Multiply 1 ? 34. Subtract. 36 2 34 5 2. Bring down the 0. Divide 34 into 20. Since 34 does not divide into 20 evenly, estimate that 34 divides into 20 zero times. Write 0 above 0 in the dividend. Multiply 0 ? 34. Subtract. 20 2 0 5 20. Bring down the 4.

Divide 34 into 204. 204 4 34 5 6. 106 34q3604 Write the partial quotient 6 above 4 in the dividend. 2 34 20 20 204 Multiply 6 ? 34. 2 204 0 Subtract. The quotient is 106.

55

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TRY-IT EXERCISE 3 Divide. a. 616 4 4 b. 4309 4 31 Check your answers with the solutions in Appendix A. ■

Frequently, the divisor does not divide evenly into the dividend. As an example, consider 19 4 6. We can repeatedly subtract 6 to find the quotient. 19 26 13 26 7 26 1

remainder The number that remains after division is complete.

Subtract 6 repeatedly 3 times.

Can’t subtract 6 anymore and get a whole number!

Notice that we repeatedly subtract 6 a total of 3 times before we can no longer subtract and get a whole number. Thus, the quotient is 3. The number that is left over is called the remainder. Now, recall that division and multiplication are inverse operations. Thus, we can re-write our division problem in terms of multiplication. We begin by writing the product 3 ? 6. This, however, does not equal 19. We can fix this problem by adding the remainder 1 to our product. 19 5 (3 ? 6) + 1

This is the correct way of expressing the answer to the division problem 19 4 6. However, we shall use the standard convention of writing the quotient, followed by the letter R, followed by the remainder. 19 4 6 5 3 R 1

Alternatively, using long division format, we write the division problem and its answer as follows. 3R1 6q19

We generally work such a problem in the following way. 3 6q19

Consider 6 divided into 19. Since 6 does not divide evenly into 19, estimate the number of times 6 divides into 19. Since 6 divides into 19 approximately 3 times, write 3 above the 9 in the dividend.

3R1 6 q19 218 Multiply 3 ? 6. Write the product below the dividend. Subtract. 19 2 18 5 1. 1

After we subtract 18 from 19, there is nothing in the dividend to bring down. Therefore, 1 is the remainder. Note that the remainder, 1, is less than the divisor, 6. In division problems with remainders, the remainder must always be less than the divisor. If it were larger, then the divisor would divide into the dividend at least one more time.

1.5 Dividing Whole Numbers

EXAMPLE 4

57

Divide whole numbers with a remainder

Divide. a. 228 4 30 b.

5356 89

SOLUTION STRATEGY 7 a. 30q228

Since 30 . 2 and 30 . 22, consider 30 divided into 228. Since 30 does not divide into 228 evenly, estimate the number of times that 30 divides into 228. Our best estimate is 7. Write 7 above 8 in the dividend.

7 30q228 2 210 18

Multiply 7 ? 30. Subtract. 228 2 210 5 18.

7 R 18 30q228

Because there is nothing left to bring down, the remainder is 18. Note that the remainder is less than the divisor.

The answer is 7 R 18. 6 b. 89q5356 6 89q5356 2 534 16

Although 89 does not divide into 5 or 53, it does divide into 535. We estimate that 89 divides into 535 six times. Write 6 above the second 5 in the dividend.

Multiply 6 ? 89. Subtract. 535 2 534 5 1. Bring down the 6.

60 89q5356 2 534 16 20 16

Divide 89 into 16. Since 89 divides into 16 zero times, write 0 above 6 in the dividend.

60 R 16 89q5356

Because there is nothing left to bring down, the remainder is 16. Note that the remainder is less than the divisor.

Multiply 0 ? 89. Subtract. 16 2 0 5 16.

The answer is 60 R 16.

TRY-IT EXERCISE 4 Divide. a. 574 4 61

b.

6214 73 Check your answers with the solutions in Appendix A. ■

Learning Tip Estimating the number of times that a number divides into another sometimes requires trial and error. For instance, we may initially guess that 30 divides into 228 six times. But note the following. 6 30q228 2180 48 In particular, note that the remainder, 48, is greater than the divisor, 30. When this happens, we know that the divisor must divide into the dividend at least one more time.

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Whole Numbers

APPLY YOUR KNOWLEDGE

Objective 1.5C

As with addition, subtraction, and multiplication, there are key words and phrases that indicate when division is to be used. divide goes into

EXAMPLE 5

divided by

quotient

ratio of

quotient of

average of

per

divided into equally divides

Solve an application problem using division

Sunflower Corporation has 35 employees on their production line. Last year they equally divided $42,000 in a profit sharing bonus. How much did each employee receive?

SOLUTION STRATEGY 1200 35q42,000 235 70 2 70 0

The word divided indicates division. Divide the amount of the bonus by the number of employees to determine the amount received by each employee.

Each employee received $1200.

TRY-IT EXERCISE 5 Donna purchased an LCD TV from Best Buy for $2520. The purchase was financed without interest over a 12-month period. What was the amount of Donna’s payment each month? Check your answer with the solution in Appendix A. ■

FIND AN AVERAGE OR ARITHMETIC MEAN OF A SET OF NUMBERS Imagine a payroll manager being asked to describe the hourly wage of 400 clerical workers. The manager could provide a list of the 400 employees along with their hourly wages. This action answers the question, but it is extremely tedious. average or arithmetic mean The value obtained by dividing the sum of all the values in a data set by the number of values in the set.

A more appropriate response might be to calculate the average. An average or arithmetic mean is the value obtained by dividing the sum of all the values in a data set by the number of values in the set. The average of a set of values describes the set with a single value.

Steps for Calculating an Average Step 1. Find the sum of all the values in a data set. Step 2. Divide the sum in Step 1 by the number of values in the set.

Average 5

Sum of values Number of values

1.5 Dividing Whole Numbers

EXAMPLE 6

59

Calculate an average

In a math class, Jose scored 72 on the first test, 94 on the second test, and 86 on the third test. What is Jose’s average score for the three tests?

SOLUTION STRATEGY Average 5

252 72 1 94 1 86 5 5 84 3 3

Calculate the sum of the test scores. Divide this sum by the number of tests.

The average score for the three tests is 84.

TRY-IT EXERCISE 6 On a recent sales trip, Nathan drove 184 miles on Monday, 126 miles on Tuesday, 235 miles on Wednesday, and 215 miles on Thursday. What is Nathan’s average mileage for each of the four days? Check your answer with the solution in Appendix A. ■

SECTION 1.5 REVIEW EXERCISES Concept Check 1. The mathematical process of repeatedly subtracting a specified value is called

the

3. The number by which the dividend is divided is known as the

2. In a division problem, the number being divided is called

.

.

4. The result of dividing numbers is called the

.

.

5. Show three ways to express 8 divided by 4.

6. The quotient of any number and

is the num-

ber itself.

7. The quotient of any nonzero number and itself is

8. The quotient of zero and any nonzero number is

.

.

9. The quotient of any number and zero is

.

10. The number that remains after division is complete is called the

Objective 1.5A

Use the division properties

GUIDE PROBLEMS 11.

13.

213 5 1 23q0

12. 64 4 64 5 14.

42 5 0

.

60

CHAPTER 1

Whole Numbers

Divide using the division properties.

15. 18 4 1

16. 91 4 1

17. 51 4 51

18. 34 4 34

19. 0 4 3

20. 0 4 23

21. 54 4 0

22. 13 4 0

23.

67 0

24.

27. 76q0

Objective 1.5B

49 0

28. 31q0

25.

0 12

26.

29. 0q210

0 29

30. 0q93

Divide whole numbers

GUIDE PROBLEMS 31. 5q40

32. 15q50

40

45 47 R

4

34. 13q616

33. 8q368

52 96 91 5

32 4

Divide.

35. 16 4 2

36. 21 4 7

37. 8q48

38. 3q66

39. 55q495

40. 67q804

41. 675 4 15

42. 544 4 32

43. 2096 4 16

44. 3266 4 46

45. 23q2622

46. 12q5208

47. 23,400 4 100

48. 1,000,000 4 1,000

49. 34 4 6

50. 86 4 9

51. 9q78

52. 8q99

53.

55.

460 26

56.

841 16

766 71

57. 19q910

54.

502 37

58. 21q404

1.5 Dividing Whole Numbers

59. 937 4 85

63.

9262 343

Objective 1.5C

60. 608 4 11

64.

6192 183

61. 13q688

65.

4830 169

61

62. 63q442

66.

2949 121

APPLY YOUR KNOWLEDGE

67. How much is 735 divided by 7?

68. How much is 1196 divided by 4?

69. What is the quotient of 3413 and 8?

70. What is 19 divided into 7610?

71. How many times does 88 go into 1056?

72. What is the quotient of 364 and 4?

73. An SAT test has five equally timed parts. If the entire

74. A 35-acre palm tree nursery has a total of 2380 trees.

test is 200 minutes long, how many minutes is each part of the test?

75. The city of Denton has 2450 homes. The city recycling center took in 34,300 pounds of aluminum cans last month. On average, how many pounds of aluminum were recycled per home?

77. Captain Doug Black, dockmaster at Emerald Bay Marina purchased 1760 feet of mooring line.

How many trees are there per acre?

76. Del Monte packs ketchup in cases containing 36 bottles each. How many cases will be required to fill an order for 9000 bottles?

78. Nails and Pails Hardware had sales of $22,464 last week. The store had 468 transactions. a. What was the average amount per transaction?

b. If the store was open for 6 days last week, what was the average amount in sales per day?

a. How many pieces, each 22 feet long, can be cut from the roll?

b. If each boat requires 5 of these lines, how many boats can be furnished with mooring lines?

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CHAPTER 1

Whole Numbers

Use the graph Auto Insurance Expenses for exercises 79–82

Auto Insurance Expenses 1995

$668

1996

$691

1997

$707

1998

$704

1999

$683

2000

$687

2001 2002

$723 $784

2003

$855

2004

$868

2005

$926

Source: National Association of Insurance Commissioners. Insurance Information Institute estimates for 2001–2005

79. What was the average auto insurance rate for 1996 and 1997?

80. What was the average auto insurance rate for 2000 and 2001?

81. For 2001 through 2003, round each rate to the nearest hundred and find the average for those 3 years.

82. For 2002 through 2005, round each rate to the nearest ten, and find the average for those 4 years.

CUMULATIVE SKILLS REVIEW 1. Multiply 516 ? 200. (1.4B)

2. Subtract 28 from 96. (1.3A)

3. How much is 954 increased by 181? (1.2B)

4. Round 1586 to the nearest hundreds. (1.1D)

5. Write 22,185 in expanded form. (1.1C)

6. What is 3 times 2200? (1.4C)

7. How much is 845 less 268? (1.3B)

8. Write 8965 in word form. (1.1B)

9. Tom worked 7 hours each day for 6 days straight. How many total hours did he work? (1.4C)

10. A school auditorium has 19 rows with 11 seats in each row. What is the total number of seats in the auditorium? (1.4C)

1.6 Evaluating Exponential Expressions and Applying Order of Operations

63

1.6 EVALUATING EXPONENTIAL EXPRESSIONS AND APPLYING ORDER OF OPERATIONS Did you know there are about 100,000,000,000 stars in the galaxy? When dealing with such large numbers, it is useful to have a shorthand way of expressing them. Exponential notation is a shorthand way of expressing repeated multiplication. It is also a useful way of expressing very large or very small numbers. As we shall see in this section, the number of stars in the galaxy can be written in exponential notation in the following way. 1011

In exponential notation, the base is the factor that is multiplied repeatedly. The exponent or power is the number that indicates how many times the base is to be used as a factor. The exponent is written as a superscript of the base. In the expression 23, 2 is the base and 3 is the exponent. base

S

23 d exponent

23 5 2 ? 2 ? 2 “two to the third power” or “two cubed”

LEARNING OBJECTIVES A. Read and write numbers in exponential notation B. Evaluate an exponential expression C. Use order of operations to simplify an expression D.

APPLY YOUR KNOWLEDGE

exponential notation A shorthand way of expressing repeated multiplication.

3

The expression 2 is called an exponential expression since it has a base and an exponent.

Read and write numbers in exponential notation

Objective 1.6A

In mathematics, it is important to be able to read and write numbers in exponential notation. The following chart illustrates how we read and write exponential expressions. Exponential Notation 45

41

4?45

“four to the first power” or “four”

42

4?4?45

“four to the second power” or “four squared”

43

4?4?4?45

“four to the third power” or “four cubed”

44

4?4?4?4?45

“four to the fourth power”

45

4?4?4?4?4?45

EXAMPLE 1

Read As

46

“four to the fifth power” “four to the sixth power”

Write expressions in exponential notation

Write each expression in exponential notation and in word form. a. 7 ? 7 ? 7 b. 5 ? 5 ? 5 ? 5 ? 5 c. 3 ? 3 d. 2 ? 2 ? 8 ? 8 ? 8

base In exponential notation, the factor that is multiplied repeatedly. exponent or power In exponential notation, the number that indicates how many times the base is used as a factor.

64

CHAPTER 1

Real -World Connection

Whole Numbers

SOLUTION STRATEGY a. 7 ? 7 ? 7 5 73

The base is 7 and the exponent is 3.

“seven to the third power” or “seven cubed” b. 5 ? 5 ? 5 ? 5 ? 5 5 55

The base is 5 and the exponent is 5.

“five to the fifth power” c. 3 ? 3 5 32

Albert Einstein’s famous theory of relativity formula

“three to the second power” or “three squared”

The bases are 2 and 8 and the exponents are 2 and 3, respectively.

d. 2 ? 2 ? 8 ? 8 ? 8 5 22 ? 83 “two squared times eight cubed”

E 5 mc 2 is an example of the scientific use of exponents.

The base is 3 and the exponent is 2.

TRY-IT EXERCISE 1 Write each expression in exponential notation and in word form. a. 9 ? 9 ? 9 ? 9 b. 4 ? 4 ? 4 ? 4 ? 4 ? 4

c. 6

d. 12 ? 12 ? 12 ? 16 ? 16 Check your answers with the solutions in Appendix A. ■

Objective 1.6B

Evaluate an exponential expression

Raising a number to the power of 1 or 0 yields some interesting results.

Learning Tip The exponent 1 is usually not written. For example, 81 is written as simply 8.

Raising a Number to the First Power The result of raising a number to the first power is the number itself. That is, for any number a, we have the following. a1 5 a

Here are some examples. 161 5 16

2701 5 270

13821 5 1382

Raising a Number to the Zero Power The result of raising a nonzero number to the zero power is 1. That is, for any number a other than 0, we have the following. a0 5 1

1.6 Evaluating Exponential Expressions and Applying Order of Operations

Some examples follow. 220 5 1

EXAMPLE 2

6590 5 1

34890 5 1

Evaluate an expression using the exponential properties

Evaluate each exponential expression. a. 40 b. 121 c. 80 d. 151 e. 14681 f. 17,0000

SOLUTION STRATEGY a. 40 5 1 b. 121 5 12 c. 80 5 1 d.

151 5

15

e.

14681

5 1468

These examples illustrate raising a number to the first power and raising a number to the zero power.

f. 17,0000 5 1

TRY-IT EXERCISE 2 Evaluate each exponential expression. a. 111

b. 261

c. 4370

d. 100

e. 18991

f. 56,3010

Check your answers with the solutions in Appendix A. ■

65

66

CHAPTER 1

Whole Numbers

The following steps are used to evaluate exponential expressions.

Steps for Evaluating Exponential Expressions Step 1. Write the exponential expression as a product with the base appearing

as a factor as many times as indicated by the exponent. Step 2. Multiply.

Learning Tip

EXAMPLE 3

Evaluate each exponential expression.

Many calculators have a yx or key. To

a. 34

work example 3a using a calculator, use the following sequence.

c. 103

3

yx

4

5 81

4

b. 25

SOLUTION STRATEGY a. 34 5 3 ? 3 ? 3 ? 3 5 81

or 3

Evaluate an exponential expression

5 81

b.

25

Write the base 3 as a factor 4 times. Multiply.

5 2 ? 2 ? 2 ? 2 ? 2 5 32

Write the base 2 as a factor 5 times. Multiply.

c. 103 5 10 ? 10 ? 10 5 1000

Learning Tip In an exponential expression with base 10, the exponent tells us how many zeros there are in the number. For example, 103 has three zeros. 103 5 1000.

Write the base 10 as a factor 3 times. Multiply.

TRY-IT EXERCISE 3 Evaluate each exponential expression. a. 43 b. 54 c. 107 Check your answers with the solutions in Appendix A. ■

Objective 1.6C

Use order of operations to simplify an expression

Sometimes numerical expressions require more than one operation. The result will differ depending on which operation is done first. For example, if we have the expression 6 1 5 ? 4, how do we find the answer? 615?4

order of operations A set of rules that establishes the procedure for simplifying a mathematical expression.

615?4

11 ? 4

6 1 20

44

26

If we add first and then multiply, we get 44. If we multiply first and then add, we get 26. Which answer is correct? What happens if we also have parentheses or exponents in the expression? To provide universal consistency in simplifying expressions, the mathematics community has agreed to a set of rules known as order of operations. These rules

1.6 Evaluating Exponential Expressions and Applying Order of Operations

67

establish the procedure for simplifying a mathematical expression. Today, these rules are even programmed into computers and most calculators. According to the established rules for order of operations, the answer to the problem on page 66 is 26. Order of operations dictates that we multiply before we add. Here is the complete set of rules.

Order of Operations Step 1. Perform all operations within grouping symbols: parentheses ( ),

brackets [ ], and curly braces { }. When grouping symbols occur within grouping symbols, begin with the innermost grouping symbols. Step 2. Evaluate all exponential expressions. Step 3. Perform all multiplications and divisions as they appear in reading

from left to right. Step 4. Perform all additions and subtractions as they appear in reading

from left to right.

EXAMPLE 4

Use order of operations to simplify an expression

Simplify each expression.

b. 14 2 5 4 5 ? 3 1 10 16 2 8 1 25 4 5 10 2 6

SOLUTION STRATEGY a. 46 4 2 1 7

There are no grouping symbols or exponents. Divide. 46 4 2 5 23.

17

23

Add. 23 1 7 5 30.

30 b. 14 2 5 4 5 ? 3 1 10 ? 3 1 10

Divide. 5 4 5 5 1.

14 2

3

1 10

Multiply. 1 · 3 5 3.

1 10

Subtract. 14 2 3 5 11. Add. 11 1 10 5 21.

21 c.

There are no grouping symbols or exponents.

14 2 1

11

(16 2 8) 1 25 4 5 (10 2 6) 8 1 25 4 5 4 21

5 7

Most calculators abide by the rules for order of operations. To check whether your calculator does so, consider the example 6 1 4 · 5. Enter the following in your calculator. 61534= If the result is 26, your calculator follows the rules set forth for order of operations. If the result is 44, your calculator does not follow the agreement, and you will have to enter the expression in the following way. 53416=

a. 46 4 2 1 7

c.

Learning Tip

When a division problem is written with a fraction bar, grouping symbols are understood to be around both the dividend and the divisor. 8 (16 2 8) Simplify the expressions in parentheses. 5 . (10 2 6) 4 8 Divide. 5 2. 25 4 5 5 5. 4 Add. 2 1 5 5 7.

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TRY-IT EXERCISE 4 Simplify each expression. a. 33 1 6 4 2 2 7 b. 6 4 3 ? 7 2 6 1 3

c. 20 ? 3 1 4 2

112 4 7 21 2 17 Check your answers with the solutions in Appendix A. ■

Use order of operations to simplify an expression

EXAMPLE 5

Simplify each expression. a. 6 ? 3 1 (50 2 38) 4 6 b. 9 1 6 2 [(14 2 5) 4 (2 1 1)]

SOLUTION STRATEGY a. 6 ? 3 1 (50 2 38) 4 6

Perform operations within parentheses first.

6?31

12

46

Subtract. (50 2 38) 5 12.

18 1

12

46

Multiply. 6 · 3 5 18.

2

Divide. 12 4 6 5 2.

18 1

Add. 18 1 2 5 20.

20 b. 9 1 6 2 [(14 2 5) 4 (2 1 1)] 9162[ 9162 15 2

4

9

3]

Perform operations within grouping symbols first, beginning with the innermost parentheses. Subtract. (14 2 5) 5 9. Add. (2 1 1) 5 3.

3

Divide. [9 4 3] 5 3.

3

Add. 9 1 6 5 15.

12

Subtract. 15 2 3 5 12.

TRY-IT EXERCISE 5 Simplify each expression. a. (35 2 14) 4 7 1 4 ? 3 b. 26 2 [4 1 (9 2 5)] 4 8 Check your answers with the solutions in Appendix A. ■

1.6 Evaluating Exponential Expressions and Applying Order of Operations

EXAMPLE 6

Use order of operations to simplify an expression

Simplify each expression. a. 43 1 (8 2 5)3 4 (34 2 52) b. [(98 2 2) 4 (3 ? 24)] 1 62

SOLUTION STRATEGY a. 43 1 (8 2 5)3 4 (34 2 52)

Perform operations within parentheses first.

43 1 (8 2 5)3 4 (34 2 25)

Evaluate the exponential expression within the parentheses. 52 5 25.

43 1

(3) 3 4

9

Subtract. (8 2 5) 5 3. Subtract. (34 2 25) 5 9.

43 1

27

4

9

Evaluate the exponential expression. 33 5 27.

43 1

Divide. 27 4 9 5 3.

3

Add. 43 1 3 5 46.

46 b. [(98 2 2) 4 (3 ? 24)] 1 62

Perform operations within grouping symbols first, beginning with the innermost parentheses.

[(98 2 2) 4 (3 · 16)] 1 62

Evaluate the exponential expression. 24 5 16.

4 48

Subtract. (98 2 2) 5 96. Multiply. (3 · 16) 5 48.

[

96

] 1 62

2

1 62

Divide. [96 4 48] 5 2.

2

1 36

Evaluate the exponential expression. 62 5 36. Add. 2 1 36 5 38.

38

TRY-IT EXERCISE 6 Simplify each expression. a. 20 1 3(14 2 23) 2 (40 2 21) b. 40(3 2 80) 4 [8 1 (4 ? 3)] Check your answers with the solutions in Appendix A. ■

Objective 1.6D

APPLY YOUR KNOWLEDGE

THE AREA OF A SQUARE One common application of exponents is finding the area of a square. If you have ever measured a room for carpeting or some other floor covering, you have already encountered the concept of area. As we learned in Objective 1.4C, area is the measure associated with the interior of a closed, flat geometric figure. Measured in terms of “square units,” area tells us the number of these units needed to cover the region. In Chapter 7, we will learn about the area of geometric shapes of all types, including triangles, rectangles, and circles. For now, let’s see how the concept of area works for a square.

69

70

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Whole Numbers

square A rectangle with sides of equal length.

A square is a rectangle with sides of equal length. The area of a square is the length of a side squared. If A represents the area of a square and if s represents the length of one of its sides, then the following formula is used to calculate the area of a square.

2 in.

A 5 s2

Let’s consider a square with sides of length 2 inches. The area of the square at the left is as follows. 2 in.

2 in.

A 5 (2 inches) 2 5 4 square inches

EXAMPLE 7

Find the area of a square

2 in.

A square room has a length of 9 feet. a. What is the area of the room? b. If ceramic tile costs $4 per square foot, how much will it cost to tile the room?

SOLUTION STRATEGY a. A 5 s2 2

A 5 (9 feet) 5 81 square feet b. $4 ? 81 5 $321

Because the room is in the shape of a square, we use the formula A 5 s 2 to calculate the area. Multiply the cost per square foot by the number of square feet.

TRY-IT EXERCISE 7 You have just purchased a dining room table with a glass top. The table top is square, with sides that measure 48 inches. a. What is the area of the table top?

b. If a protective pad for the glass top costs $5 per square foot, how much will the pad cost? Hint: One square foot equals 144 square inches.

Check your answers with the solutions in Appendix A. ■

SECTION 1.6 REVIEW EXERCISES Concept Check 1.

notation is a shorthand way of expressing repeated multiplication.

3. In exponential notation, the

is the number that indicates how many times the base is used as a factor.

5. In the expression 43, the number 3 is known as the .

2. In exponential notation, the factor that is repeatedly multiplied is called the

.

4. In the expression 106, the number 10 is known as the .

6. Write 54 in word form.

1.6 Evaluating Exponential Expressions and Applying Order of Operations

7. Write the number “15 cubed” using exponential

71

8. The result of raising a number to the first power is the

notation.

itself.

9. The result of raising a nonzero number to the zero power is

10. For each of the following, which operation is performed

.

first according to order of operations? a. addition or division?

b. evaluate exponential expressions or subtraction?

c. multiplication or operations within parentheses?

Objective 1.6A

Read and write numbers in exponential notation

GUIDE PROBLEMS 11. 3 ? 3 ? 3 ? 3 5

4

5 83

15.

12. 4 ? 4 5

13. 9 ? 9 ? 9 ? 9 ? 9 5 9

2

16.

5 154

17. 5 ? 5 ? 3 ? 3 ? 3 5

14. 12 ? 12 ? 12 5 12

2

?

3

18. 6 ? 6 ? 6 ? 4 5 6

?4

Write each expression in exponential notation and in word form.

19. 3 ? 3 ? 3

20. 8 ? 8 ? 8 ? 8 ? 8

21. 5 ? 5 ? 5 ? 5

22. 4 ? 4 ? 4 ? 4 ? 4 ? 4 ? 4 ? 4

23. 9

24. 12 ? 12

25. 1 ? 1 ? 1

26. 7 ? 7 ? 7 ? 7 ? 7 ? 7 ? 7

Write each expression in exponential notation.

27. 4 ? 4 ? 4 ? 9 ? 9

28. 2 ? 2 ? 2 ? 2 ? 6 ? 6 ? 6

29. 3 ? 3 ? 4 ? 4 ? 4 ? 5

30. 2 ? 5 ? 5 ? 6 ? 9 ? 9

31. 5 ? 5 ? 8 ? 8 ? 8 ? 12

32. 2 ? 2 ? 5 ? 7 ? 7 ? 7

33. 2 ? 5 ? 5 ? 7 ? 9 ? 9 ? 9

34. 3 ? 8 ? 20 ? 20

Objective 1.6B

Evaluate an exponential notation

GUIDE PROBLEMS 35. 5 5 1

36. 81 5

37. 3

38. 25 5

53?3?35

?

?

?

?

5

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Evaluate each exponential expression.

39. 20

40. 110

41. 141

42. 211

43. 14

44. 112

45. 52

46. 62

47. 122

48. 72

49. 73

50. 54

51. 26

52. 27

53. 103

54. 63

55. 861

56. 3501

57. 44

58. 35

59. 1320

60. 20500

61. 152

62. 252

Objective 1.6C

Use order of operations to simplify an expression

GUIDE PROBLEMS 63. Simplify 67 1 3 ? 18.

64. Simplify (25 1 92) 4 13.

67 1 3 ? 18

(25 1 92) 4 13 4 13

67 1

65. Simplify 19 ? (4 1 21) 2 2.

66. Simplify 34 2 (3 ? 24).

19 ? (4 1 21) 2 2

34 2 (3 ? 24)

19 ?

34 2

22 22

2

Simplify each expression.

67. 22 2 (4 1 5)

68. (25 1 5) 2 18

69. 5 ? 4 1 2 ? 3

70. 7 ? 3 1 4 ? 3

71. 144 4 (100 2 76)

72. (18 1 32) 4 5

73. 81 1 0 4 3 1 92

74. 8 1 0 4 4 1 24

75. 20 4 5 1 33

76. 4 1 102 4 50

77. 48 4 2 2 11 ? 2

78. 63 4 9 ? 4 2 2 1 10

79. 15 1 13

2 2 80. 5 1 3 2 2

81. 42 1 3(6 2 2) 1 52

82. 18 4 32 ? 5 2 2(8 2 3)

922

10 4 5

83. 45 ? 2 2 (6 1 1)2

84. 15 ? 9 2 (4 1 1)3

85. 18 2 6 ? 2 1 (2 1 4)2 2 10

86. 100 1 (3 1 5)2 2 50

87. 24 ? 5 1 5 2 50

88. 42 1 43 1 40 ? 16

89. 23 1 (15 2 12) 3 4 (134 2 53 )

90. (152 1 152) 4 50

91. 12 4 4 ? 4[(6 2 2) 1 (5 2 3)]

92. [(5 2 3) 4 2] 1 6 ? 3

93. 3(14 1 3) 2 (20 2 5) 1 1 2

2 94. 16 4 2 1 88 4 (38 2 33)

6

17 2 15

1.6 Evaluating Exponential Expressions and Applying Order of Operations

Objective 1.6D

73

APPLY YOUR KNOWLEDGE

95. Find the area of a square serving dish, 15 inches on a side.

96. Find the area of a square plot of land, 12 miles on a side.

12 miles 15 in.

12 miles

15 in.

97. a. What is the area of a square living room floor with sides of length 20 feet?

98. An office building has square glass windows, which measure 25 inches on each side. a. What is the area of each window?

b. If WoodWorks, Inc. quotes a price of $9 per square foot for premium birchwood flooring, how much will it cost to install a wood floor in the living room?

c. If Floormasters, Inc. quotes a cost of $7 per square foot for the same birchwood flooring, how much can be saved by taking the cheaper bid?

b. If the building has 60 of these windows, what is the total area of the windows?

c. Given that each roll of window tinting material can cover 2500 square inches, how many rolls will be needed to tint all of the windows?

CUMULATIVE SKILLS REVIEW 1. Subtract 83,291 2 12,269. (1.3A)

2. Divide 1424 by 16. (1.5B)

3. Find the sum of 16,824 and 9542. (1.2B)

4. What is the average of 54, 36, and 24? (1.5C)

5. Multiply 1300 by 200. (1.4B)

6. How much is 4689 divided by 3? (1.5C)

7. Divide 0 4 376. (1.5A)

8. Write one hundred sixty-two thousand, fifty-five in standard notation. (1.1B)

9. Belden Manufacturing employs 21 people in their warehouse. If they each received a $470 profit sharing bonus last year, what was the total amount of the bonuses? (1.4C)

10. Gifts Galore purchased 78 decorative oil lamps for a total of $3978. How much did they pay for each lamp? (1.5C)

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1.7 SOLVING APPLICATION PROBLEMS LEARNING OBJECTIVES A. Solve an application problem involving addition, subtraction, multiplication, or division B. Solve an application problem involving more than one operation

In mathematics, calculations are often part of real-world application problems dealing with everything from consumer and business math to advanced science and engineering. Solving application problems is an important part of each chapter’s subject matter and, as with other acquired skills, requires practice. But, the more you practice, the more at ease you will become. Objective 1.7A

Solve an application problem involving addition, subtraction, multiplication, or division

In this section, we introduce steps for solving application problems. Some problems require only one operation, while others require several. Keep in mind that application problems contain key words and phrases that help you determine which operations to perform. We have already encountered many of these in the Apply Your Knowledge exercises in previous sections. Below is a list of several common ones. A list of key words and phrases indicating equality is also included. KEY WORDS AND PHRASES FOR SOLVING APPLICATION PROBLEMS ADDITION

SUBTRACTION

MULTIPLICATION

DIVISION

EQUALS SIGN

1

–

3

4

5

add

subtract

multiply

divide

equals

plus

minus

times

divided by

is

sum

difference

product

quotient

are

increased by

decreased by

product of

quotient of

yields

total of

take away

multiplied by

divided into

leaves

more than

reduced by

of

goes into

gives

greater than

deducted from

at

ratio of

makes

and

less than

twice

average of

results in

added to

fewer than

double

per

provides

gain of

subtracted from

triple

equally divided

produces

The following steps for solving application problems may be helpful to you as you proceed.

1.7 Solving Application Problems

Steps for Solving Application Problems Step 1. Read and understand the problem. You may have to read the problem

several times. To visualize the problem, draw a picture if possible. Step 2. Take inventory. Identify all of the parts of the situation. These can be

dollars, people, boxes, dogs, miles, pies, anything! Separate the knowns (what is given) from the unknowns (what must be found). Step 3. Translate the problem. Use the chart of key words and phrases to

determine which operations are involved. Then, write the words of the problem statement in terms of numbers and mathematical operations. Step 4. Solve the problem. Do the math. Express your answer using the

appropriate units such as dollars, feet, pounds, miles, and so on. Step 5. Check the solution.

Calculate the total amount spent on a shopping spree

EXAMPLE 1

On a recent trip to the mall you purchased a shirt for $34, a pair of slacks for $47, and a jacket for $102. You also had lunch for $6 and bought a CD for $13. What is the total amount of money you spent at the mall?

SOLUTION STRATEGY

Understand the situation. We are given the dollar amounts for various purchases. We are asked to find a total. shirt slacks jacket lunch CD

$34 47 102 6 1 13 $202

The total is $202. shirt slacks jacket lunch CD

$30 50 100 10 1 10 $200

Take inventory. The knowns are the purchase amounts. The unknown is the total amount of the purchases. Translate the problem. The key word total indicates that we must add the amounts of the purchases. Solve the problem. Add. Check the solution. To check, add again. Alternatively, estimate the solution by rounding the amount of each to the leftmost digit. Add. The estimate, $200, indicates that our solution is reasonable.

TRY-IT EXERCISE 1 At Office Warehouse you purchased a printer for $162, a black ink cartridge for $34, a color cartridge for $51, and a ream of paper for $5. What is the total amount of the purchase? Check your answer with the solution in Appendix A. ■

75

76

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EXAMPLE 2

Calculate the difference between the heights of two buildings

The John Hancock Building in Chicago stands 1127 feet tall, while Chicago’s Sears Tower is 1451 feet tall. What is the difference between the heights of these buildings?

SOLUTION STRATEGY

Understand the situation. We are given the heights of the John Hancock Building and the Sears Tower. We are asked to find the difference between their heights. 1451 ft. 1127 ft.

Take inventory. The knowns are the heights of the buildings. The unknown is the difference between their heights. Translate the problem. The key word difference indicates that we must subtract the heights of the buildings.

Sears Tower John Hancock

1451 2 1127 324 The difference between the heights of the buildings is 324 feet. John Hancock 1127 difference 1 324 1451

Solve the problem. Subtract. Check the solution. To check, add the height of the John Hancock Building to the difference. Since this sum is equal to the height of the Sears Tower, our answer checks.

TRY-IT EXERCISE 2 In January, American Mining produced 1474 tons of coal. In February, the company produced 188 fewer tons. How many tons were produced in February? Check your answer with the solution in Appendix A. ■

EXAMPLE 3

Calculate total budget cost

Marshall Industries purchased 31 computers loaded with special software for the accounting department at a cost of $2900 each. What is the total cost of the computers?

SOLUTION STRATEGY

Understand the situation. We are told that a company purchased a number of computers with special software at a given price. We are asked to find the total cost of the computers. Take inventory. The knowns are the number of computers and the cost of each computer. The unknown is the total cost.

1.7 Solving Application Problems

$2900 3 31 $89,900 The total cost of the computers is $89,900.

Translate the problem. The key word at indicates that we must multiply the number of computers by the cost of each computer. Solve the problem. Multiply. Check the solution. To check, we can estimate the solution by rounding the cost of each computer and the total number of computers to the leftmost digit. Multiply. The estimate, $90,000, is close to our product, $89,900, indicating that our solution is reasonable.

$3000 3 30 $90,000

TRY-IT EXERCISE 3 Before the beginning of the fall term, a college bookstore purchased 540 algebra textbooks from the publishing company for $89 each. What is the total amount of the textbook purchase? Check your answer with the solution in Appendix A. ■

EXAMPLE 4

Devise a seating plan

You are in charge of setting up the seating plan for an outdoor concert at your school. A total of 1650 tickets have been sold. Your plan is to have 75 equal rows of seats. How many seats will be needed per row to accommodate the audience?

SOLUTION STRATEGY

Understand the situation. We are given the fact that the total number of seats must be distributed evenly among a given number of rows. We are asked for the number of seats per row. 22 75q1650 150 150 150 0 22 seats per row will be needed. 22 3 75 110 1540 1650

Take inventory. The knowns are the total number of seats and the number of rows. The unknown is the number of seats per row. Translate the problem. The key word per indicates that we must divide the total number of seats by the number of rows. Solve the problem. Divide. Check the solution. To check, multiply the total number of rows by the quotient. Since this product equals the total number of seats, our solution checks.

TRY-IT EXERCISE 4 In 2012, Ramparts Industries allocated $300,000 to be evenly divided among 8 colleges for student scholarships. How much will each school receive? Check your answer with the solution in Appendix A. ■

77

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Objective 1.7B

Solve an application problem involving more than one operation

Frequently, application problems require more than one operation. The following example demonstrates such a problem. EXAMPLE 5

Determine weight of a container

A cargo ship weighs 130 tons empty, and 394 tons when loaded with 22 equal-weight freight containers. How much does each container weigh?

SOLUTION STRATEGY

Understand the situation. This problem has two parts. Part 1: Find the total weight of the containers. Part 2: Find the weight of each container. We shall go through each step of the problem solving process for each part. Part 1 Take inventory. The knowns are the weight of the empty ship and the weight of the loaded ship. The unknown is the weight of the containers.

loaded ship empty ship

394 2 130 264

The total weight of the containers is 264 tons. empty ship difference

130 1 264 394

12 22q264 22 44 44 0

Each container weighs 12 tons.

Translate the problem. Find the total weight of the containers by subtracting the weight of the empty ship from the weight of the loaded ship. Solve the problem. Subtract. Check the solution. Check by adding the weight of the empty ship to the difference. Since this sum is equal to the weight of the loaded ship, our answer checks. Part 2

Take inventory. The knowns are the total weight of the containers, 264 tons, and the number of containers, 22. The unknown is the weight of each individual container. Translate the problem. Find the weight of each container by dividing the total weight of the containers by the number of containers. Solve the problem. Divide.

1.7 Solving Application Problems

12 3 22 24 240 264

79

Check the solution. To check, multiply the weight of each container by the total number of containers. Since this product equals the weight of the containers, our answer checks.

TRY-IT EXERCISE 5 First Alert Security Corporation charges $16 per hour for security guards. The guards are paid $11 per hour. Last week First Alert employed 25 guards, each working a 30-hour week. How much profit did the company make? Check your answer with the solution in Appendix A. ■

SECTION 1.7 REVIEW EXERCISES Concept Check 1. The keyword total of is used to indicate the operation of in an application problem.

.

3. Of and at are words used to indicate

5. The words is and are indicate

Objective 1.7A

.

.

4. Quotient and per are used to indicate

.

6. List the steps for solving application problems.

Solve an application problem involving addition, subtraction, multiplication, or division

7. By adding a turbocharger, a race car’s 460 horsepower engine was increased by 115 horsepower. What is the upgraded horsepower of the engine?

9. A compact flash memory card for a digital camera has 512 megabytes of memory. If each photo requires 4 megabytes, how many photos can the card hold?

11. Jan pays $385 per month in rent. How much does she pay in a year?

2. The phrase decreased by indicates the operation of

8. Creswell Corporation had 1342 employees last year. Due to an increase in business this year, they hired 325 new employees. How many people work for the company now?

10. How many pills are in a prescription that calls for 2 tablets, 4 times a day, for 12 days?

12. Bob paid $15,493 for a boat and $1322 for the trailer. How much did he pay for the boat and trailer?

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13. Julie makes custom jewelry in her spare time. Last month she made 35 bracelets, 19 necklaces, and 12 anklets.

14. Max’s Redland Farms produces 225 pounds of strawberries per acre each growing season.

a. How many total pieces of jewelry did she make?

a. If he has 20 acres of strawberries, how many pounds can Max produce?

b. If she sold each piece for $30, how much money did she make last month?

b. If he sells the strawberries at a local farmer’s market for $3 per pound, how much money does he make?

c. At the monthly rate from part b, how much will she make in a year?

c. If there are 3 growing seasons per year, how much does Max make in a year?

15. You are interested in purchasing one of two pieces of property. The first is a 1350 square foot townhouse priced at $189,000. The second is a 950 square foot apartment priced at $166,250. Calculate the price per square foot for each to see which property is the best value, that is, determine which property has the lower price per square foot.

16. A delivery truck has a range of 660 miles on a tank of gasoline. If the tank holds 55 gallons of gasoline, how many miles can the truck travel on one gallon?

17. In 2003, the planet Mars was only 34,646,419 miles from Earth. That is the closest it has been in almost 60,000 years. a. Round this distance to the nearest ten thousand miles. b. If the “usual distance” from the Earth to Mars is approximately 60,000,000 miles, how much closer was it in 2003? (Use your rounded answer from part a for this calculation.)

18. The Sweet Tooth Ice Cream Company sold 495, 239, 290, 509, and 679 pints of ice cream over the past 5 days. a. Round each number to the nearest hundred to estimate the number of pints sold. b. What was the actual number of pints sold?

1.7 Solving Application Problems

81

Use the table Counting Calories for exercises 19–22.

Counting Calories The number of calories a 150-pound person would burn in 30 minutes of the following activities. ACTIVITY Jogging

338

Stair climbing

306

Tennis

275

Carrying a heavy load (e.g., bricks)

273

Weightlifting

234

Bicycling (flat surface)

221

Shoveling snow (manually)

205

Aerobics, low impact

171

Gardening

170

Mowing lawn (push power mower)

154

Ballroom dancing

153

Walking (briskly)

150

19. How many more calories are burned every 30 minutes playing tennis than gardening?

21. If a person uses a stair climber 2 hours per week and does weightlifting 4 hours per week, how many calories will be burned in a one-week period?

Objective 1.7B

CALORIES

20. If a person does aerobics 1 hour per week, how many calories will be burned in a year?

22. How many more calories will be burned jogging 3 hours per week than walking briskly 4 hours per week?

Solve an application problem that involves more than one operation

23. In 2010, the IT department of Compton Corporation pur-

24. Seven friends ate dinner at the Lakeshore Restaurant. If

chased 26 computers for $1590 each and 6 computers for $1850 each. What is the total amount of the purchase?

the bill came to $157 and a $25 tip was added, how much should each person pay in order to split the bill evenly?

25. An inkjet printer can print 21 pages per minute in black

26. Carla started the month with a $391 balance on her Visa

and white and 8 pages per minute in color. What is the total time it will take to print a report containing 252 black and white pages and 104 color pages?

credit card. During the month she made purchases of $39, $144, $219, and $78. When the new bill arrived, she made a payment of $550. What is her new balance on the account?

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27. The average cost per night for a room at the Ocean V Hotel on South Beach is currently $495. If this cost has tripled in the past 4 years, what is the difference between a 5-night stay now compared to 4 years ago?

28. Expenses at Galaxy Corporation for the month of June were $15,639 for salaries, $1960 for rent, $909 for electricity, $548 for insurance, $2300 for advertising, and $2150 for miscellaneous expenses. If the June expenses are representative of a typical month, what are the total expenses at Galaxy per year?

Photo by Robert Brechner

29. A roll of dental floss is 16 yards long. If the average length of floss people need per use is 16 inches, how many uses can they get from a roll? (There are 3 feet in one yard and 12 inches in one foot.)

31. Last week, the Harper College bookstore sold 463 algebra textbooks at $85 each, 328 English textbooks at $67 each, and 139 economics textbooks at $45 each. What is the bookstore’s total revenue from the sale of these books?

33. The town in which Toby lives increased in population from 18,408 to 35,418 in a 5-year period. What was the average increase per year?

35. A ferry from Vancouver to Seattle carries buses and

30. James began a motorcycle trip with a full tank of gas. At the beginning of the trip, the odometer reading was 5339 miles and at the end it was 5689. If he used a total of 14 gallons of gasoline on the trip, how many miles per gallon did he get?

32. In a Miami Heat basketball game, Duane Wade scored 11 points in the first half and twice as many points in the second half. How many total points did he score in the game?

34. Stan bowled three games last night. His scores were 165, 188, and 214. What was his average score for the three games?

36. The Canmore Mining Company produces 24 tons of coal

cars. For loading purposes, buses are estimated to weigh 15,000 pounds each and cars are estimated at 2500 pounds each. By law, the maximum weight limit of cars and buses on ferries this size is 300,000 pounds.

in a 6-hour shift. The mine operates continuously— 4 shifts per day, 7 days per week.

a. If 12 buses and 40 cars are scheduled for next Thursday, will the total weight of this load be within the limits?

b. How many tons can be extracted in a year?

b. If the load is within limits, how many more vehicles could be accommodated? If it is not within the limits, how many vehicles should be eliminated?

a. How many tons of coal can be extracted in 9 weeks?

1.7 Solving Application Problems

83

Use the following advertisement for exercises 37–39.

NEW

LEASE PAYMENT

SALE PRICE

WAS

YOUR NEW FORD

FORD FOCUS 4-DOOR

15,165 $11,495

$

165

$

PER MO. 36 M0. LEASE

F-150 SUPERCAB XLT

NEW

27,120 $18,449 $219

$

PER MO. 36 MO. LEASE

EXPLORER 4-DR.

NEW

26,830 $19,699

$

259

$

PER MO. 24 M0. LEASE

SUPERCREW XLT

NEW

28,965 $21,719

$

247

$

PER MO. 36 MO. LEASE

EXPEDITION XLT

NEW

32,315 24,496

$

37. How much more will you pay on a lease over a 36-month period if you choose a Supercrew XLT over an F-150 Supercab XLT?

39. How much will you save by purchasing a Ford Focus at the sale price?

$

263

$

PER MO. 24 MO. LEASE

38. How much less will you pay on a lease over a 36-month period if you choose a Focus over an Explorer?

40. If you purchase three Ford Explorers and four Expeditions for your company, how much will you save by purchasing these cars at the advertised sale price over the original price?

CUMULATIVE SKILLS REVIEW 1. Divide

489 . (1.5B) 3

4. Write 6 ? 6 ? 7 ? 7 ? 7 in exponential notation. (1.6A)

7. Simplify 48 1 (3 1 2)3. (1.6C)

2 2. Simplify 3 ? 92 1 32(18 2 3)4 .

(1.6C)

9

5. What is 982 more than 1563? (1.2C)

8. What is the area of a square with sides measuring 12 feet? (1.6D)

10. By how much is 542 less than 932? (1.3B)

3. What is 59 subtracted from 83? (1.3B)

6. Identify the place value of the 4 in 24,339. (1.1A)

9. Write 1549 in expanded notation. (1.1C)

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1.1 Understanding the Basics of Whole Numbers Objective

Important Concepts

Illustrative Examples

A. Identify the place value of a digit (page 2)

digits The numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9.

Identify the place value of the indicated digit.

Hindu-Arabic or decimal number system A system that uses the digits to represent numbers.

a. 8639

natural or counting numbers Any of the numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 . . . . whole numbers Any of the numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 . . . . B. Write a number in standard notation and word form (page 3)

standard notation or standard form A representation for a whole number in which each period is separated by a comma. Rule for Writing a Number in Word Form Starting from the left, for each period except for the units, write the number named by the digits in that period followed by the name of the period and a comma. For the units period, simply write the number named by the digits. Hyphenate the numbers 21 through 99 except 20, 30, 40, 50, 60, 70, 80, and 90 whenever these appear in any period.

C. Write a number in expanded notation (page 5)

expanded notation or expanded form A representation of a whole number as a sum of its ones place, tens place, hundreds place, and so on beginning with the highest place value.

hundreds b. 7817 thousands c. 49,881 ten thousands

Write each number in standard notation and word form. a. 76211 76,211

seventy-six thousand, two hundred eleven

b. 854 854

eight hundred fifty-four

Write each number in expanded notation. a. 531 500 1 30 1 1 5 hundreds 1 3 tens 1 1 one b. 6897 6000 1 800 1 90 1 7 6 thousands 1 8 hundreds 1 9 tens 1 7 ones c. 41,464 40,000 1 1000 1 400 1 60 1 4 4 ten thousands 1 1 thousand 1 4 hundreds 1 6 tens 1 4 one

10-Minute Chapter Review

D. Round a number to a specified place value (page 5)

85

rounded number An approximation of an exact number.

Round each number to the specified place value.

Steps for Rounding Numbers to a Specified Place Value

a. 6777 to the nearest hundreds

Step 1. Identify the place to which the number is to be rounded.

b. 1011 to the nearest thousands

Step 2. If the digit to the right of the specified place is 4 or less, the digit in the specified place remains the same.

c. 17,981 to the leftmost place value

6800 1000 20,000

If the digit to the right of the specified place is 5 or more, increase the digit in the specified place by one. Step 3. Change the digit in each place after the specified place to zero. E. APPLY YOUR KNOWLEDGE (PAGE 7)

table A collection of data arranged in rows and columns for ease of reference. Rule for Reading a Table Scan the titles of the columns to find the category in question. Then, scan down the column to find the row containing the information being sought.

BOSTON RED SOX vs ATLANTA BRAVES AVERAGE ATTENDANCE PER GAME YEAR

BOSTON

ATLANTA

2006

36,182

30,393

2007

36,679

33,891

2008

37,632

31,269

2009

37,811

29,304

a. What was the average attendance for the Atlanta Braves in 2007? 33,891 b. Rounded to the nearest thousand, what was the average attendance for the Boston Red Sox in 2009? 38,000

1.2 Adding Whole Numbers Objective

Important Concepts

A. Use the addition properties (page 14)

addition The mathematical process of combining two or more numbers to find their total.

Illustrative Examples

addends Numbers that are added together. sum The result of adding numbers. Addition Property of Zero Adding 0 to any number results in a sum equal to the original number. That is, for any number a, we have the following.

a 1 0 5 a and 0 1 a 5 a

a. Add. 3 1 0. 31053

86

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Commutative Property of Addition Changing the order of the addends does not change the sum. That is, for any numbers a and b, we have the following.

b. Show that 8 1 2 5 2 1 8. 8125218 10 5 10

a1b5b1a Associative Property of Addition Changing the grouping of addends does not change the sum. That is, for any numbers a, b, and c, we have the following. (a 1 b) 1 c 5 a 1 (b 1 c) B. Add whole numbers (page 15)

(9 1 2) 1 1 5 9 1 (2 1 1) 11 1 1 5 9 1 3 12 5 12

Steps for Adding Whole Numbers

Add.

Step 1. Write the digits of the addends in columns with the place values (ones, tens, hundreds, etc.) vertically aligned. Place a horizontal bar under the vertically aligned addends.

a. 8280 1 847

Step 2. Beginning with the ones column, add the digits in each column. If the sum of the digits in any column is a two-digit number, write the rightmost digit at the bottom of that column and carry the leftmost digit to the top of the column to the left.

b. 5789 1 152

Step 3. Repeat this process until you reach the leftmost column. For that column, write the sum under the horizontal bar. C. APPLY YOUR KNOWLEDGE (PAGE 18)

c. Show that (9 1 2) 1 1 5 9 1 (2 1 1).

polygon A closed, flat geometric figure in which all sides are line segments.

11

8280 1 847 9127 11

5789 1 152 5941 c. 3844 1 1450 1 1263 11

3844 1450 1 1263 6557 Find the perimeter of the triangle.

perimeter of a polygon The sum of the lengths of its sides. 5 in.

6 in.

4 in.

4 in. 1 5 in. 1 6 in. 5 15 in.

1.3 Subtracting Whole Numbers Objective

Important Concepts

Illustrative Examples

A. Subtract whole numbers (page 26)

subtraction The mathematical process of taking away or deducting an amount from a given number.

Subtract.

minuend The number from which another number is subtracted. subtrahend The number that is subtracted. difference The result of subtracting numbers.

a. 6285 – 890 6285 2 890 5395 b. 3164 – 282 3164 2 282 2882

10-Minute Chapter Review

Steps for Subtracting Whole Numbers Step 1. Write the digits of the minuend and subtrahend in columns with the place values vertically aligned. Place a horizontal bar under the vertically aligned minuend and subtrahend.

87

c. 79,412 – 5745 79,412 2 5,745 73,667

Step 2. Beginning with the ones column, subtract the digits in each column. If the digits in a column cannot be subtracted to produce a whole number, borrow from the column to the left. Step 3. Continue until you reach the last column on the left. For that column, write the difference under the horizontal bar. B. APPLY YOUR KNOWLEDGE (PAGE 29)

bar graph A graphical representation of quantities using horizontal or vertical bars.

Below is a bar graph of Katie and Phillip’s exercise schedule expressed in minutes and covering a three-week period. Katie 80 60

Phillip 80

60 60 40

Week 1

Week 2

Week 3

a. How many minutes did Katie exercise during week 1? 80 minutes b. During which week did Katie and Phillip exercise the same amount of time? Week 2 c. In week 3, how many more minutes did Phillip exercise than Katie? 80 minutes 2 40 minutes 5 40 minutes

1.4 Multiplying Whole Numbers Objective

Important Concepts

A. Use the multiplication properties (page 36)

multiplication The mathematical process of repeatedly adding a value a specified number of times.

Illustrative Examples

factors Numbers that are multiplied together. product The result of multiplying numbers. Multiplication Property of Zero The product of any number and 0 is 0. That is, for any number a, we have the following.

a·050·a50

a. Multiply 8 · 0. 8·050 b. Multiply 0 · 6. 0·650

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Multiplication Property of One The product of any number and 1 is the number itself. That is, for any number a, we have the following.

a·151·a5a Commutative Property of Multiplication Changing the order of the factors does not change the product. That is, for any numbers a and b, we have the following.

c. Multiply 36 · 1. 36 · 1 5 36 d. Multiply 1 · 92. 1 · 92 5 92 e. Show that 9 · 4 5 4 · 9. 9?454?9 36 5 36

a·b5b·a Associative Property of Multiplication Changing the grouping of the factors does not change the product. That is, for any numbers a, b, and c, we have the following. (a · b) · c 5 a · (b · c) Distributive Property of Multiplication over Addition or Subtraction Multiplication distributes over addition and subtraction. That is, for any numbers a, b, and c, we have the following.

a(b 1 c) 5 ab 1 ac and a(b 2 c) 5 ab 2 ac (b 1 c)a 5 ba 1 ca and (b 2 c)a 5 ba 2 ca

f. Show that 6(3 · 8) 5 (6 · 3) 8. 6(3 · 8) 5 (6 · 3) 8 6(24) 5 18(8) 144 5 144 g. Show that 8(4 1 9) 5 8 · 4 1 8 · 9. 8(4 1 9) 5 8 · 4 1 8 · 9 8(13) 5 32 1 72 104 5 104 h. Show that 3(6 2 3) 5 3 · 6 2 3 · 3. 3(6 2 3) 5 3 · 6 2 3 · 3 3(3) 5 18 2 9 959

B. Multiply whole numbers (page 39)

Product involving a single-digit whole number: 2

49 33 7

3 · 9 5 27. Write 7 at the bottom of the ones column. Carry 2 to top of tens column.

2

49 33 147

3 · 4 1 2 5 12 1 2 5 14 Write 14 to the left of 7.

Product involving larger whole numbers:

Multiply. a. 94 · 5 94 3 5 470 b. 380 3 88 380 3 88 3040 30400 33,440 c. 43(9886)

2

49 313 147 49 3 13 147 0 49 3 13 147 490

3 · 49 5 147. 147 is a partial product.

Below the partial product, write 0 in the ones column. This is a placeholder. 1 · 49 5 49. Write 49 to the left of the placeholder.

9886 3 43 29658 395440 425,098

10-Minute Chapter Review

49 3 13 147 1 490 637 C. APPLY YOUR KNOWLEDGE (PAGE 43)

89

Add the partial products.

area The measure associated with the interior of closed, flat geometric figure.

The rectangular floor of a concert arena is 300 feet long and 225 feet wide. What is the area of the floor?

Area is measured in square units.

300 3 225 67,500

Area of a rectangle is given by the formula

A 5 l · w.

The area of the arena floor is 67,500 square feet.

1.5 Dividing Whole Numbers Objective

Important Concepts

Illustrative Examples

A. Use the division properties (page 51)

division The mathematical process of repeatedly subtracting a specified value. dividend The number being divided. divisor The number by which the dividend is divided. quotient The result of dividing numbers. Dividing a Number by One The quotient of any number and 1 is the number itself. That is, for any number a, we have the following.

a. Divide. 4 4 1 44154

a41 5 a Dividing a Number by Itself The quotient of any nonzero number and itself is 1. That is, for any nonzero number a, we have the following.

b. Divide. 7 4 7 74751

a4a 5 1 Dividing Zero by a Nonzero Number The quotient of zero and any nonzero number is zero. That is, for any nonzero number a, we have the following. 0 4 a 5 0 where

c. Divide. 0 4 5 04550

a20

Dividing a Number by Zero Division by zero is undefined. That is, we can not divide by zero. That is, for any number a, we have the following. a 4 0 is undefined.

d. Divide. 12 4 0 12 4 0 undefined

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CHAPTER 1

B. Divide whole numbers (page 53)

Whole Numbers

remainder The number that remains after division is complete. Quotient of whole numbers:

C. APPLY YOUR KNOWLEDGE (PAGE 58)

141 4q564 24 16 216 04 24 0

1 · 4 5 4. Subtract. Bring down the 6. 4 · 4 5 16. Subtract. Bring down the 4. 1 · 4 5 4. Subtract.

83 R 21 26q2179 2208 99 278 21

8 · 26 5 208. Subtract. Bring down the 9. 3 · 26 5 78. Subtract. The remainder is 21.

average or arithmetic mean The value obtained by dividing the sum of all the values in a data set by the number of values in the set. Steps for Calculating an Average Step 1. Find the sum of all the values in a data set.

Divide. a. 5q60 12 5q60 25 10 210 0 b. 304 4 9 33 R 7 9q304 227 34 227 7

Sarah has just finished training for a race. During a three-week period, she ran 16 miles the first week, 18 miles the second week, and 23 miles the third week. What is Sarah’s average mileage per each week of the three-week period? Average 5

Step 2. Divide the sum in Step 1 by the number of values in the set. Sum of values Average 5 Number of values

16 1 18 1 23 57 5 5 19 miles 3 3

1.6 Evaluating Exponential Expressions and Applying Order of Operations Objective

Important Concepts

Illustrative Examples

A. Read and write numbers in exponential notation (page 63)

exponential notation A shorthand way of expressing repeated multiplication.

Write each expression in exponential notation and in word form.

base In exponential notation, the factor that is multiplied repeatedly. exponent or power In exponential notation, the number that indicates how many times the base is used as a factor.

a. 8 · 8 · 8 83, eight to the third power b. 3 · 3 · 3 · 3 · 3 · 3 36, three to the sixth power c. 2 · 2 · 2 · 2 · 2 25, two to the fifth power

10-Minute Chapter Review

B. Evaluate an exponential expression (page 64)

91

Raising a Number to the First Power

Examples of the Exponential Properties

The result of raising a number to the first power is the number itself. That is, for any number a, we have the following.

a. Evaluate. 4521 4521 5 452

a1 5 a. Raising a Number to the Zero Power The result of raising a nonzero number to the zero power is 1. That is, for any number a other than 0, we have the following.

b. Evaluate 590 590 5 1

a0 5 1 Steps for Evaluating Exponential Expressions Step 1. Write the exponential expression as a product with the base appearing as a factor as many times as indicated by the exponent.

Evaluate each exponential expression. a. 38 3 · 3 · 3 · 3 · 3 · 3 · 3 · 3 5 6561 b. 74 7 · 7 · 7 · 7 5 2401

Step 2. Multiply. C. Use the order of operations to simplify an expression (page 66)

order of operations A set of rules that establishes the procedure for simplifying a mathematical expression.

Simplify each expression. a. 37 1 (5 · 23) 4 10 2 25 37 1 (5 · 8) 4 10 2 25

Order of Operations

37 1 40 4 10 2 25

Step 1. Perform all operations within grouping symbols: parentheses ( ), brackets [ ], and curly braces { }. When grouping symbols occur within grouping symbols, begin with the innermost grouping symbols.

37 1 4 2 25

Step 2. Evaluate all exponential expressions Step 3. Perform all multiplications and divisions as they appear in reading from left to right.

41 2 25 16 b. [27 4 9 2 2] 1 65 · 2 [3 2 2] 1 65 · 2 1 1 65 · 2 1 1 130 131

Step 4. Perform all additions and subtractions as they appear in reading from left to right. D. APPLY YOUR KNOWLEDGE (PAGE 69)

square A rectangle that has all four sides of equal length.

What is the area of a square wall that has sides measuring 15 feet each? 15 ft

Area of a rectangle is given by the formula A 5 s2 15 ft

15 ft

15 ft

A 5 (15 feet)2 5 225 square feet

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Section 1.7 Solving Application Problems Objective

Important Concepts

Illustrative Examples

A. Solve an application problem involving addition, subtraction, multiplication, or division (page 74)

Steps for Solving Application Problems

a. Jenny and Dave took a road trip last week. They drove 135 miles on Monday, 151 miles on Tuesday, and 222 miles on Wednesday. What was the total number of miles they drove?

Step 1. Read and understand the problem. You may have to read the problem several times. To visualize the problem, draw a picture if possible.

Monday 135 Tuesday 151 Wednesday 1 222 508 miles

Step 2. Take inventory. Identify all of the parts of the situation. These can be dollars, people, boxes, dogs, miles, pies, anything! Separate the knowns (what is given) from the unknowns (what must be found). Step 3. Translate the problem. Use the chart of key words and phrases on page 74 to determine which operations are involved. Then, write the words of the problem statement in terms of numbers and mathematical operations. Step 4. Solve the problem. Do the math. Express your answer using the appropriate units such as dollars, feet, pounds, miles, and so on.

Check the solution for reasonableness by rounding the miles traveled each day to the leftmost digit. Monday 100 Tuesday 200 Wednesday 1 200 500 b. Nancy’s annual income last year was $35,000. This year she was promoted and received a raise. Now she is making $45,500. How much more is Nancy making this year?

Step 5. Check the solution.

this year last year

$45,500 2 35,000 $10,500

Check the solution by adding. $10,500 1 35,000 $45,500 B. Solve an application problem involving more than one operation (page 78)

On average, Johnson Farm Equipment sells three $5000 tractors each week. a. What are the total annual sales of tractors? $5000 3 3 $15,000 per week

$15,000 3 52 $780,000 annual sales

b. What are the average monthly tractor sales? $65,000 12q780,000 2 72 60 2 60 0

Chapter Review Exercises

93

The Personal Balance Sheet Personal financial statements are an important indicator of your personal financial position. A personal balance sheet provides a “financial picture” of how much wealth you have accumulated as of a certain date. It specifically lists your assets, what you own, and your liabilities, what you owe. Your net worth is the difference between the assets and the liabilities. Net worth 5 Assets 2 Liabilities Todd and Claudia have asked for your help in preparing a personal balance sheet. They have listed the following assets and liabilities: savings account, $4720; current value of their home, $225,500; automobiles, $32,300; personal property, $6400; boat loan balance, $4580; stocks and bonds, $25,550; automobile loans, $13,200; mutual funds, $15,960; checking account balance, $3,640; store charge account balances, $1940; certificates of deposit, $18,640; TV’s, stereo equipment, and computers, $7630; Visa and MasterCard balances, $8660; home mortgage balance, $165,410; 401(k) retirement plan, $67,880; sailboat, $12,100. Use the data provided and the template below to prepare a personal balance sheet for Todd and Claudia. ASSETS

LIABILITIES

CURRENT ASSETS Checking account

CURRENT LIABILITIES Store charge accounts

Savings account

Credit card accounts

Certificates of deposit

Other current debt

Total Current Assets

Total Current Liabilities

LONG-TERM ASSETS Investments

LONG-TERM LIABILITIES Home mortgage

Retirement plans

Automobile loans

Stocks and bonds

Other loans

Mutual funds

Total Long-Term Liabilities

Personal

TOTAL LIABILITIES

Home Automobiles Personal property Other

NET WORTH

Other

Total Assets

Total Long-Term Assets

Total Liabilities

TOTAL ASSETS

NET WORTH

CHAPTER REVIEW EXERCISES Identify the place value of the indicated digit. (1.1A)

1. 54,220

2. 727

3. 78,414,645

4. 3341

5. 35,686

6. 18,286,719

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Write each number in standard notation and in word form. (1.1B)

7. 336

8. 8475

9. 784341

10. 380633

11. 62646

12. 1326554

13. 10102

14. 6653634

15. 4022407508

Write each number in expanded notation. (1.1C)

16. 23

17. 532

18. 109

19. 26,385

20. 2,148

21. 1,928,365

Round each number to the specified place value. (1.1D)

22. 363,484 to the nearest thousand

23. 18,136 to the nearest ten

24. 86,614 to the nearest ten thousand

25. 601,927 to the nearest hundred

26. 4,829,387 to the nearest million

27. 3,146,844 to the nearest hundred thousand

28. 81,084 to the nearest ten

29. 196,140 to the nearest thousand

30. 42,862,785 to the nearest ten million

Add. (1.2A, B)

31.

30 1 59

32.

45 1 68

33.

319 1 60

34.

916 1 35

35.

414 1 181

36.

360 971 1 964

37.

43,814 1 71,658

38.

1700 130 421 81 1 237

Chapter Review Exercises

39. 59 1 294 1 1100 1 10

40. 853 1 121 1 0 1 2912

41. 25 1 0 1 53 1 180 1 0

95

42. 9 1 0 1 71 1 0 1 312

Subtract. (1.3A)

43.

67 23

44.

16 27

45.

89 2 62

46.

55 2 32

47.

695 2 12

48.

386 2 24

49.

649 2 226

50.

867 2 253

51.

7332 2 499

52.

1565 2 360

53. 4300

54.

7500 2 973

72 30

57.

58.

78 3 55

2 31

Multiply. (1.4A, B)

55.

64 31

56.

59.

39 3 95

60.

342 3 37

63 3 25

61. 318 ? 40

62. 55 3 111

64. (64)(270)

65. 815 ? 60

66. 328 ? 2900

67. 48 4 0

68. 0 4 63

69.

71. 49q784

72. 42q882

73. 4q46

74. 29q635

76. 6192 4 182

77. 11q46

78. 3q95

63. 18(45)

Divide. (1.5A, B)

75.

284 14

46 1

70.

79 79

Write each expression in exponential notation. (1.6A)

79. 7 ? 7 ? 7 ? 7

80. 13 ? 13 ? 13

81. 17

82. 5 ? 5 ? 5 ? 5 ? 5 ? 5

83. 3 ? 3 ? 5 ? 5 ? 5 ? 11 ? 11

84. 5 ? 5 ? 7 ? 17 ? 17 ? 19

85. 2 ? 2 ? 2 ? 2 ? 23 ? 23 ? 29

86. 11 ? 11 ? 11 ? 19 ? 19

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Whole Numbers

Evaluate each exponential expression. (1.6B)

87. 72

88. 24

89. 391

90. 35

91. 103

92. 660

93. 192

94. 120

95. 106

96. 63

97. 07

98. 29

Simplify each expression. (1.6C)

99. 9 1 17 ? 20

103. 82 2 (8 2 4)3

107.

(4 ? 32 ) ? 10 18 2 12

100. 34 4 2 1 9(20 1 5)

104. 5 1 a

101. 20 4 22 1 (5 ? 4)

2 102. 360 4 6 1 53

105. 50 ? 82 4 (10 1 30)2

106. 12 1 2[6 2 (5 2 2)]

109. 3[100 2 8(4) 1 9 4 3 1 7]

2 2 110. 7 2 6 1 19

35 2 25

2

300 242 b 12

108. 111,000 2 500(12 2 6)3

(7 1 6)

Solve each application problem. (1.8A, 1.8B)

111. In 2012, a fleet of airplanes used 453,229 gallons of avia-

112. Londonderry Farm has 450 acres of corn, 259 acres of

tion fuel. A report to the vice president of operations requires that this number be rounded to the nearest hundred.

wheat, 812 acres of soybeans, and 18 acres of assorted vegetables. In addition, there are 22 acres of grazing pasture and 6 acres for the farmhouse and barnyard.

a. What number should be reported?

a. What is the total acreage of the farm?

b. Write the result of part a in word form.

b. If they sold 329 acres of the farm, how many acres would be left?

113. Stewart Creek Golf Course has 18 holes. There are six par-3 holes that average 175 yards each, seven par-4 holes that average 228 yards each, and five par-5 holes that average 340 yards each. What is the total yardage for the golf course?

Photo by Robert Brechner

114. Bayside Realty, Inc. sold four parcels of land for $32,500 each: one condominium apartment for $55,600 and two homes, one for $79,200 and one for $96,200. What are the company’s total sales?

Chapter Review Exercises

115. The Frame Factory charges $3 per inch of perimeter to

97

116. You have been put in charge of planning the annual re-

frame artwork in a standard frame and $4 per inch for a deluxe frame. You are interested in framing a painting that measures 22 inches wide by 14 inches high. a. How much will it cost to frame the painting in a standard frame?

union party for your alumni association. The food will cost $16 per person, the entertainment will cost $1250, and the rental fee for the ballroom is $700. In addition, the invitation printing and postage charges are $328 and flowers are $382. Other miscellaneous expenses amount to $1500.

b. How much more will it cost for a deluxe frame?

a. If 160 alumni are expected, what is the total cost of the party?

b. What is the cost per person?

Use the graph How Teens Spend Their Time for exercises 117–122.

How Teens Spend Their Time In a recent survey, the following data were compiled.

BT12 TLK 2 ME

Average number of hours per week boys and girls say they spend: Surfing the Internet/Writing e-mail 16 17 Working at a job 10 8 Doing homework 8 12 Exercising

Boys Girls

7 6 Volunteering 3 4 Source: Buzzllar’s Market Research

117. How many total hours per week do girls work and do homework?

119. How many more hours per year do girls surf the Net and write email than boys?

121. On average, how many hours per year do kids (boys and girls) surf the Net and write email?

118. How many total hours per week do boys exercise and work?

120. How many fewer hours per year do girls work compared to boys?

122. What is the average number of hours per week that kids (boys and girls) do homework?

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ASSESSMENT TEST Identify the place value of the indicated digit.

1. 6877

2. 2,336,029

Write each number in standard notation and in word form.

3. 10,000 1 5000 1 800 1 60 1 2

4. 100,000 1 20,000 1 3000 1 500 1 9

Write each number in expanded notation.

5. 475

6. 1397

Round each number to the specified place value.

7. 34,771 to the nearest thousand

8. 6,529,398 to the nearest hundred thousand

Add.

9.

463 1 25

10. 652 1 0 1 257 1 576

Subtract.

11.

51 2 34

12. 782 2 41

Multiply.

13.

318 3 36

14. 3132 ? 58

Divide.

15. 2142 4 34

16. 7q99

Write each expression in exponential notation.

17. 13 ? 13 ? 13

18. 3 ? 3 ? 5 ? 5 ? 5 ? 5 ? 7

Evaluate each exponential expression.

19. 62

20. 24

Assessment Test

99

Simplify each expression.

21. 6 1 7 ? 2

22. 64 4 23 1 (5 ? 7)

Solve each application problem.

23. Alice drove 238 miles on Tuesday and 287 miles on Wednesday. If her odometer was at 23,414 miles before the two trips, what was the odometer reading after the trips?

25. You are the chef at the Spaghetti Factory restaurant. a. How many 4-ounce portions of pasta can be made from an industrial-sized carton containing 420 ounces of pasta?

24. A $2,520,000 lottery grand prize is evenly split among 14 people. How much does each person receive?

26. The Mars rover Opportunity is a $400 million robotic explorer. Part of the rover’s mission is to photograph a rectangular-shaped section of martian surface that measures 150 feet long and 110 feet wide.

b. If the restaurant serves 225 pasta meals per night, how many cartons will be used each 7-day week?

a. What is the perimeter of the Mars section to be photographed?

b. What is the area of the Mars section to be photographed?

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CHAPTER 2

Fractions

IN THIS CHAPTER 2.1 Factors, Prime Factorizations, and Least Common Multiples (p. 102) 2.2 Introduction to Fractions and Mixed Numbers (p. 117) 2.3 Equivalent Fractions (p. 130) 2.4 Multiplying Fractions and Mixed Numbers (p. 143) 2.5 Dividing Fractions and Mixed Numbers (p. 154) 2.6 Adding Fractions and Mixed Numbers (p. 162) 2.7 Subtracting Fractions and Mixed Numbers (p. 174)

Culinary Arts

T

o create cuisine with the ideal flavor, chefs and bakers must know how to appropriately combine different ingredients. They need to know exactly how much of each ingredient must be added to a particular recipe. Adding too much baking soda to a cake recipe will result in a cake that is hard as a rock. Adding too little garlic to shrimp scampi will result in a bland dish. 1 Many recipes involve fractions. For instance, a recipe may call for cup of 3 1 sugar or teaspoon of vanilla. More sophisticated recipes may require very small 2 fractional amounts. A recipe may require a pinch of salt, which is traditionally 1 defined as teaspoon. 8 Often, chefs need to adjust recipes. For example, a chef may want to make only half of a recipe, or she may have to double it. Consequently, anyone working in the culinary arts must be proficient at manipulating fractions. Try Example 4 of Section 2.4 about cutting a recipe in half. 101

102

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Fractions

2.1 FACTORS, PRIME FACTORIZATIONS, AND LEAST COMMON MULTIPLES LEARNING OBJECTIVES A. Find the factors of a natural number B. Determine whether a number is prime, composite, or neither

We begin this chapter with a discussion of factors, prime numbers, and least common multiples. Although these concepts relate to natural numbers, they are important ideas in our work with fractions. Throughout this section, numbers in any definition will be natural numbers. Objective 2.1A

Find the factors of a natural number

C. Find the prime factorization of a composite number

In Section 1.4, Multiplying Whole Numbers, we learned that factors are numbers that are multiplied together. In the product 3 ? 6 5 18, both 3 and 6 are factors. More precisely, we say that 3 and 6 are factors of 18.

D. Find the least common multiple (LCM) of a set of numbers

An alternate way of expressing the concept of factors is in terms of division. When one number divides another number evenly (that is, when the remainder is 0), both the divisor and quotient are factors of the dividend. For example, we say that 3 divides 18 evenly since 18 4 3 5 6. Thus, the divisor, 3, and the quotient, 6, are factors of the dividend, 18. Likewise, we note that 6 divides 18 evenly since 18 4 6 5 3, and so, once again, 3 and 6 are both factors 18. Thus, we define a factor of a number as a natural number that divides the given number evenly.

E.

APPLY YOUR KNOWLEDGE

factor of a number A natural number that divides the given number evenly.

Certainly, there are other factors of 18 aside from just 3 and 6. To find them, let’s divide 18 by the natural numbers 1, 2, 3, and so on. 18 4 1 5 18 18 4 2 5 9 18 4 3 5 6 18 4 4 18 4 5 18 4 6 5 3

1 and 18 are factors of 18. 2 and 9 are factors of 18. 3 and 6 are factors of 18. Does not divide evenly. Does not divide evenly. 6 and 3 are factors of 18. (We have already made this observation.)

Once the factors begin to repeat, we have found all of the factors. We see that 1, 2, 3, 6, 9, and 18 are the factors of 18. In general, we do the following in order to determine the factors of a natural number.

Rule for Finding Factors of a Natural Number Divide the natural number by each of the numbers 1, 2, 3, and so on. If the natural number is divisible by one of these numbers, then both the divisor and the quotient are factors of the natural number. Continue until the factors begin to repeat. To determine whether one number divides another number evenly, it is often helpful to use the following rules of divisibility. Note that all numbers are divisible by 1; the result of dividing any number by 1 is the number itself. Therefore, 1 is a factor of every number, and each number is a factor of itself.

2.1 Factors, Prime Factorizations, and Least Common Multiples

103

Rules for Divisibility A NUMBER IS DIVISIBLE BY

Learning Tip

IF

2

The number is even (that is, the last digit is 0, 2, 4, 6, or 8).

3

The sum of the digits is divisible by 3.

4

The number named by the last two digits is divisible by 4.

5

The last digit is either 0 or 5.

6

The number is even and the sum of the digits is divisible by 3.

8

The number named by the last three digits is divisible by 8.

9

The sum of the digits is divisible by 9.

10

The last digit is 0.

If 4 is a factor of a number, then so is 2. For example, 4 is a factor of 16, and since 2 is a factor of 4, it follows that 2 is also a factor of 16. The reverse is not necessarily true. That is, just because 2 is a factor of a number does not mean that 4 is also a factor. As an example, 2 is a factor of 10, but 4 is not. Similar statements hold for each of the following. ●

EXAMPLE 1

Find the factors of a natural number

●

b. 60

●

SOLUTION STRATEGY a. 32 4 1 5 32 32 4 2 5 16 32 4 3 32 4 4 5 8 32 4 5 32 4 6 32 4 7 32 4 8 5 4

1 and 32 are factors. 2 and 16 are factors. Does not divide evenly. 4 and 8 are factors. Does not divide evenly. Does not divide evenly. Does not divide evenly. 8 and 4 are factors.

The factors of 32 are 1, 2, 4, 8, 16, and 32. b. 60 4 1 5 60 60 4 2 5 30 60 4 3 5 20 60 4 4 5 15 60 4 5 5 12 60 4 6 5 10 60 4 7 60 4 8 60 4 9 60 4 10 5 6

1 and 60 are factors. 2 and 30 are factors. 3 and 20 are factors. 4 and 15 are factors. 5 and 12 are factors. 6 and 10 are factors. Does not divide evenly. Does not divide evenly. Does not divide evenly. 10 and 6 are factors.

The factors of 60 are 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, and 60.

● ●

Find the factors of each number. a. 32

●

Divide 32 by 1, 2, 3, and so on.

8 and 4 are repeat factors. Stop! List the factors in ascending order.

Divide 60 by 1, 2, 3, and so on.

10 and 6 are repeat factors. Stop! List the factors in ascending order.

6 and 3 6 and 2 8 and 4 8 and 2 9 and 3 10 and 5

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TRY-IT EXERCISE 1 Find the factors of each number. a. 24

b. 120 Check your answers with the solutions in Appendix A. ■

Objective 2.1B

prime number or prime A natural number greater than 1 that has only two factors (divisors), namely, 1 and itself. composite number A natural number greater than 1 that has more than two factors (divisors).

Learning Tip

Determine whether a number is prime, composite, or neither

A natural number greater than 1 that has only two factors (divisors), namely, 1 and itself, is called a prime number. We say that such a number is prime. The number 7, for example, is prime because its only two factors (divisors) are 1 and 7. The number 2 is the smallest prime number. It is also the only even prime number. A natural number greater than 1 that has more than two factors (divisors) is known as a composite number. Every natural number greater than 1 is either prime or composite depending on the numbers of factors (divisors) it has. Note that 0 and 1 are neither prime nor composite (0 is not a natural number and, by definition, prime and composite numbers are greater than 1). To determine whether a number is a composite number, divide the number by smaller prime numbers. If we can divide without a remainder, then the number is composite. For reference, the prime numbers less than 100 are listed below.

Every even number, except for 2, is composite because each is divisible by 2.

2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97

EXAMPLE 2

Determine whether a number is prime, composite, or neither

Determine whether each number is prime, composite, or neither. a. 14

Real -World Connection For centuries, mathematicians have searched for larger and larger prime numbers. At the time of this printing, the largest known prime had over 9,800,000 digits!

b. 11

c. 23

d. 36

e. 0

f. 19

SOLUTION STRATEGY a. 14 composite

14 is composite because its factors are 1, 2, 7, and 14.

b. 11 prime

11 is prime because its only factors are 1 and itself.

c. 23 prime

23 is prime because its only factors are 1 and itself.

d. 36 composite

36 is composite because its factors are 1, 2, 3, 4, 6, 9, 12, 18, and 36.

e. 0

By definition, 0 is neither prime nor composite.

neither

f. 19 prime

19 is prime because its only factors are 1 and itself.

2.1 Factors, Prime Factorizations, and Least Common Multiples

105

TRY-IT EXERCISE 2 Determine whether each number is prime, composite, or neither. a. 29

b. 1

c. 44

d. 18

e. 100

f. 43

Check your answers with the solutions in Appendix A. ■

Objective 2.1C

Find the prime factorization of a composite number

The term factor can also be defined as a verb. As a verb, to factor means to express a quantity as a product. Such a product is called a factorization. As an example, consider the number 18. There are three two-number factorizations. 1 ? 18 5 18

2 ? 9 5 18

factor To express a quantity as a product.

3 ? 6 5 18

Because 18 can be factored in any of the three ways listed above, the numbers 1, 2, 3, 6, 9, and 18 are all factors of 18. A prime factorization of a natural number is a factorization in which each factor is prime. None of the factorizations of 18 listed above are prime factorizations. Note, for instance, that 2 · 9 is not a prime factorization because 9 is a composite number. But, if we factor the 9 as 3 · 3, we then get the prime factorization of 18.

prime factorization A factorization of a natural number in which each factor is prime.

2 ? 3 ? 3 5 2 ? 32 5 18

A prime factor tree is an illustration that shows the prime factorization of a composite number. To see how to construct a prime factor tree, let’s once again factor 18. We begin by seeking a two-number factorization of 18 in which 1 is not a factor. Let’s use 2 ? 9. Extend two branches from 18 and write 2 at the end of one branch and 9 at the end of the other. 18 2

9

Because 2 is prime, circle it. The remaining factor, 9, is composite, and so we extend two branches from 9 and seek a two-number factorization in which 1 is not a factor. Since 9 5 3 ? 3, write 3 at the end of each branch. Moreover, since 3 is prime, circle each 3.

prime factor tree An illustration that shows the prime factorization of a composite number.

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18

2

9

3

3

At this point, we have a prime number at the end of each branch. The prime factorization of 18 is simply the product of the circled primes. 18 5 2 ? 3 ? 3 5 2 ? 32

It should be noted that the prime factorization of a composite number is unique. Therefore, no matter which two-number factorization we begin with in which 1 is not a factor, we will always end up with the same prime factorization. So, if we begin with the fact that 18 5 3 · 6, we end up with the same prime factors. 18

3

6

2

3

Find the prime factorization of a composite number

EXAMPLE 3

Find the prime factorization of each number. a. 45

b. 90

c. 288

SOLUTION STRATEGY a.

Write a two-number factorization for 45. We choose 3 ? 15, but any two-number factorization in which 1 is not a factor can be used. Circle the prime factor 3.

45

3

15 3

Write a two-number factorization for 15. Circle the prime factors 3 and 5.

5

The prime factorization is the product of the circled prime numbers.

The prime factorization of 45 is 3 ? 3 ? 5 5 32 ? 5. b.

Write a two-number factorization for 90. We choose 9 ? 10, but any two-number factorization in which 1 is not a factor can be used.

90 9

3

10

3

2

5

The prime factorization of 90 is 2 ? 3 ? 3 ? 5 5 2 ? 32 ? 5.

Write a two-number factorization for 9. Write a two-number factorization for 10. Circle the prime factors which are 3, 3, 2, and 5. The prime factorization is the product of the circled prime numbers.

2.1 Factors, Prime Factorizations, and Least Common Multiples

c.

Write a two-number factorization for 288. We choose 4 · 72, but any two-number factorization in which 1 is not a factor can be used.

288

4

2

107

Write a two-number factorization for 4. Write a two-number factorization for 72. Circle each prime factor 2.

72

2

8

2

9

4

2

3

3

2

Write a two-number factorization for 8. Write a two-number factorization for 9. Circle the prime factors which are 2, 3, and 3. Write a two-number factorization for 4. Circle each prime factor 2.

The prime factorization of 288 is 25 ? 32.

The prime factorization is the product of the circled prime numbers.

TRY-IT EXERCISE 3 Find the prime factorization of each number. a. 42

b. 88

c. 286 Check your answers with the solutions in Appendix A. ■

Objective 2.1D

Find the least common multiple (LCM) of a set of numbers

A multiple of a number is the product of the given number and any natural number. For example, multiples of 2 include 2, 4, 6, 8, and 10. In particular, note the following. 2 ? 1 5 2,

2 ? 2 5 4,

2 ? 3 5 6,

2 ? 4 5 8,

2 ? 5 5 10

multiple of a number The product of the given number and any natural number.

We can create a list of multiples for any natural number by multiplying it by each natural number. Because there are infinitely many natural numbers, the list of the multiples is infinitely long. Therefore, we commonly write only the first few multiples of a given number. A common multiple is a multiple that is shared by a set of two or more numbers. For example, let’s find some common multiples of 4 and 6. Multiples of 4 are 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, . . . Multiples of 6 are 6, 12, 18, 24, 30, 36, 42, 48, 54, 60, . . .

Comparing the first 10 multiples of each number, we see that 12, 24, and 36 are common.

common multiple A multiple that is shared by a set of two or more numbers.

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least common multiple or LCM The smallest multiple shared by a set of two or more numbers.

Fractions

While there are infinitely many common multiples, we are generally interested in a single common multiple. The one we are most interested in is called the least common multiple. The least common multiple or LCM is the smallest multiple shared by a set of two or more numbers. In the previous example, 12 is the least of the common multiples, and so we say that 12 is the LCM of 4 and 6. EXAMPLE 4

Find the LCM of a set of numbers by listing multiples

Find the LCM of 2, 4, and 5 by listing multiples.

Learning Tip Factor vs. Multiple The terms factor and multiple are often confused with one another. The factors of a natural number are those natural numbers that divide the given number evenly. As such, the factors of a natural number are less than or equal to the natural number itself. Each natural number has only finitely many factors (that is, the list of a natural number’s factors ends). A multiple of a natural number is a number obtained by multiplying the given natural number by any other natural number. As such, multiples of a natural number are greater than or equal to the natural number itself. Each natural number has infinitely many multiples (that is, the list of a natural number’s multiples never ends). As an example, consider the factors and multiples of 8. The factors of 8: 1, 2, 4, and 8. Each factor is less than or equal to 8. The list of factors ends. The multiples of 8: 8, 16, 24, 32, . . . Each multiple is greater than or equal to 8. The list of multiples does not end.

SOLUTION STRATEGY Multiples of 2 are 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 , . . .

List the multiples of each number.

Multiples of 4 are 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, . . . Multiples of 5 are 5, 10, 15, 20 , 25, 30, 35, 40, 45, 50, . . . The LCM of 2, 4, and 5 is 20.

The least common multiple is the smallest nonzero multiple shared by these numbers.

TRY-IT EXERCISE 4 Find the LCM of 2, 5, and 6. Check your answer with the solution in Appendix A. ■

The process of finding the LCM of a set of numbers by listing multiples can be extremely tedious, especially when the numbers are large. Another method uses the concept of prime factorization. We outline the steps for this method below.

Steps for Finding the LCM Using Prime Factorization Step 1. Write the prime factorization of each number. Step 2. Write the product of the prime factors with each factor appearing

the greatest number of times that it occurs in any one factorization.

To demonstrate this method, let’s search for the LCM of 8 and 12. We begin by writing the prime factorization of each number. 852?2?2 12 5 2 ? 2 ? 3

Next, we write the product of the prime factors with each factor appearing the greatest number of times that it occurs in any one factorization. 2?2?2?3

Note that 2 occurs three times in the prime factorization of 8 and twice in the prime factorization of 12. Therefore, we include the prime factor 2 a total of three times in our product. Next, we note that 3 is a prime factor of 12. Because it occurs only one time, we include the factor 3 once in our product. The LCM is the product of these factors. LCM 5 2 ? 2 ? 2 ? 3 5 24

2.1 Factors, Prime Factorizations, and Least Common Multiples

EXAMPLE 5

Find the LCM of a set of numbers using prime factorization

Find the LCM of 4, 6, and 10 using prime factorization.

SOLUTION STRATEGY 452?2

Find the prime factorization of each number.

652?3 10 5 2 ? 5

2·2·3?5

Write the product of prime factors with each factor occurring the greatest number of times that it occurs in any one factorization. The greatest number of times 2 occurs in any factorization is two times. The greatest number of times that 3 occurs is one time. The greatest number of times that 5 occurs is one time.

The LCM of 4, 6, and 10 is 2 ? 2 ? 3 ? 5 5 60.

The LCM is the product of all factors in the list.

TRY-IT EXERCISE 5 Find the LCM of 18, 15, and 12 using prime factorization. Check your answer with the solution in Appendix A. ■

We now detail an alternate method. To demonstrate this approach, let’s once again search for the LCM of 8 and 12. To begin, list the numbers 8 and 12 in a row with a half-box around them as shown below. Z8 12

Now, find a prime factor of one or both of these numbers. Since 8 and 12 are even, we know that 2 is a prime factor of each number. Write 2 to the left of the half-box. 2 Z8 12

Divide 8 by 2 and write the quotient, 4, directly below 8; divide 12 by 2 and write the quotient, 6, directly below 12. 2 Z8 12 Z4

6

Now, repeat the process: find a prime factor of one or both of the numbers 4 and 6. Once again, 2 is a prime factor of each number. Write 2 to the left of the half-box. 2 Z8 12 2 Z4

6

109

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Fractions

Divide 4 by 2 and write the quotient, 2, directly below 4; divide 6 by 2 and write the quotient, 3, directly below 6. 2 Z8 12 2 Z4

6

Z2

3

Once again, repeat the process: find a prime factor of one or both numbers. This time, 2 is a prime factor of 2 but not of 3. Write 2 to the left of the half-box. 2 Z8 12 2 Z4

6

2 Z2

3

Divide 2 by 2 and write the quotient, 1, directly below 2. Since 2 does not divide into 3 evenly, simply rewrite 3 below itself. 2 Z8 12 2 Z4

6

2 Z2

3

Z1

3

Repeat the process one last time. This time, note that 3 is a prime factor of itself. Write 3 to the left of the half-box. 2 Z8 12 2 Z4

6

2 Z2

3

3 Z1

3

Because 3 does not divide into 1, simply rewrite 1 below itself. Divide 3 by 3 and write the quotient, 1, directly below 3. 2 Z8 12 2 Z4

6

2 Z2

3

3 Z1

3

1

1

At this point, a row of ones remains, and so we are finished. The LCM of 8 and 12 is the product of the prime factors to the left of each half-box. LCM 5 2 · 2 · 2 · 3 5 24

2.1 Factors, Prime Factorizations, and Least Common Multiples

In general, follow these steps to determine the LCM using this alternate method.

Steps for Finding the LCM: Alternate Method Step 1. List the numbers for which we are trying to find the LCM in a row.

Draw a half-box around the numbers. Step 2. Find a prime factor for at least one of these numbers. Write this

prime factor to the left of the half-box. Step 3. Consider the quotient of each number in the half-box and the prime

factor from Step 2. If the number is evenly divisible by the prime factor, write the quotient below the number. If not, rewrite the number itself. Place a half-box around this new row of numbers. Step 4. Repeat Steps 2 and 3 until a row of ones remains. Step 5. Calculate the product of the prime factors to the left of each half-

box. This is the LCM. EXAMPLE 6

Find the LCM of a set of numbers using the alternate method

Find the LCM of 4, 6, and 10 using the alternate method.

SOLUTION STRATEGY Z4

6

10

List the numbers in a row.

2 Z4

6

10

2 is a prime factor of 4, 6, and 10. Write 2 to the left of the half-box.

Z2

3

5

Write the quotient of each number and 2 directly below each number.

2 Z2

3

5

Note that 2 is a prime factor of 2. Write 2 to the left of the half-box.

Z1

3

5

Write the quotient of 2 and itself directly below 2. Because 2 is not a factor of either 3 or 5, rewrite 3 and 5.

3 Z1

3

5

Note that 3 is a prime factor of itself. Write 3 to the left of the half-box.

Z1

1

5

Write the quotient of 3 and itself directly below 3. Because 3 is not a factor of 1 or 5, rewrite 1 and 5.

5 Z1

1

5

Note that 5 is a prime factor of itself. Write 5 to the left of the half-box.

1 1

1

Write the quotient of 5 and itself directly below 5. Rewrite 1 and 1. Because a row of ones remains, the process is complete.

The LCM of 4, 6, and 10 is 2 · 2 · 3 · 5 5 60.

The LCM is the product of the prime factors.

TRY-IT EXERCISE 6 Find the LCM of 18, 15, and 12 using the alternate method. Check your answer with the solution in Appendix A. ■

There are two special cases to consider when finding the LCM of a set of numbers. The first of these cases applies when finding the LCM of a set of prime numbers. In

111

112

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Fractions

this case, the LCM is simply the product of these numbers. As an example, consider 3 and 5. Because the numbers are prime, the LCM is simply their product. LCM 5 3 · 5 5 15

The second case pertains to a collection of numbers in which each of the smaller numbers divides evenly into the largest number. In this case, the LCM is simply the largest number. As an example, consider 3 and 15. Because 3 divides evenly into 15, the LCM of 3 and 15 is the larger of the two numbers. LCM 5 15

APPLY YOUR KNOWLEDGE

Objective 2.1E

EXAMPLE 7

Apply your knowledge

You have volunteered to be the “barbeque chef” for a school party. From experience, you know that hot dogs should be turned every 2 minutes and hamburgers should be turned every 3 minutes. How often will they be turned at the same time?

SOLUTION STRATEGY 2, 4, 6, 8, 10, 12, 14, 16, 18, . . .

The hot dogs are turned every 2 minutes. These are the multiples of 2.

3, 6, 9, 12, 15, 18, 21, . . .

The hamburgers are turned every 3 minutes. These are the multiples of 3. The hot dogs and hamburgers will be turned simultaneously after 6 minutes, 12 minutes, 18 minutes, and so on. That is, the hot dogs and hamburgers will be turned at the same time every six minutes.

LCM = 2 ? 3 = 6

Also, note that 6 is just the LCM of 2 and 3. Since 2 and 3 are prime numbers, the LCM is their product.

The hot dogs and the hamburgers will be turned at the same time every 6 minutes.

TRY-IT EXERCISE 7 A Formula I race car can complete one lap of a road race every 3 minutes, while a Formula Jr. race car completes one lap every 4 minutes. If they maintain these speeds throughout a race, how often will they complete a lap at the same time?

Check your answer with the solution in Appendix A. ■

2.1 Factors, Prime Factorizations, and Least Common Multiples

113

SECTION 2.1 REVIEW EXERCISES Concept Check 1. A __________ number is a natural number greater than 1

2. A __________ number is a natural number greater than 1

that has only two factors (divisors), namely, 1 and itself.

that has more than two factors (divisors).

3. To __________ a quantity is to express it as a product of

4. A factorization of a natural number in which each factor

factors.

is prime is known as a __________ __________.

5. An illustration that shows the prime factorization of a

6. A __________ of a number is the product of the number

composite number is known as a ______ ______ ______ .

and any natural number.

7. A nonzero multiple that is shared by a set of two or

8. The smallest multiple shared by a set of two or more

more whole numbers is called a __________ multiple.

Objective 2.1A

numbers is called the ______ ______ ______ or ______.

Find the factors of a natural number

GUIDE PROBLEMS 9. Find the factors of 40.

10. Find the factors of 25.

40 4 1 5 40

25 4 1 5 25

40 4 2 5 20

25 4 2

40 4 3

25 4 3

40 4 4 5 10

25 4 4

40 4 5 5 8

25 4 5 5 5

40 4 6 5

The factors of 25 are

40 4 7 5

,

, and

40 4 8 5 5 The factors of 40 are

,

,

,

,

,

,

, and

.

Find the factors of each number.

11. 5

12. 11

13. 6

14. 9

15. 49

16. 21

17. 29

18. 41

19. 77

20. 34

21. 28

22. 18

23. 61

24. 83

25. 75

26. 50

27. 54

28. 32

29. 100

30. 84

.

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CHAPTER 2

Objective 2.1B

Fractions

Determine whether a number is prime, composite, or neither

GUIDE PROBLEMS 31. Determine whether 40 is prime, composite, or neither. The factors of 40 are 1, 2, 4, 5, 8, 10, 20, and 40. Therefore, 40 is .

32. Determine whether 31 is prime, composite, or neither. The factors of 31 are 1 and 31. Therefore, 31 is .

Determine whether each number is prime, composite, or neither.

33. 43

34. 16

35. 1

36. 61

37. 0

38. 95

39. 28

40. 14

41. 165

42. 125

43. 17

44. 37

45. 81

46. 54

47. 83

48. 67

Objective 2.1C

Find the prime factorization of a composite number

GUIDE PROBLEMS 49. Find the prime factorization of 30.

50. Find the prime factorization of 24.

30

24 6

4

2 30 5

?

24 5

?

?

?

?

5

?

Find the prime factorization of each number.

51. 10

52. 14

53. 51

54. 77

55. 42

56. 70

57. 49

58. 25

59. 12

60. 18

61. 16

62. 32

2.1 Factors, Prime Factorizations, and Least Common Multiples

115

63. 81

64. 64

65. 108

66. 360

67. 175

68. 250

69. 135

70. 225

71. 150

72. 525

73. 400

74. 2000

Objective 2.1D

Find the least common multiple (LCM) of a set of numbers

GUIDE PROBLEMS 75. Find the LCM of 4 and 6 by listing multiples. a. List the first few multiples of each denominator. 4: 4, 8,

,

6: 6, 12,

, ,

, ,

76. Find the LCM of 3, 4, and 8 by listing multiples. a. List the first few multiples of each denominator.

,... ,

3: 3, 6,

,...

4: 4, 8,

b. The LCM is the smallest multiple common to each list. What is the LCM? The LCM of 4 and 6 is

.

8: 8, 16,

,

, ,

, ,

,

, ,

,

,

,...

,... ,

,...

b. The LCM is the smallest multiple common to each list. What is the LCM? The LCM of 3, 4, and 8 is

.

77. Find the LCM of 8 and 18 using prime factorization.

78. Find the LCM of 12 and 30 using prime factorization.

a. Find the prime factorization of each number.

a. Find the prime factorization of each number.

3

12 5 2 ? 2 ? 3 5 22 ? 3

852?2?252 18 5

?

?

5

?

b. The LCM is the product of those prime factors occurring the greatest number of times in any one factorization. What is the LCM?

? ? 30 5 b. The LCM is the product of those prime factors occurring the greatest number of times in any one factorization. What is the LCM? The greatest number of times that 2 appears in either factorization is times.

The greatest number of times that 2 appears in either factorization is times.

The greatest number of times that 3 appears in either factorization is time.

The greatest number of times that 3 appears in either factorization is times. The LCM of 8 and 18 is ? ? ? ? 5

The greatest number of times that 5 appears in either factorization is time. ? ? ? 5 The LCM of 12 and 30 is

.

Find the LCM of each set of numbers.

79. 2, 9

80. 3, 8

81. 4, 5

82. 4, 7

83. 6, 9

84. 9, 12

85. 8, 9

86. 24, 40

.

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CHAPTER 2

Fractions

87. 8, 16

88. 8, 20

89. 15, 20

90. 12, 18

91. 2, 3, 16

92. 5, 8, 16

93. 12, 14, 21

94. 7, 21, 24

95. 2, 6, 33

96. 2, 12, 16

97. 8, 9, 12, 18

98. 8, 12, 16, 18

Objective 2.1E

APPLY YOUR KNOWLEDGE

99. In the summer, Tony goes to the beach every fourth day.

100. Joe works on an assembly line that fills boxes with vari-

Kathy goes to the beach every sixth day. How often do they see each other at the beach?

ous toy trinkets. Every sixth box gets a red ball and every eighth box gets a blue whistle. How often does a box get both a red ball and a blue whistle?

101. Thomas takes a break from his work every 20 minutes

102. In a certain factory, a bell rings every 30 minutes and a

while Elaine takes a break every 30 minutes. How often do they take a break at the same time assuming that they start work together?

buzzer sounds every 40 minutes. If Tami hears them both at the same time, how long will it be before she hears them sound together again?

CUMULATIVE SKILLS REVIEW 1. Simplify 30 2 (4 2 2)2 ? 7. (1.6C)

2. Write three hundred twenty-one thousand fourteen in

3. Add 18,255 1 1399 1 415. (1.2B)

4. Evaluate 83. (1.6B)

5. Subtract 105 2 26. (1.3A)

6. Divide

7. Write 6 ? 6 ? 7 ? 7 ? 7 in exponential notation. (1.6A)

8. Multiply 299 ? 1000. (1.4B)

9. Hallmark Industries had profits of $34,232,900 last year. Round this number to the nearest thousand. (1.1D)

standard notation. (1.1B)

1068 . (1.5B) 12

10. Write $7540 in word form. (1.1B)

2.2 Introduction to Fractions and Mixed Numbers

117

2.2 INTRODUCTION TO FRACTIONS AND MIXED NUMBERS In the previous chapter, we discussed whole numbers and used them in a variety of applications. But there are other types of numbers aside from just whole numbers. Among these are the fractions. In this section, we discuss fractions and give some common interpretations of them. In later sections, we will learn how to add, subtract, multiply, and divide fractions.

Identify a fraction and distinguish proper fractions, improper fractions, and mixed numbers

Objective 2.2A

In order to properly define a fraction, let’s draw part of a number line, a line in which each point uniquely corresponds to some number. 0

1

2

3

4

5

LEARNING OBJECTIVES A. Identify a fraction and distinguish proper fractions, improper fractions, and mixed numbers B. Use a fraction to represent a part of a whole C. Convert between an improper fraction and a mixed or whole number D.

On the part of the number line shown above, the whole numbers correspond to equally spaced points. Notice the gaps between 0 and 1, between 1 and 2, between 2 and 3, and so on. Each gap is called an interval. In each interval, there are other numbers, including fractions. To obtain the fractions, we divide each interval into smaller intervals of equal length known as subintervals. For example, let’s divide each interval into two subintervals. 0

1

2

3

4

5

Notice the new points in between each whole number. Each point corresponds to a number, and we need to name each number in some way. We could create new symbols in addition to the digits that we already use, but that would require many new symbols and would be inefficient. Instead, since we divided each interval into two smaller equal-length intervals, we’ll name each point in terms of division by 0 two. We agree to name the point corresponding to 0 as . The first point to the right 2 1 2 of 0 is named , the second point to the right of 0 is named , the third point to the 2 2 3 0 2 right of 0 is named , and so on. Notice that corresponds to 0, corresponds to 1, 2 2 2 4 corresponds to 2, and so on. 2 0 0 2

1 1 2

2 2

2 3 2

4 2

3 5 2

6 2

4 7 2

8 2

5 9 2

10 2

Each of the numbers shown below the points on the number line is a fraction. a Formally, a fraction is a number of the form where a and b are whole numbers b and where b is not zero. The top number in a fraction is called the numerator, while the bottom number in a fraction is called the denominator. The line between the numerator and the denominator is called the fraction bar. numerator 1 2

fraction bar denominator

APPLY YOUR KNOWLEDGE

Learning Tip The word fraction comes from the Latin word fractum, the past participle of the Latin verb frangere meaning to break. Fractions can be used to represent the parts of something that has been broken up into several smaller equal pieces.

fraction a A number of the form b where a and b are whole numbers and b is not zero.

numerator The top number in a fraction. denominator The bottom number in a fraction. fraction bar The line between the numerator and the denominator.

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CHAPTER 2

proper fraction or common fraction A fraction in which the numerator is less than the denominator. improper fraction A fraction in which the numerator is greater than or equal to the denominator. mixed number A number that combines a whole number and a proper fraction.

Fractions

Each fraction on the number line above has a denominator of 2. To obtain fractions with a denominator of 3, we would divide each interval into 3 subintervals. To obtain fractions with a denominator of 4, we would divide each interval into 4 subintervals. Continuing in this way, we could obtain any fraction with any whole number denominator other than 0. A fraction in which the numerator is less than the denominator is called a proper fraction or a common fraction. Some other examples of proper fractions are as follows. 9 32

A fraction in which the numerator is greater than or equal to the denominator is called an improper fraction. An improper fraction is always greater than or equal to 1. Some examples of improper fractions are as follows. 15 11

19 7

2 2

A number that combines a whole number and a proper fraction is known as a 3 3 mixed number. An example of a mixed number is 2 . It represents 2 1 . Some 5 5 other examples of mixed numbers are as follows. 1

complex fraction A A quotient of the form B where A or B or both are fractions and where B is not zero.

3 16

1 2

3 8

7

11 16

15

13 28

We shall soon see that improper fractions and mixed numbers are closely related. A A complex fraction is a quotient of the form where A or B or both are fractions B 1>2 and where B is not zero. An example of a complex fraction is . Note that both 4>5 the numerator and denominator are fractions. We will briefly refer to complex fractions when we discuss division of fractions in Section 2.5, ratios in Section 4.1, and percents in Section 5.1. EXAMPLE 1

Classify as a proper fraction, improper fraction, or mixed number

Classify each as a proper fraction, an improper fraction, or a mixed number. a.

45 16

b. 14 c.

2 5

11 12

SOLUTION STRATEGY a.

45 is an improper fraction. 16

b. 14 c.

2 is a mixed number. 5

11 is a proper fraction. 12

This is an improper fraction because the numerator, 45, is greater than the denominator, 16. This is a mixed number because it combines the 2 whole number 14 and the proper fraction . 5 This is a proper fraction because the numerator, 11, is less than the denominator, 12.

2.2 Introduction to Fractions and Mixed Numbers

TRY-IT EXERCISE 1 Classify each as a proper fraction, an improper fraction, or a mixed number. a. 76

3 4

b.

3 5

c.

23 18

Check your answers with the solutions in Appendix A. ■

Objective 2.2B

Use a fraction to represent a part of a whole

While a fraction is really just a number, we frequently use fractions to represent a part of a whole. To understand what we mean, consider a chocolate candy bar divided into 8 equal pieces. Each of the 8 pieces can be represented by the fraction 1 , or, in words, one-eighth or an eighth. If you ate 3 of the 8 pieces, you would have 8 3 consumed 3 of the eighths, and so you would use the fraction to represent the 8 portion of the candy bar that you ate. 3 8

As another example, consider a pizza cut into 12 equal slices. Each of the 1 12 slices represents , or, in words, one-twelfth or a twelfth, of the pizza. If you and 12 your friends ate 7 slices, then 7 of the twelfths were consumed. You would use the 7 fraction to represent this portion. 12 7 12

EXAMPLE 2

Write a fraction or mixed number to represent a shaded portion

Write a fraction or mixed number to represent the shaded portion of each figure. a.

c.

b.

119

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SOLUTION STRATEGY a. 3 7

There are 3 parts shaded out of a total of 7 parts. 3 The fraction is . 7

Each inch on a ruler is divided into 16 equal parts. Since 9 of these parts are highlighted, the fraction 9 represents the shaded portion. 16

b.

9 16 c.

11 3 or 1 8 8

Each pie is divided into 8 pieces. Thus, 1 piece 1 represents or an eighth of a pie. Since 8 pieces of 8 the first pie and 3 pieces of the second pie are shaded, a total of 11 of the eighths are shaded. We 11 can use the fraction to represent the shaded 8 portion. Alternatively, because the first pie is entirely shaded and 3 of the 8 pieces of the second pie 3 are shaded, we could use the mixed number 1 to 8 represent the shaded portion.

TRY-IT EXERCISE 2 Write a fraction or mixed number to represent the shaded portion of each figure. a.

b.

c.

Check your answers with the solutions in Appendix A. ■

2.2 Introduction to Fractions and Mixed Numbers

Objective 2.2C

Convert between an improper fraction and a mixed or whole number

As we saw in Section 1.5, Dividing Whole Numbers, a fraction is frequently used to 35 represent the operation of division. As an example, consider the fraction . This 7 35 a 5 5. In general, 5 a 4 b. fraction can be interpreted as 35 4 7. Thus, we write 7 b We can use this fact to write an improper fraction as either a mixed or whole number.

Steps for Writing an Improper Fraction as a Mixed or Whole Number Step 1. Divide the numerator by the denominator. Step 2. a. If there is no remainder, then the improper fraction is equal to the

quotient found in Step 1. b. If there is a remainder, then the improper fraction can be written as follows. Quotient

Remainder Divisor

5 As an example, consider the improper fraction . This fraction is shown on the 3 number line below. 0

5 3

1

2

To write this improper fraction as a mixed number, divide the numerator by the denominator. 1 3q5 23 2

The quotient is 1, the remainder is 2, and the divisor is 3.

Expressing this in the form of Quotient

Remainder Divisor

, we obtain the mixed number

2 2 2 1 . On a number line, 1 corresponds to the point of the way between 1 and 2. 3 3 3 0

1

1

2 3

2

5

2 and 1 represent to the 3 3 5 2 same point on the number line. Therefore, we conclude that 5 1 . 3 3 Comparing the two number lines above, we see that

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Write an improper fraction as a mixed or whole number

EXAMPLE 3

Write each improper fraction as a mixed or whole number. a.

30 5

b.

9 2

SOLUTION STRATEGY a. b.

30 5 30 4 5 5 6 5

Divide 30 by 5.

9 5 942 2 4 2q9 28 1

Divide 9 by 2.

Use long division. The quotient, 4, is the whole number part of the mixed number. The remainder, 1, is the numerator of the fractional part. The denominator is 2.

9 1 54 2 2

TRY-IT EXERCISE 3 Write each improper fraction as a mixed or whole number. a.

7 3

b.

27 4

c.

39 3

Check your answers with the solutions in Appendix A. ■

A nonzero whole number can always be written as an improper fraction. To do so, simply write the number over 1. For example, the whole number 5 can be written 5 as . A mixed number can also be written as an improper fraction. 1

Steps for Writing a Mixed Number as an Improper Fraction Step 1. Multiply the whole number part by the denominator of the fraction

part and add the numerator of the fraction part to this product. Step 2. Write an improper fraction. The numerator is the result of Step 1.

The denominator is the original denominator.

Write a mixed number as an improper fraction

EXAMPLE 4

Write each mixed number as an improper fraction. a. 5

2 3

b. 9

5 6

2.2 Introduction to Fractions and Mixed Numbers

SOLUTION STRATEGY a. 5

5?3 1 2 2 5 3 3 5

b. 9

Multiply the whole number, 5, by the denominator, 3, and add the numerator, 2, to this product. Place the result over the original denominator, 3.

17 3

9?6 1 5 5 5 6 6 5

Multiply the whole number, 9, by the denominator, 6, and add the numerator, 5, to this product. Place the result over the original denominator, 6.

59 6

TRY-IT EXERCISE 4 Write each mixed number as an improper fraction. a. 2

3 4

b. 9

1 5

c. 22

5 8

d. 5

4 7

Check your answers with the solutions in Appendix A. ■

APPLY YOUR KNOWLEDGE

Objective 2.2D EXAMPLE 5

Represent data using fractions

An accounting office has 23 employees. Nine of the employees are certified public accountants and the rest are support staff. a. What fraction of the total do accountants represent? b. What fraction of the total do support staffers represent?

SOLUTION STRATEGY a.

9 23

b. 23 2 9 5 14 14 23

The denominator, 23, represents the total number of employees. The numerator, 9, represents the part of the total to which we are referring—in this case, the number of accountants. To find the number of support staff personnel, subtract the number of accountants, 9, from the total number of employees, 23. The denominator, 23, represents the total number of employees. The numerator, 14, represents the part of the total to which we are referring—in this case, the number of support staffers.

TRY-IT EXERCISE 5 A football team has 55 players. Nineteen play offense, 23 play defense, and the rest are on special teams. What fraction of the total does each category of player represent? a. Offense b. Defense c. Special teams Check your answers with the solutions in Appendix A. ■

123

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EXAMPLE 6

Represent time using fractions

What fraction of an hour does each of the following represent? a. 23 minutes b. 91 minutes

SOLUTION STRATEGY a.

23 60

The denominator, 60, gives the total number of minutes in an hour. The numerator, 23, gives the part of the total number of minutes in an hour.

b.

91 60

In this case, the numerator, 91, is larger than the denominator, 60, resulting in 91 31 the improper fraction . As a mixed number, the answer is 1 . 60 60

TRY-IT EXERCISE 6 What fraction of a year does each of the following represent? a. 201 days

b. 365 days

c. 448 days

Check your answers with the solutions in Appendix A. ■

SECTION 2.2 REVIEW EXERCISES Concept Check a is a number written in the form where a b and b are whole numbers and b is not zero.

1. A

3. The bottom number in a fraction is called the .

7. A

fraction.

is a number that combines a whole number with a fraction.

.

4. The line between the numerator and the denominator is known as the

5. A fraction in which the numerator is less than the denominator is known as a

2. The top number in a fraction is called the

.

6. A fraction in which the numerator is greater than or equal to the denominator is known as an fraction.

A is a quotient of the form B where A or B or both fractions and where B is not zero.

8. A

2.2 Introduction to Fractions and Mixed Numbers

Objective 2.2A

125

Identify a fraction and distinguish proper fractions, improper fractions, and mixed numbers

GUIDE PROBLEMS 9. Classify each as a proper fraction, an improper fraction,

10. Classify each as a proper fraction, an improper fraction, or a mixed number.

or a mixed number. 5 a. 19 The numerator is less than the denominator, which 5 means is a(n) . 19

a.

3 is a(n) 3

b. 2

13 8 The numerator is greater than the denominator, 13 which means is a(n) . 8 1 c. 3 7 1 Because 3 is a whole number plus a proper fraction, 7 1 3 is a . 7

c.

b.

.

3 is a(n) 10

9 is a(n) 22

. .

Classify each as a proper fraction, an improper fraction, or a mixed number.

11.

3 8

15. 4

19.

12.

1 5

1 16

16. 12

7 7

20.

Objective 2.2B

15 17

153 155

13.

9 9

14.

5 3

17.

33 6

18.

54 11

21. 5

2 3

22. 8

2 9

Use a fraction to represent a part of a whole

GUIDE PROBLEMS 23. Write a fraction or mixed number to represent the shaded portion of each figure.

The rectangle is divided into

shaded portion of each figure.

squares.

squares are shaded. The fraction

24. Write a fraction or mixed number to represent the

One inch of the ruler is divided into of these equal parts are shaded.

equal parts.

represents the shaded portion. The fraction

represents the shaded portion.

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Write a fraction or mixed number to represent the shaded portion of each figure.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35. What fraction represents the fish in this group of animals?

36. What fraction represents the hammers in this group of tools?

2.2 Introduction to Fractions and Mixed Numbers

Objective 2.2C

127

Convert between an improper fraction and a mixed or whole number

GUIDE PROBLEMS 37. Write

54 as a mixed or whole number. 9

38. Write

73 as a mixed or whole number. 8

d quotient

9q54 2

d quotient

8q73 2

d remainder

d remainder

54 5 9

73 5 8 3 5

1 3

39. Write 8 as an improper fraction. 8

8? 3 5 5

1 5

5

8

40. Write 9 as an improper fraction. 1 9 5 3

5

?

1

5

Write each improper fraction as a mixed or whole number.

41.

90 9

42.

48 8

43.

13 2

44.

114 11

45.

88 9

46.

43 6

47.

130 10

48.

54 3

49.

15 8

50.

63 7

51.

40 3

52.

26 3

53.

31 3

54.

124 17

55.

131 12

56.

104 11

Write each mixed number as an improper fraction. 3 7

58. 7

2 3

59. 11

3 10

62. 6

2 3

63. 8

57. 10

61. 7

3 5

4 5

60. 2

5 8

64. 6

5 6

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CHAPTER 2

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65. 12

2 3

66. 7

69. 10

8 13

70. 12

Objective 2.2D

2 13

67. 12

2 9

71. 9

1 10

1 7

68. 13

72. 7

1 4

1 10

APPLY YOUR KNOWLEDGE

73. An English class with 37 students has 21 females.

74. On a 40-question chemistry test, you answer 33 questions correctly.

a. What fraction of the total do female students represent?

a. What fraction of the total do the correct answers represent?

b. What fraction of the total do male students represent? b. What fraction of the total do the wrong answers represent?

75. Your college football team has a total of 55 players. If 14 are freshmen, what fraction of the total do the freshman players represent?

77. What fraction of a week does each of the following represent?

76. If you attended 5 hours of class on Tuesday, what fraction of the day represents the time you were in class?

78. A digital memory card holds 215 pictures. If you took 71 pictures at a party last night, what fraction of the total do the remaining exposures represent?

a. 3 days?

b. 11 days?

79. While at the mall, you spent $24 on a pair of jeans,

80. Your associate’s degree requires 63 credits. You have

$17 on a shirt, and $42 on a jacket. You had budgeted to spend $200 that day.

already completed four 3-credit courses and three 4-credit courses.

a. What fraction of your budget do your spendings represent?

a. What fraction of the required credits have you completed?

b. What fraction of your budget remains?

b. What fraction of required credits remain before you can graduate?

2.2 Introduction to Fractions and Mixed Numbers

81. A charity has raised $11,559 of its $30,000 goal. a. What fraction of the goal amount represents the amount that still needs to be raised?

129

82. An office building has 10,950 square feet of office space. If 3373 square feet are rented, what fraction of the total space is still available?

b. What fraction of the goal amount would have been raised if the goal amount were changed to $36,000?

83. You currently appear in a play at your school’s drama theater beginning next Monday and running for 7 days. There is one performance each day at 8 PM, and on Friday and Saturday there is an additional afternoon show at 3 PM. What fraction of the total number of performances have you given after Thursday’s show?

84. According to a recent survey of several colleges, the cost of one year of college including tuition, fees, room, and board was $12,796 for a public 4-year school and $30,367 for a private 4-year school. a. What fraction represents public school expenses as a portion of private school expenses?

b. What type of fraction is the answer to part a?

c. What fraction represents private school expenses as a portion of public school expenses?

d. What type of fraction is the answer to part c?

CUMULATIVE SKILLS REVIEW 1. Find the factors of 16. (2.1A)

2. Subtract 452 2 199. (1.3A)

3. Simplify 48 1 (3 1 2)3. (1.6C)

4. Evaluate 73. (1.6B)

5. Round 132,596 to the nearest thousand. (1.1D)

6. Evaluate 322 ÷ 14. (1.5B)

7. Is 65 prime, composite, or neither? (2.1B)

8. Multiply 22 · 15. (1.4B)

9. Write 125662 in standard notation and in words. (1.1B)

10. Multiply 143 · 10,000. (1.4B)

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2.3 EQUIVALENT FRACTIONS LEARNING OBJECTIVES

Consider the following illustrations.

A. Simplify a fraction B. Write an equivalent fraction with a larger denominator C. Compare fractions using the least common denominator (LCD) D.

APPLY YOUR KNOWLEDGE

equivalent fractions Fractions that represent the same number.

2 3

8 12

In the first rectangle, 8 out of 12 squares are shaded, whereas in the second 8 rectangle, 2 out of 3 squares are shaded. Thus, we say that of the first rectangle 12 2 is shaded, while of the second rectangle is shaded. But if you look closely, you’ll 3 8 note that the same portion of each rectangle is shaded. This suggests that and 12 2 represent the same number. Fractions that represent the same number are called 3 equivalent fractions.

Objective 2.3A

Simplify a fraction

fraction simplified to lowest terms A fraction in which the numerator and denominator have no common factor other than 1.

A special equivalent fraction is one that is simplified to lowest terms. A fraction simplified to lowest terms is a fraction in which the numerator and denominator have no common factor other than 1. To simplify a fraction to lowest terms, we can write the prime factorizations of the numerator and denominator and then divide the numerator and denominator by each common factor.

Learning Tip

6 As an example, let’s consider the fraction . In order to simplify this fraction, we 9 write each of the numerator and denominator in terms of its prime factorization.

In this chapter, “simplify” means “simplify to lowest terms.” Fractions simplified to lowest terms may also be referred to as follows. ● ● ● ● ●

reduced reduced to lowest terms in lowest terms simplified simplified completely

6 2?3 5 9 3?3

Then, we divide both the numerator and denominator by each common factor. In this case, the only common factor is 3. To show that we are dividing the numerator and the denominator by 3, we cross out the 3 in the numerator and in the denominator as shown below. 1

2?1 2?3 6 5 5 9 3?3 3?1 1

Finally, we multiply the remaining factors in the numerator and in the denominator to determine the simplified fraction. 6 2?1 2 5 5 9 3?1 3

The following steps summarize the process for simplifying fractions.

2.3 Equivalent Fractions

Steps for Simplifying a Fraction Using Prime Factorization Step 1. Write the prime factorizations of the numerator and denominator. Step 2. Divide out any factors common to the numerator and denominator. Step 3. Multiply the remaining factors in the numerator and in the denomi-

nator to determine the simplified fraction.

Simplify a fraction using prime factorizations

EXAMPLE 1

Simplify each fraction using the prime factorizations of the numerator and denominator. a.

28 50

b.

63 210

SOLUTION STRATEGY a.

28 2 ? 2 ? 7 5 50 2 ? 5 ? 5

Write the prime factorizations of the numerator and denominator.

1

2?2?7 5 2?5?5

Divide out the common factor, 2.

1

5 b.

1?2?7 14 5 1?5?5 25

63 3?3?7 5 210 2?3?5?7 1

Write the prime factorizations of the numerator and denominator.

1

3?3?7 5 2?3?5?7 1

5

Multiply the remaining factors in the numerator and in the denominator to determine the simplified fraction.

Divide out the common factors, 3 and 7.

1

1?3?1 3 5 2?1?5?1 10

Multiply the remaining factors in the numerator and in the denominator to determine the simplified fraction.

TRY-IT EXERCISE 1 Simplify each fraction using the prime factorizations of the numerator and denominator. a.

30 55

b.

72 148

Check your answers with the solutions in Appendix A. ■

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It is not necessary to write the prime factorizations of the numerator and denominator in order to simplify a fraction. Rather, it is often easier to inspect the fraction for a factor common to both the numerator and denominator. For example, we 6 could simplify the fraction by noting that 2 is a common factor. We then simplify 10 the fraction by dividing both the numerator and denominator by 2. 3

6 3 6 5 5 10 10 5 5

Learning Tip 6 , 10 divide both the numerator and denominator by the common factor, 2. We can explicitly indicate this division as follows. To simplify the fraction

6 642 3 5 5 10 10 4 2 5 Likewise, to simplify the 8 , divide both 12 the numerator and denominator by the common factor, 4. We can explicitly indicate this division as follows. fraction

8 . Note that 4 is a factor common to both 8 12 and 12. We can simplify the fraction by dividing both the numerator and denominator by 4. As another example, consider

2

8 8 2 5 5 12 12 3 3

In simplifying fractions, we often seek the largest factor that is common to both the numerator and denominator. The greatest common factor or GCF is the largest factor shared by two or more numbers. Sometimes, the GCF isn’t obvious. In such cases, divide out any common factors until the fraction is simplified completely.

Steps for Simplifying a Fraction Step 1. Identify and divide out any factors common to the numerator

844 2 8 5 5 12 12 4 4 3

and the denominator. Use the greatest common factor if you can identify it.

In this text, we will use the convention of crossing out the numerator and denominator when dividing out a common factor.

greatest common factor or GCF The largest factor shared by two or more numbers.

Step 2. If a common factor remains in the numerator and denominator of

the resulting fraction, repeat Step 1 until the fraction is simplified to lowest terms.

EXAMPLE 2

Simplify each fraction. a.

Learning Tip A fraction referred to as reduced does not mean that the fraction is smaller. It simply means that smaller numbers are used to describe the fraction.

Simplify a fraction

48 54

b.

30 75

SOLUTION STRATEGY 24

24 48 48 a. 5 5 54 54 27 27 8

24 24 8 5 5 27 27 9 9

2 is a factor common to the numerator and the denominator. Divide out the common factor, 2. 3 is a factor common to the numerator and the denominator. Divide out the common factor, 3. The only factor common to 8 and 9 is 1. Thus, the fraction is simplified.

2.3 Equivalent Fractions

6

30 6 30 b. 5 5 75 75 15 15

5 is a factor common to the numerator and the denominator. Divide out the common factor, 5.

2

2 6 6 5 5 15 15 5 5

3 is a factor common to the numerator and the denominator. Divide out the common factor, 3. The only factor common to 2 and 5 is 1. Thus, the fraction is simplified.

TRY-IT EXERCISE 2 Simplify each fraction. a.

18 42

b.

45 80 Check your answers with the solutions in Appendix A. ■

Objective 2.3B

Write an equivalent fraction with a larger denominator

Aside from simplifying fractions, we can also create an equivalent fraction by rewriting the fraction with a larger denominator. To do this, divide the new denominator by the original denominator and multiply the numerator and denominator of the original fraction by this quotient. 3 as an equivalent fraction with a denominator of 8. 4 To do this, divide the new denominator, 8, by the original denominator, 4. Since 8 4 4 5 2, multiply both the numerator and denominator of the original fraction by 2. As an example, let’s write

3?2 3 6 5 5 4 4?2 8

Thus,

3 6 is equivalent to . 4 8

In the preceding example, when we multiply both the numerator and denomi2 nator by 2, we are actually multiplying the fraction by 1 in the form of . The 2 multiplication property of 1 tells us that the result of multiplying any number 3 by 1 is the original number. Consequently, when we multiply by 1 in the form 4 2 of , the value of the fraction does not change even though its form does. We will 2 see how to multiply fractions in the next section.

133

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Fractions

Rule for Writing an Equivalent Fraction with a Larger Denominator a with a larger denominator, multiply both b the numerator and denominator by the same nonzero whole number, n. In general, we have the following. To find an equivalent fraction for

a?n a 5 b b?n

EXAMPLE 3

Write an equivalent fraction with a larger denominator

Write each fraction as an equivalent fraction with the indicated denominator. a.

2 with a denominator of 15 3

b.

3 with a denominator of 40 5

SOLUTION STRATEGY a.

2 2 ? 5 10 5 5 3 3 ? 5 15

Multiply the numerator and denominator of the original fraction by 5.

b.

3 3 ? 8 24 5 5 5 5 ? 8 40

Multiply the numerator and the denominator of the original fraction by 8.

TRY-IT EXERCISE 3 Write each fraction as an equivalent fraction with the indicated denominator. a.

3 with a denominator of 12 4

b.

5 with a denominator of 56 8 Check your answer with the solutions in Appendix A. ■

Objective 2.3C

Compare fractions using the least common denominator (LCD)

Sometimes it is necessary to compare fractions. For example, we may know that three-fifths of the respondents to a survey prefer warm vacation getaways, while two-fifths of the survey participants prefer cold vacation adventures. To decide which type of vacation is preferred most by respondents to the survey, we must

2.3 Equivalent Fractions

135

compare the fractions three-fifths and two-fifths. To do so, consider the following figures that represent the fractions in question.

2 5

3 5

We see that the larger fraction corresponds to the larger shaded portion of 3 2 each figure. Thus, . . Recall that “,” means “is less than” and “.” means “is 5 5 greater than.” Fractions with the same denominator are called like fractions. In general, to compare like fractions, simply compare the numerators. 5 4 of the students passed a test in one class and passed the same 5 6 test in another class. Which class has the lower pass rate? To answer this question, 5 4 we need to determine which fraction is smaller, or . In this case, the fractions 5 6 are not like, so we cannot simply compare the numerators. When it is difficult to determine which fraction has the smaller or larger value, writing equivalent fractions with the same denominator will make the answer evident. To do this, we must determine a common denominator.

like fractions Fractions with the same denominator.

Suppose that

In general, a common denominator is a common multiple of all the denominators for a set of fractions. There are many such common denominators, but usually we use the smallest one. The least common denominator or LCD is the least common multiple (LCM) of all the denominators for a set of fractions. For 4 5 example, to determine the smaller of the fractions and , we must determine the 5 6 LCD, that is, the LCM of the denominators. Refer back to Section 2.1 for a review of LCMs. 4 5 The LCM of 5 and 6 is 30, and so the LCD of and is 30. For each of these 5 6 fractions, write an equivalent fraction with a denominator of 30. 4?6 24 4 5 5 5 5?6 30

Multiply the numerator and denominator by 6.

5 5?5 25 5 5 6 6?5 30

Multiply the numerator and denominator by 5.

We note that 24 is less than 25, and so

5 24 25 4 is less than . Thus, is less than . 30 30 5 6

4 5 , 5 6

or

5 4 . 6 5

Use the following steps to list fractions in order of value.

common denominator A common multiple of all the denominators for a set of fractions. least common denominator or LCD The least common multiple (LCM) of all the denominators for a set of fractions.

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Steps for Comparing Fractions Step 1. Find the LCD of the fractions. Step 2. Write each fraction as an equivalent fraction with a denominator

equal to the LCD. Step 3. Compare the numerators.

Compare fractions

EXAMPLE 4

Compare the fractions. 2 5 a. , 3 8

b.

3 3 7 , , 4 5 10

SOLUTION STRATEGY a.

b.

2 2?8 16 5 5 3 3?8 24

2 5 The LCD of and is 24. 3 8

5 5?3 15 5 5 8 8?3 24

Write each fraction as an equivalent fraction with a denominator of 24.

2 5 , 8 3

Because 15 , 16,

3 3?5 15 5 5 4 4?5 20

3 3 7 The LCD of , , and is 20. 4 5 10

3 3?4 12 5 5 5 5?4 20

Write each fraction as an equivalent fraction with a denominator of 20.

7 7?2 14 5 5 10 10 ? 2 20

Because 12 , 14 , 15,

3 7 3 , , 5 10 4

3 7 3 Thus, , , . 5 10 4

15 16 5 2 , . Thus, , . 24 24 8 3

12 14 15 , , . 20 20 20

TRY-IT EXERCISE 4 Compare the fractions. 2 3 a. , 5 7

3 2 1 b. , , 8 5 4 Check your answer with the solutions in Appendix A. ■

2.3 Equivalent Fractions

APPLY YOUR KNOWLEDGE

Objective 2.3D

EXAMPLE 5

137

Use fractions in an application problem

Frank’s instructor said that on a recent math test, 12 of 28 students in the class received a grade of B. a. What fraction represents the portion of the class that received Bs on the math test? Simplify this fraction. b. What fraction represents the portion of the class that did not receive Bs? Simplify this fraction.

SOLUTION STRATEGY a.

12 28

The number of students who received a B on the math test is 12. The total number of students who took the test is 28. 3

12 3 12 5 5 28 28 7

The greatest common factor of 12 and 28 is 4. Divide out the common factor, 4.

7

b. 28 2 12 5 16

To find the number of students who did not receive a B, subtract 12, the number of students who received a B, from 28, the total number of students.

16 28 4

16 16 4 5 5 28 28 7

The greatest common factor of 16 and 28 is 4. Divide out the common factor, 4.

7

TRY-IT EXERCISE 5 At a recent boat show, 160 of the 582 boats on display were sailboats. a. What fraction represents the portion of the boats that were sailboats at the show? Simplify this fraction.

b. What fraction represents the portion of the boats that were not sailboats? Simplify this fraction. Check your answers with the solutions in Appendix A. ■

SECTION 2.3 REVIEW EXERCISES Concept Check 1. Fractions that represent the same quantity are called fractions.

2. A fraction in which the numerator and denominator have no common factor other than 1 is a fraction to lowest terms.

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CHAPTER 2

Fractions

3. The largest factor common to two or more numbers is known as the .

or

5. When we multiply the numerator and denominator of a fraction by the same nonzero number, we are actually multiplying the fraction by .

7. A

is a common multiple of all the denominators for a set of fractions.

9. To list fractions in order of value, first find the of the fractions. Then, write each fraction as an fraction with this denominator. Then, list the fractions in order by comparing their .

Objective 2.3A

4. To simplify fractions to lowest terms, any factors common to the numerator and denominator. Use the greatest common factor if you can identify it.

6. To find an equivalent fraction with a larger denominator, the numerator and denominator by the same nonzero whole number.

8. The

or is the least common multiple (LCM) of all the denominators for a set of fractions.

10. The inequality symbol “,” means “is

than,”

while the inequality symbol “.” means “is than.”

Simplify a fraction

GUIDE PROBLEMS 20 . 24 a. Write the prime factorization of the numerator.

11. Consider the fraction

12. Consider the fraction

16 . 36

a. Write the prime factorization of 16. 20 5

?

?

16 5

?

?

?

b. Write the prime factorization of the denominator. b. Write the prime factorization of 36. 24 5

?

?

?

20 c. Simplify by dividing out the factors common to 24 the numerator and denominator. 20 5 24

5

13. Consider the fraction

12 . 20

a. What is the greatest common factor (GCF) of the 12 numerator and denominator of ? 20

b. Simplify

12 5 20

12 by dividing out the GCF. 20

36 5

?

?

?

16 by dividing out the factors common to 36 the numerator and denominator.

c. Simplify

16 5 36

5

14. Consider the fraction

18 . 60

a. What is the greatest common factor (GCF) of the 18 numerator and denominator of ? 60

b. Simplify

18 5 60

18 by dividing out the GCF. 60

2.3 Equivalent Fractions

139

Simplify each fraction.

15.

6 14

16.

9 24

17.

6 36

18.

3 27

19.

8 36

20.

6 15

21.

2 22

22.

7 77

23.

16 20

24.

24 64

25.

7 19

26.

13 23

27.

9 90

28.

16 80

29.

32 56

30.

30 48

31.

48 80

32.

32 48

33.

7 24

34.

3 17

35.

9 75

36.

9 39

37.

26 40

38.

77 84

39.

28 60

40.

63 78

41.

43 79

42.

13 53

43.

44 80

44.

48 78

45.

40 78

46.

60 62

47.

62 70

48.

46 72

49.

65 79

50.

37 79

140

CHAPTER 2

Objective 2.3B

Fractions

Write an equivalent fraction with a larger denominator

GUIDE PROBLEMS 51. Write of 30.

2 as an equivalent fraction with a denominator 3

52. Write of 35.

3? 3 5 5 5 5?7 35

2? 2 5 5 3 3 ? 10 30

53. Write of 24.

5 as an equivalent fraction with a denominator 6

5? 5 5 6 6?

5

3 as an equivalent fraction with a denominator 5

54. Write of 48.

7 as an equivalent fraction with a denominator 8

7? 7 5 8 8?

24

5

48

Write each fraction as an equivalent fraction with the indicated denominator.

55.

? 1 5 8 56

56.

3 ? 5 4 24

57.

5 ? 5 8 64

58.

? 1 5 10 70

59.

5 ? 5 8 48

60.

1 ? 5 8 32

61.

7 ? 5 11 99

62.

1 ? 5 3 24

63.

1 ? 5 3 27

64.

7 ? 5 13 65

65.

1 ? 5 13 78

66.

1 ? 5 4 32

67.

? 11 5 13 78

68.

8 ? 5 11 77

69.

5 ? 5 13 52

70.

3 ? 5 11 99

71.

? 9 5 14 98

72.

1 ? 5 8 64

73.

3 ? 5 4 28

74.

? 2 5 3 120

75.

? 5 5 8 40

76.

3 ? 5 5 60

77.

2 ? 5 13 65

78.

9 ? 5 10 300

2.3 Equivalent Fractions

141

79.

11 ? 5 14 70

80.

2 ? 5 9 180

81.

? 7 5 16 48

82.

5 ? 5 12 96

83.

16 ? 5 17 34

84.

9 ? 5 13 39

85.

? 5 5 14 84

86.

6 ? 5 11 55

Objective 2.3C

Compare fractions using the least common denominator (LCD)

GUIDE PROBLEMS 5 3 and in ascending order. 5 9 a. Find the LCD of the fractions.

87. List the fractions

5 3 The LCD of and is 5 9

4 1 5 in ascending order. 9 3 6

88. List the fractions , ,

a. Find the LCD of the fractions.

.

5 4 1 The LCD of , , and is 9 3 6

b. Write each fraction as an equivalent fraction with the denominator determined in part a. 3? 3 5 5 5?

5

5? 5 5 9 9?

5

b. Write each fraction as an equivalent fraction with the denominator determined in part a.

c. Compare the fractions.

,

or, in lowest terms, as

5 , 9

.

.

4? 4 5 9 9?

5

1? 1 5 3 3?

5

5? 5 5 6 6?

5

c. Compare the fractions. , 1 , 3

, ,

or, in lowest terms, as .

Compare the fractions.

89.

7 5 , 10 8

90.

3 11 , 4 15

91.

1 3 , 14 8

92.

7 11 , 12 18

93.

1 1 1 , , 4 6 2

94.

9 5 7 , , 16 8 12

95.

5 1 2 , , 6 2 3

96.

1 1 3 , , 6 4 8

97.

9 8 5 , , 16 32 24

98.

1 3 57 , , 5 7 70

99.

7 1 4 7 , , , 12 18 9 8

100.

4 3 5 8 , , , 7 14 12 9

142

CHAPTER 2

Objective 2.3D

Fractions

APPLY YOUR KNOWLEDGE

101. If 240 of 380 students in a lecture class are females, what fraction represents the males in the class? Simplify.

103. Sandy bought a car for $16,000 and paid $6000 down. Write a fraction to express the down payment as a part of the sales price. Simplify.

102. If 435 of 1830 students at a small college are juniors, what fraction represents the students that are not juniors? Simplify.

104. A box contains 50 high-density computer diskettes, and 18 of them are used for a project. a. What fraction represents the portion used for the project? Simplify.

b. What fraction represents the portion of diskettes remaining?

105. Sergio worked 26 hours so far this week. He normally works a 40-hour week. What fraction represents the portion of hours he has worked? Simplify.

107. In a shipment of 40 cartons of merchandise, a store received 12 cartons on time, 20 cartons late, and the rest never arrived. What fraction represents the cartons that did not arrive?

106. A box of 24 assorted chocolates contains 8 pieces with nuts, 10 pieces with cream filling, and the rest split evenly between light and dark solid chocolate. What fraction represents the portion that is dark solid chocolate? Simplify.

108. Municipal Auto Sales sold 25 cars and 35 sport utility vehicles (SUVs) last month. a. What fraction of the total number of vehicles represents the cars sold?

b. What fraction of the total number of vehicles represents the SUVs sold?

109. A company has 8 warehouses in California, 7 in Texas, 4 in Missouri, 2 in Virginia, 5 in New York, 1 in Georgia, and 1 in Florida. What fraction represents the warehouses in Virginia, Georgia, and Florida combined?

111. According to industry figures from the Consumer Electronics Association, consumer electronics sales in the United States reached $136 billion in 2006, up from $122 billion in 2005. What fraction represents the 2005 sales as a portion of the 2006 sales? Simplify.

110. Last week you earned $130 at a part-time job. If you spent $65 to repair your car and $19 for school supplies, what fraction represents the portion of your earnings that you have left?

112. Jane’s recipe for brownies calls for

2 cup of flour. Terri 3

3 has a similar recipe that calls for cup of flour. Which 4 recipe calls for the most flour?

2.4 Multiplying Fractions and Mixed Numbers

113. Thomas wishes to order some washers from a parts list.

114. Roxy orders three individual items weighing

5 3 inches and inches. What 12 8 is the size of the smaller washer?

5 pound, 6

3 2 pound, and pound, respectively. What is the weight of 3 5 the lightest item?

The two washers measure

5 8

143

2 3

115. Three trucks are loaded with gravel weighing 1 tons, 1 , and 1

7 tons, respectively. What is the weight of the 10

heaviest load?

CUMULATIVE SKILLS REVIEW 1. Write

55 as a mixed number. (2.2C) 12

2. Find the sum of 789, 502, and 1851. (1.2C)

3(14 2 2) 1 32 . (1.6C) 5

3. What is the average of 32, 34, 16, and 62? (1.5C)

4. Simplify

5. What is the area of a square with sides measuring

6. Write 16607 in standard notation and in word form.

12 feet? (1.6D)

7. Write 4

(1.1B)

8 as an improper fraction. (2.1C) 15

9. In your garden, one plant is watered every 2 days while

8. What fraction of an hour is 23 minutes? (2.2D)

10. Subtract 31,400 2 451. (1.3A)

another is watered every 3 days. How often are they watered on the same day? (2.1E)

2.4 MULTIPLYING FRACTIONS AND MIXED NUMBERS LEARNING OBJECTIVES A. Multiply fractions B. Multiply fractions, mixed numbers, or whole numbers C.

APPLY YOUR KNOWLEDGE

2 cup of brown sugar. If you want to 3 make half the number of cookies, how many cups of brown sugar would you need? As we will see in Example 4a, this is a problem that involves multiplication of fractions. Suppose a certain cookie recipe requires

144

CHAPTER 2

Fractions

Objective 2.4A

Multiply fractions

Consider the following multiplication problem. 1 1 ? 2 3

In Section 1.4, we defined multiplication of whole numbers in terms of repeated addition. Certainly, that definition does not apply here. (What does it mean to 1 1 repeatedly add to itself times?) Thus, we need a different interpretation. 3 2 1 1 Recall that a keyword for multiplication is of. Therefore, the product ? can 2 3 1 1 1 1 1 be interpreted as “ of .” To calculate of , let’s first illustrate by dividing a 2 3 2 3 3 rectangular box into 3 equal pieces and shading one of these.

Since we want

1 1 of , let’s further divide our large rectangular box into 2 pieces. 2 3

1 1 of is shaded in dark purple. This represents 1 out of a total of 2 3 6 equal pieces. Thus, we have the following. Observe that

1 1 1 ? 5 2 3 6

Notice that the numerator is the product of the numerators and the denominator is the product of the denominators. This example suggests that we can use the following steps to multiply fractions.

Steps for Multiplying Fractions Step 1. Multiply the numerators to form the new numerator. Step 2. Multiply the denominators to form the new denominator. Step 3. Simplify, if possible.

In general, we have the following. a?c a c ? 5 b d b?d

2.4 Multiplying Fractions and Mixed Numbers

EXAMPLE 1

145

Multiply fractions

Multiply. Simplify, if possible. a.

5 3 ? 7 4

b.

2 7 ? 3 9

c.

1 6 ? 4 7

SOLUTION STRATEGY a.

5 3 15 ? 5 7 4 28

b.

2 7 14 ? 5 3 9 27

Multiply 5 ? 3 to form the new numerator. Multiply 7 ? 4 to form the new denominator. Multiply 2 ? 7 to form the new numerator. Multiply 3 ? 9 to form the new denominator.

c.

6 1 6 ? 5 4 7 28

Multiply 1 ? 6 to form the new numerator. Multiply 4 ? 7 to form the new denominator.

3

6 3 5 5 28 14 14

2 is a factor common to both the numerator and the denominator. Divide out the common factor, 2.

TRY-IT EXERCISE 1 Multiply. Simplify, if possible. a.

2 6 ? 5 7

b.

5 3 ? 8 4

c.

4 3 ? 15 5 Check your answers with the solutions in Appendix A. ■

When multiplying fractions, it is often necessary to simplify the result to lowest terms. Example 1c demonstrates such a situation. In this example, we simplify 6 by dividing both the numerator and denominator by the common factor, 2. 28 Instead of simplifying a product after we perform the multiplication, we can use a shortcut whereby we divide out common factors before we multiply the fractions. 1 6 To see how this works, consider once again the product ? . Note that 4, the de4 7 nominator of the first fraction, and 6, the numerator of the second fraction, have a

Learning Tip Dividing out a common factor is sometimes referred to as canceling.

146

CHAPTER 2

Fractions

common factor of 2. We can divide out the common factor and then multiply the resulting fractions. 3

1 6 1 3 3 ? 5 ? 5 4 7 2 7 14 2

This procedure is summarized below.

Steps for Simplifying before Multiplying Fractions Step 1. Find a common factor that divides evenly into one of the numerators

and one of the denominators. Divide the identified numerator and denominator by this common factor. Step 2. Repeat Step 1 until there are no more common factors. Step 3. Multiply the remaining factors in the numerators and in the denominators.

Multiply fractions

EXAMPLE 2

Multiply. Simplify, if possible. a.

2 7 ? 3 8

b.

5 7 ? 21 11

SOLUTION STRATEGY 1

2 is a common factor of 2, the numerator of the first fraction, and 8, the denominator of the second fraction. Divide 2 and 8 by the common factor, 2.

2 7 2 7 a. ? 5 ? 3 8 3 8 4

5

1 7 ? 3 4

5

7 12

Multiply 1 ? 7 to form the new numerator. Multiply 3 ? 4 to form the new denominator. 1

b.

5 7 7 5 ? ? 5 21 8 21 11 3

5

5 1 ? 3 11

5

5 33

7 is a common factor of 21, the denominator of the first fraction, and 7, the numerator of the second fraction. Divide 21 and 7 by the common factor, 7.

Multiply 5 ? 1 to form the new numerator. Multiply 3 ? 11 to form the new denominator.

TRY-IT EXERCISE 2 Multiply. Simplify, if possible. a.

2 3 ? 9 10

b.

15 4 ? 32 5 Check your answers with the solutions in Appendix A. ■

2.4 Multiplying Fractions and Mixed Numbers

Multiply fractions, mixed numbers, or whole numbers

Objective 2.4B

In multiplication problems involving a combination of fractions, mixed numbers, or whole numbers, convert each mixed number and each whole number to an improper n fraction. Recall that a whole number, n, can be written as . 1 Multiply fractions, mixed numbers, or whole numbers

EXAMPLE 3

Multiply. Simplify, if possible. a. 3

3 1 ?5 4 2

b. 12

5 ?4 6

SOLUTION STRATEGY a. 3

3 1 15 11 ?5 5 ? 4 2 4 2

b. 12

Express each mixed number as an improper fraction.

5

15 ? 11 4?2

Multiply the numerators. Multiply the denominators.

5

165 5 5 20 8 8

Write the result as a mixed number.

5 77 4 ?45 ? 6 6 1 2

Express each factor as an improper fraction.

77 4 5 ? 6 1

2 is a common factor of 6, the denominator of the first fraction, and 4, the numerator of the second fraction. Divide 6 and 4 by the common factor, 2.

77 ? 2 5 3?1

Multiply the numerators. Multiply the denominators.

3

5

154 1 5 51 3 3

Write the result as a mixed number.

TRY-IT EXERCISE 3 Multiply. Simplify, if possible. a. 8

2 1 ?6 5 4

b. 5

4 1 ?2 9 4 Check your answers with the solutions in Appendix A. ■

Objective 2.4C

APPLY YOUR KNOWLEDGE

To solve application problems involving multiplication of fractions, use the same procedures learned in Chapter 1. Remember to read the question carefully. Be sure to identify what information is given and what we need to find. As with whole numbers, key words and phrases should be identified to determine what mathematical operations to perform.

147

148

CHAPTER 2

Fractions

EXAMPLE 4

Multiply fractions in an application problem

2 cup of brown sugar. If you want to make half 3 the number of cookies, how many cups of brown sugar would you need?

a. A chocolate chip cookie recipe requires

1 b. Suppose that the same cookie recipe requires 2 cups of flour. If you want to make half 4 the number of cookies, how many cups of flour would you need?

SOLUTION STRATEGY a.

2 1 ? 3 2 1

2 1 2 1 ? 5 ? 3 2 3 2 1

b. 2

5

1 1 ? 3 1

5

1 cup 3

1 1 9 1 ? 5 ? 4 2 4 2 5

9 8

1 5 1 cups 8

1 The problem contains the key word half indicating multiplication by . 2 2 is a common factor of the numerator of the first fraction and the denominator of the second fraction. Divide each by the common factor, 2. Multiply the numerators. Multiply the denominators.

Express the mixed number as an improper fraction. Multiply the numerators. Multiply the denominators. Write the result as a mixed number.

TRY-IT EXERCISE 4 5 a. A paving crew can lay 1 miles of asphalt on a highway per day. How many miles of 8 highway can they pave in half a day? b. Working at this rate, how many miles of highway could the crew pave in 3 days? Check your answers with the solutions in Appendix A. ■

SECTION 2.4 REVIEW EXERCISES Concept Check 1. To multiply fractions, multiply the form the new numerator and multiply the to form the new denominator.

3. To simplify fractions before multiplying, find a that divides evenly into one of the numerators and one of the denominators. Then, the identified numerator and denominator by this common factor.

to

2. In multiplying fractions it is often necessary to the result to lowest terms.

4. In multiplication problems involving a combination of fractions, mixed numbers, and whole numbers, change each mixed number or whole number to an fraction. Recall that a whole number n can be written as .

2.4 Multiplying Fractions and Mixed Numbers

Objective 2.4A

149

Multiply fractions

GUIDE PROBLEMS 5. Multiply

3 7 ? . Simplify, if possible. 5 8

6. Multiply

3 7 ? 5 5 8 40

7. Multiply

3 1 ? . Simplify, if possible. 4 8

3 1 ? 5 4 8

2 9 ? . Simplify the fractions before multiplying. 3 14

8. Multiply

3 2 9 3 9 2 ? ? 5 ? 5 5 3 14 3 14 1 1

5 8 ? . Simplify the fractions before multiplying. 12 15

5 8 5 8 ? 5 ? 5 12 15 12 15

?

5

Multiply. Simplify, if possible.

9.

1 1 ? 2 3

10.

1 1 ? 3 5

11.

1 4 ? 5 7

12.

3 1 ? 5 4

13.

2 4 ? 3 5

14.

3 2 ? 5 7

15.

5 3 ? 7 8

16.

4 5 ? 9 7

17.

4 6 ? 7 11

18.

2 8 ? 5 9

19.

7 3 ? 8 10

20.

5 7 ? 6 12

21.

1 2 ? 2 3

22.

5 4 ? 9 5

23.

2 11 ? 11 25

24.

13 7 ? 22 13

25.

3 4 ? 6 11

26.

7 2 ? 8 3

27.

5 8 ? 12 9

28.

4 6 ? 9 13

29.

3 4 ? 8 5

30.

5 2 ? 4 7

31.

4 5 ? 9 12

32.

7 3 ? 12 5

33.

4 3 ? 3 8

34.

2 5 ? 5 8

35.

5 14 ? 14 25

36.

19 8 ? 24 19

150

CHAPTER 2

Fractions

37.

5 9 ? 12 10

38.

4 3 ? 9 16

39.

5 14 ? 21 25

40.

5 18 ? 24 25

41.

5 9 7 ? ? 9 16 5

42.

21 5 4 ? ? 5 4 21

43.

8 1 1 ? ? 13 4 3

44.

2 1 3 ? ? 6 12 5

45.

3 12 4 ? ? 10 16 15

46.

6 1 3 ? ? 7 3 14

47.

5 2 4 7 ? ? ? 8 3 9 20

48.

1 9 3 5 ? ? ? 3 11 15 6

Objective 2.4B

Multiply fractions, mixed numbers, or whole numbers

GUIDE PROBLEMS 2 5

2 3

a. Change each whole number or mixed number to an improper fraction.

a. Change each whole number or mixed number to an improper fraction. 65

1

1

b. Multiply the fractions. Simplify, if possible. Express your answer as a whole number or mixed number, if possible. 2 6 2 ? ? 5 5 1 3 1

1 3

50. Multiply 1 ? 3 .

49. Multiply 6 ? .

2 1 5 ,3 5 5 5 3 3

b. Multiply the fractions. Simplify, if possible. Express your answer as a whole number or mixed number, if possible. 7 10 7 ? 5 ? 5 5 3 3

5

54

3

Multiply. Simplify, if possible. 2 3

51. 2 ? 2

1 4

2 3

52. 1 ? 2

2 5

2 6 ?4 15 11

55.

1 1 ? ?6 2 3

56.

59.

3 2 ?4 4 3

60. 4 ?

5 8

1 2

53. 7 ? 3

1 2

1 5

57. 2 ? 16

61.

1 ? 18 2

54.

2 3

1 ?2 7

1 3

58. 3 ? 5

62. 24 ?

1 6

1 4

2.4 Multiplying Fractions and Mixed Numbers

63. 7 ?

3 4

67. 5 ? 7

1 3

4 5

9 14

64. 3 ? 3

2 3

71. 4 ? 2 ? 3

68.

1 2

Objective 2.4C

3 4

4 1 ?3 7 4

3 4

2 ?5 11

1 2

65.

69. 2 ? 1

3 1 4 5

72. 3 ? 3 ?

73. 7 ?

1 3

151

66. 3

3 1 ?2 11 5

70. 2

3 ?3 13

1 2

1 8 ? 4 21

74. 2 ? 5 ? 2

3 5

APPLY YOUR KNOWLEDGE

3 of the 4 students are from out of state, how many students are from out of state?

75. Bow Valley College has 8500 students. If

76. A tanker truck holds 5200 gallons of liquid propane fully loaded. a. If the tank is

3 full, how many gallons are on board? 16

b. If the truck picks up an additional many gallons are now on board?

1 of 5 your earnings was withheld for income tax, Medicare, and social security, how much was left for you to spend?

77. Last year you earned $12,300 at a part-time job. If

1 of a tank, how 4

78. Shoppers Paradise sells television sets for a regular price of $460. a. If they are on sale at

1 off the regular price, what is 4

the sale price?

b. If a television set is scratched or dented, the store is 1 offering an additional of the regular price off the 4 sale price. What is the selling price of a scratched or dented set? 2 3 want to make 6 times that amount for a bake sale, how much flour will you need?

79. A recipe for brownies requires 2 cups of flour. If you

3 of the people 16 interviewed responded positively. If 6000 people were interviewed, how many responded positively?

81. In a market research survey,

80. Lloyd earns $120 per day. If he worked only

5 of a day 8

on Friday, how much did he earn?

82. An Amtrak train travels at an average speed of 88 miles per hour. How many miles will the train travel in 3 3 hours? 4

152

CHAPTER 2

Fractions

5 inches for every 125 miles. 8 How many inches would be needed to represent 1000 miles on the map?

83. A road map has a scale of

3 2 3 4 wide. If the area of a rectangle is length times width, what is the area of this garden?

85. Clarissa’s flower garden measures 5 feet long by 6 feet

87. South Seas Imports has a warehouse with 3600 square feet 5 16 times as much space, how many square feet will it contain? of storage space. If a new warehouse is planned with 3

1 of Mario’s wages as dues. If he made 25 $825 last week, how much was deducted for dues?

89. A union takes

2 3

91. What is the cost of 2 pounds of imported ham at $6.00 per pound?

84. The Number Crunchers, an accounting firm, has 161

3 of them are certified public accountants, 7 how many CPAs are in the firm? employees. If

86. A blueprint of a house has a scale in which 1 inch equals 1 1 4 feet. If the living room wall measures 5 inches on 2 4 the drawing, what is the actual length of the wall?

1 from last year. If he 5 made $25,500 last year, how much more did he make this year?

88. Stan increased his earnings by

90. Three-fifths of the cars in a parking lot are Ford vehicles. If 4800 cars are in the lot, how many Fords are there?

92. A computer hard drive has 140 gigabytes of storage space. You are asked to partition the drive into two 2 parts, C and D. Drive C is to get of the space and drive 5 3 D is to get of the space. 5 a. How many gigabytes would drive C have?

b. How many gigabytes would drive D have?

93. A lottery of $260,000 is split among 65 winners. Each

1 will receive of the prize. How much does each person 65 receive?

94. Carpet Magic, Inc. is bidding on a job at the Colony

3 Hotel. Each of the 60 rooms requires 25 square yards 4 of carpeting. a. How many total square yards will be required for the job?

4 5 1 assembly line. Warren Weary makes 4 chairs per hour. 2 In a 10-hour shift, how many more chairs does Freddie make than Warren?

95. Freddie Fast can make 6 chairs per hour on a furniture

b. If the padding costs $2 per square yard and carpeting costs $8 per square yard, what is the total cost of the job?

2.4 Multiplying Fractions and Mixed Numbers

96. Alice has a recipe for cherry noodle pudding that serves 4 people. She wants to make the pudding for 15 people at a dinner party. Calculate the new amount for each ingredient.

153

97. Nutritionists advise that calcium can prevent osteoporosis and control blood pressure. Based on this information, you always try to have the recommended 1300 milligrams of calcium each day. Today you have already

INGREDIENT

QUANTITY (4 PEOPLE)

QUANTITY (15 PEOPLE)

cooked noodles

24 ounces

a.

sour cream

2

4 cups 5

b.

sugar

2 cup 3

pitted cherries

7

1 ounces 2

d.

vanilla

3 teaspoon 4

e.

eggs

2 eggs

f.

had 2 calcium supplements, a glass of skim milk, and 5 8 ounces of nonfat yogurt. Together, these represent of 8 the daily dosage. a. How many milligrams of calcium have you had?

c.

b. How many more milligrams of calcium should you take to consume the recommended 1300 milligrams?

c. What fraction represents the milligrams of calcium you still must take today to reach the recommended dosage?

CUMULATIVE SKILLS REVIEW 1. Divide 1716 4 11. (1.5B)

2. Subtract 4393 2 1220. (1.3A)

3. What fraction represents the shaded portion of the fol-

4. Warren ate 5 pieces of a pizza that had a total of

lowing illustration? (2.1B)

5. Multiply 1318 ? 612. (1.4B)

7. Simplify

2 5

24 . (2.3A) 56

9. Write 8 as an improper fraction. (2.2C)

12 pieces. What fraction represents the part of the whole pizza that remains? (2.2B)

6. Find the prime factorization of 108. (2.1C)

8. Simplify

9 . (2.3A) 72

10. Yesterday morning you had $520 in your checking account. During the day you wrote a check for $55 for concert tickets and $160 for a new outfit. What fraction represents the portion of the original balance you have left in the account? (2.3C)

154

CHAPTER 2

Fractions

2.5 DIVIDING FRACTIONS AND MIXED NUMBERS LEARNING OBJECTIVES A. Divide fractions B. Divide fractions, mixed numbers, or whole numbers C.

3 How many metal plates, each 2 inches thick, will fit in a storage container that 4 1 is 27 inches high? In Example 3 of this section, we will see how to find the answer 2 to problems of this type by dividing fractions.

Divide fractions

Objective 2.5A

APPLY YOUR KNOWLEDGE

Consider the following problems. 842 5 4

reciprocal of the fraction The fraction and b 2 0.

a b

b where a 2 0 a

Learning Tip When we divide numbers, it is important to identify the dividend and the divisor. Remember that the number that precedes the division sign is the dividend, and the number that follows the division sign is the divisor. 2 1 4 7 3 dividend divisor

and 8 ?

1 54 2

1 Notice that we obtain the same answer whether we divide 8 by 2 or multiply 8 by . 2 1 Therefore, we conclude that 8 4 2 5 8 ? . 2 These problems, and others like them, suggest that dividing by 2 is equivalent to 1 1 multiplying by . (For example, consider 16 4 2 and 16 ? .) It is also true that dividing 2 2 1 by 3 is equivalent to multiplying by , dividing by 4 is equivalent to multiplying by 3 1 , and so on. But this leads us to a more general fact: every division problem has 4 an equivalent multiplication problem associated with it. This concept is central to fraction division. Before we can discuss division of fractions, we must introduce the reciprocal. a The reciprocal of the fraction , where a 2 0 and b 2 0, is the fraction b b . Thus, to find the reciprocal of a fraction, simply interchange the numerator and a 1 3 4 11 denominator. For example, the reciprocal of is , and the reciprocal of is . 3 1 11 4 To divide two fractions, write the division problem as a multiplication problem by multiplying the dividend by the reciprocal of the divisor. As an example, 2 1 consider the division problem 4 . 7 3 1 2 3 2 4 5 ? 7 3 7 1 5

2 3 1 Multiply the dividend by , the reciprocal of the divisor . 7 1 3

6 7

Steps for Dividing by a Fraction Step 1. Multiply the dividend by the reciprocal of the divisor, that is, a d a c 4 5 ? b d b c

where b, c, and d are not zero. Step 2. Simplify, if possible.

2.5 Dividing Fractions and Mixed Numbers

EXAMPLE 1

155

Divide fractions

Divide. Simplify, if possible. a.

4 2 4 5 3

b.

7 1 4 10 5

SOLUTION STRATEGY a.

4 2 4 3 4 5 ? 5 3 5 2

2 4 3 Multiply by , the reciprocal of . 5 2 3

2

5

4 3 ? 5 2

Divide 4, the numerator of the first fraction, and 2, the denominator of the second fraction, by the common factor, 2.

1

1 6 5 51 5 5 b.

1 7 5 7 4 5 ? 10 5 10 1

Multiply. Express the improper fraction as a mixed number. Multiply

7 5 1 by , the reciprocal of . 10 1 5

1

7 5 ? 5 10 1

Divide 10, the denominator of the first fraction, and 5, the numerator of the second fraction, by the common factor, 5.

1 7 5 53 2 2

Multiply. Express the improper fraction as a mixed number.

2

TRY-IT EXERCISE 1 Divide. Simplify, if possible. a.

1 5 4 8 6

b.

1 5 4 3 9

c.

3 3 4 7 7

d.

1 5 4 16 8

Check your answers with the solutions in Appendix A. ■

Objective 2.5B

Divide fractions, mixed numbers, or whole numbers

In division problems involving a combination of fractions, mixed numbers, or whole numbers, convert each mixed number and each whole number to an improper fraction.

Learning Tip You may find the acronym KFC helpful in dividing fractions. Keep the first fraction. Flip the second fraction. Change division to multiplication.

156

CHAPTER 2

Fractions

Divide fractions, mixed numbers, or whole numbers

EXAMPLE 2

Divide. Simplify, if possible. 1 a. 12 4 3 6

3 1 b. 6 4 2 8 2

SOLUTION STRATEGY 1 73 3 a. 12 4 3 5 4 6 6 1

Write the dividend and divisor as improper fractions.

5

73 1 ? 6 3

Multiply

5

1 73 54 18 18

Express the improper fraction as a mixed number.

3 1 51 5 b. 6 4 2 5 4 8 2 8 2 5

51 2 ? 8 5 1

51 2 ? 5 8 5

3 73 1 by , the reciprocal of . 6 3 1

Write the dividend and divisor as improper fractions. Multiply

51 2 5 by , the reciprocal of . 8 5 2

Divide 8, the denominator of the first fraction, and 2, the numerator of the second fraction, by the common factor, 2.

4

5

51 11 52 20 20

Multiply. Express the improper fraction as a mixed number.

TRY-IT EXERCISE 2 Divide. Simplify, if possible. a. 10 4

b. 2

6 7

3 1 44 16 4

c. 9 4 5

3 5

3 d. 3 4 6 8

Check your answers with the solutions in Appendix A. ■

2.5 Dividing Fractions and Mixed Numbers

157

APPLY YOUR KNOWLEDGE

Objective 2.5C

To solve application problems involving division of fractions, use the same procedures learned in Chapter 1. Remember to read the question carefully. Be sure to identify what information is given and what you need to find. As with whole numbers, key words and phrases should be used to determine what mathematical operations to perform.

Divide fractions in an application problem

EXAMPLE 3

3 How many metal plates, each 2 inches thick, will fit in a storage container that is 4 1 27 inches high? 2

SOLUTION STRATEGY To find the number of plates that will fit in the container, divide the height of the container by the thickness of each plate.

1 3 27 4 2 2 4 5

55 11 4 2 4

Write the mixed numbers as improper fractions.

5

55 4 ? 2 11

Multiply

5

2

1

1

55 4 ? 5 2 11 5

10 5 10 1

55 11 4 by , the reciprocal of . 2 4 11

Divide 2, the denominator of the first fraction, and 4, the numerator of the second fraction, by the common factor, 2. Also, divide 55, the numerator of the first fraction, and 11, the denominator of the second fraction, by the common factor, 11. Multiply.

TRY-IT EXERCISE 3 1 The Candy Connection packages multicolored jelly beans in 3 -pound bags. How many 2 bags can be made from 280 pounds of candy? Check your answer with the solutions in Appendix A. ■

SECTION 2.5 REVIEW EXERCISES Concept Check a c a 4 , the fraction is called the b d b c and the fraction is called the . d

1. In the division problem

3. To divide fractions,

the dividend by the of the divisor and simplify if possible.

2. The

of the fraction

a 2 0 and b 2 0.

a b is the fraction where b a

4. To divide a combination of fractions, whole numbers, or mixed numbers, change any whole numbers or mixed numbers to fractions.

158

CHAPTER 2

Objective 2.5A

Fractions

Divide fractions

GUIDE PROBLEMS 3 5

5. Divide 4

9 . 11

5 8

6. Divide 4

15 . 16

a. Identify the reciprocal of the divisor. 9 The reciprocal of is . 11

a. Identify the reciprocal of the divisor. 15 The reciprocal of is . 16

b. Rewrite the division problem as a multiplication problem.

b. Rewrite the division problem as a multiplication problem. 5 15 5 4 5 ? 8 16 8

9 3 3 4 5 ? 5 11 5

c. Multiply the dividend by the reciprocal of the divisor.

c. Multiply the dividend by the reciprocal of the divisor. 3 ? 5

1

5

3 ? 5

5 ? 8

1

5 5 ? 8 1

1 5 5

1 5 ? 1

5

5

Divide. Simplify, if possible.

7.

9 3 4 16 4

8.

9.

2 2 4 3 7

10.

6 4 4 11 5

11.

7 1 4 14 7

12.

1 2 4 3 3

13.

1 1 4 3 6

14.

1 1 4 2 3

15.

4 5 4 11 11

16.

4 8 4 7 11

17.

3 2 4 5 3

18.

1 4 4 3 5

19.

3 1 4 4 8

20.

1 2 4 9 3

21.

25 5 4 12 36

22.

3 12 4 5 25

23.

1 1 4 3 9

24.

1 5 4 4 9

25.

1 6 4 10 11

26.

4 1 4 9 9

12 8 4 13 13

2.5 Dividing Fractions and Mixed Numbers

159

27.

8 4 4 9 5

28.

1 1 4 5 8

29.

4 4 4 7 7

30.

2 1 4 3 4

31.

6 3 4 7 5

32.

5 5 4 12 6

33.

7 3 4 8 4

34.

3 1 4 4 12

Objective 2.5B

Divide fractions, mixed numbers, or whole numbers

GUIDE PROBLEMS 3 4

8 9

35. Divide 4 9. a. Change each whole number or mixed number to an improper fraction. 95

a. Change each whole number or mixed number to an improper fraction. 8

1

b. Identify the reciprocal of the divisor. 9 The reciprocal of is 1

2 3

36. Divide 8 4 6 .

8 2 ,6 5 5 9 9 3 3

b. Identify the reciprocal of the divisor.

.

The reciprocal of

.

80 20 80 4 5 ? 9 3 9

3 9 3 4 5 ? 4 1 4

d. Multiply the dividend by the reciprocal of the divisor.

d. Multiply the dividend by the reciprocal of the divisor. 1

5

is

c. Rewrite the division problem as a multiplication problem.

c. Rewrite the division problem as a multiplication problem.

3 ? 4

3

3 ? 4

4

80 ? 9

5

80 ? 9 3

1 1 5 ? 5 4

4 5 ? 3

5

51

Divide. Simplify, if possible 3 4

37. 5 4 1

3 4

41. 1 4

1 2

1 2

45. 112 4 2

1 2

38. 31 4 1

1 2

1 2

42. 178 4 3

1 3

46. 45 4 1

1 2

1 2

3 8

39. 5 4 2

43.

3 4

2 1 42 3 3

1 2

47. 22 4 2

1 2

40. 3 4 2

44.

1 4

4 5

2 2 41 3 5

48. 2 4 3

1 6

160

CHAPTER 2

3 5

49. 3 4 2

2 3

50.

3 43 2

2 3

51. 71 4 1

2 3

1 2

54. 36 4 3

3 4

58. 50 4 2

53. 2 4 3

57. 49 4 1

Fractions

Objective 2.5C

2 3

55. 51 4 1

1 2

59. 2 4

1 2

1 6

1 3

52. 84 4 3

56.

3 41 8

60.

2 2 44 3 3

2 3

APPLY YOUR KNOWLEDGE 1 3

61. On a recent trip, you drove 730 miles on 33 gallons of gasoline.

2 3

a. How many miles per gallon did your car average on this trip?

62. To mix fertilizer for your lawn, the instructions are to 3 ounces of concentrate for each gallon of 8 water. How many gallons can you mix from a bottle 1 containing 4 ounces of concentrate? 2 combine

b. How many gallons would be required for your car to travel 1095 miles?

7 8 5 equal plots. How many acres will each plot contain?

63. A farmer wants to divide 126 acres of fertile land into

64. Vanity Homes, Inc., a builder of custom homes, owns

65. Fleming’s Warehouse contains 19,667 square feet. If a

66. Home-Mart Hardware buys nails in bulk from the

67. You are the chef at the Sizzling Steakhouse. You have

68. Engineers at Liberty Electronics use special silver wire

1 storage bin requires 35 square feet, how many bins can 2 the warehouse accommodate?

1 131 pounds of sirloin steak on hand for Saturday night. 4 1 If each portion is 10 ounces, how many sirloin steak 2 dinners can be served? (There are 16 ounces in a pound.)

1 126 acres of undeveloped land. If each home is to be 2 3 constructed on a 1 acre parcel of land, how many 8 homesites can be developed?

4 manufacturer and packs them into 3 -pound boxes. 5 How many boxes will 608 pounds of nails fill?

to manufacture fuzzy logic circuit boards. The wire comes in 840-foot rolls that cost $2400 each. Each board 1 requires 4 feet of wire. 5 a. How many circuit boards can be made from each roll?

b. What is the cost of wire per circuit board?

2.5 Dividing Fractions and Mixed Numbers

69. Brilliant Signs, Inc. makes speed limit signs for the state department of transportation. By law, these signs must 7 be displayed every of a mile. How many signs will be 8 1 required on a new highway that is 38 miles long? 2

161

70. Fancy Fruit Wholesalers purchases 350 crates of apples from Sun-Ripe Orchard. They intend to repack the apples in smaller boxes to be shipped to supermarkets. If 5 each box contains of a crate, how many boxes can be 8 packed?

3 4 flour for each loaf of bread. If 7650 ounces of flour were used for bread last week, how many loaves were baked?

71. Bakers at the Golden Flake Bakery use 12 ounces of

CUMULATIVE SKILLS REVIEW 1. Multiply 192 ? 102. (1.4B)

3. Multiply

25 3 ? . (2.4A) 81 75

5. Find the prime factorization of 90. (2.1C)

7. Multiply

6 2 1 ? ? 1 . (2.4B) 7 3 2

2 3 to make five times that amount for a dinner party, how many cups of spaghetti will you need? (2.4C)

9. A pasta recipe requires 3 cups of spaghetti. If you want

2. What type of fraction is

3 ? (2.1A) 52

4. What is the total of 143, 219, and 99? (1.2C)

6. Simplify

105 . (2.3A) 135

8. Subtract 5637 2 5290. (1.3A)

10. On a 600-mile automobile trip, you drove 215 miles yesterday and 150 miles today. What simplified fraction represents the portion of the trip remaining? (2.3D)

162

CHAPTER 2

Fractions

2.6 ADDING FRACTIONS AND MIXED NUMBERS LEARNING OBJECTIVES A. Add fractions with the same denominator B. Add fractions with different denominators C. Add mixed numbers D.

APPLY YOUR KNOWLEDGE

Now that we have learned to simplify fractions to lowest terms, create equivalent fractions with larger denominators, and find least common denominators, we are ready to add and subtract fractions.

Add fractions with the same denominator

Objective 2.6A

Suppose that you ate one-eighth of a pizza and your friend ate two-eighths of the same pizza. Together, how much of the pizza did you and your friend eat? Study the figure below.

Your friend’s slices of pizza

Your slice of pizza

In total, you and your friend ate three slices of pizza. Therefore, it seems reasonable to conclude that together, you and your friend ate three-eighths of the pizza. This example suggests that to add fractions with the same denominator, all we have to do is add the numerators and leave the common denominator alone. 1 2 112 3 1 5 5 8 8 8 8 like fractions Fractions with the same denominator.

Note that the denominators are the same. Recall that fractions with the same denominator are called like fractions. The following steps are used to add like fractions.

Steps for Adding Like Fractions Step 1. Add the numerators and write this sum over the common

denominator. Step 2. Simplify, if possible.

EXAMPLE 1

Add fractions with the same denominator

Add. Simplify, if possible. a.

3 4 1 8 8

b.

4 1 1 1 1 15 15 15

c.

5 11 8 4 1 1 1 21 21 21 21

SOLUTION STRATEGY a.

3 4 314 7 1 5 5 8 8 8 8

Add the numerators and write this sum over the common denominator.

2.6 Adding Fractions and Mixed Numbers

b.

1 1 41111 6 4 1 1 5 5 15 15 15 15 15 2 6 5 15 5

c.

Add the numerators and write this sum over the common denominator. Simplify.

5 11 8 28 4 1 1 1 5 21 21 21 21 21

Add the numerators and write this sum over the common denominator.

28 4 1 5 51 21 3 3

Simplify.

TRY-IT EXERCISE 1 Add. Simplify, if possible. a.

3 9 1 25 25

b.

4 1 3 1 1 9 9 9

c.

5 11 7 13 1 1 1 16 16 16 16

Check your answers with the solutions in Appendix A. ■

Objective 2.6B

Add fractions with different denominators

Consider the addition problem 5 feet 1 2 yards. To add these quantities, we must first express them in terms of the same measurement unit. Since 1 yard = 3 feet, it follows that 2 yards = 6 feet. With this conversion, we can add. 5 feet 1 2 yards 5 5 feet 1 6 feet 5 11 feet A similar principle applies when adding fractions with different denominators. To see why, consider the following addition problem. 1 1 1 5 2

The pizza example that we considered earlier isn’t very helpful here. (How do we 1 1 add of a pizza and of a pizza?) Instead, let’s interpret this addition problem as 5 2 1 1 the sum of segments of lengths and . These segments are illustrated below. 5 2 1 5

0

1 2 1 5

1

1 2

0

1

Since the sum of two numbers is their total, we can concatenate, or put together 1 1 end to end, the segment of length and the segment of length and observe the 5 2 total length of the newly constructed segment. 1 5

0

1 2 1 5

?

163

164

CHAPTER 2

Fractions

Unfortunately, the length of the new segment isn’t obvious from the above illustration. To fix this problem, let’s divide each interval from 0 to 1 into 10 subintervals 1 1 and identify and as shown below. 5 2 1 5 5 2 10

1 2 5 5 10

2 10

0

1

5 10

0

1

1 2 5 1 5 and 5 . When we concatenate these segments, we readily 5 10 2 10 observe the sum. Note that

1 5

0

1 2 2 10

7 10

7 . To determine this sum, we express both fractions as equivalent 10 fractions with a denominator of 10 and add the like fractions. The sum is

The steps for adding fractions with different denominators are given below.

Steps for Adding Fractions with Different Denominators Step 1. Find the LCD of the fractions. Step 2. Write each fraction as an equivalent fraction with a denominator

equal to the LCD found in Step 1. Step 3. Follow the steps for adding like fractions.

EXAMPLE 2

Add fractions with different denominators

Add. Simplify, if possible. a.

5 3 1 6 4

b.

3 5 1 1 1 8 7 2

SOLUTION STRATEGY a.

5 3 5?2 3?3 1 5 1 6 4 6?2 4?3 10 9 5 1 12 12 5

b.

19 7 10 1 9 5 51 12 12 12

3 5 1 3?7 5?8 1 ? 28 1 1 5 1 1 8 7 2 8?7 7?8 2 ? 28

The smallest multiple of 6 that is also a multiple of 4 is 12. Therefore, LCD 5 12. Write each fraction as an equivalent fraction with denominator 12. Add the like fractions. The smallest multiple of 8 that is also a multiple of 7 and 2 is 56. Therefore, LCD 5 56.

5

40 28 21 1 1 56 56 56

Write each fraction as an equivalent fraction with denominator 56.

5

89 33 21 1 40 1 28 5 51 56 56 56

Add the like fractions.

2.6 Adding Fractions and Mixed Numbers

165

TRY-IT EXERCISE 2 Add. Simplify, if possible. a.

3 5 1 8 6

b.

1 3 2 1 1 6 5 3

c.

3 1 7 1 1 4 6 15

Check your answers with the solutions in Appendix A. ■

Objective 2.6C

Add mixed numbers

To add mixed numbers, we first add the fractions and then the whole numbers. As 1 3 an example, consider 3 1 6 . We vertically format the mixed numbers as shown. 5 5 1 5 3 16 5 4 5 c

1 5 3 16 5 4 9 5 c| 3

3

Add the fractions. EXAMPLE 3

Add the whole numbers.

Add mixed numbers

Add. Simplify, if possible. 1 5 a. 5 1 6 7 7

Learning Tip Alternate Method for Adding Mixed Numbers Step 1. Change each mixed

1 3 b. 4 1 5 8 8

number to an improper fraction. Step 2. Find the LCD, and

write each fraction as an equivalent fraction with the LCD.

SOLUTION STRATEGY a.

b.

1 7 5 16 7 6 11 7 5

1 8 3 15 8 1 4 9 59 2 8

Step 3. Follow the rules

for adding like fractions.

Add the fraction parts. Then, add the whole numbers.

Step 4. Convert the answer to

a mixed number and simplify.

4

Examples

Add the fraction parts. Then, add the whole numbers. Simplify the fraction part.

3 16 33 1 1 3 16 5 5 5 5 5 5

TRY-IT EXERCISE 3 3

Add. Simplify, if possible. 1 4 a. 4 1 8 9 9

b. 5

5 1 19 12 12 Check your answers with the solutions in Appendix A. ■

49 4 59 5 5

1 2 7 27 15 5 1 2 5 2 5 5

54 35 1 10 10

5

89 9 58 10 10

166

CHAPTER 2

Fractions

Often, in an addition problem involving mixed numbers, the fraction parts of the addends have different denominators. In such addition problems, we must find the LCD and express each fraction part as an equivalent fraction with a denominator 1 2 equal to the LCD. As an example, consider 3 1 5 . 2 5 3

1 S 2

3

1?5 2?5

2 2?2 1 5 S 15 5 5?2

3

S

S

5 10

4 15 10 8

9 10

LCD 5 10. Write the fraction part of each mixed number as an equivalent fraction with denominator 10. Add the fraction parts. Then, add the whole numbers.

Add mixed numbers

EXAMPLE 4

Add. Simplify, if possible. a. 15

3 1 1 18 4 8

b. 23

1 3 1 12 3 7

SOLUTION STRATEGY 3 1 a. 15 1 18 4 8

LCD 5 8.

3?2 6 S 15 4?2 8 1 1 S 1 18 1 18 8 8

Write each fraction as an equivalent fraction with denominator 8.

15

33

7 8

Add the fraction parts. Then add the whole numbers.

1 3 b. 23 1 12 3 7 1?7 3?7 3?3 1 12 7?3 23

S

S

LCD 5 21. 7 21 9 112 21 23

35

Write each fraction as an equivalent fraction with denominator 21.

16 21

Add the fraction parts. Then add the whole numbers.

TRY-IT EXERCISE 4 Add. Simplify, if possible. 1 5 a. 4 1 6 4 12

1 2 b. 12 1 18 3 5 Check your answers with the solutions in Appendix A. ■

Sometimes when we add fractions, we obtain an improper fraction. In such a case, we must change the improper fraction to a mixed number. Then, add the

2.6 Adding Fractions and Mixed Numbers

2 1 whole number to the mixed number. As an example, consider 6 1 5 . 3 2 2?2 3?2 1?3 15 2?3 6

S

S

4 6 3 15 6 6

7 7 11 5 11 1 6 6 1 5 11 1 1 6 1 5 12 6

LCD 5 6.

Add the fraction parts. Then, add the whole numbers. 7 Change to a mixed number. 6 Add the whole number and the mixed number.

Add. Simplify, if possible. a. 8

3 5 19 4 6

5 7 b. 4 1 11 1 5 6 8

SOLUTION STRATEGY a. 8

3 5 19 4 6

LCD 5 12.

3?3 4?3

S

8

5?2 19 6?2

S

10 19 12

8

9 12

19 12 19 19 17 5 17 1 12 12 7 5 17 1 1 12 7 5 18 12 17

b. 4

5 7 1 11 1 5 6 8 4 11

5?4 6?4

7?3 15 8?3

4

S

11

S

15 20

20

Write each fraction as an equivalent fraction with denominator 12.

Add the fraction parts. Then add the whole numbers. Write the mixed number as the sum of the whole number and the fraction part. Write the fraction part as a mixed number. Add the whole number and the mixed number. LCD 5 24.

S

20 24

Write each fraction as an equivalent fraction with denominator 24.

21 24

41 24

41 41 5 20 1 24 24 17 5 20 1 1 24 17 5 21 24

Learning Tip 5 To find the sum 11 1 1 , 12 we can do the following. 0 11 S 11 12

Add mixed numbers

EXAMPLE 5

167

Add the fraction parts. Then add the whole numbers. Write the mixed number as the sum of the whole number and the fraction part. Write the fraction part as a mixed number. Add the whole number and the mixed number.

11

5 5 S 11 12 12 12

5 12

In general, to add a whole number and a mixed number, add the whole numbers and keep the fraction.

168

CHAPTER 2

Fractions

TRY-IT EXERCISE 5 Add. Simplify, if possible. a. 2

3 5 16 4 12

b. 10

3 7 1 13 5 8

Check your answers with the solutions in Appendix A. ■

We summarize the steps for adding mixed numbers.

Steps for Adding Mixed Numbers Step 1. If the denominators of the fraction parts are different, write each frac-

tion part as an equivalent fraction with a denominator equal to the LCD of the original fractions. Step 2. Add the fraction parts. Step 3. Add the whole number parts. Step 4. If the fraction part of the result is an improper fraction, rewrite it as a

mixed number. Add the whole number and the mixed number. Step 5. Simplify, if possible.

APPLY YOUR KNOWLEDGE

Objective 2.6D

Now let’s take a look at some application problems that employ what we have learned about adding fractions and mixed numbers. Recall that some of the key words and phrases that indicate addition are and, increased by, total of, plus, more than, the sum of, and added to. Add mixed numbers in an application problem

EXAMPLE 6

1 1 2 Roberta ran 3 miles on Monday, 2 miles on Tuesday, and 4 miles on Wednesday. How 2 4 3 many total miles did Roberta run?

SOLUTION STRATEGY 3

1?6 2?6

1?3 4?3 2?4 14 3?4 2

3

S

S

S

3 12 8 14 12 2

9 9

6 12

17 12

17 17 591 12 12 5911 5 10

LCD 5 12. Write each fraction as an equivalent fraction with denominator 12.

Add the fraction parts. Add the whole numbers. Write the mixed number as the sum of the whole number and the fraction part.

5 12

Write the fraction part as a mixed number.

5 12

Roberta ran 10

Because we are looking for a total, add the three distances together.

Add the whole number and the mixed number. 5 miles. 12

2.6 Adding Fractions and Mixed Numbers

169

TRY-IT EXERCISE 6 3 1 3 Michael caught a grouper weighing 6 pounds and two snappers weighing 7 and 5 8 2 4 pounds. What was the total weight of the three fish? Check your answer with the solution in Appendix A. ■

SECTION 2.6 REVIEW EXERCISES Concept Check 1. Fractions with the same denominator are known as

2. To add like fractions, add the

fractions.

3. When adding fractions with different denominators, we

4. When adding mixed numbers, we first add the

must find the of the fractions, write each fraction as an fraction with this denominator, and then add the resulting like fraction.

5. When the sum of two mixed numbers contains an im-

parts and then add the

change each mixed number to an and then add.

fraction

Add fractions with the same denominator

GUIDE PROBLEMS 7. Add

4 1 1 . 9 9

1 4 1 5 9 9

8. Add 1 9

5

8 3 1 . 17 17

3 8 1 5 17 17

9

1 17

5

17

Add. Simplify, if possible. 1 4 1 7 7

10.

2 5 1 9 9

11.

8 3 1 13 13

12.

4 9 1 15 15

13.

1 5 1 12 12

14.

7 1 1 18 18

15.

7 2 1 21 21

16.

7 11 1 36 36

17.

3 7 1 10 10

18.

5 9 1 14 14

19.

8 5 1 9 9

20.

4 3 1 5 5

9.

.

6. An alternate method for adding mixed numbers is to

proper fraction, we must change the improper fraction to a and then add the whole number to it.

Objective 2.6A

and write this . Simplify, if possible.

sum over the common

170

21.

CHAPTER 2

Fractions

1 2 1 1 1 3 3 3

22.

Objective 2.6B

5 5 3 1 1 6 6 6

23.

2 3 1 1 1 5 5 5

24.

8 4 7 1 1 9 9 9

Add fractions with different denominators

GUIDE PROBLEMS 25. Add

1 3 1 . 3 4

26. Add

a. Find the LCD of the fractions.

3 5 1 . 8 6

a. Find the LCD of the fractions. LCD 5

LCD 5

b. Write each fraction as an equivalent fraction with the LCD found in part a.

b. Write each fraction as an equivalent fraction with the LCD found in part a. 1 ? 3

5

3 ? 8

5

3 ? 4

5

5 ? 6

5

c. Add the fractions. 12

1

12

5

12

c. Add the fractions.

5

24

1

24

5

24

5

Add. Simplify, if possible.

27.

7 9 1 16 24

28.

3 1 1 7 14

29.

1 1 1 6 8

30.

5 5 1 8 24

31.

1 5 1 6 18

32.

1 1 1 6 12

33.

7 3 1 4 16

34.

1 7 1 4 8

35.

1 5 8 1 1 3 6 9

36.

4 5 1 1 1 5 6 10

37.

9 4 7 1 1 5 8 20

38.

2 3 4 1 1 3 6 9

39.

1 1 13 1 1 5 9 15

40.

4 11 3 1 1 8 5 20

41.

4 5 2 1 1 6 9 15

42.

1 11 8 1 1 6 12 15

2.6 Adding Fractions and Mixed Numbers

Objective 2.6C

171

Add mixed numbers

GUIDE PROBLEMS 2 3

3 4

1 2

43. Add 8 1 7 .

3 5

44. Add 11 1 17 .

a. Find the LCD of the fraction parts.

a. Find the LCD of the fraction parts.

LCD 5

LCD 5

b. Write the fraction part of each mixed number as an equivalent fraction with the LCD found in part a.

b. Write the fraction part of each mixed number as an equivalent fraction with the LCD found in part a.

8

2? 2 58 3 3?

58

1? 1 11 5 11 2 2?

5 11

7

3? 3 57 4 4?

57

3? 3 17 5 17 5 5?

5 17

c. Add the fraction parts and then add the whole number parts. Simplify, if possible.

c. Add the fraction parts and then add the whole number parts. Simplify, if possible.

8

11

17

1 17

15

5 15 1

5 15 1 1

5 16

28

5 28 1

5 28 1 1

Add. Simplify, if possible.

45.

4 9 13 15 25

46.

3 3 12 7 14

47.

3 3 11 8 10

48.

13 7 12 15 18

49.

3 3 12 4 8

50.

1 2 15 7 2

52.

12 1 12 35 10

53. 4

2 5

51. 1 1

54. 4

3 16

13 7 12 100 10

1 2

55. 7 1 7

3 4

7 7 18 24 18

1 8

56. 6 1 6

3 4

5 29

172

CHAPTER 2

4 7

57. 2 1 3

7 9

1 2

1 3

2 3

5 6

66. 1 1 1 1 6

69.

1 3

1 3 1 12 15 3 5 5

Objective 2.6D

1 4

62. 5 1 10 1 15

3 5

1 4

3 10

65.

2 2 1 1 12 5 15 10

1 4

5 8

1 6

68.

1 1 1 12 11 5 3 4

1 3

3 8

19 24

71.

1 5 4 1 15 3 12 5

67. 2 1 4 1 1

70. 1 1 1 1 5

1 3

5 8

1 3

64. 3 1 2 1 5

1 2

2 5

59. 3 1 3

3 8

61. 1 1 1 1 3

5 3 1 1 12 30 40 8

2 5

1 6

58. 12 1 4

60. 22 1 38 1 17

63.

Fractions

1 2

1 2

APPLY YOUR KNOWLEDGE

72. Sandra went to Gardner’s Market and bought

1 pound 2

2 pounds of peaches. What is the total 3 weight of her purchase? of bananas and

1 of a job the first week, 8 1 1 of the job the second week, and of the job the third 5 4 week. What fraction of the job has been completed?

74. A building contractor completes

1 2

3 8

76. While on a diet, Alicia lost 4 pounds in May, 3 pounds 3 in June, and 6 pounds in July. How much total weight 4 did she lose?

73. James rode his bike mall, and

3 5 miles to school, miles to the 4 16

7 miles back home. What is the total distance 8

he rode?

75. Lester’s Landscape Service sent three workers to mow 1 a golf course. Alfred mowed 16 acres, Larry mowed 5 1 2 17 acres, and Howard mowed 15 acres. How many 12 3 acres did Alfred, Larry, and Howard mow together?

77. Tropical Glass received an order for a rectangular piece 7 5 inches by 44 inches with a 16 8 beveled edge around the perimeter. How many total inches of bevel are required on the glass? (Use the formula: Perimeter 5 2 # length 1 2 # width) of glass measuring 29

2.6 Adding Fractions and Mixed Numbers

7 8

78. During a recent storm, 3 inches of rain fell in the morning 3 and 4 inches of rain fell in the afternoon. What was the 8 total amount of rainfall for the day?

173

1 3

4 5

79. A farm has 125 acres of soybeans, 65 acres of wheat, 3 and 88 acres of canola. What is the total acreage of the 4 crops?

Photo by Robert Brechner

80. Jennifer works part time as a legal assistant. Last week 3 3 she worked 4 hours on Tuesday, 3 hours on Thursday, 5 4 and 5 hours on Friday. a. How many hours did she work last week?

1 2

81. To paint his house, Peter used 5 gallons of paint on the 4 5 interior walls, 8 gallons on the exterior walls, 2 gallons 5 6 2 on the wood trim, and 4 gallons on the roof. 3 a. How many total gallons of paint did Peter use on the house?

1 b. This week Jennifer plans to work 7 hours more than 2 last week. How many hours will she work this week?

b. What was the total cost of the paint if it cost $20 per gallon?

c. What will be her total hours for the 2-week period?

CUMULATIVE SKILLS REVIEW 1. Round 12,646 to the nearest ten. (1.1D)

2. LCD is the abbreviation for . (2.3C)

2 4 7 pounds, and 25 5 15 20 pounds. What is the weight of the lightest package? (2.3D)

3. Three packages weigh 25 pounds, 25

5. Write

11 as an equivalent fraction with a denominator of 14

84. (2.3B)

4. Multiply

3 5 ? . (2.4A) 4 12

6. Find the prime factorization of 66. (2.1C)

174

CHAPTER 2

7. Compare 4

Fractions

9 7 and 4 using the symbols , or .. (2.3C) 16 12

9. Find the LCD of

2 1 and . (2.3C) 3 7

8. True or false: (3 1 8) 1 7 5 3 1 (8 1 7). (1.2A)

1 6

10. A painter used 4 gallons of paint on a roof. If the next 1 job is 3 times as large, how much paint will be 2 required? (2.4C)

2.7 SUBTRACTING FRACTIONS AND MIXED NUMBERS LEARNING OBJECTIVES A. Subtract fractions with the same denominator B. Subtract fractions with different denominators C. Subtract mixed numbers D.

APPLY YOUR KNOWLEDGE

Procedures for subtracting fractions and mixed numbers are very similar to those we used for addition. However, some modification of our approach is required, especially when subtracting mixed numbers. Objective 2.7A

Subtract fractions with the same denominator

In Section 2.6, Adding Fractions and Mixed Numbers, we began by using an example involving pizza. Let’s use a similar example here. Suppose that you ate three-eighths of a pizza. What part of the pizza remains? Study the figure to the left. Because you ate three of the eight slices of pizza, five slices remain. Therefore, we conclude that five-eighths of the pizza remains. 3 8 To get this answer, we could subtract , the portion of the pizza you ate, from , 8 8 5 the fraction representing the entire pizza. The fact that the answer is suggests 8 that we simply subtract the numerators and leave the common denominator alone. 8 3 823 5 2 5 5 8 8 8 8

The following steps are used to subtract like fractions.

Steps for Subtracting Like Fractions Step 1. Subtract the second numerator from the first numerator and write

this difference over the common denominator. Step 2. Simplify, if possible.

2.7 Subtracting Fractions and Mixed Numbers

EXAMPLE 1

Subtract fractions with the same denominators

Subtract. Simplify, if possible. a.

9 5 2 16 16

b.

20 11 2 21 21

SOLUTION STRATEGY a.

5 925 4 9 2 5 5 16 16 16 16 4 1 5 16 4

b.

Subtract the second numerator from the first numerator and write this difference over the common denominator. Simplify.

20 11 20 2 11 9 2 5 5 21 21 21 21 3 9 5 21 7

Subtract the second numerator from the first numerator and write this difference over the common denominator. Simplify.

TRY-IT EXERCISE 1 Subtract. Simplify, if possible. a.

6 11 2 25 25

b.

5 13 2 14 14 Check your answers with the solutions in Appendix A. ■

Objective 2.7B

Subtract fractions with different denominators

To subtract fractions with different denominators, first create equivalent fractions with the same denominator. The steps for subtracting fractions with different denominators are given below.

Steps for Subtracting Fractions with Different Denominators Step 1. Find the LCD of the fractions. Step 2. Write each fraction as an equivalent fraction with a denominator

equal to the LCD found in Step 1. Step 3. Follow the steps for subtracting like fractions.

175

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EXAMPLE 2

Subtract fractions with different denominators

Subtract. Simplify, if possible. a.

7 1 2 9 2

b.

2 3 2 3 8

SOLUTION STRATEGY a.

b.

7 1 7?2 1?9 2 5 2 9 2 9?2 2?9

LCD 5 18.

5

14 9 2 18 18

Write each fraction as an equivalent fraction with denominator 18.

5

14 2 9 5 5 18 18

Subtract the second numerator from the first numerator and write the difference over the common denominator.

2 3 2?8 3?3 2 5 2 3 8 3?8 8?3

LCD 5 24.

5

16 9 2 24 24

Write each fraction as an equivalent fraction with denominator 24.

5

7 16 2 9 5 24 24

Subtract the second numerator from the first numerator and write the difference over the common denominator.

TRY-IT EXERCISE 2 Subtract. Simplify, if possible. a.

2 5 2 12 9

b.

7 1 2 16 6

c.

6 3 2 7 21 Check your answers with the solutions in Appendix A. ■

Objective 2.7C

Subtract mixed numbers

To subtract mixed numbers, first subtract the fraction parts and then the whole 6 2 numbers. As an example, consider 8 2 3 . 7 7 6 7 2 23 7 4 7 c 8

Subtract the fractions.

6 7 2 23 7 4 5 c7 | 8

Subtract the whole numbers.

2.7 Subtracting Fractions and Mixed Numbers

If the fraction parts of the mixed numbers have different denominators, find the LCD and express each fraction part as an equivalent fraction with a denominator 3 1 equal to the LCD. As an example, consider 3 2 2 . 4 6 3 22

3 4

S

3

3?3 4?3

1 1?2 S 22 6 6?2

3

9 12

22

2 12

S

S

1

7 12

LCD 5 12. Write the fraction part of each mixed number as an equivalent fraction with denominator 12. Subtract the fraction parts. Then, subtract the whole numbers.

177

Learning Tip Alternate Method for Subtracting Mixed Numbers Step 1. Change each mixed

number to an improper fraction. Step 2. Find the LCD, and

write each fraction as an equivalent fraction with the LCD. Step 3. Follow the rules

for subtracting like fractions.

Subtract mixed numbers

EXAMPLE 3

a mixed number and simplify.

Subtract. Simplify, if possible. a. 15

5 1 29 12 12

b. 7

3 1 22 5 8

b.

5 12 1 29 12 4 1 6 56 12 3

5

15

3?8 5?8 1?5 22 8?5 7

S

S

Subtract the fraction parts. Then, subtract the whole numbers. Simplify.

24 40 5 22 40 7

19 40

LCD 5 40. Write each fraction as an equivalent fraction with denominator 40. Subtract the fraction parts. Then, subtract the whole numbers. Simplify.

TRY-IT EXERCISE 3 Subtract. Simplify, if possible. 7 3 25 8 8

4 39 55 7 7

3 1 15 13 3 22 5 2 4 6 4 6

5

a. 12

Examples 6 2 62 23 2 8 23 5 7 7 7 7

SOLUTION STRATEGY a.

Step 4. Convert the answer to

b. 8

5 1 23 12 4

Check your answers with the solutions in Appendix A. ■

3 7 2 2 . When subtracting the fraction parts, 10 10 3 7 we encounter the problem of taking away from something smaller, . We can 10 10 As another example, consider 5

5

13 ? 2 15 ? 3 2 4?3 6?2

5

26 45 2 12 12

5

7 19 51 12 12

178

CHAPTER 2

Fractions

remedy this situation by borrowing, just as we do in subtraction problems involv3 3 ing whole numbers. To do so, first recognize that 5 is the same as 5 1 . More10 10 over, notice that 5 is the same as 4 1 1. 5

3 3 3 551 54111 10 10 10

3 . If we wish to do so, we must first write 1 as a fraction 10 10 3 with the same denominator as . That is, we must write 1 as . 10 10 We can now add 1 and

4111

10 3 13 13 3 541 1 541 54 10 10 10 10 10

3 13 5 4 . Thus, our problem can be worked in the fol10 10 7 3 Since is less than , 10 10 3 S 13 10 borrow 1 from 5. Add 1 in 41 1 4 10 10 10 3 10 the form of to . 7 7 10 10 S 22 22 10 10 Subtract the fraction parts. Subtract the whole num6 3 2 52 bers. Simplify the fraction. 10 5

From this we see that 5 lowing way. 3 10 7 22 10 5

S

3 10 7 22 10

4111

S

S

S

Subtract mixed numbers

EXAMPLE 4

Subtract. Simplify, if possible. a. 11

3 1 25 6 4

3 5 b. 32 2 16 8 12 c. 18 2 6

3 7

SOLUTION STRATEGY a.

1?2 6?2 3?3 25 4?3 11

2 12 9 25 12 11

S

S

S

S

2 12 9 25 12 11

2 12 9 25 12

10 1 1 1

S

S

10 1

12 2 1 12 12 9 25 12

S

S

14 12 9 25 12 10

5

5 12

LCD 5 12. Write each fraction as an equivalent fraction with denominator 12. 9 2 Since is less than , 12 12 borrow 1 from 11. Add 1 in the 12 2 form of to . 12 12 Subtract the fraction parts. Then, subtract the whole numbers.

2.7 Subtracting Fractions and Mixed Numbers

3?3 8?3

S

32

9 24

5?2 12 ? 2

S

2 16

10 24

32

b.

2 16

9 24 10 2 16 24 32

S

9 24 10 2 16 24

31 1 1 1

S

S

31 1

S

9 24 1 24 24 10 2 16 24

33 24 10 S 2 16 24 S

31

23 15 24 c.

18

S

3 7

S

26

17 1 1 26

3 7

S

S

7 7 3 26 7

17 1

S

S

7 7 3 26 7 17

11

4 7

LCD 5 24. Write each fraction as an equivalent fraction with denominator 24. 10 9 Since is less than , 24 24 borrow 1 from 32. Add 1 in the 24 9 form of to . 24 24 Subtract the fraction parts. Then, subtract the whole numbers. Since 18 is a whole number, write 18 as 17 1 1. Write 1 in 7 the form of . 7 Subtract the fraction parts. Then, subtract the whole numbers.

TRY-IT EXERCISE 4 Subtract. Simplify, if possible. a. 11

2 3 28 7 5

b. 42

2 8 27 9 15

c. 21 2 13

8 11

Check your answers with the solutions in Appendix A. ■

We summarize the steps for subtracting mixed numbers.

Steps for Subtracting Mixed Numbers Step 1. If the denominators of the fractions are different, write each fraction

as an equivalent fraction with a denominator equal to the LCD of the original fractions. Step 2. a. If the fraction part of the first mixed number is less than the frac-

tion part of the second mixed number, borrow 1 from the whole LCD number part and add it in the form of to the fraction part. LCD b. If the first number is a whole number, borrow 1 from the whole LCD number and add this in the form of to one less than the whole LCD number. Step 3. Subtract the fraction parts. Step 4. Subtract the whole number parts. Step 5. Simplify, if possible.

179

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CHAPTER 2

Fractions

APPLY YOUR KNOWLEDGE

Objective 2.7D

Now let’s take a look at some application problems that require us to use what we have learned about subtracting fractions and mixed numbers. Recall that some of the key words and phrases that indicate subtraction are the difference of, decreased by, take away, less than, fewer than, and subtracted from. Subtract mixed numbers in an application problem

EXAMPLE 5

1 Dan prepares to mail a package weighing 20 pounds. At the last minute, he removes 4 2 some items weighing 7 pounds. How much does the package weigh now? 3

SOLUTION STRATEGY 20

1?3 4?3

27

2?4 3?4

3 12 8 27 12 20

S

S

20

3 12

S

27

8 12

3 12 8 27 12

19 1 1 1

S

S

19 1

S

3 12 1 12 12 8 27 12

S

S

15 12 8 27 12 19

12

7 12

The key word remove indicates subtraction. LCD 5 12. Write each fraction as an equivalent fraction with denominator 12. 3 8 Because is less than , 12 12 borrow 1 from 20. Add in the 12 3 form of to . 12 12 Subtract the fractional parts. Subtract the whole numbers.

TRY-IT EXERCISE 5 Rose is hiking a trail in Banff National Park that is 8 miles long. She stops for a snack 2 when she reaches a sign that indicates that she has 3 miles to go. How far has she hiked 5 to this point? Check your answer with the solution in Appendix A. ■ Photo by Robert Brechner

SECTION 2.7 REVIEW EXERCISES Concept Check 1. To subtract like fractions, subtract the second

2. When subtracting fractions with different denominators,

from the first numerator and write this difference over the common . Simplify, if possible.

3. When subtracting mixed numbers, we first subtract the parts and then subtract the

.

we must find the of the fractions, write each fraction as an fraction with this denominator, and then subtract the resulting like fractions.

4. When subtracting mixed numbers, if the fraction part of the first mixed number is less than the fraction part of the second mixed number, then borrow 1 from the whole number of the first mixed number and add it in the form of to the fraction part.

2.7 Subtracting Fractions and Mixed Numbers

5. When subtracting a mixed number from a whole num-

6. An alternate method for subtracting mixed numbers is

ber, we must borrow 1 from the whole number part and add this in the form of to one less than the whole number part.

Objective 2.7A

181

to change each mixed number to an and then subtract.

fraction

Subtract fractions with the same denominator

GUIDE PROBLEMS 7. Subtract

7 3 2 . 11 11 2 11

3 7 2 5 11 11

8. Subtract 5

6 1 2 . 7 7 2 7

1 6 2 5 7 7

11

5

7

Subtract. Simplify, if possible.

9.

9 3 2 10 10

10.

25 18 2 36 36

11.

9 4 2 14 14

12.

7 1 2 12 12

13.

3 1 2 17 17

14.

5 1 2 6 6

15.

11 10 2 61 61

16.

18 14 2 37 37

17.

16 11 2 25 25

18.

11 5 2 36 36

19.

17 7 2 48 48

20.

11 19 2 56 56

Objective 2.7B

Subtract fractions with different denominators

GUIDE PROBLEMS 21. Subtract

3 1 2 . 4 3

a. Find the LCD of the fractions. LCD 5

22. Subtract

1 3 2 . 5 4

a. Find the LCD of the fractions. LCD 5

b. Write each fraction as an equivalent fraction with the LCD found in part a.

b. Write each fraction as an equivalent fraction with the LCD found in part a.

3 ? 4

5

3 ? 5

5

1 ? 3

5

1 ? 4

5

c. Subtract the fractions. 12

2

12

5

12

c. Subtract the fractions. 2

5

182

CHAPTER 2

Fractions

Subtract and simplify, if possible.

23.

5 5 2 6 8

24.

7 15 2 8 32

25.

1 1 2 6 8

26.

1 7 2 2 20

27.

14 8 2 15 9

28.

9 3 2 14 8

29.

4 3 2 5 10

30.

3 1 2 5 2

31.

19 11 2 25 50

32.

3 1 2 8 6

33.

7 1 2 16 12

34.

9 7 2 10 8

Objective 2.7C

Subtract mixed numbers

GUIDE PROBLEMS 3 4

1 4

5 8

35. Subtract 15 2 8 .

5 8 1 25 8

3 4 1 28 4

28

15

7

1 8

36. Subtract 28 2 5 .

5

57

Subtract. Simplify, if possible.

37. 2 2 1

4 5

1 5

38. 4

5 6

2 6

42. 2 2

41. 2 2 1

7 11 23 12 12

11 1 21 15 15

39. 5

5 8

43. 12

3 8

5 13 27 27 27

40. 2

16 12 2 17 17

1 7

44. 7 2 2

1 7

2.7 Subtracting Fractions and Mixed Numbers

183

GUIDE PROBLEMS 1 4

3 4

1 8

45. Subtract 14 2 3 . a. Because the fraction part of the first mixed number is less than the fraction part of the second mixed number, borrow 1 from the whole number of the first LCD mixed number in the form of and add it to the LCD fraction part of the first mixed number. 14

1 1 5 14 1 5 13 1 4 4

1

a. Because the fraction part of the first mixed number is less than the fraction part of the second mixed number, borrow 1 from the whole number of the LCD first mixed number in the form of and add it LCD to the fraction part of the first mixed number.

1 5 13 4

1 1 16 5 16 1 5 15 1 8 8

b. Subtract the fraction parts and then subtract the whole number parts. Simplify, if possible.

1

1 5 15 8

b. Subtract the fraction parts and then subtract the whole number parts. Simplify, if possible. 15

13 23

3 8

46. Subtract 16 2 9 .

3 4

10

29

3 8 5

5

Subtract. Simplify, if possible. 1 8

47. 4 2 2

1 7

3 8

51. 14 2 3

3 8

48. 19 2 5

5 7

52. 17

5 8

2 5 25 11 11

1 9

49. 6 2 2

3 8

2 5

4 9

53. 21 2 16

50. 9 2 1

5 8

54. 15

3 5

9 11 2 14 16 16

GUIDE PROBLEMS 2 3

1 4

55. Subtract 17 2 4 . a. Find the LCD of the fraction parts. LCD 5 b. Write the fractional part of each mixed number as an equivalent fraction with the LCD found in part a. 2? 2 17 5 17 3 3? 4

1? 1 5 4 4 4?

5 17

c. Subtract the fraction parts and then subtract the whole number parts. Simplify, if possible. 17 24 13

54

184

CHAPTER 2

3 4

Fractions

1 3

56. Subtract 8 2 2 . a. Find the LCD of the fractional parts.

c. Subtract the fraction parts and then subtract the whole number parts. Simplify if possible.

LCD 5

8

b. Write the fraction part of each mixed number as an equivalent fraction with the LCD found in part a. 3? 3 8 58 4 4?

58

1? 1 2 52 3 3?

52

22 6

Subtract. Simplify, if possible.

57. 1

11 3 2 12 20

3 5

61. 29 2 20

5 6

65. 3 2

5 6

14 15

1 8

69. 15 2 8

73. 9

1 2

58. 25 2 20

62. 3

13 7 2 18 12

1 2

66. 18 2 2

8 10

13 7 21 18 15

1 6

3 8

70. 5 2 3

74. 18

5 12

5 16

7 1 28 10 4

5 6

59. 2 2

3 5

2 3

63. 7 2 5

1 2

3 4

67. 30 2 10

1 4

71. 3 2 1

2 3

1 8

75. 56 2 4

1 2

3 10

60. 2

13 5 2 16 12

64. 2

15 5 2 16 12

68. 3

11 2 2 15 5

72. 5

7 33 2 40 24

76. 4

47 17 21 60 24

2.7 Subtracting Fractions and Mixed Numbers

185

GUIDE PROBLEMS 1 3

1 4

1 2

a. Find the LCD of the fraction parts.

a. Find the LCD of the fraction parts.

LCD 5

LCD 5 b. Write the fraction part of each mixed number as an equivalent fraction with the LCD found in part a. 1? 1 18 5 18 3 3? 1? 1 5 55 2 2?

5 18 1

b. Write the fraction part of each mixed number as an equivalent fraction with the LCD found in part a. 1 1? 24 5 24 4 4?

5 18

4? 4 3 53 5 5?

55

c. Because the fraction part of the first mixed number is less than the fraction part of the second mixed number, borrow 1 from the whole number of the first mixed LCD number in the form of and add it to the fraction LCD part of the first mixed number. 18

4 5

78. Subtract 24 2 3 .

77. Subtract 18 2 5 .

5 17 1

1

5 17

d. Subtract the fraction parts and then subtract the whole number parts. Simplify, if possible.

5 24 53

c. Because the fraction part of the first mixed number is less than the fraction part of the second mixed number, borrow 1 from the whole number of the first mixed LCD number in the form of and add it to the fraction LCD part of the first mixed number. 24

5 24 1

5 23 1

1

5 23

d. Subtract the fraction parts and then subtract the whole number parts. Simplify, if possible.

17

23

25

23

Subtract. Simplify, if possible. 2 5

79. 5 2 1

1 4

14 15

83. 69 2 38

1 2

1 6

1 2

81. 13 2 1

11 15

85. 17 2

80. 10 2 5

1 5

84. 7 2 4

1 8

5 18

82. 37 2 10

1 6

1 2

3 4

86. 51 2 26

1 3

5 6

186

CHAPTER 2

Fractions

3 4

89. 4 2

4 9

93. 12 2 9

87. 11

5 3 28 16 4

88. 31 2 9

91. 10

5 7 24 16 12

92. 19 2 5

Objective 2.7D 95. A canister contained

1 3

1 6

90. 14 2 4

15 16

94. 5 2 2

7 8

1 10

APPLY YOUR KNOWLEDGE 7 pound of sugar. If Samantha used 8

3 pound to make a batch of cookies, how much sugar was 5 left in the canister?

5 8 length of the remaining pipe?

1 4

97. A 9 -inch piece is cut from a 27 -inch pipe. What is the

3 71 inches tall. How many inches taller is Howard than 4 Bob?

3 5

98. Majestic Homes, a land developer, sold 2 acres of his 1 18 acres. How many acres does he have left? 4

99. A Boy Scout troop stopped for lunch after walking 1 3 8 miles of a 15 -mile hike. How much further do they 4 2 have to go to complete the hike?

101. At Mel’s Diner, a meatloaf weighed 3

1 2

96. Robert is 67 inches tall, and his brother Howard is

9 pounds before 16

7 cooking and 2 pounds after. How much weight was lost 8 in cooking?

3 8

103. A Starbucks Cafe began the morning with 22 pounds of 1 Kona Coast coffee. By noon, there were only 6 pounds 3 left. How many pounds of Kona Coast coffee were sold?

100. At Petro Chemicals, Inc.,

7 of an inch is removed from 32

3 a piece of -inch thick copper sheeting during a chemical 8 etching process. What is the new thickness of the copper sheeting?

102. Two years ago, interest rates on a 30-year mortgage 3 5 averaged 6 percent. Last year they averaged 7 percent. 4 16 By how much did the rate increase?

1 1 of a business, Anna owns , and Jill owns the 4 3 rest. What fraction represents the portion owned by Jill?

104. Tom owns

2.7 Subtracting Fractions and Mixed Numbers

3 4

105. A picture frame is 14 inches wide. If the matte and frame 1 on each side of the photo is 2 inches, how wide is the 8 photo?

187

106. On the 6-hour mode of a DVD, you record a program for 1

3 3 hours and another for 3 hours. 10 5

a. What is the total recording time for the two programs?

b. How much time is left on the tape?

107. From a 63-foot roll of rubber hose, you cut lengths of 1 3 4 15 feet, 8 feet, and 12 feet. How much hose is left 8 5 6 on the roll?

109. From the illustration below, find the unknown length.

108. Lynn budgets two-fifths of her income for food and clothing, one-fourth of her income for housing, and oneeighth for transportation. What fraction of her income is left for entertainment and savings?

3 4

110. For a party, you purchased 3 pounds of peppermint 1 patty candies. After the party, there were 2 pounds 5

3

48

1

6 2

?

18

left. Since George really likes these candies, he took 1 pound home. How many pounds do you have left? 2

3 16

3 4

111. Susan started a diet weighing 134 pounds. The first 1 week she lost 2 pounds, the second week she lost 4 1 1 1 pounds, and the third week she gained 1 pounds. 2 8 How much did she weigh at the end of the third week?

1 2

112. A boat hull weighs 1658 pounds, and the outboard 1 motor weighs 645 pounds. A standard trailer has a 4 weight limit of 2170 pounds. a. Is this a safe combination, or will a heavy-duty trailer be necessary?

b. By how many pounds is the load over or under the limit?

Photo by Robert Brechner

188

CHAPTER 2

Fractions

1 3

113. Marley has two suitcases weighing 51 pounds and 1 28 pounds respectively. He is allowed a maximum of 4 80 pounds.

114. When you left home this morning, you filled the fuel tank in your car. By noon you had used one-fourth of a tank. By late afternoon you used an additional fivesixteenth of a tank. What fraction represents the fuel remaining in the tank?

a. Is the total weight of the suitcases within the 80-pound limit?

b. By how many pounds is the total weight over or under the limit?

CUMULATIVE SKILLS REVIEW 1. Write

7 as an equivalent fraction with a denominator of 12

2. Add

4 2 1 . Simplify, if possible. (2.6A) 15 15

60. (2.3B)

3. A service station started the day with 7560 gallons of high octane gasoline. During the day 2334 gallons were sold. How many gallons remain? (1.3B)

3 2 8 7 5 9

3 7

1 2

4. Add 18 1 45 . Simplify if possible. (2.6C)

8 . (2.3A) 144

5. Find the LCD of , , . (2.3C)

6. Simplify

7. Simplify 89 1 (4 1 8)2 2 12. (1.6C)

8. Multiply 8 ? 2 . Simplify, if possible. (2.4B)

9. Find the LCD of

1 7 and . (2.3C) 12 8

1 3

2 5

1 2

10. A construction job requires pipes of length 34 inches, 3 1 18 inches, and 12 inches. What is the total length of the 8 4 pipes needed for the job? (2.6D)

10-Minute Chapter Review

189

2.1 Factors, Prime Factorizations, and Least Common Multiples Objective

Important Concepts

Illustrative Examples

A. Find the factors of a natural number (page 102)

factor of a number A natural number that divides the given number evenly.

Find all the factors of 28.

Rule for Finding Factors of a Natural Number Divide the natural number by each of the numbers 1, 2, 3, and so on. If the natural number is divisible by one of these numbers, then both the divisor and the quotient are factors of the natural number. Continue until the factors begin to repeat. Rules for Divisibility A NUMBER IS DIVISIBLE BY

28 4 2 5 14 28 4 3 28 4 4 5 7 28 4 5 28 4 6 28 4 7 5 4

Find the factors of 45. 45 4 1 5 45

3

The sum of the digits is divisible by 3.

45 4 3 5 15

4

The number named by the last two digits is divisible by 4.

45 4 5 5 9

5

The last digit is either 0 or 5.

45 4 7

6

The number is even and the sum of the digits is divisible by 3.

45 4 8

8 9 10

The number named by the last three digits is divisible by 8.

1 and 28 are factors. 2 and 14 are factors. Does not divide evenly. 4 and 7 are factors. Does not divide evenly. Does not divide evenly. 7 and 4 are repeat factors. Stop!

The factors of 28 are 1, 2, 4, 7, 14, and 28.

The number is even (that is, the last digit is 0, 2, 4, 6, or 8).

2

B. Determine whether a number is prime, composite, or neither (page 104)

IF

28 4 1 5 28

45 4 2 45 4 4 45 4 6

45 4 9 5 5

1 and 45 are factors. Does not divide evenly. 3 and 15 are factors. Does not divide evenly. 5 and 9 are factors. Does not divide evenly. Does not divide evenly. Does not divide evenly. 9 and 5 are repeat factors. Stop!

The factors of 45 are 1, 3, 5, 9, 15, and 45.

The sum of the digits is divisible by 9. The last digit is 0.

prime number or prime A natural number greater than 1 that has only two factors (divisors), namely, one and itself. composite number A natural number greater than 1 that has more than two factors (divisors).

Determine whether each number is prime, composite, or neither. a. 22 composite b. 0 neither c. 61 prime

190

CHAPTER 2

C. Find the prime factorization of a composite number (page 105)

Fractions

factor To express a quantity as a product.

Find the prime factorization of each number. a. 63

prime factorization A factorization of a natural number in which each factor is prime. prime factor tree An illustration that shows the prime factorization of a composite number.

63 3

21 3

7

63 5 3 · 3 · 7 5 32 · 7 b. 91 91 7

13

91 5 7 · 13 D. Find the least common multiple (LCM) of a set of numbers (page 107)

multiple of a number The product of the given number and any natural number. common multiple A multiple that is shared by a set of two or more natural numbers. least common multiple or LCM The smallest multiple shared by a set of two or more numbers. Steps for Finding the LCM Using Prime Factorization Step 1. Write the prime factorization of each number. Step 2. Write the product of the prime factors with each factor appearing the greatest number of times that it occurs in any one factorization. Steps for Finding the LCM: Alternate Method Step 1. List the numbers for which we are trying to find the LCM in a row. Draw a half-box around the numbers. Step 2. Find a factor for at least one of these numbers. Write this prime factor to the left of the numbers. Step 3. Consider the quotient of each number in the half-box and the factor from Step 2. If the number is evenly divisible by the prime factor, write the quotient below the number. If not, rewrite the number itself. Place a half-box around this new row of numbers. Step 4. Repeat Steps 2 and 3 until a row of ones remain. Step 5. Calculate the product of the factors to the left of each half-box. This is the LCM.

Find the LCM of 4, 8, and 10 by listing multiples. Multiples of 4 are 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, . . . Multiples of 8 are 8, 16, 24, 32, 40, 48, 56 . . . Multiples of 10 are 10, 20, 30, 40, 50, 60, . . . The LCM of 4, 8, and 10 is 40. Find the LCM of 4, 8, and 10 using prime factorization. 452?2 852?2?2 10 5 2 ? 5 2 ? 2 ? 2 ? 5 5 40 The LCM of 4, 8, and 10 is 40. Find the LCM of 4, 8, and 10 using the alternate method. 2Z4 2Z2 2Z1 5Z1 1

8 10 4 5 2 5 1 5 1 1

2 ? 2 ? 2 ? 5 5 40 The LCM of 4, 8, and 10 is 40.

10-Minute Chapter Review

E. APPLY YOUR KNOWLEDGE (PAGE 112)

191

If a plane takes off every 4 minutes on one runway while a plane lands every 6 minutes on a parallel one, how often will a plane land while another simultaneously takes off? 452?2 652?3 The LCM of 4 and 6 is 2 ? 2 ? 3 5 12. Two planes will land and take off simultaneously every 12 minutes.

2.2 Introduction to Fractions and Mixed Numbers Objective

Important Concepts

Illustrative Examples

A. Identify a fraction and distinguish proper fractions, improper fractions, and mixed numbers (page 117)

fraction

Classify each as a proper fraction, an improper fraction, or a mixed number.

a A number of the form where a and b are b whole numbers and b is not zero.

a. 12

numerator The top number in a fraction. denominator The bottom number in a fraction.

mixed number b.

fraction bar The line between the numerator and the denominator. proper fraction or common fraction A fraction in which the numerator is less than the denominator.

5 6

2 7 proper fraction

c.

21 9 improper fraction

improper fraction A fraction in which the numerator is greater than or equal to the denominator. mixed number A number that combines a whole number and a proper fraction. complex fraction A where A or B or both B are both fractions and where B is not zero. A quotient of the form

B. Use a fraction to represent a part of a whole (page 119)

Write the number of shaded parts as the numerator and the total number of parts as the denominator.

Write a fraction or mixed number to represent the shaded portion of each figure. 2 5

a. b.

C. Convert between an improper fraction and a mixed or whole number (page 121)

2

1 2

Steps for Writing an Improper Fraction as a Mixed or Whole Number

Write each improper fraction as a whole or mixed number.

Step 1. Divide the numerator by the denominator.

a.

Step 2. a. If there is no remainder, then the improper fraction is equal to the quotient found in Step 1.

28 4 7

b.

12 5 2

2 5

192

CHAPTER 2

Fractions

b. If there is a remainder, then the improper fraction can be written as follows. Remainder Quotient Divisor Steps for Writing a Mixed Number as an Improper Fraction Step 1. Multiply the whole number part by the denominator of the fraction part and add the numerator of the fraction part to this product.

Write each mixed number as an improper fraction. 2 5

a. 2

3 7

a. 2

3 2?713 17 5 5 7 7 7

b. 8

8?512 42 2 5 b. 8 5 5 5 5

Step 2. Write an improper fraction. The numerator is the result of Step 1. The denominator is the original denominator. D. APPLY YOUR KNOWLEDGE (PAGE 123)

The AquaClear Pool Company has 23 service trucks. Nine are Fords, eight are GMCs, and the rest are Dodges. What fraction of the total number of vehicles represents Dodge trucks? Total number of Fords and GMCs: 9 1 8 5 17 Number of Dodges: 23 2 17 5 6 6 23

2.3 Simplifying Fractions to Lowest Terms Objective

Important Concepts

Illustrative Examples

A. Simplify a fraction (page 130)

equivalent fractions Fractions that represent the same number.

Simplify

fraction simplified to lowest terms A fraction in which the numerator and denominator have no common factor other than 1.

the numerator and denominator. 60 2?2?3?5 5 126 2 ? 3 ? 3 ? 7

Steps for Simplifying a Fraction Using Prime Factorization

1

1

1

10 1?2?1?5 5 5 1?1?3?7 21

Step 2. Divide out any factors common to the numerator and denominator.

greatest common factor or GCF The largest factor shared by to two or more numbers.

1

2?2? 3?5 5 2? 3?3?7

Step 1. Write the prime factorization of the numerator and denominator.

Step 3. Multiply the remaining factors in the numerator and in the denominator to determine the simplified fraction.

60 using the prime factorization of 126

Simplify each fraction. a.

12 21 GCF 5 3 4

12 12 4 5 5 21 21 7 7

10-Minute Chapter Review

Steps for Simplifying a Fraction Step 1. Identify and divide out any factor common to the numerator and the denominator. Use the greatest common factor if you can identify it. Step 2. If a common factor remains in the numerator and denominator of the resulting fraction, repeat Step 1 until the fraction is simplified to lowest terms. B. Write an equivalent fraction with a larger denominator (page 133)

Rule for Writing an Equivalent Fraction with a Larger Denominator a with a b larger denominator, multiply both the numerator and denominator by the same nonzero whole number, n. In general, we have the following.

b.

75 90 GCF 5 15 5

75 75 5 5 5 90 90 6 6

5 fraction as an equivalent fraction 8 with a denominator of 56. Write

To find an equivalent fraction for

5 5?7 35 5 5 8 8?7 56

a a?n 5 b b?n C. Compare fractions using the least common denominator (LCD) (page 134)

common denominator A common multiple of all the denominators for a set of fractions. least common denominator or LCD The least common multiple (LCM) of all the denominators for a set of fractions. Steps for Comparing Fractions Step 1. Find the LCD of the fractions. Step 2. Write each fraction as an equivalent fraction with denominator equal to the LCD.

Compare LCD of

4 5 and . 7 8 4 5 and is 56. 7 8

4?8 32 4 5 5 7 7?8 56 5?7 35 5 5 5 8 8?7 56 4 5 , 7 8

Step 3. Compare the fractions.

D. APPLY YOUR KNOWLEDGE (PAGE 137)

Twenty-six of 65 students in an economics class are married. Express this as a fraction in simplified form. 26 2 5 65 5 What fraction represents those students who are not married? Simplify, if possible. 39 3 5 65 5

193

194

CHAPTER 2

Fractions

2.4 Multiplying Fractions and Mixed Numbers Objective

Important Concepts

Illustrative Examples

A. Multiply fractions (page 144)

Steps for Multiplying Fractions Step 1. Multiply the numerators to form the new numerator. Step 2. Multiply the denominators to form the new denominator. Step 3. Simplify, if possible. In general, we have the following. a c a?c ? 5 b d b?d

Multiply

5 2 ? . Simplify, if possible. 8 5

5 2 5 ? 2 10 1 5 5 ? 5 8 5 8 ? 5 40 4 The same problem can be done by simplifying before multiplying. 1

1

5 2 1 5 2 1 1 ? 5 ? 5 ? 5 8 5 8 5 4 1 4 4

Steps for Simplifying before Multiplying Fractions

1

Step 1. Find a common factor that divides evenly into one of the numerators and one of the denominators. Divide the identified numerator and denominator by this common factor. Step 2. Repeat Step 1 until there are no more common factors. Step 3. Multiply the remaining factors in the numerators and in the denominators. B. Multiply fractions, mixed numbers, or whole numbers (page 147)

In multiplication problems involving a combination of fractions, mixed numbers, or whole numbers, change each mixed number and each whole number to an improper fraction. Recall that a whole number, n, can n be written as . 1

1 5 Multiply 2 ? 4 . Simplify, if possible. 4 6 1 5 9 29 2 ?4 5 ? 4 6 4 6 3

87 9 29 3 29 ? 5 5 ? 4 6 4 2 8 2

87 7 5 10 8 8

C. APPLY YOUR KNOWLEDGE (PAGE 147)

1 A box of kitchen floor tiles covers 8 square feet. How many square feet can you cover if 2 3 you have 6 boxes? 4 8

1 3 17 27 459 3 ?6 5 ? 5 5 57 square feet 2 4 2 4 8 8

2.5 Dividing Fractions and Mixed Numbers Objective

Important Concepts

A. Divide fractions (page 154)

reciprocal of the fraction The fraction

Illustrative Examples a b

b where a 2 0 and b 2 0. a

Divide

7 3 4 . Simplify, if possible. 16 4

10-Minute Chapter Review

Steps for Dividing by a Fraction

195

1

Step 1. Multiply the dividend by the reciprocal of the divisor, that is,

7 4 7 3 7 4 5 ? 5 16 4 16 3 12 4

a c a d 4 5 ? b d b c where b, c, and d are not zero. Step 2. Simplify, if possible. B. Divide fractions, mixed numbers, or whole numbers (page 155)

In division problems involving a combination of fractions, mixed numbers, or whole numbers, change each mixed number and each whole number to an improper fraction.

1 5 Divide 2 4 1 . Simplify, if possible. 8 3 5 1 21 4 2 41 5 4 8 3 8 3 5

C. APPLY YOUR KNOWLEDGE (PAGE 157)

21 3 63 31 ? 5 51 8 4 32 32

3 An architect is building a model that requires several 2 -inch pieces of piping. How many 8 1 pieces can be cut from a pipe that is 52 inches long? 4 11

2

1 3 209 19 209 8 11 2 22 52 4 2 5 4 5 ? 5 ? 5 5 22 pieces of piping 4 8 4 8 4 19 1 1 1 1

1

2.6 Adding Fractions and Mixed Numbers Topic

Important Concepts

Illustrative Examples

A. Add fractions with the same denominator (page 162)

like fractions Fractions with the same denominator.

Add

Steps for Adding Like Fractions Step 1. Add the numerators and write this sum over the common denominator.

11 5 1 . Simplify, if possible. 18 18

5 11 5 1 11 16 8 1 5 5 5 18 18 18 18 9

Step 2. Simplify, if possible. B. Add fractions with different denominators (page 163)

Steps for Adding Fractions with Different Denominators Step 1. Find the LCD of the fractions. Step 2. Write each fraction as an equivalent fraction with a denominator equal to the LCD found in Step 1.

Add

4 3 3 ? 15 4?4 1 5 1 15 4 15 ? 4 4 ? 15 5

Step 3. Follow the steps for adding like fractions. C. Add mixed numbers (page 165)

Steps for Adding Mixed Numbers Step 1. If the denominators of the fraction parts are different, write each fraction part as an equivalent fraction with a denominator equal to the LCD of the original fractions. Step 2. Add the fraction parts. Step 3. Add the whole number parts.

3 4 1 . Simplify, if possible. 15 4

1 16 45 61 5 51 1 60 60 60 60

Add. Simplify, if possible. 1 7 19 5 15 1 3 5 5 S 5 15 7 7 S 19 19 15 15

a. 5

14

2 10 5 14 15 3

196

CHAPTER 2

Fractions

Step 4. If the fraction part of the result is an improper fraction, rewrite it as a mixed number. Add the whole number and the mixed number.

1 3 b. 4 1 3 . 5 2 4

Step 5. Simplify, if possible. 13

3 S 5

4

3?2 S 5?2

4

5 1 1?5 S 13 S 13 2 2?5 10 7

D. APPLY YOUR KNOWLEDGE (PAGE 168)

6 10

11 11 571 10 10 1 5711 10 1 58 10

1 What is the total height of a bar stool if the legs are 33 inches high and seat cushion is 2 3 4 inch high? 4 1 2 33 S 33 2 4 3 3 14 S 14 4 4 1 5 1 37 5 37 1 1 5 38 inches 4 4 4

2.7 Subtracting Fractions and Mixed Numbers Topic

Important Concepts

A. Subtract fractions with the same denominator (page 174)

Steps for Subtracting Like Fractions Step 1. Subtract the second numerator from the first numerator and write this difference over the common denominator.

Illustrative Examples Subtract

5 1 2 . Simplify, if possible. 12 12 5 1 521 4 1 2 5 5 5 12 12 12 12 3

Step 2. Simplify, if possible. B. Subtract fractions with different denominators (page 175)

Steps for Subtracting Fractions with Different Denominators Step 1. Find the LCD of the fractions. Step 2. Write each fraction as an equivalent fraction with a denominator equal to the LCD found in Step 1. Step 3. Follow the steps for subtracting like fractions.

Subtract

3 1 2 . Simplify, if possible. 5 8

1 3?8 1?5 24 5 19 3 2 5 2 5 2 5 5 8 5?8 8?5 40 40 40

10-Minute Chapter Review

C. Subtract mixed numbers (page 176)

197

Subtract. Simplify, if possible.

Steps for Subtracting Mixed Numbers Step 1. If the denominators of the fractions are different, write each fraction as an equivalent fraction with a denominator equal to the LCD of the original fractions.

a. 4

1 3 22 6 5

1 5 35 5 3 4 S 6 30 30 3 18 18 52 2 22 S 22 30 5 30 17 1 30 4

Step 2. a. If the fraction part of the first mixed number is less than the fraction part of the second mixed number, borrow 1 from the whole number part and add LCD it in the form of to the LCD fraction part. b. If the first number is a whole number, borrow 1 from the whole number and add this in the LCD form of to one less than the LCD whole number.

b. 9 2 6

5 8

8 8 5 5 26 S 2 6 8 8 3 2 8 9

Step 3. Subtract the fraction parts. Step 4. Subtract the whole number parts.

S

8

Step 5. Simplify, if possible.

D. APPLY YOUR KNOWLEDGE (PAGE 180)

1 5 feet wide. If windows on that wall measure 22 feet, how 8 6 many feet of wall do not have windows? The back wall of a house is 37

37 2 22

1 S 8

37

3 24 3 5 36 1 1 5 24 24 24

5 20 S 2 22 6 24

36

27 24

20 24 7 feet 14 24

2 22

198

CHAPTER 2

Fractions

Chocolate Chip Cookies 1 cup butter, softened 2 2 cup brown sugar, packed 3 1 cup sugar 2 4 large eggs 1 teaspoon vanilla 1 2 cup unsifted flour 4 1 teaspoon baking powder 1 teaspoon baking soda 2 1 teaspoon espresso powder 1 cup pecans, finely chopped 1 pinch of salt 1 11 ounces milk chocolate chips 2

Increasing a Recipe The chocolate chip cookie recipe to the left yields 4 dozen cookies. Suppose that you need to make 12 dozen cookies for a large party.

1. What factor must you multiply each amount by in order to make 12 dozen cookies?

2. How much butter is required in the increased recipe? Express your answer as both an improper fraction and a mixed number.

3. How much brown sugar is required in the increased recipe?

4. How much flour is required in the increased recipe? Express your answer as both an improper fraction and a mixed number.

5. How many ounces of chocolate chips are required in the increased recipe? Express your answer as both an improper fraction and as a mixed number.

1 8 would be required for the increased recipe?

6. If a pinch is of a teaspoon, how many teaspoons of salt

CHAPTER REVIEW EXERCISES Find the factors of each number. (2.1A)

1. 10

2. 15

3. 44

4. 48

5. 46

6. 85

7. 89

8. 61

Chapter Review Exercises

9. 24

10. 63

11. 66

199

12. 112

Determine whether each number is prime, composite, or neither. (2.1B)

13. 41

14. 50

15. 1

16. 91

17. 125

18. 0

19. 57

20. 97

21. 12

22. 37

23. 81

24. 13

Find the prime factorization of each number. (2.1C)

25. 75

26. 40

27. 57

28. 62

29. 88

30. 105

31. 625

32. 90

33. 1000

34. 120

35. 50

36. 504

Find the LCM of each set of numbers. (2.1D)

37. 3, 11

38. 13, 26

39. 2, 43

40. 8, 20

41. 6, 8, 9, 12

42. 8, 12, 14, 18

43. 6, 7, 12, 16

44. 8, 12, 16, 18

45. 6, 8, 12, 14

46. 6, 9, 12, 14

47. 7, 8, 9, 16

48. 3, 7, 13, 22

Classify each as a proper fraction, an improper fraction, or a mixed number. (2.2A)

49.

14 5

52. 2

5 8

7 9

51.

8 15

9 13

54.

33 7

50. 4

53.

200

CHAPTER 2

Fractions

Write a fraction or mixed number to represent the shaded portion of each figure. (2.2B)

55.

56.

57.

58.

59.

60.

a. What fraction of the total number of vehicles do the buses represent? a. What fraction of the total number of animals do the dogs represent? b. What fraction of the total number of vehicles do the cars represent? b. What fraction of the total number of animals do the cats represent?

Write each improper fraction as a mixed or whole number. (2.2C)

61.

25 2

62.

37 8

63.

49 7

64.

107 6

65.

55 5

66.

78 7

Chapter Review Exercises

201

Write each mixed number as an improper fraction. (2.2C)

67. 2

3 5

1 5

70. 22

68. 14

8 9

69. 7

71. 45

2 15

72. 10

3 8

6 17

Simplify each fraction. (2.3A)

73.

9 72

74.

25 125

75.

15 24

76.

20 32

77.

12 36

78.

18 60

79.

25 90

80.

54 90

Write each fraction as an equivalent fraction with the indicated denominator. (2.3B)

81.

? 3 5 14 56

82.

1 ? 5 10 80

83.

2 ? 5 11 44

84.

3 ? 5 8 64

86.

5 7 , 6 9

87.

5 11 13 , , 8 12 16

88.

7 5 7 , , 9 6 8

Compare the fractions. (2.3C)

85.

11 5 , 12 6

Multiply. Simplify, if possible. (2.4A)

89.

7 3 ? 9 9

90.

2 3 ? 16 6

91.

2 10 ? 3 11

92.

2 1 ? 5 3

93.

4 1 ? 5 4

94.

12 5 ? 27 19

95.

9 7 ? 80 72

96.

7 5 ? 8 7

202

CHAPTER 2

Fractions

Multiply. Simplify, if possible. (2.4B) 5 7

7 8

8 9

5 6

97. 3 ? 2

101. 4 ? 1

1 3

98. 4 ? 7

102. 3

3 4

12 7 ?4 15 9

99. 2 ? 19

1 4

1 2

100. 6 ? 5

1 5

1 6

104. 18 ? 5

103. 2 ? 12

3 4

1 2

2 3

6 7

Divide. Simplify, if possible. (2.5A)

105.

2 1 4 4 8

106.

5 1 4 14 2

107.

2 5 4 6 6

108.

1 2 4 3 13

109.

2 6 4 10 5

110.

1 7 4 3 8

111.

2 5 4 3 6

112.

3 1 4 4 2

Divide. Simplify, if possible. (2.5B) 3 5

113. 1 4 2

2 5

5 6

117. 14 4 1

1 3

2 3

115. 20 4 2

1 3

1 5

119. 24 4 5

114. 29 4 2

2 7

118. 10 4 3

3 5

3 4

1 4

116. 5 4 6

2 9

1 3

120. 15

2 3

13 1 4 6 23 2

Add. Simplify, if possible. (2.6A, B)

121.

1 1 1 4 5

122.

3 1 1 4 4

123.

2 1 1 5 10

124.

7 5 1 8 12

125.

1 6 1 7 5

126.

8 2 1 9 7

127.

5 1 1 12 3

128.

5 7 1 15 6

Add. Simplify, if possible. (2.7C) 1 2

129. 26 1 28

2 3

2 3

130. 1 1 5

5 12

1 4

131. 23 1 20

2 5

1 5

132. 37 1 30

2 3

Chapter Review Exercises

1 3

133. 17 1 2

11 12

5 8

1 3

13 24

134. 1 1 9

135. 30 1 24

1 2

203

4 7

136. 12 1 15

5 6

Subtract. Simplify, if possible. (2.7A, B)

137.

4 3 2 5 5

138.

14 4 2 15 9

139.

7 4 2 20 12

140.

2 1 2 5 6

141.

5 7 2 9 18

142.

3 1 2 4 16

143.

1 3 2 4 2

144.

5 5 2 9 12

Subtract. Simplify, if possible. (2.7C) 1 6

2 3

146. 50

4 5 2 11 7 21

147. 35

3 4

1 2

150. 57

8 15 2 21 13 26

151. 35 2 28

145. 52 2 14

149. 32 2 23

1 4 2 12 3 6

7 5 2 13 16 8

148. 49

2 3

152. 56 2 38

11 12

1 6

2 3

Solve each application problem.

153. What fraction of an hour is 18 minutes? Simplify the fraction.

154. Twenty out of 85 stocks went up yesterday on the South-Central Stock Exchange. What fraction of the stocks went up?

3 4

155. Randy goes to the grocery store and buys 2 pounds of 5 bananas. He returns to buy 3 pounds more. How many 7 total pounds of bananas did he purchase?

4 yards of material. How many yards 7 will be required for 23 sweaters?

3 4 the recipe in half, how many ounces of flour should be used?

156. A recipe calls for 18 ounces of flour. If you want to cut

4 9 3 times as much wrapping paper as Carolina. How many feet of paper doesVictor have?

157. A sweater requires

158. Carolina has 3 feet of wrapping paper. Victor has

159. Granny Nell has made 50 pints of blueberry preserves.

160. The Lopez family spends three-eighths of their monthly

4 How many pint jars can she fill? 5

income on rent and utilities. If their monthly income is $4800, how much do they spend on rent and utilities?

204

CHAPTER 2

Fractions

1 2

161. What is the area of a floor that measures 45 feet long 3 by 15 feet wide? 4

163. How much shorter is a 3 1 5 -inch piece? 4

1 6

162. Guillermo’s car gets 24 miles per gallon. How far can he travel on 9 gallons?

5 -inch piece of wire than a 16

1 4 much as a sofa. If the sofa costs $580, how much does the dining room set cost?

165. At The Design Depot, a dining room set cost 3 times as

4 inches of rain fell. On 5 average, how many inches fell per hour?

164. During a 7-hour rainstorm, 12

7 8

166. In Telluride, Colorado, it snowed 15 inches in January, 5 9 inches in February, and 18 inches in March. What is 8 the average snowfall per month for the 3-month period?

ASSESSMENT TEST Find the factors of each number.

1. 31

2. 64

Determine whether each number is prime, composite, or neither.

3. 75

4. 43

Find the prime factorization of each number.

5. 12

6. 81

Find the LCM of each set of numbers.

7. 6, 9

8. 7, 8, 14

Classify each as a proper fraction, an improper fraction, or a mixed number.

9.

14 5

10. 4

7 9

11.

8 15

Assessment Test

205

Write a fraction or mixed number to represent the shaded portion of each figure.

12.

13.

Write each improper fraction as a mixed or whole number.

14.

23 6

15.

159 35

16.

81 27

Write each mixed number as an improper fraction.

17. 7

4 5

18. 2

11 16

19. 21

1 3

Simplify each fraction.

20.

15 18

21.

21 49

22.

36 81

23.

Write each fraction as an equivalent fraction with the indicated denominator.

24.

? 5 5 8 48

25.

2 ? 5 9 81

26.

15 ? 5 6 24

Compare the fractions.

27.

4 1 5 , , 7 2 8

28.

22 37 6 , , 35 70 10

Multiply. Simplify, if possible.

29.

7 3 ? 9 5

30.

1 5 2 ? ?1 5 10 3

3 4

1 2

31. 3 ? 8 ? 2

16 60

206

CHAPTER 2

Fractions

Divide. Simplify, if possible.

32.

11 5 4 18 6

1 3

33. 4 4 2

1 5

34. 120 4

5 6

Add. Simplify, if possible.

35.

5 1 1 9 2

36.

4 5 7 13 1 6 8 12

37.

1 2 5 1 13 11 1 10 5 6 15

Subtract. Simplify, if possible. 3 5

38. 6 2 4

1 2

1 3

39. 12 2 5

3 4

40. 15

18 7 2 10 25 15

Solve each application problem.

41. A math class has 25 students from within the state, 22 students from out-of-state, and 8 students from out of the country.

5 of a mile 8 on Interstate 89. How many signs are there on a 75-mile stretch of that highway?

42. Highway directional signs are placed every

a. What fraction of students represents out-of-state students?

b. What fraction of students represents out-of-country students?

c. What fraction represents the in-state and out-of-state students combined?

3 5 course before blowing a tire. How many miles did the race car travel?

3 1 4 6 this month. How tall is the plant now?

1 2

43. A race car completed 54 laps around a 3 -mile race

44. A 12 -inch plant grew 2 inches last month and 3 inches

45. Atlas Industries spends two-thirds of its revenue on

46. A chemical etching process reduces a piece of

expenses. If the revenue last month was $54,000, how much were the expenses?

35 13 centimeters copper by of a centimeter. What is 16 64 the thickness of the copper after the etching process? 1

CHAPTER 3

Decimals

IN THIS CHAPTER

Sports Statistics

3.1 Understanding Decimals (p. 207) 3.2 Adding and Subtracting Decimals (p. 223) 3.3 Multiplying Decimals (p. 234) 3.4 Dividing Decimals (p. 246) 3.5 Working with Fractions and Decimals (p. 258)

O

n May 28, 2006, Sam Hornish Jr. won the Indianapolis 500 auto race, finishing six hundred thirty-five ten-thousandths (0.0635) of a second ahead of rookie Marco Andretti. This was the second-closest Indy 500 margin of victory ever!

Decimals are used extensively in our everyday lives, in everything from keeping sports statistics to situations involving money. In this chapter, we will learn about decimals and how to perform arithmetic operations using decimals. Once we master these basic skills, we will learn to solve numerous real world applications using the principles of decimal computation.

3.1 UNDERSTANDING DECIMALS LEARNING OBJECTIVES A. Identify the place value of a digit in a decimal B. Write a decimal in word form and standard form

Suppose that you went to the store and the total amount of your purchase was $3.67. If you wanted to pay using exact change, you might begin by pulling out 3 one-dollar bills. In order to pay the remaining 67 cents exactly, you could not just hand over another dollar bill. That’s because the 67 cents, or $0.67, repre67 sents a fraction of a dollar bill. In particular, it represents of a dollar. 100 207

208

CHAPTER 3

C. Convert between a terminating decimal and a fraction or mixed number D. Compare decimals E. Round a decimal to a specified place F.

APPLY YOUR KNOWLEDGE

decimal fraction A fraction whose denominator is a power of 10. decimal number or decimal A number written in decimal notation. terminating decimal A decimal whose expansion ends. non-terminating decimal A decimal whose expansion does not end.

Decimals

67 is an example of a decimal fraction. A decimal fraction is a frac100 tion whose denominator is a power of 10 (that is, a fraction whose denominator is one 341 1 57 of the numbers 10, 100, 1000, and so on). Other examples include , , and . 10 100 1000 The fraction

Decimal fractions can also be written in decimal notation. The decimal notation 341 1 57 for each of the fractions , , and is 0.1, 0.57, and 0.341, respectively. 10 100 1000 A number written in decimal notation is called a decimal number or a decimal. A decimal number either ends or does not end. A terminating decimal is a decimal whose expansion ends, whereas a non-terminating decimal is a decimal whose expansion does not end. The decimals 0.1, 0.57, and 0.341 are examples of terminating decimals. The decimals 0.313131 . . . and 0.21359 . . . are examples of nonterminating decimals. Every decimal fraction can be written as a terminating decimal. Throughout the first four sections of this chapter, we consider only terminating decimals. In Section 3.5 we will investigate a certain type of non-terminating decimal. Objective 3.1A

Identify the place value of a digit in a decimal

Decimals have a whole number side and a decimal side separated by a dot known as a decimal point. For example, consider 12.48. whole number side

Learning Tip While whole numbers are usually written without the decimal point, they are understood to have a decimal point located to the right of the digit in the ones place. For example, the whole number 55 may be written in any of the following ways. 55

55. 55.0

We prefer to write it as either 55 or 55.0.

decimal side

12.48 decimal point

In a decimal where the whole number is 0, such as 0.57, we may or may not include the 0. We could write either 0.57 or .57, but 0.57 is generally preferred. A whole number, such as 34, is understood to have a decimal point to the right of the digit in the ones place. We could write 34 as either 34. or 34.0. Generally, 34 or 34.0 are preferred. Each digit in a decimal has a place value. The place values to the left of the decimal point are powers of 10: 1, 10, 100, and so on. Recall that these place values are the ones place, the tens place, the hundreds place, and so on. The place values to the right of the decimal point are fractions whose denominators are powers of 10: 1 1 1 , , , and so on. The first digit to the right of the decimal point is in the 10 100 1000 PERIODS Trillions

Billions

Millions

Thousands ds

n s ns ns sa s on io io ou nd lli ill s ill s Tr ion M ion Th usa ds s Bi ons d d ill d d lli n d l ns ns re i ho sa re re ril re re ns nd n T illio und n B illio und n M illio und n T hou und ns nes H Te B Hu Te Tr H Te M H Te T H Te O 2

4

1

Units s th hs nd nt hs usa t s llio d o s h n i t S s h a th n ES CE s redth sand hous red-T nths illio red-M AC A o h M T d d d u L PL Tent Hun Tho Ten- Hun Milli Ten- Hun P 3

Decimal Point

7

5

9

3.1 Understanding Decimals

tenths place, the next digit to the right is in the hundredths place, the next digit to the right is in the thousandths place, and so on. Note that the names of the place values to the right of the decimal point end in -ths. The chart on the preceding page shows the place values in the decimal 241.3759.

EXAMPLE 1

Identify the place value of a digit

Identify the place value of the indicated digit. a. 1.532

As an example, this is how the place value chart looks for part a.

PERIODS

b. 10.876

Units

c. 741.43592 d. 0.120013

ds re nd ns nes u H Te O

e. 8.23612

ES

P

1

SOLUTION STRATEGY a. 1.532

tenths

b. 10.876

hundredths

c. 741.43592

ten-thousandths

d. 0.120013

hundred-thousandths

e. 8.23612

thousandths

s S th hs dt and CE s A n ou nt PL Te Hu Th

C LA 5

hs

3

e dr

2

Decimal Point

TRY-IT EXERCISE 1 Identify the place value of the indicated digit. a. 2.167

b. 3.8349

c. 1084.31597

d. 0.001489

e. 11.003142798 Check your answers with the solutions in Appendix A. ■

Objective 3.1B

Write a decimal in word form and standard form

Now that we understand the place value system, we can write decimals in words.

Steps for Writing a Decimal in Word Form Step 1. Write the whole number part in words. Step 2. Write the word and in place of the decimal point. Step 3. Write the decimal part in words as though it were a whole number

without any commas followed by the name of the place value of the last digit.

209

210

CHAPTER 3

Learning Tip

Decimals

Below are some examples. 3.78

When reading or writing numbers, we only use the word and to represent a decimal point. Consider the following examples. 134

one hundred thirty-four

134.7 one hundred thirtyfour and seven tenths.

three and seventy-eight hundredths

11.412

eleven and four hundred twelve thousandths

251.089

two hundred fifty-one and eighty-nine thousandths

0.7829

seven thousand eight hundred twenty-nine ten-thousandths

Notice that the word and represents the decimal point. When reading or writing decimals in words, this is the only time we use the word and. Also, notice that the decimal side is followed by the name of the place value of the last digit. Finally, notice that when the whole number side is zero, we do not read or write zero followed by the word and.

EXAMPLE 2

Write a decimal in word form

Write each decimal in word form. a. 0.419

b. 0.0274

c. 8.65

d. 75.928

e. 724.8709

SOLUTION STRATEGY a. 0.419

four hundred nineteen thousandths

b. 0.0274

two hundred seventy-four ten-thousandths

c. 8.65

eight and sixty-five hundredths

d. 75.928

seventy-five and nine hundred twenty-eight thousandths

e. 724.8709 seven hundred twenty-four and eight thousand seven hundred nine ten-thousandths

TRY-IT EXERCISE 2 Write each decimal in word form. a. 0.52

b. 0.83465

c. 19.25

d. 90.0273

Check your answers with the solutions in Appendix A. ■

A decimal written in words can be written in decimal notation. Here are some examples. two hundred thirty-seven and two hundred sixty-eight thousandths

237.268

four hundred nineteen and twenty-one hundredths

419.21

In writing decimals in standard notation, we must make sure that the last digit is in the correct place. We do so by inserting zeros as placeholders when necessary. thirteen and nine hundred forty-five ten-thousandths

13.0945

Insert 0 in the tenths place as a placeholder so that the last digit is in the ten-thousandths place

3.1 Understanding Decimals

Write a decimal in decimal notation

EXAMPLE 3

Write each number in decimal notation. a. sixteen hundredths b. two hundred forty-nine and six hundred seventy-nine thousandths c. forty-eight and thirty-one ten-thousandths

SOLUTION STRATEGY a. sixteen hundredths 5 0.16 b. two hundred forty-nine and six hundred seventy-nine thousandths 5 249.679 c. forty-eight and thirty-one ten-thousandths 5 48.0031

Insert zeros in the tenths place and hundredths place as placeholders.

TRY-IT EXERCISE 3 Write each number in decimal notation. a. three hundred thirty-one thousandths b. one and five hundredths c. fifteen and eleven ten-thousandths Check your answers with the solutions in Appendix A. ■

Objective 3.1C

Convert between a terminating decimal and a fraction or mixed number

It is often necessary to convert between a terminating decimal and a decimal fraction. To convert a terminating decimal to a fraction, we begin by writing a decimal in expanded notation. For example, consider 0.57. In this decimal, there are 0 ones, 5 tenths, and 7 hundredths. In expanded notation, we write this as follows. 01

7 5 1 10 100

We can add the fractions by adding equivalent fractions using the LCD, 100. 5 7 50 7 57 1 5 1 5 10 100 100 100 100

Thus, 0.57 is equivalent to the fraction

57 . 100

As another example, consider 8.023. In this decimal, there are 8 ones, 0 tenths, 2 hundredths, and 3 thousandths. In expanded notation, we write the decimal as follows. 81

2 3 0 1 1 10 100 1000

We can add the fractions by adding equivalent fractions using the LCD, 1000. 81

0 20 3 23 23 1 1 581 58 1000 1000 1000 1000 1000

Thus, 8.023 is equivalent to 8

23 . 1000

211

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Decimals

In each example above, notice that the number of places to the right of the decimal point is the same as the number of zeros in the denominator of the decimal fraction. 0.57 5 2 places

57          100

2 zeros

8.023 5 8 3 places

23 1000

3 zeros

This suggests the following rule for writing a terminating decimal as a fraction.

Rule for Converting a Terminating Decimal to a Fraction To convert a terminating decimal to a fraction, write the whole number formed by the digits to the right of the decimal point as the numerator, and write the power of 10 that has as many zeros as places in the decimal as the denominator. Simplify, if possible.

EXAMPLE 4

Convert a decimal to a fraction

Convert each decimal to a fraction or mixed number. Simplify, if possible. a. 0.23

b. 0.007

c. 12.5

d. 43.025

SOLUTION STRATEGY a. 0.23 5

23 100

b. 0.007 5

Write 23 as the numerator. Since there are two places after the decimal point, write 100 as the denominator.

7 1000

c. 12.5 5 12

Write 7 as the numerator. Since there are three places after the decimal point, write 1000 as the denominator.

5 1 5 12 10 2

d. 43.025 5 43

1 25 5 43 1000 40

Write as a mixed number. Write 5 as the numerator of the fraction part. Since there is one place after the decimal point, write 10 as the denominator. Simplify the fraction part. Write as a mixed number. Write 25 as the numerator of the fraction part. Since there are three places after the decimal point, write 1000 as the denominator. Simplify the fraction part.

TRY-IT EXERCISE 4 Convert each decimal to a fraction or mixed number. Simplify, if possible. a. 0.31

b. 0.0019

c. 57.8

d. 132.075

Check your answers with the solutions in Appendix A. ■

Let’s now convert a decimal fraction to a terminating decimal. To do so, we’ll use our earlier observation: the number of zeros in the denominator of the decimal fraction is the same as the number of places to the right of the decimal point. 29 As an example, consider . Since there are three zeros in the denominator’s 1000 power of ten, there must be three places after the decimal point. To ensure that we correctly write the decimal number, write the whole number 29, and then

3.1 Understanding Decimals

move the decimal point three places to the left as shown below. Insert zeros, as necessary. 29 1000

29.

3 zeros

move decimal 3 places to the left

29 5 0.029 1000

In general, we use the following rule to convert a decimal fraction to a decimal.

Rule for Converting a Decimal Fraction to a Decimal To convert a decimal fraction to a decimal, write the whole number in the numerator and move the decimal point to the left as many places as there are zeros in the power of ten in the denominator. The following examples illustrate this rule. 61 5 0.61 100

61 100

61.

2 zeros

move decimal 2 places to the left

831 100,000

831.

5 zeros

move decimal 5 places to the left

831 5 0.00831 100,000

If a mixed number has a fraction part that is a decimal fraction, we first write the mixed number as a sum of the whole number and the decimal fraction. We then convert to decimal notation. As an example, consider 23 23

79 . 10,000

79 79 5 23 1 5 23 1 0.0079 5 23.0079 10,000 10,000

Thus far, we have limited ourselves to converting a decimal fraction to decimal notation. In Section 3.5, we will learn how to write any fraction as a decimal. Objective 3.1D

Compare decimals

It is important to be able to compare decimal numbers. Many everyday applications rely on your ability to know which of two decimal numbers is larger. One way to compare decimals is to use a number line. For example, if we wanted to compare the decimals 0.4 and 0.7, we could graph them as follows. 0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

Note that 0.4 is to the left of 0.7 on the number line. This means that 0.4 is less than 0.7. Recall that “,” means “is less than” and “.” means “is greater than.” Therefore, we write 0.4 , 0.7.

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CHAPTER 3

Decimals

Perhaps the easiest way to apply these steps is to write the decimals one above another and then compare corresponding place values. The following steps outline how to do this.

Steps for Comparing Two Decimal Numbers Step 1. Write the decimals one above another so that their decimal points

are vertically aligned. Step 2. Compare the whole number sides. If one side is greater than the

other, then the entire decimal is greater. If they are equal, continue to the next step. Step 3. Compare the digits to the right of the decimal point in the corre-

sponding places from left to right. a. If the digits are the same, move right one place to the next digit. If necessary, insert zeros after the last digit to the right of the decimal point to continue the comparison. b. If the digits are not the same, the larger digit corresponds to the larger decimal. EXAMPLE 5

Compare decimals

Insert the symbol ,, ., or 5 to form a true statement. a. 3.465

3.545

b. 0.02544

0.025

SOLUTION STRATEGY a. 3.465 3.545 3.465 3.545 3.465 , 3.545 b. 0.02544 0.025 0.02544 0.025

Write the decimals one above another so that their decimal points are aligned. The whole number sides are equal. Continue.

The digits in the tenths places are different. Since 4 , 5, 3.465 , 3.545. Write the decimals one above another so that their decimal points are aligned. The whole number sides are equal. Continue.

The digits in the tenths places are the same. Continue.

0.02544 0.025

The digits in the hundredths places are the same. Continue.

0.02544 0.025

The digits in the thousandths places are the same. Continue.

0.02544 0.0250 0.02544 . 0.025

Insert a 0 to the right of the last digit in 0.025 to continue the comparison. The digits in the ten-thousandths places are different. Since 4 . 0, 0.02544 . 0.0250.

3.1 Understanding Decimals

TRY-IT EXERCISE 5 Insert the symbol ,, ., or 5 to form a true statement. a. 0.9384

0.93870

b. 143.00502

143.005

Check your answers with the solutions in Appendix A. ■

Objective 3.1E

Round a decimal to a specified place

Rounding decimals is important because numbers commonly contain more decimal places than are required for a particular situation. We use the following steps to round decimals.

Steps for Rounding Decimals to a Specified Place Step 1. Identify the place to the right of the decimal point to which the deci-

mal is to be rounded. Step 2. If the digit to the right of the specified place is 4 or less, the digit in

the specified place remains the same. If the digit to the right of the specified place is 5 or more, increase the digit in the specified place by one. Carry, if necessary Step 3. Delete the digit in each place after the specified place.

In rounding a number to a specified place, only include digits up to that place— no more, no less. Here are some examples of rounding decimals. EXAMPLE 6

Round a decimal to a specified place

Round each decimal to the specified place. a. 0.43698 to the nearest thousandth b. 0.0093837 to the nearest hundred-thousandth c. 32.898 to the nearest hundredth d. 7.3381 to the nearest tenth

SOLUTION STRATEGY a. 0.43698 0.437 b. 0.0093837 0.00938 c. 32.898 32.90

d. 7.3381 7.3

The digit in the thousandths place is 6. Since the digit to the right of the 6 is 9, increase 6 to 7 and delete all digits to the right. The digit in the hundred-thousandths place is 8. Since the digit to the right of the 8 is 3, keep the 8 and delete all digits to the right. The digit in the hundredths place is 9. Since the digit to the right of the 9 is 8, increase 9 to 10. Since we cannot write 10 in the hundredths place, record 0 in the hundredths place and carry the 1 to the tenths place. Delete the digit to the right of 0. The digit in the tenths place is 3. Since the digit to the right of the 3 is 3, keep the 3 in the tenths place and delete all digits to the right.

215

216

CHAPTER 3

Decimals

TRY-IT EXERCISE 6 Round each number to the specified place. a. 0.18188 to the nearest hundredth

b. 0.0555035 to the nearest ten-thousandth

c. 6.718 to the nearest tenth

d. 337.871632 to the nearest hundred-thousandth Check your answers with the solutions in Appendix A. ■

APPLY YOUR KNOWLEDGE

Objective 3.1F

WRITE THE MONETARY AMOUNT ON A CHECK When writing a check, you must write the amount in both decimal notation and in partial word form. In writing the words on the check, the cents portion is written cents as dollars. For example, if the amount of the check was $89.53, we would 100 53 write, “eighty-nine and dollars.” 100 EXAMPLE 7

Write the monetary amount on a check

a. You are writing a check for three hundred fifty-seven dollars and twenty-one cents. Write the decimal notation for this amount.

Real -World Connection

b. You are writing a check for $184.76. Write the word form for this amount.

SOLUTION STRATEGY

If a check is written and the amount written in word form differs from the amount in decimal notation, the word form is considered as the official amount.

a. $357.21 b. one hundred eighty-four and

76 dollars 100

TRY-IT EXERCISE 7 a. You are writing a check for two thousand eighty-five dollars and sixty-three cents. Write the decimal notation for this amount. b. You are writing a check for $3244.19. Write the word form for this amount. Check your answers with the solutions in Appendix A. ■

SECTION 3.1 REVIEW EXERCISES Concept Check 1. A

is a fraction whose denomina-

tor is a power of 10.

as

3. A number written in decimal notation is called a .

.

31 is written 100

4. The place values to the left of the decimal point are powers of 10, while the place values to the right of the decimal point are fractions whose are powers of 10.

5. The names of the place values to the right of the decimal point end in -

2. In decimal notation, the decimal fraction

.

6. When writing a decimal in word form, write the word in place of the decimal point.

3.1 Understanding Decimals

7. To convert a terminating decimal to a fraction, write the to the right of the decimal point in the numerator, and write the power of 10 that has as many zeros as in the decimal in the denominator.

9. When rounding, if the digit to the right of the specified

8. The symbol . means

. The symbol

, means

.

10. A decimal rounded to the nearest thousandth has

place is or less, the digit in the specified place remains the same, whereas if the digit to the right of the specified place is or more, increase the digit in the specified place by one.

Objective 3.1A

217

decimal places.

Identify the place value of a digit in a decimal

GUIDE PROBLEMS 11. In the decimal 23.5618, identify the digit in each place.

12. In the decimal 72.916, identify the name of each place value.

a. ones place

72.916

b. tenths place c. thousandths place d. ten-thousandths place

Identify the place value of the indicated digit.

13. 453.23

14. 327.41

15. 3.961

16. 21.374

17. 2.876452

18. 6.08072601

19. 13.9014365

20. 123.0870763581

Objective 3.1B

Write a decimal in word form and standard form

GUIDE PROBLEMS 21. Write 16.74 in word form. a. Write the whole number portion of 16.74 in word form.

d. The number of decimal places in part c indicates the place.

b. Write the word representing the decimal point.

e. Write the decimal part of the number in word form.

c. How many decimal places are in the number?

f. Write the entire number in word form.

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CHAPTER 3

Decimals

22. Write 134.029 in word form. a. Write the whole number portion of 134.029 in word form.

d. The number of decimal places in part c indicates the place. e. Write the decimal part of the number in word form.

b. Write the word representing the decimal point. f. Write the entire number in word form. c. How many decimal places are in the number?

Write each decimal in word form.

23. 0.9

24. 0.4

25. 0.0054

26. 0.071

27. 1.34

28. 3.8

29. 25.3652

30. 99.4038

31. The diameter of a fiber optic cable measures 0.0062 inches.

32. A sheet of paper measures 0.089

33. A car gets 15.7 miles per gallon.

34. A package weighs 133.28 pounds.

inches thick.

GUIDE PROBLEMS 35. Write the number sixty-seven and fifteen ten-

36. Write the number two hundred thirty-six and eleven

thousandths in decimal notation.

thousandths in decimal notation.

a. Write the whole number part of the number in decimal notation.

a. Write the whole number part of the number in decimal notation.

b. Write the decimal part of the number in decimal notation.

b. Write the decimal part of the number in decimal notation.

c. Write the entire number in decimal notation.

c. Write the entire number in decimal notation.

Write each number in decimal notation.

37. one hundred eighty-three thousandths

38. two thousand six hundred fortyfive ten-thousandths

39. fifteen ten-thousandths

3.1 Understanding Decimals

40. twenty-nine thousandths

41. five hundred ninety-eight and

42. four thousand six hundred twenty-

eight tenths

43. forty-six and three hundredths

219

three and eleven hundredths

44. twelve and four thousandths

45. Last week in Canmore, it snowed a total of fourteen and thirty-five hundredths inches.

46. A metal plate is three hundred eighty-two thousandths of an inch thick.

Objective 3.1C

47. An industrial process uses a plastic

48. A ceramic cup holds six and

film that measures twenty-nine hundred-thousandths of a meter.

twenty-three hundredths ounces.

Convert between a terminating decimal and a fraction or mixed number

GUIDE PROBLEMS 50. Consider the decimal 0.024.

49. Consider the decimal 0.51. a. To write 0.51 as a decimal fraction, what whole number do we write as the numerator?

a. To write 0.024 as a decimal fraction, what whole number do we write as the numerator?

b. What power of 10 do we write as the denominator?

b. What power of 10 do we write as the denominator?

c. Write 0.51 as a decimal fraction. Simplify, if possible.

c. Write 0.024 as a decimal fraction. Simplify, if possible.

0.51 5

51

0.024 5

51. Consider the decimal 28.37.

5

52. Consider the decimal 7.0125.

a. To write 28.37 as a mixed number, what whole number do we write as the numerator of the fraction part?

a. To write 7.0125 as a mixed number, what whole number do we write as the numerator of the fraction part?

b. What power of 10 do we write as the denominator of the fraction part?

b. What power of 10 do we write as the denominator of the fraction part?

c. Write 28.37 as a decimal fraction. Simplify, if possible. c. Write 7.0125 as a decimal fraction. Simplify, if possible.

28.37 5 28

7.0125 5

5

Write each decimal as a fraction or mixed number. Simplify, if possible.

53. 0.7

54. 0.13

55. 0.001

56. 0.0009

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CHAPTER 3

Decimals

57. 0.64

58. 0.425

59. 3.75

60. 12.375

61. 26.088

62. 7.268

63. 14.5003

64. 17.0041

Objective 3.1D

Compare decimals

GUIDE PROBLEMS 65. Use the symbol ,, ., or 5 to compare 4.596 and 4.587.

66. Use the symbol ,, ., or 5 to compare 0.0038 and 0.00387.

Write 4.596 and 4.587 one above another so that the decimal points are aligned. (Insert zeros, as needed.)

Write 0.0038 and 0.00387 one above another so that the decimal points are aligned. (Insert zeros, as needed.)

4.596 4.587

0.00380 0.00387

a. Compare the digits of each number. Which is the first place value where there is a difference?

a. Compare the digits of each number. Which is the first place value where there is a difference?

b. Which number is larger? b. Which number is larger? c. Use the symbol ,, ., or 5 to write a true statement for the numbers.

c. Use the symbol ,, ., or 5 to write a true statement for the numbers.

Insert the symbol ,, ., or 5 to form a true statement.

67. 0.57

70. 0.694

73. 243.33

76. 0.920200

68. 1.287

0.62

0.685

242.33

0.9202

69. 4.017

1.278

4.170

71. 0.0023

0.00230

72. 64.001

64.010

74. 85.003

0.85003

75. 133.52

133.5

77. 0.730

0.7299

78. 2.05070

2.05700

79. 0.564, 0.5654, and 0.5 in ascending order

80. 12.0049, 12.0094, and 12.0 in descending order

81. 4.57, 4.576, and 4.6 in descending order

82. 0.0026, 0.2669, and 0.00267 in ascending order

3.1 Understanding Decimals

83. 1.379, 1.3879, 1.3856, and 1.3898 in ascending order

Objective 3.1E

221

84. 7.678, 7.6781, 7.7681, and 7.79 in descending order

Round a decimal to a specified place

GUIDE PROBLEMS 85. Round 3.07869 to the nearest thousandth.

86. Round 22.1437 to the nearest hundredth.

a. What digit is in the thousandths place?

a. What digit is in the hundredths place?

b. What digit is to the right of the digit in the thousandths place?

b. What number is to the right of the digit in the hundredths place?

c. Explain what to do next.

c. Explain what to do next.

d. Write the rounded number. d. Write the rounded number.

Round each number to the specified place.

87. 14.5734 to the nearest thousandth

88. 907.2987 to the nearest tenth

89. 8.328 to the nearest tenth

90. 37.603 to the nearest one

91. 235.88 to the nearest ten

92. 404.4838 to the nearest one

93. 841.9844 to the nearest tenth

94. 48.9837 to the nearest thousandth

95. 0.00394875 to the nearest millionth

96. 31.8015 to the nearest hundredth

Objective 3.1F

97. 10.3497 to the nearest thousandth

98. 685.992 to the nearest tenth

APPLY YOUR KNOWLEDGE

99. Adult human hair grows 0.34 millimeters per day. Write this measurement in word form.

101. A piece of copper on an electronic circuit board is three and thirty-four hundredths inches long. Write this measurement in decimal notation.

100. In converting from the metric to the U. S. system, one liter is equal to 1.056 quarts. Write this measurement in word form.

102. The coating on a piece of safety glass is thirteen tenthousandths of an inch thick. Write this measurement in decimal notation.

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CHAPTER 3

Decimals

103. For three runs at a drag strip, a dragster covered a quarter mile in the following times: 5.4132 seconds, 5.4318 seconds, and 5.399 seconds. List these times in descending order.

105. At Best Buy, a computer monitor sells for $349.95. Round this price to the nearest dollar.

107. A candy wrapper is 0.0441 inches thick. Round this measurement to the nearest hundredth.

109. a. You are writing a check for $17.68. Write the word form for this amount.

b. You are writing a check for two hundred fifty-one dollars and ten cents. Write the decimal notation for this amount.

104. On an assembly line quality control test, pencil leads measured 0.612 mm, 0.6188 mm, and 0.603 mm. List these diameters in ascending order.

106. A washing machine spins at a rate of 433.57 rpm (revolutions per minute). Round this figure to the nearest one.

108. The Bow River is 243.58 miles long. Round this distance to the nearest mile.

110. a. You are writing a check for $6744.03. Write the word form for this amount.

b. You are writing a check for eleven dollars and fifteen cents. Write the decimal notation for this amount.

CUMULATIVE SKILLS REVIEW 1. Round 34,572 to the nearest hundred. (1.1D)

2. Write 5936 in expanded notation and in word form. (1.1B, 1.1C)

3. Add 398 1 436 1 19. (1.2A)

5. Find the LCM of 12 and 18. (2.1D)

7. Find the prime factorization of 20. Express your answer

4. Subtract 277 2 39. (1.3A)

10 5 5 , and . (2.3C) 6 14 21

6. Find the LCD of ,

8. Write 7 ? 7 ? 3 ? 3 ? 3 in exponential notation. (1.6A)

in standard and exponential notation. (2.1C)

9. Write 5

3 as an improper fraction. (2.2C) 10

10. A road paving crew for Acme Asphalt completed

2 3 1 miles of road on Tuesday and 2 miles of road on 5 3 Wednesday. If the job was a total of 7 miles, how much more is left to pave? (2.7D)

3.2 Adding and Subtracting Decimals

223

3.2 ADDING AND SUBTRACTING DECIMALS Calculations with decimals are common in our everyday activities. We go shopping, put gas in the car, measure or weigh something, or write a check. Each one of these situations requires working with decimals. The operations of addition, subtraction, multiplication, and division with decimals follow the same procedures used with whole numbers. In this section, we will learn to add and subtract decimals.

LEARNING OBJECTIVES A. Add decimals B. Subtract decimals C. Estimate when adding or subtracting decimals D.

Objective 3.2A

Add decimals

APPLY YOUR KNOWLEDGE

As with whole numbers, alignment of place values is very important when adding decimals. To ensure proper alignment, we line up the decimal points vertically. Vertically aligning the decimal points ensures that the addends’ digits are vertically aligned in each place (tenths place, hundredths place, thousandths place, and so on). Here are the steps for adding decimals.

Steps for Adding Decimals Step 1. Write the decimals so that the decimal points are vertically aligned.

If necessary, insert extra zeros to the right of the last digit after the decimal point so that each addend has the same number of decimal places. Step 2. Add as with whole numbers. Carry, if necessary. Step 3. Place the decimal point in the sum so that it is vertically aligned with

the decimal points of the addends.

EXAMPLE 1

Add decimals

Add. a. 1.45 1 3.2

b. 0.5873 1 7.006

SOLUTION STRATEGY a.

1.45 1 3.20 1.45 1 3.20 4.65

b.

0.5873 1 7.0060

Vertically align the decimal points. Insert a 0 as a placeholder to the right of the last digit after the decimal point in the second addend. Add the digits from right to left as with whole numbers. Place the decimal point in the sum so that it is vertically aligned with the decimal points of the addends. Vertically align the decimal points. Insert a 0 as a placeholder to the right of the last digit after the decimal point in the second addend.

1

0.5873 1 7.0060 7.5933

Add the digits from right to left. Place the decimal point in the sum so that it is vertically aligned with the decimal points of the addends.

Learning Tip Inserting extra zeros as placeholders to the right of the last digit after the decimal point does not change the value of the number.

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TRY-IT EXERCISE 1 Add. a. 3.229 1 0.66 b. 0.00282 1 1.6541

Check your answers with the solutions in Appendix A. ■

EXAMPLE 2

Add decimals

Add. a. 4.33 1 16.0192 1 0.938

b. 65 1 12.344 1 8.29

SOLUTION STRATEGY a.

4.3300 16.0192 1 0.9380 1

b.

Vertically align the decimal points. Insert two zeros to the right of the last digit after the decimal point in the first addend and one 0 to the right of the last digit after the decimal point in the third addend as placeholders.

1

4.3300 16.0192 1 0.9380 21.2872

Add the digits from right to left. Place the decimal point in the sum so that it is vertically aligned with the decimal points of the addends.

65.000 12.344 1 8.290

Vertically align the decimal points. Insert three zeros to the right of the decimal point in the first addend and one 0 to the right of the last digit after the decimal point in the third addend as placeholders.

1

1

65.000 12.344 1 8.290 85.634

Add the digits from right to left. Place the decimal point in the sum so that it is vertically aligned with the decimal points of the addends.

TRY-IT EXERCISE 2 Add. a. 5.069 1 0.00918 1 4 b. 0.8847 1 0.34221 1 0.19 1 1.3 Check your answers with the solutions in Appendix A. ■

3.2 Adding and Subtracting Decimals

Subtract decimals

Objective 3.2B

Steps for Subtracting Decimals Step 1. Write the decimals so that the decimal points are vertically aligned.

If necessary, insert extra zeros to the right of the last digit after the decimal point so that the minuend and subtrahend have the same number of decimal places. Step 2. Subtract as with whole numbers. Borrow, if necessary. Step 3. Place the decimal point in the difference so that it is vertically

aligned with the decimal points of the minuend and subtrahend.

EXAMPLE 3

Subtract decimals

Subtract. a. 3.4899 2 1.364

b. 0.0057 2 0.00132

c. 9 2 5.231

SOLUTION STRATEGY a.

3.4899 2 1.3640

minuend subtrahend

3.4899 2 1.3640 2.1259

b.

0.00570 2 0.00132

minuend subtrahend

Vertically align the decimal points. Insert a 0 as a placeholder to the right of the last digit after the decimal point in the subtrahend. Subtract the digits from right to left. Place the decimal point in the difference so that it is vertically aligned with the decimal points of the minuend and subtrahend. Vertically align the decimal points. Insert a 0 as a placeholder to the right of the last digit after the decimal point in the minuend.

6 10

c.

0.0 0 5 7 0 2 0.0 0 1 3 2 0.0 0 4 3 8

Subtract the digits from right to left. Place the decimal point in the difference so that it is vertically aligned with the decimal points of the minuend and subtrahend.

9.000 2 5.231

Vertically align the decimal points. Insert three zeros as placeholders to the right of the decimal point in the minuend.

8

9 9 10 10 10

9.000 2 5.321 3.679

minuend subtrahend

Subtract the digits from right to left. Place the decimal point in the difference so that it is vertically aligned with the decimal points of the minuend and subtrahend.

225

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Decimals

TRY-IT EXERCISE 3 Subtract. a. 4.3178 2 2.1001 b. 0.0872 2 0.04635 c. 12 2 3.4485 Check your answers with the solutions in Appendix A. ■

Estimate when adding or subtracting decimals

Objective 3.2C

Estimating is a handy way to check math calculations to see whether or not an answer is reasonable. To estimate when adding or subtracting decimals, we use the following steps.

Steps for Estimating When Adding or Subtracting Decimals Step 1. Round each decimal to the specified place. Step 2. Add or subtract.

Estimate when adding decimals

EXAMPLE 4

Add 47.33 1 12.32. Then estimate the sum by rounding each addend to one nonzero digit.

SOLUTION STRATEGY 47.33 1 12.32 59.65 47.33 1 12.32

Add.

S S

50 1 10 60

To estimate the sum, round each addend to one nonzero digit. Add the rounded numbers. Note that the exact answer is close to the estimate.

TRY-IT EXERCISE 4 Add 75.98 1 2.62. Then estimate the sum by rounding each addend to the nearest whole number.

Check your answer with the solution in Appendix A. ■

3.2 Adding and Subtracting Decimals

227

Estimate when subtracting decimals

EXAMPLE 5

Subtract 102.19 2 88.4. Then estimate the difference by rounding the minuend and subtrahend to the nearest whole number.

SOLUTION STRATEGY 102.19 2 88.40 13.79 102.19 2 88.4

Subtract.

S S

102 2 88 14

To estimate the difference, round the minuend and subtrahend to the nearest whole number. Subtract the rounded numbers. Note that the exact answer is close to the estimate.

TRY-IT EXERCISE 5 Subtract 8.43 2 1.391. Then estimate the difference by rounding the minuend and subtrahend to the nearest whole number.

Check your answer with the solution in Appendix A. ■

Objective 3.2D

APPLY YOUR KNOWLEDGE

KEEPING CHECKBOOK RECORDS Addition and subtraction of decimals is applied extensively when you do bookkeeping for monetary transactions such as balancing your checkbook. Making a deposit or earning interest in a checking account requires you to add to your checkbook balance. An addition to a checkbook balance is called a credit. Writing a check, making an ATM withdrawal, using a debit card, or incurring a service charge requires you to subtract from your checkbook balance. A subtraction from a checkbook balance is called a debit. Typically, checking account holders use a checkbook register to record transactions. An example of a checkbook register is shown below. The starting balance is located in the upper right corner. The individual transactions are listed by date, check number, description, and amount. The last column keeps a running balance of the amount in the checking account.

Number or Code

Date

Transaction Description

Payment, Fee, Withdrawal (–)

Deposit, Credit (+)

6/1 321

6/3

MasterCard

6/8

Deposit

6/12

ATM withdrawal

72

30 200

40

00

00

$ Balance 1450

75

1378

45

1578

45

1538

45

credit An addition to a checkbook balance. debit A subtraction from a checkbook balance.

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EXAMPLE 6

Decimals

Keep a checkbook record

On April 1, your checkbook balance was $755.42. On April 10, you wrote check #155 for $132.29 to Macy’s. On April 13, you wrote check #156 to the IRS for $260.00. On April 22, you made a deposit of $505.24. Complete the check register for these transactions and find the new balance in your checking account.

SOLUTION STRATEGY Number or Code

Date

Transaction Description

Payment, Fee, Withdrawal (–)

Deposit, Credit (+)

4/1 155 156

4/10

Macy’s

132

29

4/13

IRS

260

00

4/22

deposit

505

24

$ Balance 755

42

623

13

363

13

868

37

TRY-IT EXERCISE 6 On May 1, your checkbook balance was $1264.59. On May 4, you wrote check #183 for $327.68 to Shell Oil. On May 9, you wrote check #184 for $36.50 to Gardner’s Market. On May 26, you made a deposit of $116.81. Complete the check register for these transactions and find the new balance in your checking account.

Number or Code

Date

Transaction Description

Payment, Fee, Withdrawal (–)

Deposit, Credit (+)

$ Balance

Check your answers with the solutions in Appendix A. ■

SECTION 3.2 REVIEW EXERCISES Concept Check 1. When adding and subtracting decimals, we write the numbers so that the aligned.

2. When adding and subtracting decimals, it is sometimes

are vertically

necessary to insert extra to the right of the last digit after the decimal point so that each decimal has the same number of decimal places.

3. When adding or subtracting decimals, add or subtract as

4. Explain where the decimal point should be placed in the

if working with numbers. When adding, carry if necessary. When subtracting, borrow if necessary.

answer of an addition or subtraction problem.

3.2 Adding and Subtracting Decimals

Objective 3.2A

229

Add decimals

GUIDE PROBLEMS 5. Add 4.6 1 2.09 1 15.48.

6. Add 43.5 1 21.29 1 16.31.

a. Write the decimals so that the decimal points are vertically aligned. If necessary, insert extra zeros to the right of the last digit after the decimal point.

a. Write the decimals so that the decimal points are vertically aligned. If necessary, insert extra zeros to the right of the last digit after the decimal point.

b. Add as with whole numbers. Place the decimal point in the sum.

b. Add as with whole numbers. Place the decimal point in the sum.

Add.

7.

2.45 1 0.24

8.

0.251 1 5.208

9.

30.63 1 38.55

10.

0.29 1 0.82

11.

3.189 1 0.015

12.

6.396 1 1.452

13.

5.134 1 0.635

14.

94.08 1 94.71

15.

52.5805 1 26.7890

16. 0.05 1 0.63

17. 9.64 1 6.37

18. 2.83 1 0.903

19. 23.485 1 11.24

20. 7.4003 1 3.4833

21. 49.35 1 0.9928

22. 0.396 1 0.452

23. 3.3396 1 9.1726

24. 0.002762 1 1.4945

25.

1.13 5.70 1 3.85

26.

0.38 4.55 1 9.12

27.

21.390 3.767 1 11.001

230

28.

CHAPTER 3

Decimals

16.11 44.10 1 15.57

29.

31. 1.54 1 4.87 1 0.79 1 6

3.20 14.82 19.00 1 40.27

30.

32. 65.4 1 23.99 1 3 1 23 1 0.003

42.75 23.10 40.87 1 143.50

33. Add twelve and two tenths and thirty-two hundredths.

34. Add twenty-one and thirty-five

35. Find the sum of four dollars and

hundredths and one hundred forty-three and five thousandths.

Objective 3.2B

36. Add three and fourteen

fifty-one cents and two dollars and forty cents.

hundredths and twenty-six thousandths.

Subtract decimals

GUIDE PROBLEMS 38. Subtract 8.96 2 6.17.

37. Subtract 16.4 2 2.91. a. Write the decimals so that the decimal points are vertically aligned. If necessary, insert extra zeros to the right of the last digit after the decimal point.

a. Write the decimals so that the decimal points are vertically aligned. If necessary, insert extra zeros to the right of the last digit after the decimal point.

b. Subtract as with whole numbers. Place the decimal point in the difference.

b. Subtract as with whole numbers. Place the decimal point in the difference.

Subtract.

39.

9.9 2 9.5

40.

1.5 2 1.2

41.

8.44 2 2.71

42.

6.56 2 3.42

43.

67.09 2 13.45

44.

40.79 2 36.48

45.

89.750 2 87.893

46.

31.860 2 23.737

47. 6.4 2 1.2

3.2 Adding and Subtracting Decimals

231

48. 3.8 2 1.5

49. 18.3 2 3.8

50. 44.8 2 3.6

51. 92.58 2 27.21

52. 87.38 2 14.44

53. 95.68 2 6.21

54. 16.36 2 15.231

55. 57.92 2 50.823

56. 42.61 2 23.796

57.

60.

488.20 2 87.92

2

58.

924.814 7.180

63. Fourteen and two tenths minus eight and twenty-three hundredths.

66. Eleven dollars and sixteen cents subtracted from twenty dollars.

Objective 3.2C

512.2 2 117.9

59.

886.285 2 202.774

61. 81.016 2 37.05

62. 65.07 2 65.001

64. Thirty-seven and eleven hun-

65. One and five hundredths sub-

dredths minus twenty-nine and fifteen thousandths.

tracted from seven.

67. What is the difference between

68. What is the difference between

eighteen and three and three tenths?

ninety-six and seven hundredths and eighty-two and one tenth?

Estimate when adding or subtracting decimals

GUIDE PROBLEMS 69. Estimate 199.99 1 19.99 by rounding each addend to the

70. Estimate 509.96 2 432.48 by rounding the minuend

nearest whole number.

and subtrahend to the nearest ten.

199.99 1 19.99 S

509.96 S 2 432.48 S

200

S

1

510 2

Estimate each sum by rounding each addend to the specified place. Estimate each difference by rounding the minuend and subtrahend to the specified place value.

71. 5.37 1 1.81 to the nearest whole number

75. 42.12 1 12.88 to the nearest tenth

72. 159.25 1 18.98 to the nearest ten

76. 33.569 1 3.289 1 0.344 to the nearest hundredth

73. 28.77 2 0.99 to the nearest whole number

77. 14.667 2 0.049 to the nearest hundredth

74. 339.2 2 23.19 to the nearest ten

78. 13.665 2 4.814 to the nearest tenth

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APPLY YOUR KNOWLEDGE

Objective 3.2D

79. Fernando wants to build a fence around his property. If

80. Bob has started a new job as a technical consultant for

the dimensions are 215.4 feet, 143.7 feet, 190.2 feet, and 124.3 feet, what is the total length of the fence?

Pico Energy, Inc. During his first 3 weeks he worked 46.2 hours, 42.8 hours, and 50.9 hours. What is the total number of hours Bob worked during the three weeks?

Find the perimeter of each figure.

81. (cm 5 centimeters)

82. (" 5 inches) 10.4"

32.46 cm 3.5"

17.03 cm

8.08" 6.1"

12.14 cm 4.15"

12.14 cm

32.46 cm

7.05"

11.21"

17.03 cm 10.35"

83. BrandsMart USA has a Blu-Ray player on sale this week for $184.35. If the original price was $215.25, how much can be saved by purchasing the recorder this week?

85. Yesterday afternoon, the temperature in Lake City was 88.7°F. During the night, it fell 20.9°F. By sunrise it had risen by 11.3°F. What was the temperature at sunrise?

87. Leonard spent $55.78 on a math book at a Barnes & Noble bookstore. Mandy spent $52.75 on the same book by purchasing it online at books.com. How much less did Mandy pay?

89. A laser saw cuts 0.024 inches from a steel plate that is

84. Miguel sold 43.6 acres of his 127.9-acre property. How many acres does he have left?

86. Anita and Ken went running this past weekend. Ken ran 12.65 miles and Anita ran 15.77 miles. How many more miles did Anita run?

88. Larry traveled to San Francisco last weekend. He traveled 112.5 miles on the first day and 256.8 on the second day. How many total miles did he travel in the 2 days?

90. Style-line Furniture sold a wall unit at a sale price of

1.16-inches thick.

$3422.99.

a. What is the new thickness of the steel plate?

a. If this price represents a saving of $590.50, what was the original price of the wall unit?

b. If a copper cover that is 0.46 inches thick is then attached to the steel plate, what is the new thickness of the plate?

b. If the sales tax was $194.39, delivery charges $125.00, and the setup charge $88.25, what was the total amount of the purchase?

3.2 Adding and Subtracting Decimals

233

91. On November 1, your checkbook balance was $2218.90. On November 12, you wrote check #078 for $451.25 to Castle Decor. On November 19, you made a deposit of $390.55. On November 27, you wrote check #079 to the Winton Realty for $257.80. Complete the check register for these transactions to find the new balance in your checking account.

Number or Code

Date

Transaction Description

Payment, Fee, Withdrawal (–)

Deposit, Credit (+)

$ Balance

92. On July 1, your checkbook balance was $1438.01. On July 8, you made a deposit of $193.40. On July 15, you wrote check # 260 for $89.22 to Union Oil. On July 25, you made an ATM withdrawal of $300. Complete the check register for these transactions to find the new balance in your checking account.

Number or Code

Date

Transaction Description

Payment, Fee, Withdrawal (–)

Deposit, Credit (+)

$ Balance

CUMULATIVE SKILLS REVIEW 1. Divide

1 3 4 . Simplify, if possible. (2.5A) 28 7

3. Multiply 88 ? 12. (1.4B)

1 9

2. Add

5 3 1 1 . Simplify, if possible. (2.6C) 8 4

4. Simplify 59 ? 8 2 12 ? 3 ? 1. (1.6C)

13 as a mixed number. (2.2C) 7

5. Write 18 as an improper fraction. (2.2C)

6. Write

7. Round 21,448 to the nearest ten. (1.1D)

8. Evaluate 43. (1.6B)

9. Write

13 as a fraction with a denominator of 72. (2.3B) 24

3 4 35-pound cheese wheel? (2.5C)

10. How many 1 -pound cheese wedges can be cut from a

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Decimals

3.3 MULTIPLYING DECIMALS LEARNING OBJECTIVES A. Multiply decimals B. Multiply a decimal by a power of 10 C. Estimate when multiplying decimals D.

APPLY YOUR KNOWLEDGE

Objective 3.3A

Multiply decimals

To understand how to multiply decimals, let’s consider (0.05)(0.009). To multiply these decimals, let’s first write each decimal as a fraction and then multiply. 0.05 ? 0.009 5 2 decimal places

5 9 45 ? 5 5 0.00045 100 1000 100,000

3 decimal places

5 decimal places

Notice that there are 2 decimal places in the first factor, 3 decimal places in the second factor, and 5 decimal places in the product. This example suggests that the number of decimal places in the product is equal to the sum of the number of decimal places in the factors. Given this, it is not necessary to write decimals as fractions before we multiply. We can use the following steps instead.

Steps for Multiplying Decimals Step 1. Multiply without regard to the decimal points. That is, multiply the

factors as though they are whole numbers. Step 2. Determine the total number of decimal places in both of the factors. Step 3. Place the decimal point in the resulting product so that the number

of places to the right of the decimal point is equal to the total determined in Step 2. If necessary, insert zeros as placeholders to get the correct number of decimal places. Any inserted zeros will be on the immediate right of the decimal point.

To demonstrate these steps, let’s multiply a number with three decimal places, say 0.111, by a number with one decimal place, say 0.3. 0.111 3 0.3 0.0333

3 decimal places 1 decimal place 4 decimal places

Insert a zero as a placeholder in the tenths place

Note that the resulting product will have four decimal places. A zero must be written in the tenths place as a placeholder.

3.3 Multiplying Decimals

EXAMPLE 1

235

Multiply decimals

Multiply. a. (5.47)(0.2)

b. (7.83)(3.45)

c. (0.00045)(0.9)

SOLUTION STRATEGY a. 5.47 3 0.2 1.094 b.

2 decimal places. 1 decimal place. Insert the decimal point so that there are 2 1 15 3 places to the right of the decimal point.

7.83 3 3.45 3915 31320 234900 27.0135

c. 0.00045 3 0.9 0.000405

2 decimal places. 2 decimal places.

Insert the decimal point so that there are 2 1 2 5 4 places to the right of point. 5 decimal places. 1 decimal place. Insert the decimal point so that there are 5 1 1 5 6 places to the right of the decimal point. Note that we insert three zeros as placeholders to get the correct number of decimal places.

TRY-IT EXERCISE 1 Multiply. a. (76.4)(15.1)

b. (1.0012)(0.27)

c. (143)(11.28)

Check your answers with the solutions in Appendix A. ■

Objective 3.3B

Multiply a decimal by a power of 10

When we multiply a decimal by powers of 10, certain patterns emerge. Consider the following. 45.281 3 10 00000 45281 452.810

45.281 3 100 00000 00000 45281 4528.100

The product is 452.81.

45.281 3 1000 00000 00000 00000 45281 45,281.000 The product is 4528.1. The product is 45,281.

Learning Tip In the problem 5.47 ? 0.2, there are a total of three decimal places. To insert the decimal point correctly, count backward three places from the right. 5.47 3 0.2 1.094

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Decimals

Notice that in each example above, the product involves the same digits as the factor 45.281. Moreover, note that the decimal point of the factor 45.281 is moved to the right in each successive product shown. In particular, the number of places the decimal moves to the right depends on the power of 10. 45.281 3 10 5 452.81 1 zero

Move the decimal point 1 place to the right.

45.281 3 100 5 4528.1 2 zeros

Move the decimal point 2 places to the right.

45.281 3 1000 5 45,281 3 zeros

Move the decimal point 3 places to the right.

These observations suggest the following rule.

Multiplying a Decimal by a Power of 10 such as 10, 100, 1000 . . . Move the decimal point to the right the same number of places as there are zeros in the power of 10. Insert zeros, as necessary.

The decimals 0.1, 0.01, 0.001, and so on are also powers of 10, but these are less than one. Let’s look at some products involving these. 45.281 45.281 45.281 3 0.1 3 0.01 3 0.001 4.5281 0.45281 0.045281 The product is 4.5281. The product is 0.45281. The product is 0.045281.

In each example, the product once again involves the same digits as the factor 45.281. This time, however, the decimal point of the factor 45.281 is moved to the left in each product. 45.281 3 0.1 5 4.5281 1 decimal place

Move the decimal point 1 place to the left.

45.281 3 0.01 5 0.45281 2 decimal places

Move the decimal point 2 places to the left.

45.281 3 0.001 5 0.045281 3 decimal places

Move the decimal point 3 places to the left.

The above examples suggest the following rule.

Multiplying a Decimal by a Power of 10 such as 0.1, 0.01, 0.001 . . . Move the decimal point to the left the same number of places as there are decimal places in the decimal power of 10. Insert zeros, as necessary.

3.3 Multiplying Decimals

EXAMPLE 2

Multiply a decimal by a power of 10

Multiply. a. (36.687)(10)

b. (0.827)(10,000)

c. (2.11)(0.1)

d. (0.95)(0.001)

SOLUTION STRATEGY a. (36.687)(10) 36.687

Because 10 has one zero, move the decimal point in 36.387 one place to the right.

366.87 b. (0.827)(10,000) 0.827 8270 c. (2.11)(0.1) 2.11

Because 10,000 has four zeros, move the decimal point in 0.827 four places to the right. Insert a zero in the empty space to the left of the decimal point. Because 0.1 has one decimal place, move the decimal point in 2.11 one place to the left.

0.211 d. (0.95)(0.001) 0.95 0.00095

Because 0.001 has three decimal places, move the decimal point in 0.95 three places to the left. Insert zeros in the empty spaces to the right of the decimal point.

TRY-IT EXERCISE 2 Multiply. a. (42.769)(100) b. (0.0035)(1000) c. (78.42)(0.01) d. (0.047)(0.0001)

Check your answers with the solutions in Appendix A. ■

Large numbers are often expressed in words. For example, government statistics might report that 1.4 million vehicles were registered in the state last year. To express 1.4 million in standard notation, multiply 1.4 by one million (1,000,000). 1.4 million 5 1.4 ? 1,000,000 5 1,400,000

EXAMPLE 3

Multiply a decimal by a power of 10

Write each number in standard notation. a. 3.56 billion

237

b. 2.715 trillion

SOLUTION STRATEGY a. 3.56 billion 3.56 3 1,000,000,000

1 billion 5 1,000,000,000

3,560,000,000

Multiply.

Learning Tip When multiplying a decimal by a power of 10 greater than one, move the decimal point to the right. When multiplying by a power of 10 less than one, move the decimal point to the left.

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Decimals

b. 2.715 trillion 2.715 3 1,000,000,000,000

1 trillion 5 1,000,000,000,000

2,715,000,000,000

Multiply.

TRY-IT EXERCISE 3 Write each number in standard notation. a. 41.3 million

b. 8.69 billion

c. 1.5 trillion

Check your answers with the solutions in Appendix A. ■

Objective 3.3C

Estimate when multiplying decimals

Just as when adding and subtracting decimals, we can estimate when multiplying decimals to see whether an answer is reasonable. We use the following steps. EXAMPLE 4

Estimate when multiplying decimals

Multiply (7.8)(0.62). Then estimate the product by rounding each factor to one nonzero digit.

SOLUTION STRATEGY 7.8 3 0.62 156 1 4680 4.836 7.8 3 0.62

Multiply.

S S

8 3 0.6 4.8

To estimate the product, round each factor to one nonzero digit. Multiply the rounded factors. Note that the exact answer is close to the estimate.

TRY-IT EXERCISE 4 Multiply (54.3)(0.48) Then estimate the product by rounding each factor to one nonzero digit.

Check your answer with the solution in Appendix A. ■

Objective 3.3D invoice A business document detailing the sales of goods or services.

APPLY YOUR KNOWLEDGE

EXTEND AND TOTAL AN INVOICE A common business application of decimal multiplication deals with extending an invoice. An invoice is a business document detailing the sales of goods or services.

3.3 Multiplying Decimals

Let’s look at an example. Bright Light Productions sold 450 candle holders at $3.75 each and 260 candles at $1.50 each to a chain of gift shops. They charged $54.75 for shipping and handling and $12.50 for insurance. The incomplete invoice looks like this. BRIGHT LIGHT PRODUCTIONS Quantity

Description

Cost per Item

450

Candle Holders

$3.75

260

Candles

1.50

Total

Merchandise total

Shipping and handling

54.75

Insurance

12.50

Invoice total

To extend the invoice, multiply the number of items by the cost per item in each row. For example, to extend the first row, multiply 450 ? $3.75. To find the merchandise total, add entries in the column containing the totals from each row. Other invoice charges might include shipping and handling, insurance, and sales tax. These would be added to the merchandise total to obtain the invoice total. The completed invoice looks like this. BRIGHT LIGHT PRODUCTIONS Quantity

Description

450

Candle Holders

$3.75

$1687.50

260

Candles

1.50

390.00

EXAMPLE 5

Cost per Item

Total

Merchandise total

2077.50

Shipping and handling

54.75

Insurance

12.50

Invoice total

$2144.75

Extend and total an invoice

You are a salesperson for Tango Industries, a distributor of men’s shirts and ties. You have just written an order for a men’s shop for 130 short-sleeve shirts at $23.15 each; 140 longsleeve shirts at $28.48 each; and 200 assorted silk ties at $16.25 each. In addition, there is a $121.40 charge for shipping and handling and $41.00 charge for insurance. Complete the invoice for Tango Industries.

239

240

CHAPTER 3

Decimals

SOLUTION STRATEGY TANGO INDUSTRIES Description

Quantity

Cost per Item

Total

130

Short-sleeve Shirts

$23.15

$3,009.50

140

Long-sleeve Shirts

28.48

3,987.20

200

Assorted Silk Ties

16.25

3,250.00

Merchandise total

10,246.70

Shipping and handling

121.40

Insurance

41.00

Invoice total

$10,409.10

TRY-IT EXERCISE 5 You are a salesperson for Sparkwell Electronics, a distributor of audio and video equipment. You have just written an order for your client, BrandsMartUSA. They have ordered 430 MP3 players at $115.20 each; 300 DVD burners at $160 each; and 500 packages of blank DVDs at $7.25 each. In addition, there is a charge of $590.00 for shipping and handling and $345.50 for insurance. Complete the invoice for Sparkwell.

SPARKWELL ELECTRONICS Quantity

Description

Cost per Item

Total

Merchandise total

Shipping and handling Insurance

Invoice total

Check your answers with the solutions in Appendix A. ■

3.3 Multiplying Decimals

241

SECTION 3.3 REVIEW EXERCISES Concept Check 1. When multiplying decimals, the product has as many

2. When multiplying decimals, insert

as placeholders to get the correct number of decimal places.

decimal places as the total number of decimal places in the two .

3. When multiplying a number by a power of 10 greater

4. When multiplying a number by a power of 10 less than

than one (such as 10, 100, 1000, and so on), move the decimal point to the the same number of places as there are zeros in the power of 10.

Objective 3.3A

one (such as 0.1, 0.01, 0.001, and so on), move the decimal point to the the same number of places as there are place values in the power of 10.

Multiply decimals

GUIDE PROBLEMS 5. Multiply 5.26 ? 1.4.

6. Multiply 0.0007 ? 4.2.

a. How many decimal places are in the factor 5.26?

a. How many decimal places are in the factor 0.0007?

b. How many decimal places are in the factor 1.4?

b. How many decimal places are in the factor 4.2?

c. How many decimal places will the product have?

c. How many decimal places will the product have?

d. Determine the product.

d. Determine the product. 0.0007 3 4.2

5.26 31.4

Multiply.

7. 0.44

8.

3.7 3 0.2

9.

19 3 1.9

10.

12.

23.1 3 12.4

13.

0.45 3 4.05

14. 0.0075

6.26 3 0.06

18. 11.2

3 0.8

11.

5.98 3 14.1

15. 4.24

16. 0.374

37

3 20

19. (0.45)(0.22)

20. (0.123)(0.84)

17.

21. (200.2)(0.08)

155 3 3.1

3 5.8

3 4.8

22. (62.2)(0.005)

242

CHAPTER 3

Decimals

23. (138)(150.25)

24. (216)(89.32)

25. ($8050.20)(1.6)

26. ($9.75)(2.4)

27. (21.089)(9.7)

28. (19.375)(14.2)

29. (3.000041)(5.02)

30. (1.00062)(3.2)

31. How much is $16.88

32. How much is five and

33. What is the product of

34. What is the product of

times 0.75?

Objective 3.3B

two hundredths times eighteen?

one and three tenths and four and twelve hundredths?

35.25 and 33.78?

Multiply a decimal by a power of 10

GUIDE PROBLEMS 36. Multiply (5.1)(0.0001).

35. Multiply (3.6)(100). Because there are decimal point

zeros in 100, move the places to the .

Because there are the decimal point

place values in 0.0001, move places to the .

(5.1)(0.0001) 5

(3.6)(100) 5

Multiply.

37. (2.75)(1000)

38. (8.93)(10,000)

39. (1.955)(10,000)

40. (0.16)(100,000)

41. (0.75)(104)

42. (3.5)(103)

43. (5.4)(0.001)

44. (21.3)(0.0001)

45. (0.072)(0.01)

46. (0.006302)(0.1)

47. (32.09)(0.00001)

48. (45.69)(0.00001)

51. According to the

52. The U.S. Census

Write each number in standard form.

49. According to the U.S. Census Bureau, in 2006, the population of the United States was 298.99 million.

Objective 3.3C

50. McDonald’s has sold over 100 billion hamburgers.

National Debt Clock, the national debt in June, 2006 was $8.383 trillion.

Bureau predicts that by 2015 there will be 312.26 million people in the United States.

Estimate when multiplying decimals

GUIDE PROBLEMS 53. Estimate (10.5)(3.82) by rounding each factor to one

54. Estimate (24.66)(1.499) by rounding each factor to

nonzero digit.

two nonzero digits.

10.5 S 10 3 3.82 S 3

24.66 S 25 3 1.499 S 3

3.3 Multiplying Decimals

243

Estimate each product by rounding each factor to one nonzero digit.

55. (3.1)(0.49)

56. (7.9)(0.95)

57. (9.4)(0.32)

58. (2.5)(0.49)

Estimate each product by rounding each factor to two nonzero digits.

59. (32.78)(2.48)

60. (16.99)(10.721)

61. (51.523)(10.49)

62. (43.218)(21.3)

APPLY YOUR KNOWLEDGE

Objective 3.3D

63. A highway paving crew can complete 0.42 miles of highway per hour. How many miles can they pave in 7 hours?

65. Wild Flour Bakery sliced a loaf of rye bread into

64. Louie’s Alfredo Sauce contains 0.88 grams of protein per ounce. How much protein is in a 2.5-ounce serving?

66. A set of Great Classics books contains 12 volumes. If

30 pieces. If each piece is 0.375 inches thick, what is the total length of the bread?

each book is 1.6 inches thick, how much shelf space will the books require?

67. Fantasy World had 4319 adults and 5322 children in attendance last weekend. Adult tickets cost $18.65 and children’s tickets cost $12.40. How much did the theme park take in?

69. Ameri-Car Auto Rental charges $35.00 per day plus

68. Patrice owes Nationwide Bank $65,000 on her home mortgage. If she makes monthly payments of $725.40 for 3 years, what is the balance remaining on the loan?

70. A long-distance phone call to London costs $2.27 for the

$0.15 per mile for a Ford Taurus. What would be the total charge for a 6-day trip of 550 miles?

71. When the United States Bureau of Engraving and Print-

first 3 minutes plus $0.38 for each additional minute. What would be the cost of a 10-minute call?

72. Coldwell Towers, an office building, cost $2.48 million

ing issued a newly designed twenty dollar bill with subtle background colors and enhanced security features, twenty billion dollars worth of the bills were put into circulation in the first printing.

per floor to construct.

a. Write this number in standard notation.

b. If the building is 15-floors tall, what is the total cost of construction?

a. Write this number in standard notation.

b. The printing cost for each of the one billion twenty dollar bills was $0.075. What was the total cost for the first print run?

You are the payroll manager for Rocky Mountain Industries. Complete the payroll data sheet. Round to the nearest cent, that is, round to the nearest hundredth. Employee

Hours

Hourly Wage

73.

Total

Deductions

Calder

34.5

$7.80

$53.22

74. 75.

Martinez

38.12

$9.18

$102.29

Wong

42.7

$8.25

$261.27

76.

Dinkowitz

25.1

$12.65

$248.01

Net Pay

244

CHAPTER 3

Decimals

77. A “two-a-day” multivitamin pill contains 0.05 mg (mil-

78. A doctor’s order requires a patient to take 5.8 mg of a

ligrams) of copper and 0.5 mg of manganese. You take the recommended dosage each day for 30 days.

particular medication every 6 hours (4 times a day). a. How many milligrams of the medication will the patient take each day?

a. How much copper have you taken?

b. How much manganese have you taken?

b. How many milligrams should be prescribed for a 15-day regimen of the medication?

Use the table Life Insurance—Monthly Premiums for exercises 79–82.

Life Insurance—Monthly Premiums Age

$250,000

$500,000

35 Male 35 Female

$12.18 $11.53

$20.01 $18.71

45 Male 45 Female

$22.84 $20.01

$41.33 $35.67

55 Male 55 Female

$51.55 $36.98

$98.75 $69.60

79. What is the annual premium for $500,000 of life insurance for a 45-year-old female?

80. What is the annual premium for $250,000 of life insurance for a 35-year-old male?

81. How much more is the annual premium for $250,000 of life insurance for a 55-year-old male compared to a 55-year-old female?

82. How much less is the annual premium for $500,000 of life insurance for a 35-year-old female compared to a 35-year-old male?

83. Cuisineart sold 200 toasters at $69.50 each and 130 blenders at $75.80 each to Appliance Depot. Shipping and handling charges totaled $1327.08. Insurance on the order was $644.20. Complete the invoice.

CUISINEART Quantity

Description

Cost per Item

Total

200

Toasters

$69.50

$13,900.00

130

Blenders

75.80

9854.00

Merchandise total

23,754.00

Shipping and handling

1327.08

Insurance

644.20

Invoice total

$25,725.28

3.3 Multiplying Decimals

245

84. You are the manager of the Trendy Tire Company. Your company has placed the following advertisement in the morning paper. Use the advertisement and the invoice template to write up an order for a set of four Hi-Way King tires, size P205/70R14, and a set of four Road-Hugger tires, size P235/75R15. The sales tax on the two sets of tires is $37.50.

TRENDY TIRE COMPANY Quantity mile

Cost per Item

Total

mile

limited 7 0 0 0 0 warranty

limited 8 0 0 0 0 warranty

Road-Hugger

Hi-Way King

65

$

Description

PASSENGER

PASSENGER

69

99

$

P185/65R14

99

Merchandise total

P175/70R13

P205/75R15.....66.99 P215/75R15.....67.99 P235/75R15.....74.99

Sales tax

P195/70R14.....86.99 P205/70R14.....89.99 P205/60R15.....96.99

Invoice total

CUMULATIVE SKILLS REVIEW 1. Divide 0 4 89. (1.5A)

2. Write fifty-two and thirty-six hundredths in decimal notation. (3.1C)

3. Add 3.66 1 1.299 1 9. (3.2A)

4. Find the least common denominator of 1 3 5 , , and . (2.3C) 7 8 14

5. Write 6.852 in word form. (3.1C)

5 6

7. Write 8 as an improper fraction. (2.2C)

3 5

1 2

9. How much is 5 less 2 ? (2.7C)

6. Subtract 10,552 2 5389. (1.3A)

8. Find the prime factorization of 18. Express your answer in standard and exponential notation. (2.1C)

10. What is the average of 136, 122, 170, and 144? (1.5C)

246

CHAPTER 3

Decimals

3.4 DIVIDING DECIMALS LEARNING OBJECTIVES A. Divide a decimal by a whole number B. Divide a decimal by a power of 10 C. Divide a decimal or a whole number by a decimal D. Estimate when dividing decimals E.

Suppose you and two of your friends go to lunch, and the bill comes to $27.45. If the three of you decide to split the bill equally, then each person will owe $9.15. To figure this out, you could divide the dollar amount by 3 (27 dollars 4 3 5 9 dollars) and the cent amount by 3 (45 cents 4 3 5 15 cents). Alternatively, you could simply divide the decimal $27.45 by 3. In this section, we consider division problems involving decimals. Recall from Chapter 1 that the number being divided is called the dividend, the number by which it is divided is called the divisor, and the result of dividing numbers is called the quotient. Dividend 4 Divisor 5 Quotient

APPLY YOUR KNOWLEDGE



Dividend 5 Quotient Divisor

Quotient DivisorqDividend

Divide a decimal by a whole number

Objective 3.4A

Consider the division problem 39 4 10. We can calculate the quotient using long division. 3 10q39 2 30 9

We can express the result in the form Quotient

Remainder

.

Divisor

9 9 . But, since we can also write as 0.9, we could 10 10 alternatively write the result as the decimal 3.9. To obtain this decimal result directly from the long division, we write 39 as 39.0 and divide as we would whole numbers, placing the decimal point in the quotient directly above the decimal point in the dividend. We can write the result as 3

3.9 10q39.0 2 30 90 2 90 0

Note the decimal point in the quotient is placed directly above the decimal point in the dividend.

In general, use the following steps to divide a decimal by a whole number.

Steps for Dividing a Decimal by a Whole Number Step 1. Write the problem in long division format. Step 2. Divide as if working with whole numbers. Place the decimal point in

the quotient directly above the decimal point in the dividend. Step 3. If necessary, write additional zeros to the right of the last digit

following the decimal point in the dividend to allow the division to continue.

3.4 Dividing Decimals

EXAMPLE 1

247

Divide a decimal by a whole number

Divide. a. 6q13.56 b. 102.18 4 4 c. 0.27 4 3

SOLUTION STRATEGY 2.26 a. 6q13.56 2 12 15 212 36 236 0 25.54 b. 4q102.18 28 22 220 21 2 20 18 2 16 2 25.545 4q102.180 28 22 2 20 21 2 20 18 2 16 20 2 20 0 0.09 c. 3q0.27 2 27 0

Divide as if working with whole numbers. Place the decimal point in the quotient directly above the decimal point in the dividend.

Write the problem in long division form. Divide as if working with whole numbers. Place the decimal point in the quotient directly above the decimal point in the dividend. Note that all of the digits of the dividend have been used, but the remainder is not 0.

Write a 0 after the 8 in the dividend to allow the division to continue.

Learning Tip In Example 1 part c, we included a 0 as a placeholder in the tenths place of the quotient. We did so because 3 does not divide into 2. (Remember, once the decimal point is recorded in the quotient, we divide as we do whole numbers.) Since 2 is in the tenths place of the dividend, we must place a 0 directly above it in the tenths place of the quotient. In general, whenever the divisor does not divide into a digit (or, for that matter, into a whole number named by a block of digits) in the dividend following the decimal point, we must place a 0 in the quotient directly above the digit (or the last digit in a block of digits) in the dividend. Examples: 0.04 9q0.36 9 does not divide 20 into 3. Place a 0 in 36 the quotient above 236 3 in the dividend. 0

Bring down the 0. Continue to divide.

Write the problem in long division form. Place the decimal point in the quotient directly above the decimal point in the dividend. Divide as if working with whole numbers. Include 0 as a placeholder in the tenths place.

0.009 14q0.126 20 12 20 126 2126 0

14 does not divide into 1. Place a 0 in the quotient above 1 in the dividend. 14 does not divide into 12. Place a 0 in the quotient above 2 in the dividend.

248

CHAPTER 3

Decimals

TRY-IT EXERCISE 1 Divide. a. 2q33.66 b. 75.8 4 10 c. 0.0916 4 4 Check your answers with the solutions in Appendix A. ■

Objective 3.4B

Divide a decimal by a power of 10

In the previous section, we observed some shortcuts for multiplying a decimal by a power of 10. We now state similar shortcuts for dividing a decimal by a power of 10.

Dividing a Decimal by a Power of 10 such as 10, 100, 1000 . . . Move the decimal point in the dividend to the left the same number of places as there are zeros in the power of 10. Insert zeros, as necessary. Recall that the decimals 0.1, 0.01, 0.001, and so on are powers of 10 less than one. The following rule is used when we divide a decimal or whole number by one of these powers of 10.

Dividing a Decimal by a Power of 10 such as 0.1, 0.01, 0.001 . . . Move the decimal point in the dividend to the right the same number of places as there are decimal places in the decimal power of 10. Insert zeros, as necessary.

EXAMPLE 2

Divide a decimal by a power of 10

Divide. a. 100q13.204

b. 45.68 4 1000

c. 3.724 0.01

d. 12,000 4 0.001

SOLUTION STRATEGY The divisor is a power of 10 with two zeros. a. 100 q13.204 Move the decimal point two places to the left. 13.204

0.13204 b. 45.68 4 1000 45.68 0.04568

The divisor is a power of 10 with three zeros. Move the decimal point three places to the left. Insert a 0 in the empty space to the right of the decimal point.

3.4 Dividing Decimals

c.

3.724 0.01 3.724

The divisor is a power of 10 that is less than one. Because 0.01 has two decimal places, move the decimal point of the dividend two places to the right.

372.4 d. 12,000 4 0.001 12,000.

The divisor is a decimal power of 10 that is less than one. Because 0.001 has three decimal places, move the decimal point of the dividend three places to the right. Insert zeros in the empty spaces to the left of the decimal point.

12,000,000

TRY-IT EXERCISE 2 Divide. a. 48.3 4 0.001 15,286.61 b. 10,000 c. 0.00028 4 0.00001 d. 10q1.357 Check your answers with the solutions in Appendix A. ■

Objective 3.4C

Divide a decimal or a whole number by a decimal

5.625 . 0.45 We can write an equivalent expression whose denominator is a whole number by 100 multiplying by one in the form of . 100 Consider the problem 5.625 4 0.45. In fraction notation, this problem is

5.625 4 0.45 5

5.625 100 562.5 ? 5 5 562.5 4 45 0.45 100 45

From this, we see that the original division problem, 5.625 4 0.45, is equivalent to 562.5 4 45. We now perform the division. 12.5 45q562.5 2 45 112 2 90 225 2 225 0

Note that the decimal point in the quotient is placed directly above the decimal point in the dividend.

249

250

CHAPTER 3

Learning Tip When using a calculator to divide, be sure to enter the dividend first, then the divisor.

Decimals

Since 562.5 4 45 5 12.5, it follows that 5.625 4 0.45 5 12.5 as well. To verify this, simply confirm that the product of the quotient and the original divisor is equal to the original dividend. 12.5 3 0.45 625 1 5000 5.625

For example, 0.45q5.625 would be entered in this way. 5.625 4 0.45 5 12.5

Quotient. Original divisor.

Original dividend.

100 5.625 by one in the form of , we effectively move the 0.45 100 decimal point two places to the right in both the divisor and dividend. In general, to divide a decimal or whole number by a decimal, we write an equivalent division problem with a whole number divisor. To do so, all we have to do is (1) move the decimal point in the divisor as many places to the right as necessary to get a whole number, and (2) move the decimal point in the dividend the same number of places to the right. When we multiply

The following rules are used to divide a decimal or whole number by a decimal.

Steps for Dividing a Decimal or Whole Number by a Decimal Step 1. Write the problem in long division format. Step 2. Write an equivalent division problem with a whole number divisor.

In particular, move the decimal point in the divisor to the right as many places as necessary until the divisor is a whole number. Also, move the decimal point in the dividend the same number of places to the right. Step 3. Divide. Place the decimal point in the quotient directly above the

moved decimal point in the dividend.

Learning Tip In a division problem involving decimals, the divisor is the key to any movement of the decimal point. Always move the decimal point in the divisor to the “end” of the divisor. Move the decimal point in the dividend the same number of places to the right.

EXAMPLE 3

Divide a whole number or a decimal by a decimal

Divide. a. 0.69q38.226

b. 1.8q22.725

c. 8.4q45 Round to the nearest tenth.

SOLUTION STRATEGY a. 0.69q38.226 55.4 69q3822.6 2 345 372 2 345 276 2 276 0

Write an equivalent division problem by moving the decimal point two places to the right in both the divisor and dividend.

Divide as if working with whole numbers. Place the decimal point in the quotient directly above the decimal point in the dividend.

3.4 Dividing Decimals

251

b. 1.8q22.725 12.625 18q227.250 2 18 47 2 36 112 2 108 45 2 36 90 2 90 0

Write an equivalent division problem by moving the decimal point one place to the right in both the divisor and dividend.

Divide as if working with whole numbers. Place a decimal point in the quotient directly above the decimal point in the dividend. Write a 0 after the 5 in the dividend to allow the division to continue.

c. 8.4q45 5.35 84q450.00 2 420 300 2 252 480 2 420 60 5.35 < 5.4

Write an equivalent division problem by moving the decimal point one place to the right in both the divisor and dividend.

Insert a 0 after the 5 so that the decimal point is correctly placed.

Because we are rounding to the nearest tenth, we divide out to the hundredths place. Write two additional zeros to the right of the decimal point to allow division to continue to the hundredths place.

TRY-IT EXERCISE 3

Learning Tip

Divide. a. 1.88 4 0.094 b. 3.735q62.67330 c. 4.2 4 13.39. Round to the nearest hundredth. Check your answers with the solutions in Appendix A. ■

Objective 3.4D

Estimate when dividing decimals

Just as when adding, subtracting, and multiplying decimals, we can estimate when dividing decimals to see whether an answer is reasonable.

EXAMPLE 4

Estimate when dividing decimals

Divide 96.9 4 9.5. Then estimate the quotient by rounding the dividend and divisor to one nonzero digit.

When rounding a quotient to the nearest tenth, we must carry the division out to the hundredths place. After all, the digit in the hundredths place “tells us what to do” with the digit in the tenths place. Remember, if the digit in the hundredths place is 4 or less, then we keep the digit in the tenths place. If, however, the digit in the hundredths place is 5 or more, then we increase the digit in the tenths place by one.

252

CHAPTER 3

Decimals

SOLUTION STRATEGY 9.5q96.9

Divide.

10.2 95q969.0 2 95 190 2 190 0 96.9 4 9.5 T T 100 4 10

To estimate the quotient, round the dividend and divisor to one nonzero digit.

10 10q100 2 10 00

Divide the rounded numbers. Note that the exact answer is close to the estimate.

TRY-IT EXERCISE 4 Divide 61.07 4 19.7. Then estimate the quotient by rounding the dividend and divisor to one nonzero digit.

Check your answer with the solution in Appendix A. ■

Real -World Connection Your GPA (grade point average) is an example of an average. It is calculated by assigning a value to each grade earned (such as A 5 4, B 5 3, C 5 2, and so on). Each value is then multiplied by the number of credits associated with the course in which you earned a particular grade. The sum of these products divided by the total number of credits earned is your GPA.

Objective 3.4E

APPLY YOUR KNOWLEDGE

In Section 1.5, we learned that an average, or arithmetic mean, is the value obtained by dividing the sum of all the values in a data set by the number of values in the set. We found that an average is a convenient way to describe a large set of numbers with a single value. Here again are the steps for calculating an average.

Steps for Calculating an Average Step 1. Find the sum of all the values in the data set. Step 2. Divide the sum in Step 1 by the number of values in the set.

Average 5

EXAMPLE 5

Sum of values Number of values

Calculate an average

You are a clerk at The Clothes Horse boutique. This morning you made sales of $234.58, $132.66, and $79.52. What is the average of your morning sales?

SOLUTION STRATEGY 234.58 1 132.66 1 79.52 446.76 5 5 $148.92 3 3

Add the three sales amounts and divide by the number of sales transactions.

3.4 Dividing Decimals

253

TRY-IT EXERCISE 5 You work in the shipping department of a local warehouse. Today you shipped packages weighing 36.6 pounds, 25.8 pounds, 175 pounds, and 58.5 pounds. What is the average weight of these packages? Round to the nearest pound.

Check your answer with the solution in Appendix A. ■

SECTION 3.4 REVIEW EXERCISES Concept Check 1. The number being divided is known as the

.

2. The number by which the dividend is divided is called the

3. The result of dividing numbers is called the

.

.

4. When dividing a decimal by a whole number, place the decimal point in the quotient directly decimal point in the dividend.

5. When dividing a decimal by a whole number, it is sometimes necessary to write additional zeros to the right of the digit following the decimal point in the .

7. When dividing a decimal by a power of 10 greater than one (such as 10, 100, 1000, and so on), move the decimal point in the dividend to the the same number of places as there are in the power of 10.

Objective 3.4A

6. Explain how to write an equivalent division problem when the divisor contains a decimal point.

8. When dividing a decimal by a power of 10 less than one (such as 0.1, 0.01, 0.001, and so on), move the decimal point in the dividend to the the same number of places as there are in the decimal power of 10.

Divide a decimal by a whole number

GUIDE PROBLEMS 9. Divide 6.75 4 5. . 5q 6.75

the

10. Divide 57.23 4 2. . 2 q 57.230 24 17

254

CHAPTER 3

Decimals

Divide.

11. 4q10.8

12. 3q0.015

13. 6q33.6

14. 7q26.95

15. 25q43.5

16. 12q198.24

17. 93q37.2

18. 8q48.8

19. 3 4 40

20. 50 4 8

21. 68.97 4 11

22. 57.5 4 5

23.

2.2 50

24.

Objective 3.4B

24.54 3

25.

4.69 67

26.

6.84 18

Divide a decimal by a power of 10

GUIDE PROBLEMS 27. Divide 4.7 4 100. Because there are decimal point

28. Divide 9.2 4 0.00001. zeros in 100, move the places to the .

Because there are move the decimal point .

4.7 4 100 5

place values in 0.00001, places to the

9.2 4 0.000015

Divide.

29. 24.78

30.

100

33. 56.003 4 0.00001

Objective 3.4C

0.85 0.0001

34. 13.1 4 10,000

31.

67 0.001

32. 954.58 10

35. 76 4 100,000

36. 9.04 4 0.01

Divide a decimal or a whole number by a decimal

GUIDE PROBLEMS 37. Consider 3.5q1.96 a. Write an equivalent division problem in which the divisor is a whole number. 3.5q1.96 is equivalent to b. Divide. . 35q19.60

38. Consider 5.23q0.039748 a. Write an equivalent division problem in which the divisor is a whole number. 5.23q0.039748 is equivalent to b. Divide. . 523q 3.9748

3.4 Dividing Decimals

255

Divide.

39. 0.8q64

40. 0.54q2.7

41. 1.5q40.2

42. 4.9q102.9

43. 2.55q7.905

44. 6.5q50.7

45. 0.81q3.564

46. 63q0.378

47. 6.586 4 7.4

48. 15.18 4 0.69

49. 37.8 4 84

50. 0.7 4 0.28

53. 12.42 4 0.39

54. 66.7

57. 2.3q1.6

58. 0.0096 4 0.0011

61. 239 4 1.1

62. 148.267 4 10

Divide. Round answer to the nearest whole number.

51. 49 4 2.6

52. 11.4q2000

3.4

Divide. Round answer to the nearest tenth.

55. 34.5 4 12.8

56. 5.7 4 18

Divide. Round answer to the nearest hundredth.

59. 1 4 13

60. 6.55 4 7

Objective 3.4D

Estimate when dividing decimals

GUIDE PROBLEMS 63. Estimate 39.1 4 7.6 by rounding the dividend and divisor

64. Estimate 0.061 4 0.52 by rounding the dividend and

to one nonzero digit.

divisor to one nonzero digit.

a. Round the dividend and divisor to one nonzero digit.

a. Round the dividend and divisor to one nonzero digit.

39. 1 7.6 S

0.061 S 0.52 S

S

8

b. Divide the rounded numbers.

b. Divide the rounded numbers. 0.5q

8q

0.5

S

5q

Estimate each quotient by rounding the dividend and divisor to one nonzero digit.

65. 29.5 4 5.9

66. 5.842 4 1.91

67. 0.0212 4 0.39

68. 85.7 4 0.118

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CHAPTER 3

Objective 3.4E

Decimals

APPLY YOUR KNOWLEDGE

69. A case of 24 bottles of water were on sale at Costco for $5.33. What is the cost per bottle? Round to the nearest cent.

71. Adult human scalp hair grows 4.89 inches per year. How many inches does it grow per day? Round to the nearest ten-thousandth.

73. Bernard worked 32.9 hours last week and earned $411.25. How much does he make per hour?

75. Terry ran a 10K race in 52.7 minutes. The term 10K means 10 kilometers and is equivalent to a distance of 6.2 miles. a. How many minutes per mile did Terry run?

70. Ted has $3200 to invest in the Abbot Technology Mutual Fund. If the fund is selling for $12.68 per share, how many shares can he purchase? Round to the nearest tenth of a share.

72. Norm bought season tickets to the Drama Playhouse for $167.52. The season has 6 plays. What is the cost per ticket?

74. Mickey, a carpenter, spent $22.08 on finishing nails at Ace Hardware. If Ace sells these nails for $0.48 per pound, how many pounds did Mickey purchase?

76. A Maserati began an auto race with a full tank of fuel totaling 26.4 gallons. During the two pit stops, the crew added 19.7 gallons and 23.1 gallons of fuel. At the end of the race, the car had 6.4 gallons left in the tank. a. How many gallons were used during the race?

b. At that rate, how long would it take Terry to run a 5K race? b. If the race was 350 miles, how many miles per gallon did the race car average? Round to the nearest tenth.

77. At Whole Foods, cantaloupes are on sale at 3 for $4.89. How much will you pay for 2 cantaloupes?

79. Vogue Beauty Salon purchased 4 dozen cans of hair spray for $103.68 from Nathan’s Beauty Supply. What was the cost per can?

81. Jerry lost 57.6 pounds in 9 months on the North Beach diet. What was his average weight loss per month?

78. Azalea plants at Kmart are priced at 5 for $12.45. How much will you pay for 18 azalea plants?

80. A digital camera has a compact flash memory card with a storage capacity of 512 megabytes. At high resolution, photos average 2.2 megabytes each. How many photos can the memory card hold? Round to the nearest whole photo.

82. Karen is practicing the pole vault for an upcoming track meet. On her first try, she vaulted 12.6 feet. On the second try, Karen vaulted 11.8 feet. On her last try, she vaulted 12.4 feet. What is the average of her three vaults? Round to the nearest tenth.

3.4 Dividing Decimals

257

83. Sunland Shopping Center took in $341,000 in rent from its tenants last month. The center charges $3.10 per square foot per month for rent. a. How many square feet is the shopping center?

b. If maintenance costs last month totaled $3960, what was the cost of maintenance per square foot? Round to the nearest cent.

84. A cargo ship, the Matsumo Maru, has a cargo area of 23,220 cubic feet.

a. How many 154.8 cubic foot storage containers can the ship hold?

b. The shipping cost per storage container is $890.10 for a trip from Savannah, Georgia, to Miami, Florida. What is the cost per cubic foot?

CUMULATIVE SKILLS REVIEW 1. Multiply 10.45 ? 0.65. (3.3A)

3. Simplify

18 . (2.3A) 30

2. Simplify (102 1 92 ) 1 10. (1.6C)

4. List 0.266, 0.2787, and 0.2345 in ascending order. (3.1D)

5. Subtract 3.6 from 24.11. (3.2B)

6. Add 856 1 45. (1.2B)

7. Golden Realty owns 532 acres of land in Johnston

8. Todd has a triangular-shaped patio with sides that mea-

Canyon. If 178 acres are reserved as “common area” for roads and parks, how many 3-acre home sites can be developed on the remaining acreage? (1.3B, 1.5C)

9. A lasagna recipe requires 24 ounces of cheese. If Marcus 1 wants to make 4 times as much for a party, how many 3 ounces should he use? (2.4C)

7 1 3 sure 11 feet, 14 feet, and 9 feet. What is the perime2 8 12 ter of the patio? (2.6D)

10. Write 4.62 billion in standard notation. (3.3B)

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3.5 WORKING WITH FRACTIONS AND DECIMALS LEARNING OBJECTIVES A. Convert a fraction to a decimal B. Simplify an expression containing fractions and decimals using order of operations C.

APPLY YOUR KNOWLEDGE

In this section, we will review how to convert a terminating decimal to a fraction and learn how to convert a general fraction to a decimal. We will also learn how to perform calculations involving both fractions and decimals.

Convert a fraction to a decimal

Objective 3.5A

In Section 3.1, we learned how to convert a terminating decimal to a fraction. Here are some examples. 0.4 5

4 2 5 10 5

0.31 5

31 100

0.215 5

215 43 5 1000 200

Note that the numerator of each fraction is the whole number formed by the digits to the right of the decimal point. The denominator is the power of 10 that has as many zeros as places in the decimal number itself. We also learned how to convert a decimal fraction to a terminating decimal. Here are some examples. 7 5 0.7 10

2189 5 21.89 100

63 5 0.063 1000

Note that each decimal has as many places as zeros in the power of 10 in the denominator of the decimal fraction. We now turn our attention to converting general fractions to decimals. Specifically, we learn how to convert a non-decimal fraction (a fraction that does not have a power of 10 in the denominator) to a decimal. To do this, recall that in Chapter 2, we learned that the fraction bar can represent the operation of 1 division. Thus, the fraction can be thought of as “1 divided by 4.” Therefore, to 4 convert a fraction to a decimal, simply divide as we did in the previous section.

Rule for Converting a Fraction to a Decimal Divide the numerator by the denominator. If necessary, write additional zeros to the right of the last digit following the decimal point in the dividend to allow the division to continue. Also, if necessary, insert zeros as placeholders in the quotient to get the correct number of decimal places.

As an example, let’s convert the fraction

5 to a decimal. To do this, divide the 8

numerator, 5, by the denominator, 8. 0.625 8q5.000 2 48 20 2 16 40 2 40 0

In the dividend, write a decimal point followed by some zeros. The remainder is 2. Bring down the 0. The remainder is 4. Bring down the 0. The remainder is 0.

3.5 Working with Fractions and Decimals

In the example above, we eventually end up with a remainder of zero, and so the resulting quotient is a terminating decimal. But, as we shall now see, not all fractions have terminating decimal expansions. Indeed, sometimes a decimal continues indefinitely with one or more repeating digits. As an example, let’s convert the fraction

259

terminating decimal A decimal whose expansion ends.

1 to a decimal. To do this, divide the 3

numerator, 1, by the denominator, 3. 0.333c 3q1.000 29 10 29 10 29 1

In the dividend, write a decimal point followed by some zeros. The remainder is 1. Bring down the 0. The remainder is 1. Bring down the 0. The remainder is 1.

Notice that the remainder is always 1. Consequently, the digit 3 will continue to repeat in the quotient. To indicate that the 3 repeats indefinitely, we place a bar above the 3 in the tenths place. 1 5 0.333 c 5 0.3 3

A decimal whose expansion continues indefinitely with a repeating digit or a repeating block of digits is called a repeating decimal. EXAMPLE 1

Convert a fraction to a decimal

Convert each fraction to a decimal. a.

1 4

b.

6 25

c.

7 8

d.

11 12

e.

9 11

SOLUTION STRATEGY 0.25 a. 4q1.00 28 20 2 20 0 0.24 b. 25q6.00 2 50 100 2 100 0

Divide the numerator, 1, by the denominator, 4. In the dividend, insert a decimal point followed by some zeros. Divide.

Divide the numerator, 6, by the denominator, 25. In the dividend, insert a decimal point followed by some zeros. Divide.

repeating decimal A decimal whose expansion continues indefinitely with a repeating digit or a repeating block of digits.

260

CHAPTER 3

Decimals

0.875 c. 8q7.000

Divide the numerator, 7, by the denominator, 8. In the dividend, insert a decimal point followed by some zeros. Divide.

2 64 60 2 56 40 2 40 0 0.91666 c 5 0.916 d. 12q11.00000 2 108 20 2 12 80 2 72 80 2 72 80 2 72 8

Divide the numerator, 11, by the denominator, 12. In the dividend, insert a decimal point followed by some zeros. Divide. The remainder is always 8, and so the digit 6 repeats indefinitely in the quotient.

0.8181 c 5 0.81 e. 11q9.0000

Divide the numerator, 9, by the denominator, 11. In the dividend, insert a decimal point followed by some zeros. Divide.

2 88 20 2 11 90 2 88 20 2 11 9

The remainder always alternates between 2 and 9, and so the block of digits 81 repeats indefinitely in the quotient.

TRY-IT EXERCISE 1 Convert each fraction to a decimal. a.

3 40

b.

15 16

c.

5 6

d.

1 6

e.

4 15 Check your answers with the solutions in Appendix A. ■

It is worth noting the decimal expansion of a fraction does one of two things: it either terminates or repeats. Example 1 parts a, b, and c illustrate fractions whose decimal expansions terminate, whereas parts d and e illustrate fractions whose decimal expansions repeat.

3.5 Working with Fractions and Decimals

Simplify an expression containing fractions and decimals using order of operations

Objective 3.5B

When an expression contains a mix of fractions and decimals, we can either convert the fractions to decimals, or we can convert the decimals to fractions. In general, if all of the decimals have terminating decimal expansions, then we convert the fractions to decimals or vice versa. If, on the other hand, the fractions have a repeating decimal expansion, then we prefer to convert the decimals to fractions in order to avoid rounding error. As an example, consider

1 1 ? 0.625. Since has a terminating decimal expansion 4 4

1 a 5 0.25b , we can calculate the product by either converting the fraction to a dec4 imal or vice versa. Let’s first calculate the product by converting the fraction to a decimal. 1 ? 0.625 5 0.25 ? 0.625 4 5 0.15625

Write both factors as decimals. Multiply the decimals.

Let’s now determine the product by converting the decimal to a fraction. 1 5 1 ? 0.625 5 ? 4 4 8 5 5 32

Write both factors as fractions. Multiply the fractions.

To verify that we obtained the same result, let’s convert 0.15625 32q5.00000

Thus,

5 to a decimal. 32

Divide the numerator, 5, by the denominator, 32.

5 5 0.15625. 32

1 An alternate way of calculating the product ? 0.625 is by writing 0.625 in frac4 0.625 tion notation as . 1 1 0.625 0.625 ? 5 4 1 4 5 0.15625

Multiply. Divide.

Notice that we get the same answer as above.

EXAMPLE 2

Simplify an expression containing a fraction and a decimal

Simplify each expression. a.

1 ? 7.25 8

b. 3.5 4

5 6

c.

2 1 0.41 5

261

262

CHAPTER 3

Learning Tip In a problem containing a fraction and a decimal in which the fraction has a repeating decimal expansion, it is better to express both numbers as fractions. This avoids the need for rounding.

Decimals

SOLUTION STRATEGY a.

1 ? 7.25 5 0.125 ? 7.25 8 5 0.90625

b. 3.5 4

1 5 5 53 4 6 2 6 5

7 5 4 2 6

7 6 ? 2 5 1 21 54 5 5 5 5

c.

2 1 0.41 5 0.4 1 0.41 5 5 0.81

1 Convert to a decimal. 8 Multiply. Convert 3.5 to a mixed number. Convert the mixed number to an improper fraction. 5 7 Multiply by the reciprocal of . 2 6

Convert

2 to a decimal. 5

Add.

TRY-IT EXERCISE 2 Simplify each expression. a.

7 2 0.6 8

b. 0.375 ? c.

5 21

2 4 1.75 3 Check your answers with the solutions in Appendix A. ■

Often, expressions containing fractions and decimals will have more than one operation. When multiple operations are present, we must simplify the expression using order of operations. Once again, here are the rules.

Order of Operations Step 1. Perform all operations within grouping symbols: parentheses ( ),

brackets [ ], and curly braces { }. When grouping symbols occur within grouping symbols, begin with the innermost grouping symbols. Step 2. Evaluate all exponential expressions. Step 3. Perform all multiplications and divisions as they appear in reading

from left to right. Step 4. Perform all additions and subtractions as they appear in reading

from left to right.

3.5 Working with Fractions and Decimals

EXAMPLE 3

Simplify an expression containing a fraction and a decimal

Simplify each expression. 1 a. 13 1 2.4 ? 1.42 2 9 4 b. 9.6 2 25 4 a5 1 15.6b 5 10 c.

1 3 142.4 1 20.1 1 a1 b 13 5

SOLUTION STRATEGY 1 a. 13 1 2.4 ? 1.42 2 5 13.5 1 2.4 ? (1.4) 2

Write the fraction as a decimal.

5 13.5 1 2.4 ? 1.96

Evaluate the exponential expression. 1.42 5 1.96.

5 13.5 1 4.704

Multiply. 2.4 # 1.96 5 4.704.

5 18.204

Add. 13.5 1 4.704 5 18.204

4 9 b. 9.6 2 25 4 a5 1 15.6b 5 10

c.

9.6 2 25.8 4 (5.9 1 15.6)

Write the fractions as decimals.

5 9.6 2 25.8 4 21.5

Add the numbers in the parentheses. 5.9 1 15.6 5 21.5.

5 9.6 2 1.2

Divide. 25.8 4 21.5 5 1.2.

5 8.4

Subtract. 9.6 2 1.2 5 8.4.

1 3 142.4 1 20.1 1 a1 b 13 5 142.4 1 20.1 1 (1.2) 3 13

Write the fraction as a decimal.

5

162.5 1 (1.2) 3 13

The fraction bar acts as a grouping symbol. Simplify the numerator. 142.4 1 20.1 5 162.5.

5

162.5 1 1.728 13

Evaluate the exponential expression. (1.2) 3 5 1.728.

5 12.5 1 1.728

Divide. 162.5 4 13 5 12.5.

5 14.228

Add. 12.5 1 1.728 5 14.228.

263

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Decimals

TRY-IT EXERCISE 3 Simplify each expression. a. 4(10 2 2.52 ) 4

1 10

1 b. 53 1 5a42 2 2 b 2

1 10 c. 10 2 23 32 2 4

Check your answers with the solutions in Appendix A. ■

Objective 3.5C EXAMPLE 4

APPLY YOUR KNOWLEDGE Solve an application problem containing fractions and decimals

1 At Safeway market, a customer purchased 4 pounds of bananas at $1.29 per pound, 2 3 3 3 pounds of peaches at $2.39 per pound, and pounds of cherries at $4.99 per pound. 8 4 a. What was the cost of each kind of fruit? Round answers to dollars and cents. b. What was the total cost of the purchase?

SOLUTION STRATEGY a. bananas: 1 4 ? $1.29 5 4.5 ? $1.29 2 5 $5.805 < $5.81

Convert the fraction to a decimal. Multiply and round.

peaches: 3 3 ? $2.39 5 3.375 ? $2.39 8 5 $8.066 < $8.07

Convert the fraction to a decimal. Multiply and round.

cherries:

b.

3 ? $4.99 5 0.75 ? $4.99 4 5 $3.742 < $3.74

Multiply and round.

$5.81 8.07 1 3.74

Add the amounts of the three individual purchases.

$17.62

Convert the fraction to a decimal.

3.5 Working with Fractions and Decimals

TRY-IT EXERCISE 4 You have decided to purchase new carpeting for your living room and bedroom. For the 1 living room, you need 24 square yards of wool carpeting that costs $34.50 per square 2 1 yard. For the bedroom, you need 18 square yards of nylon carpeting that costs $17.00 per 4 square yard. In addition, padding will be required for the total yardage of both rooms at $3.60 per square yard, and installation costs an additional $2.40 per square yard. a. What is the cost to carpet each room?

b. What is the total cost?

Check your answers with the solutions in Appendix A. ■

EXAMPLE 5

Solve an application problem containing fractions and decimals

3 Melanie purchased 13 pounds of potatoes. If she used 2.3 pounds to make potato salad, 4 how many pounds did she have left? Express your answer in fraction notation.

SOLUTION STRATEGY 3 3 3 13 2 2.3 5 13 2 2 4 4 10 13 22

3 4

S

13

15 20

3 10

S

22

6 20

11 She has 11

Convert the decimal to a fraction. Subtract.

9 20

9 pounds of potatoes left. 20

TRY-IT EXERCISE 5 1 An electrician cut 6.4 feet of wire from a roll measuring 28 feet long. How many feet of 5 wire were left on the roll? Express your answer in fraction notation. Check your answer with the solution in Appendix A. ■

265

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Decimals

SECTION 3.5 REVIEW EXERCISES Concept Check 1. To convert a fraction to a decimal, __________ the

2. A decimal whose expansion ends is known as a __________ decimal. A decimal whose expansion continues indefinitely with one or more repeating digits is called a __________ decimal.

numerator by the denominator.

3. The repeating decimal 0.14141414 . . . is written as

4. When an expression contains a mix of fractions and deci-

__________.

mals, we can either convert all fractions to __________, or alternatively, we can convert all decimals to __________.

Objective 3.5A

Convert a fraction to a decimal

GUIDE PROBLEMS 5. Convert

5 to a decimal. 16

. 16q5.0000

6. Convert

7 to a decimal. 15

.

5 5 16

15q7.000000

7 5 15

Convert each fraction to a decimal.

7.

3 20

8.

1 4

9.

9 16

10.

18 25

11.

19 50

12.

5 4

13.

5 11

14.

1 3

17.

13 20

18.

11 16

15. 1

3 5

16. 12

7 8

3.5 Working with Fractions and Decimals

19.

11 6

23. 4

20.

7 18

4 15

24. 2

21.

5 12

3 16

25. 5

267

22.

1 8

31 40

26. 1

3 32

30. 5

19 32

Convert each fraction to a decimal. Round to the nearest tenth.

27.

5 6

28.

11 16

29. 10

3 8

Convert each fraction to a decimal. Round to the nearest hundredth.

31.

4 23

32.

Objective 3.5B

11 24

33.

39 34

34.

19 9

Simplify an expression containing fractions and decimals using order of operations

GUIDE PROBLEMS 35. Calculate 6.27 1 5

2 5

1 ? 8.08. 10

36. Calculate a2 1 19b 4 1

13 . Round to the nearest tenth. 25

a. Convert the fraction to a decimal. 1 6.27 1 5 ? 8.08 5 6.27 1 5. ? 8.08 10

a. Convert each fraction to a decimal.

b. Simplify the expression.

b. Simplify the expression. Round to the nearest tenth.

2 13 a2 1 19b 4 1 5 (2. 1 19) 4 1. 5 25

6.27 1 5. ? 8.08

(2. 1 19) 4 1.

6.27 1

4 1.

Simplify each expression.

37. 76.3 2 4 ? 11

40. 10.7 2 4

3 1 3.2 10

38. 82.7 1 6 ? 2.3

41.

0.25 1 2.77 1 1 5 10

1 5

39. 10.3 1 4 ? 2

42.

2 3.52 1 5 2

1 10

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CHAPTER 3

Decimals

3 5

4 5

44. 18.3 1 2 a3

43. 12.4 2 2a3 1 1.2b

46. 2 ? 6.2 1 5.2 4 2.6 2 4

5 8

3 4

45. 4a

1 2

2 5

50. 2.03 1 a5 1 7.8b 1 52 2 3

1 2

1 2

52. 3a2.5 1 3 b 4 1.52

53. 4 1 0.082 1

6 1 1 0.56b 2 1 ? 2 25 10

1 5

1 2

48. 3 ? 4 2 5.3(6.8 4 3.4)

47. (5.2 ? 4.5) 2 1 1 0.2

49. 2 1 3 (4.9 2 4.1)

Objective 3.5C

1 b 10

4 5

33.5 2 16 1 4

51. 20.73 2 3a4

2 1 2 3b 10

1 2 a b 1 2 54. 2 1 4 0.1 8 100

APPLY YOUR KNOWLEDGE

55. The Heartland Insurance Company pays half of the total bill for their participant’s claims. If a claim amounts to $265.12, how much will the insurance company pay?

56. Jamestown Corp. pays one-third of the health insurance premiums for its employees. If Amanda’s premiums amount to $2068.20, how much will the company pay?

1 The formula for the area of a triangle is A 5 bh, where b is the base and h is the height. 2 Calculate the area for each triangle. Round to the nearest tenth.

58. Round to the nearest hundredth.

57. Round to the nearest tenth.

height = 5.05 ft

height = 60.7 in.

base = 12.42 ft base = 48.8 in.

2 5

59. At Sobey’s Market, Fran purchased 2 pounds of

1 2

60. At Home Hardware, Elliott purchased 3 pounds of fin-

7 almonds at $5.89 per pound, 3 pounds of pears at $3.30 8 1 per pound, and 1 pounds of grapes at $2.17 per pound. 4

3 ishing nails at $3.25 per pound, 8 feet of crown molding 8 1 at $10.15 per foot, and 2 yards of rope at $2.17 per yard. 4

a. What was the cost to purchase each fruit? Round to the nearest cent.

a. What was the cost to purchase each item? Round to the nearest cent.

b. What was the total cost of Fran’s purchase?

b. What was the total cost of Elliott’s purchase?

3.5 Working with Fractions and Decimals

61. A plumber cut 22.8 feet of copper tubing from a roll

269

62. An industrial saw cut 0.5 inches from a piece of alu-

3 measuring 68 feet long. How many feet of tubing were 5

1 minum 2 inches thick. How thick was the aluminum 8

left on the roll? Express your answer in fraction notation.

after the cut? Express your answer in decimal notation.

CUMULATIVE SKILLS REVIEW 1. Round 0.58560 to the nearest thousandth. (3.1E)

2. A doctor’s order requires a patient to take 8.6 milligrams of a particular medication every 4 hours. How many milligrams of the medication will the patient take each day? (3.3C)

3. Multiply

3 2 ? . (2.4A) 4 15

4. Write

5 as an equivalent fraction with a denominator of 7

35. (2.3A)

5. Divide 3.426 4 1.2. (3.4B)

6. Simplify 40 4 23 1 3(15 2 6) . (1.6C)

7. Multiply 14 ? 22 ? 10,000. (1.4B)

8. Add 2.758 1 1.29 1 3. (3.2A)

9. Multiply 4 ?

1 5 ? 2 . Simplify, if possible. (2.4B) 3 6

10. Find the prime factorization of 50. Express your answer in exponential notation. (2.1C)

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CHAPTER 3

Decimals

3.1 Understanding Decimals Objective

Important Concepts

Illustrative Examples

A. Identify the place value of a digit in a decimal (page 208)

decimal fraction A number that can be written as a fraction whose denominator is a power of 10.

Identify the place value of the indicated digit.

decimal number or decimal A number written in decimal notation. terminating decimal A decimal whose expansion ends. non-terminating decimal A decimal whose expansion does not end.

a. 2.1659 hundredths b. 23.681 tenths c. 235.08324 thousandths d. 0.835029 ten-thousandths

B. Write a decimal in word form and standard form (page 209)

Steps for Writing a Decimal in Word Form

Write each decimal in word form.

Step 1. Write the whole number part in words.

a. 55.234

Step 2. Write the word and in place of the decimal point. Step 3. Write the decimal part in words as though it were a whole number, without any commas, followed by the name of the place value of the last digit.

fifty-five and two hundred thirty-four thousandths b. 184.45 one hundred eighty-four and forty-five hundredths c. 0.2456 two thousand four hundred fifty-six tenthousandths Write each decimal in decimal notation. a. nine hundred five and three hundred thirty-six thousandths 905.336 b. sixteen and sixty-four hundredths 16.64 c. six hundred eighty-eight and five tenths 688.5

C. Convert between a terminating decimal and a fraction or mixed number (page 211)

Rule for Converting a Terminating Decimal to a Fraction

Convert each decimal to a fraction or a mixed number. Simplify, if possible.

To convert a terminating decimal to a fraction, write the whole number formed by the digits to the right of the decimal point as the numerator, and write the power of 10 that has as many zeros as places in the decimal as the denominator. Simplify, if possible.

a. 0.8 5

Rule for Converting a Decimal Fraction to a Decimal To convert a decimal fraction to a decimal, write the whole number in the numerator and move the decimal point to the left as many places as there are zeros in the power of ten in the denominator.

4 8 5 10 5

b. 23.7 5 23

7 10

c. 7.835 5 7

835 167 57 1000 200

10-Minute Chapter Review

D. Compare decimals (page 213)

Steps for Comparing Two Decimal Numbers Step 1. Write the decimals one above another so that their decimal points are vertically aligned.

271

Insert the symbol ,, ., or 5 to form a true statement. a. 47.709

47.58

47.709 . 47.58

Step 2. Compare the whole number parts. If one side is greater than the other, then the entire number is greater. If they are equal, continue to the next step.

b. 433.5977

Step 3. Compare the digits to the right of the decimal point in corresponding places from left to right.

d. 4.2565

433.5986

433.5977 , 433.5986 c. 1.305875

1.312

1.305875 , 1.312 4.256500

4.2565 5 4.256500

a. If the digits are the same, move right one place to the next digit. If necessary, insert zeros after the last digit to the right of the decimal point to continue the comparison. b. If the digits are not the same, the larger digit corresponds to the larger decimal. E. Round a decimal to a specified place (page 215)

Steps for Rounding Decimals to a Specified Place

Round each decimal to the specified place value.

Step 1. Identify the place after the decimal point to which the decimal is to be rounded.

a. 445.7708 to the nearest tenth

Step 2. If the digit to the right of the specified place is 4 or less, the digit in the specified place remains the same. If the digit to the right of the specified place is 5 or more, increase the digit in the specified place by one. Carry, if necessary.

445.8 b. 43.5644 to the nearest thousandth 43.564 c. 516.195 to the nearest hundredth 516.20

Step 3. Delete the digit in each place after the specified place. F. APPLY YOUR KNOWLEDGE (PAGE 216)

a. You are writing a check for $45.65. Write the word form for this amount. forty-five and

65 dollars 100

b. You are writing a check for one hundred seventeen dollars and twenty-nine cents. Write the decimal notation for this amount. $117.29 c. A digital memory card is 0.084 inches thick. Round this measurement to the nearest tenth. 0.1 inches

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CHAPTER 3

Decimals

3.2 Adding and Subtracting Decimals Objective

Important Concepts

Illustrative Examples

A. Add decimals (page 223)

Steps for Adding Decimals

Add.

Step 1. Write the decimals so that the decimal points are vertically aligned. If necessary, insert extra zeros to the right of the last digit after the decimal point so that each addend has the same number of decimal places.

a. 30.8708 1 16.164

Step 2. Add as with whole numbers. Carry, if necessary.

30.8708 1 16.1640 47.0348 b. 24.378 1 310.389 24.378 1 310.389 334.767

Step 3. Place the decimal point in the sum so that it is vertically aligned with the decimal points of the addends. B. Subtract decimals (page 225)

Steps for Subtracting Decimals

Subtract.

Step 1. Write the decimals so that the decimal points are vertically aligned. If necessary, insert extra zeros to the right of the last digit after the decimal point so that the minuend and subtrahend have the same number of decimal places.

a. 611.824 2 433.59 611.824 2 433.590 178.234 b. 19.958 2 4.773

Step 2. Subtract as with whole numbers. Borrow, if necessary.

19.958 2 4.773 15.185

Step 3. Place the decimal point in the difference so that it is vertically aligned with the decimal points of the minuend and subtrahend. C. Estimate when adding or subtracting decimals (page 226)

Steps for Estimating When Adding or Subtracting Decimals Step 1. Round each decimal to the specified place. Step 2. Add or subtract.

Estimate 51.31 1 0.853 by rounding each addend to the nearest whole number. 51.31 S 51 1 0.853 S 11 52 Estimate 95.6 2 37.8 by rounding the minuend and subtrahend to the nearest whole number. 95.6 S 96 1 37.8 S 2 38 58

D. APPLY YOUR KNOWLEDGE (PAGE 227)

On July 3, your beginning checkbook balance was $2905.22. On July 7, you wrote check #055 for $222.21 to City Furniture. On July 12, you made a deposit of $320.65. On July 15, you wrote check #056 for $436.50 to Sports Depot. Complete the check register for these transactions to find the new balance in your checking account. Number or Code

Date

055

7/7

City Furniture

7/12

deposit

Transaction Description

Payment, Fee, Withdrawal (–)

Deposit, Credit (+)

7/3

056

7/15

Sports Depot

222

21

436

50

320

65

$ Balance 2905

22

2683

01

3003

66

2567

16

10-Minute Chapter Review

273

3.3 Multiplying Decimals Objective

Important Concepts

Illustrative Examples

A. Multiply decimals (page 234)

Steps for Multiplying Decimals

Multiply.

Step 1. Multiply without regard to the decimal points. That is, multiply the factors as though they are whole numbers.

a. (6.21)(4.5)

Step 2. Determine the total number of decimal places in each factor. Step 3. Place the decimal point in the resulting product so that the number of places to the right of the decimal point is equal to the total determined in Step 2. If necessary, insert zeros as placeholders to get the correct number of decimal places.

B. Multiply a decimal by a power of 10 (page 235)

Multiplying a Decimal by a Power of 10 such as 10, 100, 1000 . . . Move the decimal point to the right the same number of places as there are zeros in the power of 10. Insert zeros, as necessary. Multiplying a Decimal by a Power of 10 such as 0.1, 0.01, 0.001 . . . Move the decimal point to the left the same number of places as there are decimal places in the decimal power of 10. Insert zeros, as necessary.

C. Estimate when multiplying decimals (page 238)

D. APPLY YOUR KNOWLEDGE (PAGE 238)

We can estimate when multiplying decimals to see whether an answer is reasonable.

6.21 3 4.5 3105 2484 27.945 b. (63.4)(95.8) 63.4 3 95.8 5072 3170 5706 6073.72 Multiply. a. (82.2) (100) 5 8220 b. (6558.4) (0.001) 5 6.5584 Write each number in standard notation. a. 28.6 million 28.6 3 1,000,000 5 28,600,000 b. 1.24 billion 1.24 3 1,000,000,000 5 1,240,000,000

Estimate (5.9)(0.94) by rounding each factor to one nonzero digit. 5.9 3 0.94

S S

6 3 0.9 5.4

Ken’s senior class had several fund-raisers this year. For the senior class dance, 154 people attended and paid $53.75 per ticket. The pep rally had 113 participants, each paying $5.25. For the car wash party, 137 students each paid $10.50. a. What was the total amount that Ken’s senior class raised this year? 154 ? $53.75 5 $8277.50 113 ? $5.25 5 $593.25 137 ? $10.50 5 $1438.50 Total raised: $10,309.25 b. What was the total amount raised by all the schools in the district, if that total is 10 times the amount that Ken’s school raised? $10,309.25 ? 10 5 $103,092.50

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Decimals

3.4 Dividing Decimals Objective

Important Concepts

Illustrative Examples

A. Divide a decimal by a whole number (page 246)

Steps for Dividing a Decimal by a Whole Number

Divide.

Step 1. Write the problem in long division format. Step 2. Divide as if working with whole numbers. Place the decimal point in the quotient directly above the decimal point in the dividend. Step 3. If necessary, write additional zeros to the right of the last digit following the decimal point in the dividend to allow the division to continue.

B. Divide a decimal by a power of 10 (page 248)

Dividing a Decimal by a Power of 10 such as 10, 100, 1000 . . . Move the decimal point in the dividend to the left the same number of places as there are zeros in the power of 10. Insert zeros, as necessary.

a. 425.5 4 5

b. 85.8 4 8 10.725 8q85.800

85.1 5q425.5 2 40 25 2 25 05 25 0

28 58 2 56 20 2 16 40 2 40 0

Divide. a. 83.8 4 1000 5 0.0838 b. 1.471 4 0.01 5 147.1

Dividing a Decimal by a Power of 10 such as 0.1, 0.01, 0.001 . . . Move the decimal point in the dividend to the right the same number of places as there are decimal places in the decimal power of 10. Insert zeros, as necessary. C. Divide a decimal or a whole number by a decimal (page 249)

Steps for Dividing a Decimal or Whole Number by a Decimal Step 1. Write the problem in long division format. Step 2. Write an equivalent division problem with a whole number divisor. In particular, move the decimal point in the divisor to the right as many places as necessary until the divisor is a whole number. Also, move the decimal point in the dividend the same number of places to the right. Step 3. Divide. Place the decimal point in the quotient directly above the moved decimal point in the dividend.

Divide. a. 49.02 4 11.4 4.3 114q490.2 2 456 342 2 342 0 b. 143.1 4 1.92 Round to the nearest tenth. 74.53 192q14310.00 2 1344 870 2 768 1020 2 960 600 2 576 24

L 74.5

10-Minute Chapter Review

D. Estimate when dividing decimals (page 251)

We can estimate when dividing decimals to see whether an answer is reasonable.

275

Estimate 21.3 4 0.49 by rounding the dividend and divisor to one nonzero digit. 21.3 T 20

4 0.49 T 4 0.5

40 0.5q20 S 5q200 E. APPLY YOUR KNOWLEDGE (PAGE 252)

Steps for Calculating an Average Step 1. Find the sum of all the values in a data set. Step 2. Divide the sum in Step 1 by the number of values in the set. Average 5

Sum of values Number of values

Todd just started a new job in Paris, France. He worked 7 hours on Monday, 8.5 hours on Tuesday, 6.5 hours on Wednesday, 8 hours on Thursday, and 5.5 hours on Friday. What is the average number of hours Todd worked per day? 7 1 8.5 1 6.5 1 8 1 5.5 35.5 5 5 7.1 hours 5 5

3.5 Working with Fractions and Decimals Objective

Important Concepts

Illustrative Examples

A. Convert a fraction to a decimal (page 258)

terminating decimal A decimal whose expansion ends.

Convert each fraction to a decimal.

repeating decimal A decimal whose expansion continues indefinitely with a repeating digit or a repeating block of digits.

a.

Rule for Converting a Fraction to a Decimal Divide the numerator by the denominator. If necessary, write additional zeros, to the right of the last digit following the decimal point in the dividend to allow the division to continue. Also, if necessary, insert zeros as placeholders in the quotient to get the correct number of decimal places. B. Simplify an expression containing fractions and decimals using order of operations (page 261)

Order of Operations Step 1. Perform all operations within grouping symbols: parentheses ( ), brackets [ ], and curly braces { }. When grouping symbols occur within grouping symbols, begin with the innermost grouping symbols. Step 2. Evaluate all exponential expressions. Step 3. Perform all multiplications and divisions as they appear in reading from left to right. Step 4. Perform all additions and subtractions as they appear in reading from left to right.

27 5 0.675 40

5 5 0.3125 16 4 c. 5 0.3636 c or 0.36 11 b.

Simplify each expression. 3 1 a. 23 2 3 1 2.22 ? 10 4 2 23.75 2 3.5 1 2.22 ? 10 23.75 2 3.5 1 4.84 ? 10 23.75 2 3.5 1 48.4 20.25 1 48.4 68.65

276

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Decimals

b.

1 2 96.5 1 100.7 1 a5 b 5 5 96.5 1 100.7 1 5.22 5 197.2 1 5.22 5 39.44 1 5.22 39.44 1 27.04 66.48

C. APPLY YOUR KNOWLEDGE (PAGE 264)

1 3 Larry purchased 1 pounds of raisins at $5.25 per pound and pound of peanuts at $7.35 4 2 per pound. How much did Larry spend? 3 1 ? 5.25 5 1.75 ? 5.25 5 9.1875 5 $9.19 4 1 ? 7.35 5 0.5 ? 7.35 5 3.675 5 $3.68 2 $9.19 1 $3.68 5 $12.87 Larry spent $12.87 in total.

Numerical Facts of Life

277

You are a sports reporter for your college newspaper. For an upcoming story about the disparity of major league baseball salaries, your editor has asked you to compile some average payroll statistics for the 2006 season. HIGHEST AND LOWEST MAJOR LEAGUE BASEBALL TEAM PAYROLLS: 2006 REGULAR SEASON

H I G H E S T L O W E S T

TEAM

2006 PAYROLL

New York Yankees

$194,663,079

Boston Red Sox

$120,099,824

Los Angeles Angels

$103,472,000

Colorado Rockies

$41,233,000

Tampa Bay Devil Rays

$35,417,967

Florida Marlins

$14,998,500

2006 PAYROLL

2006 AVERAGE

2006 AVERAGE

ROUNDED TO

PAYROLL PER GAME

SALARY PER PLAYER

MILLIONS

162-GAME SEASON

30-PLAYER ROSTER

1. Calculate the figures for the column “2006 Payroll Rounded to Millions.” 2. Using your “rounded to millions” figures, calculate the figures for the column “2006 Average Payroll per Game.” There are 162 regular-season games in major league baseball. Round each average payroll per game to dollars and cents. 3. Using your “rounded to millions” figures, calculate the figures for the column “2006 Average Salary per Player.” There are 30 players on a major league baseball roster. Round each average salary per player to the nearest dollar.

278

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Decimals

CHAPTER REVIEW EXERCISES Identify the place value of the indicated digit. (3.1A)

1. 13.3512

2. 0.1457919

3. 314. 09245

4. 89.25901

5. 0.350218

6. 1476.00215962

Write each decimal in word form. (3.1B)

7. 28.355

9. 0.158

11. 59.625

8. 0.00211

10. 142.12

12. 0.39

Write each number in decimal notation. (3.1B)

13. two hundred ninety-eight ten-thousandths

14. twenty-two and three hundred twenty-four thousandths

15. one hundred seventy-eight and thirteen hundredths

16. seven hundred thirty-five ten-thousandths

17. nine hundred twelve and twenty-five hundredths

18. sixteen hundred-thousandths

Convert each decimal to a fraction or a mixed number. Simplify, if possible. (3.1C)

19. 9.57

20. 0.315

21. 5.006

22. 1.19

Chapter Review Exercises

Insert the symbol ,, ., or 5 to form a true statement. (3.1D)

23. 23.512 _____ 23.519

24. 0.8124 _____ 0.8133

25. 3.45887 _____ 3.45877

26. 125.6127 _____ 124.78

27. 0.02324 _____ 0.02324

28. 55.398 _____ 55.389

Round each decimal to the specified place value. (3.1E)

29. 1.853 to the nearest hundredth

30. 2.1487 to the nearest thousandth

31. 3.396 to the nearest tenth

32. 4.11458 to the nearest ten-thousandth

33. 1.588556 to the nearest hundred-thousandth

34. 7.4512 to the nearest thousandth

Add. (3.2A)

35.

2.135 1 3.447

36.

6.098 1 1.211

37.

5.5173 0.0991 1 6.0070

38.

1.234 0.022 1 8.455

39. 15.445 1 0.3369

40. 12.645 1 0.856

41. 0.089 1 9.652

42. 6.244 1 0.048

43. 22.123 1 9.003 1 0.45

44. 0.033 1 11.92 1 18.2

Subtract. (3.2B)

45.

24.655 2 2.362

46.

18.329 2 6.154

279

280

47.

CHAPTER 3

Decimals

12.127 2 6.015

48.

10.527 2 8.519

49. 0.0741 2 0.00562

50. 11.155 2 0.0877

51. 0.0864 2 0.0596

52. 6.345 2 2.0089

53. 15.629 2 0.609

54. 0.988 2 0.036

Multiply. (3.3A, B)

55.

5.025 3 1.25

56.

3.972 3 0.035

57.

9.041 3 1.44

58.

7.221 3 0.009

59. (0.0945)(100)

60. (11.33)(10)

61. (8.1)(1.46)

62. (1.75)(15.66)

63. (0.92)(19.02)

64. (0.005)(21.14)

Write each number in standard notation. (3.3B)

65. 145.9 million

66. 1.25 trillion

67. 455.2 billion

68. $16.78 million

Divide. (3.4A, B)

69. 100q8.9

71.

35.8 20

73. 99.3 4 12

70. 13q18.317

72.

15.95 10

74. 545.28 4 15

Chapter Review Exercises

281

Divide. Round to the nearest tenth if necessary. (3.4C)

75. 0.1q49.88

77.

21.8 4.5

79. 5 4 0.82

76. 2.6q32.76

78.

92.6 2.3

80. 55 4 1.6

Convert each fraction to decimal. (3.5A)

81.

12 60

82.

83.

11 12

84. 3

1 25

7 11

Convert each fraction to a decimal. Round to the nearest hundredth if necessary. (3.5A)

85.

6 7

86. 4

3 16

Simplify each expression. (3.5B)

87. 25 1 (130.99 2 5.32 )

88. 1000 4 125 1 9.22

89.

1.53 (96.6 4 12) ? 102 5

90. 85.3 2 43 2 a1 ? 5b

91.

(45.3 4 9.06) 2 1 12.1 10

92. 30 4 0.1 ?

1 5

2.6 1 72 10

Solve each application problem.

93. Marsha is practicing the long jump for the upcoming Olympic trials. On her first try, she jumps 12.65 feet. On the second try, she jumps 12.18 feet. On her last try, she jumps 12.27 feet. List these distances in ascending order for Marsha’s training log.

94. Kelowna Wines is shipping grapes to their winery. They have four cases weighing 126.32 pounds, 155.65 pounds, 114.18 pounds, and 189.44 pounds, respectively. If the cases must be stacked from heaviest to lightest, in what order will they be stacked?

282

CHAPTER 3

Decimals

95. Mike and Morley are hiking on Mount Rundle. On Monday they climbed 1265.38 feet and on Tuesday they climbed 1389.12 feet. How many total feet did they climb?

97. Trish received a paycheck in the amount of $4789.25 last month. She paid $1975.12 for rent, $322.45 for food, and $655.24 for her car payment. How much money does Trish have left after she pays these bills?

99. Cascade Inc. bought 12 reams of fax paper at $5.81 each. What was the total cost of the paper?

101. The asteroid 1566 Icarus is 161.27 million kilometers from the sun. Write this distance in standard notation.

103. The latest hybrid car model gets 55 miles per gallon of gasoline. How many miles will the car travel on 14.5 gallons of gasoline?

105. You are the manager at Twigs Flower Shop. One of your

96. Century Cable, Inc. has decided to add a monthly maintenance fee of $5.75. If the cable bill was $46.95 before the extra fee, what is the total of the new bill?

98. Tree Cutters, Inc. cut two trees yesterday. The first was 145.54 feet tall and the second was 103.92 feet tall. How much taller was the first tree than the second?

100. Greg earns $825.45 dollars per week. How much does he earn in one year?

102. The asteroid 911 Agamemnon is 778.1 million kilometers from the sun. Write this distance in standard notation.

104. Kool-Beanz Gift Shop pays $134.40 for a dozen embroidered caps. If they intend to make $8.75 profit on each cap, what should be the selling price per cap?

106. You are a teller at the Second National Bank. A cus-

tasks each day is to count the cash for a bank deposit. When you count the cash, you have 54 ones, 18 fives, 11 tens, 27 twenties, and 2 fifties. In addition, there are 28 pennies, 24 nickels, 16 dimes, and 13 quarters.

tomer has come to your window to make a deposit. When you count the cash, there are 26 ones, 15 fives, 19 tens, 32 twenties, and 4 fifties. In addition, there are 16 pennies, 42 nickels, 36 dimes, and 28 quarters.

a. How much do you have in currency?

a. How much currency is in the deposit?

b. How much do you have in coins?

b. How much in coins is in the deposit?

c. What is the total amount of the deposit?

c. What is the total amount of the deposit?

d. Write the total deposit in words.

d. Write the total deposit in words.

Chapter Review Exercises

283

107. On July 1, your beginning checkbook balance was $1694.20. On July 12, you wrote check #228 for $183.40 to Wal-Mart. On July 16, you made a deposit of $325.50. On July 24, you made an ATM withdrawal for $200.00. Complete the check register for these transactions to find the new balance in your checking account. Number or Code

Date

Transaction Description

Payment, Fee, Withdrawal (–)

Deposit, Credit (+)

$ Balance

108. On March 1, your beginning checkbook balance was $2336.40. On March 11, you made a deposit of $1550.35. On March 19, you wrote check #357 for $253.70 to Visa. On March 23, you wrote check #358 for $45.10 to FedEx. Complete the check register for these transactions to find the new balance in your checking account. Number or Code

Date

Transaction Description

Payment, Fee, Withdrawal (–)

109. Barons Men’s Shop is having a sale. If you buy three shirts, the sale price is $56.75 each. a. How much will you spend to buy the three shirts at the sale price?

b. If the regular price of the shirts is $75.00 each, what is your total savings by purchasing the three shirts on sale?

111. The temperature in Granville has dropped substantially in the last few days. On Monday, the temperature was 52.6°F , Tuesday it dropped to 42.8°F , and on Wednesday it was 40.9°F. What was the average temperature in Granville over the three-day period? Round to the nearest tenth.

Deposit, Credit (+)

$ Balance

110. Vickie is considering a new job offer. She currently earns $56,000 per year. Her new job would pay $60,000 per year. a. How much more will her new job offer pay per week? Round to the nearest cent.

b. Vickie needs $2307.60 for the down payment on her new car. How many weeks will she have to save her extra income in order to have the down payment?

112. Ellen earned the following GPAs for each year of high school: 3.56, 3.48, 3.72, and 3.88. What was Ellen’s average GPA in high school?

284

CHAPTER 3

Decimals

113. Clarissa and George order a large pizza for $18.80. The tax is $1.14, and they tip the delivery boy $3.50. They decide to split the cost according to the amount they eat. a. If George eats three-fourths of the pizza, how much is his share of the cost?

114. A charity fund-raiser netted $158,700 selling raffle tick7 of the money 8 raised and the balance was for administrative expenses and printing costs. ets last month. The charity received

a. How much did the charity receive? b. How much is Clarissa’s share of the cost? b. How much went to administrative expenses and printing costs?

115. Hi-Way Champions Delivery Service has received pack1 ages weighing 6.7 pounds, 3.9 pounds, and 4 pounds. 2 What is the total weight of the three packages? Express your answer in fraction notation.

117. Toby wants to save a total of $567.68 in one year for a new guitar amplifier. Round this number to two nonzero digits to estimate how much he will have to save each month to reach his goal.

116. A carpenter purchased 2.1 pounds of roofing nails, 4 3 1 pounds of finishing nails, and 3 pounds of drywall 5 4 screws. What is the total weight of the purchase? Express your answer in fraction notation.

118. Century City’s new recycling policy states that each household recycles an average of 653.6 pounds of glass and aluminum per year. Estimate how many pounds each household should recycle per week by rounding this number to two nonzero digits.

ASSESSMENT TEST Identify the place value of the indicated digit.

1. 23.0719

2. 0.360914

Write each decimal in word form.

3. 42.949

4. 0.0365

Write each decimal in decimal notation.

5. twenty one hundred-thousandths

6. sixty-one and two hundred eleven thousandths

Convert each decimal to a fraction or a mixed number. Simplify, if possible.

7. 8.85

8. 0.125

Assessment Test

285

Insert the symbol ,, ., or 5 to form a true statement.

9. 0.6643 _____ 0.66349

10. 12.118 _____ 12.181

11. 2.14530 _____ 2.145300

Round each number to the specified place value.

12. 1.597 to the nearest tenth

13. 4.11089 to the nearest hundredth

Add.

14.

3.490 0.006 1 5.800

15. 13.44 1 10.937 1 0.1009

Subtract.

16.

34.029 2 6.512

17. 0.0938 2 0.0045

Multiply.

18.

7.228 3 1.3

19. (0.008)(15.42)

Write each number in standard notation.

20. 218.6 million

22. Divide.

92.8 1000

21. 3.37 billion

23. Divide. 1.6q40.96

Simplify each expression.

24.

4.22 ? (12.5 2 3.6) 2 10.6045 8

25. 36.3 4 6.6 1 (3.34 2 2.64) 3

Solve each application problem.

26. Emerson earns $14.00 per hour working in a hospital.

27. Sam buys 3 music CDs at $12.69 each and 2 movies on DVD at $16.50 each. Sales tax amounts to $3.70.

a. If she worked 19.25 hours last week, how much did she make?

b. If $20.62 was deducted for social security and Medicare, and $64.20 for income taxes, how much was her take-home pay?

a. What is the total amount of the purchase?

b. If he pays with 4 twenty dollar bills, how much change will he receive?

286

CHAPTER 3

Decimals

6 miles on 23.1 gallons 10 of gas. Rounded to the nearest tenth, what was your average miles per gallon?

28. On a recent trip you drove 465

29. The temperature in Yellowstone Ridge has dropped substantially in the last few days. On Wednesday, the temperature was 62.3°F, Thursday it dropped to 39.6°F, and on Friday it was 43.4°F. What was the average temperature over the three-day period? Round to the nearest tenth.

Use the advertisement for Power Play Advance for exercises 30–32.

99 99

EACH

Power Play Light-up screen & 10-Hour Rechargeable Battery AGSSZVA

Available in Platinum, Cobalt Blue,Flame & Onyx

PLay 799 Power Carrying Case

PLay 799 Power Magnifier

Aquatic Adventures

?

2699

Ape Land

Pinball Mania

Mystery Madness

30. What is the total cost to purchase the Power Play Advance, the carrying case, and two games?

31. Round each price to the nearest dollar to estimate the cost of purchasing the Slim Magnifier and four games.

32. What would the amount of the monthly payment be if you purchased the Power Play Advance and three games, and paid for the purchase over a one-year period with “interest-free” equal monthly payments?

CHAPTER 4

Ratio and Proportion

Nursing

IN THIS CHAPTER 4.1 Understanding Ratios (p. 288) 4.2 Working with Rates and Units (p. 303) 4.3 Understanding and Solving Proportions (p. 313)

s the health care needs of baby boomers swell and as the current nursing population continues to age, the demand for skilled nurses is greater than ever. According to the Bureau of Labor Statistics, employment opportunities for registered nurses are expected to grow by more than 22% through 2018.1 In May 2008, the median annual income of a registered nurse was $62,450. With the continued demand for skilled nursing care, one can expect the salaries of qualified nurses to increase as well.

A

While nurses are often thought of as assistants to doctors who merely follow orders, they are medical professionals in their own right with great responsibilities. Not only do nurses treat patients and provide advice and emotional support to both patients and family members, they also perform diagnostic tests, analyze results, and administer medications.2 Nurses generally specialize in a particular field such as pediatrics or cardiology. In performing tasks such as administering medications, nurses must understand ratios and proportions. If a patient requires 400mg of a medication that comes in 150mg tablets, a nurse must be able to determine the correct number of tablets to administer. If he or she cannot perform this basic calculation, the consequences can be life-threatening. In this chapter, we will see how ratios and proportions are essential to such a calculation. 1,2

from U.S. Bureau of Labor Statistics Occupational Outlook Handbook. 287

288

CHAPTER 4

Ratio and Proportion

4.1 UNDERSTANDING RATIOS LEARNING OBJECTIVES

It is often said, “You can’t compare apples and oranges.” Well, with certain ratios, you can!

A. Write and simplify a ratio B. Write a ratio of converted measurement units C.

APPLY YOUR KNOWLEDGE

ratio A comparison of two quantities by division. terms of the ratio The quantities being compared.

A ratio is a comparison of two quantities by division. Thus, given two numbers a a and b, the ratio of a to b can be written as . The quantities being compared are b known as the terms of the ratio. If you had 3 apples and 2 oranges, then the ratio 3 of apples to oranges is . If there are 12 females and 13 males in a biology class, 2 12 then the ratio of females to males is . 13 In this section, we will learn various ways to write ratios, how to simplify them, and how to use ratios to express quantity relationships. Later in the chapter, we will use two ratios in a statement called a proportion to solve some interesting application problems.

Objective 4.1A

LearningTip The terms of a ratio can be separated by a colon. Note that a colon (:) is a modified version of the division sign ( 4 ). In fact, in some countries, the colon is the standard symbol used to represent division.

Write and simplify a ratio

a While the ratio of a to b is generally written in fraction notation as , we can also b denote this ratio as a:b or by a to b. Thus, a ratio may be written in fraction notation, as two numbers separated by a colon, or as two numbers separated by the word to. The ratio of three apples to two oranges, for instance, can be written in any of the following ways. 3 2

3:2

3 to 2

Our ratio of 12 females to 13 males in a biology class can be written in one of three formats. 12 13

12:13

12 to 13

In a ratio, the order of the terms is important. The number mentioned first is the numerator of the fraction, the number before the colon, or the number before the word to. The number mentioned second is the denominator of the fraction, the number after the colon, or the number after the word to. A ratio may express the relationship of a part to a whole, or it may express the relationship of a part to another part. In our example of 12 females and 13 males in the biology class, our ratio of females to males, 12 to 13, expresses a part to a part ratio. However, because females and males are both parts of the whole class of

4.1 Understanding Ratios

289

25 students (12 females 1 13 males 5 25 total students), we can also write two ratios expressing the relationship of a part to a whole. Females S “the ratio of 12 to 25” Males

EXAMPLE 1

S

“the ratio of 13 to 25”

12 25

12:25

12 to 25

13 25

13: 25

13 to 25

Write a ratio in various forms

Write each ratio in three different ways. a. the ratio of 7 to 11 b. the ratio of 12 to 5

SOLUTION STRATEGY A ratio can be written • in fraction notation. • as two numbers separated by a colon. • as two numbers separated by the word to.

a. the ratio of 7 to 11 7 11

7:11

7 to 11

b. the ratio of 12 to 5 12 5

12:5

12 to 5

TRY-IT EXERCISE 1 Write each ratio in three different ways. a. the ratio of 4 to 9

b. the ratio of 14 to 5 Check your answers with the solutions in Appendix A. ■

A ratio can be simplified or reduced to lowest terms. This often allows us to see the comparison more clearly. The procedure for simplifying a ratio involving whole numbers is the same as that used for simplifying a fraction. We simply divide out common factors between the first term and the second term. Let’s say, for example, that a new assembly line process makes 88 widgets per hour, whereas the old process made 22 widgets per hour. The ratio of the new process to the old process is 88 to 22. We express this ratio as follows. 88 22

Dividing out the common factor, 22, we see that the ratio reduces to 4 to 1. 4

88 4 88 5 5 22 1 22 1

Learning Tip Whenever we write a ratio, we want to see the comparison of two quantities. In our example, the ratio of 88 to 22 simplifies to the ratio of 4 to 1. In fraction notation, we write this simplified ratio as 4 . Because this is a ratio, we 1 4 do not write to

as just 4. If 1 we did so, then we would have just one quantity rather than two quantities.

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From this, we could say that the new process makes 4 widgets for every 1 widget made by the old process. Another way to express this information is that the new process is 4 times as fast as the old process.

Steps for Simplifying a Ratio Step 1. Write the ratio in fraction notation. Step 2. Simplify, if possible.

EXAMPLE 2

Simplify ratios

Simplify each ratio. a. 6 to 18 b. 14 to 35 c. 30 to 21

SOLUTION STRATEGY a. 6 to 18 1

6 1 6 5 5 18 18 3 3

Write the ratio in fraction notation. Simplify by dividing out the common factor, 6.

b. 14 to 35 2

14 2 14 5 5 35 35 5 5

Write the ratio in fraction notation. Simplify by dividing out the common factor, 7.

c. 30 to 21 10

30 30 10 5 5 21 21 7 7

Write the ratio in fraction notation. Simplify by dividing out the common factor, 3.

TRY-IT EXERCISE 2 Simplify each ratio. a. 25 to 40

b. 33 to 72

c. 38 to 4 Check your answers with the solutions in Appendix A. ■

4.1 Understanding Ratios

SIMPLIFY A RATIO THAT CONTAINS DECIMALS Not all ratios involve whole numbers. For a ratio that contains decimals, write the ratio in fraction notation and then rewrite as a ratio of whole numbers. This is n done by multiplying the ratio by 1 in the form , where n is a power of 10 large n enough to remove any decimals in both the numerator and the denominator. Simplify the ratio, if possible. For example, the ratio of 2.8 to 5.6 simplifies to 1 to 2. 1

2.8 1 10 28 2.8 to 5.6 5 5 ? 5 5.6 10 56 2 2

Steps for Simplifying a Ratio That Contains Decimals Step 1. Write the ratio in fraction notation. Step 2. Rewrite as a ratio of whole numbers. To do so, multiply the ratio by 1

n in the form , where n is a power of 10 large enough to remove any n decimals in both the numerator and the denominator.

Step 3. Simplify, if possible.

EXAMPLE 3

Simplify a ratio that contains decimals

Simplify the ratio 2.75 to 0.5.

SOLUTION STRATEGY 2.75 to 0.5 2.75 0.5

Write the ratio in fraction notation.

5

275 2.75 100 ? 5 0.5 100 50

Multiply by 1 in the form

5

275 11 5 50 2

100 100

to remove the decimals.

11

Simplify by dividing out the common factor, 25.

2

TRY-IT EXERCISE 3 Simplify the ratio 18.5 to 5.5. Check your answer with the solution in Appendix A. ■

SIMPLIFY A RATIO THAT CONTAINS A COMBINATION OF FRACTIONS, MIXED NUMBERS, OR WHOLE NUMBERS For a ratio that contains a combination of fractions, mixed numbers, or whole numbers, convert each mixed number and each whole number to an improper fraction and then divide as we did in Section 2.5, Dividing Fractions. Simplify, if possible.

291

Learning Tip When the last digit in a decimal is in the tenths place, 10 multiply by . When the last 10 digit in a decimal is in the hundredths place, multiply by 100 . When the last digit in a 100 decimal is in the thousandths 1000 . place, multiply by 1000

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LearningTip

Ratio and Proportion

1 For example, the ratio of 3 feet to 4 feet would simplify as follows. 2 3 1 3 1 3 9 3 2 2 5 5 4 5 ? 5 1 9 1 2 1 9 3 4 3 2 2

Recall, the procedure for dividing fractions is to invert the divisor and then multiply.

Steps for Simplifying a Ratio That Contains a Combination of Fractions, Mixed Numbers, or Whole Numbers Step 1. Write the ratio in fraction notation. Step 2. Convert each mixed number and each whole number to an improper

fraction. Step 3. Divide the fractions by multiplying the numerator by the reciprocal

of the denominator. Step 4. Simplify, if possible.

EXAMPLE 4

Simplify a ratio that contains fractions or mixed numbers

1 7 Simplify the ratio 1 to . 4 8

SOLUTION STRATEGY 1 7 1 to 4 8

Write the ratio in fraction notation. 5 1 Convert the mixed number, 1 , to an improper fraction, . 4 4

1 5 4 4 5 7 5 5 4 7 7 4 8 8 8

1

2

5 8 Multiply by , the reciprocal of the denominator. 4 7

5 8 10 5 ? 5 4 7 7 1

TRY-IT EXERCISE 4 24 in.

1 1 Simplify the ratio 3 to 2 . 2 8 Check your answer with the solution in Appendix A. ■

Objective 4.1B 36 in.

Write a ratio of converted measurement units

Let’s say that a speed limit sign is 36 inches high and 24 inches wide. We can write the simplified ratio of the height to the width. height 36 3 5 5 width 24 2

4.1 Understanding Ratios

293

What if the information listed the height of the speed limit sign as 3 feet and the width as 24 inches? In ratios that compare measurement, the units must be the same. In this case, we are given different units, feet and inches. When this occurs, we must rewrite the terms of the ratio using the same units. Table 4.1, Measurement Conversion Tables, lists some familiar measurement equivalents for time, volume, length, and weight. Use these values to write a ratio with terms expressed in the same units. These and other tables will be used more extensively in Chapter 6, Measurement.

24 in.

3 ft

From the “Length” category in Table 4.1, we find the conversion equivalent. 1 foot 5 12 inches

With this information, we can write the ratio of the speed limit sign dimensions in either feet or inches. Let’s do both. Ratio in feet: Because 12 inches 5 1 foot, 24 inches 5 2 feet. To determine this, multiply both sides of the equation 12 inches 5 1 foot by 2. 2 # 12 inches 5 2 # 1 foot 1 24 inches 5 2 feet

Thus, the ratio of 3 feet to 24 inches can be written as follows. 3 feet 3 feet 3 Height 5 5 5 Width 24 inches 2 feet 2 Ratio in inches: Because 1 foot 5 12 inches, 3 feet 5 36 inches. To determine this, multiply both sides of the equation 1 foot = 12 inches by 3. 3 # 1 foot 5 3 # 12 inches 1 3 feet 5 36 inches

Thus, the ratio of 3 feet to 24 inches can be written as follows. Height 3 feet 36 inches 36 3 5 5 5 5 Width 24 inches 24 inches 24 2 Although the simplified ratio will be the same either way, as a general rule, it is easier to write the ratio with values in terms of the smaller measurement units. TABLE 4.1 MEASUREMENT CONVERSION TABLES TIME

LIQUID MEASURE (VOLUME)

UNIT

EQUIVALENT

UNIT

EQUIVALENT

1 minute

60 seconds

1 cup

8 ounces

1 hour

60 minutes

1 pint

2 cups

1 day

24 hours

1 quart

4 cups

1 week

7 days

1 quart

2 pints

1 year

52 weeks

1 gallon

4 quarts

1 year

365 days

LINEAR MEASURE (LENGTH)

WEIGHT

UNIT

EQUIVALENT

UNIT

EQUIVALENT

1 foot

12 inches

1 ounce

16 drams

1 yard

3 feet

1 pound

16 ounces

1 yard

36 inches

1 ton

2000 pounds

1 mile

5280 feet

Learning Tip Remember that different units in the same measurement category, such as feet and inches, can be converted to either feet or inches to form the ratio. Note: It is usually easier to use ratio values in terms of the smaller measurement units.

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EXAMPLE 5

Write a ratio of converted measurement units

Simplify each ratio. Use values in terms of the smaller measurement units. a. 14 hours to 2 days

b. 5 quarts to 4 pints

SOLUTION STRATEGY a. 14 hours to 2 days 14 hours 14 hours 7 5 5 2 days 48 hours 24

Convert days to the smaller units, hours. 1 day 5 24 hours 2 ? 1 day 5 2 ? 24 hours ==> 2 days5 48 hours Set up the ratio and simplify. Convert quarts to the smaller units, pints. 1 quart 5 2 pints 5 ? 1 quart 5 5 ? 2 pints ==> 5 quarts5 10 pints

b. 5 quarts to 4 pints 5 quarts 10 pints 5 5 5 4 pints 4 pints 2

Set up the ratio and simplify.

TRY-IT EXERCISE 5 Simplify each ratio. Use values in terms of the smaller measurement units. a. 20 minutes to 300 seconds

b. 15 inches to 2.5 feet

c. 5 cups to 4 pints

Check your answers with the solutions in Appendix A. ■

EXAMPLE 6

Write a ratio of converted measurement units

Simplify each ratio. Use values in terms of the smaller measurement units. a. 4 yards to 10 feet b. 42 ounces to 3 pounds

SOLUTION STRATEGY a. 4 yards to 10 feet 4 yards 12 feet 6 5 5 10 feet 10 feet 5

b. 42 ounces to 3 pounds 42 ounces 42 ounces 7 5 5 3 pounds 48 ounces 8

Convert yards to the smaller units, feet. 1 yard 5 3 feet 4 ? 1 yard 5 4 ? 3 feet ==> 4 yards 5 12 feet Set up the ratio and simplify.

Convert pounds to the smaller units, ounces. 1 pound 5 16 ounces 3 ? 1 pound 5 3 ? 16 ounces ==> 3 pounds 5 48 ounces Set up the ratio and simplify.

4.1 Understanding Ratios

TRY-IT EXERCISE 6 Simplify each ratio. Use values in terms of the smaller measurement units. a. 26 drams to 2 ounces

b. 2 gallons to 3 quarts

c. 1.5 days to 9 hours Check your answers with the solutions in Appendix A. ■

APPLY YOUR KNOWLEDGE

Objective 4.1C

Work with ratios in an application problem

EXAMPLE 7

A small bag of M&Ms has 18 red, 11 blue, 13 yellow, and 9 orange M&Ms. Write each ratio in three different ways. Simplify, if possible. a. the ratio of red to yellow b. the ratio of blue to orange c. the ratio of orange to red d. the ratio of yellow to the total e. the ratio of the total to blue

SOLUTION STRATEGY a. the ratio of red to yellow 18 to 13

18 13

18:13

A ratio can be written • in fraction notation. • as two numbers separated by a colon. • as two numbers separated by the word to.

b. the ratio of blue to orange 11 to 9

11 9

11:9

c. the ratio of orange to red 9 1 5 18 2 1 to 2

Simplify by dividing out the common factor, 9. 1:2

1 2

d. the ratio of yellow to the total 13 to 51

13:51

13 51

e. the ratio of the total to blue 51 to 11

51:11

51 11

In parts d and e, use the total number of M&Ms, 18 1 11 1 13 1 9 5 51, to write the ratio.

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TRY-IT EXERCISE 7 At the Round Hill Doggy Olympics there were 32 cocker spaniels, 15 golden retrievers, 25 poodles, and 18 corgis. Write each ratio in three different ways. Simplify, if possible. a. the ratio of corgis to golden retrievers

b. the ratio of poodles to the total Photo by George Bergeman

c. the ratio of golden retrievers to cocker spaniels

d. the ratio of the total to corgis

e. the ratio of corgis and poodles to golden retrievers

Check your answers with the solutions in Appendix A. ■

SECTION 4.1 REVIEW EXERCISES Concept Check 1. A

is a comparison of two quantities by

2. The quantitites being compared in a ratio are called the

division.

of the ratio.

3. Ratios may be written as two numbers separated by the word

, as two numbers separated by a , or in notation.

5. A ratio may express a comparison of a part to a or a part to a

.

7. Explain the procedure to simplify a ratio that contains decimals.

4. Write the ratio of a to b, where b 2 0, in three different ways.

6. A ratio can be simplified by dividing out factors.

8. To write a ratio containing different units in the same “measurement category,” such as feet and inches, it is generally easier to use values in terms of the measurement units.

4.1 Understanding Ratios

Objective 4.1A

Write and simplify a ratio

GUIDE PROBLEMS 9. Write the ratio of 7 to 12.

10. Write the ratio of 2.9 to 1.42.

a. Use the word to.

a. Use the word to.

b. Use a colon.

b. Use a colon.

c. Write in fraction notation.

c. Write in fraction notation.

Write each ratio in three different ways.

11. the ratio of 5 to 17

12. the ratio of 11 to 7

1 4

14. the ratio of 6 to 9

15. the ratio of 2.7 to 9

16. the ratio of 5.8 to 2

17. the ratio of 5 to 2

18. the ratio of 1 to 10

19. the ratio of 8 to 15

20. the ratio of 15 to 32

21. the ratio of 44 to 1.2

22. the ratio of 10 to 10.3

13. the ratio of 3 to 8

1 2

1 3

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Ratio and Proportion

GUIDE PROBLEMS 23. Consider the ratio 18 to 27.

24. Consider the ratio 40 to 16.

a. Write the ratio in fraction notation.

a. Write the ratio in fraction notation.

b. Simplify.

b. Simplify.

5 8

25. Consider the ratio 2.6 to 50.

1 4

26. Consider the ratio 1 to 2 .

a. Write the ratio in fraction notation.

a. Write the ratio in fraction notation.

n

b. Identify 1 in the form , where n is a power of 10 n large enough to remove any decimals in both the numerator and the denominator.

b. Convert each mixed number to an improper fraction.

c. Multiply the ratio by the fraction from part b.

c. Divide. d. Simplify.

Simplify each ratio.

27. 20 to 6

28. 18 to 96

29. 144 to 12

30. 25 to 45

31. 16 to 64

32. 42 to 56

33. 500 to 1000

34. 81 to 18

35. 0.3 to 1.1

36. 2.4 to 4.6

37. 3.2 to 6

38. 5.2 to 5.6

39. 1.25 to 1

40. 0.95 to 0.05

41. 9 to 2

1 3

43. 1 to 1

2 3

4 9

44. 2 to 3

2 3

1 4

42.

1 3

46. 2 to

45. 9 to 1

3 1 to 8 8

3 7

5 14

4.1 Understanding Ratios

Objective 4.1B

299

Write a ratio of converted measurement units

GUIDE PROBLEMS 47. Consider the ratio 6 quarts to 2 gallons.

48. Consider the ratio 18 minutes to 1.5 hours.

a. Identify the smaller units.

a. Identify the smaller units.

b. Convert gallons to quarts.

b. Convert hours to minutes.

c. Write the ratio.

c. Write the ratio.

d. Simplify.

d. Simplify.

Simplify each ratio. Use values in terms of the smaller measurement units.

49. 3 feet to 4 yards

50. 2200 pounds to 2 tons

51. 8 cups to 10 pints

52. 5 weeks to 18 days

53. 144 inches to 3.5 feet

54. 15 quarts to 3 pints

55. 10 pounds to 150 ounces

56. 65 seconds to 2 minutes

57. 12 yards to 2 feet

58. 4 gallons to 17 quarts

59. 5 ounces to 20 drams

60. 240 seconds to 5 minutes

Objective 4.1C

APPLY YOUR KNOWLEDGE

61. Mark Kelsch, a professional hockey player, has scored

62. A cellular phone requires 5 minutes of charge time for

9 goals in 12 games so far this season.

every 45 minutes of talk time used.

a. Write a simplified ratio in three different ways of Mark’s goals to games.

a. Write a simplified ratio in three different ways of charge time to talk time.

b. Write a simplified ratio in three different ways of Mark’s career record of 152 goals in 284 games.

b. Write a simplified ratio in three different ways of talk time to charge time.

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63. A cake mix requires 3 cups of milk, 7 cups of flour, and

64. On its last voyage, a cruise ship had 1850 passengers and

1 cup of butter.

540 crew members.

a. What is the ratio of the milk to the flour?

a. Write a simplified ratio of passengers to crew members.

b. What is the ratio of the flour to the butter? b. If 30 of the crew members are chefs, write a simplified ratio of chefs to the total number of people on board. c. What is the ratio of the butter to the total amount of these ingredients?

65. A certain coffee blend has 12 ounces of Arabica beans for every 3 pounds of Special Blend coffee. Write a simplified ratio of the amount of Arabica beans to Special Blend coffee. Use values in terms of the smaller measurement units.

67. A window is 3 feet high and 16 inches wide. Write a simplified ratio of the height to the width of the window. Use values in terms of the smaller measurement units.

66. A fenced-in yard measures 25 yards long and 80 feet wide. Write a simplified ratio of the length to the width of the fence. Use values in terms of the smaller measurement units.

68. A 2008 movie is 88 minutes long. The 2011 sequel is 2 hours long. Write a simplified ratio of the length of the 2008 movie to the 2011 sequel. Use values in terms of the smaller measurement units.

Use the figures for exercises 69–72. 12 6

10 7

7

8 12

69. Write a simplified ratio in fraction notation of the length of the longest side to the length of the shortest side of the triangle.

71. Write a simplified ratio in fraction notation of the length of the longest side to the length of the shortest side of the rectangle.

70. Write a simplified ratio in fraction notation of the length of the shortest side to the perimeter of the triangle.

72. Write a simplified ratio in fraction notation of the length of the shortest side to the perimeter of the rectangle.

4.1 Understanding Ratios

301

Use the data about KFC’s top five markets for exercises 73–76.

KFC’s Top Five Markets 5447

1156

United States

1000

741

Japan China/Hong Canada Kong

578

United Kingdom

Number of Restaurants

73. Write a ratio in three different ways of the total number of restaurants in Canada to the total number in Japan.

75. Write a simplified ratio in fraction notation of the total number of restaurants in the United Kingdom to the total number in China/Hong Kong.

74. Write a ratio in three different ways of the total number of restaurants in Japan, China/Hong Kong, Canada, and the United Kingdom to the total number in the United States.

76. Write a simplified ratio in fraction notation of the total number of restaurants in China/Hong Kong to the total number of restaurants in KFC’s top five markets.

Use the pie chart Number of Restaurants Worldwide for exercises 77–80.

Number of Restaurants Worldwide McDonald’s (31,100)

Burger King (11,200)

Wendy’s (6700)

77. Write a simplified ratio in fraction notation of the total number of McDonald’s restaurants to Wendy’s restaurants.

79. Write a simplified ratio in fraction notation of the total number of Burger King restaurants to the number of McDonald’s and Wendy’s restaurants combined.

78. Write a simplified ratio in fraction notation of the total number of Wendy’s restaurants to Burger King restaurants.

80. Write a simplified ratio in fraction notation of the total number of McDonald’s restaurants to the total number of restaurants of the three chains combined.

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Use the graph, Online Shopping, for exercises 81–84.

Online Shopping

Billions of Dollars

Fastest Growing Internet Sales Categories $20

Food $17.4

$15

Office Supplies $14.1

$10

Tools $7.0

$5 0 '03

Flowers $3.7 '04

'05

'06

'07

'08

Year Source: Forrester Research

81. Write a simplified ratio in three different ways to repre-

82. Write a simplified ratio in three different ways to repre-

sent the estimated online purchases of flowers to the online purchases of tools in 2008.

sent the estimated online food purchases to the online purchases of office supplies in 2008.

83. Write a simplified ratio in three different ways to repre-

84. Write a simplified ratio in three different ways to repre-

sent the estimated online tool purchases to the overall online purchases in 2008.

sent the estimated online purchases of food and flowers to the online purchases of tools and office supplies in 2008.

CUMULATIVE SKILLS REVIEW 1. Simplify. 400 4 52 2 4(2 1 1) (1.6C)

2 5

3. Divide. 65.155 4 3 . Round to the nearest thousandth.

1 4 How much can the company make if it divides the land 1 into -acre lots that would sell for $55,000 each? (2.4C) 4

2. Chambers Investment Corp. owns 8 acres of real estate.

2 5 3 8

8 9

4. Find the LCD of , , and . (2.3C)

(3.5C)

5. Add. 127 1 5652 1 78 110,322. (1.2A)

6. Find the prime factorization of 40. Express your answer in exponential notation. (2.1C)

7. List

23 4 8 , , and in descending order. (2.3C) 47 5 15

9. Round 8975.455 to the nearest hundredth. (3.1C)

8. Albert is working on a project that requires 50 pounds of modeling clay. If the clay costs $6.25 per pound, how much did Albert pay for the clay? (3.3C)

10. Add. 10,879 1 599 1 19 1 5050. (1.2B)

4.2 Working with Rates and Units

303

4.2 WORKING WITH RATES AND UNITS In this section, we will learn about a special type of ratio known as a rate. A rate is a ratio that compares two quantities that have different kinds of units. Two common rates are unit rates and unit prices. Rates are a common way of comparing two quantities with different kinds of units that relate to each other. Some familiar examples of these are miles per hour, calories per serving, and price per unit. These are examples of comparisons that we see and use every day. As with ratios, rates can be written in fraction notation and then simplified to lowest terms.

Write and interpret a rate

Objective 4.2A

Rates are written in fraction notation with the units included. We include the units because they are different kinds and therefore do not divide out. For example, last week a freight train in the Rocky Mountains traveled 850 miles in 4 days. In this comparison, we have two quantities with different kinds of units, units of distance (850 miles) and units of time (4 days). The distance to time rate for the train would be written in fraction notation and simplified by dividing out the common factor, 2.

LEARNING OBJECTIVES A. Write and interpret a rate B. Write a unit rate C. Write a unit price D.

APPLY YOUR KNOWLEDGE

rate A ratio that compares two quantities that have different kinds of units.

Learning Tip Remember, when the units are the same, they divide out and are not written.

425

850 miles 425 miles Distance 5 5 4 days 2 days Time 2

It is important to keep in mind what “comparative fact” the rate is actually stating. In our train example, we can state the rate as follows. On this trip, the train averaged 425 miles every 2 days.

EXAMPLE 1

Ratio:

2 feet 1 5 6 feet 3

When the units are different, they do not divide out and therefore are written. Rate:

15 gallons 3 gallons 5 100 hours 20 hours

Write and interpret a rate

Simplify each rate. Then write the rate in word form. a. 180 horses on 8 acres b. 350 miles on 12 gallons of fuel c. 390 calories for 9 cookies

SOLUTION STRATEGY a. 180 horses on 8 acres 45

180 horses 180 horses 45 horses 5 5 8 acres 8 acres 2 acres 2

45 horses for every 2 acres

Write the rate in fraction notation with the units, horses and acres, included. Simplify by dividing out the common factor, 4.

b. 350 miles on 12 gallons of fuel 175

350 miles 175 miles 350 miles 5 5 12 gallons 12 gallons 6 gallons 6

175 miles for every 6 gallons of fuel

Write the rate in fraction notation with the units, miles and gallons, included. Simplify by dividing out the common factor, 2.

Photo by Robert Brechner

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Ratio and Proportion

c. 390 calories for 9 cookies

Write the rate in fraction notation with the units, calories and cookies, included. Simplify by dividing out the common factor, 3.

130 calories 390 calories 5 9 cookies 3 cookies 130 calories for every 3 cookies

TRY-IT EXERCISE 1 Write each rate as a simplified fraction. Then write the rate in word form. a. 6 computers for 15 students

b. 22 inches of snow in 8 hours

c. $35,000 in 14 weeks

Check your answers with the solutions in Appendix A. ■

Write a unit rate

Objective 4.2B unit rate A rate in which the number in the denominator is 1.

A unit rate is a rate in which the number in the denominator is 1. A common example would be miles per gallon. Let’s say that a car travels 160 miles on 8 gallons of fuel. Our unit rate would be written as a fraction and then simplified by dividing out the common factor, 8.

Learning Tip The word per means “for every.” Note that “20 miles for every 1 gallon” is written as “20 miles per gallon” and abbreviated as “20 mpg.”

20

20 miles 160 miles 5 8 gallons 1 gallon 1

This unit rate would be expressed as follows. 20 miles per gallon

or

20 miles/gallon

or

20 mpg

In general, we write a unit rate using the following steps.

Steps for Writing a Unit Rate Step 1. Write the rate in fraction notation with the units included. Step 2. Divide the numerator by the denominator. Step 3. Round as specified, if necessary.

EXAMPLE 2

Write a unit rate

Write each as a unit rate. Round to the nearest tenth, if necessary. a. 500 people in 4 days

b. 145 miles in 3 hours

SOLUTION STRATEGY a. 500 people in 4 days 500 people 125 people 5 4 days 1 day 125 people per day

Write the rate in fraction notation with the units, people and days, included. Divide the numerator, 500, by the denominator, 4. No rounding is necessary.

4.2 Working with Rates and Units

305

Write the rate in fraction notation with the units, miles and hours, included. Divide the numerator, 145, by the denominator, 3. Round to the nearest tenth.

b. 145 miles in 3 hours 145 miles 48.3 miles 5 3 hours 1 hour 48.3 miles per hour

TRY-IT EXERCISE 2 Write each as a unit rate. Round to the nearest tenth, if necessary. a. $5400 in 6 months

b. 349 gallons every 2.8 hours

Check your answers with the solutions in Appendix A. ■

EXAMPLE 3

Write a unit rate

Write each as a unit rate. Round to the nearest tenth, if necessary. a. An English major read 42 books in 12 months. b. A farm produced 1300 bushels on corn on 22 acres.

SOLUTION STRATEGY Write the rate in fraction notation with the units, books and months, included. Divide the numerator, 42, by the denominator, 12. No rounding is necessary.

a. 42 books in 12 months 42 books 3.5 books 5 12 months 1 month 3.5 books per month b. 1300 bushels of corn on 22 acres 1300 bushels 59.1 bushels 5 22 acres 1 acre 59.1 bushels per acre

Write the rate in fraction notation with the units, bushels and acres, included. Divide the numerator, 1300, by the denominator, 22. Round to the nearest tenth.

TRY-IT EXERCISE 3 Write each as a unit rate. Round to the nearest tenth, if necessary. a. A pitcher threw 98 pitches in 7 innings.

b. A delivery service transported 10,000 pounds of merchandise in 7 trucks.

Check your answers with the solutions in Appendix A. ■

Objective 4.2C

Write a unit price

A common application of unit rate is unit price. A unit price is a unit rate expressed as price per single item or single measure of something. It tells us the “price per item” or “price per measure” of a particular product or service. For example, Food Fair sells a 16-ounce package of imported penne pasta for $3.59. What is the unit price per ounce?

unit price A unit rate expressed as price per single item or single measure of something.

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Real -World Connection Retail Buying Decision Unit price is an important consideration when comparing merchandise to be carried in a retail store. A few cents difference in unit price can often mean a big difference in company sales revenue and profits.

Ratio and Proportion

To calculate the unit price of the pasta, we set up the ratio of the price to the number of ounces. We then divide and round to the nearest cent. Unit price 5

Price $3.59 $0.22 5 5 Number of units 16 ounces 1 ounce

The unit price is $0.22 per ounce.

Steps for Writing a Unit Price Step 1. Write the rate in fraction notation with the price as the numerator

and the quantity (number of items or units) as the denominator. Step 2. Divide the numerator by the denominator. Step 3. Round to the nearest cent, if necessary.

EXAMPLE 4

Write a unit price

Calculate the unit price for each. Round to the nearest cent, if necessary. a. 3 light bulbs for $4.80

b. a dozen eggs for $1.77

SOLUTION STRATEGY Write the rate in fraction notation with the price, $4.80, as the numerator, and the quantity, 3 bulbs, as the denominator.

a. 3 light bulbs for $4.80 $1.60 $4.80 5 3 bulbs 1 bulb

Divide the numerator by the denominator. No rounding is necessary.

$1.60 per bulb b. a dozen eggs for $1.77 $1.77 $0.1475 $0.15 5 < 12 1 egg 1 egg

Real -World Connection Carat A carat (ct.) is a standard measure of weight used for gemstones or pure gold. One carat weighs 0.2 gram (1/5 of a gram or 0.0007 ounce). A hundredth of a carat is called a point.

Approximately $0.15 per egg.

Write the rate in fraction notation with the price, $1.77, as the numerator, and the quantity, 12 eggs, as the denominator. Divide the numerator by the denominator. Round to the nearest cent.

TRY-IT EXERCISE 4 Calculate the unit price for each. Round to the nearest cent, if necessary. a. a 5-day Mississippi River cruise for $1350

b. a 2.48-carat diamond ring for $3300

Check your answers with the solutions in Appendix A. ■

Objective 4.2D

APPLY YOUR KNOWLEDGE

In consumer economics, unit pricing helps us determine the “best buy” when comparing various shopping choices. Everything else being equal, the best buy is the choice with the lowest price per unit.

4.2 Working with Rates and Units

307

Determine the “best buy”

EXAMPLE 5

A local grocer sells a 12-ounce can of soda for $0.75 and a 16-ounce bottle of the same type of soda for $1.25. a. What is the unit price for each product? Round to the nearest cent. b. Based on unit price, which size is the best buy?

SOLUTION STRATEGY a. unit price (can):

$0.06 $0.75 < 12 ounces 1 ounce

Find the unit price for each.

$0.06 per ounce unit price (bottle):

$1.25 $0.08 < 16 ounces 1 ounce

$0.08 per ounce

The best buy is the product with the lower unit price, the 12-ounce can.

b. The best buy is the 12-ounce can.

TRY-IT EXERCISE 5 Consider packages of varying sizes of Uncle Bernie’s French Vanilla Rice Pudding. a. Calculate the unit price for each size. Round to the nearest cent. SIZE

PRICE

16 ounces

$3.29

24 ounces

$4.50

31 ounces

$5.39

UNIT PRICE

b. Based on unit price, which size is the best buy?

Check your answers with the solutions in Appendix A. ■

SECTION 4.2 REVIEW EXERCISES Concept Check 1. A

is a ratio that compares two quantities that have different units.

3. In rates, we include the units because they are different kinds and therefore do not

5. We

out.

the numerator by the denominator to determine a unit rate.

2. Rates are written in fraction notation with the included.

4. A

rate is a special type of rate in which the number in the denominator is .

6. A common application of unit rate is unit

.

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Ratio and Proportion

7. To write a unit price, we write the rate in fraction

8. When comparing shopping choices, everything else being

notation with the as the numerator and the as the denominator. We then divide and round to the nearest cent.

Objective 4.2A

equal, the best buy is the choice with the price per unit.

Write and interpret a rate

GUIDE PROBLEMS 9. a. Write the rate 8 pages in 12 minutes in fraction

10. a. Write the rate $55 for 80 pounds of fertilizer in

notation.

fraction notation.

b. Simplify.

b. Simplify.

c. Write the rate in word form.

c. Write the rate in word form.

Simplify each rate. Then write the rate in word form.

11. 85 fence panels for 1350 feet

12. $58 for 6 tickets

13. 9 vans for 78 people

14. 500 gifts for 200 children

15. 32 bags for 24 passengers

16. 4 pizzas for 18 children

17. 2500 revolutions for 8 minutes

18. 1798 pounds for 12 packages

19. 75 patients for 9 doctors

20. $26 for 500 photos

21. 182 gallons of milk for 34 cows

22. 22,568 pixels for 30 square inches

23. 562 students for 28 teachers

24. 65 swing sets for 15 playgrounds

25. 6284 square feet for 14 gallons of paint

26. 49 aces for 14 tennis matches

27. 55 hits for 180 at bats

28. 90 flowers for 8 bouquets

4.2 Working with Rates and Units

Objective 4.2B

309

Write a unit rate

GUIDE PROBLEMS 29. a. Write the rate 280 miles on 20 gallons of fuel in

30. a. Write the rate 15 pounds in 3 months in fraction

fraction notation.

notation.

b. Divide the numerator by the denominator and write the unit rate as a fraction.

b. Divide the numerator by the denominator and write the unit rate as a fraction.

c. Write the unit rate in word form.

c. Write the unit rate in word form.

Write each as a unit rate. Round to the nearest tenth, if necessary.

31. $3600 in 12 months

32. 72 interns in 18 summers

33. 16 touchdowns in 3 games

34. 55 calories for 4 ounces

35. 30 parking spaces for 30 apartments

36. 60 gallons in 10 hours

37. 325 yards of material for 85 shirts

38. 14 events in 6 years

39. 28 servings for 7 pizzas

40. 25 bushels for 5 acres

41. 176 roses in 8 vases

42. 180 cinemas in 12 cities

43. 19 kilowatts in 6 hours

44. 65 golf shots in 16 holes

45. 8835 branches per 95 trees

46. 395 miles in 5 hours

47. 5040 words on 12 pages

48. 18 children for 9 families

Objective 4.2C

Write a unit price

GUIDE PROBLEMS 49. a. Set up the rate, $22.50 for 12 golf balls, in fraction notation with price as the numerator and the quantity (number of items or units) as the denominator.

b. Divide the numerator by the denominator and write the unit price in fraction notation.

c. Write the unit price in word form. Round to the nearest cent.

50. a. Set up the ratio, a 16-ounce can of corn for $2.79, as a rate in fraction notation. Use the price as the numerator and the quantity (number of items or units) as the denominator.

b. Divide the numerator by the denominator and write the unit price in fraction notation.

c. Write the unit price in word form. Round to the nearest cent.

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Ratio and Proportion

Calculate the unit price for each. Round to the nearest cent, if necessary.

51. $24 for 300 minutes of long distance

52. $675 for 18 passengers

53. 55 ounces of detergent for $7.15

54. 18 hours of work for $522

55. 45 oranges for $12.60

56. 19 dresses for $910.10

57. $9.30 for 6 milkshakes

58. $17.60 for 55 party invitations

59. 4 batteries for $4.64

60. 25 plants for $15.95

61. $23.20 for a 16-pound turkey

62. $18.75 for 75 jukebox songs

63. 16 pies for $143.20

64. 5 shirts laundered for $22.65

65. $5.50 for 24 bottles of spring water

66. $17.25 for 30 candy bars

Objective 4.2D

APPLY YOUR KNOWLEDGE

67. Doctor’s Hospital has 14 patients for 6 nurses on the midnight shift. Write the simplified rate in fraction notation and in word form.

69. This morning the deli counter of Supreme Foods sold 28 pounds of cheese in 21 orders. Write the simplified rate as a fraction and in word form.

71. Todd and Kimberly each ran a race for charity. Todd ran 29 miles in 4.3 hours and Kimberly ran 25 miles in 4 hours. a. Find the unit rate for Todd. Round to the nearest tenth.

68. A kitchen display case has 75 plates on 10 shelves. Write the simplified rate in fraction notation and in word form.

70. Norm gives 27 tennis lessons every 12 days. Write the simplified rate as a fraction and in word form.

72. Ben and Mal walk to Starbucks each Saturday to meet for coffee. Ben walks the 2 miles from his house in 30 minutes and Mal walks the 3 miles from her house in 36 minutes. a. Find the unit rate in minutes per mile for Ben.

b. Find the unit rate for Kimberly. Round to the nearest tenth.

b. Find the unit rate in minutes per mile for Mal.

c. Who ran faster, Todd or Kimberly?

c. Who walks faster, Ben or Mal?

73. You are in the market to buy a new sewing machine. You have found that one model, X400, can sew 15 inches of fabric in 9 seconds. An older model, T300, can sew 13 inches of fabric in 8 seconds.

74. Ed and Jim are floor tile installers. Ed can install 1500 square feet of tile in 12 hours. Jim can install 1200 square feet of tile in 10 hours. a. Find the unit rate for Ed.

a. Find the unit rate for the X400. Round to the nearest tenth. b. Find the unit rate for Jim. b. Find the unit rate for the T300. Round to the nearest tenth. c. Which model is faster?

c. Who works more quickly, Ed or Jim?

4.2 Working with Rates and Units

311

Use the aviation statistics for exercises 75–78.

Aviation Statistics Passengers

675,243,265

Total Pilots

612,274

General Aviation Aircraft (Private, corporate, etc.)

211,446

Commercial Aircraft Public Airports

8497 5026

75. Write the ratio of total pilots to general aviation aircraft as a simplified fraction and in word form.

76. Write the ratio of total pilots to public airports as a simplified fraction and in word form.

77. Write the unit rate of passengers to public airports in fraction notation and in word form. Round to the nearest whole number.

79. An importer has two special offers on name brand purses, $610 for 12 purses or $916 for 20 purses. As the buyer for Fancy Fashions Department Store, determine which offer is the best buy.

81. Pharmacy World is having a special on Tea Tree Toothpaste. The 12-ounce tube is $3.65 and the 16-ounce tube is $5.28. Which is the best buy? Round to the nearest cent.

83. Clarissa is comparing dog food brands for her dog Anny. If Anny’s favorite, Tiny Bits, comes in the three sizes as listed below, which size is the best buy? (Hint: Determine the unit price for each size.)

78. Write the unit rate of general aviation aircraft to commercial aircraft in fraction notation and in word form. Round to the nearest whole number.

80. Dr. Arrandt, a chiropractor, offers 10 visits for $350 or 16 visits for $540. Which is the best buy?

82. Organic Roots sells canned button mushrooms in two sizes, 12-ounce and 16-ounce. The 12-ounce can sells for $2.65 and the 16-ounce can sells for $3.20. Which is the best buy? Round to the nearest cent.

84. Dana, a photographer who still uses film for black and white photos, is going on vacation and needs to buy some 35 mm film. If Camera World sells various sizes, as listed below, which size is the best buy? (Hint: Determine the unit price for each size.)

SIZE

PRICE

UNIT PRICE

25 pounds

$41.25

SIZE

30 pounds

$51.90

24 exposures

45 pounds

$67.50

36 exposures

$9.36

48 exposures

$11.04

85. Fred is painting his house this weekend and is looking for a good deal on paint. Painter’s Paradise offers three paint can sizes as listed below. Determine which size is the best buy. SIZE 4 gallons

PRICE

UNIT PRICE

PRICE

UNIT PRICE

$6.00

86. Sam is shopping for fishing line. Outdoor Sportsman offers three sizes of fishing line as listed below. Determine which size is the best buy. SIZE

PRICE

$65.00

200 yards

$8.00

5 gallons

$79.10

370 yards

$11.10

6 gallons

$100.50

450 yards

$18.00

UNIT PRICE

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Ratio and Proportion

87. a. What is the unit price for the 14.7-ounce size of Sun Bright dishwashing liquid? Round to the nearest cent.

¢ 99 14.7-oz.

Dishwashing Liquid

b. What is the unit price for the 50-ounce size of Sun Bright dishwasher powder? Round to the nearest cent.

c. If the 45-ounce size of Sun Bright dishwasher gel went on sale for $2.25, which would be the best buy, the 45-ounce gel for $2.25 or the 50-ounce powder for $2.99? SUPER CLEANING POWER FOR SPARKLING DISHES

Dishwasher Gel or Powder 45 to 50-oz.

$2.99

88. a. What is the unit price for the Hearty Twist Tie bags? Round to the nearest cent.

b. What is unit price of the Hearty Cinch Sak bags? Round to the nearest cent.

Cin inch Sak

30

c. If a larger package of Hearty Cinch Sak bags contains 65 bags and costs $7.50, which would be the best buy for Cinch Sak bags? Round to the nearest cent.

BAGS BA

30 GA AL L.. (1113 13 L) L) SI SIZ ZE Z E DR RA RA AW WS ST TR RIN RI IN NG G

e st Tie s wiist wi Tw T

6 36 3

30 GAL. (113 L) SIZE DRAWSTRING

GS AG BAG B

3.99

All Hearty Trash Bags

CUMULATIVE SKILLS REVIEW 1. Divide 41 4 0. (1.5A)

3. Subtract 15

5 1 2 6 . (2.7C) 12 6

2. Multiply 3.95 ? 8.3. (3.3A)

4. Determine whether 83 is prime, composite, or neither. (2.1B)

5. Subtract 45 2 5.999. (3.2B)

6. Subtract 23,695 2 12,014. (1.3A)

7. Write a simplified ratio with values in terms of the

8. A batch of cookies requires

smaller measurement units for each. (1 yard 5 3 feet) (4.1C)

a. 8 yards to 14 feet

b. 3 yards to 7 feet

1 pound of chocolate 2 morsels. How many batches of cookies can you make 3 from 3 pounds of chocolate morsels? (2.5C) 4

4.3 Understanding and Solving Proportions

3 8

1 2

9. Nick purchased 6 pounds of spareribs, 5 pounds of

313

10. A packet of multicolored paper contains 12 yellow pages,

3 coleslaw, and 4 pounds of potato salad for a picnic. 4 What is the total weight of his purchases? (2.6D)

10 red pages, 15 blue pages, 8 orange pages, and 45 white pages. Write each ratio in three different ways. (4.1D) a. What is the ratio of yellow to blue paper?

b. What is the ratio of red to white paper?

c. What is the ratio of orange paper to the total?

4.3 UNDERSTANDING AND SOLVING PROPORTIONS In this section, we will add to our knowledge of ratios the concept of proportion. A proportion is used to show the “equality” relationship between two ratios. When two ratios are equal, we say that they are “proportional,” or “in proportion” to each other. For example, at Cookies Galore, 2 cookies cost $0.25. This rate is written as follows.

LEARNING OBJECTIVES A. Write a proportion B. Determine whether two ratios are proportional C. Solve a proportion D.

$0.25 2 cookies

APPLY YOUR KNOWLEDGE

At this rate, we can readily see that 4 cookies would cost $0.50. That rate is written as follows. $0.50 4 cookies

Because these rates are equal (they are just written with a different set of numbers), we can write them in a mathematical statement known as a proportion. $0.25 $0.50 5 2 cookies 4 cookies

The proportion is read as follows. $0.25 is to 2 cookies as $0.50 is to 4 cookies

Objective 4.3A

Learning Tip Your work in this chapter will include “solving” some simple algebraic equations. This concept will be covered in more detail in Chapter 10, Introduction to Algebra.

Write a proportion

A proportion is a mathematical statement showing that two ratios are equal. A proportion is written as an equation with a ratio on each side of the equal sign.

proportion A mathematical statement showing that two ratios are equal.

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Ratio and Proportion

Remember to include the units when writing a rate. Also, keep in mind that the order of the units is important. Be sure that like units for each rate are in the same position. In our example above, note that in each ratio, the price was in the numerator and the number of cookies was in the denominator.

EXAMPLE 1

Write a proportion

Write each sentence as a proportion. a. 3 is to 8 as 6 is to 16 b. 12 eggs is to 4 chickens as 3 eggs is to 1 chicken

SOLUTION STRATEGY a. 3 is to 8 as 6 is to 16 3 6 5 8 16

Write a ratio on each side of an equal sign.

b. 12 eggs is to 4 chickens as 3 eggs is to 1 chicken like units 12 eggs 3 eggs 5 4 chickens 1 chicken like units

Each ratio is a rate, because the units, eggs and chickens, are different. Be sure to include the units. The order of the units must be consistent on each side of the proportion. Note that eggs are in the numerator and chickens are in the denominator.

TRY-IT EXERCISE 1 Write each sentence as a proportion. a. 5 is to 12 as 15 is to 36

b. 14 grams is to 6 ounces as 7 grams is to 3 ounces

Check your answers with the solutions in Appendix A. ■

EXAMPLE 2

Write a proportion

Write each proportion as a sentence. a.

1 9 5 18 2

b.

2 batteries 8 batteries 5 4 flashlights 1 flashlight

4.3 Understanding and Solving Proportions

315

SOLUTION STRATEGY a.

9 1 5 18 2 9 is to 18 as 1 is to 2.

b.

2 batteries 8 batteries 5 4 flashlights 1 flashlight

When writing a proportion in sentence form, we separate the numerator and denominator of each ratio by the phrase is to. The equal sign is represented by the word as. Because this ratio is a rate, include the units in the sentence.

8 batteries is to 4 flashlights as 2 batteries is to 1 flashlight

TRY-IT EXERCISE 2 Write each proportion as a sentence. a.

6 3 5 40 80

b.

22 pounds 11 pounds 5 6 weeks 3 weeks Check your answers with the solutions in Appendix A. ■

Objective 4.3B

Determine whether two ratios are proportional

By definition, a proportion is a mathematical statement showing that two ratios are equal. For example, we can readily see that 5 to 10 and 10 to 20 are “proportional” ratios, that is, they are equal. 5 10 5 10 20

Sometimes the equality of two ratios is not so obvious. Consider the ratios 8 to 12 and 14 to 21. Are these two ratios proportional? 8 14 0 12 21

A way of verifying whether these two ratios are proportional is by determining whether their cross products are equal. To compute the cross products, multiply the denominator of the first ratio, 12, by the numerator of the second ratio, 14; then multiply the numerator of the first ratio, 8, by the denominator of the second ratio, 21. 8 12

5

14 21

168

168

Because the cross products are equal (168 5 168), the two ratios are proportional. c a In general, if 5 where b 2 0 and d 2 0, then bc 5 ad. b d

Learning Tip Another way to verify that two ratios are equal is to reduce them both to lowest terms. In our example, both 2 ratios simplify to . 3 8 2 5 12 3 14 2 5 21 3

316

CHAPTER 4

Ratio and Proportion

Steps for Determining Whether Two Ratios Are Proportional Using Cross Products Step 1. Multiply the denominator of the first ratio by the numerator of the

second ratio. Step 2. Multiply the numerator of the first ratio by the denominator of the

second ratio. Step 3. Determine whether or not the cross products are equal.

• If the cross products are equal, the ratios are proportional, and we can write a proportion. • If the cross products are not equal, the ratios are not proportional, and we cannot write a proportion.

Determine whether two ratios are proportional

EXAMPLE 3

Determine whether the ratios are proportional. If they are, write a corresponding proportion. 24 16 0 6 4

SOLUTION STRATEGY 24 16 0 4 6 96 24 6

5

16 4 96

To determine whether these ratios are proportional, begin by multiplying the denominator of the first ratio, 6, by the numerator of the second ratio, 16. Next, multiply the numerator of the first ratio, 24, by the denominator of the second ratio, 4. The cross products are equal (96 5 96). Therefore, the ratios are proportional, and we can write a proportion. 4 1

The ratios are proportional.

Alternatively, note that both ratios simplify to .

24 16 5 6 4

24 4 5 6 1

and

16 4 5 . 4 1

TRY-IT EXERCISE 3 Determine whether the ratios are proportional. If they are, write a corresponding proportion. 30 40 0 15 20 Check your answer with the solution in Appendix A. ■

4.3 Understanding and Solving Proportions

EXAMPLE 4

317

Determine whether two ratios are proportional

Determine whether the ratios are proportional. If they are, write a corresponding proportion. 6 5 0 9 11

SOLUTION STRATEGY 5 6 0 9 11 9 ? 6 5 54 5 9

6 11 5 ? 11 5 55

In this example, the cross products are not equal (54 Z 55). Therefore, the ratios are not proportional and we cannot write a proportion.

The ratios are not proportional.

TRY-IT EXERCISE 4 Determine whether the ratios are proportional. If they are, write a corresponding proportion. 52 140 0 4 10 Check your answer with the solution in Appendix A. ■

Objective 4.3C

Solve a proportion

When one of the terms of a proportion is unknown, we can “solve” the proportion for that term. The solution is the value of the unknown that makes the proportion true. Proportions can be solved using cross multiplication. Consider this proportion. 1 is to 3 as an unknown number is to 60 x 1 5 3 60

Note that the numerator of the second ratio is unknown. We represent this unknown quantity with a letter of the alphabet, x. A letter or some other symbol that represents a number whose value is unknown is called a variable. To solve the proportion means to find the value of the variable that makes the proportion true. We begin by finding the cross products. 3 ? x 5 3x 1 x 5 3 60

1 ? 60 5 60

variable A letter or some other symbol that represents a number whose value is unknown.

318

CHAPTER 4

Learning Tip We divide both sides of the equation to maintain the “equality” of the equation.

Ratio and Proportion

In a proportion, the cross products are equal, so we can write the following. 3x 5 60

To isolate the variable, x, on one side of the equation, we divide both sides of the equation by 12, the number that multiplies x. We then simplify. 60 3x 5 3 3 1

20

1

1

3x 60 5 3 3 x 5 20

To verify the answer, replace the unknown in the original proportion with the answer, 20, and check whether the cross products are equal. 3 ? 20 5 60 1 20 5 3 60

The cross products are equal. Solution is verified. 1 ? 60 5 60

Steps for Solving a Proportion Step 1. Assign a variable to the unknown quantity. Step 2. Cross multiply to find the cross products. Step 3. Separate the cross products by an equal sign to form an equation. Step 4. Divide both sides of the equation by the number that multiplies the

variable. Step 5. Simplify, if possible. Step 6. Verify the answer by replacing the unknown in the original propor-

tion with the answer, and check that the cross products are equal.

EXAMPLE 5

Solve a proportion

Solve for the unknown quantity. Verify your answer. 2 x 5 18 3

4.3 Understanding and Solving Proportions

SOLUTION STRATEGY x 2 5 18 3 18 ? 2 5 36 x 2 5 18 3

Find the cross products. 3 ? x 5 3x 36 5 3x

Separate the cross products by an equal sign to form an equation.

3x 36 5 3 3

Divide both sides of the equation by 3, the number that multiplies x. Simplify. The answer is 12.

12 5 x Verify:

Verify the solution. Replace the unknown in the original proportion with the answer, 12, and check that the cross products are equal. The cross products are equal (36 5 36). 12 2 Alternatively, note that simplifies to . 18 3 Therefore, the answer, 12, is correct.

18 ? 2 5 36 12 2 5 18 3

12 ? 3 5 36

TRY-IT EXERCISE 5 Solve for the unknown quantity. Verify your answer. w 1 5 12 3 Check your answer with the solution in Appendix A. ■

EXAMPLE 6

Solve a proportion

Solve for the unknown quantity. Verify your answer. 2 4.5 5 m 5

SOLUTION STRATEGY 4.5 2 5 m 5 m ? 2 5 2m 4.5 2 5 m 5

Find the cross products. 4.5 ? 5 5 22.5 2m 5 22.5 2m 22.5 5 2 2 m 5 11.25

Separate the cross products by an equal sign to form an equation. Divide both sides of the equation by 2, the number that multiplies x. Simplify. The answer is 11.25.

319

320

CHAPTER 4

Ratio and Proportion

Verify: 11.25 ? 2 5 22.5 4.5 2 5 11.25 5

4.5 ? 5 5 22.5

Verify the solution. Replace the unknown in the original proportion with the answer, 11.25, and check that the cross products are equal. The cross products are equal (22.5 5 22.5). Therefore, the answer, 11.25, is correct.

TRY-IT EXERCISE 6 Solve for the unknown quantity. Verify your answer. 12 15 5 x 2.5 Check your answer with the solution in Appendix A. ■

Objective 4.3D

APPLY YOUR KNOWLEDGE

Proportions are a useful tool for solving problems in a variety of disciplines, including the sciences, engineering, medicine, and business. Proportions are also used in many of our everyday activities, such as shopping and traveling. The following steps may be used to solve an application problem using a proportion. Keep in mind that like units must be in their respective numerators and denominators of the ratios when setting up the proportion.

Steps for Solving an Application Problem Using a Proportion Step 1. Read and understand the problem. Assign a variable to the unknown

quantity. Step 2. Set up a proportion. Keep like units in their respective numerators

and denominators. Step 3. Solve and verify the proportion. Step 4. State the answer.

EXAMPLE 7

Solve an application problem using proportion

A cake recipe requires 4 eggs for every 3 cups of flour. If a large cake requires 9 cups of flour, how many eggs should be used?

4.3 Understanding and Solving Proportions

SOLUTION STRATEGY x 5 number of eggs for the large cake

This problem compares number of eggs to cups of flour for a large cake. Let x represent the unknown number of eggs.

like units x eggs 4 eggs 5 3 cups of flour 9 cups of flour

Set up the proportion, keeping like units in their respective places, eggs in the numerators and cups of flour in the denominators.

like units 3?x54?9 3x 5 36 3x 36 5 3 3 x 5 12

Solve the proportion.

3 ? 12 5 36 4 3

12 9

Verify the answer. 4 ? 9 5 36

The large cake requires 12 eggs.

State the answer.

TRY-IT EXERCISE 7 On a recent trip in your car, you traveled 180 miles on 12 gallons of gasoline. At that rate, how many gallons of gasoline would be required for a trip of 330 miles? Check your answer with the solution in Appendix A. ■

EXAMPLE 8

Solve an application problem using proportion

A patient was administered 46 mg of a certain medication over an 8-hour period. At that rate, how much medication will the patient receive in a 14-hour period?

SOLUTION STRATEGY This problem compares amount of medication to number of hours. Let m represent the unknown amount of medication.

m 5 amount of medication

like units m mg of medication 46 mg of medication 5 8 hours 14 hours like units

Set up the proportion, keeping like units in their respective places, mg of medication in the numerators and hours in the denominators.

8 ? m 5 46 ? 14 8m 5 644 8m 644 5 8 8 m 5 80.5

Solve the proportion.

321

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CHAPTER 4

Ratio and Proportion

8 ? 80.5 5 644 46 8

80.5 14

Verify the answer. 46 ? 14 5 644

State the answer.

The patient will receive 80.5 mg of medication in 14 hours.

TRY-IT EXERCISE 8 A factory used 24 square yards of leather material to make 6 chairs. At that rate, how many yards of material would be required to make 11 chairs? Check your answer with the solution in Appendix A. ■

similar geometric figures Geometric figures with the same shape in which the ratios of the lengths of their corresponding sides are equal.

Real -World Connection

One common application of proportions is solving problems involving similar geometric figures. Similar geometric figures are geometric figures with the same shape in which the ratios of the lengths of their corresponding sides are equal. Because these ratios are equal, they are proportional. Consider the similar rectangles below. 24 12 7

14

The similar rectangles yield this proportion. 12 7 5 14 24

The similar triangles below yield these proportions. The Great Pyramids The famous pyramids of Giza in Egypt were built using the concept of similar triangles. The Great Pyramid of Khufu tops the list of the Seven Wonders of the Ancient World. It was built over a 20-year period by Egyptian pharaoh Khufu around 2560 BC to serve as a tomb when he died.

1

5

10

2

3 6

1 3 5 2 6

1 5 5 2 10

3 5 5 6 10

To find the measure of an unknown length of a similar geometric figure, we assign a variable to the unknown and solve as we did in Section 4.3C.

4.3 Understanding and Solving Proportions

EXAMPLE 9

323

Find the value of the unknown length in similar geometric figures

4 in.

Photos by Robert Brechner

Melanie has a photograph of Ketchikan,Alaska that measures 4 inches high and 6 inches wide. If she has it enlarged proportionally to 24 inches wide, what is the height of the new photograph?

h in.

6 in. 24 in.

SOLUTION STRATEGY h 5 height of the new photo

Let h represent the height of the new photo. Set up a proportion. Use the ratio of the heights of each photo and the ratio of the widths of each photo. 4 is to h as 6 is to 24 6 6 1 Simplify the ratio . Note that 5 . 24 24 4

4 6 5 h 24

4 1 5 h 4 h?154?4

Separate the cross products with an equal sign to form an equation. Solve for h.

h 5 16 16 ? 6 5 96 4 16

6 24

Verify the answer. 4 ? 24 5 96

The height of the new photograph is 16 inches.

State the answer.

TRY-IT EXERCISE 9 A photograph that measures 5.25 inches high and 7 inches wide is being enlarged proportionally to 20 inches wide. What is the height of the new photo?

Photos by Robert Brechner

5.25 in. x in. 7 in.

20 in.

Check your answer with the solution in Appendix A. ■

Learning Tip If a proportion contains a ratio that can be simplified, it is generally preferred to simplify the ratio before cross multiplying.

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CHAPTER 4

Ratio and Proportion

We can use the concept of similar triangles to measure objects without actually having to physically measure them. This procedure is used to find dimensions of things that would otherwise be difficult to obtain, such as the height of a building, a tree, or even a mountain. EXAMPLE 10 Using shadow proportions to find “difficult to measure”

Learning Tip Note that the rays of the sun hypothetically form similar triangles with the two objects and their respective shadows.

lengths Kyle is 5.8 feet tall. Late one afternoon while visiting the Grove Isle Lighthouse, he noticed that his shadow was 9 feet long. At the same time, the lighthouse cast a shadow 108 feet long. What is the height of the lighthouse?

x

5.8 ft

108 ft shadow

9 ft shadow

SOLUTION STRATEGY x 5 height of the lighthouse 108 x 5 5.8 9

x 12 5 5.8 1

5.8 ? 12 5 x ? 1 69.6 5 x

Let x represent the height of the lighthouse. Set up a proportion. Use the ratio of the heights of each object to the ratio of the lengths of the shadows cast. x is to 5.8 as 108 is to 9 108 Simplify the ratio . Note that 9 12 108 5 . 9 1 Separate the cross products with an equal sign to form an equation. Solve for x.

5.8 ? 108 5 626.4 69.6 108 5 5.8 9

Verify the answer. 69.6 ? 9 5 626.4

The height of the lighthouse is 69.6 feet.

State the answer.

TRY-IT EXERCISE 10 Marissa is 5 feet tall. While standing near a tree in her yard one afternoon, she casts a shadow 4 feet long. At the same time, the tree casts a shadow 13 feet long. How tall is the tree? Check your answer with the solution in Appendix A. ■

4.3 Understanding and Solving Proportions

325

SECTION 4.3 REVIEW EXERCISES Concept Check 1. A proportion is a mathematical statement showing that two ratios are

3. If

.

a c and are equal ratios, their proportion is written as b d .

5. To verify whether two ratios are proportional, use to be sure that the cross products are

.

7. When one of the terms of a proportion is unknown, we can

2. Because they express an “equality” relationship, proportions are written with one ratio on each side of an .

4. The proportion

a c 5 is read as b d

.

6. As a general rule for proportions, for b 2 0 and d 2 0, if a c 5 , then b d

5

.

8. List the steps to solve a proportion.

the proportion for that term.

9. To verify the answer after solving a proportion, we replace the unknown in the original proportion with the answer, and check to see that the are equal.

Objective 4.3A

10. Similar geometric figures have the same shape and the ratios of the lengths of their corresponding sides are .

Write a proportion

GUIDE PROBLEMS 11. Write 5 is to 10 as 9 is to 18 as a proportion.

12. Write 25 miles is to 5 hours as 15 miles is to 3 hours as a proportion.

a. Write 5 to 10 as a ratio. a. Write 25 miles to 5 hours as a rate.

b. Write 9 to 18 as a ratio. b. Write 15 miles to 3 hours as a rate.

c. Write a proportion by separating the two ratios with an equal sign.

c. Write a proportion by separating the two rates with an equal sign.

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Ratio and Proportion

Write each sentence as a proportion.

13. 22 is to 44 as 7 is to 14.

14. 4 is to 7 as 60 is to 105.

15. 8 suits is to 3 weeks as 32 suits is to 12 weeks.

16. 3 ice cream cones is to 2 children as 60 ice cream cones is to 40 children.

17. 3.6 is to 5.8 as 14.4 is to 23.2.

18. 9.9 is to 1.2 as 19.8 is to 2.4.

19. 5 cans is to $8 as 15 cans is to $24.

20. 13 employees is to 5 departments as 52 employees is to 20 departments.

21. 12 is to 7 as 3.6 is to 2.1.

22. 1.5 is to 4.7 as 7.5 is to 23.5.

23. 150 calories is to 7 ounces as 300 calories is to 14 ounces.

24. 5 gallons is to 2 square feet as 25 gallons is to 10 square feet.

Write each proportion as a sentence.

25.

6 30 5 3 15

26.

25 100 5 4 16

27.

15 pages 75 pages 5 2 minutes 10 minutes

28.

2 showrooms 6 showrooms 5 9 cars 27 cars

29.

3 strikeouts 27 strikeouts 5 2 hits 18 hits

30.

4 fish 20 fish 5 60 gallons 300 gallons

31.

16 80 5 5 25

32.

56 14 5 33 132

33.

22.2 44.4 5 65.3 130.6

34.

13.2 52.8 5 17.7 70.8

35.

25 songs 125 songs 5 2 CDs 10 CDs

36.

19 nurses 57 nurses 5 2 doctors 6 doctors

4.3 Understanding and Solving Proportions

Objective 4.3B

327

Determine whether two ratios are proportional

GUIDE PROBLEMS 37. Determine whether the ratios proportional.

80 55 are and 11 16

38. Determine whether the ratios proportional.

a. Multiply the denominator of the first ratio by the numerator of the second ratio.

b. Multiply the numerator of the first ratio by the denominator of the second ratio.

2 8 are and 18 74

a. Multiply the denominator of the first ratio by the numerator of the second ratio.

b. Multiply the numerator of the first ratio by the denominator of the second ratio.

c. Are the cross products equal?

c. Are the cross products equal?

d. Are the ratios proportional?

d. Are the ratios proportional?

e. If the ratios are proportional, write a proportion.

e. If the ratios are proportional, write a proportion.

Determine whether the ratios are proportional. If they are, write a corresponding proportion. 16 48 0 23 79

39.

45 33 0 15 12

40.

24 56 0 3 7

42.

65 100 0 12 28

43.

80 400 0 5 25

44.

18 25 0 93 129

45.

5 35 0 17 119

46.

6 12 0 45 90

47.

63 26 0 7 3

48.

93 31 0 39 12

49.

25 75 0 39 117

50.

100 50 0 36 18

51.

54 108 0 13 26

52.

76 38 0 22 11

41.

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CHAPTER 4

Objective 4.3C

Ratio and Proportion

Solve a proportion

GUIDE PROBLEMS 53. Solve for the unknown quantity in the proportion c 14 5 . 20 56

54. Solve for the unknown quantity in the proportion 7 b 5 . 49 91

a. Cross multiply to find the cross products.

a. Cross multiply to find the cross products.

b. Separate the cross products by an equal sign to form an equation.

b. Separate the cross products by an equal sign to form an equation.

c. Divide both sides of the equation by the number that multiplies the variable.

c. Divide both sides of the equation by the number that multiplies the variable.

d. Simplify.

d. Simplify

e. To verify, replace the unknown in the original proportion with the answer, and check that the cross products are equal.

e. To verify, replace the unknown in the original proportion with the answer, and check that the cross products are equal.

Solve for the unknown quantity. Verify your answer.

55.

w 8 5 5 90

56.

r 11 5 12 84

57.

48 c 5 35 70

58.

24 48 5 s 5

59.

4.4 6 5 m 22

60.

3.5 1.5 5 k 21

61.

30 v 5 30 9

62.

u 13 5 15 75

63.

65.

2.8 8.4 5 1.2 h

66.

1.6 3.2 5 p 0.8

68.

5 v 5 8 40

69.

6 8 5 42 q

64.

67.

4 z 5 2 1 5 2

16 64 5 b 120

60 5 5 1 j 4

4.3 Understanding and Solving Proportions

70.

12 t 5 40 60

Objective 4.3D

71.

y 20 5 1.5 6

72.

329

x 0.75 5 2 40

APPLY YOUR KNOWLEDGE

73. Last semester in an English class, 18 students out of 40

74. A sports car traveled 280 miles in 6 hours. A truck trav-

earned a grade of B. In an economics class, 54 students out of 120 earned a grade of B. Did students earn a grade of B at proportional rates in these two classes?

eled 160 miles in 4 hours. Did these two vehicles travel at proportional rates?

75. John pays $250 per year for $10,000 of life insurance coverage. Sam pays $400 per year for $18,000 of life insurance coverage. Are John and Sam paying proportional rates for their life insurance?

76. A toy assembly line makes 25 model cars every 1.5 hours. A competitive company makes 125 model cars every 7.5 hours. Do these companies make model cars at proportional rates?

77. At an airport, 4 cargo flights arrive for every 3 passenger flights. If 32 cargo flights arrived this morning, how many passenger flights came in?

79. A school field trip requires 3 buses for every

78. A patient received 438 cc of medication in 32 hours. At that rate, how many cc of medication will the patient receive in 80 hours?

80. You are interested in purchasing a widescreen television.

126 students. How many buses would be required for 588 students?

On this type of TV, the ratio of the height of the screen to the width of the screen is 9 to 16. If a certain model you are considering has a screen height of 27 inches, what would be the width of this screen?

27 in. 9 in.

16 in.

3 4 2 cups of strawberries. If a dessert platter requires 8 cups of strawberries, how many ounces of whipped cream should be used?

x

1 inch to represent 1 foot on 4 a blueprint for an office building. If the west wall of the building is 60 feet long, what is the length of the line on the blueprint?

81. A recipe calls for 1 ounces of whipped cream for every

82. An architect uses a scale of

83. A savings account at the Regal Bank earns $34.50 inter-

84. If the sales tax on $350 is $28, what would be the tax on

est for every $2000 of savings. How much interest would be earned on savings of $5400?

$1500?

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Ratio and Proportion

85. A circus is visited by people in the ratio of 8 children for every 5 adults. A total of 1500 adults attended last Tuesday.

86. 90 ounces of Weed Eater fertilizer cover 2400 square feet of lawn. a. How many ounces would be required to cover a 5300 square foot lawn?

a. How many children attended?

b. On the average, 1.75 bags of popcorn were sold for each child in attendance. Use your answer from part a to determine how many bags of popcorn were sold that day.

b. How many 25-ounce bags of fertilizer will be needed for the job? Round to the nearest whole number.

c. If Weed Eater costs $3.25 for each 25-ounce bag, what is the total cost to fertilize the lawn? c. If each bag of popcorn sold for $4.50, how much revenue did the popcorn concession generate last Tuesday?

Use the “Falling U.S. Birth Rate” graph for exercises 87–92.

Falling U.S. Birth Rate

16.7

1990

14.6

14.4

14.1

1995

2000

1 2 2001 2002 2005 2006 Birth rate per 1000 people

13.9

14.3

14.0

13.7

2007

2008

2009

1 Refer to exercise 91 2 Refer to exercise 92

Source: U.S. Census Bureau

87. If a city had a population of 150,000 people in 2002, how many births would there have been. (Note: The chart lists the birth rates per 1000 people.)

89. If a city had 5845 births in 1990, what was the population?

91. You have been asked to update the chart “Falling U.S. Birth Rate.” The U.S. Census Bureau reported that the U.S. population at the end of 2005 was 298 million people. They also reported that there were 3,942,000 births in 2005. What was the birth rate per 1000 people for 2005? Round to the nearest tenth, if necessary.

88. If a city had a population of 740,000 people in 1995, how many births would there have been?

90. If a city had 1833 births in 2001, what was the population?

92. Once again, you have been asked to update the chart “Falling U.S. Birth Rate.” The U.S. Census Bureau reported that the U.S. population at the end of 2006 was 302 million people. They also reported that there were 3,926,000 births in 2006. What was the birth rate per 1000 people for 2006? Round to the nearest tenth, if necessary.

4.3 Understanding and Solving Proportions

93. An engineer is using the concept of similar geometric

331

94. A rectangular corral that measures 18 feet long and

figures and a small prototype model to build a triangular cover plate for an electrical circuit. What is the length of the unknown side, b, for the new cover?

12 feet wide is being enlarged proportionately to 24 feet long. What is the width of the new corral?

Photo by Robert Brechner

44 in. 6 in.

Prototype

4.5 in.

b

95. At 1 P.M. yesterday, a palm tree with a height of 28 feet

96. A power line pole 18 feet high casts a shadow 27 feet

cast a shadow of 8 feet. How high is a sailboat mast next to the tree, if the mast cast a shadow of 4 feet?

long in the bright morning sun. At the same time, the shadow of a nearby building measures 78 feet long. How tall is the building?

18 ft 28 ft 27 ft

x

4 ft

8 ft

x

78 ft

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Ratio and Proportion

CUMULATIVE SKILLS REVIEW 1. Divide. 2.85 q9.2625 (3.4B)

2. Simplify the ratio of 65 to 85. (4.1B)

3. Evaluate. Simplify if necessary.

4. A local grocer sells a 12-ounce container of spinach dip for $4.80 and a 16-ounce container for $5.44. (4.2D)

1 2 a. 1 1 (2.6C) 2 3

a. What is the unit price for each product?

1 2 b. 1 2 (2.7C) 2 3

b. Which is the best buy?

1 2 c. 1 ? (2.4B) 2 3

1 2 d. 1 4 (2.5B) 2 3

5. Write 62.0399 in word form. (3.1B)

6. What is the least common denominator (LCD) of 1 3 and ? (2.3C) 6 7

2 3

7. What is the cost of 3 pounds of imported Swiss cheese at $9.00 per pound? (2.4C)

9. Write the ratio of 18 to 25 in three different ways. (4.1A)

8. Replace the “?” with the number that makes the statement true. (1.2A) (3 1 12) 1 80 5 ? 1 (12 1 80)

10. What is the unit price of 2 chocolate cakes for $13.50? (4.2C)

10-Minute Chapter Review

333

4.1 Understanding Ratios Objective

Important Concepts

Illustrative Examples

A. Write and simplify a ratio (page 288)

ratio A comparison of two quantities by division.

Write the ratio of 9 to 26 in three different ways.

terms of a ratio The quantities being compared.

9 to 26

As a general rule, the ratio of a and b, where b Z 0, may be written

A box of crayons contains 4 red, 3 blue, 5 black, and 2 orange crayons. Write each ratio in three different ways.

• in fraction notation. a b

• as two numbers separated by the word to.

9 26

a. the ratio of orange to black crayons 2 to 5

• as two numbers separated by a colon.

a:b

9:26

2:5

2 5

b. the ratio of blue to the total number of crayons 3 to 14

a to b

3:14

3 14

Simplifying a Ratio

Simplify the ratio 12 to 27.

Step 1. Write the ratio in fraction notation. Step 2. Simplify, if possible.

12 4 3 4 12 5 5 27 27 4 3 9

Simplifying a Ratio That Contains Decimals

Simplify the ratio 21.5 to 12.

Step 1. Write the ratio in fraction notation.

21.5 21.5 10 215 5 ? 5 12 12 10 120

Step 2. Rewrite as a ratio of whole numbers. To do so, multiply the ratio by n 1 in the form , where n is a power n of 10 large enough to remove any decimals in both the numerator and the denominator.

215 215 4 5 43 5 5 120 120 4 5 24

Step 3. Simplify, if possible. Simplifying a Ratio That Contains a Combination of Fractions, Mixed Numbers, or Whole Numbers Step 1. Write the ratio in fraction notation. Step 2. Convert each mixed number and each whole number to an improper fraction. Step 3. Multiply the numerator by the reciprocal of the denominator. Step 4. Simplify, if possible.

1 5 Simplify the ratio 4 to 2 . 8 2 37 5 8 8 5 1 5 2 2 2 4

37 8 37 5 37 2 5 4 5 ? 5 8 2 8 5 2 1

37 37 2 ? 5 8 5 20 4

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CHAPTER 4

B. Write a ratio of converted measurement units (page 292)

Ratio and Proportion

Different units in the same measurement category, such as feet and inches, can be converted to either feet or inches to form the ratio. Note: As a general rule, it is easier to write the ratio with values in terms of the smaller measurement units.

Simplify each ratio. Use values in terms of the smaller measurement units. a. 62 drams to 3 ounces 62 drams 62 drams 31 5 5 3 ounces 48 drams 24 b. 6 yards to 27 feet 6 yards 18 feet 2 5 5 27 feet 27 feet 3 c. 15 minutes to 600 seconds 15 minutes 900 seconds 3 5 5 600 seconds 600 seconds 2 d. 12 cups to 8 pints 12 cups 3 12 cups 5 5 8 pints 16 cups 4

C. APPLY YOUR KNOWLEDGE (PAGE 295)

On a recent Royal Airways flight, 16 passengers sat in first class, 22 sat in business class, and 125 sat in coach. a. Write a simplified ratio of the number of first class passengers to the number of business class passengers. 8 16 5 22 11 b. Write a ratio of the number of coach passengers to the total number of passengers. 125 163

4.2 Working with Rates and Units Objective

Important Concepts

Illustrative Examples

A. Write and interpret a rate (page 303)

rate A ratio that compares two quantities that have different kinds of units.

Simplify each rate. Then write the rate in word form.

Rates are written in fraction notation with the units included. We include the units because they are different kinds, and therefore do not divide out.

a. 230 cows on 15 farms 230 cows 230 cows 4 5 46 cows 5 5 15 farms 15 farms 4 5 3 farms 46 cows for every 3 farms b. 36 boxes on 16 shelves 9 boxes 36 boxes 36 boxes 4 4 5 5 16 shelves 16 shelves 4 4 4 shelves 9 boxes for every 4 shelves

10-Minute Chapter Review

B. Write a unit rate (page 304)

unit rate A rate in which the number in the denominator is 1. Writing a Unit Rate Step 1. Write the rate in fraction notation with the units included. Step 2. Divide the numerator by the denominator. Step 3. Round as specified, if necessary.

335

Write each as a unit rate. a. 125 pencils in 5 containers 125 pencils 25 pencils 5 5 containers 1 container 25 pencils per container b. 45 sick days for 12 employees 3.75 sick days 45 sick days 5 12 employees 1 employee 3.75 sick days per employee

C. Write a unit price (page 305)

unit price A unit rate expressed as price per single item or single measure of something. Unit price is the “price per item” or “price per measure” of a particular product or service.

Calculate the unit price for each. Round to the nearest cent, when necessary. a. 15 ironed shirts for $48.75 $3.25 $48.75 5 15 ironed shirts 1 ironed shirt $3.25 per ironed shirt

Writing a Unit Price Step 1. Write the rate in fraction notation with the price as the numerator and the quantity (number of items or units) as the denominator.

b. $102 for 8 tools $102 $12.75 5 8 tools 1 tool $12.75 per tool

Step 2. Divide the numerator by the denominator. Step 3. Round to the nearest cent, if necessary. D. APPLY YOUR KNOWLEDGE (PAGE 306)

By calculating the unit price of two or more competitive products, we can determine which choice is the best buy. Note: The best buy is the choice with the lowest unit price.

The Nautilus College band is selling tickets to the annual homecoming concert. Students can purchase single tickets for $30 each, 2 tickets for $57, or 4 tickets for $100. What is the unit price per ticket for each offer and which is the best buy? $30 5 $30.00 per ticket 1 ticket $57 $28.50 5 5 $28.50 per ticket 2 tickets 1 ticket $25 $100 5 5 $25.00 per ticket 4 tickets 1 ticket Best buy is 4 tickets for $100 Calculate the unit price for each size sack of flour, and determine which choice is the best buy. Round to the nearest cent. SIZE

PRICE

UNIT PRICE

12 lbs.

$3.25

$0.27

14 lbs.

$3.70

$0.26

18 lbs.

$4.85

$0.27

Best buy is 14 lbs. for $3.70

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Ratio and Proportion

4.3 Understanding and Solving Proportions Objective

Important Concepts

Illustrative Examples

A. Write a proportion (page 313)

proportion A mathematical statement showing that two ratios are equal.

Write each sentence as a proportion.

c a If and are equal ratios, their b d a c proportion is written as 5 . b d

a. 12 is to 23 as 48 is to 92. 48 12 5 23 92 b. 58 roses is to 3 bouquets as 174 roses is to 9 bouquets. 58 roses 174 roses 5 3 bouquets 9 bouquets

It is read as

“a is to b as c is to d.”

Write each proportion as a sentence. a.

17 34 5 9 18 17 is to 9 as 34 is to 18.

b.

10 hot air balloons 2 hot air balloons 5 7 passengers 35 passengers 2 hot air balloons is to 7 passengers as 10 hot air balloons is to 35 passengers.

B. Determine whether two ratios are proportional (page 315)

To verify whether two ratios are proportional, use the cross multiplication procedure learned in Section 2.6.

Determine whether the ratios are proportional. If they are, write a corresponding proportion.

Determining Whether Two Ratios Are Proportional Using Cross Products

a.

13 2.6 0 25 5 25 ? 2.6 5 65

Step 1. Multiply the denominator of the first ratio by the numerator of the second ratio.

13 25

Step 2. Multiply the numerator of the first ratio by the denominator of the second ratio.

The cross products are equal (65 5 65). Therefore, the ratios are proportional and we can write a proportion.

Step 3. Determine whether or not the cross products are equal. • If the cross products are equal, the ratios are proportional, and we can write a proportion. • If the cross products are not equal, the ratios are not proportional, and we cannot write a proportion. As a general rule for proportions, for b Z 0 and d Z 0, if

a c 5 then bc 5 ad. b d

2.6 5

13 ? 5 5 65

2.6 13 5 25 5 15 45 b. 0 18 60 15 18

45 60

18 ? 45 5 810 15 ? 60 5 900

The cross products are not equal (810 Z 900). Therefore, the ratios are not proportional, and we cannot write a proportion.

10-Minute Chapter Review

C. Solve a proportion (page 317)

variable A letter or some other symbol that represents a number whose value is unknown. When one of the terms of a proportion is unknown, we assign a variable to the unknown and solve the proportion. The solution is the value of the variable that makes the proportion true. Solving a Proportion Step 1. Assign a variable to the unknown quantity. Step 2. Cross multiply to find the cross products. Step 3. Separate the cross products by an equal sign to form an equation.

337

Solve for the unknown quantity and verify your answer. r 5 5 4 16 4 ? r 5 4r

5 r 5 4 16

5 ? 16 5 80

4r 5 80 1

20

80 4r 5 4 4 1

r 5 20

1

Verify: 4 ? 20 5 80

5 20 5 4 16

5 ? 16 5 80

Step 4. Divide both sides of the equation by the number that multiplies the variable.

equal cross products

Step 5. Simplify, if possible. Step 6. Verify the answer by replacing the unknown in the original proportion with the answer, and check that the cross products are equal. D. APPLY YOUR KNOWLEDGE (PAGE 320)

When setting up a proportion, keep in mind that like units must be in their respective numerators and denominators. Solving an Application Problem Using a Proportion Step 1. Read and understand the problem. Assign a variable to the unknown quantity. Step 2. Set up a proportion. Keep like units in their respective numerators and denominators.

A certain medication is administered to patients using the ratio of 24 milliliters for every 50 pounds of body weight. How much medication should be given to a patient who weighs 130 pounds? Let m 5 the amount of medication 24 milliliters m milliliters 5 50 pounds 130 pounds 50 ? m 5 24 ? 130

Step 3. Solve and verify the proportion.

50m 5 3120 50m 3120 5 50 50

Step 4. State the answer.

Verify:

m 5 62.4

50 ? 62.4 5 3120 62.4 24 5 50 130

equal cross products

24 ? 130 5 3120 The patient should be given 62.4 milliliters of medication.

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CHAPTER 4

Ratio and Proportion

similar geometric figures Geometric figures with the same shape in which the ratios of the lengths of their corresponding sides are equal.

Find the value of the unknown side, h, in the similar rectangles. Verify your answer. 5 in.

25 in.

7.5 in.

h

h ? 5 5 5h 7.5 5 5 h 25 7.5 ? 25 5 187.5 5h 5 187.5 1

5h 187.5 5 5 5

h 5 37.5

1

Verify: 37.5 ? 5 5 187.5 7.5 5 5 37.5 25 7.5 ? 25 5 187.5

equal cross products

The unknown side, h, of the rectangle is 37.5 inches.

Numerical Facts of Life

Calories Per Hour

339

Calories to Burn

Calories burned per hour by body weight: 120 pounds 170 pounds 880 1230

Running (10 mph) Indoor cycling (Spinning, hard effort)

572 810 440 615

Skiing, crosscountry Rowing, stationary

385 540

Skating, roller

385 540

Skiing, downhill

385 540

Soccer

385 540

Tennis

385 540

Aerobic dance

330 460

Basketball

330 460

Hiking

330 460

Swimming, leisure

330 460

Golf (walking)

250 345

Bicycling (under 10 mph)

220 310

Walking, brisk

220 310

Weight training (light)

165 230

Sitting (Watching TV)

55 75

Source: The American Dietetic Association's Complete Food & Nutrition Guide and Medicine and Science in Sports and Exercise

Mike, your athletic friend, has asked for your help with some exercise calculations. He plays tennis, runs, and weighs 185 pounds.

1. If a 170 pound person burns 1230 calories per hour while running, how many calories per hour does Mike burn while running? Round to the nearest whole number.

2. If a 170 pound person burns 540 calories per hour playing tennis, how many calories per hour does Mike burn playing tennis? Round to the nearest whole number.

3. How many calories per hour does he burn running for each calorie burned playing tennis? Round to the nearest tenth.

4. Research tells us that each pound of body fat contains 3500 calories. Theoretically, how many pounds will Mike lose by running 4 hours per week for 6 weeks? Round to the nearest tenth.

340

CHAPTER 4

Ratio and Proportion

CHAPTER REVIEW EXERCISES Write each ratio in three different ways. (4.1A)

1. the ratio of 3 to 8

2. the ratio of 62 to 7

4. the ratio of 9 to 14.3

5. the ratio of 3 to

5 9

3. the ratio of 12 to 5.2

1 2

6. the ratio of 2 to

1 16

Simplify each ratio. (4.1B)

7. 10 to 16

8. 58 to 6

9. 16 to 52

10. 24 to 21

11. 5 to 12.5

12. 1.1 to 15

13. 2 to

7 8

14.

9 to 7 17

Write a simplified ratio. Use values in terms of the smaller measurement units. (4.1C)

15. 110 feet to 16 yards

16. 3 pounds to 20 ounces

17. 12 minutes to 220 seconds

18. 10,000 feet to 4 miles

19. 8500 pounds to 5 tons

20. 12 quarts to 50 pints

21. 280 days to 16 weeks

22. 5.5 gallons to 12 quarts

Simplify each rate. Then write the rate in word form. (4.2A)

23. 75 sprinklers for 6 acres

24. 392 avocados for 40 trees

25. 38 kittens for 3 pet stores

26. $98 for 4 tires

27. 30 ponies for 12 trainers

28. 120 cheeseburgers for $200

Chapter Review Exercises

341

Write each as a unit rate. Round to the nearest tenth, if necessary. (4.2B)

29. 60 miles in 5 days

30. 1588 pounds in 2 trucks

31. 18 yards in 7 minutes

32. 9615 jellybeans in 12 bags

33. 168 cars in 6 lanes

34. 13,005 bees in 9 beehives

35. 47 tons of fuel in 3 cruises

36. 25 pounds in 8 weeks

Calculate the unit price for each. Round to the nearest cent, if necessary. (4.2C)

37. 5 tickets for $90

38. 15 T-shirts for $187.50

39. $14 for 2 car washes

40. $695 for 4 days

41. 6 flight lessons for $510

42. 125 sugar cookies for $81.25

43. $4.75 for 3 tennis balls

44. $12,900 for 3 sales events

Write each sentence as a proportion. (4.3A)

45. 9 is to 11 as 36 is to 44.

46. 124 graduates is to 3 schools as

47. 3 is to 5 as 300 is to 500.

248 graduates is to 6 schools.

48. 2 days is to 95 mail orders as

49. 2.1 is to 6.5 as 16.8 is to 52.

50. 5 concerts is to 7 days as 15 con-

6 days is to 285 mail orders.

certs is to 21 days.

Write each proportion as a sentence. (4.3A)

51.

90 violins 30 violins 5 5 orchestras 15 orchestras

52.

9 81 5 13 117

53.

6 tours 3 tours 5 450 bicycles 900 bicycles

54.

12 36 5 33 99

55.

8 swings 16 swings 5 3 playgrounds 6 playgrounds

56.

3.7 37 5 1.2 12

Determine whether the ratios are proportional. If they are, write a corresponding proportion. (4.3B)

57.

18 54 0 17 51

58.

6 18 0 1.9 5.4

59.

39 13 0 28 9

60.

35 70 0 21 42

61.

7.5 60 0 11 88

62.

2.3 9.2 0 5.5 22

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CHAPTER 4

Ratio and Proportion

Solve for the unknown quantity. Verify your answer. (4.3C)

63.

2 14 5 g 5

64.

y 28 5 100 25

65.

m 46 5 3 2

66.

44 t 5 3 6

67.

18 a 5 0.5 3

68.

1.6 4 5 f 40

69.

24 4 5 u 18

70.

b 30 5 2 12

71.

q 20 5 7 3.5

r 2.5 72. 5 10 12

1 9 4 5 73. h 12 2

1 4 4 5 74. x 1 6 2 3

Solve each application problem. (4.1D, 4.2D, 4.3D)

75. There are 14 girls and 27 boys in a middle school mathe-

76. Starpointe Homes is developing 33 townhomes and

matics class.

125 condominium units at the Wispy Willow Resort.

a. Write a ratio in three different ways that represents the number of girls to the number of boys in the class.

a. Write a ratio in three different ways that represents the number of condominiums to the number of townhomes.

b. Write a ratio in three different ways that represents the number of boys to the total number of students in the class.

77. Randy’s job required him to travel 65 miles on Monday, 40 miles on Tuesday, 25 miles on Wednesday, and 50 miles on Thursday. a. Write a simplified ratio of the miles Randy traveled on Monday to the number of miles he traveled on Wednesday.

b. Write a simplified ratio of the number of miles Randy traveled on Tuesday to the miles he traveled on Thursday.

c. Write a simplified ratio of the number of miles Randy traveled on Monday to the total number of miles he traveled.

b. Write a ratio in three different ways that represents the total number of homes to the number of condominiums.

78. At Bayview Community College last semester, 150 students earned associate in arts degrees, 225 students earned associate in science degrees, and 60 students earned various bachelor degrees. a. Write a simplified ratio of the number of associate in science degrees to the number of bachelor degrees awarded.

b. Write a simplified ratio of the number of associate in arts degrees to the number of associate in science degrees awarded.

c. Write a simplified ratio of the number of bachelor degrees to the total number of degrees awarded.

Chapter Review Exercises

79. An industrial coffeemaker can brew 4 cups of coffee in 3 minutes.

80. Gardiner’s Market offers

a. Write a rate for the coffee machine’s brewing time.

freshly squeezed orange juice daily. The market uses a machine that requires 27 oranges for every 5 pints of orange juice.

b. Write a unit rate for the coffee machine’s brewing time.

a. Write a rate that represents the performance of the juice machine.

c. If the coffee beans needed to brew 4 cups of coffee cost $1.80, what is the unit price per cup of coffee?

343

b. Write a unit rate that represents the performance for the juice machine.

c. If the average cost of 27 oranges is $11.50, what is the unit price per pint of orange juice?

For exercises 81–84, determine which choice is the best buy, based on the lowest unit price.

81. A 10-ounce bag of popcorn for $1.20 or a 13-ounce bag of popcorn for $1.69

83. 2 dozen bagels for $5.95 or 3 dozen bagels for $8.75

82. 12 ferry rides for $34.80, 6 ferry rides for $18, or 3 ferry rides for $9.75

84. 9 yoga classes for $50, 12 yoga classes for $64.20, or 15 yoga classes for $84.75

85. Josh bought a 1600 square foot condominium for $152,000. His friend Todd bought a 1950 square foot condominium for $185,250. Are their rates of cost per square foot proportional? If they are, write a corresponding proportion.

87. The Green Thumb Gardening Service can cut 15 acres of grass every 3 hours. A competitor, Majestic Lawn Service, can cut 19 acres of grass every 4 hours. Are their grass-cutting rates proportional? If they are, write a corresponding proportion.

89. The Canine College offers training classes for puppies. The ratio is 5 puppies for every 3 instructors. How many puppies can attend a class with 9 instructors?

86. An inkjet printer can produce five 8 3 10 color prints every 7 minutes. A competitive printer produces seven 8 3 10 color prints every 9 minutes. Are their printing rates proportional? If they are, write a corresponding proportion.

88. Harold spends $52 on fuel every 8 days. Jenna spends $32.50 every 5 days. Are their fuel consumption rates proportional? If they are, write a corresponding proportion.

90. Jim is building a new horse corral at his ranch. The current corral occupies 1500 square feet and accommodates 5 horses. If he plans to increase the size of the corral proportionately to accommodate 12 horses, how many square feet of corral will be needed?

91. A teacher is given 45 notebooks for each 20 students. How

92. Zona’s Restaurant offers a 20-ounce soda for $2.50. At

many notebooks are needed for a class of 60 students?

this rate, how much should they charge for the new 26-ounce size?

344

CHAPTER 4

Ratio and Proportion

93. Shaun’s new job requires that he work 50 minutes for

94. Alicia has taken 10 classes in 3 semesters. At that rate,

every 5-minute break. If he wants to take a 30-minute break, how many hours will he have to work?

how many classes will she take in 12 semesters?

3 cup of sugar for every 4 3 pounds of peaches. How many pounds of peaches are

1 2 How many nails will be used in 20 minutes? Round to

95. The Magnum nail gun uses 65 nails every 1 minutes.

96. A recipe for peach pie requires

needed for a mix that contains 2 cups of sugar?

the nearest whole number.

97. Brad, a construction worker, buys 3 pairs of work boots

98. Claudia’s car gets 28 miles per gallon. How many gallons

every 6 months. How many pairs will he buy in 2 years?

of gasoline will she need for a 1498 mile trip? Round to the nearest tenth.

99. A new reality TV show expects to have 3,000,000 view-

100. A new water-saving lawn sprinkler uses 20 gallons of wa-

ers over a 4-night period. How many viewers are expected in a 7-night period?

ter every 5 minutes. How many gallons of water will be used in 1 hour?

101. Galaxy Ceramics makes flower pots in various sizes for sale to nurseries and garden shops. The company uses the concept of similar geometric figures to size the pots in their product line. Calculate the value of the unknown height, x, of a smaller flower pot being added to the Galaxy product line. 9 in. 6 in.

12 in.

x

102. The Atlas Pool Company built the L-shaped pool pictured on the left for a residential client. Now, they are building a larger, geometrically similar, version of the pool for a local hotel. Calculate the unknown side, z, of the new pool.

122 ft f

200 ft

30 ft

z

Chapter Review Exercises

345

103. A dock piling 10 feet high casts a shadow 14 feet long in the bright morning sun. At the same time, the shadow of a nearby sailboat mast measures 56 feet long. How tall is the mast?

x

10 ft

56 ft

14 ft

104. On a construction site, a crane 80 feet high casts a shadow 25 feet long. At the same time, the shadow of the building under construction is 60 feet long. How tall is the building?

x

80 ft

25 ft

60 ft

Use the information about the Boeing 787 compared to the 767 and the Airbus A330 for exercises 105–110. Boeing's 787

767 300-ER

Airbus A330-200

186 ft 156 ft 180 ft

182 ft

Passenger capacity Non-stop flight distance Cruising speed Engines Expected market 2009-2028

198 ft

200 7595 627 mph 2 3310 units

105. Write a simplified ratio in three different ways to represent the wingspan of the Boeing 787 to the wingspan of the Airbus A330.

Passenger capacity Non-stop flight distance Cruising speed Engines

194 ft 218 Passenger capacity 7025 miles Non-stop flight distance 530 mph Cruising speed 2 Engines

293 7423 miles 635 mph 2

106. Write a simplified ratio in three different ways to represent the length of the Boeing 787 to the length of the Boeing 767.

346

CHAPTER 4

Ratio and Proportion

107. Write a simplified ratio in word form for the cruising

108. Write a simplified ratio in word form for the passenger

speed of the Airbus A330 to the cruising speed of the Boeing 767.

capacity of the Boeing 787 to the passenger capacity of the Boeing 767.

109. Boeing is considering a “stretch” model of the 787 with

110. Airbus is considering a “short” model of the A330 with

the same wingspan-to-length ratio as the base model.

the same wingspan-to-length ratio as the base model.

a. What is the wingspan-to-length ratio of the base model?

a. What is the wingspan-to-length ratio of the base model?

b. If the proposed length of the “stretch” model is 198 feet, what would be the wingspan of the new aircraft? Round to the nearest foot.

b. If the proposed wingspan of the “short” model is 180 feet, what would be the length of the new aircraft? Round to the nearest foot.

ASSESSMENT TEST Write each ratio in three different ways.

1. the ratio of 28 to 65

2. the ratio of 5.8 to 2.1

Simplify each ratio.

3. 16 to 24

4. 15 to 6

5. 68 to 36

6. 2.5 to 75

Write a simplified ratio. Use values in terms of the smaller measurement units.

7. 2 days to 15 hours

8. 5 quarts to 3 pints

Simplify each rate. Then write the rate in word form.

9. 56 apples for 10 baskets

10. 12 cabinets for 88 files

Write each as a unit rate. Round to the nearest tenth, if necessary.

11. 385 miles for 12 gallons

12. 12 birds in 4 cages

Calculate the unit price for each.

13. $675 for 4 dining room chairs

14. $5.76 for 12 tropical fish

Assessment Test

347

Write each sentence as a proportion.

15. 3 is to 45 as 18 is to 270.

16. 9 labels is to 4 folders as 45 labels is to 20 folders.

Write each proportion as a sentence.

17.

2 6 5 17 51

18.

12 photos 24 photos 5 5 hours 10 hours

Determine whether the ratios are proportional. If they are, write a corresponding proportion.

19.

35 7 0 16 80

20.

22 14 0 18 12

Solve for the unknown quantity. Verify your answer.

21.

125 5 5 p 150

22.

8 c 5 13 52

23.

22 55 5 m 19

24.

t 27 5 3.5 10.5

Solve each application problem.

25. During a football game, a fullback ran for 160 yards in 12 carries. a. Write a simplified ratio in three different ways to illustrate the player’s performance.

b. Write a unit rate of his performance. Round to the nearest tenth.

For questions 26 and 27, determine which choice is the best buy, based on the lowest unit price.

26. 5 pounds of bananas for $7.25 or 3 pounds of bananas for $4.20

28. An automated assembly line can make 45 stuffed animals every 4 minutes. A competitive company can make 78 stuffed animals every 7 minutes. Are these assembly lines operating at proportional rates?

27. 18 ounces of sugar for $3.60, 24 ounces of sugar for $4.08, or 32 ounces of sugar for $5.76

29. On a map, the scale is 4 inches equals 35 miles. If two cities are 2.6 inches apart on the map, how far apart are they in reality?

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CHAPTER 4

Ratio and Proportion

30. A lamppost 12 feet high casts a shadow 20 feet long in the afternoon sun. At the same time, the shadow of a nearby building is 130 feet long. How tall is the building?

x 12 ft

20 ft

130 ft

CHAPTER 5

Percents

Atmospheric Scientists

IN THIS CHAPTER 5.1 Introduction to Percents (p. 350) 5.2 Solve Percent Problems Using Equations (p. 364) 5.3 Solve Percent Problems Using Proportions (p. 378) 5.4 Solve Percent Application Problems (p. 392)

ccording to the United States Bureau of Labor Statistics, atmospheric scientists, also known as meteorologists, study the atmosphere’s physical characteristics, motions, and processes.1 Using sophisticated mathematical models and computers, atmospheric scientists study the connections between the atmosphere and our environment. In recent years, they have paid particular attention to climate trends, particularly global warming. Effects of global warming include increased risk of drought and wildfire, more intense storms and hurricanes, and glacial melting.

A

In analyzing the consequences of global warming, atmospheric scientists often use percents. For example, they note that an Antarctic ice shelf larger than the state of Rhode Island has shrunk by nearly 40% since 1995.2 They also have observed that annual precipitation has increased by up to 10% across the United States since the beginning of the 20th century. Perhaps atmospheric scientists are best known for local, short-term weather prediction. You have almost certainly heard a meteorologist say something like, “There is a 30% chance of rain tonight,” or “The humidity stands at 81%.” In this chapter, we will learn about percents. We will also focus on solving practical application problems that involve percents. 1 from 2from

U.S. Bureau of Labor Statistics Occupational Outlook Handbook Natural Resources Defense Council (www.nrdc.org)

349

350

CHAPTER 5

Percents

5.1 INTRODUCTION TO PERCENTS LEARNING OBJECTIVES A. Convert a percent to a fraction or a decimal B. Convert a decimal, a fraction, or a whole number to a percent C.

APPLY YOUR KNOWLEDGE

Percents are used frequently in our everyday lives. Here are some examples. • The Centers for Disease Control anticipates a 12% increase in flu cases this season. • Apple, Inc. stock jumps 5% on news that the company will produce the next generation iPad. • The polar ice caps are shrinking at a rate of 9% each decade. • Oil and gas production fell by 8.2% in the fourth quarter last year. It takes only a glance at a newspaper to see that percents are used to describe many situations. In this section, we investigate percents and discuss various ways of representing them.

Objective 5.1A percent A ratio of a part to 100. percent sign The % symbol.

Convert a percent to a fraction or a decimal

The word percent comes from the Latin phrase per centum, which translates as per hundred. Thus, a percent is a ratio of a part to 100. The % symbol is called the percent 41 sign. As an example, 41% represents the ratio . We say that 41% of the figure 100 below is shaded.

5.1 Introduction to Percents

As another example, 12.5% represents the ratio 5

2

2 , and 5 % represents 100 3

12.5

3

. While a percent is defined as a ratio, we can express a percent as a 100 fraction, that is, we can express a percent as a ratio of whole numbers. To do so, use the following rule. the ratio

351

Rule for Converting a Percent to a Fraction

Learning Tip Recall that a fraction is a a number of the form , where b a and b are whole numbers and where b is not zero. Not all ratios are fractions, since not all ratios have whole numbers in the numerator and denominator.

Write the number preceding the percent sign over 100. Manipulate the ratio to get a whole number in the numerator, if necessary. Simplify the resulting fraction, if possible.

Convert a percent to a fraction

EXAMPLE 1

Convert each percent to a fraction. Simplify, if possible. a. 7%

b. 100%

c. 145%

3 e. % 4

d. 7.8%

SOLUTION STRATEGY a. 7% 5

7 100

Write 7 over 100.

b. 100% 5

100 51 100

Write 100 over 100. Simplify.

c. 145% 5

145 29 9 5 51 100 20 20

Write 145 over 100. Simplify. Express as a mixed number.

7.8 7.8 10 78 39 5 ? 5 5 d. 7.8% 5 100 100 10 1000 500

Write 7.8 over 100. Multiply by 1 in the form 10 of to obtain a whole number in the 10 numerator. Simplify.

3 3 3 100 3 1 3 4 e. % 5 5 4 5 ? 5 4 100 4 1 4 100 400

3 3 Write over 100. Divide by 100. To do so, 4 4 3 1 multiply by . 4 100

TRY-IT EXERCISE 1 Convert each percent to a fraction. Simplify, if possible. a. 19%

b. 38%

c. 266%

d. 18.4%

e.

9 % 16

Learning Tip Calculators with a % key can be used to convert percents to decimals. Enter the number preceding the percent sign and press the % key. If the % key on your calculator is the second operation of a particular key, you will first have to press 2nd or SHIFT. For example, to convert 5.4% to a decimal, enter the following. .

5

%

4

or 5

.

5

.

Check your answers with the solutions in Appendix A. ■

4

2nd

%

or 4

SHIFT

%

The display will read 0.054.

352

CHAPTER 5

Percents

3 3 4 In the part e of Example 1, we wrote % as . To simplify this ratio, we must 4 100 3 divide the numerator by the denominator. In this example, we divide by100. 4 3 To perform this division problem, we multiply by the reciprocal of 100, namely, 4 3 1 . When we do this, we obtain the fraction . 100 400 The last example points to an important fact: dividing by 100 is the same as 1 1 multiplying by . Therefore, n% 5 n ? . As an example, consider 27%. 100 100 27% 5

Furthermore, the fraction

27 1 5 27 ? 100 100

1

is equivalent to the decimal 0.01. We use this fact to 100 convert a percent to a decimal. 27% 5 27 ?

1 5 27 ? 0.01 5 0.27 100

Recall that when we multiply a number by 0.01, we ultimately move the decimal point two places to the left.

Rule for Converting a Percent to a Decimal Multiply the number preceding the percent sign by 0.01. Alternatively, drop the percent sign and move the decimal two places to the left.

EXAMPLE 2

Convert a percent to a decimal

Convert each percent to a decimal. a. 18%

b. 100%

c. 230%

d. 41.3%

e. 0.05%

3 f. % 8

SOLUTION STRATEGY a. 18% 5 18 ? 0.01 5 0.18

Multiply the number preceding the percent sign by 0.01.

b. 100% 5 100 ? 0.01 5 1.00 5 1

Or, alternatively, drop the percent sign and move the decimal point two places to the left.

c. 230% 5 230 ? 0.01 5 2.30 5 2.3 d. 41.3% 5 41.3 ? 0.01 5 0.413 e. 0.05% 5 0.05 ? 0.01 5 0.0005 f.

3 % 5 0.375% 5 0.375 ? 0.01 5 0.00375 8

5.1 Introduction to Percents

TRY-IT EXERCISE 2 Convert each percent to a decimal. a. 89%

b. 7%

c. 420%

d. 32.6%

e. 0.008%

7 f. 3 % 8

Check your answers with the solutions in Appendix A. ■

Objective 5.1B

Convert a decimal, a fraction, or a whole number to a percent

Consider the decimal 0.53. We can write 0.53 as a fraction and then convert the fraction to a percent. 0.53 5

53 5 53% 100

Alternatively, we can use the fact that 1 5 100%. This is true since 100% 5

100 100

5 1.

(Refer to Example 2, part b.) 0.53 5 0.53 ? 1 5 0.53 ? 100% 5 53%

In either case, we see that 0.53 5 53%. Notice that we ultimately move the decimal point two places to the right and append a percent sign.

Rule for Converting a Decimal to a Percent Multiply the decimal by 100%. Alternatively, move the decimal point two places to the right and append a percent sign.

EXAMPLE 3

Convert a decimal or a whole number to a percent

Convert each decimal or whole number to a percent. a. 0.75

b. 0.2

c. 0.049

d. 0.006

e. 8

SOLUTION STRATEGY a. 0.75 5 0.75 ? 100% 5 75%

Multiply the decimal number by 100%.

b. 0.2 5 0.2 ? 100% 5 20%

Or, alternatively, move the decimal point two places to the right and append a percent sign.

c. 0.049 5 0.049 ? 100% 5 4.9% d. 0.006 5 0.006 ? 100% 5 0.6% e. 8 5 8.0 5 8.0 ? 100% 5 800%

353

354

CHAPTER 5

Percents

TRY-IT EXERCISE 3 Convert each decimal or whole number to a percent. a. 0.91

b. 7.2

c. 0.009

d. 3

e. 1.84

Check your answers with the solutions in Appendix A. ■

In Section 3.5, we learned how to convert a fraction to a decimal. To convert a fraction to a percent, first write the fraction as a decimal and then convert the decimal to a percent.

Steps for Converting a Fraction to a Percent Step 1. Convert the fraction to a decimal. Step 2. Convert the decimal to a percent.

EXAMPLE 4

Convert a fraction or mixed number to a percent

Convert each fraction, mixed number, or whole number to a percent. a.

5 8

b.

18 25

c. 1

4 5

d.

17 4

e.

2 3

SOLUTION STRATEGY a.

5 8 0.625 8q5.000 0.625 5 0.625 ? 100% 5 62.5%

b.

18 25 0.72 25q18.00 0.72 5 0.72 ? 100% 5 72%

c. 1

4 5

0.8 5q4.0 4 4 1 5 1 1 5 1 1 0.8 5 1.8 5 5 1.8 5 1.8 ? 100% 5 180%

Convert each fraction to a decimal, and multiply by 100%. Or, alternatively, convert each fraction to a decimal, move the decimal point two places to the right, and append a percent sign.

5.1 Introduction to Percents

355

17 4

d.

4.25 4q17.00

Learning Tip

4.25 5 4.25 ? 100% 5 425%

A percent with a repeating decimal may be rounded or written as a fraction.

2 e. 3 0.6 3q2.0

66.6% < 66.7%

2 0.6 5 0.666 5 0.666 ? 100% 5 66.6% 5 66 % 3

2 66.6% 5 66 % 3

or

TRY-IT EXERCISE 4 Convert each fraction, mixed number, or whole number to a percent. a.

3 8

b.

49 100

c. 2

1 4

d.

22 5

e.

1 3

Check your answers with the solutions in Appendix A. ■

For reference, some of the most commonly used fraction, decimal, and percent equivalents are listed in Table 5.1. Although you now know how to mathematically convert between these, it may be helpful to memorize them for your future use.

TABLE 5.1 FRACTION, DECIMAL, AND PERCENT EQUIVALENTS FRACTION

DECIMAL

PERCENT

FRACTION

DECIMAL

PERCENT

1 100

0.01

1%

2 5

0.4

40%

1 25

0.04

4%

1 2

0.5

50%

1 20

0.05

5%

3 5

0.6

60%

1 10

0.1

10%

5 8

0.625

62.5%

1 8

0.125

12.5%

2 3

0.666

2 66 % 3

1 6

0.166

2 16 % 3

3 4

0.75

75%

1 5

0.2

20%

4 5

0.8

80%

1 4

0.25

25%

5 6

0.8333

1 83 % 3

1 3

0.333

1 33 % 3

7 8

0.875

87.5%

3 8

0.375

37.5%

1 1

1

100%

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CHAPTER 5

Percents

APPLY YOUR KNOWLEDGE

Objective 5.1C EXAMPLE 5

Convert a decimal to a percent

a. In a biology class, 0.425 of the students are women. Convert this decimal to a percent. b. The property tax rate in Canmore County is 0.0372. Convert this decimal to a percent.

SOLUTION STRATEGY a. 0.425 5 0.425 ? 100% 5 42.5%

Multiply each decimal number by 100%.

b. 0.0372 5 0.0372 ? 100% 5 3.72%

Or, alternatively, move the decimal point two places to the right and append a percent sign.

TRY-IT EXERCISE 5 a. According to a recent survey, 0.263 of newspapers sold each day are home delivered. Convert this decimal to a percent.

b. It is estimated that 0.014 of DVD players on the market currently have the progressive scan feature. Convert this decimal to a percent.

Check your answers with the solution in Appendix A. ■

EXAMPLE 6

Convert a percent to a decimal

Use the bar graph Pizza Chain Preferences to answer the following questions.

Pizza Chain Preferences In a recent survey, college students were asked to identify their favorite pizza chain. 68.3%

13.4%

Pizza Hut

8.4%

5.3%

4.6%

Domino’s

Little Caesars

Papa John’s

Other

a. Convert the preference percent for Domino’s to a decimal. b. Convert the preference percent for Papa John’s to a decimal.

SOLUTION STRATEGY a. 8.4% 5 8.4 ? 0.01 5 0.084

Multiply the number preceding the percent sign by 0.01.

b. 4.6% 5 4.6 ? 0.01 5 0.046

Or, alternatively, move the decimal point two places to the left.

5.1 Introduction to Percents

TRY-IT EXERCISE 6 Use the bar graph Pizza Chain Preferences to answer the following questions. a. Convert the preference percent for Other to a decimal.

b. Convert the preference percent for Pizza Hut to a decimal.

c. Convert the preference percent for Little Caesars to a decimal.

Check your answers with the solutions in Appendix A. ■

EXAMPLE 7

Convert a decimal to a percent

Use the bar graph Health Care as a Percentage of Federal Spending to answer the following questions.

Health Care as a Percentage of Federal Spending 0.300 0.234

0.254

0.155 0.121

1980

1990

2000

2010

2014

Source: Department of Health and Human Services, Office of Management and Budget.

a. Convert the decimal for the 1990 data to a percent. b. Convert the decimal for the 2010 data to a percent.

SOLUTION STRATEGY a. 0.155 5 0.155 ? 100% 5 15.5%

Multiply each decimal by 100%.

b. 0.254 5 0.254 ? 100% 5 25.4%

Or, alternatively, move the decimal point two places to the right and append a percent sign.

TRY-IT EXERCISE 7 Use the bar graph Health Care as a Percentage of Federal Spending to answer the following questions. a. Convert the decimal for the 1980 data to a percent.

b. Convert the decimal for the 2014 data to a percent.

357

358

CHAPTER 5

Percents

c. Convert the decimal for the 2000 data to a percent.

Check your answers with the solutions in Appendix A. ■

EXAMPLE 8

Convert a fraction to a percent

Use the graph Sodium Intake to answer the following questions.

Sodium Intake The average person intakes much more sodium than what’s needed, which is slightly more than half a teaspoon of table salt each day. The actual numbers in milligrams are given below. 4300 2900 1500 What’s needed Women Men Where Americans get their sodium 1/6 from salt added during cooking

2/3 from processed foods

1/6 from table salt

a. What percent of sodium do Americans get from table salt? Round to the nearest hundredth of a percent. 4300 b. The ratio of “sodium intake to what’s needed” for men is . Convert this to the near1500 est whole percent.

SOLUTION STRATEGY a.

1 5 0.1666 < 0.1667 5 16.67% 6

Convert the fraction to a decimal. Convert the decimal to a percent.

b.

4300 5 2.866 < 2.87 5 287% 1500

Convert the fraction to a decimal. Convert the decimal to a percent.

TRY-IT EXERCISE 8 Use the graph Sodium Intake to answer the following questions. a. What percent of sodium do Americans get from processed foods? Round to the nearest tenth of a percent. 2900 b. The ratio of “sodium intake to what’s needed” for women is . Convert this to the 1500 nearest whole percent. Check your answers with the solutions in Appendix A. ■

5.1 Introduction to Percents

359

Convert percents to decimals and fractions

EXAMPLE 9

Use the graph More Adults Than Children to answer the following questions.

More Adults Than Children According to the U.S. Census Bureau, there will be fewer children among us by 2020. The percentage of the U.S. population younger than 18 for 1964, 2000, and 2020 is shown below. 36% 26%

1964

2000

24%

2020

a. What decimal of the population were children in 1964? b. What fraction of the population were children in 1964?

SOLUTION STRATEGY a. 36% 5 0.36 b. 0.36 5

Convert the percent to a decimal.

36 9 5 100 25

Convert the decimal to a fraction. Simplify.

TRY-IT EXERCISE 9 Use the graph More Adults Than Children to answer the following questions. a. What decimal and what fraction of the population were children in 2000?

b. What decimal and what fraction of the population are estimated to be children in 2020?

Check your answers with the solutions in Appendix A. ■

SECTION 5.1 REVIEW EXERCISES Concept Check 1. A

is a ratio of a part to 100.

3. To convert a percent to a fraction, write the number preceding the percent sign over . Manipulate the ratio to get a whole number in the numerator, if necessary. Simplify the resulting fraction, if possible.

2. The % symbol is called the

.

4. To convert a percent to a decimal, multiply the number preceding the percent sign by . Alternatively, drop the percent sign and move the decimal point two places to the .

360

CHAPTER 5

Percents

5. To convert a decimal to a percent, multiply the decimal by . Alternatively, move the decimal point two places to the and append a percent sign.

7. Consider the following figure.

6. To convert a fraction to a percent, first convert the fraction to a

.

8. Consider the following figure.

a. What percent is represented by the shaded area?

a. What percent is represented by the shaded area?

b. What percent is represented by the unshaded area?

b. What percent is represented by the unshaded area?

Objective 5.1A

Convert a percent to a fraction or a decimal

GUIDE PROBLEMS 10. Consider 19.5%.

9. Consider 32%. a. Convert 32% to a fraction. 32% 5

19.5% 5

100

b. Simplify the fraction in part a. 100

a. Convert 19.5% to a fraction. 100

?

5

b. Simplify the fraction in part a. 5

5

11. Convert 29% to a decimal.

12. Convert 29.3% to a decimal. 29.3% 5 29.3 ? 0.01 5

29% 5 29 ? 0.01 5

Convert each percent to a fraction. Simplify, if possible.

13. 60%

14. 40%

15. 10%

16. 80%

17. 25%

18. 22%

19. 42%

20. 56%

5.1 Introduction to Percents

3 4

21. 14 %

1 2

23. 13 %

24. 11 %

3 4

22. 18 %

1 4

1 2

361

1 4

25. 4 %

26. 18 %

27. 14.5%

28. 4.5%

29. 10.5%

30. 11.5%

31. 18.5%

32. 13.25%

33. 3.75%

34. 17.6%

35. 110%

36. 140%

37. 165%

38. 125%

39. 260%

40. 118%

41. 45%

42. 69%

43. 98%

44. 86%

45. 150%

46. 186%

47. 115%

48. 371%

Convert each percent to a decimal.

3 5

1 5

52. 6 %

55. 64 %

4 5

56. 43 %

58. 47.1%

59. 35.74%

60. 66.24%

61. 4.2%

62. 93.6%

63. 0.37%

64. 0.53%

65. 0.72%

66. 0.75%

67. 0.883%

68. 0.572%

1 5

50. 71 %

1 2

51. 76 %

53. 57 %

2 5

54. 32 %

1 2

57. 87.8%

49. 98 %

Objective 5.1B

Convert a decimal, a fraction, or a whole number to a percent

GUIDE PROBLEMS 69. Convert 0.81 to a percent. 0.81 ? 100% 5

1 5

70. Convert 0.247 to a percent. 0.247 ? 100% 5

362

CHAPTER 5

71. Consider

Percents

7 . 16

1 5

72. Consider 3 .

a. Convert the fraction to a decimal.

a. Convert the mixed number to a decimal.

7 5 16

3

b. Convert the decimal in part a to a percent.

1 5 5

b. Convert the decimal in part a to a percent.

? 100% 5

? 100% 5

Convert each decimal or a whole number to a percent.

73. 0.45

74. 0.35

75. 0.3

76. 0.6

77. 0.01

78. 0.09

79. 0.769

80. 0.832

81. 0.6675

82. 0.981

83. 0.072

84. 0.0312

85. 0.00048

86. 0.0074

87. 10

88. 5

89. 16

90. 23

91. 3.76

92. 2.278

93. 2.268

94. 5.34

95. 6.92

96. 8.3

97. 1.99

98. 14.3

99. 2.35

100. 17.2

Convert each fraction to a percent.

101.

1 10

102.

7 10

103.

1 5

104.

1 4

105.

23 100

106.

19 100

107.

21 100

108.

43 100

109.

3 25

110.

17 50

111.

13 20

112.

3 50

113.

9 8

114.

11 8

115.

19 8

116.

19 16

117.

33 16

118.

23 8

119.

45 16

120. 1

3 10

5.1 Introduction to Percents

363

121. 1

4 5

122. 1

33 50

123. 1

22 25

124. 1

13 25

125. 2

3 5

126. 2

1 4

127. 2

3 4

128. 1

18 25

Objective 5.1C

APPLY YOUR KNOWLEDGE

129. At Lake Minnewonka, 0.46 of the campers are from out of state. What percent are from out of state?

131. It’s the first day of school and only 89% of the class has arrived. Convert this percent to a decimal.

133. Tangiers Corporation sold 38.4% of its merchandise over the Internet last year. What decimal does this represent?

135. According to statistics, people who brush their teeth regularly have 37.5% fewer dental problems. Express this in decimal form.

137. A charity dinner raised 1.22 times its goal. What percent of the goal was reached?

139. Because of lower interest rates, real estate sales are up 231.4% from two years ago. Express this in decimal form.

130. Justin has completed 18% of his college credits. Convert this percent to a decimal.

132. New “Techron” gasoline claims to be 0.788 cleaner than the competition. What percent does this represent?

134. Last month the unemployment rate in Jasper County was 3.2%. Express this in decimal form.

136. According to a recent survey, 57% of auto accidents are due to careless driving. What decimal does this represent?

138. A particular recipe for cookies requires 22% sugar. Express the part that is sugar in decimal form.

140. At Sobey’s Market, 0.427 of sodas sold are diet. What percent are diet?

CUMULATIVE SKILLS REVIEW 1. Write 9 ? 9 ? 9 ? 9 in exponential notation and in words.

2. Write 8.625 in word form. (3.1B)

(1.6A)

12 4 and are proportional. 39 13 If they are, write a corresponding proportion. (4.3B)

9 1 4 . (2.5A) 16 4

3. Determine whether the ratios

4. Divide

5. Convert 0.386 to a simplified fraction. (3.1C)

6. Calculate the unit price for the ratio “20 ribbons for $18.00.” (4.2C)

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7. Subtract

Percents

8 1 2 . Simplify, if possible. (2.7B) 6 3

8. Multiply 68 ? 4. (1.4B)

9. Write the ratio of 22 to 17 in three different ways. (4.1A)

10. Simplify

15 . (2.3A) 36

5.2 SOLVE PERCENT PROBLEMS USING EQUATIONS LEARNING OBJECTIVES A. Write a percent problem as an equation B. Solve a percent equation C.

APPLY YOUR KNOWLEDGE

Problems involving percents can be solved by two different methods. In this section, we will use equations to solve percent problems. In Section 5.3, we will use proportions. Objective 5.2A

Write a percent problem as an equation

On a recent math test, 25% of the students got an A. If 40 students took the test, how many received an A? To determine the number of students who earned an A, we must answer the following question. What is 25% of 40?

This is an example of a percent problem. In order to solve this problem, we can translate this statement into an equation. Recall that is translates to equals, and of translates to the operation multiplication. We choose the variable x to represent the unknown number. x 5 25% ? 40

Since 25% 5 0.25, we can re-write our equation as x 5 0.25 ? 40. When we multiply, we find that x 5 10. Thus, 10 out of the 40 students received an A on the exam. EXAMPLE 1

Write a percent problem as an equation

Write each percent problem as an equation. a. What number is 6% of 200?

b. 42% of 16 is what number?

SOLUTION STRATEGY a. What number is 6% of 200? t x

5 6% ? 200

Write an equation by substituting the key words with the corresponding math symbols. Note that we can use any letter to represent the unknown.

5.2 Solve Percent Problems Using Equations

b. 42% of 16 is what number? t 42% ? 16 5

n

TRY-IT EXERCISE 1 Write each percent problem as an equation. a. What number is 34% of 80?

b. 130% of 68 is what number?

Check your answers with the solutions in Appendix A. ■

EXAMPLE 2

Write a percent problem as an equation

Write each percent problem as an equation. a. 85 is what percent of 350?

b. What percent of 18 is 9?

SOLUTION STRATEGY a. 85 is what percent of 350? t

85 5

? 350

p

Write an equation by substituting the key words with the corresponding math symbols. Note that we can use any letter to represent the unknown.

b. What percent of 18 is 9? t ? 18 5 9

q

TRY-IT EXERCISE 2 Write each percent problem as an equation. a. 57 is what percent of 239?

b. What percent of 96 is 33?

Check your answers with the solutions in Appendix A. ■

EXAMPLE 3

Write a percent problem as an equation

Write each percent problem as an equation. a. What is 56% of 280?

b. 0.8% of what is 15?

SOLUTION STRATEGY a. What is 56% of 280? r m 5 56% ? 280 b. 0.8% of what is 15? r 0.8% ?

a

5 15

Write an equation by substituting the key words with the corresponding math symbols. Note that we can use any letter to represent the unknown.

365

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Percents

TRY-IT EXERCISE 3 Write each percent problem as an equation. a. What is 135% of 90?

b. 0.55% of what is 104?

Check your answers with the solution in Appendix A. ■

Objective 5.2B

Solve a percent equation

Now that we have had some practice writing a percent problem as an equation, let’s turn our attention to solving them. Notice that each equation has three quantities. In each example above, two of the quantities are known and one is unknown. Each quantity is given a special name. In the following example, we show the name associated with each quantity. 10 is 25% of 40 10 Amount percent equation An equation of the form Amount 5 Percent ? Base. base In a percent problem, the quantity that represents the total. amount In a percent problem, the quantity that represents a portion of the total.

Learning Tip

5 5

25% Percent

? ?

40 Base

An equation of the form Amount 5 Percent ? Base is called a percent equation. The base is the quantity that represents the total. The amount is the quantity that represents a portion of the total. Referring to our earlier example, the base is 40, since a total of 40 students took the exam, and the amount is 10, since 10 is the portion of the total number of students who earned an A. Since the base represents the total, it is the number that we are seeking a portion “of.” Thus, the base always follows the word “of.” The percent is easily distinguished by the percent sign. The amount is the remaining quantity. The amount is generally associated with the word “is.” Once a percent problem has been written as a percent equation, we use the equation to find the unknown. This is called solving the equation. In solving a percent equation, we always write the percent as a fraction or a decimal. The next examples demonstrate this.

When using the percent equation to solve for the base or amount, the percent must be converted to a decimal.

EXAMPLE 4

When using the percent equation to solve for the percent, the answer will be a decimal or a fraction and must be converted to a percent.

What number is 58% of 300?

Solve a percent equation for the amount

What number is 58% of 300?

SOLUTION STRATEGY t a

5 58% ? 300

Note that 300 follows the word of. Therefore, the base is 300. The percent is 58%. The amount is unknown. Write as a percent equation.

a 5 0.58 ? 300

Convert the percent, 58%, to a decimal, 0.58

a 5 174

Multiply.

174 is 58% of 300.

5.2 Solve Percent Problems Using Equations

367

TRY-IT EXERCISE 4 What number is 36% of 150? Check your answer with the solution in Appendix A. ■

EXAMPLE 5

Solve a percent equation for the amount

90% of 135 is what number?

SOLUTION STRATEGY 90% of 135 is what number? t 90% ? 135 5

a

0.9 ? 135 5 a

Note that 135 follows the word of. Therefore, the base is 135. The percent is 90%. The amount is unknown. Write as a percent equation. Convert the percent, 90%, to a decimal, 0.9.

121.5 5 a

Multiply.

90% of 135 is 121.5.

TRY-IT EXERCISE 5 115% of 38 is what number? Check your answer with the solution in Appendix A. ■

When solving a percent equation for the base, the amount and percent will be given. Remember, the base is the number that follows the word “of.” As an example, consider the following problem. 25% of what number is 30? t

25% ?

b

5 30

Converting the percent to a decimal, the equation is written as follows. 0.25 ? b 5 30

Learning Tip 0.25 ? b is the same as 0.25b.

Notice that b is multiplied by 0.25. To solve for b, we must divide both sides of the equation by 0.25. 0.25b 30 5 0.25 0.25

Divide both sides of the equation by 0.25.

b 5 120

Thus, 25% of 120 is 30. In general, to solve a percent equation for the base, divide both sides of the equation by the decimal equivalent of the given percent.

Learning Tip When solving for the base, we may also use a variation of the percent equation. Base 5

Amount Percent

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CHAPTER 5

Percents

EXAMPLE 6

Solve a percent equation for the base

75% of what number is 60?

SOLUTION STRATEGY 75% of what number is 60? t

75% ?

5 60

b

0.75 ? b 5 60 0.75b 60 5 0.75 0.75 b5

The base is unknown. The percent is 75%. The amount is 60. Write as a percent equation. Use the letter b to represent the base. Convert the percent, 75%, to a decimal, 0.75. Divide both sides by 0.75.

60 0.75

b 5 80 75% of 80 is 60.

TRY-IT EXERCISE 6 45% of what number is 216? Check your answer with the solutions in Appendix A. ■

EXAMPLE 7

Solve a percent equation for the base

28.8 is 12% of what?

SOLUTION STRATEGY 28.8 is 12% of what? r 28.8 5 12% ?

b

28.8 5 0.12 ? b 0.12b 28.8 5 0.12 0.12

The base is unknown. The percent is 12%. The amount is 28.8. Write as a percent equation. Use the letter b to represent the base. Convert the percent, 12%, to a decimal, 0.12. Divide both sides by 0.12.

28.8 5b 0.12 240 5 b 28.9 is 12% of 240.

Learning Tip When solving for the percent, we may also use a variation of the percent equation. Percent 5

Amount Base

TRY-IT EXERCISE 7 55 is 22% of what? Check your answer with the solution in Appendix A. ■

When solving a percent equation for the percent, the amount and the base will be given. Also, the answer will be in decimal notation. Because the problem asks, “what percent,” we must convert the decimal to a percent for the final answer.

5.2 Solve Percent Problems Using Equations

EXAMPLE 8

369

Solve a percent equation for the percent

30 is what percent of 80?

SOLUTION STRATEGY The percent is unknown. The base is 80. The amount is 30.

30 is what percent of 80? t 30 5

? 80

p

Write as a percent equation. Use the letter p to represent the percent.

30 5 80 ? p 30 80p 5 80 80

Divide both sides by 80.

30 5p 80 0.375 5 p 37.5% 5 p

Convert the decimal to a percent.

30 is 37.5% of 80.

TRY-IT EXERCISE 8 300 is what percent of 500? Check your answer with the solution in Appendix A. ■

EXAMPLE 9

Solve a percent equation for the percent

What percent of 18 is 27?

SOLUTION STRATEGY What percent of 18 is 27? t ? 18 5 27

p 18 ? p 5 27 18p 27 5 18 18 p5

The percent is unknown. The base is 18. The amount is 27. Write as a percent equation. Use the letter p to represent the percent. Divide both sides by 18.

27 18

We usually think that the base is greater than the amount. But, this is not always true. The relationship between the base and the amount depends on the percent. Remember, the percent expresses “what part” the amount is of the base.

p 5 1.5 p 5 150%

Learning Tip

●

Convert the decimal to a percent.

150% of 18 is 27. ●

TRY-IT EXERCISE 9 What percent of 56 is 123.2?

●

Check your answer with the solution in Appendix A. ■

When the amount is less than the base, the percent is less than 100%. When the amount equals the base, the percent is 100%. When amount is more than the base, the percent is more than 100%.

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Percents

APPLY YOUR KNOWLEDGE

Objective 5.2C

Now, let’s solve some applied percent problems using percent equations.

EXAMPLE 10 Solve an applied percent problem using an equation At La Mirage Boutique, 30% of sales are charged on credit cards. If the store had $23,500 in total sales last week, how much was charged on credit cards?

SOLUTION STRATEGY

In this problem, we want to find how much was charged on credit cards. Therefore, the amount is unknown. The rate is 30%. The base (total sales) is $23,500.

What number is 30% of 23,500? t 5 30% ? 23,500

a

Learning Tip In Example 10, the amount is unknown. However, when speaking, we do not say the amount of total sales. Rather, we say the number of total sales. In general , the word amount is used to reference things we cannot enumerate, while the word number is used to reference things that we can. For instance, we would say the amount of sugar or the amount of sand (neither sugar nor sand can be counted). We would say the number of people or the number of dollars (both people and dollars can be counted). Nevertheless, we shall continue the practice of using the term amount in percent problems to describe the part of the whole.

Write as a percent equation. Use the letter a to represent the amount.

a 5 0.3 ? 23,500 a 5 7050 Credit card charges totaled $7050.

TRY-IT EXERCISE 10 a. Office Masters sold 180 calculators last week. If 40% were scientific calculators, how many of this type were sold?

b. Claudia is driving to North Carolina, a distance of 1850 miles from her home. If the first day she drove 14% of the distance, how many miles did she drive?

Check your answers with the solutions in Appendix A. ■

EXAMPLE 11 Solve an applied percent problem using an equation A parking garage had 80 spaces occupied at noon. If that represents 62% of the spaces, how many total spaces are in the garage? Round your answer to the nearest whole parking space.

SOLUTION STRATEGY 62% of what number is 80? t

62% ?

b

5 80

0.62 ? b 5 80 80 0.62b 5 0.62 0.62 b5

80 < 129.03 < 129 0.62

There are 129 total spaces.

In this problem, we want to find the total number of parking places. Therefore, the base is unknown. The percent is 62%. The amount (the number of occupied parking spaces) is 80. Write as a percent equation. Use the letter b to represent the base. Divide both sides by 0.62. Round to the nearest whole parking space.

5.2 Solve Percent Problems Using Equations

TRY-IT EXERCISE 11 a. Maven’s Department Store has 15,400 square feet devoted to women’s clothing. If that represents 38% of the total floor space, how many total square feet comprise the store? Round to the nearest whole square foot.

b. A baker at Butterflake Bakery is preheating his oven to bake a batch of pies. The oven is currently at 245 degrees. If this is 61.3% of the desired temperature, at what temperature will the pies be baked? Round to the nearest whole degree.

Check your answers with the solutions in Appendix A. ■

EXAMPLE 12 Solve an applied percent problem using an equation National Warehouse Clubs has a total of 425 stores and 34 of the stores are located in Texas. a. What percent of the stores are located in Texas? b. What percent of the store are not located in Texas?

SOLUTION STRATEGY a. What percent of 425 is 34? t ? 425 5 34

p 425 ? p 5 34 34 425p 5 425 425 p5

34 5 0.08 5 8% 425

In this problem, we want to find the percent of stores in Texas. The base (the total number of stores) is 425. The amount (the number of stores in Texas) is 34. Write as a percent equation. Use the letter p to represent the percent. Divide both sides by 425. Convert the decimal to a percent.

8% of the stores are in Texas. b. 100% 2 8% 5 92%

Subtract 8% (the percent representing the number of stores in Texas) from 100% (the percent representing 92% of the stores are not in Texas. the total number of stores).

TRY-IT EXERCISE 12 a. In this morning’s City Herald newspaper, 158 of a total of 382 pages contained advertising. What percent of the pages contained advertising? Round to the nearest tenth of a percent.

b. At the end of this semester, Skip will have earned 42 credits. If he needs a total of 112 credits to graduate, what percent of the total credits will he have completed?

Check your answers with the solutions in Appendix A. ■

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CHAPTER 5

Percents

Use the graphic Median Starting Salaries for MBAs, for Example 13 and Try-It Exercise 13.

Canmore College-2011 Median Starting Salaries for MBAs $75,000 $67,500

Male

Female

EXAMPLE 13 Solve an applied percent problem using an equation Peter, an MBA graduate, was offered a starting salary of $62,400 at a major corporation. What percent of the male median salary was he offered?

SOLUTION STRATEGY What percent of 75,000 is 62,400? t ? 75,000 5 62,400

p

75,000 ? p 5 62,400 62,400 75,000p 5 75,000 75,000 p5

In this problem, we want to find the percent of the male median salary Peter was offered. The base (the median male salary) is $75,000. The amount (the salary Peter was offered) is $62,400. Write as a percent equation. Use the letter p to represent the percent. Divide both sides by 75,000.

62,400 5 0.832 5 83.2% 75,000

Convert the decimal to a percent.

He was offered 83.2% of the MBA median salary.

TRY-IT EXERCISE 13 a. A female MBA graduate is offered a starting salary of $72,300. What percent of the female median was she offered? Round to the nearest whole percent.

b. What percent of the male median salary is the female median?

c. What percent of the female median is the male median? Round to the nearest tenth of a percent.

d. The median starting salary for all bachelor’s degrees is 60% of the average of the male and female MBA medians. How much is the bachelor’s degree median?

Check your answers with the solutions in Appendix A. ■

5.2 Solve Percent Problems Using Equations

373

SECTION 5.2 REVIEW EXERCISES Concept Check 1. Percent problems can be solved using either or

2. An equation is a mathematical statement containing an

.

sign.

3. When writing a percent problem as an equation, the word of indicates .

4. When writing an equation, the words what, what number,

and the word is indicates

5. In a percent problem, the

and what percent represent the

is the quantity that

represents a portion of the total.

7. In a percent problem, the

is the quantity that represents the total. In a percent problem, it is preceded by the word of.

9. When solving for the base, we can use the formula

6. In a percent problem, the

is the number that defines what part the amount is of the whole.

8. The percent equation is written as

as a variation of the percent equation.

11. When solving the percent equation for the amount or the base,

Objective 5.2A

.

10. When solving for the percent, we can use the formula

as a variation of the percent equation.

the percent should be converted to a fraction or a

quantity.

.

12. When solving the percent equation for the percent, the answer is converted from a

to a

Write a percent problem as an equation

GUIDE PROBLEMS 13. Fill in the following to complete the percent equation.

14. Fill in the following to complete the percent equation.

75

45%

p

t

45% of what number is 29?

t

75 is what percent of 80? 80

b

29

Write each percent problem as an equation.

15. 195.3 is 30% of what number?

16. 57 is 80% of what number?

17. 10 is 3% of what number?

18. 336 is 15% of what number?

19. 736 is 86% of what number?

20. 10% of what number is 64?

21. 38% of what number is 406?

22. What number is 25% of 924?

23. Find 25% of 500.

24. What number is 62.5% of 720?

25. 87% of 4350 is what number?

26. What percent of 5000 is 250?

.

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CHAPTER 5

Objective 5.2B

Percents

Solve a percent equation

GUIDE PROBLEMS 27. What number is 20% of 70?

28. 40% of what number is 48?

29. What percent of 500 is 25?

a. Identify the parts of the percent problem. amount: percent: base:

a. Identify the parts of the percent problem. amount: percent: base:

a. Identify the parts of the percent problem. amount: percent: base:

b. Write the problem as a percent equation.

b. Write the problem as a percent equation.

b. Write the problem as a percent equation.

c. Convert the percent to a decimal.

c. Convert the percent to a decimal.

c. Solve the equation.

d. Solve the equation d. Solve the equation. d. Convert the answer to a percent.

Write each percent problem as an equation and solve.

30. What percent of 1400 is 1050?

31. 1050 is 10% of what number?

32. 52 is 80% of what number?

33. 2350 is 25% of what number?

34. What number is 1% of 8700?

35. What is 2% of 1500?

36. 1180 is 20% of what number?

37. 2088 is 36% of what number?

38. 6380 is what percent of 11,000?

39. What number is 32% of 4900?

40. What is 15% of 540?

41. 6120 is what percent of 12,000?

42. What percent is 117 of 900?

43. 2700 is 30% of what number?

44. What percent is 170 of 1700?

45. What is 3% of 3900?

46. 1328 is what percent of 1600?

47. 13,248 is 69% of what number?

5.2 Solve Percent Problems Using Equations

375

48. 5680 is 40% of what?

49. What percent of 13,000 is 2210?

50. 270 is 36% of what number?

51. What number is 82% of 122?

52. What is 81% of 599?

53. What is 12% of 365?

54. 338.4 is 72% of what number?

55. What number is 44% of 699?

56. What number is 12% of 623?

57. What percent of 751 is 518.19?

58. What percent of 394 is 39.4?

59. 326.65 is 47% of what number?

Objective 5.2C

APPLY YOUR KNOWLEDGE

60. Herbert bought a new car at Regal Motors. The navigation system was a $1200 option.

61. Martine is graduating from Mountainview High School this week. Of 500 students, 400 will graduate on time. What percent of the class is graduating on time?

a. If the cost of the navigation system represents 4% of the total cost of the car, what is the total cost of the car? Round to dollars and cents.

b. If Regal adds on a 1% dealer preparation charge, how much is that charge?

62. Greg purchased a new pair of shoes, a hat, and a pair of jeans for $160. If he had $400 to spend that day, what percent of his money did he spend on the clothes?

64. A new government highway safety test for car bumpers allows only 2% of each car brand tested to have major damage from bumper accidents. If 450 Fords were tested, how many were allowed to have major damage from bumper accidents?

66. At 5 PM last night, 88 of 352 seats were occupied at The Copper Door Restaurant.

63. Nancy is walking for charity next Sunday. She was able to raise $55 in donations, so far. If $55 is 20% of her goal, how much money does Nancy hope to raise?

65. The latest election results show the favored candidate has won 60% of the states visited. If the candidates have visited 25 states, how many did the favored candidate win?

67. Selma purchased a new MP3 music player that holds a total of 500 songs. She has already loaded 30% of the capacity of the player.

a. What percent of the seats were occupied? a. How many songs has she loaded? b. What percent of the seats were not occupied? b. How many songs does she have left to load?

c. This morning Selma loaded another 47 songs. What percent of the total capacity has she loaded to date? Round to the nearest whole percent.

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CHAPTER 5

Percents

68. In a recent taste test survey, 4 out of every 7 people preferred regular coffee to decaffeinated coffee. What percent preferred regular? Round to the nearest tenth percent.

70. Workers for Ace Flooring Company installed 1400 square feet of tile on Monday. If this represents 20% of the total, how many square feet of tile were laid?

72. Jim is hoping to sell some of the land he purchased for investment. He currently owns 8 acres and wants to sell 5 acres. What percent of the land does he want to sell?

74. One day during the flu season, 58 of 160 workers were absent from Continental Industries. What percent of the employees were absent that day?

69. Kool Air, Inc., is an air conditioner manufacturer. Last week a routine inspection found 46 defective units. If this represents 4% of the total units made, how many total air conditioners were made?

71. John earns $3250 per month. If he spends 5% each month on entertainment, how much does he spend on entertainment?

73. The Lamp Factory has produced 90 lamp shades for an order totaling 600 shades. What percent of the order is complete?

75. Mark’s Automated Car Wash has washed 67 cars so far this week. The business averages 280 cars per week. a. What percent of the total expected cars have already been washed? Round to the nearest whole percent.

b. If 15% of the cars also get a wax job, how many wax jobs are done each week?

76. The campus bookstore sold 71 of 300 algebra textbooks in stock on the first day of class. a. What percent of the books were sold the first day? Round to the nearest tenth of a percent.

77. At Nathan’s Beauty Salon, 60% of the customers get manicures as well as haircuts. If 33 customers got manicures and haircuts on Wednesday, how many total customers did Nathan’s have that day?

b. If the store had 250 English textbooks and sold 18% of them the first day, how many English textbooks were left?

78. All That Glitters, a jewelry store, purchased 160 ounces of raw sterling silver to make custom jewelry. If 22 ounces were used to make a batch of fraternity and sorority pins, what percent of the silver is left?

80. The property tax in Midvale is 1.6% of the value of the property. If a condominium had property tax last year of $2820.80, what is the value of the condo?

82. A can of chickpeas contains 20 grams of carbohydrates. If that represents 7% of the recommended daily value (DV) of a 2000 calorie diet, how many grams of carbohydrates are recommended? Round to the nearest whole gram.

79. Frank delivers newspapers as a part-time job. If he delivered 146 papers so far this morning and that represents 40% of his route, how many total papers does he deliver?

81. Miguel made 12.5% profit on a mutual fund investment of $5600. How much profit did he make?

5.2 Solve Percent Problems Using Equations

Use the graph America’s Most Played Sports for exercises 83–88.

377

America’s Most Played Sports

83. If the 65.1 million people who play basketball represent 23.25% of the total population, what was the total population of the United States (in millions) at the time the analysis was done?

Sports participation (people in millions). 69.1

65.1 40.8

36.7

35.3 26.4 15.3

Bowling Basketball

Golf

Baseball

Foot- Tennis Hockey ball

Use the total U.S. population figure you found in exercise 83 as needed to answer exercises 84–88.

84. What percent of the population bowls? Round to the nearest tenth of a percent.

86. If 30% of the total U.S. population plays no sports at all, how many people play no sports?

85. What percent of the population plays tennis? Round to the nearest hundredth percent.

1 2 how many bowlers is that?

87. If % of the bowlers average over 200 points per game,

88. If 0.02% of the golfers have scored a hole-in-one in the past 12 months, how many have scored a hole-in-one?

CUMULATIVE SKILLS REVIEW 1. Divide 72 4 8. (1.5B)

2. Larry the weatherman is predicting 0.6 chance of rain for this weekend. What percent is this? (5.1B)

3. What fraction of the figure is shaded? (2.2B)

4. If 1 minute 5 60 seconds, what is the ratio of 1.5 minutes to 120 seconds? (4.1C)

5. Add 5354 1 777. (1.2B)

7. Add

7 6 1 . (2.6A) 15 15

9. Solve the proportion

6. Convert 78% to a decimal. (5.1A)

8. Multiply (9.25)(0.33). (3.3A)

3 y 5 . (4.3C) 9 36

10. If 12 of 30 people like to watch reality TV shows, what simplified fraction represents the people who like reality TV shows? (2.3D)

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Percents

5.3 SOLVE PERCENT PROBLEMS USING PROPORTIONS LEARNING OBJECTIVES A. Write a percent problem as a proportion B. Solve a percent proportion C.

APPLY YOUR KNOWLEDGE

In Section 5.2, we learned to solve a percent problem by writing and solving a percent equation. In this section, we will solve a percent problem using a proportion.

Objective 5.3A

Write a percent problem as a proportion

In Section 5.2, we learned that a percent equation is an equation of the following form. Amount 5 Percent ? Base

If we wanted to solve this equation for the percent, we would do so by dividing both sides by the base. When we do this, we obtain the following. Amount Base

5 Percent

But, recall that a percent is a ratio of a part to 100. Thus, if we write Percent 5 we can rewrite the above equation as follows. Amount Base percent proportion A proportion of the form Part Amount . 5 Base 100

5

Part 100

,

Part 100

The last equation is a proportion know an as a percent proportion. Given a percent problem, we can write and solve a percent proportion by following these steps.

Steps to Write and Solve a Percent Problem as a Proportion Step 1. Identify the amount, base, and part. Step 2. Assign a variable to the unknown. Substitute the known quantities

and the variable in the percent proportion. Step 3. Simplify the ratios in the percent proportion, if possible. Step 4. Cross multiply to find the cross products. Set the cross products

equal. Step 5. Divide both sides of the equation by the number that multiplies the

variable.

We now consider some examples of writing a percent proportion.

5.3 Solve Percent Problems Using Proportions

EXAMPLE 1

Write a percent problem as a proportion

Write each percent problem as a proportion. a. 16 is what percent of 48?

b. What is 24% of 300?

SOLUTION STRATEGY a. 16 is what percent of 48? 5 amount

percent

base

amount 5 16 part 5 p (percent 5 p%) base 5 48

p 16 5 48 100

Substitute into the formula

p 1 5 3 100

Simplify

b. What is 24% of 300? amount

percent

base

Amount Part . 5 Base 100

16 . 48

amount 5 a part 5 24 (percent 5 24%) base 5 300

24 a 5 300 100

Substitute into the formula

a 6 5 300 25

Simplify

Part Amount 5 . Base 100

24 . 100

TRY-IT EXERCISE 1 Write each percent problem as a proportion. a. 64 is what percent of 262?

b. What is 89% of 120?

Check your answers with the solutions in Appendix A. ■

EXAMPLE 2

Write a percent problem as a proportion

Write each percent problem as a proportion. a. 19 is 10% of what number?

b. 67.4% of 42 is what?

SOLUTION STRATEGY a. 19 is 10% of what number? 5 amount percent base

amount 5 19 part 5 10 (percent = 10%) base 5 b

10 19 5 b 100

Substitute into the formula

19 1 5 b 10

Simplify

10 . 100

Part Amount 5 . Base 100

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b. 67.4% of 42 is what? percent base amount 67.4 a 5 42 100

part 5 67.4 (percent 5 67.4%) base 5 42 amount 5 a Substitute into the formula

Amount Part 5 Base 100

TRY-IT EXERCISE 2 Write each percent problem as a proportion. a. 85 is 28% of what number?

b. 7% of 90 is what?

Check your answers with the solutions in Appendix A. ■

EXAMPLE 3

Write a percent problem as a proportion

Write each percent problem as a proportion. a. 175% of what is 48?

b. What percent of 70 is 51?

SOLUTION STRATEGY a. 175% of what is 48?

part 5 175 (percent 5 175%) base 5 b amount 5 48

percent base amount 48 175 5 b 100

Substitute into the formula

7 48 5 b 4

Simplify

b. What percent of 70 is 51? 5

percent

base amount

p 51 5 70 100

Part Amount . 5 Base 100

175 . 100

part 5 p (percent 5 p%) base 5 70 amount 5 51 Substitute into the formula

Amount Part . 5 Base 100

TRY-IT EXERCISE 3 Write each percent problem as a proportion. a. 8.37% of what is 620?

b. What percent of 13.9 is 10.5?

Check your answers with the solutions in Appendix A. ■

5.3 Solve Percent Problems Using Proportions

Solve a percent proportion

Objective 5.3B

Once we have written a percent problem as a proportion, we can solve the proportion. Note that we solve a percent proportion in the same way that we solved a proportion in Section 4.3.

Solve a percent proportion for the amount

EXAMPLE 4

What is 88% of 300? Write a proportion and solve.

SOLUTION STRATEGY What is 88% of 300? amount

percent

base

88 a 5 300 100

amount 5 a part 5 88 (percent 5 88%) base 5 300 Substitute into the formula

300 ? 22 22 a 5 300 25

Amount Part . 5 Base 100

88 . 100 Find the cross products. Simplify

a ? 25 300 ? 22 5 a ? 25 6600 5 25a

Set the cross products equal.

25a 6600 5 25 25

Divide both sides of the equation by 25.

264 5 a

Solve for a.

264 is 88% of 300.

TRY-IT EXERCISE 4 Write each percent problem as a proportion and solve. a. What is 35% of 220?

b. 67% of 1800 is what number?

Check your answers with the solutions in Appendix A. ■

EXAMPLE 5

Solve a percent proportion for the base

27 is 13.5% of what number? Write a proportion and solve.

SOLUTION STRATEGY 27 is 13.5% of what number? 5

amount percent

base

amount 5 27 part 5 13.5 (percent 5 13.5%) base 5 b

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Percents

13.5 ? b 13.5 27 5 b 100

Substitute into the formula

Amount Part 5 . Base 100

Find the cross products. 27 ? 100

b ? 13.5 5 27 ? 100

Set the cross products equal.

13.5b 5 2700 2700 13.5b 5 13.5 13.5

Divide both sides of the equation by 13.5.

b 5 200

Solve for b.

27 is 13.5% of 200.

TRY-IT EXERCISE 5 Write each percent problem as a proportion and solve. a. 45 is 30% of what number?

b. 140% of what number is 196?

Check your answers with the solutions in Appendix A. ■

EXAMPLE 6

Solve a percent proportion for the percent

196 is what percent of 700? Write a proportion and solve.

SOLUTION STRATEGY 196 is what percent of 700? 5

amount

percent

196 p 5 700 100

base

amount 5 196 part 5 p (percent 5 p%) base 5 700 Substitute into the formula

25 ? p p 7 5 25 100

Amount Part 5 . Base 100

196 . 700 Find the cross products. Simplify

7 ? 100 25 ? p 5 7 ? 100

Set the cross products equal.

25p 5 700 25p 700 5 25 25

Divide both sides of the equation by 25.

p 5 28

Solve for p.

196 is 28% of 700.

5.3 Solve Percent Problems Using Proportions

TRY-IT EXERCISE 6 Write each percent problem as a proportion and solve. a. 21 is what percent of 300?

b. What percent of 165 is 66?

Check your answers with the solutions in Appendix A. ■

APPLY YOUR KNOWLEDGE

Objective 5.3C

Once again, let’s take a look at some additional application problems involving percents. This time, we’ll solve each using a proportion.

EXAMPLE 7

Solve an applied percent problem using a proportion

The label on a bottle of Fruity Beauty Juice Drink reads “18.5% Real Juice.” If the bottle contains 48 ounces of liquid, how many ounces are real juice? Round to the nearest whole ounce.

SOLUTION STRATEGY amount (part that is real juice) 5 a part 5 18.5 (percent 5 18.5%) base (total volume of the bottle) 5 48

What is 18.5% of 48?

amount percent base 48 ? 18.5 a 18.5 5 48 100

Substitute into the formula

Amount Part 5 . Base 100

Find the cross products. a ? 100

48 ? 18.5 5 a ? 100

Set the cross products equal.

888 5 100a 100a 888 5 100 100

Divide both sides of the equation by 100.

a 5 8.88 < 9

Solve for a. Round to the nearest whole ounce.

Fruity Beauty contains approximately 9 ounces of real juice.

TRY-IT EXERCISE 7 a. A baseball player had 68 at bats and got hits 25% of the time. How many hits did he get? b. In a shipment of pottery, it was found that 6% of the pieces were broken. If the shipment had a total of 2400 pieces, how many were broken? Check your answers with the solutions in Appendix A. ■

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EXAMPLE 8

Solve an applied percent problem using a proportion

The Williams family purchased a home with a down payment of $20,625. If that represents 15% of the price of the house, how much is the house?

SOLUTION STRATEGY amount (down payment) 5 20,625 part 5 15 (percent 5 15%) base (price of the house) 5 b

20,625 is 15% of what number? 5

amount

percent

base

15 20,625 5 b 100

Substitute into the formula b?3

Simplify

20,625 3 5 b 20

Amount Part . 5 Base 100

15 . 100

Find the cross products. 20,625 ? 20

Set the cross products equal.

b ? 3 5 20,625 ? 20 3b 5 412,500 412,500 3b 5 3 3

Divide both sides of the equation by 3. Solve for b.

b 5 137,500 The price of the house is $137,500.

TRY-IT EXERCISE 8 a. Jason answered 40 questions correctly on a test and got a grade of 80%. How many questions were on the test?

b. During a recent census, it was found that 3550 people in Williamsport were over the age of 65. If this represents 19.7% of the total population, how many people live in that city? Round to the nearest whole person.

Check your answers with the solutions in Appendix A. ■

EXAMPLE 9

Solve an applied percent problem using a proportion

Your digital camera has a memory card that holds 256 megabytes of photographs. If you have already used 39 megabytes of memory, what percent of the memory has been used? Round to the nearest whole percent.

SOLUTION STRATEGY 39 is what percent of 256? 5

amount

percent

base

amount (part of memory card used) 5 39 part 5 p (percent 5 p%) base (total memory card) 5 256

5.3 Solve Percent Problems Using Proportions

256 ? p p 39 5 256 100

Substitute into the formula

Amount Part 5 . Base 100

Find the cross products.

39 ? 100 256 ? p 5 39 ? 100

Set the cross products equal.

256p 5 3900 256p 3900 5 256 256

Divide both sides of the equation by 256.

p 5 15.2 < 15

Solve for p.

Approximately 15% of the memory has been used.

TRY-IT EXERCISE 9 a. A pot roast takes 2.5 hours to cook. If the roast has been in the oven for 1 hour, what percent of the cooking process is complete? b. Chocolate chip cookies contain 160 calories each. If 47 calories are from fat, what percent of the total calories are from fat? Round to the nearest whole percent. Check your answers with the solutions in Appendix A. ■

Use the graphic U.S. Citizens Born Abroad for Example 10 and Try-It Exercise 10.

U.S. Citizens Born Abroad Europe 14%

Asia 25.5%

Caribbean 9.6% Central America 36.4% South America 6.2%

Other 8.3%

EXAMPLE 10 Solve an applied percent problem using a proportion According to the U.S. Census Bureau, 32 million people living in the United States were born in other countries. a. If 32 million represented 11.5% of the U.S. population in the year of the census, what was the total U.S. population? Round to the nearest million. b. Of the 32 million born outside of the United States, 6.2% came from South America. How many were born in South America?

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SOLUTION STRATEGY a. 32 is 11.5% of what number?

amount (part of U.S. population born in other countries) 5 32

5

amount percent

part 5 11.5 (percent 5 11.5%) base (total U.S. population) 5 b

base

b ? 11.5 11.5 32 5 b 100

Substitute into the formula 32 ? 100

Part Amount 5 . Base 100

Find the cross products.

b ? 11.5 5 32 ? 100

Set the cross products equal.

11.5b 5 3200 3200 11.5b 5 11.5 11.5

Divide both sides of the equation by 11.5.

b < 278.3 < 278

Solve for b.

The U.S. population was 278 million.

amount (part of U.S. population born in South America) 5 a part 5 6.2 (percent 5 6.2%) base (total foreign-born population) 5 32

b. What is 6.2% of 32?

portion rate

base

32 ? 6.2 6.2 a 5 32 100

Substitute into the formula a ? 100

Amount Part 5 . Base 100

Find the cross products. Set the cross products equal.

32 ? 6.2 5 a ? 100 198.4 5 100a 198.4 100a 5 100 100

Divide both sides of the equation by 100.

a 5 1.984

Solve for a.

1.984 ? 1,000,000 5 1,984,000 1,984,000 people were born in South America.

Multiply 1.984 by 1,000,000 to find how many million people living in the United States were born in South America.

TRY-IT EXERCISE 10 a. According to the graphic U.S. Citizens Born Abroad on page 385, 25.5% of the 32 million born outside of the United States were born in Asia. What number represents the people that were born in Asia?

b. What number represents the people that were born in Europe?

c. What number represents the people that were born in Central America?

Check your answers with the solutions in Appendix A. ■

5.3 Solve Percent Problems Using Proportions

387

SECTION 5.3 REVIEW EXERCISES Concept Check 1. Label the parts of a percent proportion. 5

Objective 5.3A

2. List the steps to write and solve a percent proportion.

100

Write a percent problem as a proportion

GUIDE PROBLEMS 4. What percent of 200 is 60?

5. 28% of what number is 16?

a. Identify the parts of the percent problem. amount: part: base:

a. Identify the parts of the percent problem. amount: part: base:

a. Identify the parts of the percent problem. amount: part: base:

b. Write the percent proportion formula.

b. Write the percent proportion formula.

b. Write the percent proportion formula.

c. Substitute the values of the amount, base, and part into the proportion.

c. Substitute the values of the amount, base, and part into the proportion.

c. Substitute the values of amount, base, and part into the proportion.

3. What number is 85% of 358?

Write each percent problem as a proportion.

6. What percent of 370 is 74?

9. What number is 88.5% of 190?

7. What is 12% of 279?

10. 432.25 is 45.5% of what number?

8. 1700 is 34% of what number?

11. 200 is what percent of 1000?

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Objective 5.3B

Percents

Solve a percent proportion

GUIDE PROBLEMS 12. What number is 40% of 180?

13. What percent of 128 is 96?

14. 8% of what number is 50?

a. Identify the parts of the percent problem. amount: part: base:

a. Identify the parts of the percent problem. amount: part: base:

a. Identify the parts of the percent problem. amount: part: base:

b. Substitute the values of amount, base, and part into the proportion.

b. Substitute the values of amount, base, and part into the proportion.

b. Substitute the values of amount, base, and part into the proportion.

c. Simplify the fractions in the percent proportion, if possible.

c. Simplify the fractions in the percent proportion, if possible.

c. Simplify the fractions in the percent proportion, if possible.

d. Cross multiply and set the cross products equal.

d. Cross multiply and set the cross products equal.

d. Cross multiply and set the cross products equal.

e. Divide both sides of the equation by the number on the side with the unknown.

e. Divide both sides of the equation by the number on the side with the unknown.

e. Divide both sides of the equation by the number on the side with the unknown.

is 40% of 180.

% of 128 is 96.

8% of

is 50.

Write each percent problem as a proportion and solve.

15. What number is 25% of 700?

16. What is 20% of 2740?

17. 330 is what percent of 1100?

18. 546 is what percent of 1400?

19. 1440 is what percent of 900?

20. What percent of 370 is 148?

21. 150% of 622 is what number?

22. 650 is 40% of what number?

23. 6975 is 31% of what number?

24. 13,014 is 54% of what number?

25. 270 is 60% of what number?

26. 6501 is 33% of what number?

5.3 Solve Percent Problems Using Proportions

27. What is 2.5% of 2000?

28. 1% of 4200 is what number?

29. 288 is what percent of 1200?

30. What percent of 1100 is 121?

31. 300 is 16% of what number?

32. What percent of 570 is 285?

33. 25% of 528 is what number?

34. 80% of what number is 7200?

35. 390 is what percent of 300?

36. What number is 28.5% of 460?

37. What number is 10% of 3525?

38. 1.5% of 600 is what number?

39. 1950 is what percent of 6000?

40. What number is 28% of 799?

41. What is 2% of 263?

Objective 5.3C

389

APPLY YOUR KNOWLEDGE

42. Auto Parts Depot sold 330 car and truck batteries last

43. New Castle Community College offers housing for 20%

month. This represents 37% of the total batteries they had in stock at the beginning of the month.

of the total student body. If 1350 students receive housing, what is the total number of students who attend the school?

a. How many batteries were in stock at the beginning of the month? Round to the nearest whole battery.

b. If 20% of the battery sales included a set of new cables, how many sets of cables were sold?

44. Ian is keeping track of his cell phone minutes for the month. His plan currently offers 750 minutes per month of which he has already used 40%. How many minutes has Ian already used?

45. A 6-ounce container of yogurt lists 7 grams of protein among its ingredients. a. If this represents 14% of the recommended daily allowance (RDA) of protein for a 2000 calorie diet, what is the total number of grams of protein recommended per day?

b. If the container lists the dietary fiber content as 2 grams and 8% of the daily value, what is the total number of dietary fiber grams recommended per day?

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46. A real estate office sent out invitations to an open house to entice prospective buyers to see one of their properties.

47. You own 40% of a decorating service. If the total worth of the business is $58,000, how much is your share?

a. Before noon, 45 people attended the open house. If this represents 25% of the total invitations sent out, how many invitations were sent?

b. By the end of the day, 18 of the 60 condos had down payments made on them. What percent of the condos were sold?

48. Renee has a health insurance policy that pays 75% of medical expenses for any accidents. If she was injured while skiing and had expenses of $1242, how much was covered by insurance?

49. Denton Motors advertised a down payment of $1450 on a car they sell for $15,500. What percent of the cost of the car is the down payment? Round to the nearest tenth of a percent.

50. Every year Paul pays about 35% of his total earnings in

51. The Pine Wood Hospital delivers 67 babies each month.

taxes. If he expects to make $78,000 this year, how much tax will he pay?

If this represents 2% of all the deliveries for the county, how many deliveries are made each month in the county?

52. Total Workout, a new fitness center, is offering a 20% discount on membership fees for the first 25 customers that sign up. If the regular membership fee is $450, what is the cost of the membership after the discount?

54. By law, companies whose stock is owned by the general public must report operating results quarterly (4 times per year). Melville Corporation reported profits of $2,400,000 last quarter. a. If this represents 4% of the company’s sales, how much were the sales?

53. Colin is brewing coffee and wants to serve 10 of the 12 cups available in the coffee pot. What percent of the coffee pot does he want to use? Round to the nearest whole percent.

55. A large swimming pool holds 40,000 gallons of water. After draining the pool for patching and painting, 7000 gallons were filled to check for leaks. a. What percent of the pool was filled for the leak check?

b. What percent remained to be filled? b. If the company has offices in 42 out of the 50 states, in what percent of the states do they have offices?

56. Of a total of 200 dinners served last night at Franco’s Italian Restaurant, 120 were pasta dinners. What percent of the dinners were non-pasta dinners?

58. At the Floorbright Tile Distributors, 64.2% of sales are from customers in the Northeast part of the country. If those sales amounted to $513,600 last year, what were the total sales for the company?

57. A baby elephant was born at the zoo with a birth weight of 54 pounds. Her mother weighed 880 pounds. What percent of the mother’s weight is the baby’s weight? Round to the nearest tenth of a percent.

59. Five out of every six packages sent via Continental Express arrive on time. What percent of the packages do not arrive on time? Round to the nearest tenth of a percent.

5.3 Solve Percent Problems Using Proportions

60. A container of hydrochloric acid and water is marked

391

61. If Matt’s new job gives him 5% of the total days he

40% hydrochloric acid. How much hydrochloric acid is in a 12-liter container of this solution?

works as vacation time, how many vacation days will he have after working 280 days?

62. According to industry sources, Nextel recently had 12,344,000 subscribers. a. If this represents 8% of the total market, how many total subscribers were there?

b. If T-Mobile had 8.51% of that same market, how many subscribers did they have?

c. When Cingular and AT&T Wireless merged, together they accounted for 29.8% of the market. How many subscribers is that?

Use the graphic, Elvis Tops the Solo List, for exercises 63–66.

Elvis Tops the Solo List With 166.5 million albums, the Beatles have outsold all other recording artists. But among soloists, Elvis still tops the list. The following are the number of albums sold by artists in millions.1 117.5

105 78.5

71.5 67.5

Elvis Presley

Garth Brooks

Billy Joel

Barbra Streisand

Elton John

Source: Recording Industry Association of America

63. What percent of the Beatles’ album sales is Elvis Presley’s? Round to the nearest whole percent.

65. If 8.5% of Garth Brook’s album sales have been from the Internet, how many albums were ordered that way? Round to the nearest million.

64. What percent of Elvis Presley’s album sales is Elton John’s? Round to the nearest whole percent.

66. If Billy Joel sold 15 million of his albums overseas, what percent does that represent of his total album sales? Round to the nearest tenth of a percent.

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CUMULATIVE SKILLS REVIEW 1. Convert 85% to a simplified fraction and a decimal.

2. Round 896,155 to the nearest hundred. (1.1D)

(5.1A)

3. Use ., ,, or 5 to write a true statement. (3.1D)

4. Albert’s band wants to win the next Battle of the Bands

1 more than they 4 did before. How much more practice time does this translate to in percent form? (5.1C)

51.2523 ___ 51.252478

competition. They will need to practice

5. Convert 22.5% to a decimal. (5.1A)

6. A new economy car can travel 855 miles using only 15 gallons of gasoline. What is the unit rate? (4.2D)

21 3 and are propor 13 45 tional. If they are, write them as a proportion. (4.3B)

8. Subtract 552 2 129. (1.3A)

7. Determine whether the ratios

9. Brian is making a spaghetti sauce. The recipe requires

1 cup of mushrooms 4 should be added. How many cups of mushrooms will be added for 4 cups of tomato sauce? (2.4C) that for every cup of tomato sauce,

10. If 6 songs downloaded from iTunes costs $9.90, what is the unit cost? (4.2C)

5.4 SOLVE PERCENT APPLICATION PROBLEMS LEARNING OBJECTIVES

In Section 5.1, we noted that percents are used frequently in our daily lives. In this section, we will consider some common applications of percents.

A. Calculate percent change B. Calculate sales tax, tip, commission, and discount C. Calculate the amount or base in a percent change situation D.

APPLY YOUR KNOWLEDGE

Objective 5.4A

Calculate percent change

Percents are often used to express how much a quantity changes. When a quantity increases, the percent change is referred to as a percent increase. When a quantity decreases, the percent change is referred to as a percent decrease. Suppose that a clothing boutique had sales of $8000 on Monday. On Tuesday, sales were $10,000. Since Tuesday’s sales were greater than Monday’s, we can calculate the percent increase. To do this, we find the change by subtracting Monday’s sales, $8000, from Tuesday’s, $10,000. $10,000 2 $8000 5 $2000

5.4 Solve Percent Application Problems

Since we want to find the percent change (in this case, a percent increase), we must determine what part of the original $8000 the change represents. That is, we must solve the following percent problem. 2000 is what percent of 8000?

Note that the original amount ($8000) is the base, the change ($2000) is the amount, and the percent is unknown. There are two ways to solve for the percent. On one hand, we can write and solve a percent equation. 2000 5 p ? 8000 8000p 2000 5 8000 8000 0.25 5 p 25% 5 p

Use the equation Amount 5 Percent ? Base Use p to represent the percent. Divide both sides by 8000. Convert the decimal to a percent.

Alternatively, we can write and solve a percent proportion. 2000 p 5 8000 100

Amount Part 5 . Base 100 Use p to represent the part.

Substitute into the formula

4?p p 1 5 4 100 4p 5 100 4p 100 5 4 4 p 5 25

Simplify

2000 . Cross multiply. 8000

100

Set the cross products equal. Divide both sides of the equation by 4. Solve for p. Since p represents the part per 100, the percent change is 25%.

In either case, we find that boutique sales increased by 25% from Monday to Tuesday. In calculating the percent change, we ultimately divide the change amount by the original amount (that is, the amount we are changing from). change amount original amount

S S

2000 5 0.25 5 25% 8000

Continuing with the boutique example, suppose that sales were $7000 on Wednesday. Since Wednesday’s sales were less than Tuesday’s, we can calculate the percent decrease. To do so, we find the change by subtracting Wednesday’s sales, $7000, from Tuesday’s, $10,000. $10,000 2 $7000 5 $3000

Once again, the base is the number of dollars that we are changing from ($10,000), the amount is the change amount ($3000), and the percent is unknown. To solve for the percent, we can either write an equation or a percent proportion. But, as noted above, we can find the percent change by simply dividing the change amount by the original amount. change amount original amount

S S

3000 5 0.3 5 30% 10,000

393

Learning Tip In a percent change problem, the base is always the original amount (that is, the amount we are changing from), and the amount is always the change (either an increase or a decrease).

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Thus, the boutique sales decreased by 30% from Tuesday to Wednesday. In general, to calculate the percent change, use the following steps.

Learning Tip To find the change amount in a percent increase or percent decrease situation, simply subtract the smaller amount from the larger amount.

Steps for Finding the Percent Change Step 1. Find the change amount.

a. If a quantity increases, subtract the original quantity from the new quantity. b. If a quantity decreases, subtract the new quantity from the original quantity. Step 2. Divide the change amount from Step 1 by the original quantity.

Convert the result to a percent. In general, use the following formula and convert the quotient to a percent. Percent change 5

EXAMPLE 1

Change amount Original amount

Calculate percent change

a. If a quantity changes from 40 to 46, what is the percent change? b. If a quantity changes from 78 to 35, what is the percent change? Round to the nearest tenth of a percent.

SOLUTION STRATEGY a. 46 2 40 5 6

6 5 0.15 5 15% 40 b. 78 2 35 5 43

43 < 0.551 5 55.1% 78

A smaller quantity changes to a larger quantity, and so the change is an increase. Subtract the original quantity from the new quantity. Percent change 5

Change amount Original amount

A larger quantity changes to a smaller quantity, and so the change is a decrease. Subtract the new quantity from the original quantity. Percent change 5

Change amount Original amount

TRY-IT EXERCISE 1 a. If a quantity changes from 260 to 312, what is the percent change?

b. If a quantity changes from 4250 to 1820, what is the percent change? Round to the nearest tenth of a percent.

Check your answers with the solutions in Appendix A. ■

5.4 Solve Percent Application Problems

395

Calculate sales tax, tip, commission, and discount

Objective 5.4B

How much is an iPhone with sales tax? How much is a dinner tab including tip? How much is a shirt after a discount? These common situations require us to find a new amount when an original amount and a percent change are known. As an example, suppose that your dinner bill at a restaurant is $54.00. If you want to give your server an 18% tip, how much money do you leave? To determine this, you must first answer the question, “What is 18% of $54.00?”

A standard tip for good restaurant service is between 18% and 22%.

What is 18% of $54 a 5 18% ? $54

Now, we solve for a. a 5 0.18 ? $54 a 5 $9.72

Write 18% as a decimal. Multiply.

Alternatively, we can write a percent proportion. In this problem, the amount is the tip, the part is 18, and the base is $54. 18 a 5 $54 100

Substitute into the formula

Amount Part . 5 Base 100

$54 ? 9 9 a 5 $54 50

Simplify

18 . Find the cross products. 100

a ? 50 50a 5 $486 50a $486 5 50 50 a 5 $9.72

Set the cross products equal. Divide both sides of the equation by 50. Solve for a.

In either case, the tip is $9.72. To figure out how much to leave, add the dinner bill and the tip. Total 5 $54 1 $9.72 5 $63.72

As another example, suppose that you want to buy a coat that is 20% off. If the coat normally costs $200, how much would you pay with the discount? To determine the new price, you must first figure out the discount by answering the question, “What is 20% of $200?”. What is 20% of 200 a 5 20% ? 200

Now, we solve for a. a 5 0.2 ? $200 a 5 $40

Real -World Connection

Write 20% as a decimal. Multiply.

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Alternatively, we can write a percent proportion. In this problem, the amount is the discount, the part is 20, and the base is $200. 20 a 5 $200 100

Substitute into the formula

Part Amount 5 . Base 100

$200 ? 1 1 a 5 $200 5

Simplify

20 . Find the cross products. 100

a?5 5a 5 $200 5a $200 5 5 5 a 5 $40

Set the cross products equal. Divide both sides by 5. Solve for a.

In either case, the discount is $40. To find the sale price of the coat, subtract the discount from the original cost. sales tax A state tax based on the retail price or rental cost of certain items. commission A form of compensation based on a percent of sales.

Sale price 5 $200 2 $40 5 $160

In addition to tip and discount, we also consider two other percent applications: sales tax and commission. Sales tax is a state tax based on the retail price or rental cost of certain items. Commission is a form of compensation based on a percent of sales. The table below provides equations for solving these four types of application problems.

PERCENT APPLICATIONS APPLICATION

AMOUNT

PERCENT

BASE

EQUATION

Sales tax

Sales tax

Sales tax rate

Item cost

Sales tax 5 Sales tax rate ? Item cost

Tip

Tip

Tip rate

Bill amount

Tip 5 Tip rate ? Bill amount

Commission

Commission

Commission rate

Sales amount

Commission 5 Commission rate ? Sales amount

Discount

Discount

Discount rate

Original cost

Discount 5 Discount rate ? Original cost

Calculate sales tax and total purchase price

EXAMPLE 2

David purchased a mountain bike for $875. The sales tax rate in his state is 5%. a. What is the sales tax on the bike? b. What is the total purchase price of the bike?

SOLUTION STRATEGY a. Sales tax 5 Sales tax rate ? Item cost t

5

5%

t 5 0.05 ? $875 t 5 $43.75 The sales tax is $43.75.

? $875

Use the sales tax equation. Let t represent sales tax. Substitute values for sales tax rate and item cost in the sales tax equation.

5.4 Solve Percent Application Problems

b. Item cost 1 Sales tax 5 Total purchase price $875.00 1 $43.75 5 $918.75 The total purchase price is $918.75.

TRY-IT EXERCISE 2 Charlotte purchased books at Barnes and Noble amounting to $54.25. The sales tax rate is 7.5%. a. What is the amount of sales tax on the books? Round to the nearest cent.

b. What is the total purchase price of the books?

Check your answers with the solutions in Appendix A. ■

EXAMPLE 3

Calculate tip and total bill

Michelle’s lunch bill at Dave’s Tavern was $13.42. She wants to give her server a 20% tip. a. What is the tip? b. What is the total including tip?

SOLUTION STRATEGY a. Tip 5 Tip rate ? Bill amount t 5

Use the tip equation. Let t represent tip. Substitute values for tip rate and bill amount in the tip equation.

20% ? $13.42

t 5 0.2 ? $13.42 t 5 $2.684 < $2.68 The tip is $2.68. b. Bill amount 1 Tip 5 Total

Substitute values for the bill amount and tip.

$13.42 1 $2.68 5 $16.10 The total including tip is $16.10.

TRY-IT EXERCISE 3 After an afternoon at the beach, Ivan and Michael headed to Roscoe’s Grille for an early dinner. Their total bill was $35.70. They want to give their server a 22% tip. a. What is the tip?

b. What is the total including tip?

Check your answer with the solutions in Appendix A. ■

397

398

CHAPTER 5

Percents

Calculate commission

EXAMPLE 4

Christine works at a boutique shop as a salesperson. She makes 7% commission on all of her clothing sales. If she sold $5148 in merchandise last week, what is the amount of her commission?

SOLUTION STRATEGY Commission 5 Commission rate ? Sales amount 5

c

7%

?

$5148

Use the commission equation. Let c represent commission. Substitute values for the commission rate and sales amount in the commission equation.

c 5 0.07 ? $5148 c 5 $360.36 Christine made $360.36 commission.

TRY-IT EXERCISE 4 Coastal Realty makes 6% commission on real estate sales. If a house was sold for $158,000, how much commission did Coastal make? Check your answer with the solutions in Appendix A. ■

Calculate discount rate

EXAMPLE 5

Anita purchased $1600 of outdoor patio furniture and was given a $200 discount. What was the discount rate on her purchase?

SOLUTION STRATEGY Discount 5 Discount rate ? Original cost $200

5

r

?

$1600

Use the discount equation. Let r represent the discount rate. Substitute values for the discount and original cost.

$200 5 r ? $1600 $200 $1600

5

$1600r $1600

Divide both sides of the equation by $1600.

0.125 5 r 12.5% 5 r The discount rate is 12.5%.

TRY-IT EXERCISE 5 Adam purchased a $990 desktop computer at Computer Corner, and was given a $178.20 discount. What was the discount rate on his purchase? Check your answer with the solutions in Appendix A. ■

5.4 Solve Percent Application Problems

399

Calculate the amount or base in a percent change situation

Objective 5.4C

Calculating tip, sales tax, commission, and discount are particular examples of problems that require us to find a new amount when an original amount and a percent change are known. We now consider an alternate, more general approach to such problems. As an example, suppose that a town of 40,000 people is expected to experience a 6% increase in population next year. The new population will be the total of the current population (which represents 100% of the people) and the amount of increase (6%). Thus, the new population will be 106% (100% 1 6%) of the current population. To determine this new population, we must answer the question, “What is 106% of 40,000?” What is 106% of 40,000? a 5 106% ? 40,000

Next, we solve for a. a 5 (1.06) (40,000) a 5 42,400

Write 106% as 1.06. Multiply.

Alternatively, we can write and solve a percent proportion. 106 a 5 40,000 100

Substitute into the formula

Part Amount 5 . Base 100

40,000 ? 53 53 a 5 40,000 50

Simplify

106 . Find the cross products. 100

a ? 50 50a 5 40,000 ? 53 2,120,000 50a 5 50 50 a 5 42,400

Set the cross products equal. Divide both sides of the equation by 50. Solve for a.

In either case, the population of the town is expected to be 42,400. Let’s now suppose that a town of 40,000 is expected to experience a 6% decrease in population next year. The new population will be the difference between the current population (which represents 100% of the people) and the amount of decrease (6%). Thus, the new population will be 94% (100% 2 6%) of the current population. To determine this new population, we must answer the question, “What is 94% of 40,000?” What is 94% of 40,000? a 5 94% ? 40,000

Next, we solve for a. a 5 (0.94) (40,000) a 5 37,600

Write 94% as 0.94. Multiply.

Learning Tip If the rate of change is an increase, then add the percent change to 100%. If the rate of change is a decrease, then subtract the percent change from 100%.

400

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Alternatively, we can write and solve a percent proportion. In either case, the population of the town is expected to be 37,600. In general, we use these steps to calculate a new amount after a percent change.

Steps for Calculating the New Amount After a Percent Change Step 1. If the quantity increases, add the percent increase to 100%. If the

quantity decreases, subtract the percent decrease from 100%. Step 2. Solve for the new amount by solving either a percent equation or

a percent proportion involving the percent from Step 1 and the original amount (the base).

EXAMPLE 6

Calculate a new amount after a percent change

a. What is 600 increased by 22%?

Learning Tip If the percent change is an increase, then add the percent change to 100%. If the percent change is a decrease, then subtract the percent change from 100%.

b. What is 80 decreased by 40%?

SOLUTION STRATEGY a. 100% 1 22% 5 122%

Since 600 is increased by 22%, add 22% to 100% to determine the percent. State the problem in words. Note that the original amount, 600, is the base and the new amount is the amount. Write as a percent equation. Convert the percent, 122%, to a decimal, 1.22.

What is 122% of 600? a 5 1.22

? 600

a 5 732 600 increased by 22% is 732.

Since 80 is decreased by 40%, subtract 40% from 100% to determine the percent.

b. 100% 2 40% 5 60%

State the problem in words. Note that the original amount, 80, is the base and the new amount is the amount. Write as a percent equation. Convert the percent, 60%, to a decimal, 0.6.

What is 60% of 80? a 5 0.6

? 80

a 5 48 80 decreased by 40% is 48.

TRY-IT EXERCISE 6 a. What is 260 increased by 120%?

b. What is 1400 decreased by 15%?

Check your answers with the solutions in Appendix A. ■

Another common situation involving percent change is when the new amount is known but the original amount is unknown. As an example, suppose that after a 25% load increase, a truck weighed 25,000 pounds. What was the original weight of the truck before the load increase?

5.4 Solve Percent Application Problems

401

Because the load increased 25%, the new load is 125% (100% 1 25%) of the original load. To determine the original load, we must answer the question, “25,000 is 125% of what?” 25,000 is 125% of what? 25,000 5 125% ?

b

Next, we solve for b. 25,000 5 1.25 ? b

Write 125% as 1.25.

1.25b 25,000 5 1.25 1.25

Divide both sides by 1.25.

20,000 5 b

Thus, the weight of the truck before the load increase was 20,000 pounds. Alternatively, we can write and solve a percent proportion. In either case, we get the same result. In general, we use these steps to calculate the original amount before a percent change.

Steps for Calculating the Original Amount Before a Percent Change Step 1. If the quantity increases, add the percent increase to 100%.

If the quantity decreases, subtract the percent decrease from 100%. Step 2. Solve for the original amount (the base) by solving either a percent

equation or a percent proportion involving the percent from Step 1 and the new amount.

EXAMPLE 7

Calculate the original amount before a percent change

a. A number decreased 25% to 37,500. What was the original number? b. A number increased 8% to 270. What was the original number?

SOLUTION STRATEGY a. 100% 2 25% 5 75% 37,500 is 75% of what number? 37,500 5 0.75 ?

b

37,500 5 0.75 ? b 0.75b 37,500 5 0.75 0.75 50,000 5 b 37,500 is 75% of 50,000.

Since a number decreased 25%, subtract 25% from 100% to determine the percent. State the problem in words. Note that 37,500 is the amount and the original number is the base. Write as a percent equation. Convert the percent, 75%, to a decimal, 0.75. Divide both sides of the equation by 0.75.

Learning Tip In percent change problems, the original amount is always the base.

402

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Percents

b. 100% 1 8% 5 108%

Since a number increased 8%, add 8% to 100% to determine the percent. State the problem in words. Note that 270 is the amount and the original number is the base.

270 is 108% of what number? 270 5 1.08

?

Write as a percent equation. Convert the percent, 108%, to a decimal, 1.08.

b

270 5 1.08 ? b 1.08b 270 5 1.08 1.08

Divide both sides of the equation by 1.08.

250 5 b 270 is 108% of 250.

TRY-IT EXERCISE 7 a. A number decreased 30% to 714. What was the original amount?

b. A number increased 40% to 1764. What was the original amount?

Check your answers with the solutions in Appendix A. ■

Objective 5.4D

APPLY YOUR KNOWLEDGE

Next, let’s take a look at some common business and consumer applications involving percent change and amounts in percent change situations.

EXAMPLE 8

Calculate percent change

Answer the following, rounding to a tenth of a percent when necessary. a. A house that sold for $120,000 last year is now priced to sell at $165,000. What is the percent change of the price of the house? b. A company had 350 employees last year and 275 employees this year. What is the percent change in the number of employees? Round to the nearest tenth of a percent.

SOLUTION STRATEGY a. 165,000 2 120,000 5 45,000

45,000 5 0.375 5 37.5% increase 120,000 b. 350 2 275 5 75

75 5 0.214286 < 21.4% decrease 350

A smaller quantity changes to a larger quantity, and so the change is an increase. Subtract the original quantity from the new quantity. Change amount Original amount A larger quantity changes to a smaller quantity, and so the change is a decrease. Subtract the new quantity from the original quantity. Percent change 5

Percent change 5

Change amount Original amount

5.4 Solve Percent Application Problems

TRY-IT EXERCISE 8 Answer the following, rounding to a tenth of a percent when necessary. a. A puppy weighed 3.5 pounds at birth, and now weighs 5.2 pounds. What is the percent change of the puppy’s weight? Round to the nearest tenth of a percent. b. Enrollment in an economics course went from 58 students last semester to 42 students this semester. What is the percent change in enrollment? Round to the nearest whole percent. Check your answers with the solutions in Appendix A. ■

EXAMPLE 9

Calculate a new amount after a percent change

a. By changing construction material from fiberglass to Kevlar, the weight of a boat’s hull was reduced by 18%. If the fiberglass hull weighed 5650 pounds, what is the weight of the Kevlar hull? b. Last year, Sigma Computers offered a particular model with a 30-gigabyte hard drive. This year the company is offering a hard drive option with 30% more capacity. How many gigabytes are in the new hard drive?

SOLUTION STRATEGY a. 100% 2 18% 5 82% What is 82% of 5650? a

5 0.82 ? 5650

a 5 4633

Since the weight of the hull decreased 18%, subtract 18% from 100%. State the problem in words. Write as a percent equation. Convert the percent, 82%, to a decimal, 0.82.

The Kevlar hull weighs 4633 pounds. b. 100% 1 30% 5 130% What is 130% of 30? a

5 1.3

? 30

a 5 39

Since the capacity increased 30%, add 30% to 100%. State the problem in words. Write as a percent equation. Convert the percent, 130%, to a decimal, 1.3.

The new hard drive will have 39 gigabytes.

TRY-IT EXERCISE 9 a. A local Jiffy Lube franchise serviced 180 cars last week and estimates that they will service 20% more cars this week because of a “$19.95 oil change” special. How many cars do they expect to service this week? b. An airport averages 260 baggage handlers working each shift during the December holiday season. For the rest of the year, 10% fewer handlers are needed for the decreased baggage load. How many handlers work each shift during the normal months? Check your answers with the solutions in Appendix A. ■

403

404

CHAPTER 5

Percents

EXAMPLE 10 Calculate an original amount before a percent change a. The amount of milk in a large holding tank decreased to 12,000 gallons. If it is down 40% from last week, how many gallons were in the tank last week? b. Superstar Video has 4431 Blu-ray disks in stock this month. If this represents an increase of 5.5% from last month, how many Blu-ray disks were in stock last month?

SOLUTION STRATEGY Since the amount of milk decreased 40%, subtract 40% from 100%. State the problem in words.

a. 100% 2 40% 5 60% 12,000 is 60% of what number? 12,000 5 0.6

?

Write as a percent equation. Convert the percent, 60%, to a decimal, 0.6.

b

12,000 5 0.6 ? b 0.6b 12,000 5 0.6 0.6

Divide both sides by 0.6.

20,000 5 b There were 20,000 gallons of milk in the tank last week. b. rate 5 100% 1 5.5% 5 105.5% 4431 is 105.5% of what number? 4431 5 1.055

?

b

4431 5 1.055 ? b 1.055b 4431 5 1.055 1.055

Since the number of Blu-ray disks increased 5.5%, add 5.5% to 100%. State the problem in words. Write as a percent equation. Convert the percent, 105.5%, to a decimal, 1.055. Divide both sides by 1.055.

4200 5 b There were 4200 Blu-ray disks at Superstar Video last month.

TRY-IT EXERCISE 10 a. Dr. Mager, a dentist, currently has 1353 patients. If this represents a 10% increase from last year, how many patients did he have last year?

b. A two-year old automobile is appraised at $28,500. If this represents a decrease of 25% from the original new car selling price, what was the original price? Round to the nearest whole dollar. Check your answers with the solutions in Appendix A ■

5.4 Solve Percent Application Problems

EXAMPLE 11 Calculate percent change Use the graph Marriage Age Rising in the United States to answer the following questions.

Marriage Age Rising in the United States 28

Men

27 26

Women

28.0

25 22.8

24

26.0

23 22

20.3

21 20 ’60

’70

’80

’90

’00 ’09

Source: Census Bureau

a. What is the percent change in men’s marrying age from 1960 to 2009? Round to the nearest whole percent. b. If the men’s marrying age decreased to 26 years in 2011, what is the percent change from 2009? Round to the nearest tenth of a percent.

SOLUTION STRATEGY a. 28.0 2 22.8 5 5.2 years

5.2 < 0.228 < 23% increase 22.8 b. 28.0 2 26 5 2 years

2 < 0.071 < 7.1% decrease 28

A smaller number changes to a larger number, and so the change is an increase. Subtract the original quantity from the new quantity. Percent change 5

Change amount Original amount

A larger quantity changes to a smaller quantity, and so the change is a decrease. Subtract the new quantity from the original quantity. Percent change 5

Change amount Original amount

TRY-IT EXERCISE 11 Use the graph Marriage Age Rising in the United States to answer the following questions. a. What is the percent change in women’s marrying age from 1960 to 2009? Round to the nearest whole percent.

b. If the women’s age decreased to 24.9 years in 2011, what is the percent change from 2009? Round to the nearest tenth of a percent.

Check your answers with the solutions in Appendix A. ■

405

406

CHAPTER 5

Percents

SECTION 5.4 REVIEW EXERCISES Concept Check 1. A common application of percents is expressing how much a particular quantity has

.

3. When numbers go down, the percent change is referred to as a percent

5.

2. When numbers go up, the percent change is referred to as a percent

4. Write the formula for percent change.

.

is a state tax based on the retail price or rental cost of certain items.

7. Write the tip equation.

6. Write the sales tax equation.

8. A form of compensation based on a percent of sales is called

9. Write the commission equation.

Objective 5.4A

.

.

10. Write the discount equation.

Calculate percent change

GUIDE PROBLEMS 11. If a number changes from 100 to 123, what is the percent

12. If a number changes from 565 to 300, what is the per-

change?

centage change?

a. What is the change amount?

a. What is the change amount?

b. Set up the percent change formula.

b. Set up the percent change formula.

c. Determine the percent change.

c. Determine the percent change. Round to the nearest tenth of a percent.

Complete the table. Round to the nearest whole percent when necessary. ORIGINAL AMOUNT

NEW AMOUNT

13.

50

65

14.

15

12.75

15.

18

22

16.

$65

$50

17.

1000

1260

18.

875

900

19.

$150

$70

20.

$10

$50

21.

68

12

22.

48.2

60

AMOUNT OF CHANGE

PERCENT CHANGE

5.4 Solve Percent Application Problems

Objective 5.4B

407

Calculate sales tax, tip, commission, and discount

GUIDE PROBLEMS 23. A toaster sells for $55. If the sales tax rate is 5%, deter-

24. Mary Lou’s dinner tab was $23.25. She wants to leave a

mine the sales tax and the total purchase price.

20% tip.

a. Write the sales tax formula.

a. Write the tip formula.

b. Substitute the values in the formula.

b. Substitute the values in the formula.

c. Calculate the sales tax.

c. Calculate the tip.

d. Determine the total purchase price.

d. Determine the total.

25. Bernie earned a 20% commission on $600 in magazine sales. How much commission will he receive? a. Write the commission formula. b. Substitute the values in the formula. c. Calculate the commission.

26. At Harrison’s Department Store, leather handbags are on sale. If the original price is $150 and the discount is 50%, what is the amount of the discount and the sale price? a. Write the discount formula. b. Substitute the values in the formula. c. Calculate the discount. d. Determine the sale price.

27. A $65.40 wool sweater is subject to a 6% sales tax. What is the amount of the sales tax?

29. A laser printer with a price of $327.19 is subject to a

28. A $12.95 Blu-ray disk is subject to a 5.4% sales tax. What is the amount of the sales tax?

30. Bob purchased a new boat for $250,000. He must pay a

sales tax of 4.3%.

sales tax of 7%.

a. What is the amount of the sales tax?

a. What is the amount of the sales tax on the boat?

b. What is the total purchase price of the printer?

b. What is the total purchase price of the boat?

31. Eric’s lunch at Moody’s Pub was $13.00. He wants to leave 15% tip. What is the tip amount? What is the total including tip? Round to the nearest cent.

32. Azizia and her friends had dinner at Joe’s Crab Shack. Their bill was $55.20. They want to leave a 22% tip. What is the tip amount? What is the total including tip? Round to the nearest cent.

408

CHAPTER 5

Percents

33. Jason just served a group of people whose total bill was

34. Daryl’s served a group of 10 people whose total bill was

$120. If they left $150, how much was the tip? What was the tip rate?

$780. If they left $1000, how much was the tip? What was the tip rate? Round to the nearest whole percent.

35. Ramsey earns 2.5% commission on all sales of groceries

36. Mardell earns 6% commission on all computers she sells

to various food markets. If he sold $500,000 last month, how much commission did he earn?

37. Francis earned commission of $139.50 on a sale of $900. What is the commission rate on this sale?

39. Taylor’s department store had a “30% off” sale on sporting goods. You found a tennis racket with an original price of $90. a. What is the discount amount?

at Computer City. How much commission would she make on a sale of $3575?

38. Landmark Realty earned $50,000 commission on a sale of $800,000 in property. What is the commission rate on this sale?

40. Every year toy stores must display the most popular items and sell the older models. A particular store has a policy of selling older model toys at a 60% discount rate. A remote control car originally priced at $50 is being phased out. a. What is the amount of the discount?

b. What is the sale price of the racket? b. What is the sale price?

41. Antoine purchased a $350 stereo and was given a discount of $44 because it was on sale. What was the discount rate on his stereo? Round to the nearest tenth of a percent.

43. In the summer time heavy winter coats can often be found at discounted prices. A black leather jacket that sells for $500 in the winter can be purchased for $300. What is the discount rate on the leather jacket in the summer time?

Objective 5.4C

42. A refurbished computer was on sale for $790. If the original price was $1250, what is the discount rate?

44. Trevor purchased some additional software for his computer. The price of the software was listed at $90 with a discount rate of 20%. What was the discounted sale price on the software?

Calculate the amount or base in a percent change situation

GUIDE PROBLEMS 45. A refrigerator weighed 400 pounds empty. After putting

46. The number of employees at Armstrong Corporation

in food, the weight increased by 20%. How much does the refrigerator weigh after the increase?

declined 15% to 306. How many employees did the company have before the decrease?

a. Because the weight increased, add the percent change to 100%.

a. Because the number of employees decreased, subtract the percent change from 100%.

1 100% 5

100%2

5

5.4 Solve Percent Application Problems

409

b. Substitute the original weight and the percent from part a. into the percent equation.

b. Substitute the new number of employees and the percent from part a. into the percent equation.

d. Determine the new weight.

d. Determine the original number of employees.

Complete the table. Round to the nearest whole number, when necessary. ORIGINAL AMOUNT

47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60.

$290

PERCENT CHANGE

INCREASE OR DECREASE

NEW AMOUNT

57%

increase

78%

increase

$80

35%

decrease

4000

1850

84%

increase

$13,882

15%

decrease

500

262%

increase

$20,000

19%

increase

57

47%

decrease

90

9%

decrease

50%

increase

$100

4%

decrease

15%

decrease

16

6%

decrease

133%

increase

Objective 5.4D

30

$450

26

105

APPLY YOUR KNOWLEDGE

61. During a sale, the price of a motor home decreased to $43,500. If that represents a 20% decrease, what was the original price?

63. Last month the Shop-Rite Market had 10,000 customers and this month 8500 customers visited the store. a. What is the percent change in customers?

62. A 6 foot piece of wire was cut from a 15 foot roll. What percent of the roll remains?

64. Last year, Dandy Dry Cleaning Service operated from 200 franchise locations nationwide. This year the company has added 10 new stores. a. What is the percent change in service locations?

b. Next month, Shop-Rite will be having a number of special sales and expects to increase customer traffic by 10% over the previous month. How many customers do they expect next month?

b. If the weekly revenue, $4000 per store, increases by 22%, what will be the new weekly revenue per store?

410

CHAPTER 5

Percents

65. In June, the wedding business increases by about 40% over the rest of the year. If a wedding planner normally does 5 weddings per month, how many weddings can be expected in June?

67. On the first day at sea, the cruise ship Neptune of the Seas covered 500 miles of the 1850-mile trip. What percent of the trip was completed? Round to the nearest whole percent.

69. According to Photo Marketing Association International, in 2000, 948 million rolls of film were sold in the United States. By 2004, that figure had decreased by 19.1%. How many rolls were sold in 2004? Round to the nearest million rolls.

71. A 6-inch rubber band can stretch to 18 inches. a. What is the percent increase in size?

b. If the rubber band is designed to break at 300% of its unstretched length, at how many inches will the rubber band break?

66. The propane level in a 170-gallon liquid propane (LP) tank decreased by 26% after a day of filling LP tanks for barbeque grills. How many gallons of LP remain in the tank? Round to the nearest whole gallon.

68. An ink jet printer’s black cartridge can print about 750 pages of material. If the company now offers a “supersize” cartridge that prints 40% more pages, how many pages can the larger cartridge print?

70. Greg switched from one Internet service provider to another that offered better rates. If Greg used to pay $23 per month and now pays $16 per month for Internet service, what is the percentage change in Greg’s Internet service cost? Round to nearest whole percent.

72. A local foundation helps in the building of new homes for families in need. Ten years ago the volunteers available numbered 180. Currently there are 500 volunteers on any given day. a. What is the percent change in volunteers over the last 10 years? Round to the nearest whole percent.

b. This year the group built 5 homes; next year they expect to build 7 homes. What is the percent change in houses built?

73. According to the White House Office of Management and Budget, the gross domestic product (GDP), the broadest measure of goods and services produced in the United States, increased from $9.4 trillion in 2002 to $12 trillion in 2009. Calculate the percent increase. Round to the nearest tenth of a percent.

75. According to the Office of Management and Budget, the

74. According to the Office of Management and Budget, spending by the Department of Education increased from $31 billion in 1993 to $64 billion in 2009. Calculate the percent increase. Round to the nearest whole percent.

76. In 2005, the cost of a 30-second commercial during the

spending for NASA increased from $14.3 billion in 1993 to $18 billion in 2009. Calculate the percent increase. Round to the nearest hundredth percent.

Super Bowl was $2.3 million. If that represents a 91.7% increase over 1995, how much was a Super Bowl commercial in 1995? Round to the nearest tenth of a million.

77. Before a trip, the tires on John’s car had 27 pounds of pres-

78. Albert is responsible for leasing computers for his office.

sure per square inch (psi). After a drive on the highway, the tire pressure increased by 17%. How much pressure was in the tires after the trip? Round to the nearest whole psi.

Last year he leased 12 laptops and this year plans to lease 22 laptops. What is the percentage change in laptop orders? Round to the nearest percent.

5.4 Solve Percent Application Problems

79. A water-saver toilet uses one gallon per flush instead of

80. According to the Census Bureau, in 1996 there were 52.9

the normal 2.4 gallons. What percent of water is saved on each flush? Round to the nearest whole percent.

81. According to the Census Bureau, in 1996 there were 59.1

411

million dogs in the United States. By 2006 that number increased to 73.9 million. What is the percent increase in dogs? Round to the nearest tenth of a percent.

82. In 1996, $11.1 billion was spent on pet care. In 2006,

million cats in the United States. By 2006 that number increased to 90.5 million. What is the percent increase in cats? Round to the nearest tenth of a percent.

$26.6 billion was spent. What is the percent increase in spending for pet care? Round to the nearest tenth of a percent.

Use the graph Mobile Phone Users in the United States for exercises 83–86.

83. What was the percent change in millions of mobile phone users from 2003 to 2004? Round to the nearest tenth of a percent.

Mobile Phone Users in the United States Estimated number of users in millions.

84. What was the percent change in millions of mobile phone users from 2004 to 2006? Round to the nearest tenth of a percent.

154.2

159.7

163.7

167.5

147.6

2003

2004

2005

2006

2007

85. If the number of mobile phone users increased 8% from 2002 to 2003, how many mobile phone users were there in 2002? Round to the nearest tenth. 2008

Source: Yankee Group

86. If the number of mobile phone users in 2008 was 2% higher than the number of users in 2007, how many mobile phone users were there in 2008?

CUMULATIVE SKILLS REVIEW 1. Write “25 is what percent of 500?” as a proportion. (5.3A)

2. Write “8 is to 13” as a ratio in fraction notation. (4.1A)

3. Evaluate 22.8 1 3.95 3 2.13. (3.5B)

4. Convert 5.2% to a decimal. (5.1A)

5. Are

25 75 proportional? (4.3B) and 7 21

7. Multiply 0.895 ? 0.322. (3.3A)

9. Convert 92% to a simplified fraction and to a decimal. (5.1A)

6. Write “what percent of 65 is 3” as an equation. (5.2A)

8. Write the ratio “4 to 7” in 3 different ways. (4.1A)

10. What is 65% of 1000? (5.2B, 5.3B)

412

CHAPTER 5

Percents

5.1 Introduction to Percents Objective

Important Concepts

Illustrative Examples

A. Convert a percent to a fraction or a decimal (page 350)

percent A ratio of a part to 100.

Convert 12% to a fraction. Simplify, if possible.

percent sign The % symbol.

12% 5

Rule for Converting a Percent to a Fraction

2 Convert % to a decimal. 5

Write the number preceding the percent sign over 100. Manipulate the ratio to get a whole number in the numerator, if necessary. Simplify the resulting fraction, if possible.

3 12 5 100 25

2 % 5 0.4% 5 0.4 ? 0.01 5 0.004 5

Rule for Converting a Percent to a Decimal Multiply the number preceding the percent sign by 0.01. Alternatively, drop the percent sign and move the decimal two places to the left. B. Convert a decimal, a fraction, or a whole number to a percent (page 353)

Rule for Converting a Decimal to a Percent

Convert 0.65 to a percent.

Multiply the decimal by 100%. Alternatively, move the decimal point two places to the right and append a percent sign.

0.65 ? 100% 5 65%

Steps for Converting a Fraction to a Percent Step 1. Convert the fraction to a decimal. Step 2. Convert the decimal to a percent. C. APPLY YOUR KNOWLEDGE (PAGE 356)

3 Convert 1 to a percent. 4 3 1 5 1.75 4 1.75 ? 100% 5 175%

Gasoline prices have increased by 35% this year alone. Write the percent increase of gasoline as a fraction and as a decimal. 35% 5

35 5 0.35 100

5.2 Solve Percent Problems Using Equations Objective

Important Concepts

Illustrative Examples

A. Write a percent problem as an equation (page 364)

Refer to these key words and phrases when writing a percent problem as an equation.

Write each percent problem as an equation. a. What number is 3% of 150?

t

WORD

MEANING

is, are, was, will be, results in, yields

equals

of

multiply

5

5 3% ? 150

k

b. 500 is what percent of 6000?

t

unknown

3 ? () any letter of the alphabet, such as x or n

500 5

? 6000

s

c. 62 is 5% of what number?

t

what, what number, what percent

MATH SYMBOL

62 5 5% ?

z

10-Minute Chapter Review

base In a percent problem, the quantity that represents the total. amount In a percent problem, the quantity that represents a portion of the total.

a. What number is 80% of 1500? 5 80% ? 1500

a

a 5 0.80 ? 1500 5 1200 b. 15 is what percent of 125?

t

percent equation An equation of the form Amount 5 Percent ? Base.

Solve.

t

B. Solve a percent equation (page 366)

413

15 5

? 125

p

15 5 p ? 125 125p 15 5 125 125 p 5

15 125

p 5 0.12 5 12% c. 70 is 35% of what number?

t

70 5 35% ?

b

70 5 0.35 ? b 0.35b 70 5 0.35 0.35 b5 C. APPLY YOUR KNOWLEDGE (PAGE 370)

70 5 200 0.35

Nestor wants to sell a portion of his business. The business is valued at $25,000 and he wants to sell a 20% share to an investor. How much will the investor pay? What number is 20% of $25,000?

t a

5 20% ? $25,000

a 5 20% ? 25,000 a 5 0.2 ? 25,000 a 5 $5000 The investor will pay $5000.

414

CHAPTER 5

Percents

5.3 Solve Percent Problems Using Proportions Objective

Important Concepts

Illustrative Examples

A. Write a percent problem as a proportion (page 378)

Steps to Write and Solve a Percent Problem as a Proportion

Write each percent problem as a proportion. a. 48 is 25% of what number?

t

Step 1. Identify the amount, base, and part. Step 2. Assign a variable to the unknown. Substitute the known quantities and the variable in the percent proportion.

Step 4. Cross multiply to find the cross products. Set the cross-products equal.

25 48 5 b 100

b. What number is 60% of 440? amount

5 percent ? base

Amount Part 5 Base 100

60 a 5 440 100

c. 75 is what percent of 25?

t

Step 5. Divide both sides of the equation by the number that multiplies the variable.

Amount Part 5 Base 100

t

Step 3. Simplify the ratios in the percent proportion, if possible.

amount percent base

amount 5 percent ? base 75 p 5 25 100

Part Amount 5 Base 100 B. Solve a percent proportion (page 381)

Solve a percent proportion in the same way that we solved a proportion in Section 4.3.

Write each percent problem as a proportion and solve. a. What percent of 850 is 510?

t percent

base amount 510 p 5 850 100

Amount Part 5 Base 100 850 ? p 5 510 ? 100 850p 5 51,000 850p 51,000 5 850 850

p 5 60

60% of 850 is 510 b. 200 is 40% of what number?

t amount percent base Amount Part 5 Base 100

200 40 5 b 100

b ? 40 5 200 ? 100 40 b 5 20,000 20,000 40b 5 40 40 200 is 40% of 500

b 5 500

10-Minute Chapter Review

C. APPLY YOUR KNOWLEDGE (PAGE 383)

415

At the Alison Company, 3 out of every 25 applicants for clerical positions do not pass the word processing skills test. What percent of applicants don’t pass the test? What percent of 25 is 3?

t percent

base amount

Amount Part 5 Base 100

p 3 5 25 100

25 ? p 5 3 ? 100 25 p 5 300 25p 300 5 25 25

p 5 12

12% of the applicants do not pass the test.

5.4 Solve Percent Application Problems Objective

Important Concepts

Illustrative Examples

A. Calculate percent change (page 392)

Steps for Finding the Percent Change

If a number changes from 500 to 760, what is the percent increase?

Step 1. Find the change amount. a. If a quantity increases, subtract the original quantity from the new quantity. b. If a quantity decreases, subtract the new quantity from the original quantity. Step 2. Divide the change amount from Step 1 by the original quantity. Convert the result to a percent. In general, use the following formula and convert the quotient to a percent.

760 2 500 5 260 Percent change 5

260 5 0.52 5 52% 500

The number increases 52%. If a number changes from 400 to 350, what is the percent change? 400 2 350 5 50 Percent change 5

50 5 0.125 5 12.5% 400

The number decreases 12.5%. Change amount Percent change 5 Original amount B. Calculate sales tax, tip, commission, and discount (page 395)

sales tax A state tax based on the retail price or rental cost of certain items.

Vicki purchased a coat for $125. The sales tax rate in her state is 7%.

commission A form of compensation based on a percent of sales.

Sales tax 5 Sales tax rate ? Item cost

Sales tax 5 Sales tax rate ? Item cost Tip 5 Tip rate ? Bill amount Commission 5 Commission rate ? Sales amount Discount 5 Discount rate ? Original cost

a. What is the sales tax on the coat?

t

5

7%

? $125

t 5 0.07 ? $125 t 5 $8.75 b. What is the total purchase price? Item cost 1 Sales tax 5 Total price $125.00 1 8.75 5 $133.75

416

CHAPTER 5

C. Calculate the amount or base in a percent change situation (page 399)

Percents

Steps for Calculating the New Amount After a Percent Change

What is 722 decreased by 50%?

Step 1. If the quantity increases, add the percent increase to 100%.

What is 50% of 722?

If the quantity decreases, subtract the percent decrease from 100%. Step 2. Solve for the new amount by solving either a percent equation or a percent proportion involving the percent from Step 1 and the original amount (the base). Steps for Calculating the Original Amount Before a Percent Change Step 1. If the quantity increases, add the percent increase to 100%. If the quantity decreases, subtract the percent decrease from 100%. Step 2. Solve for the original amount (the base) by solving either a percent equation or a percent proportion involving the percent from Step 1 and the new amount.

D. APPLY YOUR KNOWLEDGE (PAGE 402)

100% 2 50% = 50%

a

5

? 722

0.5

a 5 361 722 decreased by 50% is 361. A number increased 25% to 1875. What was the original number? 100% 1 25% 5 125% 1875 is 125% of what number? 1875 5 1.25

?

b

1875 5 1.25b 1.25b 1875 5 1.25 1.25 1500 5 b 1500 increased 25% is 1875.

Nancy purchased a home for $150,000 five years ago. Presently, the home is valued at 35% more than she paid. What is the current value of the home? 100% 1 35% 5 135% What is 135% of $150,000?

a

5 1.35

? $150,000

a 5 $202,500 The home is currently worth $202,500. Patty’s new exercise routine has resulted in a 20% decrease in her bodyweight. If Patty’s current weight is 120 lb, what was her weight before starting the routine? 100% 2 20% 5 80% 120 is

80% of what?

120 5

0.8

?

b

120 5 0.8b 120 0.8b 5 0.8 0.8 150 5 b Patty’s original weight was 150 pounds.

Numerical Facts of Life

417

Qualifying for a Mortgage A mortgage is a loan in which real estate is used as security for a debt. Mortgages are the most popular method of financing real estate purchases. Mortgages today fall into one of three categories: FHA insured, VA guaranteed, and conventional. • The Federal Housing Administration (FHA) is a government agency within the U.S. Department of Housing and Urban Development (HUD) that sets construction standards and insures residential mortgage loans. • VA mortgages are long-term, low down payment home loans made to eligible veterans and guaranteed by the Veterans Administration in the event of a default. • Conventional mortgage loans are real estate loans made by private lenders that are not FHA insured or VA guaranteed. Mortgage lenders use lending ratios to determine whether borrowers have the economic ability to repay the loan. FHA, VA, and conventional lenders all use monthly gross income as the “base” for calculating these ratios. Two important ratios used for this purpose are the housing expense ratio and the total obligations ratio. These ratios are expressed as percents. In each formula below, the ratio represents the percent, the monthly housing expense and total obligations represent the amount, and the monthly gross income represents the base.

Housing expense ratio 5

Monthly housing expense Monthly gross income

Total obligations ratio 5

Total monthly financial obligations Monthly gross income

The following lending ratio guidelines are used by mortgage lenders as benchmarks that should not be exceeded. MORTGAGE TYPE FHA Conventional

HOUSING EXPENSE RATIO

TOTAL OBLIGATIONS RATIO

29% 28%

41% 36%

You are a lending officer with Canmore Bank. Toby Kaluzny, one of your clients, earns a gross income of $4650.00 per month. He has made application for a mortgage with a monthly housing expense of $1230.00. Toby has other financial obligations totaling $615.00 per month. a. What is Toby’s housing expense ratio? Round to the nearest tenth of a percent.

b. What is Toby’s total obligations ratio? Round to the nearest tenth of a percent.

c. According to the lending ratio guidelines, what types of mortgage would Toby qualify for, if any?

418

CHAPTER 5

Percents

CHAPTER REVIEW EXERCISES Convert each percent to a fraction. Simplify, if possible. (5.1A)

1. 4.5%

2. 284%

3. 8%

4. 75%

5. 32.5%

6. 0.25%

Convert each percent to a decimal. (5.1A) 4 5

7. 37.5%

9. 95%

8. 56 %

10. 40.01%

1 2

11. 88%

12. 77 %

13. 1.65

14. 0.2

15. 9.0

16. 0.45

17. 0.0028

18. 0.31

Convert each decimal to a percent. (5.1B)

Convert each fraction or mixed number to a percent. (5.1B)

19. 2

22.

1 5

20. 1

17 50

23.

1 2

21.

7 8

21 25

24. 3

2 5

Complete the following table. (5.1A, 5.1B) FRACTION

DECIMAL

25. 26.

60% 1

5 8

27. 28.

PERCENT

DECIMAL

29.

31. 32.

PERCENT 68%

30. 0.81

2 5

FRACTION

0.14 17 400 79%

Chapter Review Exercises

419

Write each percent problem as an equation and solve. (5.2A, 5.2B)

33. What number is 22% of 1980?

34. 120 is 80% of what number?

35. What percent of 50 is 7.5?

36. 245 is 49% of what number?

37. 2200 is what percent of 4400?

38. 70% of 690 is what number?

39. 392 is 28% of what number?

40. What is 60% of 300?

41. What percent of 400 is 64?

42. What is 30% of 802?

43. 13 is what percent of 65?

44. 64.08 is 72% of what number?

Write each percent problem as a proportion and solve. (5.3A, 5.3B)

45. What number is 7% of 2000?

46. 261 is what percent of 450?

47. 30 is 20% of what number?

48. 50 is what percent of 50?

49. What is 15% of 8000?

50. 136 is 34% of what number?

51. What number is 9% of 540?

52. 136 is 40% of what number?

53. 516 is what percent of 645?

54. 210 is 56% of what number?

55. 245 is what percent of 100?

56. What number is 70% of 833?

Solve each percent application problem. (5.4A, 5.4B, 5.4C, 5.4D)

57. Porsche Enterprises is doing very well in its third year of operations. The owner expects $3,000,000 in sales this year compared to $2,500,000 in sales last year. What is the percent increase in sales expected this year?

58. Last year a company spent $11,000 per month on long distance. After signing up with a new provider offering a nationwide long distance contract, the monthly charges are now $8400. What is the percent change in long distance charges? Round to the nearest tenth of a percent.

420

CHAPTER 5

Percents

59. Trendy Shops is experiencing a tough year in sales. Consequently, the owner had to reduce the staff from 600 employees to 550. What is the percent change in employees at Trendy? Round to nearest whole percent.

61. Ken and Ashley’s dinner bill at the Davis Street Fish-

60.Waldo’s Surf Store is seasonal in nature and is usually very busy during the summer months. Waldo typically sells 40 surfboards in a regular month and about 120 during the summer months. What is the percent change in sales for Waldo’s from the regular season to the busy summer months?

62. John is in charge of purchasing three new cars for his

market was $79.50. They want to give their server a 20% tip.

company’s sales team. Each car has a purchase price of $12,500 and the tax rate is 5.8%.

a. What is the tip?

a. What is the total sales tax paid for the purchase of the three vehicles?

b. What is the total including tip? b. What is the total purchase price of the cars?

63. Housing sales rates are at an all time high and Clay is taking full advantage of his excellent sales techniques. Clay earns 7.5% commission on all sales of kitchen cabinets to housing developers. If Clay sold $1,500,000 in kitchen cabinets last year, how much commission did he earn for the year?

64. A new hit single CD sold for $16 last month and is currently on sale at 10% off. a. What is the amount of the discount?

b. What is the sale price?

65. This month, new jobs increased 15% to 144,900. What was last month’s figure?

67. Gina and Danny decided to purchase a condo instead of renting an apartment. Their rent was $900 per month for the apartment and their mortgage payment will be 22% less. What is the amount of the mortgage payment?

66. Tourism has slowed down in various areas. To increase sales, car rental rates have gone down 16% to $42 per day. What was the daily rate before the promotion?

68. Tracy has changed her work schedule to avoid rush-hour traffic when visiting her clients. In the past, Tracy spent $36 a week on gasoline and now spends $26 per week. What is the percent change in Tracy’s gasoline cost due to her schedule change? Round to nearest whole percent.

Assessment Test

421

Use the chart U.S. Snack Food Revenue for exercises 69–72.

U.S. Snack Food Revenue (in billions) $20.7 $21.8 $22.5 $18.2 $19.4

69. What is the percent increase in snack food sales from 2001 to 2002? Round to the nearest tenth percent.

70. If sales in 2007 represent a 10% increase from sales in 2002, what were the snack food sales in 2007? Round to the nearest tenth of a billion.

‘98

‘99

‘00

‘01

‘02 26.5%

Potato chips

19.9%

Tortilla chips Meat snacks

9.4%

Nuts

8.4%

Microwave popcorn

5.9%

Pretzels

5.7%

Cheese snacks

4.7%

71. If snack foods sales totaled $20.7 billion in 2000, how much was from nut sales? Express your answer in dollars.

72. If snack foods sales totaled $21.8 billion in 2001, how much was from tortilla chips? Express your answer in dollars.

Source: Snack Food Association

ASSESSMENT TEST Convert each percent to a fraction. Simplify, if possible.

1. 76%

2. 3%

Convert each percent to a decimal.

3. 13.5%

4. 68.8%

Convert each decimal to a percent.

5. 0.57

6. 6.45

Convert each fraction or mixed number to a percent.

7.

11 8

8. 10

1 2

Write each percent problem as an equation and solve.

9. What percent of 610 is 106.75?

10. 186 is 62% of what number?

11. What is 47% of 450?

422

CHAPTER 5

Percents

12. 367 is 20% of what number?

13. What number is 80% of 4560?

14. 77 is what percent of 280?

Write each percent problem as a proportion and solve.

15. 560 is 14% of what number?

16. 95 is what percent of 380?

17. What is 83% of 180?

18. What percent of 490 is 196?

19. What number is 29% of 158?

20. 245 is 35% of what number?

Solve each percent application problem.

21. Last year, Pizza Pete Restaurants sold 5600 small pizza pies compared to this year’s 3500 small pies. What is the percent change in small pies sold this year compared to last?

23. Randy and her husband have to pay about $13,600 in taxes this year for their business. Last year, tax rates were higher and their taxes totaled $16,800. What is the percent change in tax payments for Randy and her husband? Round to nearest whole percent.

25. Ivan purchased a pair of swimming goggles for $20. If the sales tax rate is 7%, what is the total purchase price of the goggles?

27. Before going on a diet, Sylvan weighed 190 pounds. On the diet he lost 8% of his total weight. How much does he weigh now? Round to the nearest pound.

29. A high-pressure pump lost 40% of its pressure because of a leaky valve. If the pressure now is 168 pounds per square inch, what was the pressure before the leak?

22. Gilbert teaches several summer courses in diving to earn extra money during the summer break. Last year his average rate per student for a week long course was $500. This year Gilbert has decided to increase his rates to $575. What is the percent change in price for the diving course?

24. Andrew has accepted a new position in New York City and will move from Florida. One major difference is the cost of living. In Florida, Andrew paid $800 for an apartment and will pay $1500 for a similar apartment in New York. What is the percent change in rent from one location to the other? Round to nearest whole percent.

26. Gary brings lunch for his office staff every Friday. If the lunch total was $52.50 and the sales tax was $3.10, what is the sales tax rate in that area? Round to the nearest tenth of a percent.

28. A truck driver delivered 54 packages yesterday and 30% more today. How many packages did he deliver today? Round to the nearest whole package.

30. After a 22% increase, the temperature hit 908F. What was the temperature before the increase? Round to the nearest whole degree.

CHAPTER 6

Measurement

IN THIS CHAPTER 6.1 The U.S. Customary System (p. 424) 6.2 Denominate Numbers (p. 433) 6.3 The Metric System (p. 443) 6.4 Converting between the U.S. System and the Metric System (p. 454) 6.5 Time and Temperature (p. 459)

Surveyor urveyors measure distances between points on, above, and below the earth’s surface. Using these measurements, surveyors write descriptions of land for deeds, leases, and other legal documents. Their measurements are also used in preparing plots, maps, and reports.

S

In taking measurements, surveyors must be able to work with different measurement systems. For example, they must be familiar with feet and miles as well as with meters and kilometers. Moreover, they must be able to convert between different measurement units. In this chapter, we investigate two different measurement systems, the U.S. customary system and the metric system. We will investigate units of length, weight, and capacity in each measurement system. We will also learn how to convert between measurement units. 423

424

CHAPTER 6

Measurement

6.1 THE U.S. CUSTOMARY SYSTEM LEARNING OBJECTIVES A. Convert between U.S. units of length B. Convert between U.S. units of weight C. Convert between U.S. units of capacity D.

APPLY YOUR KNOWLEDGE

measure A number together with a unit assigned to something to represent its size or magnitude. U.S. Customary System or English System A system of weights and measures that uses units such as inches, feet, and yards to measure length; pounds and tons to measure weight; and pints, quarts, and gallons to measure capacity. Standard International Metric System or metric system A decimal-based system of weights and measures that uses a series of prefixes representing powers of 10.

Measurements provide us with one of the main connections between mathematics and our physical world. A measure is a number together with a unit assigned to something to represent its size or magnitude. Currently, two different systems of measurement are used in the United States—the U.S. Customary System and the metric system. The U.S. Customary System or English System is a system of weights and measures that uses units such as inches, feet, and yards to measure length; pounds and tons to measure weight; and pints, quarts, and gallons to measure capacity. It is frequently referred to as the U.S. system. The Standard International Metric System, known more commonly as the metric system, is a decimal-based system of weights and measures that uses a series of prefixes representing powers of 10. The basic units of the metric system are meters for length, grams for weight or mass, and liters for capacity. The metric system is used nearly worldwide and accepted on a limited basis in the United States. In today’s global economy, a working knowledge of both systems has become an important skill for those seeking employment. In this section, we discuss the U.S. Customary System. In Section 6.3, we’ll investigate the metric system. Objective 6.1A

Convert between U.S. units of length

Length is measured using a ruler, a yardstick, a tape measure, or, for that matter, a car’s odometer. In the U.S. system, the basic units used to measure length are the inch, foot, yard, and mile. There are relationships between each of these basic units of measure. For example, 1 yard is the equivalent of 3 feet.

1 yard = 3 feet

The table below gives equivalency relationships between units of length. U.S. UNITS OF LENGTH UNIT

unit conversion ratio A ratio that is equivalent to 1.

EQUIVALENT

1 foot (ft)

12 inches (in.)

1 yard (yd)

3 feet

1 yard

36 inches

1 mile (mi)

5280 feet

1 mile

1760 yards

To convert from one measurement unit to another, we can multiply the original measurement by a unit conversion ratio. A unit conversion ratio is a ratio that is equivalent to 1. Recall that multiplying a number by 1 does not change its value.

6.1 The U.S. Customary System

The following are unit conversion ratios commonly used to convert measurements of length. 1 foot 12 inches

or

12 inches 1 foot



3 feet 1 yard

1 yard or

3 feet



5280 feet 1 mile

or

1 mile 5280 feet

All of these unit conversion ratios are equivalent to 1. The unit conversion ratio we choose must be such that when we multiply, all units, except for those we wish to change to, divide out.The numerator of the unit conversion ratio will contain the new units and the denominator will contain the original units. Unit conversion ratio 5

New units Original units

Let’s say, for example, that a pipe is 4 feet long. Let’s convert this measurement to inches. Since inches are the new units and feet are the original units, we use the unit conversion ratio with inches in the numerator and feet in the denominator. To 12 inches effect the conversion, multiply the 4 feet by the unit conversion ratio . Note 1 foot 4 feet that 4 feet 5 . 1 4 feet 1

?

12 inches 1 foot

5

4 ? 12 inches 1

5 48 inches

When we multiply, the original units (feet) divide out, leaving only the new units (inches).

Rule to Convert among U.S. Measurement Units Multiply the original measure by the appropriate unit conversion ratio, dividing out the common original units and leaving only the new units in the answer.

EXAMPLE 1

Convert between U.S. units of length

Convert 6 yards to feet.

SOLUTION STRATEGY Unit conversion ratio 5

6 yards 1

?

3 feet 1 yard

5

New units Original units

6 ? 3 feet 1

5 18 feet

5

3 feet 1 yard

Use the unit conversion ratio with the new units, feet, in the numerator and the original units, yards, in the denominator. Multiply the original measure by the unit conversion ratio, dividing out the common units.

TRY-IT EXERCISE 1 Convert 2 miles to feet. Check your answer with the solution in Appendix A. ■

425

426

CHAPTER 6

Measurement

Sometimes it is necessary to use more that one unit conversion ratio to convert from one measurement unit to another. For example, to convert 3 yards to inches, 3 feet we first convert yards to feet using the unit conversion ratio . 1 yard 3 yards 1

?

3 feet 1 yard

5

3 ? 3 feet 1

5 9 feet

Then, we convert feet to inches using the unit conversion ratio 9 feet 1

?

12 inches 1 foot

5

9 ? 12 inches 1

12 inches 1 foot

.

5 108 inches

Alternatively, we could have effected this conversion in one step as follows. 3 yards 1

?

3 feet 1 yard

?

12 inches 1 foot

5

3 ? 3 ? 12 inches 1

5 108 inches

Convert between U.S. units of length

EXAMPLE 2

Convert 72 inches to yards.

To convert from inches to yards, we first convert inches to feet. Use the unit conversion ratio with 1 foot New units 5 Unit conversion ratio 5 the new units, feet, in the numerOriginal units 12 inches ator and the original units, inches, in the denominator. SOLUTION STRATEGY

72 inches 1

?

1 foot 12 inches

6

5

72 feet 12

5 6 feet

1

Unit conversion ratio 5

Multiply, dividing out the common units.

Now, use the unit conversion ratio with yards in the numerator and feet in the denominator.

1 yard 3 feet

2

6 yards 6 feet 1 yard 5 5 2 yards ? 1 3 feet 3

Multiply, dividing out the common units.

1

Alternatively, we can effect the conversion in one step.

Alternatively, 72 inches 1

?

1 foot 12 inches

?

1 yard 3 feet

5

72 yards 12 ? 3

5 2 yards

TRY-IT EXERCISE 2 Convert 1 mile to inches. Check your answer with the solution in Appendix A. ■

6.1 The U.S. Customary System

427

Convert between U.S. units of weight

Objective 6.1B

When we are interested in knowing how heavy an object is, we discuss the object’s weight. Weight is a measure of an object’s heaviness. We measure our body weight in pounds; we measure recipe quantities in ounces; and we measure very heavy objects in tons.

weight A measure of an object’s heaviness.

The table below gives equivalency relationships between units of weight. U.S. UNITS OF WEIGHT UNIT

EQUIVALENT

1 pound (lb)

16 ounces (oz)

1 ton (t)

2000 pounds

We use the following unit conversion ratios to convert among U.S. units of weight. 16 ounces 1 pound

EXAMPLE 3

1 pound or

16 ounces

2000 pounds

1 ton

or

1 ton 2000 pounds

Convert between U.S. units of weight

Convert 3 pounds to ounces.

SOLUTION STRATEGY New units

Use the unit conversion ratio with

16 ounces the new units, ounces, in the Unit conversion ratio 5 5 Original units 1 pound numerator and the original units,

pounds, in the denominator. 3 pounds 16 ounces 3 ? 16 ounces 5 ? 1 1 pound 1

Multiply the original measure by the unit conversion ratio, dividing out the common units.

5 48 ounces

TRY-IT EXERCISE 3 Convert 1500 pounds to tons. Check your answer with the solution in Appendix A. ■

Objective 6.1C

Convert between U.S. units of capacity

When we are interested in knowing how much space a liquid occupies, we discuss the liquid’s capacity. Capacity is a measure of a liquid’s content or volume. We purchase milk by the pint or quart; we fill an automobile gas tank in gallons; and we add broth to a recipe in cups. Units of liquid measure include teaspoons, tablespoons, cups, fluid ounces, pints, quarts, and gallons. The following table gives equivalency relationships between units of liquid measure.

capacity A measure of a liquid’s content or volume.

428

CHAPTER 6

Measurement

U.S. UNITS OF CAPACITY UNIT

EQUIVALENT

1 tablespoon (tbs)

3 teaspoons (tsp)

1 cup (c)

8 fluid ounces (fl oz)

1 pint (pt)

2 cups

1 quart (qt)

2 pints

1 gallon (gal)

4 quarts

The following are some of the unit conversion ratios used to convert between U.S. units of capacity. 3 teaspoons

1 tablespoon 3 teaspoons 8 fluid ounces 1 cup

1 tablespoon 2 cups

1 cup or

2 pints 1 quart

or

8 fluid ounces

2 pints

1 pint

4 quarts

1 quart or





1 gallon

1 pint or

2 cups

1 gallon or

4 quarts

Convert between U.S. units of liquid measure

EXAMPLE 4

Convert 40 fluid ounces to cups.

SOLUTION STRATEGY

Use the unit conversion ratio with the new units, ounces, in the numerator and Unit conversion ratio 5 5 the original units, flud ounces, in the Original units 8 fl oz denominator. New units

40 fl oz 1

?

1 cup 8 fl oz

5

40 cups 8

5 5 cups

1 cup

Multiply the original measure by the unit conversion ratio, dividing out the common units.

TRY-IT EXERCISE 4 Convert 150 gallons to quarts. Check your answer with the solution in Appendix A. ■

Objective 6.1D EXAMPLE 5

APPLY YOUR KNOWLEDGE Convert between U.S. units of length

Chicago’s Magnificent Mile is a one-mile stretch of high-end retail shops and restaurants along Michigan Avenue. Pieces of art are regularly displayed along either side of the street. One year, the city featured decorated fiberglass cows. The display became known as the “Cow Parade.” Assuming that the cows were spaced an average of 165 feet apart over half of the Magnificent Mile, how many cows were displayed on both sides of the street over a half-mile stretch?

6.1 The U.S. Customary System

429

SOLUTION STRATEGY Unit conversion ratio 5 1 2

mile 1

?

5280 feet 1 mile

5 5

2640 feet 165 feet

1 2

New units Original units

5

5280 feet 1 mile

? 5280 feet 1

2640 feet 1

5 2640 feet

5 16

16 ? 2 5 32 32 cows were displayed on a half-mile stretch of the Magnificent Mile.

First, convert half a mile to feet. Use the unit conversion ratio with the new units, feet, in the numerator and the original units, miles, in the denominator. Multiply the half a mile by the unit conversion ratio, dividing out the common units.

Since the fiberglass cows are spaced an average of 165 feet apart, divide 2640 feet by 165 feet to determine the number of fiberglass cows displayed on one side of the street. Multiply by two to determine the number of fiberglass cows on both sides of the street.

Cambridge

TRY-IT EXERCISE 5 The Boston Freedom Trail is a 2.5-mile walking path that takes visitors to 16 historic sites. A red brick or painted line connects the sites on the trail and serves as a guide. On average, how many feet are between each historic site? (Hint: there are 15 “distances” between the 16 historic sites.)

Boston

Check your answer with the solution in Appendix A. ■

SECTION 6.1 REVIEW EXERCISES Concept Check 1. A number together with a unit assigned to something to represent its size or magnitude is known as a

2. Two different systems of measurement are used in the

.

3. Name the basic measurement units for length for the

United States, the system.

4. A

System and the

is a ratio that is equivalent to 1.

U.S. Customary System.

5. The

of a unit conversion ratio will contain the new units and the will contain the original units.

7.

is a measure of an object’s heaviness.

6. To convert between measurement units,

the original measure by the appropriate unit conversion ratio, dividing out the common original units and leaving only the new units in the answer.

8.

is a measure of a liquid’s content or volume.

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CHAPTER 6

Objective 6.1A

Measurement

Convert between U.S. units of length

GUIDE PROBLEMS 10. Convert 65 feet to inches.

9. Convert 2640 yards to miles.

a. Write the appropriate unit conversion ratio.

a. Write an appropriate unit conversion ratio. Unit conversion ratio 5

New units Original units

5

Unit conversion ratio 5

b. Multiply the original measure by the unit conversion ratio. 2640 yd 1

Original units

5

b. Multiply the original measure by the unit conversion ratio. 65 ft

5

?

New units

1

5

?

Convert each measurement to the specified units.

11. 25 yards to feet

12. 13.5 feet to inches

13. 6000 feet to yards

14. 14 miles to yards

15. 5 yards to inches

16. 9000 inches to feet

17. 13,200 feet to miles

18. 11,440 yards to miles

19. 360 inches to yards

20.

Objective 6.1B

1 4

mile to feet

21.

2 3

22.

yard to inches

1 8

foot to inches

Convert between U.S. units of weight

GUIDE PROBLEMS 24. Convert 16,000 pounds to tons.

23. Convert 152 pounds to ounces. a. Write an appropriate unit conversion ratio. Unit conversion ratio 5

New units Original units

5

b. Multiply the original measure by the unit conversion ratio. 152 lb 1

?

a. Write an appropriate unit conversion ratio. Unit conversion ratio 5

Original units

5

b. Multiply the original measure by the unit conversion ratio. 16,000 lb

5

New units

1

?

5

Convert each measurement to the specified units.

25. 12 pounds to ounces

26. 2 pounds to ounces

27. 20 pounds to ounces

28. 160 ounces to pounds

29. 48 pounds to ounces

30. 12 tons to pounds

31. 500 ounces to pounds

32. 14,500 pounds to tons

6.1 The U.S. Customary System

33. 55 tons to pounds

Objective 6.1C

34. 496,000 ounces to tons

35. 1000 pounds to tons

431

36. 1 ton to ounces

Convert between U.S. units of capacity

GUIDE PROBLEMS 38. Convert 4 quarts to pints.

37. Convert 12 cups to fluid ounces. a. Write an appropriate unit conversion ratio. Unit conversion ratio 5

New units Original units

1

?

Unit conversion ratio 5

5

b. Multiply the original measure by the unit conversion ratio. 12 c

a. Write an appropriate unit conversion ratio. New units Original units

5

b. Multiply the original measure by the unit conversion ratio. 4 qt

5

1

?

5

Convert each measurement to the specified units.

39. 2 gallons to quarts

43.

1 4

cup to pints

47. 2 cups to fluid ounces

40. 10 quarts to pints

44.

5 2

pints to quarts

48. 18 tablespoons to teaspoons

Objective 6.1D

1

1

41. 3 quarts to pints

42.

45. 42 cups to fluid ounces

46. 45 pints to fluid ounces

49. 10 quarts to fluid

50. 1 gallon to cups

2

2

gallon to quarts

ounces

APPLY YOUR KNOWLEDGE

51. A fence on a ranch measures a total of 3 miles long. Determine the length of the fence in feet.

53. Shari and Chris are driving to Orlando this weekend. If they drive 55 miles per hour, how many yards will they travel each hour?

55. A puppy has gained 2.5 pounds in the last two weeks. a. How many ounces did the puppy gain?

b. If the puppy weighed 48 ounces a week ago, how many pounds does it weigh now?

52. A racehorse, Essex Dancer, is 6.5 feet tall at the ears. Find the height of the horse in inches.

54. A manufacturing process uses 30 yards of yarn to weave a scarf. How many inches of yarn is used to make the scarf?

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56. A shipment of cars weighs 50 tons. a. How many pounds does the shipment weigh?

57. Pauline likes to lift weights at the gym. Her preferred weight is the 15-pound dumbbell. How many ounces does the dumbbell weigh?

b. If each car weighs 4000 pounds, how many cars are in the shipment?

58. The annual tomato-growing contest had a winning tomato weighing in at 552 ounces! How many pounds did it weigh?

59. Lillian’s pumpkin pie uses 1.5 pounds of precooked pumpkin. How many ounces of pumpkin does the recipe use?

60. A bridge has a weight limit of 40,000 pounds per truck. If a truck weighs 16 tons, is it safe to cross the bridge?

61. Jenny is baking a vanilla crème cake. The recipe calls for 2 tablespoons of vanilla extract. How many teaspoons of vanilla extract does the recipe require?

63. Anthony is painting his house and will use 15 gallons of paint. How many pints of paint will be needed to complete the job?

62. The North Beach Diet includes drinking 8 cups of water each day. How many quarts of water will the dieter drink each day?

64. Germaine works at the loading dock of Fancy Fruit, Inc., a large distributor of fruits and vegetables. a. If Germaine packs 4800 ounces of merchandise every half hour, how many pounds of merchandise does he pack each hour?

b. In the last month, the total shipments amounted to 50,000 pounds. If the limit on monthly shipments is 30 tons, did the distributor stay within the limits?

CUMULATIVE SKILLS REVIEW 1. Multiply 3.264 ? 1000. (3.3B)

2. Convert 43% to a decimal. (5.1A)

3. Write the ratio “6 trainers for 15 dogs” as a simplified

4. Write the ratio of 12 to 17 three different ways. (4.1A)

ratio. (4.1A)

5. Subtract 252.48 2 99.9. (3.2B)

6. Convert

7. What is 45% of 3000? (5.2B, 5.3B)

8. Solve

3 15

3 4

to a percent. (5.1B)

5

x 60

. (4.3C)

6.2 Denominate Numbers

9. Write the ratio 44 to 11 in fraction notation. Simplify, if

433

10. Insert the symbol ,, ., or 5 to form a true statement.

possible. (4.1A)

(3.1D)

2.8989

2.8993

6.2 DENOMINATE NUMBERS A denominate number is a number together with a unit of measure. Most application problems involve denominate numbers. Examples include 6 feet, 45 pounds, and $5.00 (the units are feet, pounds, and dollars, respectively). When speaking about a denominate number, we shall refer to a number without an associated unit of measure as an abstract number. Sometimes, two or more denominate numbers are combined. For example, an average adult male is 5 feet 8 inches tall. Or a newborn baby may weigh 6 pounds 10 ounces. Two or more denominate numbers that are combined are called compound denominate numbers. 6 pounds compound denominate number

denominate number

6 pounds 10 ounces

In this section, we will learn to manipulate denominate numbers and compound denominate numbers. Objective 6.2A

Express a denominate number as a compound denominate number

Suppose that a piece of rope is 81 inches long. It may be convenient to express the length in feet and inches. To do this, we first convert to feet. 81 inches 1

?

1 foot 12 inches

5

3 feet 5 6 feet 12 4

3 3 6 feet 5 6 feet 1 feet 4 4

3 4

feet is equivalent to 9 inches. 3 4

feet 1

3

?

12 inches 1 foot

5 9 inches

3 Thus, 6 feet 5 6 feet 9 inches. 4 To obtain the same result more directly, simply divide 81 by 12. The quotient is the number of feet; the remainder is the number of inches. 6 ft 9 in. 12q81 272 9

A. Express a denominate number as a compound denominate number B. Simplify a compound denominate number C. Add or subtract denominate numbers D. Multiply or divide a denominate number by an abstract number E.

APPLY YOUR KNOWLEDGE

denominate number A number together with a unit of measure. abstract number A number without an associated unit of measure.

81

But, recall the following.

Now, note that

LEARNING OBJECTIVES

compound denominate numbers Two or more denominate numbers that are combined.

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CHAPTER 6

Measurement

EXAMPLE 1

Express a denominate number as a compound denominate number

Express 55 ounces in terms of pounds and ounces.

SOLUTION STRATEGY 3 lb 7 oz 16q55 248 7 55 oz 5 3 lb 7 oz

Divide 55 by 16. The quotient, 3, is the number of pounds. The remainder, 7, is the number of ounces.

TRY-IT EXERCISE 1 Express 310 inches in terms of feet and inches. Check your answer with the solution in Appendix A. ■

Simplify a compound denominate number

Objective 6.2B

Sometimes we need to simplify a compound denominate number. As an example, consider 2 feet 18 inches. Since 18 inches is more than 1 foot, we can express 18 inches in terms of feet and inches. 18 inches 5 1 foot 6 inches

Thus, we have the following. 2 feet 18 inches 5 2 feet 1 18 inches 5 2 feet 1 1 foot 1 6 inches 5 3 feet 6 inches

In general, the largest unit should include as much of the measure as possible.

EXAMPLE 2

Simplify a compound denominate number

Simplify. a. 1 ft 15 in.

b. 3 yd 7 ft

SOLUTION STRATEGY a. 1 ft 15 in. 5 1 ft 1 15 in. 5 1 ft 1 1 ft 1 3 in.

15 in. 5 12 in. 1 3 in. 5 1 ft 1 3 in.

5 2 ft 1 3 in. 5 2 ft 3 in. b. 3 yd 7 ft 5 3 yd 1 7 ft 5 3 yd 1 2 yd 1 1 ft 5 5 yd 1 1 ft 5 5 yd 1 ft

7 ft 5 6 ft 1 1 ft 5 2 yd 1 1 ft

6.2 Denominate Numbers

TRY-IT EXERCISE 2 Simplify. a. 5 gal 6 qt

b. 2 tons 4300 pounds Check your answers with the solutions in Appendix A. ■

Add or subtract denominate numbers

Objective 6.2C

Only quantities that have the same measurement unit can be added or subtracted. 4 gallons

7 miles 610 feet

1 6 gallons 10 gallons

2 3 miles 352 feet 4 miles 258 feet

In general, to add or subtract denominate numbers, use the following steps.

Steps for Adding or Subtracting Denominate Numbers Step 1. Arrange the denominate numbers so that like units are vertically

aligned. Step 2. Add or subtract in each column. In subtracting, borrow, if necessary. Step 3. Simplify, if necessary.

EXAMPLE 3

Add or subtract denominate numbers

a. Add.

b. Subtract

4 ft 9 in. 1 3 ft 4 in.

5 lbs 12 oz 2 2 lbs 7 oz

c. Subtract. 8 gal 1 qt 2 3 gal 3 qt

SOLUTION STRATEGY a.

4 ft 1 3 ft

9 in. 4 in.

7 ft 13 in. 7 ft 13 in. = 7 ft + 1 ft + 1 in.

Add the quantities in each column. 13 in. 5 1 ft 1 1 in.

= 8 ft + 1 in. = 8 ft 1 in. b.

5 lbs 12 oz 2 2 lbs 7 oz 3 lbs

c.

Subtract the quantities in each column.

5 oz

8 gal 1 qt 2 3 gal 3 qt

We cannot subtract in the quarts column.

7 gal 5 qt 8 gal 1 qt 2 3 gal 3 qt 4 gal 2 qt

Borrow 1 gallon. Recall that 1 gal 5 4 qt. Thus, 4 qt 1 1 qt 5 5 qt. Subtract in each column.

435

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CHAPTER 6

Measurement

TRY-IT EXERCISE 3 a. Add.

b. Subtract.

2 qt 1 pt 1 3 qt 4 pt

c. Subtract.

7 ft 9 in. 2 2 ft 3 in.

19 lbs 2 5 lbs

2 oz 12 oz

Check your answers with the solutions in Appendix A. ■

Objective 6.2D

Multiply or divide a denominate number by an abstract number

Suppose that a recipe serves four people, but you are having a party for twelve. To make enough for everyone, you would have to triple the recipe. That is, you would have to multiply each denominate number in the recipe by the abstract number 3. In general, to multiply or divide a denominate number by an abstract number, we use these steps.

Steps for Multiplying or Dividing a Denominate Number by an Abstract Number Step 1. Multiply or divide each part of the denominate number by the ab-

stract number. Step 2. Simplify, if necessary.

EXAMPLE 4

Multiply or divide a denominate number by an abstract number

a. Multiply 5 lbs 8 oz by 3.

b. Divide 5 mi 200 ft by 2.

SOLUTION STRATEGY a. 3

5 lbs

8 oz 3

15 lbs 24 oz 15 lbs 24 oz 5 15 lbs 1 1 lb 1 8 oz

Multiply each part of the denominate number by the abstract number 3. Simplify. 24 oz 5 1 lb 1 8 oz.

5 16 lbs 1 8 oz 5 16 lbs 8 oz b.

2 mi 2q5 mi 200 ft 2 4 mi 1 mi 200 ft 2 mi 2q5 mi 200 ft 2 4 mi 5480 ft

Divide 2 into 5 mi.

Bring down 200 ft.

Add 1 mi to 200 ft. 1 mi 1 200 ft 5 5280 ft 1 200 ft 5 5480 ft.

6.2 Denominate Numbers

2 mi 2740 ft 2q5 mi 200 ft 2 4 mi 5480 ft 2 5480 ft 0 ft

Divide 2 into 5480 ft.

TRY-IT EXERCISE 4 a. Multiply 5 qt 3 pt by 4.

b. Divide 5 gal 1 qt by 3. Check your answers with the solutions in Appendix A. ■

APPLY YOUR KNOWLEDGE

Objective 6.2E EXAMPLE 5

Solve a problem containing denominate numbers

A paving crew has a total of 20 miles of road to pave. They have completed 12 miles 2000 feet so far. a. How many more miles do they have left to pave? b. If they plan to complete the job in 2 days, how much highway must they pave each day?

SOLUTION STRATEGY a.

b.

20 mi 2 12 mi 2000 ft

We cannot subtract in the feet column.

19 mi 5280 ft 20 mi 2 12 mi 2000 ft 7 mi 3280 ft

Borrow 1 mile. Recall that 1 mi 5 5280 ft.

3 mi 2q7 mi 3280 ft 2 6 mi 1 mi 3280 ft 3 mi 2q7 mi 3280 ft 2 6 mi 8560 ft

Subtract in each column. Divide 2 into 7 mi. Bring down 3280 ft.

Add 1 mi to 3280 ft. 1 mi 1 3280 ft 5 5280 ft 1 3280 ft 5 8560 ft.

3 mi 4280 ft Divide 2 into 8560 ft. 2q7 mi 3280 ft 2 6 mi 8560 ft 28560 ft 0 ft The crew must pave 3 mi 4280 ft each day.

TRY-IT EXERCISE 5 Farmer McGregor’s cow Bessie produced 6 gallons 3 quarts of milk. His cow Molly produced 12 gallons 2 quarts. a. How much milk did the two cows b. What was the average amount of milk produce collectively? produced by each cow? Check your answers with the solutions in Appendix A. ■

437

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Measurement

SECTION 6.2 REVIEW EXERCISES Concept Check 1. A number together with a unit of measure is called a number.

called an

3. Two or more denominate numbers that are combined are called

denominate numbers.

Objective 6.2A

2. A number without an associated unit of measure is number.

4. When adding and subtracting denominate numbers, arrange the denominate numbers so that units are vertically aligned.

Express a denominate number as a compound denominate number

GUIDE PROBLEMS 5. Express 26 feet in terms of yards and feet.

6. Express 67 pints in terms of quarts and pints.

a. How many feet are in a yard?

a. How many pints are in a quart?

b. Divide 26 by the answer to part a.

b. Divide 67 by the answer to part a. q 67

q26 c. 26 feet 5

yards

feet

7. Express 16 feet in terms of yards and feet.

9. Express 13 quarts in terms of gallons and quarts.

67 pints 5

quarts

pint

8. Express 74 inches in terms of feet and inches.

10. Express 15 fluid ounces in terms of cups and fluid ounces.

11. Express 5800 pounds in terms of tons and pounds.

Objective 6.2B

12. Express 10,897 feet in terms of miles and feet.

Simplify a compound denominate number

GUIDE PROBLEMS 13. Simplify 3 pounds 20 ounces.

14. Simplify 5 gallons 7 quarts

a. How many ounces are in a pound?

a. How many quarts are in a gallon?

b. 20 ounces 5 pound 1 ounces 3 pounds 20 ounces 5 3 pounds 1 pound 1 ounces 5 pounds ounces

b. 7 quarts 5 gallon 1 quarts 5 gallons 7 quarts 5 5 gallons 1 gallon 1 quarts 5 gallons quarts

6.2 Denominate Numbers

Simplify.

15. 12 yards 4 feet

16. 3 miles 6000 feet

17. 8 pounds 43 ounces

18. 1 ton 8532 pounds

19. 5 quarts 5 pints

20. 10 tablespoons 12 teaspoons

Objective 6.2C

Add or subtract denominate numbers

GUIDE PROBLEMS 22. Subtract.

21. Add. 9 yd 1 7 fd yd

2 ft 2 ft

5 c 4 fl oz 2 3 c 7 fl oz ft 5 5

yd 1 yd

yd 1

ft

ft

4c 5 c 4 fl oz 2 3 c 7 fl oz c

fl oz

Add or subtract. Simplify, if necessary.

23.

26.

29.

32.

4 ft 6 in. 1 3 ft 2 in. 5 lbs 14 oz 1 7 lbs 12 oz

8 gal 3 qt 2 3 gal 2 qt 10 tbs 2 9 tbs 1 tsp

24.

6 yd 2 ft 1 8 yd 2 ft

25.

3 c 3 fl oz 1 9 c 6 fl oz

27.

6 ft 10 in. 2 ft 11 in. 1 9 ft 7 in.

28.

3 lb 3 oz 8 lb 9 oz 11 lb 15 oz

30.

42 ft 7 in. 2 15 ft 2 in.

31.

8c 2 2 c 3 fl oz

33.

7 lb 1 oz 2 2 lb 3 oz

34.

3 t 800 lb 2 1 t 1200 lb

439

440

CHAPTER 6

Objective 6.2D

Measurement

Multiply or divide a denominate number by an abstract number

GUIDE PROBLEMS 36. Divide 16 ft 9 in. by 3.

35. Multiply 8 ft 4 in. by 5. 8 ft 4 in. 3

a. Divide 3 into 16 ft.

5 ft

ft

in. 5 5

ft + ft

ft +

in.

3q 16 ft 9 in. 215 ft

in.

1 ft 9 in. b. Add 1 ft to 9 in. 1 ft 1 9 in. 5

in. + 9 in. =

in.

c. Complete the division. ft

in.

3q 16 ft 9 in. 215 ft in.

Multiply or divide. Simplify, if necessary.

37. 2 c 7 fl oz 3

40. 3 qt 1 pt 3

43.

38. 12 ft 3 in.

39. 9 lb 4 oz

41. 4 yd 2 ft

42. 2 tbs 1 tsp

3

4

5

81 ft 9 in.

3

44.

3

46.

5 t 200 lb 2

Objective 6.2E

7

7

16 tbs 2 tsp

47.

9 lb 4 oz 4

5

3

45.

2

48.

11

26 ft 8 in. 2

8 ft 4 in. 5

APPLY YOUR KNOWLEDGE

49. Jasmine’s driveway is 80 feet long. If aluminum driveway edging is sold by the yard, how many yards and feet will she need to edge one side of the driveway?

51. Michael weighs 2300 ounces. How much does he weigh in pounds and ounces?

3

50. A mixture of plant fertilizer requires 18 quarts of water. What is the smallest bucket you can use to hold this mixture: a 2-gallon bucket, 4-gallon bucket, 6-gallon bucket, or 8-gallon bucket?

52. There are two new buildings under construction in your neighborhood. The first building measures 120 feet 6 inches high, and the second measures 250 feet 3 inches high. What is the combined height of both buildings?

6.2 Denominate Numbers

441

53. Aaron is a volunteer at the local animal shelter. One of his daily routines is to administer a liquid vitamin to all the dogs. He administers 38 teaspoons of the liquid vitamin A, and 24 teaspoons of liquid vitamin B. a. What is the total number of teaspoons of liquid vitamin administered?

b. Express your answer from part a in terms of tablespoons and teaspoons.

54. The delicatessen department at Shoppers Mart sold 6 pounds 9 ounces of smoked turkey breast this morning, 12 pounds 14 ounces this afternoon, and 8 pounds 8 ounces this evening. What is the total weight of turkey breast sold today?

55. Tivoli Fashions designed a custom dress that requires a total of 15 yards 3 inches of fabric. The skirt portion requires 6 yards 5 inches, and the sleeves require a total of 3 yards 4 inches. a. What is the total amount of fabric required for the skirt and the sleeves portion of the dress?

b. How much fabric remains for the rest of the dress?

56. It’s those midnight buffets! Rusty weighed 176 pounds 14 ounces before going on a cruise to the Bahamas last month. When he returned, he weighed 181 pounds 8 ounces. a. How much weight did he gain on the cruise?

b. After the cruise, he went on a diet and and lost 7 pounds 2 ounces. How much does he weigh now?

57. A recipe for Alfredo sauce requires 2 cups 6 fluid ounces of heavy cream to make 6 servings. If you were preparing the recipe for 12 people, how much heavy cream would you need?

59. Coco Grande chocolate chip cookies weigh 1.5 ounces each. The tin gift container weighs 7 ounces and contains 28 cookies. a. What is the total weight of the cookies in pounds and ounces?

b. What is the total weight of the cookies and the gift container?

58. Jarrod works out with weights at Quad’s Gym. At the beginning of his training, he was able to benchpress 50 lb 12 oz. After one year of training, Jarrod was able to benchpress three times as much weight. How much weight can he benchpress now?

60. Ian just purchased a new fish tank that is 4 times as large as his old tank. If the old fish tank was 21 gallons 3 quarts in size, how large is the new tank?

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Measurement

61. Andy’s Chocolates is preparing for the Valentine’s Day orders of their famous heart-shaped truffles. If the latest batch of chocolate was 58 lb 12 oz for 20 boxes, how much chocolate was in each box?

62. At Georgia Tech, students built a computerized robot model car that successfully traveled 4 miles 40 yards on its own during a three-day competition. What was the average distance covered by the robot car each day?

CUMULATIVE SKILLS REVIEW 3

?

6

1. Convert 60 inches to feet. (6.1A)

2. Multiply

3. Round 5495.89478 to the nearest ten thousandth. (3.1E)

4. Write a simplified ratio for 10 to 12. (4.1A)

5. Convert 42% to a fraction. (5.1A)

6. Convert 224 ounces to pounds. (6.1B)

7. Insert the symbol ,, ., or 5 to form a true statement.

8. Write “22.75 is what percent of 65” as a proportion and

16

14

. (2.4A)

solve. (5.3A, B)

(2.3C)

8

9

13

31

9. Paula had a beginning balance of $3200.67 in her checking account. She wrote checks in the amounts of $45.50, $22.35, and $16.75. What is the new balance in Paula’s account? (3.2D)

10. Tickets for a fund-raising event cost $80 for two tickets or $120 for four tickets. Which is the best buy? (4.2D)

6.3 The Metric System

443

6.3 THE METRIC SYSTEM In 1789, after the French Revolution, a group of scientists developed the metric system. Although it was not widely accepted for many years, by 1875 it was adopted as the international standard of weights and measures. As mentioned in Section 6.1, the Standard International Metric System, known more commonly as the metric system, is a decimal-based system of weights and measures that uses a series of prefixes representing powers of 10. The basic units of the metric system are meters for length, grams for weight or mass, and liters for capacity.

LEARNING OBJECTIVES A. Convert between metric units of length B. Convert between metric units of weight or mass C. Convert between metric units of capacity D.

THE METRIC SYSTEM MEASUREMENT CATEGORY

APPLY YOUR KNOWLEDGE

BASIC METRIC UNIT

length

meter

weight or mass

gram

capacity

liter

Other units in the metric system are multiples of the basic unit. The multiple is designated by a prefix attached to the basic unit. The following table lists some of the most common multiples and their corresponding prefixes. MULTIPLE

PREFIX

EXAMPLE

1000 ? basic unit

kilo-

kilometer

100 ? basic unit

hecto-

hectoliter

10 ? basic unit

deka-

dekagram

0.1 ? basic unit

deci-

decigram

0.01 ? basic unit

centi-

centimeter

0.001 ? basic unit

milli-

milliliter

Note that the prefixes deci-, centi, and milli- represent multiples smaller than the basic unit, while the prefixes deka-, hecto-, and kilo- represent multiples larger than the basic unit. Objective 6.3A

Convert between metric units of length

The meter is the basic unit of length used in the metric system. As a comparison, a meter is approximately 39.37 inches, 3.37 inches longer than a yard.

1 yard 5 36 inches

1 meter < 39.37 inches

meter The basic unit of length used in the metric system.

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Measurement

Today, the most common metric units of length are the kilometer, the meter, the centimeter, and the millimeter. For reference, consider the following. • A kilometer (1000 meters) is approximately 0.62 miles. It is used to represent distances commonly measured in miles in the U.S. system. • A meter is used to measure distances similar to those commonly measured using feet and yards. For example, an Olympic swimming pool is 50 meters long and 25 meters wide. • A centimeter (0.01 meter) is a distance shorter than one-half inch. A standard paper clip is approximately 1 centimeter wide. • A millimeter (0.001 meter) is a very small measure. It is approximately equal to the thickness of a dime.

1 cm

25 m 1 mm

50 m

The table below gives equivalency relationships between metric units of length as well as the unit conversion ratios commonly used to convert between metric units of length. METRIC UNITS OF LENGTH UNIT

EQUIVALENT

UNIT CONVERSION RATIO

1 kilometer (km)

1000 meters (m)

1 kilometer 1000 meters , 1000 meters 1 kilometer

1 hectometer (hm)

100 meters

1 hectometer

100 meters ,

100 meters

1 hectometer

1 dekameter 1 dekameter (dam)

10 meters

10 meters ,

10 meters

1 dekameter

10 decimeters 1 decimeter (dm)

0.1 meters

1 meter ,

1 meter

10 decimeters

100 centimeters 1 centimeter (cm)

0.01 meters

1 meter ,

1 meter

100 centimeters

1000 millimeters 1 millimeter (mm)

0.001 meters

1 meter ,

1 meter

1000 millimeters

6.3 The Metric System

To convert from one measurement unit to another, we can multiply the original measurement by a unit conversion ratio as we did with U.S. units. As an example, let’s convert 5.7 kilometers to meters. 5.7 kilometers 1

1000 meters

?

1 kilometers

5

5.7 ? 1000 meters 1

5 5700 meters

As another example, let’s convert 327 centimeters to meters. 327 centimeters

?

1

1 meter 100 centimeters

5

327 ? 1 meter 100

5 3.27 meters

In the first example, we multiplied by 1000. In the second example, we multi1 plied by , which is equivalent to multiplying by 0.01. Both 1000 and 0.01 100 are powers of 10. In Section 3.3, we discussed how to multiply by powers of 10. When multiplying by powers of 10 such as 10, 100, and 1000, move the decimal point to the right the same number of places as there are zeros in the power of 10. When multiplying by powers of 10 such as 0.1, 0.01, and 0.001, move the decimal point to the left the same number of places as there are place values in the decimal power of 10. In general, to convert between metric units of measurements, simply move the decimal point to the right or to the left. As an example, to convert from millimeters to meters, move the decimal point 3 units to the left. km hm

dam

m

dm

cm

mm

Convert between metric units of length

EXAMPLE 1

Convert 3.2 meters to centimeters.

SOLUTION STRATEGY Unit conversion ratio 5

3.2 m 1 km

?

100 cm

hm

1m

5

dam

New units Original units

3.2 ? 100 cm 1 m

dm

5

5 320 cm

cm

3.2 m 5 320 cm

mm

100 cm 1m

Use the unit conversion ratio with the new units, centimeters, in the numerator and the original units, meters, in the denominator. Multiply the original measure by the unit conversion ratio, dividing out the common units. Alternatively, move the decimal point two places to the right.

TRY-IT EXERCISE 1 Convert 18.3 kilometers to meters. Check your answer with the solution in Appendix A. ■

445

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Convert between metric units of length

EXAMPLE 2

Convert 864 millimeters to meters.

SOLUTION STRATEGY Unit conversion ratio 5

864 mm 1

km

?

hm

1m 1000 mm

dam

5

m

New units Original units

864 m 1000

dm

5

5 0.864 m

cm

mm

864 mm 5 0.864 m

1m 1000 mm

Use the unit conversion ratio with the new units, meters, in the numerator and the original units, millimeters, in the denominator. Multiply the original measure by the unit conversion ratio, dividing out the common units. Alternatively, move the decimal three places to the left.

TRY-IT EXERCISE 2 Convert 26.4 millimeters to centimeters. Check your answer with the solution in Appendix A. ■

Objective 6.3B mass A measure of the amount of material in an object. weight A measure of an object’s heaviness. gram The mass of water contained in a cube whose sides measure 1 centimeter each.

1 cm

1 cm 1 cm

Convert between metric units of weight or mass

Mass and weight are closely related. Mass is a measure of the amount of material in an object, whereas weight is a measure of an object’s heaviness.Thus, weight is related to the pull of gravity on an object. In general, the greater the distance an object is from earth, the less it weighs. The mass of an object, on the other hand, does not change regardless of its distance from earth. An astronaut will weigh less in outer space than on earth, but his or her mass is still the same. When discussing the mass of an object on earth, we will not make a distinction between its weight and mass. The basic unit of mass in the metric system is the gram. A gram is the mass of water contained in a cube whose sides measure 1 centimeter each. The most commonly used measures of mass are kilograms, grams, and milligrams. A 1-kilogram object weighs approximately 2.2 pounds. The table below gives equivalency relationships between metric units of mass as well as the unit conversion ratios commonly used to convert between metric units of mass.

6.3 The Metric System

447

METRIC UNITS OF WEIGHT AND MASS UNIT

EQUIVALENT

UNIT CONVERSION RATIO

1 kilogram (kg)

1000 grams (g)

1 kilogram 1000 grams , 1000 grams 1 kilogram

1 hectogram (hg)

100 grams

1 hectogram

100 grams ,

100 grams

1 hectogram

1 dekagram 1 dekagram (dag)

10 grams

10 grams ,

10 grams

1 dekagram

10 decigrams 1 decigram (dg)

0.1 grams

1 gram ,

1 gram

10 decigrams

100 centigrams 1 centigram (cg)

0.01 grams

1 gram ,

1 gram

100 centigrams

1000 milligrams 1 milligram (mg)

0.001 grams

1 gram ,

1 gram

1000 milligrams

To convert between metric units of mass, we can use unit conversion ratios. Alternatively, we can move the decimal point to the right or to the left. As an example, to convert from hectograms to grams, move the decimal point two places to the right. kg

hg

dag

g

dg

cg

mg

As an example, 2.4 hg = 240 g. EXAMPLE 3

Convert between metric units of weight and mass

Convert 2.44 grams to milligrams.

SOLUTION STRATEGY Unit conversion ratio 5

2.44 g 1 kg

?

hg

1000 mg 1g dag

5

g

New units Original units

2.44 ? 1000 mg 1 dg

cg

5

1000 mg 1g

5 2440 mg

Use the unit conversion ratio with the new units, milligrams, in the numerator and the original units, grams, in the denominator. Multiply the original measure by the unit conversion ratio, dividing out the common units.

mg

liter The capacity or volume of a cube whose sides measure 10 centimeters each.

Alternatively, move the decimal three places to the right.

Thus, 2.44 g 5 2440 mg.

TRY-IT EXERCISE 3 Convert 6.2 kilograms to grams. 10 cm

Check your answer with the solution in Appendix A. ■

Objective 6.3C

Convert between metric units of capacity

The liter is the basic unit of liquid capacity in the metric system. A liter is the capacity or volume of a cube whose sides measure 10 centimeters each. The most

10 cm 10 cm

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commonly used measures of mass are liters and milliliters. For reference, a liter is slightly larger than a quart. The table below gives equivalency relationships between metric units of capacity as well as the unit conversion ratios commonly used to convert between metric units of capacity. METRIC UNITS OF CAPACITY UNIT

EQUIVALENT

UNIT CONVERSION RATIO

1 kiloliter (kL)

1000 liters (L)

1 kiloliter 1000 liters , 1000 liters 1 kiloliter

1 hectoliter (hL)

100 liters

100 liters

1 hectoliter , 100 liters

1 hectoliter 10 liters

1 dekaliter 1 dekaliter (daL)

10 liters

, 10 liters

1 dekaliter

10 deciliters 1 deciliter (dL)

0.1 liters

1 liter ,

1 liter

10 deciliters 1 liter

100 centiliters 1 centiliter (cL)

0.01 liters

, 1 liter

100 centiliters

1000 milliliters 1 milliliter (mL)

0.001 liters

1 liter ,

1 liter

1000 milliliters

As with length and mass, to convert between metric units of capacity, we can use the unit conversion ratios. Alternatively, we can move the decimal point to the right or to the left. For example, to convert from milliliters to liters, move the decimal point three places to the left. kL

hL

daL

L

dL

cL

mL

Convert between metric units of capacity

EXAMPLE 4

Convert 63 liters to milliliters.

SOLUTION STRATEGY Unit conversion ratio 5

63 L 1

?

1000 mL 1L

5

New units Original units

63 ? 1000 mL 1

5

1000 mL 1L

Use the unit conversion ratio with the new units, milliliters, in the numerator and the original units, liters, in the denominator. Multiply the original measure by the unit conversion ratio, dividing out the common units.

5 63,000 mL kL

hL

daL

63 L 5 63,000 mL

L

dL

cL

mL

Alternatively, move the decimal three places to the right.

6.3 The Metric System

449

TRY-IT EXERCISE 4 Convert 41 kiloliters to liters. Check your answer with the solution in Appendix A. ■

APPLY YOUR KNOWLEDGE

Objective 6.3D

Administer medication

EXAMPLE 5

A doctor prescribed 1.5 grams of medication for every 100 pounds of body weight. a. How many grams would a 235-pound person receive? b. How many milligrams would a 235-pound person receive?

SOLUTION STRATEGY a.

235 pounds 100 pounds

Simplify the ratio.

5 2.35

2.35 ? 1.5 grams 5 3.525 grams b.

3.525 grams 1

kg

hg

?

1000 milligrams

dag

1 gram

g

dg

cg

Multiply. 5 3525 milligrams

mg

Use the unit conversion ratio with the new units, milligrams, in the numerator and the original units, grams, in the denominator. Multiply the original measure by the unit conversion ratio, dividing out the common units. Alternatively, move the decimal three places to the right.

Thus, 3.525 g 5 3525 milligrams.

TRY-IT EXERCISE 5 A nurse must administer 1100 milligrams of medication for every 100 pounds of body weight. a. How many milligrams would a 190-pound person receive? b. How many grams would a 190-pound person receive? Check your answers with the solutions in Appendix A. ■

SECTION 6.3 REVIEW EXERCISES Concept Check 1. The basic unit of length in the metric system is the .

3. The basic unit of capacity in the metric system is the .

2. The basic unit of weight or mass in the metric system is the

.

4. Deci-, centi-, and milli- represent multiples than the basic unit.

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5. Deka-, hecto-, and kilo- represent multiples

6.

than the basic unit.

7. A

is the mass of water contained in a cube whose sides measure 1 centimeter each.

Objective 6.3A

is the measure of the amount of material in an object, whereas is a measure of an object’s heaviness.

8. A

is the capacity or volume of a cube whose sides measure 10 centimeters.

Convert between metric units of length

GUIDE PROBLEMS 10. Convert 30 hectometers to centimeters.

9. Convert 8.9 meters to kilometers.

Move the decimal point

a. Write an appropriate unit conversion ratio. Unit conversion ratio 5

New units Original units

5

km

hm

dam

m

Thus, 30 hectometers 5

places to the dm

cm

.

mm centimeters.

b. Multiply the original measure by the unit conversion ratio. 8.9 m 1

?

5

Alternatively, move the decimal point to the . km

hm

dam

places

m dm cm mm

Thus, 8.9 meters 5

kilometers.

Convert.

11. 1000 meters to dekameters

12. 59 meters to millimeters

13. 72,500 millimeters to meters

14. 42 hectometers to centimeters

15. 633 dekameters to kilometers

16. 35,600 millimeters to hectometers

17. 99 decimeters to centimeters

18. 5 kilometers to decimeters

19. 938 dekameters to decimeters

6.3 The Metric System

Objective 6.3B

451

Convert between metric units of weight or mass

GUIDE PROBLEMS 21. Convert 5000 centigrams to dekagrams.

20. Convert 10 kilograms to grams.

Move the decimal point

a. Write an appropriate unit conversion ratio. Unit conversion ratio 5

New units Original units

5

kg

b. Multiply the original measure by the unit conversion ratio. 10 kg 1

?

hg

dag

g

dg

.

cg mg

Thus, 5000 centigrams 5

dekagrams.

5

Alternatively, move the decimal point to the . kg

hg

places to the

dag

places

g dg cg mg

Thus, 10 kilograms 5

grams.

Convert.

22. 12 kilograms to grams

23. 0.33 grams to milligrams

24. 440 grams to hectograms

25. 6226 grams to kilograms

26. 130 hectograms to decigrams

27. 7753 dekagrams to decigrams

28. 50 milligrams to decigrams

29. 4200 hectograms to kilograms

30. 0.9 decigrams to centigrams

Objective 6.3C

Convert between metric units of capacity

GUIDE PROBLEMS 32. Convert 25 centiliters to dekaliters.

31. Convert 2500 kiloliters to liters.

Move the decimal point

a. Write an appropriate unit conversion ratio. Unit conversion ratio 5

New units Original units

5

kL

1

?

5

Alternatively, move the decimal place the kL

hL

daL

L dL cL mL

Thus, 10 kilograms 5

grams.

daL L

Thus, 25 centiliters 5

b. Multiply the original measure by the unit conversion ratio. 2500 kL

hL

places to

dL

places to the cL mL dekaliters.

.

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Convert.

33. 230 deciliters to liters

34. 800 liters to hectoliters

35. 6.26 deciliters to liters

36. 6589 liters to kiloliters

37. 1800 kiloliters to dekaliters

38. 5025 deciliters to milliliters

39. 3.9 kiloliters to centiliters

40. 901 centiliters to hectoliters

41. 2 liters to kiloliters

Objective 6.3D

APPLY YOUR KNOWLEDGE

42. A Tibetan mountain range is 8.5 kilometers. a. What is the height in meters?

b. If you hiked up 3200 meters, how many kilometers would you have to go to get to the top?

43. A certain corrective eye surgery requires that a doctor make a 0.3 centimeter incision. What is the length of the incision in millimeters?

44. Henry is participating in the annual chemistry science fair. The mixture of chemicals he is using totals 65 deciliters. a. How many milliliters of chemicals does his science project use?

b. Would Henry be able to store his chemical mixture in a 5-liter glass jar?

45. A fish tank holds 400 deciliters of water. How many liters of water will it take to fill the tank?

46. Matthew has a headache and takes 500 milligrams of a headache medication. How many grams of the medicine did he take?

6.3 The Metric System

47. A doctor prescribed 250 mg of a particular medication

453

48. A nurse is to administer 1 milligram of medication for

for every 100 pounds of body weight.

each kilogram of body weight.

a. How many milligrams would a 225-pound person receive?

a. How many kilograms would a 109-kilogram person receive?

b. How many grams would a 225-pound person receive?

b. How many grams would a 109-kilogram person receive?

49. Amidarone is a cardiac medication that controls irregular heartbeat. If a doctor prescribes 150 mg every 12 hours, how many grams of the medication would a patient receive in one day?

50. Lovenox is a medication that prevents blood clots. A nurse administers 1 mg of medication for every kilogram of bodyweight. How many grams would she administer to a person weighing 100 kg?

CUMULATIVE SKILLS REVIEW 1. Write the ratio of 16.4 to 18 in fraction notation and simplify. (4.1A)

2. Insert the symbol ,, ., or 5 to form a true statement. (3.1D)

3.462 __________ 3.4619

3. Subtract. (6.2C)

4. Convert

55 ft 2 in.

45 250

to a percent. (5.1B)

2 42 ft 5 in.

5. Tim worked 125 hours in January, 215 hours in February,

6. Convert 18,000 inches to feet. (6.1A)

and 180 hours in March. What is the average number of hours Tim worked per month? Round to nearest whole number. (3.4C)

7. Convert 22,000 pounds to tons. (6.1B)

8. Write “what number is 12% of 5,000?” as a percent equation. (5.2A)

9. Given the similar figures shown below, solve for the length h. (4.3D) 30

h

6 11

10. Express 23 quarts in terms of gallons and quarts. (6.2A)

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6.4 CONVERTING BETWEEN THE U.S. SYSTEM AND THE METRIC SYSTEM LEARNING OBJECTIVES A. Convert between U.S. and metric units of measure B.

In the United States, many things are measured in metric units. We buy two liters of soda, 500 mg tablets of medicine, and 35 mm film. And while many products in the United States are not measured in metric units, most of the world uses the metric system exclusively. As members of a global economy, we must be able to convert between the two systems. In this section, we will learn to do so.

APPLY YOUR KNOWLEDGE Objective 6.4A

Convert between U.S. and metric units of measure

The following table lists U.S. to metric and metric to U.S. measurement conversions for length, weight or mass, and capacity. The values in the table are approximations except for inches to centimeters. U.S. AND METRIC APPROXIMATIONS LENGTH U.S. TO METRIC

METRIC TO U.S.

1 inch = 2.54 centimeters

1 centimeter < 0.39 inch

1 foot < 0.31 meter

1 meter < 3.3 feet

1 yard < 0.91 meter

1 meter < 1.09 yards

1 mile < 1.61 kilometers

1 kilometer < 0.62 mile

WEIGHT OR MASS U.S. TO METRIC

METRIC TO U.S.

1 ounce < 28.35 grams

1 gram < 0.035 ounce

1 pound < 0.45 kilogram

1 kilogram < 2.2 pounds CAPACITY

U.S. TO METRIC

METRIC TO U.S.

1 fluid ounce < 0.03 liter

1 liter < 33.78 fluid ounces

1 pint < 0.47 liter

1 liter < 2.11 pints

1 quart < 0.95 liter

1 liter < 1.06 quarts

1 gallon < 3.78 liter

1 liter < 0.26 gallons

To convert between the two systems, we use unit conversion ratios (or, more precisely, approximations to unit conversion ratios). From the table, we find the appropriate conversion statement for the units in question and set up an approximate unit conversion ratio with the new units in the numerator and the original units in the denominator. Since the values in the table are approximations (except for inches to centimeters), the U.S. to metric and metric to U.S. conversions will be approximations, also.

6.4 Converting between the U.S. System and the Metric System

EXAMPLE 1

455

Convert between U.S. and metric units of length

When completed, the Chicago Spire will be 2000 feet tall, making it the largest structure in North America. Determine the building’s approximate height in meters.

SOLUTION STRATEGY 1 ft < 0.31 m

Unit conversion ratio 5

2000 ft 1

?

0.31 m 1 ft

5

New units Original units

2000 ? 0.31 m 1

<

0.31 m 1 ft

5 620 m

From the U.S. to metric conversion table, we find that 1 ft < 0.31 m. Write the unit conversion ratio with the new units, meters, in the numerator and the original units, feet, in the denominator. Multiply the original measure by the unit conversion ratio, dividing out the common units.

TRY-IT EXERCISE 1 The Nakheel Tower was a supertall skyscraper proposed for Dubai, UAE. If it had been built, the building would have been the world’s tallest structure, standing approximately 1011 meters. Determine the building’s projected approximate height in feet. Round to the nearest whole foot, if necessary. Check your answer with the solution in Appendix A. ■

EXAMPLE 2

Convert between U.S. and metric units of weight or mass

The average weight of the human brain is about 1.35 kilograms. Determine the average weight of the human brain in pounds. Round to the nearest tenth of a pound.

SOLUTION STRATEGY From the U.S. to metric conversion table, we find that 1 kg < 2.2 lb.

1 kg < 2.2 lbs Unit conversion ratio 5 1.35 kg 1

?

2.2 lbs 1 kg

5

New units Original units

1.35 ? 2.2 lbs 1

5 2.97 lbs < 3.0 lbs

<

2.2 lbs 1 kg

Construct the unit conversion ratio with the new units, pounds, in the numerator and the original units, kilograms, in the denominator. Multiply the original measure by the unit conversion ratio, dividing out the common units.

TRY-IT EXERCISE 2 The average weight of the human heart is 10.5 ounces. Determine the average weight of the human heart in grams. Round to the nearest whole gram. Check your answer with the solution in Appendix A. ■

Objective 6.4B

APPLY YOUR KNOWLEDGE

In the health-care profession, weighing patients, taking patients’ vital signs, recording patient intake and output, and calculating medical dosages are standard procedures. In the health-care industry, nurses and doctors must apply mathematical concepts to real-world situations in which a patient’s wellness is at stake!

2000 ft

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While both the U.S. and the metric system are used in health-care applications, most medical dosage calculations and conversions are done in the metric system. The table below provides us with some additional conversions from the U.S and metric systems commonly used in the health-care profession. COMMON HEALTH-CARE UNITS

LearningTip

1 milliliter (mL) 5 15 drops 1 teaspoon (tsp) 5 60 drops

In health-care, the abbreviation gtt is used to designate drops.

1 microgram (mcg) 5 0.001 milligrams (mg) 1 milligram 5 1000 micrograms

EXAMPLE 3

Medical dosage

A doctor prescribed 180 drops (gtt) of a particular cough medicine every 4 hours. The label gives instructions in teaspoons. How many teaspoons should the patient consume every 4 hours?

SOLUTION STRATEGY 1 tsp = 60 ggt

From the health-care units table, we find that 1 tsp 5 60 ggt. 5 Unit conversion ratio 5 Original units 60 gtt Write the unit conversion ratio with the new units, teaspoons, in the numerator and the 180 ? 1 tsp 180 gtt 1 tsp original units, drops, in the denominator. ? 5 5 3 tsp Multiply the original measure by the unit 1 60 gtt 60 conversion ratio, dividing out the common units. 3 teaspoons should be administered New units

1 tsp

every 4 hours

TRY-IT EXERCISE 3 Synthroid is a medication used to treat hypothyroidism. A doctor prescribes 25 mg per day. How many micrograms of synthroid are there in a daily dosage? Check your answer with the solution in Appendix A. ■

SECTION 6.4 REVIEW EXERCISES Concept Check 1. In converting from the U.S. Customary System to the metric system, all conversion values shown in this book’s table are approximations except “ to .”

2. To convert between the U.S. Customary System and the metric system, we use

ratios.

6.4 Converting between the U.S. System and the Metric System

Objective 6.4A

457

Convert between U.S. and metric units of measure

GUIDE PROBLEMS 3. Convert 5 feet to meters.

4. Convert 120 kilograms to pounds.

a. Write an appropriate unit conversion ratio. Unit conversion ratio 5

New units Orginal units

<

b. Multiply the original measure by the unit conversion ratio. 5 ft 1

a. Write an appropriate unit conversion ratio. Unit conversion ratio 5

5

Thus, 5 feet <

1

?

<

5

Thus, 120 kilograms <

meters.

Orginal units

b. Multiply the original measure by the unit conversion ratio. 120 kg

?

New units

pounds.

Convert. Round to the nearest hundredth, when necessary.

5. 600 feet to meters

6. 800 yards to meters

8. 1989 centimeters to inches

9. 60 kilometers to miles

7. 33 inches to centimeters

10. 90 miles to kilometers

11. 135 pounds to kilograms

12. 2500 pounds to kilograms

13. 109 kilograms to pounds

14. 1700 kilograms to pounds

15. 15 ounces to grams

16. 105 grams to ounces

17. 58 pints to liters

18. 70 quarts to liters

19. 45 gallons to liters

20. 12,560 fluid ounces to liters

21. 13 liters to quarts

22. 200 liters to gallons

Objective 6.4B

APPLY YOUR KNOWLEDGE

23. John and Bonnie are driving to the Florida Keys. If the speed limit is 75 miles per hour, how many kilometers per hour should they travel to stay at the speed limit?

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24. The fuel tank on a car holds 15 gallons. How many liters will it take to fill up the tank?

25. A medicine ball at the Olympia Gym in London weighs 5 kilograms. About how many pounds does the ball weigh?

26. A dairy farm produced 2130 liters of milk this morning.

27. Teeny, the newest baby elephant at the zoo, weighed

How many gallons of milk did the dairy farm produce?

about 150 pounds at birth. How many kilograms did Teeny weigh?

28. The standard dose for many medications is 1 milligram of medication for each kilogram of body weight. Using this dosage, how many milligrams of medication would a 165-pound person receive?

29. If the dosage for a certain pediatric medication is 1 milligram for each kilogram of body weight, how much medication would a 10 pound 10 ounce baby receive? Round to the nearest whole milligram.

30. A pharmacy nurse at Summerville Hospital must convert 120 milliliters of a medication to drops. a. How many drops of the medication will the nurse have?

b. How many 1-teaspoon doses does this amount to?

31. A microgram is a standard unit used in medicine: 1 microgram =

1 1000

milligram. Convert 1 microgram to

grams.

32. Fentanyl is an anesthetic agent used to control pain. A doctor orders 0.075 mg of Fentanyl to be taken once a day. How many micrograms of Fentanyl are there in a daily dosage?

33. Demerol is a drug used to treat moderate to severe pain.

34. Albuterol is a common asthma medication used by many

A prescription requires 50 mg of Demerol be taken twice a day. How many micrograms of Demerol are there in a daily dosage?

patients that have mild to severe asthma. A doctor’s order requires a patient to take 0.09 milligrams of the medication every 4 hours, 4 times a day. How many micrograms of Albuterol are there in a daily dosage?

6.5 Time and Temperature

459

CUMULATIVE SKILLS REVIEW 1. Simplify 14.25 2 2.5 1 3.32 ? 100 (3.5B)

2. What percent does the shaded area represent? (5.1C)

3. Convert 45 miles to feet. (6.1A)

4. Convert 45 kilometers to meters. (6.3A)

5. Add 0.55 +

3 10

. Express your answer as a fraction in

6. The total cost of five shirts is $450. What is the unit price? (4.2C)

lowest terms. (3.5B)

7. Add. (6.2C)

8. Divide

48 ft 2 in. 12 ft 10 in. 1 7 ft 6 in.

9. Write the rate “21 swings for 49 children” in simplified

42 lb 12 oz 2

. (6.2D)

10. Insert the symbol ,, ., or 5 to form a true statement.

fraction notation. (4.2A)

(3.1D)

0.9922

0.9921

6.5 TIME AND TEMPERATURE Objective 6.5A

Convert between units of time

Measurement of time is an ancient science, though many of its discoveries are relatively recent. Throughout human existence, celestial bodies—the sun, the moon, the planets, and the stars—have been used as a reference for measuring the passage of time. Ancient civilizations measured the movement of these bodies through the sky to determine seasons, months, and years. Not until about 5000 years ago did people find a need for knowing the time of day. Sundials, invented by the Egyptians, were among the first clocks. These devices relied on the sun to project a moving shadow over a series of time marks. Later inventions included water clocks, sand clocks, hourglasses, oil lamps, marked candles, and thousands of mechanical contraptions designed to mark off equal increments of time. Today, we measure time with balance wheels, pendulums, vibrating quartz crystals, and electromagnetic atomic waves. Just as we did with other measurement conversions, time units are converted using unit conversion ratios. The table below gives equivalency relationships between units of time.

LEARNING OBJECTIVES A. Convert between units of time B. Convert between Celsius and Fahrenheit temperatures

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UNITS OF TIME UNIT

EQUIVALENT

1 minute (min)

60 seconds (sec)

1 hour (hr)

60 minutes

1 day

24 hours

1 week (wk)

7 days

1 quarter (qtr)

3 months

1 year (yr)

365 days (366 days leap year) 52 weeks 12 months 4 quarters

1 decade

10 years

1 century

100 years

1 millennium

1000 years

10 decades

100 decades 10 centuries

To convert from one unit of time to another, find the equivalence statement from the table for the units in question and set up a unit conversion ratio with the new units in the numerator and the original units in the denominator. Convert between units of time

EXAMPLE 1

a. Convert 6.2 minutes to seconds.

b. Convert 77 days to weeks.

SOLUTION STRATEGY a. Unit conversion ratio =

6.2 min 1

b. Unit conversion ratio =

New units Original units

?

60 sec 1 min

Original units

1

?

1 wk 7 days 1

60 sec 1 min

6.2 ? 60 sec

New units

11

77 days

5

5

1

5

5 372 sec

1 wk 7 days

5 11 wks

Use the unit conversion ratio with the new units, seconds, in the numerator and the original units, minutes, in the denominator. Multiply the original measure by the unit conversion ratio, dividing out the common units. Use the unit conversion ratio with the new units, weeks, in the numerator and the original units, days, in the denominator. Multiply the original measure by the unit conversion ratio, dividing out the common units.

TRY-IT EXERCISE 1 a. Convert 2 years to quarters.

b. Convert 68,400 minutes to hours. Check your answers with the solutions in Appendix A. ■

6.5 Time and Temperature

Convert between Celsius and Fahrenheit temperatures

Objective 6.5B

Temperature is a measure of the warmth or coldness of an object, substance, or environment. In the U.S. system, temperature is measured in degrees Fahrenheit (°F). This unit of temperature measurement is named in honor of Gabriel D. Fahrenheit, a German physicist who, in 1714, invented the mercury thermometer and introduced the Fahrenheit scale of temperature measurement. On this scale, water freezes at 32 degrees (32°F) and boils at 212 degrees (212°F). In the metric system, temperature is measured in degrees Celsius (°C). This unit of temperature measurement is named after Anders Celsius, a Swedish astronomer who, in 1742, established the centigrade or Celsius scale of temperature measurement. On the Celsius temperature scale, 0 degrees (0°C) is the freezing point of water and 100 degrees (100°C) is the boiling point of water. Celsius Metric System

Fahrenheit U.S. System

100° Water boils 212°

37°

0°

Normal 98.6° body temperature Water freezes 32°

To convert temperatures from degrees Fahrenheit to degrees Celsius, we use the following formula. 5 C 5 (F 2 32) 9

EXAMPLE 2

461

Convert from degrees Fahrenheit to degrees Celsius

Convert 86° Fahrenheit to degrees Celsius.

SOLUTION STRATEGY 5 C 5 (86 2 32) 9 5 5 (54) 5 30°C 9

Substitute degrees Fahrenheit into the conversion formula for F. Simplify.

temperature A measure of the warmth or coldness of an object, substance, or environment.

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TRY-IT EXERCISE 2 Convert 68° Fahrenheit to degrees Celsius. Check your answer with the solution in Appendix A. ■

To convert temperatures from degrees Celsius to degrees Farenheit, we use the following formula. F5

EXAMPLE 3

9 5

C 1 32

Convert metric to U.S. units of temperature

Convert 40° Celsius to degrees Fahrenheit.

SOLUTION STRATEGY F5

9 5

? 40 1 32

Substitute degrees Celsius into the conversion formula for C.

5 9 ? 8 1 32 5 72 1 32 5 104°F

Simplify.

TRY-IT EXERCISE 3 Convert 30° Celsius to degrees Fahrenheit. Check your answer with the solution in Appendix A. ■

REVIEW EXERCISES Concept Check 1. One minute is equivalent to

3. One day is equivalent to

5.

seconds.

hours.

is a measure of the warmth or coldness of an object, substance, or environment.

7. The metric system measures temperature in degrees .

2. One hour is equivalent to

minutes.

4. One year is equivalent to

days.

6. The U.S. Customary System measures temperature in degrees

.

8. To convert temperatures from degrees Fahrenheit to degrees Celsius, use the formula . To convert temperatures from degrees Celsius to degrees Fahrenheit, use the formula .

6.5 Time and Temperature

Objective 6.5A

463

Convert between units of time

GUIDE PROBLEMS 9. Convert 12 weeks to days.

10. Convert 25 years to decades.

a. Write an appropriate unit conversion ratio. Unit conversion ratio 5

New units Original units

a. Write an appropriate unit conversion ratio.

5

Unit conversion ratio 5

ratio. 1

?

25 years

5

Thus, 12 weeks =

Original units

5

b. Multiply the original measure by the unit conversion ratio.

b. Multiply the original measure by the unit conversion 12 wk

New units

1

?

Thus, 25 years 5

days.

5 decades.

Convert each measurement to the specified units.

11. 12 hours to minutes

12. 416 weeks to years

13. 3 years to days

14. 66 months to quarters

15. 32 years to months

16. 20 quarters to years

17. 9200 decades to centuries

18. 8400 seconds to minutes

19. 1 day to seconds

20. Adriana is getting married in 22 hours. She is so anxious that she is counting down the minutes. How many minutes does she have to wait until she walks down the aisle?

21. A flight from the United States to Japan takes about 18 hours. If Henry makes two round trip flights each month for business, how many total days does he travel in a year?

23. A science experiment requires that a battery be charged for 3 hours before starting. For how many seconds must the battery be charged?

22. Albert has been working with the same company for 3 decades. If he retires in another decade, how many years will he have worked for his company?

24. Nick and his family are driving across the country this summer. They will take 5 weeks to visit a few historical sites around the country. How many days will the trip take?

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CHAPTER 6

Objective 6.5B

Measurement

Convert between Celsius and Fahrenheit temperatures

GUIDE PROBLEMS 25. Convert 77 degrees Fahrenheit to degrees Celsius.

26. Convert 42 degrees Celsius to degrees Fahrenheit.

a. What is the formula to convert Fahrenheit to Celsius?

a. What is the formula to convert Celsius to Fahrenheit?

b. Substitute the degrees Fahrenheit in the formula and

b. Substitute the degrees Celsius in the formula and

simplify.

Thus, 77° F 5

simplify.

° C.

Thus, 42° C =

° F.

Convert each measurement to the specified units. Round to the nearest whole degree.

27. 85° Fahrenheit to Celsius

28. 20° Celsius to Fahrenheit

29. 125° Fahrenheit to Celsius

30. 52° Celsius to Fahrenheit

31. 90° Celsius to Fahrenheit

32. 40° Fahrenheit to Celsius

33. 3° Celsius to Fahrenheit

34. 32° Fahrenheit to Celsius

35. 75° Celsius to Fahrenheit

36. 64° Fahrenheit to Celsius

37. 43° Celsius to Fahrenheit

38. 150° Fahrenheit to Celsius

39. Dr. Winslow is a scientist studying the temperatures of lava rock. One area he measured had a temperature of 580° Celsius. What is the temperature in degrees Fahrenheit?

40. The Turkey Trot Restaurant specializes in fried turkeys. According to the recipe, the oil must be heated to 300° Fahrenheit. a. What is the oil temperature for cooking in degrees Celsius?

b. When the oil temperature has preheated to 100° Celsius, what temperature has it reached in degrees Fahrenheit?

6.5 Time and Temperature

41. Penny loves ice cream but hates when she gets “brain freeze” from eating it too fast. If ice cream is at about 1° Celsius, what is the temperature in degrees Fahrenheit? Round to the nearest whole degree.

42. Wayne is traveling to the west coast of South America this week. The ocean water there is about 21° Celsius. What is the temperature in degrees Fahrenheit? Round to the nearest whole degree.

CUMULATIVE SKILLS REVIEW 31

1. 84 is what percent of 160? (5.2B, 5.3B)

2. Convert

3. Write 6301 in expanded notation. (1.1C)

4. Write “35 sheep per 7 acres” as a unit rate. (4.2B)

5. Round 314.398 to the nearest hundredth. (3.1E)

6. Simplify

7. Add

1 1 + 2 + 4 . Simplify, if possible. (2.6C) 3 6 5

2

9. Write

3 42

5

5 70

as a sentence. (4.1A)

465

80

15 80

to a decimal. (3.5A)

. (2.3A)

8. Simplify 2.48 1 10.5(1.24 2 0.54) 2 3.12. (3.5B)

10. Convert 8.5% to a simplified fraction. (5.1A)

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6.1 The U.S. Customary System Objective

Important Concepts

Illustrative Examples

A. Convert between U.S. units of length (page 424)

measure A number together with a unit assigned to something to represent its size or magnitude.

Convert each measurement to the specified units.

U.S. Customary System or English System A system of weights and measures that uses units such as inches, feet, and yards to measure length; pounds and tons to measure weight; and pints, quarts, and gallons to measure capacity. Standard International Metric System or Metric System A decimal-based system of weights and measures that uses a series of prefixes representing powers of 10. U.S. UNITS OF LENGTH UNIT

EQUIVALENT

1 foot (ft)

12 inches (in.)

1 yard (yd)

3 feet

1 yard

36 inches

1 mile (mi)

5280 feet

1 mile

1760 yards

unit conversion ratio A ratio that is equivalent to 1. To convert from one measurement unit to another, we multiply the original measurement by a unit conversion ratio. Unit conversion ratio 5

New units Original units

The following are unit conversion ratios commonly used to convert measurements of length. 1 foot 12 inches

12 inches 1 foot

5280 feet 1 mile

3 feet 1 yard

1 yard 3 feet

1 mile 5280 feet

Rule to Convert among U.S. Measurement Units Multiply the original measure by the appropriate unit conversion ratio, dividing out the common original units and leaving only the new units in the answer.

a. 3 miles to feet New units 5280 ft 5 Original units 1 mi 3 mi 1

?

5280 ft 1 mi

5 15,840 ft

b. 14 yards to inches New units 36 inches 5 Original units 1 yard 14 yd 36 in. 5 504 in. ? 1 1 yd c. 804 inches to feet New units 1 ft 5 Original units 12 in. 804 in. 1 ft 5 67 ft ? 1 12 in.

10-Minute Chapter Review

B. Convert between U.S. units of weight (page 427)

weight A measure of an object’s heaviness. U.S. UNITS OF WEIGHT

Convert each measurement to the specified units. a. 98 ounces to pounds

UNIT

EQUIVALENT

New units

1 pound (lb)

16 ounces (oz)

Original units

1 ton (t)

2000 pounds

98 oz 1

We use the following unit conversion ratios to convert among U.S. units of weight. 16 ounces 1 pound 2000 pounds 1 ton

C. Convert between U.S. units of capacity (page 427)

467

1 pound 16 ounces 1 ton 2000 pounds

capacity A measure of a liquid’s content or volume.

?

1 lb 16 oz

5

1 lb 16 oz

5 6.125 lb

b. 4 tons to pounds New units Original units 4t 1

?

2000 lb 1t

5

2000 lb 1t

5 8000 lb

Convert 72 fluid ounces to pints. First, convert fluid ounces to cups.

U.S. UNITS OF CAPACITY UNIT

EQUIVALENT

1 tablespoon (tbs)

3 teaspoons (tsp)

1 cup (c)

8 fluid ounces (fl oz)

1 pint (pt)

2 cups

1 quart (qt)

2 pints

1 gallon (gal)

4 quarts

The following are some of the unit conversion ratios used to convert between U.S. units of capacity. 3 tablespoons 1 teaspoon 8 fluid ounces 1 teaspoon 3 tablespoons 1 cup

New units 1c 5 Original units 8 fl oz 72 fl oz 1c ? =9c 1 8 fl oz Then, convert cups to pints. 1 pt New units 5 Original units 2c 9 c 1 pt ? = 4.5 pt 1 2c Alternatively, 1 pt 1c 72 fl oz ? 5 4.5 pt ? 1 8 fl oz 2 c

2 cups 1 pint 1 cup 8 fluid ounces 1 pint 2 cups 2 pints 1 quart 4 quarts 1 gallon 1 quart 2 pints 1 gallon 4 quarts

D. APPLY YOUR KNOWLEDGE (PAGE 428)

Robert’s diet and training regimen require that he drinks 1 pint of water every hour. How many gallons does Robert drink in a 12-hour period? In 12 hours, Robert drinks 12 pints of water. a

1 pt 12 hr 5 12 ptb ? 1 hr 1

12 pt 1 qt 1 gal ? ? 5 1.5 gal 1 2 pt 4 qt Robert drinks 1.5 gallons of water in a 12-hour period.

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Measurement

6.2 Denominate Numbers Objective

Important Concepts

Illustrative Examples

A. Express a denominate number as a compound denominate number (page 433)

denominate number A number together with a unit of measure.

Express 125 ounces in terms of pounds and ounces.

abstract number A number without an associated unit of measure. compound denominate numbers Two or more denominate numbers that are combined.

7 lb 13 oz 16q125 2112 13 Thus, 125 oz 5 7 lb 13 oz.

B. Simplify a compound denominate number (page 434)

In a compound denominate number, the larger measurement unit should include as much of the measure as possible.

Simplify 12 ft 27 in.

C. Add or subtract denominate numbers (page 435)

Steps for Adding or Subtracting Denominate Numbers

Add.

Step 1. Arrange the denominate numbers so that like units are vertically aligned. Step 2. Add or subtract in each column. In subtracting, borrow, if necessary. Step 3. Simplify, if necessary.

12 ft 27 in. 5 12 ft 1 27 in. 5 12 ft 1 2 ft 1 3 in. 5 14 ft 1 3 in. 5 14 ft 3 in.

2 yd 2 ft 1 1 yd 2 ft 3 yd 4 ft 3 yd 4 ft 5 3 yd 1 4 ft 5 3 yd 1 1 yd 1 1 ft 5 4 yd 1 1 ft 5 4 yd 1 ft Subtract. 12 ft 2 in. 2 5 ft 8 in. 11 12 ft 2 5 ft 6 ft

D. Multiply or divide a denominate number by an abstract number (page 436)

Steps for Multiplying or Dividing a Denominate Number by an Abstract Number Step 1. Multiply or divide each part of the denominate number by the abstract number. Step 2. Simplify, if necessary.

14 2 in. 8 in. 6 in.

Borrow 1 ft. 1 ft 5 12 in. 12 in. 1 2 in. 5 14 in.

Multiply. 3 mi 1200 ft 3 5 15 mi 6000 ft 15 mi 6000 ft 5 15 mi 1 6000 ft 5 15 mi 1 1 mi 1 720 ft 5 16 mi 1 720 ft 5 16 mi 720 ft

10-Minute Chapter Review

469

Divide. 20 lb 1 oz 3 6 lb 3 q20 lb 1 oz 218 lb 2 lb 2 lb 5 32 oz 32 oz 1 1 oz 5 33 oz. 6 lb 11 oz 3 q20 lb 1 oz 218 lb 33 oz 233 oz 0 oz E. APPLY YOUR KNOWLEDGE (PAGE 437)

On Saturday, Chef Paula had 4 c 3 fl oz of olive oil. By Monday, she had used 2 c 7 fl oz of oil. How much oil does she have left? 3

11

4 c 3 fl oz 2 2 c 7 fl oz 1 c 4 fl oz Chef Paula has 1c 4 fl oz of oil left.

6.3 The Metric System Objective

Important Concepts

Illustrative Examples

A. Convert between metric units of length (page 443)

meter The basic unit of length used in the metric system.

Convert 525 meters to kilometers New units 1 km 5 Original units 1000 m

METRIC UNITS OF LENGTH UNIT

EQUIVALENT

525 m 1 km 5 0.525 km ? 1 1000 m Alternatively, move the decimal point three places to the left.

1 kilometer (km)

1000 meters (m)

1 hectometer (hm)

100 meters

1 dekameter (dam)

10 meters

1 decimeter (dm)

0.1 meters

km

1 centimeter (cm)

0.01 meters

Thus, 525 m = 0.525 km.

1 millimeter (mm)

0.001 meters

hm

dam

m

dm

cm

mm

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CHAPTER 6

B. Convert between metric units of weight or mass (page 446)

Measurement

mass A measure of the amount of material in an object. weight A measure of an object’s heaviness. gram The mass of water contained in a cube whose sides measure 1 centimeter each. METRIC UNITS OF WEIGHT AND MASS UNIT

C. Convert between metric units of capacity (page 447)

EQUIVALENT

1 kilogram (kg)

1000 grams (g)

1 hectogram (hg)

100 grams

1 dekagram (dag)

10 grams

1 decigram (dg)

0.1 grams

1 centigram (cg)

0.01 grams

1 milligram (mg)

0.001 grams

liter The capacity or volume of a cube whose sides measure 10 centimeters each. METRIC UNITS OF CAPACITY

D. APPLY YOUR KNOWLEDGE (PAGE 449)

UNIT

EQUIVALENT

1 kiloliter (kL)

1000 liters (L)

1 hectoliter (hL)

100 liters

1 dekaliter (daL)

10 liters

1 deciliter (dL)

0.1 liters

1 centiliter (cL)

0.01 liters

1 milliliter (mL)

0.001 liters

Convert 47 hectograms to grams. 100 g New units 5 Original units 1 hg 47 hg 100 g = 4700 hg ? 1 1 hg Alternatively, move the decimal point two places to the right. kg

hg

dag

g

dg

cg

mg

Thus, 47 hg = 4700 g.

Convert 12,000 mL to L. New units 1L 5 Original units 1000 mL 1L 12,000 mL 5 12 L ? 1 1000 mL Alternatively, move the decimal point three places to the left. kL

hL

daL

L

dL cL

mL

Thus, 12,000 mL 5 12 L.

A doctor prescribes 100 milligrams of medication for every 100 pounds of body weight. How many grams would a 185-pound patient receive? 185 lb 1

?

100 mg 100 lb

5 185 mg

185 mg 1g ? 5 0.185 g 1 1000 mg A 185-pound patient would receive 0.185 grams.

10-Minute Chapter Review

471

6.4 Converting between the U.S. System and the Metric System Objective A. Convert between U.S. and metric units of measure (page 454)

Important Concepts U.S. AND METRIC APPROXIMATIONS LENGTH U.S. TO METRIC 1 inch 5 2.54 centimeters 1 foot < 0.31 meter 1 yard < 0.91 meter 1 mile < 1.61 kilometers METRIC TO U.S. 1 centimeter < 0.39 inch 1 meter < 3.3 feet 1 meter < 1.09 yards 1 kilometer < 0.62 mile

Illustrative Examples Convert each measurement to the specified units. a. 45 inches to centimeters New units 2.54 cm 5 Original units 1 in. 45 in. 2.54 cm 5 114.3 cm ? 1 1 in. 45 inches 5 114.3 cm b. 220 pounds to kilograms New units Original units 220 lb 1

WEIGHT OR MASS U.S. TO METRIC 1 ounce < 28.35 grams 1 pound < 0.45 kilogram METRIC TO U.S. 1 gram < 0.035 ounce 1 kilogram < 2.2 pounds CAPACITY U.S. TO METRIC 1 fluid ounce < 0.03 liter 1 pint < 0.47 liter 1 quart < 0.95 liter 1 gallon < 3.78 liter METRIC TO U.S. 1 liter < 33.78 fluid ounces 1 liter < 2.11 pints 1 liter < 1.06 quarts 1 liter < 0.26 gallons

From the table, we find the appropriate conversion statement for the units in question and set up a unit conversion ratio with the new units in the numerator and the original units in the denominator.

?

0.45 kg 1 lb

5

0.45 kg 1 lb

5 99 kg

220 pounds < 99 kg c. 40 fluid ounces to liters New units Original units 40 fl oz 1

?

0.03 L 1 fl oz

5

0.03 L 1 fl oz

5 1.2 L

40 fluid ounces < 1.2 L

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CHAPTER 6

B. APPLY YOUR KNOWLEDGE (PAGE 455)

Measurement

The standard dose for Proposol, a sedating agent, is 1 milligram for each kilogram of body weight. How many milligrams of Proposol would a 215-pound man receive? 215 lb 1

?

0.45 kg 1 lb

5 96.75 kg

A 215-pound man would receive 96.75 milligrams of Proposol.

6.5 Time and Temperature Objective A. Convert between units of time (page 459)

Important Concepts UNITS OF TIME

Illustrative Examples

UNIT

EQUIVALENT

Convert each measurement to the specified units.

1 minute (min)

60 seconds (sec)

a. 50 years to months

1 hour (hr)

60 minutes

1 day

24 hours

1 week (wk)

7 days

1 quarter (qtr)

3 months

1 year (yr)

365 days (366 leap year) 52 weeks

New units Original units 50 yr 1

1 decade

10 years

1 century

100 years

1 millennium

1000 years

12 months 1 yr

12 months 1 yr

5 600 months

50 years 5 600 months b. 14 days to weeks New units

12 months 4 quarters

?

5

Original units 14 days 1

1 wk

?

10 decades

7 days

5

1 wk 7 days

5 2 wk

14 days 5 2 weeks

100 decades

B. Convert between Celsius and Fahrenheit temperatures (page 461)

temperature A measure of the warmth or coldness of an object, substance, or environment. In the U.S. system, temperature is measured in degrees Fahrenheit (°F).

Convert 40 degrees Fahrenheit to degrees Celsius. Round to the nearest tenth. C5

In the metric system, temperature is measured in degrees Celsius (°C).

5

To convert temperatures from degrees Fahrenheit to degrees Celsius, we use the following formula.

5

C5

5

(F 2 32)

9 To convert temperatures from degrees Celsius to degrees Fahrenheit, we use the following formula. 9 F 5 C 1 32 5

5 9

(40 2 32)

5 (8) 9 40 9

< 4.4

40 °F < 4.4°C Convert 100 degrees Celsius to degrees Fahrenheit. F5

9 (100) 1 32 5

5 180 + 32 5 212 100°C 5 212°F

Numerical Facts of Life

473

Verizon Wireless recently billed a customer $0.002 (0.002 dollars) per kilobyte for Internet service in Canada. However, Verizon Wireless customer service representatives repeatedly (and incorrectly!) quoted the customer a rate of 0.002¢ (0.002 cents) per kilobyte. These two quantities are very different. a. Using the fact that 1 dollar = 100 cents ($1 = 100¢), convert 0.002¢ to dollars.

While in Canada, the customer used 35,893 kilobytes. b. Based on the actual rate of 0.002 dollars, how much was the customer charged?

c. Based on the incorrectly quoted rate of 0.002 cents, how much should the customer have been charged?

Sadly, several Verizon Wireless employees did not know the difference between 0.002 dollars and 0.002 cents! They failed to acknowledge the different units. To hear an entertaining phone conversation between the customer and Verizon Wireless customer service representatives, Google Verizon Math.

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Measurement

CHAPTER REVIEW EXERCISES Convert each measurement to the specified units. (6.1A, B, C)

1. 36 inches to feet

2. 2 miles to yards

3. 48 feet to yards

4. 552 feet to yards

5. 16,720 yards to miles

6. 5 tons to ounces

7. 3 tons to pounds

8. 496 quarts to gallons

9. 42 cups to fluid ounces

10. 399 teaspoons to tablespoons

11. 64 fluid ounces to cups

12. 52 pints to quarts

13. 2 ft 43 in.

14. 12 yd 16 ft

15. 2 pt 35 fl oz

16. 18 ft 19 in.

17. 4 gal 82 qt

18. 2 lb 20 oz

20. 4 c 7 fl oz

21. 18 lb 12 oz

23. 5 ft 3 in.

24. 16 c 3 fl oz

26. 3 yd 2 ft

27. 3 qt 1 pt

Simplify. (6.2B)

Add. (6.2C)

19. 12 ft 10 in.

1 8 ft 7 in.

12 c 6 fl oz 1 16 c 5 fl oz

1 26 lb 15 oz

Subtract. (6.2C)

22. 3 t 18 lb 2 1 t 2 lb

2 4 ft 8 in.

2 12 c 4 fl oz

Multiply. (6.2D)

25. 3 yd 2 ft 3

3

3

8

3

5

Divide. (6.2D)

28.

4 tbs 2 tsp 2

29.

8 ft 9 in. 3

30.

20 lb 4 oz 6

Convert each measurement to the specified units. (6.3A, B, C)

31. 65 meters to centimeters

32. 26 centimeters to meters

33. 37,498 millimeter to dekameters

Chapter Review Exercises

475

34. 14,774 hectometers to meters

35. 1.87 grams to centigrams

36. 8575 milligrams to grams

37. 199,836 grams to kilograms

38. 55 dekagrams to milligrams

39. 37,345 milligrams to kilograms

40. 7000 liters to kiloliters

41. 58 liters to deciliters

42. 128 deciliters to liters

43. 88 kilometers to dekameters

44. 10 deciliters to milliliters

45. 4697 dekaliters to hectoliters

Convert each measurement to the specified units. Round to nearest hundredth when necessary. (6.4A)

46. 4 meters to feet

47. 12 miles to kilometers

48. 14 inches to centimeters

49. 90 yards to meters

50. 60 kilograms to pounds

51. 250 pounds to kilograms

52. 16 ounces to grams

53. 500 fluid ounces to liters

54. 32 quarts to liters

55. 105 liters to gallons

56. 8 liters to pints

57. 18 gallons to liters

Convert each measurement to the specified units. (6.5A)

58. 12 minutes to seconds

59. 52 weeks to days

60. 3 centuries to years

Convert each measurement to the specified units. Round to nearest degree. (6.4 B)

61. 88 degrees Fahrenheit to Celsius

62. 50 degrees Celsius to Fahrenheit

63. 100 degrees Fahrenheit to Celsius

Solve each application problem. (6.1D, 6.2E, 6.3D, 6.4B, 6.5A, 6.5B)

64. A piece of pipe measuring 3 feet 8 inch was cut from a stock piece 3 yards in length. How many feet and inches are left on the stock piece?

65. Companies are required to keep accurate financial statements. If a company has just completed their second quarter financial statements, how many months have passed?

66. Anthony’s doctor has recommended that he lose some weight in order to treat his diabetes. Every morning he runs 6000 feet around the track in the gym. a. Approximately how many meters is Anthony running during his exercise routine?

b. If Anthony runs 4 days per week, how many kilometers will he run in one week?

c. How many miles will he run in one week? Round to the nearest tenth.

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Measurement

67. After landing at Heathrow Airport in London, Penny notices a sign showing the temperature at 15 degrees Celsius. What is the temperature in degrees Fahrenheit?

69. Every year Center High School alumni gather for a social reunion. This year the 10-, 20-, and 30-year reunions will take place together.

68. Firefighters typically get three days off each week in Silver City. How many days off do they get each quarter?

70. Jaime was injured on the job and must take medication every few hours to help with muscle pain. If each tablet contains 500 milligrams, how many grams of medication do 4 tablets contain?

a. How many decades ago did the 30-year reunion attendees go to school?

b. How many months ago did the 10-year attendees go to school?

c. How many quarters ago did the 20-year attendees go to school?

71. Hospitals treat thousands of patients every year, and large quantities of water are used for various purposes. A new hospital has three tanks that hold 1000 gallons of water each. How many liters of water can the three tanks hold?

73. A nurse is preparing a patient’s daily dosage of fiber. If the patient takes 1.5 tablespoons of fiber, how many teaspoons does she take?

72. One tablet contains 100 milligrams of pain relieving medication. How many centigrams are in two tablets?

74. A patient is receiving a medicine through an IV at a rate of 30 milliliters per hour. How many liters will the patient receive in a 24-hour period?

75. Nancy is performing a temperature experiment in Chemistry 201. She measures the temperatures at which certain solutions boil. a. In one experiment, Nancy found that a certain solution boiled at 239° Fahrenheit. At what temperature in degrees Celsius does the solution boil?

b. If it took the solution 4.5 minutes to boil, how many seconds did it take?

Assessment Test

477

Use the graphic Marathon Runners Slowing Down to answer questions 76–79.

76. By how much did New York City Marathon runner’s average

Marathon Runners Slowing Down

time increase between 1970 and 1980?

Average running times at the New York City Marathon

77. By how much did New York City Marathon runner’s average time increase between 1990 and 2000? 3:19:05

3:42:42

1970

1980

4:12:03

4:21:32 4:24:53

78. By how much did New York City Marathon runner’s average time increase in the 30-year period between 1970 and 2000? 1990

2000

79. What is the average amount of time lost each year in the 30-year period from 1970 to 2000? Round to the nearest second.

Source: New York Road Runners

ASSESSMENT TEST Convert each measurement to the specified units.

1. 938 yards to feet

2. 272 quarts to gallons

3. 3 pounds to ounces

4. 160 fluid ounces to cups

5. Express 15 quarts in terms of gallons and quarts.

6. Express 74 feet in terms of yards and feet.

Simplify.

7. 15 pints 3 cups

9. Add. 15 ft 10 in. 20 ft 2 in. 1 1 ft 8 in.

11. Multiply. Simplify, if necessary. 12 feet 5 in. 3 4

8. 3 miles 6700 feet

10. Subtract. 80 t 100 lb 226 t 500 lb

12. Divide. Simplify, if necessary. 12 lb 4 oz 7

2009

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Measurement

Convert each measurement to the specified units.

13. 987 centiliters to milliliters

14. 84 grams to decigrams

15. 32 hectometers to centimeters

16. 3155 centigrams to dekagrams

Convert each measurement to the specified units. Round to nearest hundredth when necessary.

17. 64 feet to meters

18. 3 kilometers to miles

19. 290 pounds to kilograms

20. 85 fluid ounces to liters

Convert each measurement to the specified units.

21. 3 millenniums to years

22. 365 days to minutes

Convert each measurement to the specified units. Round to nearest degree.

23. 300 degrees Fahrenheit to degrees Celsius.

24. 8 degrees Celsius to degrees Fahrenheit.

Solve each application problem.

25. At a construction site, a concrete slab with a length of 46 feet 11 inches was poured on Monday and another slab with a length of 29 feet 7 inches was poured on Tuesday. What is the total length of the slabs?

27. A doctor prescribes her patient 300 milligrams of liquid Tylenol. The dosage available is 50 milligrams per teaspoon. How many teaspoons of liquid Tylenol should the patient take?

29. A cellular phone company is offering a special deal including 315 minutes of free long distance calling per month. Express 315 in terms of hours and minutes.

26. Mark lost 15 pounds by eating healthier and exercising regularly. Approximately how many kilograms did he lose?

28. After a surgical procedure, patients must often drink plenty of fluids to stay well hydrated. If a patient must drink 1.5 pints of juice per day, how many liters of juice will the patient drink?

30. The normal body temperature is 98.6° F. If your body temperature rises above the normal temperature you can experience a fever. Henry took his temperature and realized he had a fever when the thermometer read 102° F. What was Henry’s body temperature in degrees Celsius? Round to nearest tenth.

CHAPTER 7

Geometry

IN THIS CHAPTER

Architect

7.1 Lines and Angles (p. 480) 7.2 Plane and Solid Geometric Figures (p. 491) 7.3 Perimeter and Circumference (p. 509) 7.4 Area (p. 518) 7.5 Square Roots and the Pythagorean Theorem (p. 530) 7.6 Volume (p. 539)

P

eople need physical structures in which to dwell, work, play, learn, eat, and shop. These structures may be public or private, indoors or outdoors, small or large. Collectively, they make up neighborhoods, towns, and cities.

Architects are the licensed professionals who design the buildings and structures that satisfy people’s diverse needs. When architects design the general appearance of buildings and other structures, they must take into account their functionality, safety, and economic feasibility. In order to transform building concepts into concrete design plans, architects must be familiar with characteristics of different shapes. In particular, they must have a solid foundation in geometry, the subject of this chapter. Aside from coursework in geometry and other areas of math, a typical architecture program includes coursework in architectural history and theory, building design, construction methods, the physical sciences, and the liberal arts. Before individuals can call themselves architects, they must become licensed. Licensing requirements include a degree in architecture, a period of internship or training, and a passing score on all parts of the Architects Registration Examination (ARE). From U.S. Bureau of Labor Statistics Occupational Outlook Handbook.

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7.1 LINES AND ANGLES LEARNING OBJECTIVES A. Identify lines, line segments, and rays B. Name and classify an angle C. Find the measure of a complementary or a supplementary angle

geometry The branch of mathematics that deals with the measurements, properties, and relationships of shapes and sizes.

Geometry is the branch of mathematics that deals with the measurements, properties, and relationships of shapes and sizes. The original application of geometry was to measure land. The word geometry comes from the Greek word geo, meaning earth, and metria, meaning measure. To begin our discussion of geometry, let’s introduce two important geometric concepts: space and plane. Space is the expanse that has infinite length, infinite width, and infinite depth. An object with length, width, and depth that resides in space is called a solid. Examples of solids are boxes, cars, buildings, and people. A plane is a flat surface that has infinite length, infinite width, and no depth. A figure that lies entirely in a plane is called a plane figure. The surface of this page represents a plane, as does the surface of a desk or the surface of a blackboard. In this chapter, we will learn about various plane figures and solids and properties such as perimeter, area, and volume.

Objective 7.1A

Identify lines, line segments, and rays

In geometry, the most basic element is a point. A point is an exact location or position in space. A point has no size or dimension; that is, it does not have length, width, or depth. Generally, a point is represented by a dot and is named using a single capital letter. The following are examples of points. Euclid, a Greek mathematician who lived around 300 B.C., is considered the father of modern-day geometry.

space The expanse that has infinite length, infinite width, and infinite depth.

A

B

X P

point A

point B

point P

A line is a straight row of points that extends forever in either direction. A line is drawn using an arrowhead at either end to show that it never ends. We name a line using letters naming two points on the line. T

solid An object with length, width, and depth that resides in space. plane A flat surface that has infinite width, infinite length, and no depth. plane figure A figure that lies entirely in a plane.

point X

X g

g

Written as TX or XT Read as “line TX” or “line XT”

Lines that lie in the same plane are either parallel or intersecting. Parallel lines are lines that lie in the same plane but never cross. Intersecting lines are lines that lie in the same plane and cross at some point in the plane.

Parallel lines

Intersecting lines

7.1 Lines and Angles

481

A line segment is a finite portion of a line with a point at each end. A point at the end of a line segment is called an endpoint. We name a line segment using its two endpoints.

point An exact location or position in space. line A straight row of points that extends forever in both directions.

X Y

Written as XY or YX Read as “line segment XY” or “line segment YX”

A ray is a portion of a line that has one endpoint and extends forever in one direction. We name a ray with endpoint C and passing through a point D as ray CD. Note that the endpoint is always written first.

parallel lines Lines that lie in the same plane but never cross. intersecting lines Lines that lie in the same plane and cross at some point in the plane.

D

line segment A finite portion of a line with a point at each end.

C h

Written as CD Read as “ray CD”

endpoint A point at the end of a line segment.

Identify lines, line segments, and rays

EXAMPLE 1 Identify each figure. a.

b.

ray A portion of a line that has one endpoint and extends forever in one direction.

c.

M

D H

A

C L

SOLUTION STRATEGY g

g

a. line, CD or DC

This figure is a line because it extends forever in either direction.

b. line segment, MH or HM

This figure is a line segment because it has two endpoints.

c. ray, LA

This figure is a ray because it begins at a one point and extends forever in one direction.

h

TRY-IT EXERCISE 1 Identify each figure. a.

A

P

b.

c.

I

Z

K

S

Check your answers with the solutions in Appendix A. ■

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Objective 7.1B angle The construct formed by uniting the endpoints of two rays.

Name and classify an angle

An angle is the construct formed by uniting the endpoints of two rays. The common endpoint of the rays that form the angle is called the vertex. The rays that form an angle are called the sides of an angle. Consider the following angle.

vertex The common endpoint of the two rays that form an angle.

A Vertex 1 B

sides of an angle The rays that form an angle.

C

We can name the angle in a few different ways. Using the vertex alone, the angle is written /B, and is read “angle B.” Using the vertex and a point on each side of the angle, the angle can be written as either /ABC or /CBA, and is read as “angle ABC” and “angle CBA,” respectively. Notice that vertex is placed between the two points. Using the “1” inside the angle near the vertex, the angle is written as /1, and is read “angle 1.” When more than two rays meet at the vertex, we cannot use the vertex alone to name one of the angles. As an example, consider the illustration below. If we wanted to name the angle shown in red, we would use the longer, three-letter notation, or we would have to use the number inside the angle near its vertex.

Z X 2 W

Y

Vertex

Written as /XYZ or /ZYX or /2 Read as “angle XYZ” or “angle ZYX” or “angle 2”

degree A unit used to measure an angle.

A degree is a unit used to measure an angle. We use the degree symbol (° ) to represent a degree. One complete revolution of a circle is equal to 360 degrees, or 360°. Think of the face of a clock where the minute hand acts as one of the rays that forms an angle. In one hour, or 60 minutes, the minute hand moves around in a complete circle. That is, the minute hand moves through 360°. In 30 minutes, the minute hand moves through a half circle, or 180°. In 15 minutes, the minute hand moves through a quarter circle, or 90°. XII

XII

XII 90°

IX

III

IX

180° III

IX

III

360° VI

VI

VI

7.1 Lines and Angles

483

A protractor is a device used to measure an angle. Note that a protractor has two scales. In the diagram shown below, the outer scale measures from left, 0°, around to the right, 180°. The inner scale measures from right, 0°, around to the left, 180°.

protractor A device used to measure an angle.

To measure an angle, place the protractor’s center mark on the vertex of the angle and line up one of the sides with the 0° mark. Then read the measurement where the other side intersects the appropriate scale. For example, to measure /CBA below, we place the vertex, B, on the center mark and line up side BC with 0° on the inner scale. Side BA intersects the inner scale at 50°. Therefore the measure of /CBA, denoted m/CBA, is 50°. Using the outer scale on the protractor, we see that /DBA measures 130°. 60

70

80

90

100 110

A

1 00 1 10 80

70

12 60

0

13

50

0

30

15 0

30

0 15

14 0

0 13

0 12

0 14 0 4

40

50

10

50°

0

0

10

130°

1 70 1 8 0

180 170 160

20

20

1 60

D

C

B

Protractor

Angles are classified according to their size. In geometry, there are four angle classifications: acute, right, obtuse, and straight. An acute angle is an angle whose measure is greater than 0° and less than 90°. Below are some examples of acute angles. 75°

acute angle An angle whose measure is greater than 0° and less than 90°.

42° 28°

A right angle is an angle whose measure is 90°. A right angle is often labeled with a small square drawn at the vertex. Two lines, line segments, or rays that meet at right angles are said to be perpendicular. Below are examples of right angles.

90°

right angle An angle whose measure is 90°.

90° 90°

An obtuse angle is an angle whose measure is greater than 90° and less than 180°. Below are some examples of obtuse angles. 100° 130°

150°

A straight angle is an angle whose measure is 180°. It consists of opposite rays that have a common endpoint. A straight angle is, in fact, a straight line. Below are some examples of straight angles. 180°

180°

obtuse angle An angle whose measure is greater than 90° and less than 180°.

straight angle An angle whose measure is 180°.

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EXAMPLE 2

Name and classify angles

Name and classify each angle as acute, right, obtuse, or straight. a.

b. 110° O

c.

L

d.

B

S

C 180° A

J

B

R

21° Z W

B

SOLUTION STRATEGY a. /J , /OJS, /S JO obtuse

This angle is obtuse because its measure is greater than 908 and less than 1808.

b. /C, /ACB, /BCA straight

This angle is straight because its measure is 1808.

c. /L, /BLZ, /ZLB acute

This angle is acute because its measure is greater than 08 and less than 908.

d. /B, /WBR, /RBW right

This angle is right because its measure is 908.

TRY-IT EXERCISE 2 Name and classify each angle as acute, right, obtuse, or straight. a.

b. S 18° H U

c.

d.

P G

Y Z 180° Z

A

140°

B

Check your answers with the solutions in Appendix A. ■

Objective 7.1C

complementary angles Two angles, the sum of whose degree measures is 90°.

Find the measure of a complementary or a supplementary angle

Two angles, the sum of whose degree measures is 90°, are called complementary angles. Each angle is referred to as the complement of the other. To find the measure of the complement of an angle with a given measure, subtract the measure of the angle from 90°. For example, to find the measure of the complement of an angle of measure 40°, subtract 40° from 90°. 908 2 408 5 508

Thus, the complement of an angle of measure 40° is an angle of measure 50°. The angles below are complementary because 60° 1 30° 5 90°. Note that complementary angles can be placed adjacent to each other to form a right angle.

60° 60°

30°

30°

7.1 Lines and Angles

EXAMPLE 3

485

Find the measure of the complement of an angle with the given measure

Find the measure of the complement of each angle with the given measure. a. 25°

b. 84°

c. 47°

SOLUTION STRATEGY a. 90° 2 25° 5 65°

To find the measure of the complement, subtract the measure of each angle from 90°.

b. 90° 2 84° 5 6° c. 90° 2 47° 5 43°

TRY-IT EXERCISE 3 Find the measure of the complement of each angle with the given measure. a. 48°

c. 12°

b. 77°

Check your answers with the solutions in Appendix A. ■

Two angles, the sum of whose degree measures is 180°, are called supplementary angles. Each angle is called the supplement of the other. To find the measure of the supplement of an angle with a given measure, subtract its measure from 180°. For example, to find the measure of the supplement of a 120° angle, subtract 120° from 180°. 1808 2 1208 5 608

The supplement of a 120° angle is a 60° angle. The angles below are supplementary because 130° 1 50° 5 180°. Note that supplementary angles can be placed adjacent to each other to form a straight angle.

130°

EXAMPLE 4

50°

130°

50°

Find the measure of the supplement of an angle with the given measure

Find the measure of the supplement of each angle with the given measure. a. 135°

b. 52°

c. 80°

SOLUTION STRATEGY a. 180° 2 135° 5 45° b. 180° 2 52° 5 128° c. 180° 2 80° 5 100°

To find the measure of the supplement, subtract the measure of each angle from 180°.

supplementary angles Two angles, the sum of whose degree measures is 180°.

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TRY-IT EXERCISE 4 Find the measure of the supplement of each angle with the given measure. a. 95°

b. 140°

c. 103° Check your answers with the solutions in Appendix A. ■

Find the measure of a complementary or supplementary angle

EXAMPLE 5

a. Find the measure of /TAL.

b. Find the measure of /RBA. R

V L 130°

60° T

S

A

B

A

SOLUTION STRATEGY a. m/TAL 5 90° 2 60° 5 30° measure of /TAL 5 30°

/TAV is a right angle, and so angles /TAL and /LAV are complementary.

b. m/RBA 5 180° 2 130° 5 50° measure of /RBA 5 50°

/SBA is a straight angle, and so /SBR and /RBA are supplementary.

TRY-IT EXERCISE 5 a. Find the measure of /AMC.

b. Find the measure of /CAN .

C A

M 53° F

A

C 72° N

Check your answers with the solutions in Appendix A. ■

SECTION 7.1 REVIEW EXERCISES Concept Check 1.

is the branch of mathematics that deals with the measurements, properties, and relationships of shapes and sizes.

2. A

is a flat surface that has infinite length, infinite width, and no depth.

7.1 Lines and Angles

3. A figure that lies entirely in a plane is called a .

5. An object with length, width, and depth that resides in space is called a

is the expanse that has infinite length, infinite width, and infinite depth.

6. A

is an exact location or position in space.

.

7. A

is a straight row of points that extends forever in both directions.

9. Lines that lie in the same plane and cross at some point in the plane are called

lines.

11. A point at the end of a line segment is called an .

8. Lines that lie in the same plane but never cross are known as

lines.

10. A finite portion of a line with a point at each end is called a/an

.

12. A portion of a line that has one endpoint and extends forever in one direction is called a/an

13. An

is a construct formed by uniting the endpoints of two rays.

15. A

4.

487

is a unit used to measure an angle.

17. An

angle is an angle whose measure is greater than 0° and less than 90°. A angle is an angle whose measure is 90°. An angle is an angle whose measure is greater than 90° and less than angle is an angle whose measure is 180°. A 180°.

Objective 7.1A

.

14. The common endpoint of the two rays that form an angle is known as the of the angle, and the two rays that form an angle are known as the of the angle.

16. A

is a device used to measure an angle.

18. Two angles, the sum of whose degree measures is 90°, are called angles. Two angles, the sum of whose degree measures is 180°, are called angles.

Identify lines, line segments, and rays

GUIDE PROBLEMS 19. A point is named using a single capital letter. Name each

C

T

20. A line is named using the letters of any two points on the line with an arrowhead above each of the letters.

point below. W

a. Label the points on the line with the letters F and G.

b. Name the line appropriately.

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21. A line segment is named using its endpoints, with a bar

22. A ray is named using its endpoint and one other point

above the letters.

of the ray. The endpoint is always written first.

a. Label the endpoints of the line segment with the letters Q and S.

a. Label the endpoint of the ray below with the letter L. Label the other point B.

Q

S

b. Name the line segment appropriately.

b. Name the ray appropriately.

Identify each figure.

23.

D

24.

T

X

25.

I

A

P

27.

26.

28.

Z

Q A T F

L

29. E

30.

K

31.

X

N M Z

7.1 Lines and Angles

Objective 7.1B

489

Name and classify an angle

GUIDE PROBLEMS 33. An acute angle measures less than 90°, a right angle

32. An angle is named by its vertex alone, or by using the

measures 90°, an obtuse angle measures more than 90° and less than 180°, and a straight angle measures 180°. Classify each angle as acute, right, obtuse, or straight.

vertex and a point on each side of the angle. Name each angle in all possible ways.

V

T

F

A

A R B

P

N

G

Name and classify each angle as acute, right, obtuse, or straight.

34.

35.

36.

C P G

Z

E

K M

37.

38.

V

I

N

39. W J B

D

C

40.

41.

H

42.

Y U

K F L

O

Q

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CHAPTER 7

Objective 7.1C

Geometry

Find the measure of a complementary and a supplementary angle

GUIDE PROBLEMS 44. Supplementary angles are two angles whose degree

43. Complementary angles are two angles, the sum of whose degree measures is 90°. To find the complement of an angle, subtract the measure of the angle from 90°.

measures is 180°. To find the supplement of an angle, subtract the measure of the angle from 180°.

Find the measure of the complement of an angle measuring 25°.

Find the measure of the supplement of an angle measuring 110°.

90° 2 25° 5

Find the measure of the complement or supplement of each angle with the given measure.

45. Find the measure of the comple-

46. Find the measure of the comple-

47. Find the measure of the supple-

ment of an angle measuring 34°.

ment of an angle measuring 10°.

ment of an angle measuring 43°.

48. Find the measure of the supple-

49. Find the measure of the supple-

50. Find the measure of the comple-

ment of an angle measuring 40°.

ment of an angle measuring 84°.

ment of an angle measuring 117°.

51. Find the measure of /N.

52. Find the measure of /Z.

53. Find the measure of /DXW.

N 72° 130° Z

U D 64° W

54. Find the measure of /T.

55. Find measure of /H.

X

56. Find measure of /ION.

I Q 73° 25°

H 57°

25° E

95° O

N

T

CUMULATIVE SKILLS REVIEW 1. What is 10% of 25,000? (5.2B, 5.3B)

2. Daniel participated in his company’s employee stock purchase plan this past quarter. He purchased a total of 120 shares at a price of $3018. What was the unit price per share? (4.2D)

7.2 Plane and Solid Geometric Figures

3. Write a fraction to represent the shaded portion of the

4. Convert

illustration. (2.2B)

5. Find the prime factorization of 75. Express your answer in standard and exponential notation. (2.1C)

491

43 to a percent. (5.1B) 50

6. Peter takes a car loan for $45,000 at 2.5% simple interest for 5 years. What is the amount of interest on the loan? Use the formula: Interest 5 Principal 3 Rate 3 Time. (5.4D)

5 8

2 3

7. Two circles have diameters of 3 and 3 inches. Which

8. Convert 8 miles to feet. (6.1A)

circle is larger? (2.3D)

9. 150 is 30% of what number? (5.2B, 5.3B)

10. Multiply 8.33 ? 9.21. (3.3A)

7.2 PLANE AND SOLID GEOMETRIC FIGURES In this section we will learn about the most common plane figures and solids. Objective 7.2A

Identify a plane geometric figure

A polygon is a closed plane figure in which all sides are line segments. If a plane figure is open, then it is not a polygon.

LEARNING OBJECTIVES A. Identify a plane geometric figure B. Find the radius and diameter of a circle C. Identify a solid geometric figure

polygon A closed plane figure in which all sides are line segments.

Polygons

Not Polygons

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A polygon is named according to the number of sides it has. POLYGONS NAME

NUMBER OF SIDES

Triangle

triangle A three-sided polygon.

3

Quadrilateral

4

Pentagon

5

Hexagon

6

Heptagon

7

Octagon

8

Nonagon

9

Decagon

10

We’ll begin our discussion of polygons by taking a closer look at triangles. A triangle is a three-sided polygon. Triangles are denoted by the symbol n and the letters associated with its vertices. The following are examples of triangles. C

L

Z

A B

A

Y

X

F

nABC

equilateral triangle A triangle with sides of equal length and angles of equal measure. isosceles triangle A triangle with at least two sides of equal length in which the angles opposite these sides have equal measure. scalene triangle A triangle with all three sides of different lengths and angles of different measures.

nXYZ

nFLA

Note that in naming a triangle, the order in which the vertices appear does not matter. Although all triangles have three sides, their shapes may not be the same. This is because the lengths of the sides and the measures of the angles may be different. One way to classify a triangle is according to the lengths of its sides and measures of its angles. An equilateral triangle is a triangle with sides of equal length and angles of equal measure. An isosceles triangle is a triangle with at least two sides of equal length in which the angles opposite these sides have equal measure.A scalene triangle is a triangle with all three sides of different lengths and angles of different measures. Below are examples of each type of triangle. In these figures, tick marks indicate sides of equal length and angles of equal measure.

LearningTip An equilateral triangle is always iscoceles, but an iscoceles triangle is not always equilateral.

Isosceles Triangle Equilateral Triangle Two sides have the same length, All sides have the same length and all and the angles opposite these sides have the same measure. angles have the same measure.

Scalene Triangle No sides have the same length, and no angles have the same measure.

7.2 Plane and Solid Geometric Figures

493

Classify a triangle as equilateral, isosceles, or scalene

EXAMPLE 1

Classify each triangle as equilateral, isosceles, or scalene. a.

b.

29

8

c. 19

33

14 6.5

19 14 19

SOLUTION STRATEGY a. scalene triangle

The triangle has no sides that are equal. Therefore, it is a scalene triangle.

b. equilateral triangle isosceles triangle

The triangle has three equal sides. Therefore, it is an equilateral triangle. Since it also has at least two equal sides, it is also an isosceles triangle.

c. isosceles triangle

The triangle has two equal sides. Therefore, it is an isosceles triangle.

TRY-IT EXERCISE 1 Classify each triangle as equilateral, isosceles, or scalene. a.

b.

c. 27

12 5.4

11

5.4

11 30 5.4 4.3

Check your answers with the solutions in Appendix A. ■

Another way to classify a triangle is by the measure of its angles only. An acute triangle is a triangle that has three acute angles. A right triangle is a triangle that has a right angle. An obtuse triangle is a triangle that has an obtuse angle. Below are some examples of each type of triangle. 60°

70°

20° 50°

30° 80°

Acute Triangle All three angles are acute (that is, all angles measure less than 90°).

90°

30°

Right Triangle One angle is a right angle (that is, one angle’s measure is exactly 90°).

110°

Obtuse Triangle One angle is obtuse (that is, one angle’s measure is greater than 90°).

acute triangle A triangle that has three acute angles. right triangle A triangle that has a right angle. obtuse triangle A triangle that has an obtuse angle.

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EXAMPLE 2

Classify a triangle as acute, right, or obtuse

Classify each triangle as acute, right, or obtuse. a.

b.

60°

c. 32°

25°

105° 15°

74°

65°

74°

SOLUTION STRATEGY a. obtuse triangle

The triangle has an obtuse angle. Therefore, it is an obtuse triangle.

b. right triangle

The triangle has a right angle. Therefore, it is a right triangle.

c. acute triangle

The triangle has three acute angles. Therefore, it is an acute triangle.

TRY-IT EXERCISE 2 Classify each triangle as acute, right, or obtuse. a.

b.

c. 34°

28°

30°

120° 73°

73°

62°

30°

Check your answers with the solutions in Appendix A. ■

The sum of the measures of the angles of a triangle is 180°. If A, B, and C denote the angles of a triangle, then we have the following. m/A 1 m/B 1 m/C 5 180° When one of the angles of a triangle is unknown, we can determine its measure by calculating the sum of the two given angles, and then subtracting that sum from 180°. EXAMPLE 3

Find the measure of the unknown angle

Find the measure of the unknown angle of each triangle. a.

b.

110°

25°

?

? 45°

45°

7.2 Plane and Solid Geometric Figures

495

SOLUTION STRATEGY a. 110° 1 25° 5 135° 180° 2 135° 5 45° b. 45° 1 45° 5 90° 180° 2 90° 5 90°

Calculate the sum of the two known angles. Subtract that sum from 180°. Calculate the sum of the two known angles. Subtract that sum from 180°.

TRY-IT EXERCISE 3 Find the measure of the unknown angle of each triangle. a.

b.

80°

75° 90°

? ?

75°

Check your answers with the solutions in Appendix A. ■

A quadrilateral is a four-sided polygon. Quadrilaterals come in many shapes and sizes, but all have four sides. Some examples are shown below.

quadrilateral A four-sided polygon.

We now look at some special quadrilaterals. A parallelogram is a quadrilateral whose opposite sides are parallel and equal in length.

parallelogram

A rectangle is a parallelogram that has four right angles.

A quadrilateral whose opposite sides are parallel and equal in length.

rectangle A parallelogram that has four right angles.

A rhombus is a parallelogram in which all sides are of equal length.

rhombus A parallelogram in which all sides are of equal length.

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Geometry

A square is a rectangle in which all sides are of equal length.

square A rectangle in which all sides are of equal length.

LearningTip A square is always a rhombus, but a rhombus is not always a square.

trapezoid A quadrilateral that has exactly one pair of parallel sides.

A trapezoid is a quadrilateral that has exactly one pair of parallel sides. The two sides that are parallel are called the bases of the trapezoid.

Some other common polygons are illustrated below.

pentagon

The U.S. Defense Department in Washington, DC, is housed in a building appropriately named “The Pentagon.”

EXAMPLE 4

hexagon

octagon

Identify quadrilaterals

Identify each quadrilateral as a rectangle, square, trapezoid, or rhombus. a.

b.

c.

d.

SOLUTION STRATEGY

LearningTip Technically, the quadrilateral in Example 4 part d is a square, a rectangle, and a rhombus.

a. rhombus

This parallelogram has all sides of equal length.

b. rectangle

This parallelogram has four right angles.

c. trapezoid

This quadrilateral has one pair of parallel sides.

d. square, rectangle, or rhombus

This quadrilateral has all sides of equal length and four right angles.

TRY-IT EXERCISE 4 Identify each quadrilateral as a rectangle, square, trapezoid, or rhombus. a.

b.

c.

d.

Check your answers with the solutions in Appendix A. ■

7.2 Plane and Solid Geometric Figures

EXAMPLE 5

497

Identify a polygon

Identify each polygon as a triangle, quadrilateral, pentagon, hexagon, or octagon. a.

b.

c.

d.

SOLUTION STRATEGY a. hexagon

This polygon has six sides.

b. quadrilateral

This polygon has four sides.

c. triangle

This polygon has three sides.

d. pentagon

This polygon has five sides.

TRY-IT EXERCISE 5 Identify each polygon as a triangle, quadrilateral, pentagon, hexagon, or octagon. a.

b.

c.

d.

Check your answers with the solutions in Appendix A. ■

Objective 7.2B

Find the radius and diameter of a circle

A circle is a plane figure that consists of all points that lie the same distance from a fixed point. The fixed point that defines a circle is called the center. A circle is named by its center. A circle with center O is called circle O.

circle A plane figure that consists of all points that lie the same distance from some fixed point. center

O

The fixed point that defines a circle.

radius

Circle O

The radius of a circle is the length of a line segment from the center of a circle to any point of the circle. The diameter of a circle is the length of a line segment that passes through the center of a circle and whose endpoints lie on the circle.

The length of a line segment from the center of a circle to any point of the circle.

diameter The length of a line segment that passes through the center of a circle and whose endpoints lie on the circle.

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Geometry

A

O

A

radius 5 length of AO

O

B

diameter 5 length of AB

Notice that the radius is one-half the diameter, and conversely, the diameter of a circle is twice the radius.

Rules for Finding the Radius and Diameter of a Circle To find the diameter, multiply the radius by 2. Diameter 5 2 ? Radius To find the radius, divide the diameter by 2. Radius 5

EXAMPLE 6

Diameter 2

Find the radius or diameter of a circle

a. Find the radius of a circle with diameter 10 feet.

b. Find the diameter of a circle with radius 6 miles.

6 miles

10 feet

SOLUTION STRATEGY a. Radius 5 Radius 5

Diameter 2 10 feet 2

Use the formula for the diameter of a circle. Substitute diameter by 10 ft.

5 5 feet b. Diameter 5 Radius ? 2 Diameter 5 6 miles ? 2 5 12 miles

Use the formula for the radius of a circle. Substitute radius by 6 miles.

7.2 Plane and Solid Geometric Figures

499

TRY-IT EXERCISE 6 a. Find the radius of a circle with diameter 8 inches.

b. Find the diameter of a circle with radius 2 yards.

2 yards 8 inches

Check your answers with the solutions in Appendix A. ■

Objective 7.2C

Identify a solid geometric figure

In Section 7.1, we said that space is the expanse that has infinite length, infinite width, and infinite depth. We also said that objects with length, width, and depth that reside in space are called solids. A rectangular solid is a solid that consists of six sides known as faces, all of which are rectangles.

A cube is a rectangular solid in which all six faces are squares.

rectangular solid A solid that consists of six sides known as faces, all of which are rectangles.

cube A rectangular solid in which all six faces are squares.

pyramid A solid with three or more triangular-shaped faces that share a common vertex.

A pyramid is a solid with three or more triangular-shaped faces that share a common vertex. Below is shown a pyramid with a square base and four triangular faces.

Egyptians built pyramids thousands of years ago as tombs for their pharaohs.

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CHAPTER 7

sphere A solid that consists of all points in space that lie the same distance from some fixed point.

cylinder A solid with two identical plane figure bases joined by line segments that are perpendicular to these bases.

cone A solid with a circular base in which all points of the base are joined by line segments to a single point in a different plane.

Geometry

A sphere is a solid that consists of all points in space that lie the same distance from some fixed point.

A cylinder is a solid with two identical plane figure bases joined by line segments that are perpendicular to these bases. Below is shown a cylinder with circular bases.

A cone is a solid with a circular base in which all points of the base are joined by line segments to a single point in a different plane. Below is shown a cone with a circular base.

EXAMPLE 7

Identify a solid

Identify each solid. a.

b.

c.

d.

SOLUTION STRATEGY a. cone

This solid has a circular base and a common vertex.

b. cube

This rectangular solid has six square faces.

c. cylinder

This solid has two circular bases.

d. sphere

This solid consists of all points that lie the same distance from some fixed point.

7.2 Plane and Solid Geometric Figures

501

TRY-IT EXERCISE 7 Identify each solid. a.

b.

c.

d.

Check your answers with the solutions in Appendix A. ■

SECTION 7.2 REVIEW EXERCISES Concept Check 1. A closed plane figure in which all sides are line segments is called a

2. A three-sided polygon is called a

.

.

3. A triangle with sides of equal length and angles of equal measure is called an

triangle.

which the angles opposite these sides have equal measure is called an triangle.

5. A triangle with all three sides of different lengths and angles of different measures is known as a triangle.

7. A

4. A triangle with at least two sides of equal length in

6. An

triangle is a triangle that has three acute

angles.

triangle is a triangle that has a right angle.

8. An

triangle is a triangle that has an obtuse

angle.

9. A four-sided polygon is called a

10. A quadrilateral whose opposite sides are parallel and

.

equal in length is known as a

11. A parallelogram that has four right angles is called a .

called a

12. A parallelogram in which all sides are of equal length is called a

13. A rectangle in which all sides are of equal length is .

is a plane figure that consists of all points that lie the same distance from some fixed point.

17. The length of a line segment from the center of a circle to any point of the circle is called the circle.

of the

.

14. A quadrilateral that has one pair of parallel sides is called a

15. A

.

.

16. The fixed point that defines a circle is known as the of the circle.

18. The length of a line segment that passes through the center of a circle and whose endpoints lie on the circle is called the of the circle.

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19. The radius is

20. The diameter is

of the diameter.

21. A solid that consists of six sides known as faces, all of which are rectangles, is known as a

22. A

solid.

23. A solid with three or more triangular-shaped faces that share a common vertex is called a

is a rectangular solid in which all six faces

are squares.

24. A solid that consists of all points in space that lie the

.

same distance from some fixed point is called a .

25. A solid with two identical plane figure bases joined by

26. A solid with a circular base in which all points of the

line segments that are perpendicular to these bases is known as a .

Objective 7.2A

times the radius.

base are joined by line segments to a single point in a different plane is known as a .

Identify a plane geometric figure

GUIDE PROBLEMS 27. Classify each triangle as equilateral, isosceles, or scalene.

28. Classify each triangle as acute, right, or obtuse.

5 6

5 3 7

8

7

7

4

5

8

3

4

2

3

3

3 5

Classify each triangle as equilateral, isosceles, or scalene. Also, classify each triangle as acute, right, or obtuse.

29.

30.

4

31. 7

4

8

12

8

4 6 5

7.2 Plane and Solid Geometric Figures

32.

33.

503

34.

11

7 7 10

15

8

11 7

6

35.

36.

4

37. 5

6

2

4 7

4

6

6

GUIDE PROBLEMS 39. The sum of the measures of the three angles of a

38. The sum of the measures of the three angles of a triangle

triangle is 180°. Find the measure of the unknown angle.

is 180°. Find the measure of the unknown angle.

?

?

50°

30°

a. Find the sum of the two given angles. 70°

70°

b. Subtract the sum from 180°.

a. Find the sum of the two given angles.

b. Subtract the sum from 180°.

Find the measure of the unknown angle of each triangle.

40.

41.

?

72°

64°

?

58°

54°

42.

?

20°

48°

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Geometry

43. Find the measure of angle D. D

44. Find the measure of angle C. R

80° T

?

45. Find the measure of angle R. E 65°

33°

C

R

63°

33° 20°

D

F

X

46. Find the measure of /K.

47. Find the measure of /T .

D

48. Find the measure of /H . H

F 85°

22°

G

37°

T

U

58° 74° J

120° Y

K

GUIDE PROBLEMS 49. Label each quadrilateral as a rectangle, square, trapezoid, or rhombus.

50. Label each figure according to the number of sides; triangle (3 sides), quadrilateral (4 sides), pentagon (5 sides), hexagon (6 sides), or octagon (8 sides).

7.2 Plane and Solid Geometric Figures

Identify each quadrilateral as a rectangle, square, trapezoid, or rhombus.

51.

52.

53.

54.

55.

56.

57.

58.

59.

Identify each polygon as a triangle, quadrilateral, pentagon, hexagon, or octagon.

60.

61.

62.

63.

64.

65.

66.

67.

68.

505

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Geometry

69.

70.

Objective 7.2B

71.

Find the radius and diameter of a circle

GUIDE PROBLEMS 72. To find the radius of a circle, divide the diameter by 2. Radius 5

73. To find the diameter of a circle, multiply the radius by 2.

Diameter 2

Diameter 5 Radius ? 2 What is diameter of a circle with radius of 4 centimeters?

What is the radius of a circle with diameter of 12 feet?

4 cm 12 feet

Find the radius or diameter of each circle.

74. What is the radius of a circle with diameter of 6 inches?

75. What is the diameter of a circle with radius of 50 miles?

76. What is the radius of a circle with diameter of 9 kilometers?

9 km

6 in. 50 mi

7.2 Plane and Solid Geometric Figures

77. What is the diameter of a circle

78. What is the radius of a circle with

with radius of 7 meters?

507

79. What is the diameter of a circle

diameter of 10 feet?

with radius of 11 yards?

11 yds 7m 10 ft

Objective 7.2C

Identify a solid geometric figure

GUIDE PROBLEMS 80. Identify each solid as a rectangular solid, a cube, or a

81. Identify each solid as a sphere, a cylinder, or a cone.

pyramid.

Identify each solid.

82.

83.

84.

85.

86.

87.

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Geometry

88.

89.

90.

91.

92.

93.

CUMULATIVE SKILLS REVIEW 1. What is the measure of /B? (7.1C)

2. Find all the factors of 33. (2.1A)

57° B

3. Solve

8 24 5 . (4.3C) 13 t

5. Divide and simplify

21 3 4 . (2.5A) 15 7

4. Convert 55° Celsius to degrees Fahrenheit. (6.5B)

6. Identify the figure. (7.1A) H

7. Convert 37% to a decimal. (5.1A)

9. Eric Latham, founder of Walk About America, is walking across the United States to raise money for the American Cancer Society. After 24 days, Eric had raised $2893.10. What was the ratio of total donations per day? Round to the nearest cent. (4.2D)

A

8. Convert 0.80 to a percent. (5.1B)

10. Various preconstruction projects are becoming available in your area. Most require a down payment of 15 percent at the time of signing the contract. How much will you need to put down on a condo with a list price of $250,000? (5.4D)

7.3 Perimeter and Circumference

509

7.3 PERIMETER AND CIRCUMFERENCE Frequently, we need to find the distance around something. In this section, we will learn how to find the distance around a polygon and a circle.

LEARNING OBJECTIVES A. Find the perimeter of a polygon

Objective 7.3A

Find the perimeter of a polygon

The perimeter of a polygon is the sum of the length of its sides. Alternatively, the perimeter of a polygon is the distance around the polygon. If the polygon is a triangle, then its perimeter is the sum of the lengths of its three sides. If the polygon has 10 sides, then the perimeter is the sum of the lengths of its 10 sides.

EXAMPLE 1

Find the perimeter of a polygon

Find the perimeter of the polygon. 5 ft 8 ft 3 ft 12 ft

SOLUTION STRATEGY P 5 5 ft 1 8 ft 1 12 ft 1 3 ft

Add the lengths of the four sides.

5 28 ft

TRY-IT EXERCISE 1 Find the perimeter of the polygon. 88 mm 135 mm 110 mm 122 mm 75 mm

Check your answer with the solution in Appendix A. ■

Recall that in a rectangle, opposite sides are parallel and of equal length. The perimeter of a rectangle is calculated using the formula below.

Perimeter of a Rectangle If l represents the length of a rectangle and w the width, then the formula for its perimeter, P, is as follows. P 5 2l 1 2w

B. Find the circumference of a circle C.

APPLY YOUR KNOWLEDGE

perimeter of a polygon The sum of the lengths of its sides.

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EXAMPLE 2

Find the perimeter of a rectangle

Find the perimeter of the rectangle.

8 yd

4 yd

SOLUTION STRATEGY P 5 2l 1 2w

Use the formula P 5 2l 1 2w.

5 (2 8 yd) 1 (24 yd) 5 16 yd 1 8 yd 5 24 yd

TRY-IT EXERCISE 2 Find the perimeter of the rectangle.

90 in.

32 in.

Check your answer with the solution in Appendix A. ■

Recall that a square has four sides of equal length. The perimeter of a square can therefore be calculated using the following formula.

Perimeter of a Square If s represents the length of a side of the square, then the formula for perimeter, P, is as follows. P 5 4s

EXAMPLE 3

Find the perimeter of a square

Calculate the perimeter of the square.

20 mi

20 mi

20 mi

20 mi

7.3 Perimeter and Circumference

511

SOLUTION STRATEGY Use the formula P 5 4s.

P 5 4s 5 4(20 mi) 5 80 mi

TRY-IT EXERCISE 3

7 in.

Find the perimeter of the square. 7 in.

7 in.

7 in.

Check your answer with the solution in Appendix A. ■

Find the circumference of a circle

Objective 7.3B

The circumference of a circle is the distance around the circle. The circumference of a circle is directly related to the diameter of the circle. For any circle, if we divide the circumference, C, by the diameter, we get a constant whose value is 22 approximately equal to 3.14 or . We represent this number by the Greek letter 7 p, and we call this number pi.

circumference The distance around a circle.

This fact, along with the fact that the diameter is two times the radius, provides us with two formulas for finding the circumference of a circle.

Circumference of a Circle If d represents the diameter of a circle and if r represents the radius, then the circumference, C, is given by either of the following formulas. C 5 pd or C 5 2pr

EXAMPLE 4

Find the circumference of a circle

Find the circumference of each circle. Use 3.14 for p. Round to the nearest tenth. a.

b.

Archimedes (c. 285–212 B.C.) was the most famous ancient Greek mathematician and inventor. Among his works is the computation of pi, the ratio of the circumference to the diameter of a circle. The following number is pi to 20 decimal places. 3.14159265358979323846

diameter = 10 feet

radius = 7 inches

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SOLUTION STRATEGY Use the formula C 5 pd to find the circumference when the diameter is given.

a. C 5 pd < (3.14) (10 ft) 5 31.4 ft

Use the formula C 5 2pr to find the circumference when the radius is given.

b. C 5 2pr < (2) (3.14) (7 in.) 5 43.96 in.

TRY-IT EXERCISE 4 Find the circumference of each circle. Use 3.14 for p. Round to the nearest tenth. a.

b.

43

radius = 16 feet diameter = 43 yards

Check your answers with the solutions in Appendix A. ■

APPLY YOUR KNOWLEDGE

Objective 7.3C

Now let’s take a look at some practical applications involving perimeter and circumference.

EXAMPLE 5

Find the cost of fencing

A grazing pasture on Bill’s ranch is in need of a new fence. The pasture is a rectangle 105 yards long and 58 yards wide. a. What is the perimeter of the pasture? b. If fencing will cost $22 per yard for materials and installation, what is the total cost of the fence?

SOLUTION STRATEGY a. P 5 2 l 1 2w

Find the perimeter of the pasture using the formula P 5 2l 1 2w

5 (2 ? 105 yards) 1 (2 ? 58 yards) 5 210 yards 1 116 yards 5 326 yards b. 326 yards ?

$22 5 $7172 yard

Multiply the perimeter by the cost per yard.

7.3 Perimeter and Circumference

TRY-IT EXERCISE 5 Lakeview Health Club is sponsoring a benefit race. If the course can be represented by the polygon below, what is the total distance of the race? If each entrant is required to contribute $2.50 per mile, how much money is raised per person? Lakeview Health Club Start/Finish Line 2.4 mi

1.6 mi

1.8 mi 1.9 mi 0.5 mi

0.7 mi

Check your answer with the solution in Appendix A. ■

EXAMPLE 6

Find the cost of weather stripping

A cruise ship, the Royal Princess, has 900 round porthole windows with a diameter of 18 inches each. For new weather stripping to be installed during this year’s maintenance, answer the following questions. a. How many inches of weather stripping will be required for each window? Use 3.14 for p. Round to the nearest whole number. b. If the weather stripping costs $0.25 per inch, what is the cost of weather stripping for each window? c. What is the total cost for the materials to weather strip for all porthole windows on the ship?

SOLUTION STRATEGY a. C 5 pd 5 (3.14) (18 in.)

To find the amount of weather stripping required for each window, use the formula for the circumference of a circle, C 5 p ? d.

5 56.52 in. < 57 in. b. 57 in. ?

$0.25 5 $14.25 1 in.

c. $14.25 ? 900 5 $12,825

Multiply the circumference of each window by the price per inch. To find the total cost, multiply the cost per window by the number of windows.

TRY-IT EXERCISE 6 George flies a gasoline-powered model airplane attached to a control wire that is 75 feet in length. If he stands in the center of a circle and rotates as the plane flies around him, what is the circumference of the circle in which the plane flies? Use 3.14 for p. Check your answer with the solution in Appendix A. ■

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SECTION 7.3 REVIEW EXERCISES Concept Check 1. The distance around a polygon is called the

2. The perimeter of a polygon is the

of the polygon.

of the

lengths of its sides.

3. To find the perimeter of a rectangle, we find the sum of all sides or use the formula P 5

5. The distance around a circle is called the

4. To find the perimeter of a square, we find the sum of all sides or use the formula P 5

.

.

6. For any circle, if we divide the circumference, C, by the

.

diameter, we get a constant whose value is approximately equal to . We represent it by the Greek letter .

7. If d represents the diameter of a circle, then the circumference C is found using the formula C 5

Objective 7.3A

.

8. When r represents the radius of a circle, then the circumference C is found using the formula C 5

Find the perimeter of a polygon

GUIDE PROBLEMS 9. What is the perimeter of the triangle?

10. What is the perimeter of the polygon? 4 cm

5 ft

5 ft

4 cm

4 cm

4 cm 6 cm

4 cm 1 4 cm 1 4 cm 1 4 cm 1 6 cm 5 3 ft

11. What is the perimeter of the rectangle?

12. What is the perimeter of the square? 6m

5 in.

2 in. 6m

.

7.3 Perimeter and Circumference

515

Find the perimeter of each polygon.

13.

15.

14.

5 mi

11 yd

3 mm 5 mi

7.5 yd

6 yd

5.5 mm

5 mi

10.5 yd 5 mi

5.5 mm 3 mm

16.

17.

3.9 mm

18.

12 cm

5 ft 3.9 mm

7 cm

5 ft

7 cm

6.5 mm 5 ft

12 cm

5 ft

5 ft

19.

20.

5m

21.

9m

2 cm 3 cm

3 cm

3 cm

3 cm

1.5 yd 8m

1.5 yd

3m

2 cm

13 m 1.5 yd

Objective 7.3B

Find the circumference of a circle

GUIDE PROBLEMS 22. What is the circumference of a circle with diameter of 18 meters? Use 3.14 for p. Round to the nearest

of a mile.

whole meter.

18 m

C 5 pd < (3.14) (18 m) <

23. What is the circumference of a circle with the radius 6 miles? Use 3.14 for p. Round to the nearest tenth

6 mi

C 5 2pr < (2) (3.14) (6 mi) <

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Geometry

Find the circumference of each circle. Use 3.14 for p. Round to the nearest hundredth.

24.

25.

26. 2.5 cm

8 ft

9m

27.

28.

29. 6.5 cm

3 yd 3.5 cm

30.

31.

32.

6 in. 8 mm 20 mi

Objective 7.3C

APPLY YOUR KNOWLEDGE

33. Brenda and Jack’s home is almost complete. They have chosen to decorate the perimeter of their roof with an imported Italian tile. a. What is the perimeter of the roof?

32 ft

32 ft

b. If the tile costs $23 per foot, what will Brenda and Jack spend to decorate the roof? 32 ft

34. Melanie just had a pool constructed in her backyard. Because she has small children, Melanie will need to add a protective fence around the pool. The pool measures 4.5 meters on each side.

4.5 m

a. What is the total perimeter of the fenced area? 4.5 m

4.5 m

b. Fence Masters quotes a cost of $20 per meter for the fence. What will it cost to fence in the pool area?

4.5 m

7.3 Perimeter and Circumference

35. Denise is training for an

36. Mrs. Dorsey’s second

1 mi

upcoming charity run. The course is designed as shown below. How many miles will Denise run during the event?

517

4.5 mi 4.5 mi

grade students worked together to create a very large kite that will be flown during the upcoming school parade. If the tail is designed to be half the length of the perimeter of the kite, how long will the tail be?

3. ft 3.5 3.

3.5 ftt

66.55 ft

6 5 ft 6.5

CUMULATIVE SKILLS REVIEW 1. Subtract 1035.6 – 15.8. (3.2B)

2. Find the value of the unknown length in the similar figures. (4.3D) 10 5 6

3. Find the missing fraction and simplify. (5.2C) FRACTION

DECIMAL

PERCENT

?

0.4

40%

k

1 5 2 8

4 5

4. Find the least common denominator of , , and . (2.3C)

5. Add 15.003 2 3.774. (3.2B)

6. Convert 23,450 milliliters to liters. (6.3C)

7. Find the supplement of an angle of measure 116°. (7.1C)

8. 25 is what percent of 355? Round to the nearest whole percent. (5.2B, 5.3B)

9. Identify the plane geometric figure. (7.2A)

10. Solve

7 12.5 5 . (4.3C) 42 w

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7.4 AREA LEARNING OBJECTIVES A. Find the area of a rectangle or a square B. Find the area of other plane figures C.

Find the area of a rectangle or a square

Objective 7.4A

Area is the measure associated with the interior of a closed plane figure. Area is measured in square units. The following figures show 1 square centimeter and 1 square inch. 1 in.

APPLY YOUR KNOWLEDGE

area The measure associated with the interior of a closed plane figure.

1 cm 1 cm

1 cm

1 in.

1 in.

1 cm 1 in.

1 square centimeter 1 cm2

1 square inch 1 in.2

Area is used in a number of everyday situations. Consider the following. • A carpet layer would need to know the measure of the interior space in order to figure out how much carpeting to use. • A construction crew would need to know the measure of the lot’s surface to figure out how much asphalt is required. • To determine where to build an amusement park, a zoning commission would need to know the measure of the surrounding region to comply with local ordinances. One might assume the examples above represent rectangular regions, but this is not necessarily true. For instance, we could have a triangular parking lot or a circular region surrounding an amusement park. In this section, we will investigate the areas of several different geometric figures. We begin with a rectangle. Consider a rectangle with length of 4 feet and width of 2 feet. 4 ft

2 ft

7.4 Area

To determine the area of the rectangle, we begin by dividing it into squares with sides of length 1 foot. 4 ft 1 foot

1 foot

1 foot

1 foot

1 foot 2 ft 1 foot

The area of each square is 1 square foot, or 1 ft2. Since the rectangle above contains 8 squares each having an area of 1 ft2, we conclude that the area of the rectangle is 8 square feet, or 8 ft2. Instead of counting the number of squares, we can determine the area of the rectangle by multiplying the number of columns by the number of rows. In so doing, we multiply the length by the width. 2 feet ? 4 feet 5 8 square feet

Area of a Rectangle If l represents the length of a rectangle and w the width of the rectangle, then the formula for the area, A, is as follows. A 5 lw Area is always measured in square units.

EXAMPLE 1

Find the area of a rectangle

Find the area of a rectangle that has a length of 7 cm and a width of 5 cm.

SOLUTION STRATEGY A 5 lw

Use the formula for the area of a rectangle.

A 5 7 cm ? 5 cm 2

5 35 cm

Substitute l by 7 cm and w by 5 cm. Multiply.

The area is 35 square centimeters.

TRY-IT EXERCISE 1 Find the area of a rectangle that has a length of 12 meters and a width of 4 meters. Check your answer with the solution in Appendix A. ■

Recall that a square is a rectangle in which all sides are equal. The area of a square is given by the following formula.

519

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Area of a Square If s represents the length of one side of a square, then the formula for the area, A, is as follows. A 5 s ? s or A 5 s2

Find the area of a square

EXAMPLE 2

Find the area of a square with sides 3 inches in length.

SOLUTION STRATEGY A 5 s2

Use the formula for the area of a square.

A 5 (3 in.) 2

Substitute s by 3 inches.

2

5 9 in.

Evaluate the exponential expression.

The area is 9 square inches.

TRY-IT EXERCISE 2 Determine the area of a square with sides 8 yards in length. Check your answer with the solution in Appendix A. ■

Find the area of other plane figures

Objective 7.4B

To find the area of other geometric figures, we can use formulas. In the table below, we list the area formulas for several such figures. For completeness, the formulas for the area of a rectangle and a square are included. PLANE FIGURE

ILLUSTRATION

Rectangle

FORMULA

l w

w

A = lw l represents the length and w represents the width

l s

Square

s

A = s2 s represents the length of one side s

s

(Continued )

7.4 Area

PLANE FIGURE

ILLUSTRATION

FORMULA A5

Triangle

1 bh 2

b represents the length of the base and h represents the height

h

b

A = bh b represents the length of the base and h represents the height

Parallelogram h b

A5

b

Trapezoid

1 2

(a 1 b)h

a represents the length of one base, b represents the length of the other base, and h represents the height

h a

A 5 pr 2

Circle

r represents the radius r

EXAMPLE 3

Find the area of a parallelogram

Find the area of a parallelogram with a base that has a length of 8 inches and a height of 4 inches.

SOLUTION STRATEGY A 5 bh

Use the formula for the area of a parallelogram.

A 5 8 in. ? 4 in. 5 32 in.

Substitute b by 8 inches and h by 4 inches.

2

Multiply.

The area is 32 square inches.

TRY-IT EXERCISE 3 Find the area of a parallelogram with a base that has a length of 7 feet and a height of 2 feet. Check your answer with the solution in Appendix A. ■

EXAMPLE 4

Find the area of a triangle

Find the area of a triangle with a base that has a length of 6 centimeters and a height of 3 centimeters.

521

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SOLUTION STRATEGY A5 3 cm

6 cm

1 bh 2

Use the formula for the area of a triangle.

1 A 5 (6 cm) (3 cm) 2 5 9 cm2

Substitute b by 6 cm and h by 3 cm. Multiply.

The area is 9 square centimeters.

TRY-IT EXERCISE 4 Find the area of a triangle with a base that has a length of 5 meters and a height of 2 meters. Check your answer with the solution in Appendix A. ■

EXAMPLE 5

Find the area of a trapezoid

Find the area of a trapezoid with a bottom base that has a length of 3 centimeters, a top base length of 5 centimeters, and a height of 2 centimeters.

SOLUTION STRATEGY

5 cm

2 cm

3 cm

1 A 5 (a 1 b)h 2

Use the formula for the area of a trapezoid.

1 A 5 (3 cm 1 5 cm) (2 cm) 2

Substitute a by 3 cm, b by 5 cm, and h by 2 cm.

1 5 (8 cm) (2 cm) 2

Add.

5 8 cm2

Multiply.

The area is 8 square centimeters.

TRY-IT EXERCISE 5 Find the area of a trapezoid with a bottom base that has a length of 2 yards, a top base length of 4 yards, and a height of 3 yards. Check your answer with the solution in Appendix A. ■

EXAMPLE 6

Find the area of a circle

Find the area of the circle with radius of 2 meters. Use 3.14 for p.

SOLUTION STRATEGY A 5 pr2

Use the formula for the area of a circle.

A < (3.14) (2 m) 2 2

Substitute 3.14 for p. Substitute 2 m for r.

5 (3.14) (4 m )

Evaluate the exponential expression.

5 12.56 m2

Multiply.

The area is approximately 12.56 square meters.

7.4 Area

523

TRY-IT EXERCISE 6 Find the area of the circle with radius of 4 inches. Use 3.14 for p. Check your answer with the solution in Appendix A. ■

APPLY YOUR KNOWLEDGE

Objective 7.4C

Calculate area in an application problem

EXAMPLE 7

To make satin curtains, a designer needs a rectangular piece of fabric that measures 5 yards by 3 yards. If the satin fabric costs $14 per square yard, how much will the fabric cost?

SOLUTION STRATEGY A 5 lw

Use the formula for the area of a rectangle.

A 5 5 yards ? 3 yards 5 15 yards

2

Substitute l with 5 yards and w with 3 yards. Multiply.

The area is 15 square yards.

The area of the rectangular cut of fabric is 15 square yards.

$14 ? 15 5 $210.

To find the total cost, multiply $14 by 15.

The fabric costs $210.

TRY-IT EXERCISE 7 Scott wants to retile his kitchen, which measures 11 feet by 15 feet. If a square foot of tile costs $4.29, how much will Scott spend on tile? Check your answer with the solution in Appendix A. ■

SECTION 7.4 REVIEW EXERCISES Concept Check 1.

is the measure associated with the interior of a closed plane figure.

3. The formula for the area of a rectangle is

.

5. The formula for the area of a parallelogram is

2. Area is measured in

units.

4. The formula for the area of a square is

.

6. The formula for the area of a triangle is

.

.

7. The formula for the area of a trapezoid is

.

8. The formula for the area of a circle is

.

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CHAPTER 7

Objective 7.4A

Geometry

Find the area of a rectangle or a square

GUIDE PROBLEMS Fill in the blank.

10. Find the area of the square.

9. Find the area of the rectangle.

2 ft

3.5 in. 6.5 in. 2 ft

2 ft

6.5 in. 3.5 in. 2 ft

A 5 lw A5( A5

A 5 s2 A5( A5

)(3.5 in.)

)2

Find the area of each rectangle or square.

11.

12.

5.6 yd

13.

120 yd 85 yd

6 cm

85 yd 6 cm

6 cm

120 yd 17 yd

17 yd 6 cm

5.6 yd

14.

15.

22 ft

16.

15.1 in.

2.8 m

31.7 in. 22 ft

22 ft

6m

6m

31.7 in. 22 ft

15.1 in. 2.8 m

17.

18.

14 m

19.

3 in.

18 mi

3 in. 14 m

41 mi

3 in. 14 m 3 in. 14 m

41 mi 18 mi

7.4 Area

20.

21.

15 cm 9 cm

525

22.

20 ft 20 ft

12 mi

12 mi

9 cm

12 mi

20 ft 12 mi

15 cm 20 ft

23.

24.

100 mm

25.

4 yd

20 ft

20 ft 150 mm

20 ft

150 mm 9.5 yd

9.5 yd

20 ft

100 mm

4 yd

26.

10 m

27.

15 mm

10 m 15 mm

28.

3.5 mi

10 m

15 mm

3.5 mi

3.5 mi

10 m 15 mm

Objective 7.4B

3.5 mi

Find the area of other plane figures

GUIDE PROBLEMS 29. Find the area of the parallelogram.

30. Find the area of the triangle.

12 m

8m 40 ft

A 5 bh A 5 (12 m)( A5

)

50 ft

1 A 5 bh 2 1 A 5 (50 ft) ( 2 A5

)

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Geometry

32. Find the area of the circle. Use 3.14 for p.

31. Find the area of the trapezoid. 9 cm

3 in. 17 cm

23 cm

1 A 5 (a 1 b)h 2 1 A 5 (23 cm 1 2 A5

A 5 pr 2 A < (3.14) ( A5

)

)2

Find the area of each geometric figure. Use 3.14 for p.

33.

34.

35. 27 cm

4 mi

23 mm 17 cm

8.5 mi

30 mm

36.

37.

38.

50 in.

5.5 yd 45 in.

14 yd

13 yd

9 yd

39.

15 ft

40.

41.

6m

5m

11.5 ft 12 in.

11 m 27 in.

7.4 Area

42.

43.

3 mi

44.

527

5m

10 yd

4 mi

3.5 m 7.5 yd

10 mi

6 yd

45.

2m

46. 15 mm 88 cm

47.

48. 5 in.

2 ft

Objective 7.4C

APPLY YOUR KNOWLEDGE

49. William is building a new outdoor deck. He is trying to determine the total area in order to buy the material needed. If William is building a square deck and each side measures 7.5 feet, what is the area of the deck? 7.5 ft

7.5 ft

7.5 ft

7.5 ft

50. A local foundation is hosting a few students at the Tropical Gardens. The weekend activity includes a site tour and sketching wild plants. Each student will receive a square canvas measuring 17 cm in length. What is the total area each student has to work with on their canvas?

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51. Although CDs have been

52. The area of a rectangular opening for an air duct is to

around for some time, a 70 mm m smaller “mini” CD has become very popular for distributing business presentations. Amanda has to create a mini 70 mm m CD cover label. If the mini CD case measures 70 mm on each side, what is the area of the cover?

70 mm

70 mm

53. The diameter of a dime measures 18 mm and the diameter of a quarter measures 25 mm. How much larger is the area of a quarter? Round answers to the nearest tenth.

18 mm

be 176 square inches. To fit into the wall, it must be 16 inches long. How wide can it be?

54. A circular hamburger from Burger King has a diameter of length 3.5 inches. A square hamburger from Wendy’s measures 3 inches on each side. Which hamburger has the larger area and by how much? Use 3.14 for p. Round to the nearest tenth.

25 mm

55. One of the proposed designs for the World Trade Center 7 was a glass structure with a base in the shape of a parallelogram. The diagram shown represents a cross-sectional view of the building. What is the area of the diagram?

56. Although there are no official coordinates or measurements for the Bermuda Triangle, it is thought to be the triangle formed between Miami, Florida; San Juan, Puerto Rico; and Bermuda. Using the estimated measurements below, find the approximate area of the Bermuda Triangle.

62.5 yd

Bermuda

250 yd

895 mi Miami 103

2m

i

57. To conserve energy and still allow for as much natural lighting as possible, an architect suggests that the ratio of the area of window space to the area of the total wall surface be 5 to 12. Using this ratio, determine the recommended area of window space for a wall that measures 10 feet by 15 feet.

San Juan Puerto Rico

7.4 Area

529

CUMULATIVE SKILLS REVIEW 1. Classify the triangle as equilateral, isosceles, or scalene. Also, classify the triangle as acute, right, or obtuse. (7.2A)

2. Subtract. (6.2C) 12 yd 1 ft 29 yd 2 ft

12

12 12

3. What is 82% of 200? (5.2B, 5.3B)

4. Divide 85.12 4 16.62. Round to the nearest tenth. (3.4C)

5. If a quantity changes from 86 to 132, what is the percent

6. Identify the solid geometric figure. (7.2C)

change? Round to the nearest percent. (5.4A)

7. Find the measure of the unknown angle. (7.2A)

8. Find the diameter of the circle. (7.2B)

F 32˚

?

8 ft

74˚

O

D

9. Find the perimeter of the triangle. (7.3A)

10. The annual charity auction for a local hospital drew a crowd of 112 participants. Tickets cost $35 and each participant must purchase a minimum of one soda for $4.75. How much will the charity event earn from attendance tickets and the required soda purchase? (3.3D)

13 yd

13 yd

13 yd

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Geometry

7.5 SQUARE ROOTS AND THE PYTHAGOREAN THEOREM LEARNING OBJECTIVES A. Find the principal square root of a number that is a perfect square B. Approximate the principal square root of a number that is not a perfect square C. Use the Pythagorean Theorem to determine the length of a side of a right triangle D.

In the previous section, we learned that the area of a square with a side of length s units is given by the formula A 5 s2. For this reason, when we raise a number to the second power, we often say that we are squaring the number, or finding its square. In general, the square of a number is the number times itself. The square of 2 is 4 because 22 5 4. The square of 7 is 49 because 72 5 49.

The principal square root of a number, n, is a number whose square is n. We denote the principal square root of n by "n. The symbol " is called a radical sign, and the number underneath it is called the radicand. The square root of 25 is 5. That is, "25 5 5 because 52 5 25. The square root of 36 is 6. That is, "36 5 6 because 62 5 36.

APPLY YOUR KNOWLEDGE

square of a number A number times itself. principal square root of a number, n A number whose square is n.

Find the principal square root of a number that is a perfect square

Objective 7.5A

EXAMPLE 1

Find the principal square root

Evaluate. a. "64

b. "81

c. "144

d. "121

SOLUTION STRATEGY radical sign The symbol " .

a. "64 5 8

"64 5 8 because 82 5 64.

radicand The number underneath the radical sign.

c. "144 5 12

"144 5 12 because 122 5 144.

b. "81 5 9

d. "121 5 11

"81 5 9 because 92 5 81.

"121 5 11 because 112 5 121.

TRY-IT EXERCISE 1

Learning Tip To determine the square root of a number n, we can ask, “What number, when squared, gives us n?”

Evaluate. a. "1

c. "169

d. "225

Check your answers with the solutions in Appendix A. ■

Objective 7.5B

perfect square A whole number or fraction that is the square of another whole number or fraction.

b. "9

Approximate the principal square root of a number that is not a perfect square

A perfect square is a whole number or fraction that is the square of another whole number or fraction. In the examples above, we considered only perfect squares. The square root of a whole number or fraction that is not a perfect square cannot be written as a fraction or perfect square. However, we can approximate such a square root. We generally do so using a table or a calculator. A table of squares and square roots is given in Appendix D. For example, to approximate the

7.5 Square Roots and the Pythagorean Theorem

531

value of "13, refer to Appendix D or, using a calculator, press the "x key followed by 13. When we do this, we get the following. "13 ? 3.605551275

Notice that we used the < symbol instead of the equal sign (5). Recall that the < symbol indicates an approximate value rather than an exact value. Also, since 13 is between the perfect squares 9 and 16, the approximate value of "13 is between "9 5 3 and "16 5 4. EXAMPLE 2

Approximate the principal square root

Approximate each principal square root using Appendix D or a calculator. Round to the nearest hundredth. a. "7

b. "43

SOLUTION STRATEGY a. "7 < 2.65

See the table in Appendix D. Alternatively, press the "x key followed by 7. !x

b. "43 < 6.56

7 5 2.645751311

See the table in Appendix D. Alternatively, press the "x key followed by 43. !x

43 5 6.557438524

TRY-IT EXERCISE 2 Approximate using Appendix D or a calculator. Round to the nearest hundredth. a. "29

b. "55 Check your answers with the solutions in Appendix A. ■

Objective 7.5C

Use the Pythagorean Theorem to determine the length of a side of a right triangle

Recall that a right triangle is a triangle that has a right angle. The side opposite the right angle is called the hypotenuse. The two sides that meet to form the right angle are called legs. For right triangles, there is a very famous result known as the Pythagorean Theorem.

The Pythagorean Theorem If a right triangle has legs of lengths a and b, and hypotenuse of length c, then a2 1 b2 5 c 2. hypotenuse c leg b

leg a

hypotenuse In a right triangle, the side opposite the right angle. legs The two sides that meet to form the right angle of a right triangle.

532

CHAPTER 7

Geometry

The Pythagorean Theorem provides us with the following formulas for finding an unknown length in a right triangle.

Finding the Unknown Length in a Right Triangle In a right triangle, if one leg is a units long and the other leg is b units long, then the length of the hypotenuse, c, can be found using this formula. c 5 "a2 1 b2

If one leg is a units long and the hypotenuse is c units long, then the length of the other leg, b, can be found using this formula. b 5 "c2 2 a2

The next two examples illustrate the use of the preceding formulas.

EXAMPLE 3

Find the length of the hypotenuse of a right triangle

Find the length of the hypotenuse of the right triangle.

?

3 cm

4 cm

SOLUTION STRATEGY c 5 "a2 1 b2 c 5 "32 1 42 c 5 "9 1 16 c 5 "25 c55

Use the formula c 5 "a 2 1 b 2 to determine the length of the hypotenuse. Substitute a with 3 and b with 4. Evaluate exponents. Add. Simplify. "25 5 5, because 52 5 25.

The hypotenuse is 5 cm.

TRY-IT EXERCISE 3 Find the length of the hypotenuse of the right triangle.

5 in.

?

12 in.

Check your answer with the solution in Appendix A. ■

7.5 Square Roots and the Pythagorean Theorem

EXAMPLE 4

Approximate the length of a leg of a right triangle

Approximate the unknown length in the right triangle. Round to the nearest tenth of a foot. 18 ft

?

8 ft

SOLUTION STRATEGY b 5 "c2 2 a2 b 5 "182 2 82

b 5 "324 2 64 b 5 "260

Use the formula b 5 "c 2 2 a 2 to approximate the length of the unknown leg. Substitute a with 8 and c with 18. Evaluate exponents. Subtract.

b < 16.1

Use Appendix D or a calculator to approximate the principal square root.

The hypotenuse is approximately 16.1 ft.

TRY-IT EXERCISE 4 Approximate the unknown length in the right triangle. Round to the nearest tenth of a meter.

?

19 m

7m

Check your answer with the solution in Appendix A. ■

Objective 7.5D EXAMPLE 5

APPLY YOUR KNOWLEDGE Approximate the length of the hypotenuse of a right triangle

A ladder is leaning against a wall, as shown in the illustration. If the base of the ladder is 5 feet from the wall and if the top of the ladder is 13 feet above the floor, approximately how long is the ladder? Round to the nearest tenth of a foot. 13 ft

?

5 ft

533

534

CHAPTER 7

Geometry

SOLUTION STRATEGY c 5 "a2 1 b2 c 5 "52 1 132

c 5 "25 1 169 c 5 "194

Use the formula c 5 "a 2 1 b 2 to approximate the length of the hypotenuse. Substitute a with 5 and b with 13. Evaluate exponents. Add.

c < 13.9

Use Appendix D or a calculator to approximate the principal square root.

The length of the ladder is approximately 13.9 feet.

TRY-IT EXERCISE 5 If a high definition TV measures 20 inches by 30 inches, determine the length of the diagonal. Round to the nearest whole inch.

20 in.

?

30 in.

Check your answer with the solution in Appendix A. ■

SECTION 7.5 REVIEW EXERCISES Concept Check 1. The

of a number is the number times itself.

2. The

of a number n is

a number whose square is n.

3. The symbol " is called a

.

5. A whole number or fraction that is the square of another whole number or fraction is called a .

7. The two sides that meet to form the right angle of a right triangle are called

Objective 7.5A

.

4. The number underneath the radical sign is called the .

6. In a right triangle, the side opposite the right angle is called the

.

8. If a right triangle has legs of lengths a and b units and a hypotenuse of length c units, then result is known as the Theorem.

Find the principal square root of a number that is a perfect square

GUIDE PROBLEMS 9. Find the principal square root of 81. (

2

) 5 81

"81 5

10. Find the principal square root of 144. 122 5 144

"144 5

5 c 2. This

7.5 Square Roots and the Pythagorean Theorem

535

Evaluate.

11. "1

12. "100

13. "121

14. "64

15. "441

16. "196

17. "361

18. "400

19. "81

20. "4

21. "529

22. "144

23. "289

24. "36

25. "225

26. "256

27. "169

28. "324

29. "49

30. "16

31. "25

32. "484

33. "9

34. "576

Objective 7.5B

Approximate the principal square root of a number that is not a perfect square

GUIDE PROBLEMS 35. Approximate the principal square root of 17 using Appen-

36. Approximate the principal square root of 879 using a

dix D or a calculator. Round to the nearest hundredth.

calculator. Round to the nearest hundredth.

"17 <

"879 <

Approximate each principal square root Appendix D or a calculator. Round to the nearest hundredth.

37. "61

38. "54

39. "311

40. "78

41. "204

42. "48

43. "66

44. "70

45. "960

46. "93

47. "145

48. "38

49. "467

50. "535

51. "252

52. "908

Objective 7.5C

Use the Pythagorean Theorem to determine the length of a side of a right triangle

GUIDE PROBLEMS 53. Find the unknown length in the right triangle. Round to the nearest hundredth of a foot.

c5" c5" c<

?

15 in.

8 ft

c 5 "a 1 b c 5 "(

right triangle. Round to the nearest hundredth of an inch.

?

3.5 ft

2

54. Find the unknown length in the

2 2

) 1 (3.5 ft) 1 12.25 ft2

2

b 5 "c2 2 a2 b 5 "( )2 2 ( b5" b5" b<

2

)2

7 in.

536

CHAPTER 7

Geometry

Find the unknown length in each right triangle. Round to the nearest hundredth, if necessary. 50 m

55.

56.

23 m

57.

?

3 mi ?

18 cm

4 mi

58.

59.

?

35 cm

60. ? 9 yd

45 mm

5 yd 12 ft

62 mm

6.5 ft ? ?

61.

62.

63.

3m

11 in. 22 mi 13 in.

12 mi 7m

?

?

?

64.

65.

?

2.5 cm

66.

25 mm

32.5 mm

1.5 cm ?

?

15 yd

10.5 yd

7.5 Square Roots and the Pythagorean Theorem

67.

68.

537

69.

11 yd

? 21 in.

15 ft

17 in.

?

19 yd

7.5 ft ?

70.

71. 90 ft

72. ?

40 ft 32 in.

?

? 8m

7m 19 in.

APPLY YOUR KNOWLEDGE

Objective 7.5D

73. A new 43r 5s yacht model has been very popular with sailors this season. The triangular sails are made of an improved lightweight material, increasing the maximum speed of the boat. One of the sails is 56.5 feet tall and has a base measuring 8.6 feet. What is the approximate length of the hypotenuse of the sail? Round to the nearest hundredth of a foot.

56.5 ft

8.6 ft

74. A TV is measured by the length of the diagonal of the screen. A flat-screen TV measures 21 inches high and 24 inches wide. How is the TV advertised? Round to the nearest whole inch.

538

CHAPTER 7

Geometry

75. On a baseball diamond there are 90 feet between bases. Hank Lopez hit a grounder to third base. How far is the throw from third base to first base, to put him out? Round to the nearest tenth of a foot. ?

90 ft

CUMULATIVE SKILLS REVIEW 2. Write the ratio of 12 to 35 three different ways. (4.1A)

1. Find the area of the triangle. (7.4B) 4 mi

8.5 mi

3. Convert 212,000 pounds to tons. (6.1B)

4. Find the circumference of a circle with a diameter of 40 feet. Use 3.14 for p. (7.3B)

40 ft

5. Write “595 is 17% of what number” as a proportion and solve. (5.3B)

7. Find the radius of a circle when the diameter is 57 inches. (7.2B)

6. Reduce

60 to lowest terms. (2.3A) 135

8. Write a fraction to represent the shaded portion of the illustration. (2.2B)

57 in.

9. Solve

30 v 5 . (4.3C) 30 90

10. Convert 30 miles to kilometers. Round to the nearest tenth of a kilometer. (6.4A)

7.6 Volume

539

7.6 VOLUME Objective 7.6A

Find the volume of a rectangular solid

In Section 7.2, we introduced several solids, including a rectangular solid and a cube. Just as area is the measure of the amount of interior surface of a plane figure, volume is the measure of the amount of interior space of a solid. Volume is measured in cubic units. The following figures show 1 cubic centimeter and 1 cubic inch, respectively.

LEARNING OBJECTIVES A. Find the volume of a rectangular solid B. Find the volume of other solids C.

1 in.

1 cm 1 in.

1 cm

Volume is used in a number of situations. Consider these examples. • To maintain the correct sodium concentration in a saltwater fish tank, an aquarium owner must know the amount of water contained in the tank. • To create a particular color of paint using different dyes, a technician would have to know the exact amount of paint in a can. • To mix a solution for an experiment, a scientist would have to know the exact amount of base solution. In these examples, we cannot assume that all the containers are rectangular solids. While an aquarium may well be a rectangular, it is likely that paint and solution for an experiment are contained in cylinders. We will investigate the volumes of several different solids. We begin with a rectangular solid. Consider a rectangular solid with length of 3 inches, width of 2 inches, and height of 2 inches.

2 inches

2 inches 3 inches

If we divide the rectangular solid into cubes, each with volume of 1 cubic inch, we can determine the volume. Notice that there is a total of 12 cubes. Because each cube has a volume of 1 cubic inch, the total volume of the rectangular solid is 12 cubic inches. Note that volume is measured in cubic units. Instead of counting the number of cubes, we can determine the area of the rectangular solid by multiplying the length, width, and height. 3 inches ? 2 inches ? 2 inches 5 12 cubic inches

APPLY YOUR KNOWLEDGE

volume The measure of the amount of interior space of a solid.

540

CHAPTER 7

Geometry

Volume of a Rectangular Solid If l represents the length of a rectangular solid, w the width, and h the height, then the formula for the volume, V, is as follows. V 5 lwh Volume is measured in cubic units.

EXAMPLE 1

Find the volume of a rectangular solid

Find the volume of a rectangular solid that has a length of 6 centimeters, a width of 4 centimeters, and a height of 3 centimeters.

SOLUTION STRATEGY V 5 lwh

Use the volume of a rectangular solid.

V 5 (6 cm) (4 cm) (3 cm)

Substitute 6 cm for l, 4 cm for w, and 3 cm for h.

5 72 cm3

Multiply.

The volume is 72 cubic centimeters.

TRY-IT EXERCISE 1 Find the volume of a rectangular solid that has a length of 5 meters, a width of 3 meters, and a height of 1 meter. Check your answer with the solution in Appendix A. ■

Recall that a cube is a rectangular solid with equal length, width, and height.

Volume of a Cube If s represents the length, width, and height of a cube, then the formula for the volume, V, is as follows. V 5 s 3.

EXAMPLE 2

Find the volume of a cube

Find the volume of a cube whose length, width, and height are each 4 inches.

SOLUTION STRATEGY V 5 s3

Use the formula for the volume of a cube.

V 5 (4 in.) 3

Substitute 4 inches for s.

5 64 in.3

Evaluate the exponential expression.

The volume is 64 cubic inches.

7.6 Volume

TRY-IT EXERCISE 2 Find the volume of a cube whose length, width, and height are each 5 meters. Check your answer with the solution in Appendix A. ■

Objective 7.6B

Find the volume of other solids

To find the volume of a solid, we use a formula. In the table below, we list the volume formulas for several solids. For completeness, the formulas for the volume of a rectangular solid and a cube are included. SOLID

ILLUSTRATION

Rectangular Solid

FORMULA w

l h

V 5 lwh l represents length, w represents width, and h represents height

V 5 s3

Cube

s represents the length of one side s

Cylinder

r

V 5 pr 2h r represents the radius and h represents the height

h

V5

Cone h r

r represents the radius of the base and h represents the height

V5

Pyramid h

r

1 Bh 3

B represents the area of the base and h represents the height

V5

Sphere

1 2 pr h 3

4 3 pr 3

r represents the radius

541

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CHAPTER 7

Geometry

EXAMPLE 3

Find the volume of a cylinder

Find the volume of the cylinder with a radius of 3 inches and a height of 8 inches. Use 3.14 for p. Round to the nearest tenth.

SOLUTION STRATEGY V 5 pr 2h

Use the formula for the volume of a cylinder. 2

Substitute 3.14 for p, 3 inches for r, and 8 inches for h.

V 5 (3.14) (3 in.) (8 in.) < (3.14) (9 in.2 ) (8 in.)

Evaluate the exponential expression.

3

5 226.1 in.

Multiply.

The volume is approximately 226.1 cubic inches.

TRY-IT EXERCISE 3 Find the volume of a cylinder with a radius of 4 centimeters and a height of 10 centimeters. Use 3.14 for p. Round to the nearest tenth. Check your answer with the solution in Appendix A. ■

EXAMPLE 4

Find the volume of a cone

Find the volume of a cone with a radius of 2.1 meters and a height of 8 meters. Use 3.14 for p. Round to the nearest hundredth.

SOLUTION STRATEGY V5

1 2 pr h 3

Use the formula for the volume of a cone.

V5

1 p ? (2.1 m) 2 (8 m) 3

Substitute 2.1 m for r and 8 m for h.

1 (3.14) (2.1 m) 2 (8 m) 3

Multiply.

<

< 36.93 m3 The volume is approximately 36.93 cubic meters.

TRY-IT EXERCISE 4 Find the volume of a cone with a radius of 2 yards and a height of 5.2 yards. Use 3.14 for p. Round to the nearest hundredth. Check your answer with the solution in Appendix A. ■

EXAMPLE 5

Find the volume of a pyramid

Find the volume of a pyramid with a square base whose sides measure 3 inches each and whose height is 5 inches.

7.6 Volume

543

SOLUTION STRATEGY 1 V 5 Bh 3

Use the formula for the volume of a pyramid.

1 5 (9 in.2 ) (5 in.) 3

The base is a square, and so the area of the base is B 5 (3 in.) 2 5 9 in.2 Substitute 9 for B and 5 for h.

5 15 in.3

Simplify.

The volume is 15 cubic inches.

TRY-IT EXERCISE 5 Find the volume of a pyramid with a square base whose sides measure 2 meters each and whose height is 7 meters. Round to the nearest hundredth of a meter. Check your answer with the solution in Appendix A. ■

EXAMPLE 6

Find the volume of a sphere

Find the volume of a sphere with a radius of 3.6 meters. Use 3.14 for p. Round to the nearest tenth of a meter.

SOLUTION STRATEGY V5 <

4 3 pr 3

Use the formula for the volume of a sphere.

4 (3.14) (3.6 m) 3 3

Substitute 3.14 for p. Substitute 3.6 m for r.

< 195.3 m3

Evaluate the exponential expression and multiply.

The volume is 195.3 cubic meters.

TRY-IT EXERCISE 6 Find the volume of a sphere with a radius of 2.1 feet. Use 3.14 for p. Round to the nearest tenth of a foot. Check your answer with the solution in Appendix A. ■

Objective 7.6C EXAMPLE 7

APPLY YOUR KNOWLEDGE Calculate volume in an application problem

An ice cream parlor on Cape Cod serves a large waffle ice cream cone with a radius of 2 inches and height of 7 inches. a. How much ice cream can you put inside the waffle cone? Use 3.14 for p. Round to the nearest tenth of an inch. b. If you put a hemispherical scoop of ice cream with a radius of 2 inches on top of your ice cream filled cone, what would be the total volume? Use 3.14 for p. Round to the nearest tenth of an inch.

Learning Tip A hemisphere is half of a sphere. Therefore, the volume of a hemisphere is half the volume of a sphere.

544

CHAPTER 7

Geometry

SOLUTION STRATEGY a. V 5 V<

1 2 pr h 3

To determine how much ice cream can be put into such a cone, calculate the volume of the cone.

1 (3.14) (2 in.) 2 (7 in.) 3

Substitute 3.14 for p . Substitute 2 for r and 7 for h.

< 29.3 in.3

Evaluate the exponential expression and multiply.

The cone can hold approximately 29.3 cubic inches of ice cream. b. V 5

1 4 3 ? pr 2 3

A hemisphere is half of a sphere. Therefore, the volume of a hemisphere is one-half multiplied by the volume formula of a sphere.

V5

2 3 pr 3

Simplify.

V5

2 (3.14) (2 in.) 3 3

Substitute 3.14 for p. Substitute 2 for r.

< 16.747

Evaluate the exponential expression and multiply.

The hemispherical scoop of ice cream has a volume of approximately 16.7 cubic inches. 29.3 1 16.7 5 46.0

Add the volume of the cone and the volume of the hemispherical scoop.

The total volume of the ice cream is approximately 46 cubic inches.

TRY-IT EXERCISE 7 A cylindrical grain silo with a hemispherical dome has a radius 6 feet and a height of 46 feet which includes the dome. Find the total volume the silo encloses. Round to the nearest tenth of a foot. Check your answer with the solution in Appendix A. ■

SECTION 7.6 REVIEW EXERCISES Concept Check 1. The measure of the amount of interior space of a solid is called

2. Volume is measured in

units.

.

3. If l represents the length of a rectangular solid, w the width, and h the height, then the formula for the volume is .

4. If s represents the common length, width, and height of a cube, then the formula for the volume is

.

7.6 Volume

545

5. The formula for the volume of a cylinder is

.

6. The formula for the volume of a cone is

7. The formula for the volume of a pyramid is

.

8. The formula for the volume of a sphere is

Objective 7.6A

.

.

Find the volume of a rectangular solid

GUIDE PROBLEMS 9. Find the volume of the

10. Find the volume of the cube.

rectangular solid. 3 in.

11 ft

V 5 lwh V 5 (12 ft) ( 5

)(

V 5 s3 V5( 5

7 ft

)

3 in.

)3

3 in.

12 ft

Find the volume of each rectangular solid.

11.

12.

13.

5m 25 mm

12 mi 3m 9m

4 mi

5 mm 6 mi

14.

15.

26 cm

7 mm

16. 10 cm 12 cm

15 cm

9 mi 20 cm

7 mi 6 mi

66 cm

546

CHAPTER 7

Geometry

17.

18.

19.

25 mm

25 mm

31 in.

9m 5.5 m

11 in.

15 in.

25 mm 3m

21.

20.

22.

3.5 mi

7 ft

5 mi 5.4 yd

26 mi

10 ft 7.5 ft

2.2 yd 3.0 yd

23.

24.

1.6 m 1.9 m 22 ft

4.7 m

13.2 ft

9 ft

Objective 7.6B

Find the volume of other solids

GUIDE PROBLEMS 25. Find the volume of the cylinder. Use 3.14 for p. Round to the nearest hundredth. V 5 pr 2h V < (3.14) ( 5

2

) (

)

26. Find the volume of the pyramid.

6m

Round to the nearest hundredth. 19 m

1 V 5 Bh 3 1 V5 ( 3 5

50 mm

)(

) 32 mm 40 mm

7.6 Volume

27. Find the volume of the cone. Use 3.14 for p. Round to

547

28. Find the volume of the sphere. Use 3.14 for p. Round

the nearest hundredth.

to the nearest hundredth.

8 ft 19 ft

7 ft

4 3 pr 3 4 V < (3.14) ( 3

V5

1 2 pr h 3 1 V < (3.14) ( 3 <

V5

2

) (

)

)3

<

Find the volume of each solid. Use 3.14 for p. Round to the nearest hundredth, if necessary.

29.

10 cm

30.

31. 22 m 5 mm 7m

15 cm 20 mm

32.

33.

34.

5 mi 7 mi 13 mi

10 mi

8m 11 m

4 mi

9m

548

CHAPTER 7

35.

Geometry

37.

36.

12 yd 3 yd 3 mi 9m

38.

39.

40.

29 mm 17 cm

15 ft

16 mm 9 cm

6 ft

41.

42.

43. 13.5 ft 40 cm

18

17 yd

ft

10 ft

9 yd 7 yd

44.

45.

46. 7m

60 mm

1m 8 in.

2 in.

7.6 Volume

47.

549

48. 4 ft 18 ft 5 yd 15 yd

49.

50.

8 in.

6m

5 in. 17 in.

14 m

51.

52. 5 yd 13 ft

53.

54. 3m 5

m

5 cm

4 cm

9m

550

CHAPTER 7

Geometry

55.

56.

12 in. m

9m

3.5

8 in.

57.

58.

6 in.

7.5 ft 8 in.

13 ft

19 in.

9.5 ft

59.

60. 9.5 in.

6.5 ft

Objective 7.6C

APPLY YOUR KNOWLEDGE

61. The cylindrical tank of a gasoline truck is 28 feet long and has a diameter of 7 feet. a. Find the volume of the tanker truck. Round to the nearest whole number.

b. If 1 cubic foot is equal to 7.5 gallons, how many gallons does the truck hold? Round to the nearest whole number.

63. A volcano located on Jupiter’s moon Io resembles a pyramid. If the height of the volcano is 250 feet and its square base is 50 feet on a side, find the volume of the volcano. Round to the nearest whole number.

62. How many cubic feet of grain can be stored in a cylindrical silo with radius 12.5 feet and height 40 feet?

7.6 Volume

CUMULATIVE SKILLS REVIEW 1. Add

2 1 0.42 by converting the decimal to a fraction. 15

2. 22.5 is 90% of what number? (5.2B, 5.3B)

Simplify, if possible. (3.5B)

3. Find the perimeter of the polygon. (7.3A)

4. Find the area of the rectangle. (7.4A)

8 mi

5 mi

7 mi

4 mi 12 mi

6 mi 5 mi

12 mi

9 mi 5 mi

5. Identify the figure. (7.1A) W

2 4 3 3 . (2.4B) 7 5

Y

7. Find the unknown length in the right triangle. Round to the nearest hundredth of an inch (7.5C)

?

6. Multiply 5

4 5

8. Convert 2 to a percent. (5.1B)

15 in.

7 in.

9. Find the unknown measure of the angle. (7.2A) ? 79°

20°

10. Identify the polygon. (7.2A)

551

552

CHAPTER 7

Geometry

7.1 Lines and Angles Objective

Important Concepts

Illustrative Examples

A. Identify lines, line segments, and rays (page 480)

geometry The branch of mathematics that deals with the measurements, properties, and relationships of shapes and sizes.

Identify each figure.

plane A flat surface that has infinite width, infinite length, and no depth. plane figure A figure that lies entirely in a plane.

W

Y

g g line, WY or YW

F

G

segment, FG or GF

space The expanse that has infinite length, infinite width, and infinite depth. solid An object with length, width, and depth that resides in space. point An exact location or position in space. line A straight row of points that extends forever in both directions.

T

D h

ray, DT

line segment A finite portion of a line with a point at each end. endpoint A point at the end of a line segment. ray A portion of a line that has one endpoint and extends forever in one direction. parallel lines Lines that lie in the same plane but never cross. intersecting lines Lines that lie in the same plane and cross at some point in the plane. B. Name and classify an angle (page 482)

angle The construct formed by uniting the endpoints of two rays. vertex The common endpoint of the two rays that form an angle. sides of an angle The rays that form an angle.

Name and classify each angle as acute, right, obtuse, or straight. N

O

W

degree A unit used to measure an angle. /O, /NOW, /WON; right

10-Minute Chapter Review

553

protractor A device used to measure an angle. acute angle An angle whose measure is greater than 0° and less than 90°. right angle An angle whose measure is 90°. obtuse angle An angle whose measure is greater than 90° and less than 180°. straight angle An angle whose measure is 180°.

R

P G

/G, /RGP, /PGR; acute

X

/X; straight T V

J

/V, /TVJ, /JVT; obtuse C. Find the measure of a complementary or a supplementary angle (page 484)

complementary angles Two angles, the sum of whose degree measures is 90°. supplementary angles Two angles, the sum of whose degree measures is 180°.

Find the complement of each angle with the given measure. a. 43° 90° 2 43° 5 47° b.

12°

90° 2 12° 5 78° Find the supplement of each angle with the given measure. a.

123° R

180° 2 123° 5 57° b. 60° 180° 2 60° 5 120°

554

CHAPTER 7

Geometry

7.2 Plane and Solid Geometric Figures Objective

Important Concepts

Illustrative Examples

A. Identify a plane geometric figure (page 491)

polygon A closed plane figure in which all sides are line segments.

Classify each angle as equilateral, isosceles, or scalene. a.

2

POLYGONS NAME

NUMBER OF SIDES

Triangle

3

Quadrilateral

4

Pentagon

5

Hexagon

6

Heptagon

7

Octagon

8

Nonagon

9

Decagon

10

2

equilateral triangle b.

6

6

triangle A three-sided polygon. equilateral triangle A triangle with sides of equal length and angles of equal measure.

3

isosceles triangle c. 6

isosceles triangle A triangle with at least two sides of equal length in which the angles opposite these sides have equal measure.

right triangle A triangle that has a right angle. obtuse triangle A triangle that has an obtuse angle.

3

5

scalene triangle

scalene triangle A triangle with all three sides of different lengths and angles of different measures. acute triangle A triangle that has three acute angles.

2

Classify each triangle as acute, right, or obtuse. a. 62°

quadrilateral A four-sided polygon. parallelogram A quadrilateral whose opposite sides are parallel and equal in length. rectangle A parallelogram that has four right angles. rhombus A parallelogram in which all sides are of equal length.

59°

acute triangle

59°

10-Minute Chapter Review

square A rectangle in which all sides are of equal length.

555

b. 29°

trapezoid A quadrilateral that has exactly one pair of parallel sides.

61°

right triangle c. 58° 105° 17°

obtuse triangle

Find the measure of the unknown angle of each triangle. a.

57° 57°

?

57° 1 57° 5 114° 180° 2 114° 5 66° b. 22°

?

80°

22° 1 80° 5 102° 180° 2 102° 5 78° Identify each figure. a.

square, rectangle, or rhombus

556

CHAPTER 7

Geometry

b.

trapezoid c.

hexagon B. Find the radius and diameter of a circle (page 497)

circle A plane figure that consists of all points that lie the same distance from some fixed point.

Find the diameter of the circle.

center The fixed point that defines a circle. radius The length of a line segment from the center of a circle to any point of the circle. diameter The length of a line segment that passes through the center of a circle and whose endpoints lie on the circle. Rules for Finding the Radius and Diameter of a Circle

8

Diameter 5 Radius ? 2 58?2 5 16 Find the radius of the circle.

To find the diameter, multiply the radius by 2. Diameter 5 2 ? Radius

12

To find the radius, divide the diameter by 2. Radius 5

Diameter 2

Radius 5 5

C. Identify a solid geometric figure (page 499)

rectangular solid A solid that consists of six sides known as faces, all of which are rectangles.

Diameter 2 12 56 2

Identify each solid figure. a.

cube A rectangular solid in which all six faces are squares. pyramid A solid with three or more triangularshaped faces that share a common vertex. sphere A solid that consists of all points in space that lie the same distance from some fixed point. cylinder A solid with two identical plane figure bases joined by line segments that are perpendicular to these bases.

cylinder b.

cube

10-Minute Chapter Review

cone A solid with a circular base in which all points of the base are joined by line segments to a single point in a different plane.

557

c.

cone

7.3 Perimeter and Circumference Objective

Important Concepts

Illustrative Examples

A. Find the perimeter of a polygon (page 509)

perimeter of a polygon The sum of the lengths of its sides.

Find the perimeter of each polygon. a.

8 yd

Perimeter of a Rectangle If l represents the length of a rectangle and w the width, then the perimeter, P, is given by the formula P 5 2l 1 2w.

8 yd 8 yd

Perimeter of a Square If s represents the length of a side of the square, then the perimeter, P, is given by the formula P 5 4s.

8 yd

P 5 4s P 5 4(8 yd) 5 32 yd b.

8 yd 5 yd

5 yd 8 yd

P 5 2l 1 2w P 5 2(8 yd) 1 2(5 yd) 5 16 yd 1 10 yd 5 26 yd B. Find the circumference of a circle (page 511)

circumference The distance around a circle.

Find the circumference of each circle. Use 3.14 for p. Round to the nearest tenth.

Circumference of a Circle

a.

If d represents the diameter of a circle and if r represents the radius, then the circumference, C, is given by the formula C 5 pd or C 5 2pr.

8 in.

C 5 2pr C < 2(3.14) (8 in.) < 50.2 in.

558

CHAPTER 7

Geometry

b.

30 yd

C 5 pd C < (3.14) (30 yd) < 94.2 yd C. APPLY YOUR KNOWLEDGE (PAGE 512)

The London Eye is a large ferris wheel located in London, England. The wheel’s diameter measures 135 meters. What is the circumference of the London Eye? Use 3.14 for p. Round to the nearest whole number. C 5 pd C 5 (3.14) (135 m) < 424 m

7.4 Area Objective

Important Concepts

Illustrative Examples

A. Find the area of a rectangle or a square (page 518)

area The measure associated with the interior of a closed plane figure.

Find the area of each rectangle or square. a. 1.5 ft

2 ft

Area of a Rectangle If l represents the length of a rectangle and w the width of the rectangle, then the formula for the area, A, is given by the formula A 5 lw. Area is always measured in square units.

2 ft

1.5 ft

Area of a Square

A 5 lw 5 (2 ft) (1.5 ft) 5 3 ft 2

If s represents the length of one side of a square, then the formula for the area, A, is given by the formula A 5 s 2. b.

20 mm

20 mm

20 mm

20 mm

A5s 5 (20 mm) 2 5 400 mm2 2

10-Minute Chapter Review

B. Find the area of other plane figures (page 520)

FORMULA

Rectangle

A 5 lw l represents the length and w represents the width

Triangle

Parallelogram

Trapezoid

Circle

C. APPLY YOUR KNOWLEDGE (PAGE 523)

Find the area of each figure. Use 3.14 for p.

PLANE FIGURE

Square

559

a.

4m

A 5 s2 s represents the length of one side

10 m

1 bh 2 b represents the length of the base and h represents the height A5

A 5 bh b represents the length of the base and h represents the height 1 (a 1 b)h 2 a represents the length of one base, b represents the length of the other base, and h represents the height

3m

A5

1 (a 1 b)h 2

A5

1 (3 m 1 10 m) (4 m) 2

5 (13 m) (2 m) 5 26 m2 b.

4 ft

A5

A 5 pr2 r represents the radius

A 5 pr 2 A < (3.14) (4 ft) 2 5 50.24 ft 2

The annual softball competition winner will receive a plaque at a ceremony this weekend. The cost of the plaque is $0.10 per square inch. If the plaque has the shape and dimensions shown in the figure below, what is the total cost of the plaque? 28 in. 28 in. 28 in.

28 in.

A 5 s2 5 (28 in.) 2 5 784 in.2 Cost 5 784 in.2 ?

$0.10 1 in.2

5 $78.40

560

CHAPTER 7

Geometry

7.5 Square Roots and the Pythagorean Theorem Objective

Important Concepts

Illustrative Examples

A. Find the principal square root of a number that is a perfect square (page 530)

square A number is the number times itself.

Evaluate.

perfect square A whole number or fraction that is the square of another whole number or fraction.

b. "256 5 16

principal square root of a number, n A number whose square is n.

a. "49 5 7 c. "16 5 4

radical sign The symbol "

.

B. Approximate the principal square root of a number that is not a perfect square (page 530)

To estimate the square root of a whole number or fraction that is not a perfect square, use a table such as the table in Appendix D or a calculator.

C. Use the Pythagorean Theorem to determine the length of a side of a right triangle (page 531)

hypotenuse In a right triangle, the side opposite the right angle.

Approximate using Appendix D or a calculator. Round to the nearest hundredth. a. "204 < 14.28 b. "70 < 8.37 c. "93 < 9.64 d. "54 < 7.35

legs The two sides that meet to form the right angle of a right triangle.

Find the unknown length in each right triangle. Round to the nearest tenth. a.

a 5 "c 2 2 b 2

If a right triangle has legs of lengths a and b, and hypotenuse of length c, then

a 5 "(50 m) 2 2 (23 m) 2 a 5 "2500 m2 2 529 m2

a2 1 b2 5 c2

a 5 "1971 m2

Finding the Unknown Length in a Right Triangle

If one leg is a units long and the hypotenuse is c units long, then the length of the other leg, b, can be found using the formula b 5 "c 2 2 a 2.

a

23 m

The Pythagorean Theorem

In a right triangle, if one leg is a units long and the other leg is b units long, then the length of the hypotenuse, c, can be found using the formula c 5 "a 2 1 b 2.

50 m

a < 44.4 m b.

3m

7m

b

b 5 "c 2 2 a 2

b 5 "(7 m) 2 2 (3 m) 2 b 5 "49 m2 2 9 m2 b 5 "40 m2

b < 6.3 m

10-Minute Chapter Review

D. APPLY YOUR KNOWLEDGE (PAGE 533)

561

Glass bathroom shelves are very useful for accommodating areas with limited space. An installer is adding a glass shelf 15 inches deep. If the support is to meet the wall 8 inches below the shelf, what is the length of the support?

shelf

15 in 8 in c

support

c 5 "a 2 1 b 2

c 5 "(8 in.) 2 1 (15 in.) 2

c 5 "(64 in.2 ) 1 (225 in.2 )

c 5 "289 in.2 c 5 17 in.

7.6 Volume Objective

Important Concepts

Illustrative Examples

A. Find the volume of a rectangular solid (page 539)

volume The measure of the amount of interior space of a solid.

Find the volume of each rectangular solid or cube.

Volume is measured in cubic units.

a.

12 cm

Volume of a Rectangular Solid If l represents the length of a rectangular solid, w the width, and h the height, then the volume, V, is given by the formula V 5 lwh.

66 cm

Volume of a Cube If s represents the common length, width, and height of a cube, then the volume, V, is given by the formula V 5 s 3.

10 cm

V 5 (66 cm) (12 cm) (10 cm) V 5 7920 cm3 b. 12 ft

12 ft 12 ft

V 5 (12 ft) 3 V 5 1728 ft 3

562

CHAPTER 7

B. Find the volume of other solids (page 541)

Geometry

SOLID

FORMULA

Rectangular Solid

V 5 lwh l represents length, w represents width, and h represents height

Cube

Find the volume of each solid. Use 3.14 for p. Round to the nearest tenth. a.

2m

V 5 s3

7m

s represents the length of one side Cylinder

Cone

V 5 pr 2 h r represents the radius and h represents the height 1 pr 2 h 3 r represents the radius of the base and h represents the height

V 5 pr 2h V < (3.14) (2 m) 2 (7 m) 5 (3.14) (4 m2 ) (7 m)

V5

< 87.9 m3 b. 15 mi

1 bh 3 b represents the area of the base and h represents the height

Pyramid

V5

Sphere

V5

V5

4 3 pr 3 r represents the radius

V<

4 3 4 3

pr 3

(3.14) (15 mi) 3

5 14,130 mi3 c.

5 yd

15

yd

V5

1 pr 2h 3

V<

1 (3.14) (5 yd) 2 (15 yd) 3

5

1 (3.14) (25 yd 2) (15 yd) 3

< 392.5 yd3

10-Minute Chapter Review

C. APPLY YOUR KNOWLEDGE (PAGE 543)

563

The Rubik’s Cube was a popular toy invented in 1974 and is still manufactured today. The size of each cube piece measures 1.8 cm on each side. What is the volume of each piece? Given that a Rubik’s Cube has 27 pieces, like the piece shown below, what is the total volume of the Rubik’s Cube? Round to the nearest tenth of cubic centimeter. 1.8 cm

1.8 cm 1.8 cm

V 5 s3 V 5 (1.8 cm) 3 5 5.832 cm3 per piece Total volume 5 5.832 cm3 ? 27 < 157.5 cm3

564

CHAPTER 7

Geometry

The Hearst Tower in New York City is the world headquarters of the Hearst Corporation, a media conglomerate whose holdings include magazines such as

O – The Oprah Magazine and Cosmopolitan; cable channels such as ESPN and Lifetime; and newspapers such as the Seattle Post-Intelligencer and the San Francisco Chronicle. Completed in 2006, the Hearst Tower rises above the façade of the original Hearst Building that was built in 1928. The Hearst Tower has received numerous awards and accolades for incorporating “green building” practices. “Green building” refers to the movement that promotes the construction of environmentally responsible buildings. The movement seeks to sustain the environment through energy efficiency, water conservation, and waste minimization. The Hearst Tower is designed to use less energy than a conventional building. One feature that enables it to conserve energy is its “diagrid” frame. This frame features diagonal support beams that cross to form large triangles. Thus, the building has no vertical support beams. This allows natural light to flood the building. Moreover, each triangular region consists of innovative glass windows that have a special coating that keeps out the invisible solar radiation.

1. If the height of each triangle is 54 feet and the length of the base of each triangle is 45 feet, how much glass is contained in each triangular region?

The typical gross area of each floor of the Hearst Tower is 20,000 square feet. 2. If 5000 BTUs (British thermal units) per hour are required to cool 100 square feet of space in a standard building, how many BTUs per hour would be required to cool 20,000 square feet in a standard building?

3. If the energy-saving features of the Hearst Tower increase energy efficiency by 22 percent, how many BTUs per hour would be required to cool a typical floor?

A reclamation tank in the basement of the building collects rainwater. The rainwater is used to cool the building and to water plants. It is also used in the three-story waterfall that graces the building’s atrium. 4. If the reclamation tank is a cylinder with a base radius of 10 feet and a height of 6 feet, what is the volume of the tank? Use 3.14 for p.

5. To convert cubic feet to gallons, multiply the number of cubic feet by tion tank hold? Round to the nearest thousand.

From http://www.hearst.com.

7.481 gallons . How many gallons does the reclamaft3

Chapter Review Exercises

565

CHAPTER REVIEW EXERCISES Identify each figure. (7.1A)

1.

2. C

B

S D B

3.

4. G

K

C

N

Name and classify each angle as acute, right, obtuse, or straight. (7.1B)

5.

6.

7.

D

8.

H

S O W

K

M

L X E

9. Find the measure of the complement of an angle measuring 25°. (7.1C)

10. Find the measure of the supplement of an angle measuring 130°. (7.1C)

11. Find the measure of the supplement of an angle measuring 18°. (7.1C)

12. Find the measure of the complement of an angle measuring 47°. (7.1C)

13. Find the measure of the supplement of /LMN . (7.1C)

14. Find the measure of the complement of /CDH . (7.1C)

C

L O 120°

28° H

P M D

N

566

CHAPTER 7

Geometry

15. Find the measure of the complement of /OKA. (7.1C)

16. Find the measure of the supplement of /AXT . (7.1C) A

O

25° T

17°

X

Z

H

A K

Classify each triangle as equilateral, isosceles, or scalene. Also, classify each triangle as acute, right, or obtuse. (7.2A)

17.

18.

19.

20.

Find the measure of the unknown angle of each triangle. (7.2A)

21.

22. 62º

20º 60º

x

128º

x

23.

24. x 28º 118º 15º x

Chapter Review Exercises

25. Identify each figure as a rectangle, square, trapezoid, or rhombus. (7.2A)

26. Identify each figure as a rectangle, square, trapezoid, or rhombus. (7.2A)

27. Identify each figure as a triangle, quadrilateral, pentagon, hexagon, or octagon. (7.2A)

29. Find the radius of a circle with a diameter of 56 meters. (7.2B)

28. Identify each figure as a triangle, quadrilateral, pentagon, hexagon, or octagon. (7.2A)

30. Find the radius of a circle with a diameter of 15 inches. (7.2B)

56 m 15 in.

31. Find the diameter of a circle with a radius of 25 feet.

32. Find the diameter of a circle with a radius that is 49 yards. (7.2B)

(7.2B)

49 yd 25 ft

567

568

CHAPTER 7

Geometry

33. Find the radius of the circle.

34. Find the diameter of the circle.

30 cm

9 mi

35. Identify each solid. (7.2C)

36. Identify each solid. (7.2C)

Find the perimeter of each polygon. (7.3A)

37.

38.

7.5 in. 22 in.

12 cm 23 in. 16 cm

8 in.

9.5 cm

39.

40.

3m

3 mi

3.5 mi

4.5 m 4.5 m 1.5 mi

2 mi 3m

2 mi

Chapter Review Exercises

41. Find the circumference of the circle. Use 3.14 for p. (7.3B)

569

42. Find the circumference of the circle. Use 3.14 for p. (7.3B)

15 m 50 ft

43. Find the circumference of the circle. Use 3.14 for p. (7.3B)

44. Find the circumference of the circle. Use 3.14 for p. (7.3B)

8 ft 18 mm

45. Neil Armstrong is known as the first man to walk on the

46. A bicycle tire has a diameter of 26 inches. How many

moon. The moon is located over 238,000 miles from the earth and has an estimated radius of 1080 miles. What is the circumference of the moon? (7.3C)

feet does the bicycle travel for every 100 revolutions of the tire? Round to the nearest whole number. (7.3C)

Find the area of each geometric figure. Use 3.14 for p. (7.4A, B)

47.

48.

2 ft

2 ft

2 ft

23 mm 30 mm

2 ft

49.

50. 18 mi 5.5 yd

41 mi

13 yd 41 mi 18 mi

570

CHAPTER 7

Geometry

51.

52. 44 cm

20 m

53. Shauna is replacing the lid of her fish tank with a custom-made design. The length and width are 58 cm and 32 cm, respectively. If she wants to add a layer of fabric to the top, what is the total area she will need to cover? (7.4C)

54. Jade Productions is hosting a fashion show this summer in the Design District. The runway is 8 yards long and is 3.5 yards wide. What is the total surface area of the runway? (7.4C) 3.5 yd

58 cm 32 cm

32 cm

8 yd

8 yd

58 cm 3.5 yd

55. After taking a course in landscape architecture, Brandon has decided to redesign a portion of his front yard. He decides to add a circular flower garden and marks off a circular area with diameter 6 feet. How many square feet will the garden cover? Use 3.14 for p. (7.4C)

56. Futuristic Events is developing a carnival ride that will incorporate a 3-D media show. The seating surface is fairly large and should accommodate many participants at one time. If the length of the radius of the floor space is 20 m, what is the total area? Use 3.14 for p.

20 m 6 ft

57. Evaluate "36. (7.5A)

58. Evaluate "64. (7.5A)

59. Estimate "17 using Appendix D or a calculator. Round

60. Estimate "58 using Appendix D or a calculator. Round

to the nearest hundredth. (7.5B)

to the nearest hundredth. (7.5B)

Chapter Review Exercises

571

Find the unknown length in each right triangle. Round to the nearest hundredth, if necessary. (7.5C)

61.

62.

?

?

4m 3m

12 ft

6.5 ft

63.

64.

12 in.

4 cm ?

?

20 in.

65. Pete has to install an antenna on the top of his home. He has a ladder that extends to 4 meters.The ladder must be 2 meters from the base of the wall, and the wall is 3 meters high. Can Pete use the ladder he has or does he need a longer one? Explain. Round to the nearest tenth of a meter. (7.5D)

2.5 cm

66. Matthew and Ariana decided to paint a wall in their game room two different colors. In order to accurately paint the area, they will use masking tape to section off the wall. What is the length of the tape needed for the diagonal? Round to the nearest whole foot. (7.5D)

x

12 ft

27.5 ft

?

3m

2m

67. Find the volume of the rectangular solid. (7.6A)

68. Find the volume of the rectangular solid. (7.6A)

27 cm 18 in. 22 cm 50 cm 6 in. 13 in.

572

CHAPTER 7

Geometry

Find the volume of each solid. Use 3.14 for p. Round to the nearest hundredth, if necessary. (7.6B)

69.

70.

71.

23 cm 50 cm

22 m 7m

10 ft

3 ft

72.

73.

74. 7 in. 8 ft

10 mi

4 mi

75. The Music Shop sells DVD

76. Pet Supply Inc. sells

cases in boxes. The boxes measure 5.5 inches long, 4 inches wide, and 5 inches high. What is the volume of each box? (7.6C)

5 in.

4 in. 5.5 in.

77. There have been many studies on the Egyptian pyramids to determine how they were built and what is contained in them. What is the volume of a pyramid with an approximate height of 146 meters, and base measurement of 95 m by 80 m? Round to the nearest whole number. (7.6C)

146 m 80 m 95 m

a dog ball with a 3-inch radius. What is the volume of the ball? (7.6C)

3 in.

Assessment Test

573

ASSESSMENT TEST Identify each figure.

1.

2. L

D

P

R

Name and classify each angle as acute, right, obtuse, or straight.

3.

4. P

H

X

Y

5.

6.

V X

A F

J R

7. Find the measure of the complement of an angle measuring 38°.

8. Find the measure of the supplement of an angle measuring 52°.

9. Find the measure of the supplement of /OPA.

10. Find the measure of the complement of /NMK.

T O M

K

130° R

P

30°

A N

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Geometry

11. Classify the triangle as equilateral,

3

12. Classify the triangle

isosceles, or scalene.

as acute, right, or obtuse. 9

8

9

8

9

Find the measure of the unknown angle of each triangle.

13.

14.

? 79°

?

20°

72°

15. Identify each quadrialteral as a rectangle, square, trapezoid, or rhombus.

16. Identify each polygon as a triangle, quadrilateral, pentagon, hexagon, or octagon.

17. Find the radius of a circle,

18. Find the diameter of a circle

rectangle, or rhombus with a diameter of 20 inches.

with a radius of 8 meters.

8

20

19. Identify each solid.

20. Identify each solid.

Assessment Test

575

Find the perimeter and area of each polygon.

21.

22. 3.5 in. 14 yd

6.5 in.

10 yd 6.5 in.

9 yd 10 yd

23.

24.

15 ft

11.7 ft

3.5 in.

11.5 ft 11.7 ft

9 cm 7.1 cm

7.6 cm

7 cm

13 cm 15 ft

25. Find the circumference and area of a circle with a diameter of 50 feet. Use 3.14 for p.

26. Find the circumference and area of a circle with a radius of 9 meters. Use 3.14 for p.

9m 50 ft

27. Hurricanes are some of the most destructive storms in nature. In 1992, Hurricane Andrew caused widespread devastation and approximately $26.5 billion in damages. Although hurricanes are not perfectly round, the estimated diameter of Hurricane Andrew measured approximately 70 miles. What was the estimated area of the hurricane?

29. Evaluate "144.

28. The tiles used to cover Peter’s roof will be arranged in such a way so as to minimize the number of tiles needed. If the tile measures 23 cm wide and has an approximate length of 115 cm, what is the total area of the tile surface?

30. Estimate"55 using Appendix D or a calculator. Round to the nearest hundredth.

Find the unknown length in each right triangle. Round to the nearest hundredth, if necessary.

31.

32. Use the Pythagorean Theorem 5 yd

?

to determine the length of the missing side. Round answer to the nearest hundredth.

? 62 m

9 yd 45 m

576

CHAPTER 7

Geometry

Find the volume of each solid. Use 3.14 for p. Round to the nearest hundredth, if necessary.

33.

34.

35.

12 mi

8m

60 cm 20 cm

11 m

4 mi 6 mi

9m

36.

37.

38.

3f

t

9.5 in. 21 mi

12 ft

39. Mark designs tables for clients who often incorporate their own ideas into the work. His latest table includes pyramid-shaped clear plastic legs that can be filled with colored sand for a unique look. How much sand will be required to fill each table leg? Round to the nearest hundredth of an inch. 8 in 5 in 17 in

40. Volcanoes generally have a cone shape. The largest volcano on earth is located in Hawaii and is known as Mauna Loa. Mauna Loa rises 4.17 kilometers above sea level. The base has a radius of 6.5 km. What is the estimated volume of the volcano? Use 3.14 for p. Round to the nearest tenth of a kilometer.

CHAPTER 8

Statistics and Data Presentation

Market Research Analyst

IN THIS CHAPTER 8.1 Data Presentation— Tables and Graphs (p. 578) 8.2 Mean, Median, Mode, and Range (p. 605)

tatistical ideas and methods are used in many professions today. A popular job that uses statistics extensively is market research analyst. Market research analysts are concerned with the potential sales of a company’s products or services. Gathering statistical data on competitors and examining prices, sales, and methods of marketing and distribution, they analyze data on past performance to predict future sales.

S

Market research analysts devise methods for obtaining the data they need. Often, they design telephone, mail, or Internet surveys to assess consumer preferences. After compiling and evaluating the data, market researchers make recommendations to their client or employer on the basis of their findings. They provide a company’s management the information needed to make decisions on the promotion, distribution, design, and pricing of products and services. In this chapter, we will learn to read and construct various types of tables and graphs used in statistical data presentation. We will also learn about the four most commonly used statistics: the mean, the median, the mode, and the range. 577

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Statistics and Data Presentation

8.1 DATA PRESENTATION—TABLES AND GRAPHS LEARNING OBJECTIVES A. Read a table B. Read and construct a line graph C. Read and construct a bar graph D. Read and construct a circle graph or pie chart

Statistics is the science of collecting, interpreting, and presenting numerical data. Statistical ideas and methods are used in almost every aspect of human activity, from the natural sciences to the social sciences. Special applications are found in such areas as medicine, psychology, education, engineering, agriculture, and business. Numerical data form the “raw material” on which statistical analyses and forecasts are based. Tables and graphs are used extensively to summarize and display data in a visually clear and concise manner. In this section, we will learn to read and construct some of the more common types of these tables and graphs. Objective 8.1A

statistics The science of collecting, interpreting, and presenting numerical data. table A collection of data arranged in rows and columns for ease of reference.

Read a table

A table is a collection of data arranged in rows and columns for ease of reference. The data in a table is displayed in columns and rows with meaningful titles. In tables, the columns run vertically, up and down; the rows run horizontally, left and right. Exhibit 8.1 shows the sales and profit figures (in thousands of dollars) for MountainView Department Stores for January, February, March, and April. MountainView has two locations, Surfside and Midway. The merchandise is divided into three categories: appliances, clothing, and garden shop. The following steps may be used to locate specific data listed on the table.

Steps for Reading a Table Step 1. Look over the titles of the columns and rows to find the category of

information being sought. Step 2. Find the specific data at the intersection of the column and row

specified in Step 1.

Learning Tip Remember that the numbers in Exhibit 8.1 are in thousands of dollar. Therefore three zeros must be inserted after each figure.

For example, the February clothing sales figure for the Surfside location, $120,000, is found at the intersection of the February/Surfside column and the Clothing/Sales row. Note that the numbers in the table are in thousands of dollars. Therefore three zeros must be inserted after each figure.

EXHIBIT 8.1 MOUNTAIN VIEW DEPARTMENT STORE SALES AND PROFIT

MountainView Department Store 4-month Sales and Profit Report (in thousands of dollars) FEBRUARY

JANUARY Appliances Clothing Garden Shop

MARCH

APRIL

Surfside

Midway

Sales

$210

$180

Surfside Midway Surfside Midway Surfside Midway $240

$190

$230

$160

$165

Profit

52

45

54

40

48

35

50

35

Sales

125

140

120

130

95

125

105

130

Profit

16

18

15

17

12

15

16

18

Sales

54

40

58

32

56

37

60

42

Profit

9

5

7

4

9

6

10

8

$155

8.1 Data Presentation—Tables and Graphs

EXAMPLE 1

579

Read and interpret a table

Use Table 8.1 to answer each question. a. What was the amount of the appliance sales in the Midway store in March? b. Which location, Surfside or Midway, had higher clothing profit in January? c. How much higher were Surfside garden shop sales over Midway garden shop sales in February? d. Overall, which store had higher profit in April?

SOLUTION STRATEGY a. $160,000 b. JANUARY CLOTHING PROFIT $16,000 Surfside $18,000 Midway

c.

$58,000 Garden shop sales—Surfside 2$32,000 Garden shop sales—Midway $26,000

At the intersection of the March/ Midway column and the Appliances Sales row, we find the answer, $160,000. From the table, find the January clothing profit for each location; Surfside, $16,000, and Midway, $18,000. Midway had higher profit. Find the difference between the February garden shop sales for the Surfside and Midway locations in February, $26,000.

d. APRIL PROFIT SURFSIDE

MIDWAY

Appliance

$50,000

$35,000

Clothing

$16,000

$18,000

+ $10,000

+ $8,000

$76,000

$61,000

Garden shop

Find the April profit for each location. Surfside has higher profit, with $76,000.

TRY-IT EXERCISE 1 Use Table 8.1 to answer each question. a. What was the amount of the garden shop profits in the Surfside store in January? b. Which location, Surfside or Midway, had higher appliance sales in February? c. How much higher were Midway clothing sales over Surfside clothing sales in April? d. Overall, which store had higher profit in March? Check your answers with the solutions in Appendix A. ■

Objective 8.1B

Read and construct a line graph

In statistics, graphs are used to display relationships among data. A line graph is a picture of selected data changing over a period of time. Line graphs consist of a series of data points connected by straight lines. One glance at a line graph reveals the general direction and trends of the data being displayed.

line graph A picture of selected data changing over a period of time.

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x-axis The horizontal axis of a graph.

The horizontal or x-axis of a line graph is used to measure units of time, such as days, weeks, months, or years. The vertical or y-axis illustrates the numerical value of the data.

y-axis The vertical axis of a graph.

A line graph may contain a single line, representing the change of one variable over time, or it may have multiple lines, representing variables that are being compared to each other. Exhibit 8.2 shows the price of bananas from January to July. Exhibit 8.3 shows the price of bananas compared with the price of strawberries over the same time period. EXHIBIT 8.2 SINGLE LINE GRAPH—PRICE OF BANANAS

Learning Tip Note that the y-axis in both Exhibit 8.2 and Exhibit 8.3 have a “break” near the bottom. This indicates that some lower numbers were omitted because they are not part of the data. This allows us to shorten the grid, and enhance the presentation.

Price of Bananas (per pound) $1.30 $1.20 $1.10 $1.00 $0.90 $0.80 $0.70 $0.60 $0.50 $0.40 Jan

Feb

March

April

May

June

July

EXHIBIT 8.3 MULTIPLE LINE GRAPH—PRICE OF BANANAS VS. STRAWBERRIES

Price of Bananas vs. Strawberries (per pound) $1.40 $1.30 $1.20 $1.10 $1.00 $0.90 $0.80 $0.70 $0.60 $0.50

Bananas Strawberries

$0.40 Jan

Feb

March

April

May

June

July

8.1 Data Presentation—Tables and Graphs

Steps for Reading a Line Graph Step 1. Look over either the x- or y- axis for the information of interest. Step 2. Scan horizontally or vertically from that axis to the point that inter-

sects the graph. Step 3. Scan horizontally or vertically from that point to the opposite axis. Step 4. Read the answer at the point that intersects the opposite axis.

EXAMPLE 2

Read a line graph

Use Exhibit 8.2 to answer each question. a. What was the price of bananas in February? b. In which month was the price of bananas the highest? c. Was the price of bananas higher in March or in May? d. How much higher was the price of bananas in July compared with April?

SOLUTION STRATEGY a. $1.00

The known variable is the month, February. Look vertically from the x-axis to where February intersects the graph, and then scan horizontally to the y-axis. We find the price of bananas to be $1.00.

b. January

By inspection, we find the high point on the graph. This corresponds to January.

c. March

Look vertically from the x-axis for March ($0.85) and May ($0.65) to find that March had the higher price.

d.

From the graph, find the values for July ($1.20) and April ($1.10) and then find the difference.

$1.20 July 2$1.10 April $0.10

TRY-IT EXERCISE 2 Use Exhibit 8.2 to answer each question. a. What was the price of bananas in July? b. In which month was the price of bananas the lowest? c. Was the price of bananas lower in April or in May? d. How much lower was the price of bananas in March compared with January? Check your answers with the solutions in Appendix A. ■

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EXAMPLE 3

Read a multiple line graph

Use Exhibit 8.3 to answer each question. a. What was the price of strawberries in April? b. Which fruit, bananas or strawberries, had a higher price in February? c. In which months was the price of bananas higher than the price of strawberries? d. In April, how much higher was the price of strawberries than the price of bananas?

SOLUTION STRATEGY a. $0.80

From April on the x-axis, look vertically to the graph for strawberries, and horizontally to the y-axis. The April price is $0.80.

b. Strawberries

From February on the x-axis, look vertically to both graphs to find that strawberries had the higher price.

c. January, April, July

By inspection, we find that bananas had a higher price in January, April, and July.

d.

Find the difference between the April price for bananas and strawberries.

$1.10 bananas 2$0.80 strawberries $0.30

TRY-IT EXERCISE 3 Use Exhibit 8.3 to answer each question. a. What was the price of strawberries in June? b. Which fruit, bananas or strawberries, had a lower price in March? c. In which months was the price of strawberries higher than the price of bananas? d. How much lower was the price of strawberries compared with bananas in January? Check your answers with the solutions in Appendix A. ■

Steps for Constructing a Line Graph Step 1. Label the time variable evenly spaced on the x-axis. Step 2. Label the numerical value variable evenly spaced on the y-axis. If

necessary, to save space on the graph, use a “break” in the x- or yaxis to indicate that the lower numbers were omitted because they are not part of the data. Step 3. Mark each data point with a dot, directly above the time period and

directly to the right of the corresponding numerical value. Step 4. Connect the dots with line segments. For multiple line graphs, use

colors or line patterns to differentiate the variables.

8.1 Data Presentation—Tables and Graphs

EXAMPLE 4

Construct a line graph

Use Exhibit 8.1 to construct a line graph of the Surfside appliance profits for the 4-month period, January through April.

SOLUTION STRATEGY

MountainView Department Store Surfside – Appliance Profits Set up the graph with the time variable, months, on the x-axis and the numerical value variable, appliance profits, on the y-axis. Keep in mind the profits are in thousands of dollars. Mark each data point with a dot, directly above the month and directly to the right of the corresponding profit figure. Connect the dots with line segments.

(in thousands of dollars) 55 54 53

Profit

52 51 50 49 48 47 46 January

February

March

April

TRY-IT EXERCISE 4 Use Exhibit 8.1 to construct a line graph of the Midway clothing sales for the 4-month period, January through April. Check your answer with the solution in Appendix A. ■

EXAMPLE 5

Construct a line graph

Use Exhibit 8.1 to construct a multiple line graph comparing the Surfside and Midway garden shop profits for the 4-month period, January through April.

SOLUTION STRATEGY

MountainView Department Store Surfside & Midway Garden Shop Profits

Profit

(in thousands of dollars) 11 10 9 8 7 6 5 4 3 2 1 0 January

Surfside Midway February

March

April

Set up the graph with the time variable, months, on the x-axis and the numerical value variable, garden shop profits, on the y-axis. Mark each data point with a dot, directly above the month and directly to the right of the corresponding profit figure. Connect the dots for Surfside with solid lines and Midway with dashed lines.

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TRY-IT EXERCISE 5 Use Exhibit 8.1 to construct a multiple line graph comparing the Surfside and Midway appliance sales for the 4-month period. Check your answer with the solutions in Appendix A. ■

Read and construct a bar graph

Objective 8.1C

A bar graph is a graphical representation of quantities using horizontal or vertical bars.They are commonly used to illustrate changes in the magnitude of particular variables. Exhibit 8.4 is a bar graph of the top grossing concert tours in 2005.

Top Concert Tours – 2009 ($ millions) $160 151

$150 $100 $90

84

$80

75

$70 61

$60

60 55

52

51

$50

46

43

$40

n D

pl lin

e

ld Ce

/B

io

ay

nk Pi

ill

y

d hn Jo

Co

el Jo

ac M

es gl oo tw ee

n

Fl El to

gs

te

ea rin

e uc Br

Br

itn

Sp

ey

Sp

Tu r a

Ea

rs

r ne

C D C/ A

en

0

Ti n

bar graph A graphical representation of quantities using horizontal or vertical bars.

Source: www.Pollstar.com. January 1–June 30, 2009.

Steps for Reading a Bar Graph Step 1. Look over either the x- or y-axis for the information of interest. Step 2. Read the answer on the opposite axis, directly across from the

appropriate bar or beneath the bar.

EXAMPLE 6

Read a bar graph

a. Which tour had the least revenue? b. Which tour had revenue of $75 million? c. What was the revenue of the Eagles tour? d. Which tour had less revenue, Elton John/Billy Joel or Pink?

8.1 Data Presentation—Tables and Graphs

585

SOLUTION STRATEGY a. Celine Dion

By inspection, the shortest bar on the graph represents Celine Dion.

b. Britney Spears

Use inspection to scan the y-axis for the known variable, $75 million. Scan right to read the answer on the x-axis, Britney Spears.

c. $60 million

Use inspection to scan the x-axis for the known variable, the Eagles. Scan left to read the answer on the y-axis, $60 million.

d. Pink

By inspection, the bar for Pink is shorter than the bar for Elton John/Billy Joel.

TRY-IT EXERCISE 6 Use Exhibit 8.4 to answer each question. a. Which tour had the most revenue? b. Which tour had revenue of $46 million? c. What was the revenue of the Fleetwood Mac tour? d. Which tour had revenue of $84 million? Check your answers with the solutions in Appendix A. ■

A comparative bar graph is a bar graph with side-by-side bars to illustrate two or more related variables. Exhibit 8.5 below illustrates the 2008 through 2012 revenue for Olympic Industries compared with Pinnacle Enterprises. Note that the bars for each company are a different color. A key or legend is provided to explain the labeling scheme. EXHIBIT 8.5 COMPARATIVE BAR GRAPH—OLYMPIC INDUSTRIES VS. PINNACLE ENTERPRISES ANNUAL REVENUE 2008–2012

Olympic Industries vs. Pinnacle Enterprises Annual Revenue 2008–2012

Billions of Dollars

3.5

Olympic Industries Pinnacle Enterprises

3 2.5 2 1.5 1 0.5 0 2008

2009

2010

2011

2012

comparative bar graph A bar graph with side-byside bars to illustrate two or more related variables.

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CHAPTER 8

Statistics and Data Presentation

EXAMPLE 7

Read a comparative bar graph

Use Exhibit 8.5 to answer each question. a. Which company’s revenue was consistently higher during this period? b. In which year was Olympic Industries’ revenue $2 billion? c. What was Pinnacle Enterprises’ revenue in 2011? d. In which year did Pinnacle Enterprises’ revenue decrease from the previous year?

SOLUTION STRATEGY a. Olympic Industries

By inspection, the bars representing the revenue for Olympic Industries revenue are consistently higher.

b. 2009

Locate the numerical value variable, $2 billion, on the y-axis. Scan right to where that line intersects with the Olympic Industries bar, 2009.

c. $1.5 billion

Locate the time variable, Pinnacle Enterprises, 2011, on the x-axis. Scan left to where that line intersects with the revenue, $1.5 billion, on the y-axis.

d. 2012

By inspection, the revenue for Pinnacle Enterprises decreased in 2012.

TRY-IT EXERCISE 7 Use Exhibit 8.5 to answer each question. a. Which company’s revenue was lower in 2009? b. In which year did the revenue for Olympic Industries surpass $3 billion? c. In which year was Pinnacle Enterprises revenue the lowest? d. In which two years was the revenue for Olympic Industries the same? Check your answers with the solutions in Appendix A. ■

Steps for Constructing a Bar Graph Step 1. Label the x-axis and y-axis evenly spaced. Step 2. Vertical Bar Graph—Draw each bar directly up from the x-axis to

the point opposite the y-axis that corresponds to its value. Horizontal Bar Graph—Draw each bar directly to the right from the y-axis to the point above the x-axis that corresponds to its value. For comparative bar graphs, differentiate the bars by color or shading pattern, and provide a key that explains the labeling scheme.

8.1 Data Presentation—Tables and Graphs

Construct a bar graph

EXAMPLE 8

Construct a bar graph of the retail sales for the confectionary companies. CANDY BARS GLOBAL CONFECTIONERY MARKET SHARE BY RETAIL SALES ($ BILLIONS) COMPANY

RETAIL SALES

Mars

$24.2 billion

Cadbury

$17.0 billion

Nestlé

$13.1 billion

Kraft Foods

$ 7.9 billion

Hershey

$ 7.6 billion

Ferrero

$ 7.5 billion

Source: Euromonitor International, The Wall Street Journal, November 18, 2009

SOLUTION STRATEGY

Candy Bars Global Confectionery Market Share by Retail Sales ($ billions)

$25 Retail Sales

$20 $15 61

$10 $5

o er

ey Fe

rr

sh er

tF af Kr

H

oo

ds

tlé es N

ur db Ca

M

ar

y

s

$0

Label the bar graph with the various fictional characters on the x-axis, and the numerical value variable, gross revenue, on the y-axis. Draw each bar up from the x-axis to the point opposite the y-axis that corresponds to its value.

Company Source: Euromonitor International, The Wall Street Journal, November 18, 2009.

TRY-IT EXERCISE 8 Construct a bar graph of the occupational salaries in Spring Creek County. OCCUPATIONAL SALARIES—SPRING CREEK COUNTY OCCUPATION

AVERAGE SALARY

Doctor

$75,000

Realtor

$70,000

Scientist

$85,000

Firefighter

$44,000

Office Manager

$30,000

Teacher

$35,000

Check your answer with the solution in Appendix A. ■

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EXAMPLE 9

Construct a comparative bar graph

Construct a comparative bar graph of a particular politician’s job approval rating. JOB APPROVAL RATING 2009

2010

2011

57%

82%

52%

Disapprove

25%

14%

44%

No opinion

18%

4%

4%

Approve

SOLUTION STRATEGY

Job Approval Rating Approve Disapprove No opinion

90% 82% 80% 70% 60%

57% 52%

50%

44%

40% 30% 20%

25% 18% 14%

10%

4%

4%

Label the bar graph with the yearby-year approve, disapprove, and no opinion categories on the x-axis and the numerical value variable, approval rating, on the y-axis. Draw each bar up from the x-axis to the point opposite the y-axis that corresponds to its value. Differentiate the data by color coding the bars as follows: blue 5 Approve; red 5 Disapprove; yellow 5 No Opinion.

0% 2009

2010

2011

TRY-IT EXERCISE 9 Construct a comparative bar graph of the percent share of advanced science degrees awarded at Fleetwood University. FLEETWOOD UNIVERSITY PERCENT SHARE OF ADVANCED SCIENCE DEGREES AWARDED 2011–2012 ACADEMIC YEAR MASTER’S DEGREE

DOCTORATE DEGREE

Engineering

15%

10%

Physics

10%

15%

Chemistry

15%

30%

Computer Science

30%

10%

Mathematics Health Sciences

5%

20%

25%

15%

Check your answer with the solution in Appendix A. ■

8.1 Data Presentation—Tables and Graphs

Read and construct a circle graph or pie chart

Objective 8.1D

A circle graph or pie chart is a circle divided into sections or segments that represent the component parts of a whole. The whole, 100 percent, is represented by the entire circle; the parts are the wedge-shaped sectors of the circle. A key may be provided to explain the labeling scheme. Note that in the circle graph below, the three component parts are color coded and sum to 100 percent. Circle graphs are commonly referred to as pie charts because they resemble a pie with the relative size of each variable depicted as a “slice” of the pie. Circle graphs are easily read by inspection because each component is labeled by category and amount.

Champion Motors 2011 Share of Total Dealership Sales

28.6% 59.6%

Used Vehicles Service & Parts New Vehicles 11.8%

EXHIBIT 8.6 CIRCLE GRAPH—MELODY MUSIC STORES MUSIC GENRE SPENDING—2012 25.2%

19.9%

ROCK RAP/HIP-HOP

2.9%

R&B/URBAN

3.0%

COUNTRY POP

5.8%

RELIGIOUS 13.3%

8.9%

CLASSICAL JAZZ OTHER

10.4% 10.6%

EXAMPLE 10

589

Read a circle graph

Use Exhibit 8.6 to answer each question. a. For which music genre did consumers spend the least? b. What percent was spent on country music? c. How much more (as a percent) was spent on R&B/urban compared to pop music? d. For which genre did consumers spend more, religious or classical?

circle graph or pie chart A circle divided into sections or segments that represent the component parts of a whole.

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SOLUTION STRATEGY a. Jazz

By inspection, we see that consumers spent the least on jazz.

b. 10.4%

By inspection, 10.4 percent was spent on country music.

c. 10.6% R&B/urban 28.9% Pop 1.7%

Find the difference between the percentage represented by R&B/ urban and the percentage represented by pop, 1.7 percent.

d. Religious

By inspection, consumers spent more on religious music than on classical.

TRY-IT EXERCISE 10 Use Exhibit 8.6 to answer each question. a. For which genre did consumers spend the most? b. What percent was spent on pop music? c. How much less (as a percent) was spent on religious music compared to rap/hip-hop? d. For which genre did consumers spend more, rock or other? Check your answers with the solutions in Appendix A. ■

Recall from Section 7.1, that a circle has 360 degrees (3608). We use this fact when constructing a circle graph. In a circle graph, the whole circle, or 100 percent of the circle, is equal to 3608. The various segments of the circle are sized according to the number of degrees each component represents.

0 12

70

80

100 110

90

1 00 1 10 80

70

12

60

0

13

50

0

25% ? 3608 5 908

20

10

10

0

0

1 70 1 8 0

180 170 160

20

1 60

15 0

30

14 0

0 13

60

0 15 0 30 14 0 4

40

50

To convert the percent to degrees, we multiply each segment’s percent by 3608. For example, if a particular component represented 25 percent of something, that segment would be 908 of the circle.

Learning Tip Due to rounding, the percent of the components may total slightly more or less than 100 percent. This should be noted on the graph with an asterisk (*).

We then use a protractor to mark off the number of degrees for each segment of the graph. In this example, 908.

Steps for Constructing a Circle Graph Step 1. Convert the value of each component to a percent using the per-

cent equation. Percent 5

Amount Base

Use the value of each component as the amount and the total amount as the base. Step 2. Multiply each percent by 360° to find the degrees for each

segment. Round to the nearest degree, if necessary.

8.1 Data Presentation—Tables and Graphs

591

Step 3. Use a protractor to mark the number of degrees for each segment.

a. Draw a line from the center of the circle to anywhere on the circle. b. With that line as 08, use a protractor to mark the number of degrees for the first segment. c. Draw a line from the center of the circle to the first segment mark. Use the first segment end line as the beginning of the next segment. d. Repeat Step c for each category, starting at each previous ending point, until the entire circle has been segmented. Step 4. Label each segment by name, percent, and distinct color or shading.

EXAMPLE 11 Construct a circle graph According to the U.S. Department of Energy, the average American home uses energy in four main areas, heating and cooling, lights and appliances, water heating, and cold storage. In a recent survey, a typical “test” household used 5000 kilowatt hours of power in a month, as follows. CATEGORY

KILOWATT HOURS USED

Heating and Cooling

2200

Lights and Appliances

1650

Water Heating

700

Cold Storage

450

Total

8 7

9 6

0

4

1 5

2 8 3 7

9 6

0

4

1 5

2 8 3 7

9 6

0

4

1 5

2 8 3 7

9 6

0

4

1 5

2 8 3 7

9 6

0

4

1 5

2 3

1 8 2 2 6 4 0 0

9129 342 63466

5000

Construct a circle graph of this data.

SOLUTION STRATEGY Heating and cooling 5

2200 5 0.44 5000

Lights and appliances 5

1650 5 0.33 5000

Water heating 5

700 5 0.14 5000

Cold storage 5

450 5 0.09 5000

0.44 ? 360 5 158.4 < 158° 0.33 ? 360 5 118.8 < 119° 0.14 ? 360 5 50.4 < 50° 0.09 ? 360 5 32.4 < 32°

Convert the kilowatt hours in each category to a percent using the percent equation. The total kilowatt hours used, 5000, is the base.

Real -World Connection Multiply each rate by 360° to find the degrees for each segment. Round to the nearest degree.

The kilowatt hour (kWh) is a unit of energy equivalent to one kilowatt (1 kW) of power expended for one hour (1 h) of time. The kilowatt hour is not a standard unit in any formal system, but it is commonly used in electrical applications.

Statistics and Data Presentation

60

0 12

50

80

90

1 00 1 10 80

70

12 60

0

13

50

0

80

70

12 60

0

13

30

15 0

80

70

12 60

0

13

50

0

15 0

20

20

20

10

50˚

0

0

1 70 1 8 0

10

1 70 1 8 0

10

1 00 1 10

1 60

1 60

0

90

30

30

80

100 110

0 15

30

9%

70

40

0 15

119˚

0 13

0 12

0

40

20

50

14

50

60

0

40

1 00 1 10

14 0

90

14 0

80

100 110

0

40

70

14

0 13

0 12

180 170 160

10

10

1 70 1 8 0

180 170 160

20

0

1 60

20

30

15 0

30

0 15

158˚

60

10

Use a protractor to mark the number of degrees for each segment. Note: Although there are four segments, we need only measure the first three. The fourth segment will be the remainder of the circle.

0

40

14 0

100 110

0

40

70

14

0 13

50

0

CHAPTER 8

180 170 160

592

44%

Label each segment by name, percent, and distinct color or shading. Heating & Cooling

14%

Lights & Appliances Water Heating Cold Storage

33%

TRY-IT EXERCISE 11 A marketing research company interviewed 600 people about the type of vehicle they would buy. The results are listed below. Construct a circle graph for this data. PERSONAL VEHICLE CHOICE VEHICLE TYPE

NUMBER

Car/station wagon

342

Pickup truck

108

Sport utility vehicle

72

Van

54

Other

24

Total

600

Check your answer with the solution in Appendix A. ■

8.1 Data Presentation—Tables and Graphs

593

SECTION 8.1 REVIEW EXERCISES Concept Check 1. The science of collecting, interpreting, and presenting numerical data is known as

2. A table is a collection of related data arranged in labeled

.

and comparison.

3. A

4. In graphs, the horizontal axis is commonly labeled the

graph is a “picture” of selected data changing over a period of time.

labeled the

5. When constructing a line graph, the x-axis represents the

-axis and the vertical axis is commonly -axis.

6. A

graph is a graphical presentation of quantities or percentages using horizontal or vertical bars.

variable and the y-axis represents the variable.

7. A

8. A circle graph is created by converting the data to

graph or chart is a circle divided into sections or segments that represent the component parts of a whole.

Objective 8.1A

for ease of reference and

percents and then multiplying each percentage by degrees. We then use a to mark the number of degrees for each segment.

Read a table

GUIDE PROBLEMS HOT JOBS, 2007

OCCUPATION Network systems and data communications analyst

PERCENTAGE INCREASE IN JOBS FROM 2006 54.6

Physician assistant

49.6

MEDIAN SALARY $60,600 $69,410

Computer applications engineer

48.4

$79,930

Computer systems engineer

43

$79,740

Network and computer systems administrator

38.4

$51,800

Database administrator

38.2

$60,650

Physical therapist

36.7

$60,180

Medical scientist

34.1

$61,320

Occupational therapist

33.6

$54,660

College instructor

32.2

$58,190

U.S. Department of Labor, Bureau of Labor Statistics

594

CHAPTER 8

Statistics and Data Presentation

Use the table, Hot Jobs, 2007, for exercises 9 and 10.

10. a. Which occupation has the lowest median salary?

9. a. What are the titles of the columns?

b. What is the median salary for a database administrator?

b. What do the rows represent?

c. Which occupation had a 36.7 percent increase in jobs from 2006?

c. What are the sources of this table’s data?

Use the table, Cruise Ship Statistics, for exercises 11–16.

CRUISE SHIP STATISTICS SHIP

Ultra Voyager

LINE

GROSS TONS

PASSENGERS

Royal

160,000

3600

Caribbean

Queen Mary 2

Cunard

151,400

2620

Adventure of the Seas

Royal Caribbean

138,000

3114

Voyager of the Seas

Royal Caribbean

138,000

3114

Caribbean Princess

Princess

116,000

3100

Diamond Princess

Princess

113,000

2600

11. Which ship is owned by Cunard?

Photo by Robert Brechner

12. How many passengers can be accommodated on the Diamond Princess?

13. What is the difference in gross tons between the Adventure of the Seas and the Caribbean Princess?

15. Which cruise lines have more than one ship listed?

14. How many fewer passengers can be accommodated on the Queen Mary 2 compared with the Adventure of the Seas?

16. Which ship carries the most passengers?

8.1 Data Presentation—Tables and Graphs

595

Use the table, Hybrid Scorecard, for exercises 17–22. HYBRID SCORECARD MAKE AND MODEL

BASE PRICE

Ford Escape

HIGHWAY MILEAGE

$26,240

36

CITY MILEAGE

HORSEPOWER

31

155

Mercury Mariner

$28,535

33

29

155

Lexus GS450H

$54,900

25

18

340

Toyota Camry

$26,480

40

38

187

Toyota Prius

$22,175

60

51

110

Toyota Highlander

$32,490

31

27

268

Honda Civic

$15,810

40

30

140

Honda Insight

$21,530

57

56

71

17. Which automobile companies have more than one hybrid car listed?

18. Which hybrid car has the least horsepower? How much horsepower does it have?

19. Which hybrid car is the least expensive?

20. What is the base price of the Mercury Mariner?

21. In highway driving, which hybrid car gets the lowest

22. In city driving, which two hybrid cars get the best

mileage? What is that mileage?

Objective 8.1B

mileage? What is that mileage?

Read and construct a line graph

GUIDE PROBLEMS 23. Use the line graph, Widget Sales 2000 –2007, to answer

a. What does this line graph represent?

each question.

Widget Sales, 2000–2007

b. What variable is represented by the y-axis?

(in billions of dollars)

$1.2 $1.0

c. What variable is represented by the x-axis?

$0.8

$1.2

$0.6 $0.4

d. What was the amount of widget sales in 2006?

$0.2

$0.2 0

e. In what year did sales reach $0.8 billion? '00

'01

'02

'03

'04

'05

'06

'07

f. How much greater were sales in 2006 compared with 2004?

596

CHAPTER 8

Statistics and Data Presentation

b. What variable is represented by the y-axis?

24. Use the line graph, Teen Cell Phone Ownership, to answer each question.

Teen Cell Phone Ownership

c. What variable is represented by the x-axis?

80%

62%

60%

Ages 18–19 Ages 16–17

d. What do the multiple lines represent?

Ages 12–15

e. Which age group has the highest cell phone ownership?

37% 58%

40% 20%

35%

28%

0% '00

17% '01

'02

'03

f. In 2000, what percentage of 16–17-year-olds owned cell phones?

'04

Source: Teen Research Unlimited

a. What does this line graph represent?

25. Use the following steps to construct a line graph of the

26. Rainer College has two tuition schedules, one for in-

euro vs. the U.S. dollar.

state students and one for out-of-state students. Use the following steps to construct a multiple line graph comparing in-state and out-of-state cost per credit at Rainer College.

a. Label the x-axis for the time variable. b. Label the y-axis for the numerical value variable.

a. Label the x- and y-axis for the time and the numerical value variables.

c. Mark each data point with a dot, above the time and across from the corresponding amount.

b. Mark each data point with a dot.

d. Connect the dots.

c. Connect the dots, and label the lines. Make the in-state graph a solid line and the out-of-state graph a dashed line.

EURO VS. U.S. DOLLAR YEAR

EUROS PER DOLLAR

RAINER COLLEGE—COST PER CREDIT

2001

1.15

2002

1.10

2003

0.85

YEAR

IN-STATE COST PER CREDIT

2004

0.82

2003

$75

$125

2005

0.75

2004

$85

$140

2006

0.80

2005

$90

$150

2006

$90

$155

2007

$100

$180

OUT-OF-STATE COST PER CREDIT

8.1 Data Presentation—Tables and Graphs

597

Use the line graph, Surround Sound Abounds, for exercises 27–30.

Surround Sound Abounds

27. How many home theater-in-a-box systems were sold in 2003?

Sales of Home Theater-in-a-Box Systems 5 Units Sold (in millions)

28. In what year were 4 million units sold?

29. Approximately how many systems were sold in 2002?

4 3 2 1

30. Between which two years was the growth rate the highest?

0 1999 2000 2001 2002 2003 2004 2005 2006 2007 Source: Consumer Electronics Association

Use the multiple line graph, The Friendly Bank—Equity Lines of Credit vs. Home Equity Loans, for exercises 31–36.

The Friendly Bank Equity Lines of Credit vs. Equity Loans

31. In 2003, what percent of homeowners applying for loans

80%

32. In 2004, what percent of homeowners applying for loans 68%

70% 60%

Home Equity Line of Credit

chose home equity loans? chose home equity lines of credit?

33. In what year did home equity loans first fall below home

50%

equity lines of credit?

40%

34. In 2007, what was the difference in percent of home

30%

equity lines of credit over home equity loans?

Home Equity Loan

20% 10%

16%

0 ‘02

‘03

‘04

‘05

‘06

‘07

36. By how much did home equity lines of credit increase

35. In which two years was the percent of home equity loans the same?

38. Use the average price per gallon data for North Avenue Exxon to construct a multiple line graph comparing the price of regular to premium gasoline.

between 2006 and 2007?

37. Use the stock price data for the Marshall Corporation

GASOLINE PRICE—NORTH AVENUE EXXON AVERAGE PRICE PER GALLON

to construct a line graph. MARSHALL CORPORATION PER SHARE STOCK PRICE

MONTH

REGULAR GAS

PREMIUM GAS

DAY Monday

STOCK PRICE $34.50

January February

$1.80

$2.10

Tuesday

$36.75

March

$1.60

$2.00

Wednesday

$41.00

April

$1.55

$2.00

Thursday

$37.50

May

$1.90

$2.25

June

$2.10

$2.30

Friday

$45.25

$1.75

$1.95

598

CHAPTER 8

Objective 8.1C

Statistics and Data Presentation

Read and construct a bar graph

GUIDE PROBLEMS 40. Use the comparative bar graph to answer each question.

39. Use the bar graph to answer each question.

U.S. Sales of Lexus SUVs vs. Cars

$170

$162,100 $165,200 $158,100 $160 $154,700 $145,100 $150,000 $150 $141,300 $140 $130

Sales (in thousands)

Annual Salaries (in thousands of dollars)

What U.S. Senators Are Making 200 150 100 50 0 2000

2001

2002

2003 Year

2004

2005

2006

Source: U.S. Senate

Cars SUVs

1996 ‘97

‘98

‘99 2000 ‘01 Year

‘02

‘03

‘04

Source: Toyota

a. What does this bar graph illustrate?

a. What does this comparative bar graph illustrate?

b. What does the x-axis measure?

b. What does the x-axis measure?

c. What does the y-axis measure?

c. What does the y-axis measure?

d. How much did senators make in 2004?

d. What do the yellow and orange bars represent?

e. How much more did senators make in 2005 than in 2004?

e. In what year were car sales the highest?

f. In what year did SUV sales first surpass car sales? f. In what year did senators make $154,700?

g. In what year did senators have the greatest pay raise over the previous year? How much was that pay raise?

g. In what year did car sales first surpass 100,000 vehicles?

h. In what year did SUV sales reach 150,000 units?

41. Use the following steps to construct a bar graph of the TV viewership data. a. Label the x-axis with the hours and the y-axis with the percent. b. Draw each bar up from the x-axis to the point opposite the y-axis that corresponds to its numerical value.

42. According to the Federal Reserve, in 2003, for the first time, the number of electronic payments (credit cards, debit cards, electronic bill payment) exceeded the number of paper checks. Use the following steps to construct a comparative bar graph of this data. a. Label the x-axis for time and the y-axis “number of transactions, in billions.”

8.1 Data Presentation—Tables and Graphs

TV VIEWERSHIP HOURS OF TV WATCHED PER WEEK None

599

b. Draw each bar up from the x-axis to the point opposite the y-axis that corresponds to its value. PERCENT

c. Differentiate the bars as follows: light color, electronic payments; dark color, paper checks.

2

1–3

12

4–10

34

11–20

26

21–30

12

Over 30

14

GOING PAPERLESS! ELECTRONIC PAYMENTS 30.6

YEAR 2000 2003

PAPER CHECKS 41.9

44.5

36.7

Source: Federal Reserve

Use the bar graph, Amtrak Annual Passengers, for exercises 43–46.

Amtrak Annual Passengers

43. How many passengers did Amtrak carry in 1984?

45. How many more passengers did Amtrak carry in 1994 compared with 1974?

Passengers (in millions)

44. What is the time period covered by this graph?

25.1

25.4

25 21.8 20

18.7

19.9

1974

1984

15 10 5

46. How many more passengers did Amtrak carry in 2005 compared with 1984?

1994 Year

Source: www.amtrak.com. October, 2006

2004

2005

600

CHAPTER 8

Statistics and Data Presentation

Use the comparative bar graph, Nutritional Information for Various Drinks Sold in Schools, for exercises 47–52.

48. How many calories are in a serving of 2 percent milk?

49. How much more sugar is in a serving of Coca-Cola than in a serving of PowerAde?

50. How many fewer calories are in a serving of Powerade than in a serving of orange juice?

51. If you consumed three servings of Coca-Cola and two servings of orange juice per week, how many calories would that amount to in six weeks?

53. Use the table, Syndicated TV Series–Prices Per Episode, to construct a bar graph. SYNDICATED TV SERIES PRICES PER EPISODE (MILLIONS OF DOLLARS) PROGRAM/NETWORK

AMOUNT NETWORK PAID ($ MILLIONS)

The Sopranos /A&E

$2.50

CSI: New York /Spike TV

$2.00

Law & Order: Criminal Intent/ Bravo and USA

$1.90

CSI: Crime Scene Investigation/ Spike TV

$1.60

Without a Trace/TNT

$1.35

CSI: Miami/A&E

$1.25

The West Wing/Bravo

$1.20

Number of Calories and Grams of Sugar per 20-Ounce Serving

47. How many grams of sugar are in a serving of Powerade?

Nutritional Information for Various Drinks Sold in Schools 350 300

Calories Sugar

300 250

250

250 200

200

150

150 100

70

68

50 0

72

38

30 Orange Minute 2 Percent Juice Maid Fruit Milk Punch

Coca- PowerAde Cola

52. If you consumed two servings of orange juice and four servings of Powerade per week, how many grams of sugar would that amount to in four weeks?

54. Sunshine Brands is a company that markets merchandise in three categories: apparel, lingerie, and personal care items. Use the data to construct a bar graph comparing the merchandise mix in 1997 and 2007. SUNSHINE BRANDS, INC. MERCHANDISE MIX MERCHANDISE CATEGORY

1997

2007

Apparel

70%

30%

Lingerie

25%

40%

5%

30%

Personal care

8.1 Data Presentation—Tables and Graphs

Objective 8.1D

601

Read and construct a circle graph or pie chart

GUIDE PROBLEMS 55.

Proved Oil Reserves Africa 9.5% North America 4.9%

56. Use the following steps and recent research data to construct a circle graph of the TV audience for network evening news programs.

Asia Pacific 3.4%

a. Convert each component to a percent. b. Multiply each percent by 3608 to find the degrees for each segment.

South and Central America 8.7%

c. Use a protractor to mark the number of degrees for each segment. d. Label each segment by name and percent.

Europe and Eurasia 11.7%

Middle East 61.8%

EVENING NEWS VIEWERS BY NETWORK

Source: BP Statistical Review of World Energy

Use the circle graph to answer each question. a. What does this circle graph illustrate?

b. What is the source of this information?

c. What region had the greatest oil reserves? What percentage did this represent?

d. What percent of oil reserves were from Africa?

e. What region had the lowest oil reserves? What percentage did this represent?

f. How much more (in percent) are the oil reserves of Europe and Eurasia compared with the oil reserves of North America?

NETWORK

MILLIONS OF VIEWERS

ABC

6.5

NBC

10.4

CBS

9.1

PERCENT

DEGREES

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Statistics and Data Presentation

Use the circle graph, U.S. Dog Ownership, for exercises 57–60.

U.S. Dog Ownership One 66%

Two 24%

Three 5% Four 3% Five or more 2% Source: U.S. Pet Ownership & Demographics Sourcebook, Pedigree Food for Dogs

57. What percent of dog owners surveyed own two dogs?

58. What percent of dog owners surveyed own one or two dogs?

59. What percent of dog owners surveyed own three or four dogs?

Use the circle graph, Top Consumer Fraud Complaints, for exercises 61– 64.

61. What was the top consumer fraud complaint?

60. What percent of dog owners surveyed own four or more dogs?

Top Consumer Fraud Complaints Identity Theft 37%

62. What was the top complaint of 12% of those surveyed?

Internet Auctions 12% Computer Complaints 5% Shop-at-Home/ Catalog Sales 8%

63. Which two complaints were listed by 8% of those surveyed?

Foreign Money Offers 8%

64. What percent of those surveyed listed Internet Services as the top complaint?

Other 25%

Source: Federal Trade Commission

Internet Services; Computer Complaints 5%

8.1 Data Presentation—Tables and Graphs

65. Use the table, Penta College—Degrees Granted 2008, to construct a circle graph. PENTA COLLEGE DEGREES GRANTED, 2008

DEGREE

DEGREES GRANTED

Education

315

Business Administration

180

Health

225

Engineering

135

Computer Science

PERCENT

DEGREES

45

66. Use the table, Morley’s Department Store—Merchandise Mix, 2012 to construct a circle graph. MORLEY’S DEPARTMENT STORE MERCHANDISE MIX, 2012 COMPANY Clothing Tools Appliances

SALES $212,500 85,000 170,000

Household Goods

85,000

Linens

42,500

Other

255,000

PERCENT

DEGREES

603

604

CHAPTER 8

Statistics and Data Presentation

CUMULATIVE SKILLS REVIEW 2 1 3 6

3 5

1. Find the least common denominator of , , and . (2.3C)

2. Write “what is 15% of 1250?” as an equation. (5.2A)

3. Find the measure of the unknown angle of the triangle.

4. Manny is traveling to Amsterdam this fall. He isn’t sure whether the clothes he has packed will be warm enough for the weather, which averages about 5° Celsius. What is the temperature in degrees Fahrenheit? (6.4B)

(7.1E)

45°

90°

C

5. Estimate 544.123 2 124.38 by rounding to the leftmost digit. Then perform the actual calculation. (3.2C, 3.2B)

7. Find the value of the unknown length h in the similar rectangles. (4.3D) 24

6. Write “54 is what percent of 200” as a percent proportion and solve. (5.3A,B)

8. Mary had a beginning balance of $12,233.10 in her checking account. She purchased some items and wrote checks in the amounts of $122.00, $315.38, and $938.16. What is the new balance in Mary’s account? (3.2D)

4 7.5

h

9. Convert 375 feet to yards. (6.1A)

10. Find the length of the diameter of a circle when the length of the radius is 7 meters. (7.2B)

7m

8.2 Mean, Median, Mode, and Range

605

8.2 MEAN, MEDIAN, MODE, AND RANGE Recall from Section 8.1 that statistics is the science of collecting, interpreting, and presenting numerical data about a particular situation. A statistic is a number that is computed from, and describes, numerical data about a particular situation. A statistic can make a large amount of information easier to read and interpret. One common statistic used extensively is known as an average. An average is a numerical value that represents an entire set of numbers. A set is a collection of numbers or objects. Because the average of a set of numbers lies between the set’s highest and lowest values, it is often referred to as the set’s middle value or as a measure of central tendency. In this section, we will learn about the three most commonly used average: the mean, the median, and the mode. We will also learn about the range, a statistic that measures the spread of a set of data. Objective 8.2A

Calculate the mean

The term arithmetic mean corresponds to the generally accepted meaning of the word average. We often refer to this average simply as the mean. The mean is computed by finding the sum of the values of a set and then dividing that sum by the number of values in that set.

Steps for Calculating the Mean Step 1. Find the sum of the values of the set. Step 2. Divide the sum by the number of values in the set. Round as

specified, if necessary. Mean 5

EXAMPLE 1

Sum of the values Number of values

Calculate the mean

The following represent the number of iPhones sold each day last week at an Apple store: 22, 49, 39, 46, 31, 53, and 40. Find the mean number of iPhones sold each day.

SOLUTION STRATEGY mean 5

22 1 49 1 39 1 46 1 31 1 53 1 40 7

Find the sum of the values of the set, 280, and divide by the number of values in the set, 7.

mean 5

280 5 40 7

The mean number of iPhones sold each day is 40.

LEARNING OBJECTIVES A. Calculate the mean B. Calculate the median C. Determine the mode D. Calculate the range E.

APPLY YOUR KNOWLEDGE

statistic A number that is computed from, and describes, numerical data about a particular situation. average A numerical value that represents an entire set of numbers. set A collection of numbers or objects. mean The sum of the values of a set of numbers divided by the number of values in that set.

606

CHAPTER 8

Statistics and Data Presentation

TRY-IT EXERCISE 1 a. Calculate the mean of the set: 36, 21, 5, 28, 20. b. In English class this semester, Ben had the following test scores: 88, 74, 99, 77, 82, 86. Calculate the mean of his scores. Round to the nearest tenth. Check your answers with the solutions in Appendix A. ■

THE WEIGHTED MEAN—GRADE POINT AVERAGE (GPA)

weighted mean An average used when some numbers in a set count more heavily than others.

Sometimes we encounter a situation in which some numbers in a set count more heavily than others. In these situations, we use an average known as the weighted mean. At most schools, a student’s grade point average (GPA) is calculated using a weighted mean. Typically, a certain number of credits is assigned to each course, such as 4 credits for a math class that meets for 4 hours a week, or 3 credits for an English class that meets for 3 hours a week. Values are assigned to the various grades, as follows. grade values: A 5 4

quality points The value of each course in the GPA. It is the product of the number of credits and the value of the grade earned.

B53

C52

D51

F50

The number of quality points, or the value of each course in the GPA, is the product of the number of credits for that course and the value of the grade earned. In essence, the grade for each course is “weighted” by the number of credits of the course. If, for example, a student earned a B in a 4-credit math course, the number of quality points earned for that course would be 12. credits ? grade value 5 quality points 4

?

5

3

12

Steps for Calculating Grade Point Average (GPA) Step 1. Calculate the quality points for each course by multiplying the num-

ber of credits by the value of the grade. Step 2. Find the sum of the quality points. Step 3. Divide the sum of the quality points by the total number of credits

earned. Note: GPA is typically rounded to the nearest hundredth. Grade point average (GPA) 5

Sum of the quality points Number of credits attempted

8.2 Mean, Median, Mode, and Range

EXAMPLE 2

607

Calculate a grade point average

The school that Charlene attends uses the grade values A 5 4, B 5 3, C 5 2, D 5 1, F 5 0. Last semester Charlene earned these grades. COURSE

CREDITS

GRADE

English

3

B

Algebra

4

A

Business Law

3

A

Economics

3

B

Tennis

2

A

Calculate Charlene’s GPA.

SOLUTION STRATEGY

COURSE English

CREDITS 3

GRADE VALUE B=3

QUALITY POINTS 9

Algebra

4

A=4

16

Business Law

3

A=4

12

Economics

3

B=3

9

Tennis

2

A=4

8

15

GPA 5

54

Sum of the quality points 54 5 5 3.60 Number of credits attempted 15

Set up a 4-column table, as shown. Insert the grade value for each grade. Next, calculate the quality points for each course (credits ? grade value), and then find the sum of the Credits and Quality Points columns. Next, divide the sum of the quality points, 54, by the number of the credits attempted, 15. Charlene’s GPA is 3.60.

TRY-IT EXERCISE 2 The college that Mark attends uses the grade values A 5 4, B 5 3, C 5 2, D 5 1, F 5 0. Last semester Mark earned these grades. COURSE

CREDITS

GRADE

Real estate

4

B

Business Math

3

A

Social Science

3

C

Humanities

3

B

Photography

2

B

Calculate Mark’s GPA. Check your answers with the solution in Appendix A. ■

Objective 8.2B

Calculate the median

Another measure of central tendency is the median. The median is the middle value of a set of numbers when the numbers are listed in numerical order. If there is an odd number of values, the median is the middle number. If there is an even number of values, the median is the mean of the two middle numbers. The median is a more useful measure of central tendency than the mean when one or more of the values of the set is significantly larger or smaller than the others.

median The middle value of a set of numbers when the numbers are listed in numerical order. If there is an odd number of values, the median is the middle number. If there is an even number of values, the median is the mean of the two middle numbers.

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For example, if the weights of five packages are 24, 12, 10, 16, and 98 pounds, respectively, the mean is 32 pounds—not a great indicator of central tendency of the five packages. When we list these values in numerical order, the median is 16 pounds, a value that better describes the package weights.

Learning Tip When listing the values in a set in numerical order, we can list them in ascending or descending order.

When we list the values in a set in numerical order and there are an odd number of values in the set, the “middle value” is the median. When we list the weights of the five packages in numerical order, the median is the third value; there are two values greater than and two values less than the median. 10 12 16 24 98

median (middle value)

When we list the values in a set in numerical order, and there is an even number of values in the set, the median is the mean of the two middle values. For example, the median of the set of values, 14, 18, 6, 3, 10, and 15, would be 12; the mean of the two middle values, 10 and 14. 3 6 10 14 15 18

median (mean of two middle values) 5

10 1 14 5 12 2

Steps for Calculating the Median Step 1.

List the values of the set in numerical order, either ascending or descending.

Step 2a. For an odd number of values, the median is the middle value. Step 2b. For an even number of values, the median is the mean of the two

middle values.

EXAMPLE 3

Calculate the median

Calculate the median of the set. 91

78

22

49

54

29

64

SOLUTION STRATEGY 22 29

49

54

64 78

median (middle value)

91

List the values of the set in numerical order. Because there is an odd number of values, the median is the middle value, 54.

8.2 Mean, Median, Mode, and Range

609

TRY-IT EXERCISE 3 Calculate the median of the Brand Central appliance prices. a. Blenders: $56

$98

b. Dishwashers: $235

$54 $327

$72 $342

$37 $143

$69 $190

$88 $494

$229

$433

$293

Check your answers with the solutions in Appendix A. ■

EXAMPLE 4

Calculate the median

Calculate the median of the temperatures. 76°

62°

58°

72°

68°

59°

SOLUTION STRATEGY 58°

59°

62°

median 5

68°

72°

76°

List the values of the set in numerical order. Because there is an even number of values, the median, 65, is the mean of the two “middle” numbers, 62 and 68.

62° 1 68° 5 65° 2

TRY-IT EXERCISE 4 a. Calculate the median of the miles driven by a delivery person. 135

121

54

157

130

96

b. Calculate the median of the long distance charges for the past 8 months. $48

$62

$56

$74

$49

$88

$79

$40

Check your answers with the solutions in Appendix A. ■

Objective 8.2C

Determine the mode

The mode is a third measure of central tendency. It is the value or values in a set that occur most often. A set of numbers may have more than one mode or no mode at all. The mode is commonly used in marketing research to measure the most frequent response to a question on a survey.

Steps for Determining the Mode Step 1.

Count the number of times each value occurs in the set.

Step 2a. If one value occurs most often, then that value is the mode. Step 2b. If two or more values occur most often, then they are all the modes. Step 2c. If every value occurs only once, then there is no mode.

mode The value or values in a set that occur most often.

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Determine the mode

EXAMPLE 5

Find the mode or modes, if any, of each set. a. 57

38

54

37

21

38

76

b. 22

23

22

21

19

17

21

c. 199

209

168

145

26

188

SOLUTION STRATEGY a. 57

38

54

37

21

38

76

Count the number of times each value occurs in the set. 57 2 1 38 2 2 54 2 1 37 2 1 21 2 1 76 2 1 All values occur once, except 38, which occurs twice. Therefore, 38 is the mode.

mode occurs twice

b. 22

23

22

21

mode occurs twice

c. 199

19

17

21

26

Count the number of times each value occurs in the set. 22 2 2 23 2 1 21 2 2 19 2 1 17 2 1 26 2 1 All values occur once, except 22 and 21, which occur twice. Therefore, 22 and 21 are the modes. We say that this set is bimodal.

209

mode occurs twice

168

145

188

All values occur only once. This set contains no mode.

TRY-IT EXERCISE 5 Find the mode or modes, if any, of each set. a. 76

102

b. 126 c. 8

35

119 5

75

80 9

12

80

139 6

34 143

35 139

141

126

11 Check your answers with the solutions in Appendix A. ■

range The difference between the largest and the smallest values in a set; used as a measure of spread or dispersion.

Objective 8.2D

Calculate the range

The range is another useful measure in statistics. The range is the difference between the largest and the smallest values in the set. It is used as a measure of spread or dispersion of a set.

8.2 Mean, Median, Mode, and Range

A narrow range indicates that the values in a set are close to each other. A wide range indicates that the values in a set are spread far apart. Let’s say, for example, that a sporting goods store offered tennis rackets for as little as $60 and as much as $100. The range of racket prices, $40, is relatively narrow in scope. If another store offered tennis rackets from $50 to $250, the range of prices, $200, would be considered relatively wide in scope. It might be said that customers shopping for a racket in the second store would have a “wide range” of prices to choose from.

Steps for Calculating the Range Step 1. Locate the largest and the smallest values in a set. Step 2. Subtract the smallest value from the largest value.

Range 5 Largest value 2 Smallest value

Calculate the range

EXAMPLE 6

Calculate the range of the per-pound wholesale price of strawberries. $1.35

$1.24

$0.90

$1.70

$1.40

$0.97

SOLUTION STRATEGY range 5 $1.70 2 $0.90 5 $0.80

Identify the largest value, $1.70, and the smallest value, $0.90. Subtract the smallest value from the largest value.

TRY-IT EXERCISE 6 Calculate the range. a. Weights of flat screen TVs: 36 lbs

49 lbs

21 lbs

67 lbs

19 lbs

54 lbs

b. Cooking temperatures: 350° 275° 290° 325° 310° Check your answers with the solutions in Appendix A. ■

Objective 8.2E

APPLY YOUR KNOWLEDGE

Let’s take a look at some applications of mean, median, mode, and range, and how these values yield useful information. Sometimes in a set, one or two values are out of proportion to the rest of the values in the set. When a data set contains such extreme values, it is better to use the median than the mean as a measure of central tendency. For example, on a history test for 10 students, let’s assume that one of the students got a very low grade and the other nine students did very well. The one low grade would cause the mean to be “unusually” low, and therefore not a true indication of

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Statistics and Data Presentation

the quality of the grades. The median, however, would more clearly indicate the actual performance of the majority of the class. EXAMPLE 7

Apply your knowledge

Yesterday, Ranchero Trucking delivered packages weighing 88, 93, 91, 270, 77, 90, and 89 pounds. a. What is the mean, median, mode, and range of these weights? b. Which average best describes the weights of the packages, the mean, the median, or both? Explain.

SOLUTION STRATEGY a. mean 5 5

88 1 93 1 91 1 270 1 77 1 90 1 89 7 798 5 114 pounds 7

median: 77 88 89 90 91 93 270 median 5 90 pounds (middle value) mode: 77, 88, 89, 90, 91, 93, and 270 There is no mode. range: 270 2 77 5 193 pounds b. The median is the best indicator of central tendency for this set. There is one “extreme” value, 270 pounds, which makes the mean greater than the other values in the set.

TRY-IT EXERCISE 7 This morning, Fortuna Bank had ATM withdrawals of $20, $240, $300, $290, $260, $280, $290. a. What is the mean, median, mode, and range of these withdrawal amounts? b. Which average best describes the withdrawal activity, the mean or the median? Explain. Check your answers with the solutions in Appendix A. ■

SECTION 8.2 REVIEW EXERCISES Concept Check 1. A number that is computed from, and describes, numerical data about a particular situation is known as a .

3. A

is a collection of numbers or objects considered as a whole.

2. An

is a numerical value that represents an

entire set.

4. The sum of the values of a set divided by the number of values in that set is known as the

.

8.2 Mean, Median, Mode, and Range

5. The term

corresponds to the generally accepted meaning of the word average.

7. A student’s GPA is an example of a

mean.

613

6. Describe the steps for calculating the mean.

8. The median of a set is the

when

the numbers are listed in numerical order.

9. The median is a more useful measure of central tendency

10. When we list the values in a set in numerical order, and

than the mean when one or more of the values of the set are significantly or than the others.

there is an odd number of values, the median is the value. When we list the values in a set in numerical order, and there is an even number of values, the median is the of the two middle values.

11. The value or values in a set that occur most often is known as the

.

sures of

13. The difference between the largest and the smallest value in a set is called the

Objective 8.2A

12. In statistics, the mean, median, and mode are all meatendency.

14. The range is a measure of the

of a set.

.

Calculate the mean

GUIDE PROBLEMS 15. Consider this set: 34, 37, 13, 14, 53, 18, 46, 9.

16. Sandra earned the following grades last semester: B in a 3-credit science course, A in a 3-credit French course, B in a 4-credit chemistry course, and A in a 1-credit chemistry lab. Her school uses the typical grade values: A 5 4, B 5 3, and so on.

a. How many values are in the set?

b. Find the sum of the values. a. Complete the table.

COURSE

CREDITS

GRADE VALUE

QUALITY POINTS

Science

3

B53

9

c. Divide the sum of the values by the number of values.

d. The result is called the

.

b. How many total credits did Sandra earn?

c. How many total quality points did Sandra earn?

d. Divide the sum of Sandra’s quality points by the total number of credits earned to find her GPA. Round to the nearest hundredth.

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Calculate the mean of each set. Round to the nearest tenth, if necessary.

17. 15 3 6 4 7 11 13 5

18. 64 87 22 53 85 87

19. 22 lbs 82 lbs 28 lbs 81 lbs 15 lbs

20. 149 kg 952 kg 775 kg 143 kg 965 kg 964 kg 998 kg

21. 32 ft 40 ft 46 ft 43 ft 40 ft 82 ft 73 ft 14 ft

112 kg

22. $3160 $4569 $ 3971 $2730 $4366 $3378 $3713 $2954

$4000

24. 62° 63° 70° 54° 53° 32° 92°

23. 21 in. 24 in. 93 in. 49 in. 85 in.

Use the typical college grade values, A 5 4, B 5 3, C 5 2, D 5 1, and F 5 0, to calculate each GPA. Round to the nearest hundredth, if necessary.

25. COURSE

CREDITS

GRADE VALUE

QUALITY POINTS

26. COURSE

CREDITS

GRADE VALUE

Spanish

3

C5

Economics

3

A5

English

3

B5

Physics

5

B5

Algebra

5

C5

Calculus

4

A5

Earth Science

3

A5

English

3

C5

History

3

B5

27. COURSE

CREDITS

GRADE VALUE

QUALITY POINTS

28. COURSE

CREDITS

GRADE VALUE

Social Science

3

B5

Music

2

C5

Chemistry

5

B5

French

3

B5

Chemistry Lab

1

C5

Business Math

3

C5

Finite Math

4

A5

Accounting

3

A5

English

3

C5

QUALITY POINTS

QUALITY POINTS

8.2 Mean, Median, Mode, and Range

Objective 8.2B

615

Calculate the median

GUIDE PROBLEMS 29. Consider this set: 54, 11, 24, 36, 75, 45, 27.

30. Consider this set: 15, 61, 47, 20, 35, 49.

a. List the values in numerical order.

a. List the values in numerical order.

b. Because there is an odd number of values, identify the middle value.

b. Because there is an even number of values, identify the two middle values.

c. The result is called the

c. Calculate the mean of the two numbers in part b.

.

d. The result is called the

.

Calculate the median of each set.

31. 52 45 76 77 62

32. 18 75 65 31 40 83

34. 11 mm 76 mm

133 mi

904 mi

$12

$32

$34

36. 78% 91% 22% 49%

25%

66%

38. 620 cars 733 cars

37. 52 acres 19 acres

486 cars 148 cars 185 cars

92 acres 47 acres 60 acres

Objective 8.2C

33. $19 $63 $60 $30 $90

35. 449 mi 632 mi 658 mi

17 mm 28 mm 41 mm 39 mm

42 acres 93 acres 40 acres

49

381 cars 931 cars

Determine the mode

GUIDE PROBLEMS 39. Consider this set: 4, 1, 4, 3, 6, 5, 4, 7, 5, 12, 9, 14, 6.

40. Consider this set: 32, 12, 41, 24, 60, 52, 16, 57.

a. Which value or values appear most often?

a. Which value or values appear most often?

b. This number is called the

b. Which value or values is the mode of this set?

.

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CHAPTER 8

Statistics and Data Presentation

Determine the mode or modes, if any, of each set.

41. 32 70 57 93 70

42. 52 75 14 52 83

99

42

45. 50 cats 22 cats 53 cats 53 cats 48 cats

14

52

534 ft

46. 48 mm 51 mm

48 cats 53 cats 12 cats

76 mm 90 mm 29 mm

Objective 8.2D

43. 403 ft 310 ft 549 ft

50 mm 67 mm

804 ft

47. $934 $267 $860 $267 $259

$860

44. 5978 5978 7338 3318

603 ft

2698 7768 5978 3318 3318 7338

48. 22 pages 45 pages

$675

45 pages 22 pages 26 pages

37 pages 60 pages 37 pages

Calculate the range

GUIDE PROBLEMS 49. Consider this set: 24, 19, 5, 43, 61, 30.

50. Consider this set: 9, 45, 21, 1, 37, 22, 11.

a. Which value is the smallest?

a. Which value is the smallest?

b. Which value is the largest?

b. Which value is the largest?

c. Calculate the difference between the largest and smallest values.

c. Calculate the difference between the largest and smallest values.

d. This number is called the

d. This number is called the

.

.

Calculate the range of each set.

51. 23 30 74 60 84

13

2303

55. 97 lbs 47 lbs 46 lbs 31 lbs

52. 1923 2173 1196

11 lbs

95 lbs

1514

30 pens 63 pens 53 pens

56. 213 ft 337 ft 788 ft 420 ft 313 ft

237 ft 148 ft

53. 45 pens 61 pens

610 ft

74 pens 50 pens 23 pens

57. 24% 67% 37% 86% 82%

25% 74%

54. $132 $275 $957 $676 $176

$219

$927

58. 48 flights 72 flights 96 flights 53 flights

49 flights

8.2 Mean, Median, Mode, and Range

617

APPLY YOUR KNOWLEDGE

Objective 8.2E

59. Real estate is one of the most popular investments of the last few years. Calculate the mean, median, and range of these recent home sales. SUNNYSIDE

RECENT HOME SALES

$165,000

$230,000

$322,000

$290,000

60. Elizabeth is training for the upcoming corporate run. What is the mean, median, and range of the distances she ran her first month of training? Round to the nearest tenth. WEEK

61. Kathi is having a great semester and expects to receive a high GPA. Calculate Kathi’s GPA if she earns the following grades this semester. Round to the nearest hundredth.

DISTANCE (MILES)

1

3.2

2

4.2

3

5.8

4

5.3

62. Brad really improved his study habits thanks to some individual tutoring. The following are the grades Brad received at the end of last semester. What was Brad’s final GPA? Round to the nearest hundredth.

COURSE

CREDITS

GRADE

COURSE

CREDITS

GRADE

Theatre

4

A

Literature

3

A

Geometry

3

B

Statistics

5

B

Physics

3

A

Algebra

5

B

Music Theory

3

A

Sociology

4

A

Golf

2

B

63. The sales staff at the Royal Peacock Men’s Shop is having a great winter season. As the accountant for the store, calculate the mean, median, mode, and range of the commissions the top five salespeople have received. ROYAL PEACOCK

64. This year’s Floating Fantasy Boat Show drew a crowd of nearly 200,000 people. Manufacturers were especially delighted to have better than expected sales for the show. As the manager of the boat show, calculate the mean, median, mode, and range of the following prices of five boats sold in a 2-hour period.

TOP FIVE SALES COMMISSIONS BOAT SALESPERSON

COMMISSION

Champion Marine

PRICES $60,000

Morley Fast

$18,000

Sea Connection

$75,500

Jennifer Turner

$15,500

Fantastic Waters

$120,000

Donna Kelsch

$12,100

Dixie Ski Boats

$33,000

Abe Wiebe

$7300

Spinner Marine

$60,000

Peter Smith

$7300

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65. Busy Bee Car Wash had their grand opening a few months ago and is living up to their name. What is the mean, median, mode, and range of the total cars washed in the last 10 days? MON.

TUES.

25

30

WED.

THURS.

FRI.

SAT.

SUN.

MON.

TUES.

WED.

22

48

55

45

30

28

34

25

66. As the payroll manager for Steadman Industries, calculate the mean, median, mode, and range of the following executive salaries. Round to the nearest dollar. $64,000, $39,000, $55,000, $46,000, $84,000, $63,000, $78,000, $55,000, $82,000

67. In the last 20 days, skiers at Lake Louise Ski Resort have experienced some of the heaviest snowfalls of the last four decades. Calculate the mean, median, mode, and range of the following snowfalls. Round to the nearest tenth, if necessary. DAY 1

SNOWFALL (INCHES) 10

DAY 11

SNOWFALL (INCHES) 13

2

7

12

10

3

11

13

9

4

9

14

6

5

7

15

9

6

19

16

8

7

11

17

8

8

13

18

9

9

10

19

9

10

7

20

6

68. The Phone Connection is promoting a new cell phone plan this month. What are the mean, median, mode, and range of cell phone purchases in the last 15 days? Round to the nearest whole number. DAY Phones purchased

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

88

33

96

84

62

14

10

70

65

89

96

45

63

57

47

8.2 Mean, Median, Mode, and Range

619

CUMULATIVE SKILLS REVIEW 1. Convert

1 to a percent. (5.2B) 5

3. Find the circumference of the circle. Use 3.14 for p. (7.3B)

2. Write the ratio 85 to 15 in fraction notation. Simplify, if possible. (4.1B)

4. Before a medical procedure, Kristy was given 15 grams of medication. How many decigrams was she given? (6.3C)

6

7 8 property into three plots of equal size. What is the size of each plot? (2.4C)

5. Convert 89% to a decimal. (5.1A)

6. A real estate developer split 16 acres of downtown

7. A 12-inch piece of wire was cut from an 80-inch roll.

8. Write the rate “18 pizza slices for 12 students” as a sim-

What percent of the roll remains? (5.5C)

9. Multiply. 823.12 ? 100 (3.3A)

plified fraction. Then write the rate in word form. (4.2A)

10. Convert 80 square feet to square inches. (6.1B)

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CHAPTER 8

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8.1 Data Presentation—Tables and Graphs Objective

Important Concepts

A. Read a table (page 578)

statistics The science of collecting, interpreting, and presenting numerical data. table A collection of data arranged in rows and columns for ease of reference. Steps for Reading a Table Step 1. Look over the titles of the columns and rows to find the category of information being sought. Step 2. Find the specific data at the intersection of the column and row specified in step 1.

Illustrative Examples WEDDING GOWN SALES STORE

SPRING

FALL

Bella’s Gowns

585

328

Dresses Unlimited

619

450

Hidden Treasures

392

247

Use the table, Wedding Gown Sales, to answer each question. a. How many gowns were ordered from Bella’s Gowns in the spring? 585 b. What store had the most sales in the fall? Dresses Unlimited c. How many more gowns were sold at Dresses Unlimited than at Hidden Treasures during the spring season? 227

B. Read and construct a line graph (page 579)

line graph A picture of selected data changing over a period of time.

x-axis The horizontal axis of a graph, commonly used to measure units of time. y-axis The vertical axis of a graph, used to measure the numerical value of the data.

Surfing the Tube Televisions with Internet access – are gaining in popularity. North American forecast of Web-enabled TV sales and the percentage share of all TVs sold 70% 60% 69% 45 million

50% 40% 30%

14% 6 million

20%

Steps for Reading a Line Graph Step 1. Look over either the x- or y-axis for the information of interest.

10% 0 '09

'10

'11

'12

'13

'14

Source: USA Today November 13, 2009, page 2A.

Step 2. Scan horizontally or vertically from that axis to the point that intersects the graph.

Use the line graph, Surfing the tube, to answer each question.

Step 3. Scan horizontally or vertically from that point to the opposite axis.

a. In 2012, what percent of televisions are projected to have internet access?

Step 4. Read the answer at the point that intersects the opposite axis. Steps for Constructing a Line Graph Step 1. Label the time variable evenly spaced on the x-axis. Step 2. Label the numerical value variable evenly spaced on the y-axis. Note: If necessary, to save space on the graph, use a “break” in the x- or

50% b. How many televisions had internet access in 2009? 6 million c. In what year are over 60% of televisions projected to have internet access? 2013

10-Minute Chapter Review

621

y-axis to indicate that the lower numbers were omitted because they are not part of the data. Step 3. Mark each data point with a dot, directly above the time period and directly to the right of the corresponding numerical value. Step 4. Connect the dots with line segment. For multiple line graphs, use colors or line patterns to differentiate the variables. C. Read and construct a bar graph (page 584)

bar graph A graphical representation of quantities using horizontal or vertical bars. Steps for Reading a Bar Graph Step 1. Look over either the x- or y-axis for the information of interest. Step 2. Read the answer on the opposite axis, directly across from the appropriate bar. comparative bar graph Side-by-side bars to illustrate two or more related variables. Steps for Constructing a Bar Graph Step 1. Label the x- and y-axis evenly spaced. Step 2. Vertical Bar Graph—Draw each bar directly up from the x-axis to the point opposite the y-axis that corresponds to its value. Horizontal Bar Graph—Draw each bar directly to the right from the y-axis to the point above the x-axis that corresponds to its value. For comparative bar graphs, differentiate the bars by color or shading pattern, and provide a key that explains the labeling scheme.

D. Read and construct a circle graph or pie chart (page 589)

circle graph or pie chart A circle divided into sections or segments that represent the component parts of a whole. Steps for Constructing a Circle Graph Step 1. Convert the amount of each component to a percent using the percent equation. Percent 5

Amount Base

Companies with the Most Patents 1 8000 6000

4914 3611

4000

2906

2206

1829

Cannon

Panasonic

2000 0

IBM

Samsung Microsoft

Source: USA Today Snapshots, February 2, 2010, page1A. 1 Obtained during 2009

Use the bar graph, Companies with the most patents, to answer each question. a. What company obtained 3611 patents in 2009? Samsung b. How many more patents did Microsoft obtain compared with Canon? 2906 2 2206 5 700

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CHAPTER 8

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Use the value of each component as the amount and the total amount as the base. Step 2. Multiply each percent by 360° to find the degrees for each segment. Round to the nearest degree, if necessary.

Chester Community Foundation 20%

32%

Step 3. Use a protractor to mark the number of degrees for each segment. a. Draw a line from the center of the circle to anywhere on the circle.

48%

b. With that line at 0°, use a protractor to mark the number of degrees for the first segment. c. Draw a line from the center of the circle to the first segment mark. Use the first segment end line as the beginning of the next segment. d. Repeat Step c for each category, starting at each previous ending point, until the entire circle has been segmented. Step 4. Label each segment by name, percent, and distinct color or shading.

Private Donations Government Grants Endowment Funds

Use the circle graph, Chester Community Foundation, to answer each question. a. What is the largest source of funding for the Chester Community Foundation? Private donations b. What percent of Chester Community Foundation’s funding is from private donations? 48%

8.2 Mean, Median, Mode, and Range Objective

Important Concepts

A. Calculate the mean (page 605)

statistic A number that is computed from, and describes, numerical data about a particular situation. average A numerical value that represents an entire set of numbers. set A collection of numbers or objects. mean The sum of the values of a set of numbers divided by the number of values in that set. Steps for Calculating the Mean Step 1. Find the sum of the values of the set. Step 2. Divide the sum by the number of values in the set. Round as specified, if necessary. Mean 5

Sum of all values Number of values

Illustrative Examples Calculate the mean of the set. 16

38

52

17

mean 5

16 1 38 1 52 1 17 1 75 5

mean 5

198 5

mean 5 39.6

75

10-Minute Chapter Review

weighted mean An average used when some numbers in a set count more heavily than others. quality points The value of each course in the GPA. They are the product of the number of credits and the value of the grade earned. Steps for Calculating Grade Point Average (GPA)

COURSE

CREDITS

GRADE

Geometry

4

A

Art history

2

A

Science

3

B GRADE

QUALITY

COURSE

CREDITS

VALUE

POINTS

Geometry

4

A54

16

Step 2. Find the sum of the quality points.

Art history

2

A54

8

Step 3. Divide the sum of the quality points by the total number of credits earned. Note: GPA is typically rounded to the nearest hundredth.

Science

3 9

B53

9 33

Sum of the quality points Number of credits attempted

33 9 GPA < 3.67 GPA 5

median The middle value of a set of numbers when the numbers are listed in numerical order. If there is an odd number of values, the median is the middle number. If there is an even number of values, the median is the mean of the two middle numbers.

Calculate the median of the set.

Steps for Calculating the Median

30

Step 1.

C. Determine the mode (page 609)

The school that Wendy attends uses grade values of A 5 4, B 5 3, C 5 2, D 5 1, and F 5 0. Calculate Wendy’s GPA.

Step 1. Calculate the quality points for each course by multiplying the number of credits by the value of the grade.

GPA 5 B. Calculate the median (page 607)

623

List the values of the set in numerical order, either ascending or descending.

96

78

75

64

91

numerical order 5 64, 75, 78, 91, 96 median 5 78 Calculate the median of the set. 95

85

61

57

42

numerical order 5 30, 42, 57, 61, 85, 95 57 1 61 2

Step 2a. For an odd number of values, the median is the middle value.

median 5

Step 2b. For an even number of values, the median is the mean of the two middle values.

median 5 59

mode The value or values in a set of numbers that occurs most often.

Find the mode, if any, of the set: 306, 258, 157, 258 NUMBER OF OCCURRENCES

Steps for Determining the Mode Step 1.

Count the number of times each value occurs in the set.

Step 2a. If one value occurs most often, then that value is the mode. Step 2b. If two or more values occur most often, then they are all the modes. Step 2c. If every value occurs only once, then there is no mode.

306

1

258

2

157

1

mode 5 258

624

CHAPTER 8

D. Calculate the range (page 610)

Statistics and Data Presentation

Find the range of ticket prices for an upcoming play at the Majestic Theater.

range The difference between the largest and the smallest values in a set; used as a measure of spread or dispersion.

$76.90 $15.90

$70.90

$98.00

range 5 $98.00 2 $15.90

Steps for Calculating the Range

range 5 $82.10

Step 1. Locate the largest and the smallest values in a set. Step 2. Subtract the smallest value from the largest. Range 5 Largest value 2 Smallest value E. APPLY YOUR KNOWLEDGE (PAGE 611)

The lengths of time accounting students took to complete a final exam are (in minutes): 47, 60, 180, 50, 60, 52, and 55. a. What is the mean, median, mode, and range of these exam times? mean 5

47 1 60 1 180 1 50 1 60 1 52 1 55 7

mean 5 72 median

47

50

52

55

60

60

180

55

60

60

180

median median 5 55 mode

47

50

52

mode mode 5 60 range 5 180 2 47 range 5 133 b. Which average best describes the exam times, the mean or the median? Explain. The median is the better indicator of central tendency for this set of exam times because there is one extreme value, 180 minutes, which makes the mean higher than all but one value in the set.

Numerical Facts of Life

625

Inflation Rates and the Consumer Price Index (CPI) Percentage Change, 1986–2006 Inflation Rates and the Consumer Price Index (CPI) Percentage Change 1986–2006 College Tuition

289.5%

Hospital Services

280.4%

Drugs

177.6%

Medical Care

173.5%

Doctor Services

137.3%

Energy

131.9%

Consumer Price Index

84.3%

Housing

83.6%

Fuels

81.9%

Food and Beverage

78.8%

Eggs

58.1% 53.0%

Electricity New Car Apparel

23.0% 12.6%

In the 20-year period from 1986 to 2006, many expense categories have far outpaced the Consumer Price Index. The Consumer Price Index (CPI) is a measure of the average change over time in the prices paid by consumers for a “market basket” of consumer goods and services. The CPI is compiled and published by the Bureau of Labor Statistics, a division of the U.S. Department of Labor. The Bureau of Labor Statistics (BLS) is the principal factfinding agency for the federal government in the broad field of labor economics and statistics. The BLS collects, processes, analyzes, and disseminates essential statistical data to the American public, the U.S. Congress, other federal agencies, state and local governments, business, and labor.

Source: Bureau of Labor Statistics

The bar graph above illustrates the percentage change in costs of various consumer goods and services categories compared with the Consumer Price Index for 1986 to 2006. From the graph, we see that the CPI for this period increased by 84.3 percent. This means that if you bought $1.00 in CPI goods and services in 1986, the same goods and services would cost $1.843 in 2006. Rounded to the nearest cent, the cost would be $1.84. This is calculated as follows $1.00 1 $1.00(84.3%) 5 $1.00 1 $0.843 5 $1.843 < $1.84

Use the bar graph and this calculation method for the following questions. Round to the nearest cent, if necessary.

1. If a college credit at Seaside College cost $180.00 in 1986, what was the cost per credit in 2006?

2. If a dozen eggs cost $1.70 at Safeway in 1986, what was the cost of a dozen eggs in 2006?

3. If Dr. Hernandez charged $40.00 for an office visit in 1986, how much was an office visit in 2006?

4. Challenge: If a gallon of gasoline cost $2.50 in 2006, what was the cost per gallon of gasoline in 1986?

626

CHAPTER 8

Statistics and Data Presentation

CHAPTER REVIEW EXERCISES Use the table, Oatmeal Nutrition Facts, for exercises 1–6. (8.1A)

1. How many milligrams of sodium are in a serving?

3 1 2. How many calories are in a cup serving with cup skim milk? 4 2

Oatmeal Nutrition Facts Serving Size 3/4 Cup (27g) Serving Per Container About 13 Amount Per Serving

3. What percent of the daily value of potassium is in one serving, with skim milk?

4. What percent of the daily value of vitamin C is in one serving,

Calories Calories from Fat

% Daily Value**

without milk?

5. How many milligrams of cholesterol are in this cereal?

6. If you ate this cereal three times per week, how many grams of sugar would the cereal amount to in six weeks?

MOST POPULATED COUNTRIES—NOW AND THEN (IN MILLIONS)

COUNTRY

POPULATION 2005

ESTIMATED POPULATION 2050

China

1302

1418

India

1080

1601

United States

296

420

Indonesia

242

336

Brazil

186

228

6449

9084

World Total

With 1/2 Cup Vit. A & D Fortified Cereal Skim Alone Milk 90 130 10 10

Total Fat 1g* 2% Saturated Fat 0g 0% 0% Cholesterol 0mg 8% Sodium 190mg 2% Potassium 85mg Total Carbohydrate 23mg 8% 20% Dietary Fiber 5g Sugars 5g Protein 2g Vitamin A Vitamin C Calcium Iron

2% 0% 0% 11% 8% 10% 20%

% Daily Value** 0% 4% 10% 12% 0% 12% 2% 2%

Source: U.S. Census Bureau

Use the table, Most Populated Countries—Now and Then, for exercises 7–12. (8.1A)

7. What is the estimated population of Indonesia in 2050?

10. Which country has the least growth in population between 2005 and 2050?

8. What was the population of Brazil in 2005?

11. How many more people will be in the United States in 2050 compared with 2005?

9. Which country is projected to have the greatest population in 2050?

12. How many more people (in millions) will be in the world in 2050 compared with 2005?

Chapter Review Exercises

627

Academy Awards Telecast Ad Prices (30-seconds) $1.6

Viewership (in millions)

$1.6 million

60

55

50

$1.2

43.5

40

$643,500 $0.8

30 20

$0.4

10 0

0 ‘94 ‘95 ‘96 ‘97 ‘98 ‘99 ‘00 ‘01 ‘02 ‘03 ‘04 ‘05

‘98 ‘99 ‘00 ‘01 ‘02 ‘03 ‘04

Sources: Nielsen Monitor-Plus, Nielsen Media Research

Use the line graph, Academy Awards Telecast, Ad Prices and Viewership, for exercises 13–16. (8.1B)

13. Which year had the lowest viewership?

14. How much greater was the price of a 30-second advertisement in 2005 compared with 1994?

15. In what year was the viewership just over 40 million?

Use the multiple line graph, Government Entitlement Programs, for exercises 17–20. (8.1B)

16. What can be learned from these graphs?

Government Entitlement Programs Projected Growth (in billions)

17. In what year is social security projected to reach $700 billion?

Social Security

$1000

18. How much is Medicaid projected to be in 2016?

$900

Medicare $970

$800 $700

19. How much is social security projected to be in 2015?

$582

$909

$600 $500

20. Which entitlement program is projected to reach $700 billion in 2013?

$400 $300

Medicaid $446 $392

$200 $100

$195

0 ‘07 ‘08 ‘09 ‘10 ‘11 ‘12 ‘13 ‘14 ‘15 ‘16

628

CHAPTER 8

Statistics and Data Presentation

21. Use the table to construct a line graph of the interest rates for Stafford Student loans. (8.1B) STAFFORD STUDENT LOAN RATES ACADEMIC YEAR

LOAN RATE

2000–2001

8.2%

2001–2002

6.0%

2002–2003

4.0%

2003–2004

3.4%

2004–2005

3.4%

2005–2006

5.1%

2006–2007

6.8%

Source: Sallie Mae

22. Use the table to construct a multiple line graph of the number of traditional versus digital photo prints made at labs. (8.1B) PHOTO PRINTS MADE AT LABS (IN BILLIONS) YEAR

TRADITIONAL

DIGITAL

2000

30.0

0.5

2001

29.0

1.0

2002

28.0

2.0

2003

25.0

4.0

2004

22.0

5.0

2005

18.0

8.0

Source: Photo Marketing Association International

Use the bar graph, U.S. Home Prices, for exercises 23–26. (8.1C)

U. S. Home Prices (Increase over previous year)

23. Which year had the lowest increase in home prices?

25. In which two years did home prices rise at the same rate?

26. At what rate did home prices rise in 2006?

Percent Increase

12

24. In what year did home prices rise 8 percent?

10 8 6 4 2 0

‘95 ‘96 ‘97 ‘98 ‘99 ‘00 ‘01 ‘02 ‘03 ‘04 ‘05 ‘06 Year

Source: www.mtgnewsdaily.com

Chapter Review Exercises

Use the comparative bar graph of wine consumption for exercises 27–30.

629

Wine Consumption (in millions of gallons)

27. How many gallons of wine were consumed in Italy in 2003?

2003 2008

28. Which country had the greatest wine consumption in 2003?

774 720

France

29. How much more wine will be consumed in Italy in 2008 compared with 2003?

30. Which country is projected to have the greatest wine

U.S.

consumption in 2008? Source: VINEXPO-ISWR/DGR

31. Use the table, Estimated U.S. Residential Broadband Subscribers, to construct a bar graph. (8.1C) ESTIMATED U.S. RESIDENTIAL BROADBAND SUBSCRIBERS (IN MILLIONS) YEAR

SUBSCRIBERS

2004

30

2005

40

2006

50

2007

56

2008

63

2009

66

Source: Yankee Group

32. Use the table, NFL Average Salaries, to construct a comparative bar graph. (8.1C) NFL AVERAGE SALARIES (IN MILLIONS) POSITION

714 730

Italy

NFL STARTERS

ALL PLAYERS

Quarterback

$5.4

$2.3

Cornerback

$3.6

$1.5

Defensive End

$3.1

$1.7

Offensive Tackle

$2.8

$1.5

Source: NFL Player’s Association, 2004

528 740

630

CHAPTER 8

Statistics and Data Presentation

Use the circle graph, Long-distance Leaders, for exercises 33–36. (8.1D)

Long-Distance Leaders

33. Which company has the greatest market share? SBC/AT&T 37%

Verizon 15%

34. What percent market share does Verizon have?

35. Which company has a greater market share, Sprint or MCI?

MCI 8%

36. If Verizon, MCI, and Sprint merged, would they have the greatest

Sprint 6%

All Other 34%

market share?

Source: TNS Telecoms

Use the circle graph, Spending Trends, for exercises 37–40. (8.1D)

Spending Trends How the Government Spends Its Money 1969

2009 Benefits 57%

Benefits 31%

National Defense 43%

Interest Payments 7%

All Else 19%

All Else 17%

Interest Payments 10%

National Defense 16%

Source: Office of Management and Budget

37. By what percent are interest payments projected to increase in 2009 compared with 1969?

39. What is the projection for national defense spending between 1969 and 2009?

a circle graph. (8.1D) U.S. FOREIGN-BORN POPULATION PERCENT

Latin America

53%

Europe

14%

Asia

25%

Other

8%

Source: U.S. Census Bureau, November 2006

and 2009?

40. Which category is projected to decrease 2 percent between 1969 and 2009?

41. Use the table, U.S. Foreign-Born Population, to construct

REGIONS

38. Which category will increase the most between 1969

Assessment Test

631

42. Consider the table, Back-to-School Spending. (8.1D)

a. Calculate the percent of each spending category, rounded to the nearest whole percent.

b. Construct a circle graph of the data. BACK-TO-SCHOOL SPENDING (IN BILLIONS) CATEGORY

SPENDING

Electronics and computers

$3.9

Shoes

$3.4

Clothing and accessories

$7.6

School supplies

$2.9

PERCENT

Source: National Retail Association

Calculate the mean and median of each set. (8.2A, 8.2B)

43. 35, 21, 58, 14, 60

44. 85, 71, 98, 44, 53, 99

45. 27, 90, 64, 77

46. 64, 34, 52

47. 62, 11, 28, 17, 20

48. 84, 12, 10, 30

Determine the mode or modes, if any, and calculate the range of each set. (8.2C, 8.2D)

49. 56, 63, 48, 85, 48, 54, 77, 79

50. 18, 49, 19, 50, 68, 68

51. 66, 36, 13, 28

52. 51, 35, 35, 79, 72, 51, 60

53. 70, 43, 37, 80, 43

54. 14, 14, 15, 14, 73, 15

55. 22, 43, 24, 16, 24, 8, 16, 9, 12

56. 135, 180, 240, 160, 210, 201

ASSESSMENT TEST Use the table, Average College Expenses, for questions 1–3.

1. How much was the average college expense for a private college in the 2000–2001 academic year?

2. How much was the average college expense for a public college in the 1995–1996 academic year?

3. How much more were the average expenses at a private college compared with a public college in the academic year 2005–2006?

AVERAGE COLLEGE EXPENSES (TUITION, FEES, AND ROOM AND BOARD) ACADEMIC YEAR

PRIVATE COLLEGES

1990–1991

$13,476

$5074

1995–1996

$17,382

$6743

2000–2001

$22,240

$8439

2005–2006

$29,026

$12,127

Source: The College Board

PUBLIC COLLEGES

632

CHAPTER 8

Statistics and Data Presentation

Use the multiple line graph, Cellular Phone Sales, for questions 4–6.

4. How many cellular phones with cameras were sold in

The Phone Booth—Cellular Phone Sales Without Camera vs. With Camera

September?

100 80

in November?

6. In what month were sales of cellular phones without

Sales (units)

5. How many cellular phones without cameras were sold

Without Camera 60 With Camera 40

cameras the lowest? 20 0 July Aug. Sept. Oct. Nov. Month

Use the comparative bar graph, Fliers Choose Major Airlines, for questions 7–10.

Fliers Choose Major Airlines

7. What percent of business travelers chose a major carrier in 2006? Major carriers Low-cost carriers

8. What percent of personal travelers chose a low-cost carrier in 2004?

Business travel 2004

72% 23%

9. In what year did 23 percent of business travelers choose a low-cost carrier?

2006

81% 14%

Personal travel

10. In what year did 65 percent of personal travelers choose 2004

a major carrier?

2006

53% 41% 65% 31%

Source: Accenture U.S. Travel survey of 794 respondents who traveled more than 300 miles within the past 6 months. Margin of error ±3 percentage points.

Use the circle graph, Electronic Wholesalers Blu-ray Player Sales by Brand—2011, for questions 11–14.

Electronic Wholesalers Blu-ray Player Sales by Brand–2011

11. Which brands had the highest and lowest sales? Samsung 12%

Toshiba 18%

12. What percent represents the combined sales of Toshiba and Panasonic?

13. By what percent were Panasonic sales higher than Samsung sales?

14. If a total of 2000 units were sold, how many were Phillips?

Phillips 40%

Panasonic 30%

Assessment Test

15. Construct a bar graph of the number of steps it takes to burn off the calories of various foods.

16. Construct a circle graph of the 2007 revenue (by division) for Apex Entertainment, Inc.

APPROXIMATE NUMBER OF STEPS TO BURN OFF VARIOUS FOODS FOOD

5750

12-oz can of soda

3450

12-oz can of beer

3220

Garden salad with fat-free dressing

1160

DIVISION Electronics

17. Calculate the mean of the set. 39

46

31

69 98

60 69

63

69

DEGREES

$12

Pictures and Music

$9

Other

$3

18. Calculate the median of the set. 51

28

19. Determine the mode or modes of the set. 63 60

PERCENT

$6

Games

Source: The Step Diet Book

49

REVENUE (IN BILLIONS)

7590

Doughnut

24

APEX ENTERTAINMENT, INC. 2007 REVENUE (BY DIVISION)

STEPS TO BURN IT OFF

Cheeseburger

633

60

40

32

46

54

36

20. Calculate the range of the set. 33

33

129

293

88

84

146

75

200

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CHAPTER 9

Signed Numbers

IN THIS CHAPTER 9.1 Introduction to Signed Numbers (p. 636) 9.2 Adding Signed Numbers (p. 647) 9.3 Subtracting Signed Numbers (p. 658) 9.4 Multiplying and Dividing Signed Numbers (p. 668) 9.5 Signed Numbers and Order of Operations (p. 681)

Chemist verything in our environment, whether natural or synthetic, is made up of chemicals. Chemists study the chemical composition of matter. They use their knowledge of chemicals to develop drugs, adhesives, cosmetics, and a wide variety of other products.1 Through their research, chemists contribute to advances in medicine, agriculture, biotechnology, and many other fields.

E

Chemists and chemistry students alike must have a strong mathematics background. In particular, they must have an understanding of signed numbers. In the analysis of chemical reactions, for example, chemists must know about the oxidation states of atoms. The oxidation state of an atom is the sum of the positive and negative charges in the atom.2 When an atom is not involved in a chemical reaction, its oxidation state is zero. But, when involved in certain chemical reactions, the oxidation state of some atoms is a positive number while the oxidation state of other atoms is a negative number. To understand such chemical reaction, chemists must be able to manipulate the oxidation states of the atoms involved in the process. This requires the ability to work with signed numbers. 1from 2from

U.S. Bureau of Labor Statistics Occupational Outlook Handbook. http://library.kcc.hawaii.edu/external/chemistry/.

635

636

CHAPTER 9

Signed Numbers

In this chapter, we investigate signed numbers. We will learn how to add, subtract, multiply, and divide them. We will also see how signed numbers apply to real-world situations.

9.1 INTRODUCTION TO SIGNED NUMBERS LEARNING OBJECTIVES A. Find the opposite of a number B. Graph a signed number on a number line C. Find the absolute value of a number D. Compare signed numbers E.

APPLY YOUR KNOWLEDGE

positive number A number that is greater than 0. negative number A number that is less than 0.

So far, all numbers encountered in this book have been either 0 or greater than 0. A number that is greater than 0 is called a positive number. Examples involving positive numbers include a building whose height is 1451 feet and a summertime high temperature of 86°F. Not all numbers are positive. Indeed, some numbers are less than 0. A number that is less than 0 is called a negative number. You certainly know something about negative numbers if you live in a city such as Chicago or Minneapolis. There, during a typical winter, you may experience a temperature such as 5 degrees below zero. Numerically, you would express this temperature as 25 degrees, or 25°. Note that a negative number is written with a (2 ) sign, known also as a nega3 tive sign. Some other examples of negative numbers are 2109, 2 , and 217.3. 4 In Chapter 2, we graphed 0 and positive numbers on a number line. Negative numbers can be graphed on a number line, too. Simply extend the number line to the left of 0. The number 0 is neither positive nor negative. It separates the positive numbers from the negative numbers. For this reason, the number 0 on the number line is often referred to as the origin. Below is a number line that shows negative numbers, 0, and positive numbers.

origin The number 0 on a number line. signed number A number that is either positive or negative.

opposites Two numbers that lie the same distance from the origin on opposite sides of the origin.

23

22

21

0

1

2

3

A signed number is a number that is either positive or negative. Therefore, we refer to the positive and negative numbers collectively as the signed numbers. In this section, we introduce basic features associated with signed numbers. In the subsequent sections of this chapter, we learn how to add, subtract, multiply, and divide signed numbers.

Objective 9.1A

Find the opposite of a number

Two numbers that lie the same distance from the origin on opposite sides of the origin are called opposites. For example, 23 and 3 are opposites. Notice that 23 and 3 are the same distance from the origin but are on opposite sides of the origin.

9.1 Introduction to Signed Numbers

3 units 25

24

23

22

637

3 units

21

0

1

2

3

4

5

To determine the opposite of a number, simply change the sign of the number. Thus, the opposite of a positive number is negative, and the opposite of a negative number is positive. As an example, the opposite of 9 is 29. Also, the opposite of 1 1 2 is . Since 0 is neither positive nor negative, it is its own opposite. 2 2 EXAMPLE 1

Find the opposite of a number

Find the opposite of each number. 2 a. 15 b. 2 3

c. 5.32

SOLUTION STRATEGY a. The opposite of 15 is 215.

15 is a positive number and so its opposite is negative.

2 2 b. The opposite of 2 is . 3 3

2 2 is a negative number and so its opposite is positive. 3

c. The opposite of 5.32 is 25.32.

5.32 is a positive number and so its opposite is negative.

TRY-IT EXERCISE 1 Find the opposite of each number. 3 a. 212 b. 8 5

c. 22.25

Check your answers with the solutions in Appendix A. ■

Objective 9.1B

Graph a signed number on a number line

The integers are the whole numbers together with the opposites of the natural numbers. That is, the integers are the numbers c 23, 22, 21, 0, 1, 2, 3, c. The ellipses before 23 and after 3 indicate that the integers continue indefinitely in either direction. Typically when drawing a number line, we show only the integers. We can, however, show other numbers, such as fractions, decimals, and their opposites. Fractions, decimals, and their opposites are rational numbers. More formally, a rational a number is a number that can be written in the form , where a and b are integers b and b 2 0. Here are some examples of rational numbers. 2

1 5

2 3

13 8

2

4 9

integers The whole numbers together with the opposites of the natural numbers, that is, the numbers c 2 3, 2 2, 2 1, 0, 1, 2, 3, c. rational number A number that can be a written in the form , where a b and b are integers and b 2 0.

638

CHAPTER 9

Signed Numbers

21 1 The number 2 , which is read as “negative one-fifth,” can also be written as 5 5 1 or . In general, we have the following. 25 a 2a a 2 5 5 b b 2b

Other examples of rational numbers include the following. 25 10 20.7 3.25

Each of these numbers is a rational number since each one can be written in the a form , where a and b are integers and b 2 0. For example, 25 can be written as b 7 25 10 or as . Also, 20.7 can be written as 2 . 1 22 10 To graph a number is to draw a dot on the number line at the point corresponding to that number. For example, let’s graph 0.5. Since 0.5 is halfway between 0 and 1 on the number line, we draw a dot halfway from 0 to 1. 22

21

0

0.5

1

2

Let’s now consider 20.5. Since 20.5 is halfway between 21 and 0 on the number line, draw a dot halfway between 21 and 0.

22

21

20.5

0

1

2

To graph an improper fraction, first convert it to a mixed number. For example, 2 5 2 to graph , first covert it to 1 . Note that 1 is between 1 and 2. Draw a dot two3 3 3 thirds of the way from 1 to 2. That is, start at 1 and draw a dot two-thirds of a unit to the right of 1. 1 2 3

1

2

5 5 2 2 5 Next, let’s consider 2 . Since 5 1 , it follows that 2 5 21 . Note that 3 3 3 3 3 2 21 is between 22 and 21. Draw a dot two-thirds of a unit to the left of 21. 3 22 21 2 3

21

9.1 Introduction to Signed Numbers

639

Graph a rational number

EXAMPLE 2

Graph each number on a number line. 15 a. 0.25 b. 4

c. 2

7 3

SOLUTION STRATEGY Draw a dot one-fourth of a unit to the right of 0.

a. 0 0.25

1

b.

3 3 4

3

c.

23

3 15 53 4 4 Draw a dot three-fourths of a unit to the right of 3.

4

1 7 2 5 22 3 3 Draw a dot one third of a unit to the left of 22.

2 2 1 22 3

TRY-IT EXERCISE 2 Graph each rational number on a number line. a.

3 4

13 3

b.

c. 2

24 5

Check your answers with the solutions in Appendix A. ■

Find the absolute value of a number

Objective 9.1C

The absolute value of a number is the distance between the number and 0 on the number line. Since distance is always non-negative, the absolute value of a number is either 0 or positive. The absolute value of a real number a is denoted by 0 a 0 . As an example, consider 0 3 0 .

3 units 25

24

23

22

21

0

1

2

3

4

5

Since 3 lies 3 units away from 0, 0 3 0 5 3. As another example, consider 0 25 0 . 5 units 25

24

23

22

21

0

Since 25 lies 5 units away from 0, 0 25 0 5 5.

1

2

3

4

5

absolute value of a number The distance between the number and 0 on the number line.

640

CHAPTER 9

Signed Numbers

The following properties of absolute value follow directly from the definition.

Properties of the Absolute Value of a Number The absolute value of a positive number is the number itself. The absolute value of a negative number is the opposite of the number. The absolute value of 0 is 0.

EXAMPLE 3

Find the absolute value of a number

Evaluate.

1 b. ` 210 ` 2

a. 0 7.43 0

c. 0 0 0

SOLUTION STRATEGY a. 0 7.43 0 5 7.43

7.43 units 0

1

2

3

4

5

6

7 7.43 8

9

10

7.43 lies 7.43 units from zero. Also, since 7.43 is positive, the absolute value of 7.43 is 7.43 itself. 10 1 units

1 1 b. ` 210 ` 5 10 2 2

2

211 210 29 10 12

28

27

26

25

24

23

22

21

0

1 1 1 210 is 10 units from zero. Also, since 210 is negative, the absolute 2 2 2 1 1 value is the opposite of 210 , which is 10 . 2 2 c. 0 0 0 5 0

25

24

23

22

21

0

1

2

3

4

5

0 is 0 units from zero. The absolute value of 0 is 0. TRY-IT EXERCISE 3 Evaluate. a. 0 213.46 0

3 b. ` ` 8

c. 0 18 0

Check your answers with the solutions in Appendix A. ■

9.1 Introduction to Signed Numbers

Compare signed numbers

Objective 9.1D

On the number line, numbers increase from left to right. We say that the number to the left is less than the number to the right, and the number to the right is greater than the number to the left. The less than symbol (,) represents “less than,” and the greater than symbol (.) represents “greater than.” Collectively, , and . are referred to as inequality symbols. As an example, let’s compare the numbers 23 and 5. The graph of these numbers is shown below.

25

24

23

22

21

0

1

2

3

4

5

Notice that 23 is to the left of 5 on the number line. Thus, 23 is less than 5, and symbolically we can write the following. 23 * 5

Also, since 5 is to the right of 23 on the number line, 5 is greater than 23. Symbolically, we can write the following. 5 + 23

The above example shows that any statement involving the , symbol can be expressed as a statement involving the . symbol. We do this by reversing the order of the numbers and the direction of the symbol. In general, a negative number is always less than a positive number. For exam2 1 ple, when comparing and 2 , we can immediately write the following. 3 9 2 1 1 2 2 * or +2 9 3 3 9

When two rational numbers have the same sign, the smaller of the two numbers may not be obvious. To compare rational numbers, we can find a common denominator as we did in Section 2.3, and then compare numerators. Alternatively, we can write each rational number as a decimal and then compare the decimals as we did in Section 3.1.

EXAMPLE 4

Compare signed numbers

Compare the signed numbers. a. 22 and 5

1 2 c. 2 and 2 5 7

b. 22.56 and 21.23

SOLUTION STRATEGY a. 22 and 5 2 2 , 5 or 5 . 2 2

25

24

23

22

21

0

1

2

3

4

5

22 is to the left of 5, and so 22 , 5. Also, 5 is to the right of 22 on the number line, and so 5 . 22.

641

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CHAPTER 9

Signed Numbers

b. 22.56 and 21.23

22.56 23

2 2.56 , 2 1.23 or 2 1.23 . 2 2.56

21.23 22

21

0

1

2

3

22.56 is to the left of 21.23, and so 22.56 , 21.23. Also, 21.23 is to the right of 22.56 on the number line, and so 21.23 . 22.56.

1 2 c. 2 and 2 5 7 LCD 5 35

Find the LCD.

1 1?7 7 2 52 52 5 5?7 35

Write each fraction as an equivalent fraction with a denominator of 35.

2 2?5 10 2 52 52 7 7?5 35

Because 210 , 27, 2

2 1 2 1 2 , 2 or 2 . 2 7 5 5 7

10 7 1 2 , 2 . Thus, 2 , 2 . 35 35 7 5

TRY-IT EXERCISE 4 Compare the signed numbers. a. 6 and 11

b. 24 and 7

c. 23.18 and 22.57

d.

1 2 and 4 5

Check your answers with the solutions in Appendix A. ■

Objective 9.1E

APPLY YOUR KNOWLEDGE

Certain key words and phrases can help us determine whether we are dealing with positive or negative numbers. Positive numbers: up, above, increase, gain Negative numbers: down, below, decrease, loss

The following examples illustrate how to write signed numbers in problems involving these key words. EXAMPLE 5

Apply your knowledge

The Dow Jones Industrial Average (DJIA), often referred to as the Dow, is an indicator of U.S. stock market performance. In general, if the Dow is up, then the stock market is viewed as doing well (or, at least, improving). If the Dow is down, the stock market is viewed as faltering. The greatest DJIA daily point loss occurred on September 29, 2008. On that day, the Dow closed down 777.68 points from the previous trading day. Express this quantity as a signed number. (See www.djindexes.com for the latest data.)

9.1 Introduction to Signed Numbers

643

SOLUTION STRATEGY 2777.68 points

Because the Dow closed down, the quantity is negative.

TRY-IT EXERCISE 5 According to the South Florida Water Management District during the summer drought of 2007, Lake Okeechobee, the second largest freshwater lake entirely contained within the United States, decreased 4.03 feet below its average water level. Express this quantity as a signed number. Check your answer with the solution in Appendix A. ■

SECTION 9.1 REVIEW EXERCISES Concept Check 1. A

number is a number that is greater than 0.

3. The number 0 on the number line is known as the

2. A

number is a number that is less than 0.

4. A number that is either positive or negative is called a

.

.

5. Two numbers that lie the same distance from the origin on opposite sides of the origin are called

.

a b

7. A number that can be written in the form , where a and b are integers and b 2 0 is a

Objective 9.1A

6. The numbers c 2 3, 2 2, 2 1, 0, 1, 2, 3, c are known as the

.

8. The

of a number is the distance between the number and zero on the number line.

number.

Find the opposite of a number

GUIDE PROBLEMS 10. Find the opposite of 2 3.

9. Find the opposite of 8. 210 28

26

24

The opposite of 8 is

22

0

.

2

4

6

8

10

210 28

26

24

22

The opposite of 2 3 is

0

.

2

4

6

8

10

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CHAPTER 9

Signed Numbers

Find the opposite of each number.

11. 14

15.

13. 223.5

12. 69

2 9

16.

Objective 9.1B

3 4

17. 2

14. 267.25

5 2

18. 27

4 13

Graph a signed number on a number line

GUIDE PROBLEMS 1 2

23 22 21

0

1

2

3

4

5

3 4

20. Graph the signed numbers 28.5, 2.25, 23 , and .

19. Graph the signed numbers 22, 5, 7, and 0. 6

7

29 28 27 26 25 24 23 22 21

8

0

1

2

3

Graph each signed number. 1 3

21. 25, 23, 1, 4

22. 1.5, 22.25, 21 , 4

26 25 24 23 22 21

1 5

23. 20.25, 2.4, 22 , 3 23 22 21

0

1

2

Objective 9.1C

4

5

23 22 21

0

3 4

1 10

0

3

24. 2.3, 20.75, 23 , 5 1

2

3

24 23 22 21

4

1 2 1

2

3

4

5

0

1

2

3

4

2 5

Find the absolute value of a number

GUIDE PROBLEMS 26. Evaluate 0 212.3 0.

25. Evaluate 0 15 0 . 0 15 0 5

0 212.3 0 5

Evaluate.

27. 0 43 0

28. 0 59 0

31. 0 22.7 0

32. 0 258.3 0

29. 0 231 0

2 9

33. ` 7 `

30. 0 270 0

34. ` 213

5 ` 11

5

6

4

9.1 Introduction to Signed Numbers

Objective 9.1D

645

Compare signed numbers

GUIDE PROBLEMS 2 9

35. Compare 23.2 and 8.5. 24 23 22 21

23.2

0

8.5 or 8.5

1

2

36. Compare 2 and 2 3

4

5

6

7

8

9

23.2

4 . 15

4 2 The LCD of 2 and 2 is 9 15 2? 2 2 5 2 9 9?

5 2

2

4? 4 5 2 15 15 ?

2

2 9

2

.

5 2

4 4 or 2 15 15

2

2 9

Compare each pair of signed numbers.

37. 2 and 7

38. 3 and 16

39. 224.8 and 224.0

40. 232.75 and 232.0

41. 215 and 21

42. 83 and 211

43. 211.0 and 211.5

44. 240.0 and 240.3

7 9

45. 2 and 2

2 3

Objective 9.1E

46.

3 1 and 3 8

6 5

47. 2 and 2

13 12

3 7

48. 2 and 2

7 16

APPLY YOUR KNOWLEDGE

49. Your most recent blood pressure reading was two points above normal. Express this quantity as a signed number.

51. In a NASCAR race, Tony Stewart was 6.5 seconds behind Jeff Gordon after 200 laps. After 300 laps, Stewart was ahead of Gordon by 2.4 seconds. At the end of the race, Stewart came in 4.1 seconds behind Gordon. Express each time quantity as a signed number.

50. Absolute zero is two hundred seventy-three degrees below zero on the Celsius scale. Express this quantity as a signed number.

52. Normal body temperature is 37 degrees on the Celsius scale and 98.6 degrees on the Fahrenheit scale. Express these quantities as signed numbers.

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Signed Numbers

53. The sun’s outermost region has a temperature of approximately 60008K (Kelvin). Express this quantity as a signed number.

54. A submarine descends one hundred sixty feet. Express this quantity as a signed number.

CUMULATIVE SKILLS REVIEW 1 3

2 5

3 4

1 3

1. Add 2 1 3 . (2.6C)

2. Subtract 5 2 3 . (2.7C)

3. Round 1822.433 to the nearest tenth. (3.1F)

4. Convert 0.38 to a percent. (5.1B)

5. Write a simplified ratio for 60 minutes to 1200 seconds.

6. Find the circumference of the circle. Use 3.14 for p. (7.3B)

(4.1C) 2 mi

7. Convert 12 hg to g. (6.3B)

8. What is the mean of 59, 88, 21, 63, 33? Round to the nearest tenth. (8.2A)

9. Find the mode, if any, of 15, 18, 28, 15, 17, 65. (8.2C)

10. Use the Pythagorean theorem to determine the measure of the missing side of the right triangle. Round to the nearest hundredth. (7.5C)

90 ft

40 ft

x

9.2 Adding Signed Numbers

647

9.2 ADDING SIGNED NUMBERS When we add two signed numbers, the addends either have the same sign or different signs. For example, 2 1 3 and 22 1 (23) are addition problems in which the addends have the same sign, while 22 1 3 and 2 1 (23) are addition problems in which the addends have different signs. In this section, we first investigate addition of signed numbers with the same sign and then consider addition of signed numbers with different signs.

LEARNING OBJECTIVES A. Add numbers with the same sign B. Add numbers with different signs C.

Add numbers with the same sign

Objective 9.2A

Consider 2 1 3. Note that both addends have the same sign. To compute this sum, we start at 0 and move to 2. Then, because we are adding 3, we move 3 more units to the right. 2 units 23

22

21

0

1

3 units

2

3

4

5

6

7

8

We see that the result is 5. Thus, 2 1 3 5 5. Now let’s consider 22 1 (23). Notice that we are once again adding two numbers with the same sign. To calculate this sum, we start at 0 and move to 22 on the number line. Then, because we are adding 23 to this number, we move 3 more units to the left. Indeed, any time we add a negative number to a number, we move to the left, or backward, on the number line. 3 units 28

27

26

25

24

23

2 units 22

21

0

1

2

3

We see that the result is 25. Thus, 22 1 (23) 5 25. Notice that in both examples, the result has the same sign as the numbers being added. This observation leads us to the following.

Steps for Adding Numbers with the Same Sign Step 1. Determine the absolute value of each addend. Step 2. Add the absolute values of the addends. Step 3. Attach the common sign of the addends to the sum of Step 2.

Adding numbers using a number line is nice for its visual appeal; however, it is not practical for adding large numbers, fractions, or decimals. Therefore, we shall use the aforementioned rule when adding numbers with the same sign.

APPLY YOUR KNOWLEDGE

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CHAPTER 9

Signed Numbers

Since we are already very familiar with adding positive numbers, we’ll look at several examples in which we add negative numbers. We begin by adding negative integers. EXAMPLE 1

Add two negative integers

Add. a. 2 15 1 (2 21)

b. 26 1 (239)

c. 213 1 (244)

SOLUTION STRATEGY a. 215 1 (221) 0 215 0 5 15, 0 2210 5 21

Determine the absolute value of each addend.

15 1 21 5 36

Add the absolute values.

215 1 (221) 5 236

Since both addends are negative, the sum is negative.

b. 26 1 (239) 0 260 5 6, 0 2390 5 39

Determine the absolute value of each addend.

6 1 39 5 45

Add the absolute values.

26 1 (239) 5 245

Since both addends are negative, the sum is negative.

c. 213 1 (244) 0 213 0 5 13, 0 2440 5 44

Determine the absolute value of each addend.

13 1 44 5 57

Add the absolute values.

213 1 (244) 5 257

Since both addends are negative, the sum is negative.

TRY-IT EXERCISE 1 Add. a. 230 1 (212)

b. 219 1 (233)

c. 259 1 (27)

Check your answers with the solutions in Appendix A. ■

Let’s now look at some problems in which we add two negative rational numbers. In doing these problems, we will ultimately have to add fractions, mixed numbers, or decimals. For a review of fraction and mixed number addition, refer to Section 2.6, Adding Fractions and Mixed Numbers. For a review of decimal addition, refer to Section 3.2, Adding and Subtracting Decimals. EXAMPLE 2

Add two negative rational numbers

Add. Simplify, if possible. 1 2 a.2 1 a2 b 5 5

1 2 b.2 1 a2 b 4 3

c.22

1 3 1 a25 b 4 2

d. 23.04 1 (27.2)

9.2 Adding Signed Numbers

SOLUTION STRATEGY 1 2 a. 2 1 a2 b 5 5 1 1 2 2 `2 ` 5 , `2 ` 5 5 5 5 5

Determine the absolute value of each addend.

1 2 3 1 5 5 5 5

Add the absolute values.

1 2 3 2 1 a2 b 5 2 5 5 5

Since both addends are negative, the sum is negative.

1 2 b. 2 1 a2 b 4 3 1 2 2 1 `2 ` 5 , `2 ` 5 4 4 3 3

Determine the absolute value of each addend.

LCD 5 12

Find the LCD.

1 1?3 3 5 5 4 4?3 12

Write each fraction as an equivalent fraction with denominator 12.

2 2?4 8 5 5 3 3?4 12 3 8 11 1 5 12 12 12

Add the absolute values.

1 2 11 2 1 a2 b 5 2 4 3 12

Since both addends are negative, the sum is negative.

1 3 c. 22 1 a25 b 4 2 3 1 1 3 ` 22 ` 5 2 , ` 25 ` 5 5 4 4 2 2

Determine the absolute value of each addend.

LCD 5 4

Find the LCD.

5

1?2 2?2

3 4 2 15 4 5 7 4

S5

2 4

Write each fraction as an equivalent fraction with denominator 4.

2

Add the absolute values by first adding the fraction parts and then the whole numbers.

649

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CHAPTER 9

Signed Numbers

5 5 7 571 4 4 5711 58

Write the mixed number as the sum of the whole number and the fraction part. 1 4

Write the fraction part as a mixed number.

1 4

Add the whole number and the mixed number.

1 1 3 22 1 a25 b 5 28 4 2 4

Since both addends are negative, the sum is negative.

d. 23.04 1 (27.2) 0 23.04 0 5 3.04, 0 27.20 5 7.2

Determine the absolute value of each addend.

3.04 1 7.20 10.24

Add the absolute values.

23.04 1 (27.2) 5 210.24

Since both addends are negative, the sum is negative.

TRY-IT EXERCISE 2 Add. Simplify, if possible. 3 1 a. 2 1 a2 b 8 8

1 2 c. 23 1 a26 b 4 3

5 10 b. 2 1 a2 b 7 21

d. 212.2 1 (26.814)

Check your answers with the solutions in Appendix A. ■

Add numbers with different signs

Objective 9.2B

Now let’s consider adding signed numbers with different signs. For example, consider the sum 3 1 (22). To compute this sum, start at 0 and move to 3 on the number line. Then, because we are adding 22, we move two units to the left of 3. 3 units 2 units 25

24

23

22

21

0

1

2

3

4

5

We see that the result is 1. Thus, 3 1 (22) 5 1. Now let’s consider the sum 23 1 2. Start at 0 and move to 23 on the number line. Then, because we are adding 2 to 23, we move 2 units to the right of 23. 3 units 2 units 25

24

23

22

21

0

1

2

3

4

5

9.2 Adding Signed Numbers

651

We see that the result is 21. Thus, 23 1 2 5 21. Note that when the addends have different signs, the sum may be positive or negative.

Steps for Adding Signed Numbers with Different Signs Step 1. Determine the absolute value of each addend. Step 2. Subtract the smaller absolute value from the larger. Step 3. Attach the sign of the addend having the larger absolute value to the

difference of Step 2. If the absolute values are equal, then the sum is 0.

We’ll begin by adding integers with different signs. EXAMPLE 3

Add integers with different signs

Add. a. 5 1 (22)

b. 2 1 (25)

c. 23 1 (223)

SOLUTION STRATEGY a. 5 1 (22) 0 5 0 5 5, 0 22 0 5 2

Determine the absolute value of each addend.

52253

Subtract the smaller absolute value from the larger.

5 1 (22) 5 3

Attach the sign of the addend having the larger absolute value. Since the positive number is larger in absolute value, the answer is positive.

b. 2 1 (25) 0 20 5 2, 0 250 5 5

Determine the absolute value of each addend.

52253

Subtract the smaller absolute value from the larger.

2 1 (25) 5 23

Attach the sign of the addend having the larger absolute value. Since the negative number is larger in absolute value, the answer is negative.

c. 23 1 (223) 0 230 5 23, 0 223 0 5 23

Determine the absolute value of each addend.

23 2 23 5 0

Subtract.

23 1 (223) 5 0

Because the absolute values are equal, the sum is 0.

TRY-IT EXERCISE 3 Add. a. 7 1 (24)

b. 4 1 (27)

c. 216 1 16

Check your answers with the solutions in Appendix A. ■

Learning Tip When adding signed numbers, remember the following. When the addends have the same sign, add their absolute values and attach the common sign of the addends to the sum. When the addends have different signs, subtract their absolute values and attach the sign of the addend having the larger absolute value to the difference.

652

CHAPTER 9

Signed Numbers

Let’s now look at some problems in which we add rational numbers with different signs. In doing these problems, we will ultimately have to subtract fractions, mixed numbers, or decimals. For a review of fraction and mixed number subtraction, refer to Section 2.7, Subtracting Fractions and Mixed Numbers. For a review of decimal subtraction, refer to Section 3.2, Adding and Subtracting Decimals.

EXAMPLE 4

Add rational numbers with different signs

Add. Simplify, if possible. a.

2 5 1 a2 b 7 7

b.

2 1 1 a2 b 3 5

1 2 c.25 1 3 3 4

d. 25.03 1 7.3

SOLUTION STRATEGY a.

b.

5 2 1 a2 b 7 7 2 2 5 5 ` ` 5 , `2 ` 5 7 7 7 7

Determine the absolute value of each addend.

5 2 3 2 5 7 7 7

Subtract the smaller absolute value from the larger.

2 5 3 1 a2 b 5 2 7 7 7

Since the negative addend is larger in absolute value, the answer is negative.

2 1 1 a2 b 3 5 2 1 1 2 ` ` 5 , `2 ` 5 3 3 5 5

Determine the absolute value of each addend.

LCD 5 15

Find the LCD.

2 2?5 10 5 5 3 3?5 15 1 1?3 3 5 5 5 5?3 15

Write each fraction as an equivalent fraction with denominator 15.

10 3 7 2 5 15 15 15

Subtract the smaller absolute value from the larger.

2 1 7 1 a2 b 5 3 5 15

Since the positive addend is larger in absolute value, the answer is positive.

c. 2 5

2 1 13 3 4

2 1 1 2 ` 25 ` 5 5 , ` 3 ` 5 3 3 3 4 4

Determine the absolute value of each addend.

LCD 5 12

Find the LCD.

9.2 Adding Signed Numbers

5

2?4 8 S5 3?4 12

Write each fraction as an equivalent fraction with denominator 12.

1?3 3 S3 3 4?3 12 8 12 3 23 12 5

2

Subtract the smaller absolute value from the larger.

5 12

1 5 2 2 5 1 3 5 22 3 4 12

Since the negative addend is larger in absolute value, the answer is negative.

d. 25.03 1 7.3

0 25.03 0 5 5.03

0 7.3 0 5 7.3

Determine the absolute value of each addend.

7.30 25.03

Subtract the smaller absolute value from the larger.

2.27 25.03 1 7.3 5 2.27

Since the positive addend is larger in absolute value, the answer is positive.

TRY-IT EXERCISE 4 Add. a. 2

7 4 1 9 9

b. 2

7 3 1 8 16

c. 4.381 1 (26.29)

Check your answers with the solutions in Appendix A. ■

APPLY YOUR KNOWLEDGE

Objective 9.2C

EXAMPLE 5

Apply your knowledge

Octavian Augustus Caesar was the emperor of Rome during an era of great peace and prosperity. He was born in 63 BC and died within days of his 77th birthday. In what year did Octavian Augustus Caesar die?

SOLUTION STRATEGY B.C.

A.D. 0

A number line in which points represent time is called a time line. The positive numbers represent years AD and the negative numbers represent years BC. The year 63 BC is represented by 263.

653

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CHAPTER 9

Signed Numbers

263 1 77 0 263 0 5 63

To find out the year Octavian Augustus Caesar died, add 263 1 77. Determine the absolute value of each addend.

0 77 0 5 77 77 2 63 5 14

Subtract the smaller absolute value from the larger.

263 1 77 5 14

Since the positive number is larger in absolute value, the answer is positive. On the time line, 14 represents 14 AD.

Octavian Augustus Caesar died in 14 AD.

TRY-IT EXERCISE 5 Cleopatra, the famous queen of Egypt, was born in 69 BC and died at the age of 39. In what year did she die?

Check your answer with the solution in Appendix A. ■

SECTION 9.2 REVIEW EXERCISES Concept Check 1. When adding two positive numbers, the sum will be

2. When adding two negative numbers, the sum will be

.

.

3. To add signed numbers with different signs, determine the absolute value of each addend. the smaller absolute value from the larger. Then, attach the sign of the addend having the larger absolute value to this difference.

Objective 9.2A

4. When adding two numbers with different signs, the sum will have the same sign as the addend that is in absolute value.

Add numbers with the same sign

GUIDE PROBLEMS 5. Add 212.3 1 (231.5). a. Determine the absolute value of each addend. 0 212.3 0 5

0 231.50 5

5 6

3 8

6. Add 2 1 a2 b . a. Determine the absolute value of each addend. 5 3 `2 ` 5 , `2 ` 5 6 8

9.2 Adding Signed Numbers

b. Write each fraction as an equivalent fraction with the LCD.

b. Add the absolute values of the addends. 1

655

12.3

LCD 5

c. Attach the common sign of the addends to the sum of part b. 212.3 1 (231.5) 5

5? 5 5 6 6?

5

3? 3 5 8 8?

5

c. Add the absolute values of the addends. 1

5

5

d. Attach the common sign of the addends to the sum of part c. 5 3 2 1 a2 b 5 6 8

Add. Simplify, if possible.

7. 6 1 3

8. 8 1 7

9. 29 1 (21)

10. 26 1 (211)

11. 27 1 (28)

12. 217 1 (29)

13. 243 1 (225)

14. 218 1 (228)

15. 256 1 (289)

16. 230 1 (290)

17. 2512 1 (2106)

18. 2162 1 (2247)

19. 2518 1 (231)

20. 21042 1 (2139)

21. 2126 1 (2339)

22. 2182 1 (280)

23. 2.51 1 3.54

24. 6.81 1 18.02

25. 26.1 1 (231.2)

26. 21.09 1 (29.21)

27. 23.21 1 (214.5)

28. 242.1 1 (29.07)

29. 283.31 1 (214.031)

30. 217.43 1 (215.012)

1 4

3 4

32. 2 1 a2 b

1 8

5 6

36. 2 1 a2

31. 2 1 a2 b

35. 2 1 a2 b

2 9

4 9

3 8

3 b 12

3 7

1 3

33. 2 1 a2 b

37. 2

3 4 1 a2 b 10 5

1 2

5 9

1 6

7 b 12

34. 2 1 a2 b

38. 2 1 a2

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CHAPTER 9

1 3

39. 21 1 a24

Signed Numbers

5 b 12

2 3

3 5

40. 22 1 a24

5 6

1 3

43. 212 1 a217 b

Objective 9.2B

2 b 15

44. 221 1 a249

11 b 12

41. 221 1 a233

5 9

5 b 12

42. 218

8 9

7 b 12

46. 258 1 a229

45. 239 1 a229

7 5 1 a229 b 12 18

5 8

7 b 12

Add numbers with different signs

GUIDE PROBLEMS 47. Add 15.2 1 (242.9).

48. Add

a. Determine the absolute value of each addend. 0 15.20 5

a. Determine the absolute value of each addend. 3 1 ` ` 5 , `2 ` 5 8 12

0 242.9 0 5 b. Subtract the smaller absolute value from the larger. 2

3 1 1 a2 b . 8 12

42.9

b. Write each fraction as an equivalent fraction with the LCD. LCD 5

c. Attach the sign of the addend having the larger absolute value to the difference of part b.

3? 3 5 8 8?

5

1? 1 5 12 12 ?

15.2 1 (242.9) 5

5

c. Subtract the smaller absolute value from the larger. 2

5

d. Attach the sign of the addend having the larger absolute value to the difference of part c. 1 3 1 a2 b 5 8 12

Add. Simplify, if possible.

49. 6 1 (23)

50. 5 1 (24)

51. 15 1 (28)

52. 21 1 (212)

53. 210 1 14

54. 26 1 13

55. 28 1 8

56. 27 1 22

9.2 Adding Signed Numbers

657

57. 16 1 (227)

58. 15 1 (229)

59. 81 1 (245)

60. 103 1 (262)

61. 2139 1 76

62. 2162 1 (200)

63. 170 1 (2530)

64. 284 1 (2181)

65. 21216 1 (3105)

66. 2794 1 (24215)

67. 213,245 1 2178

68. 28,093 1 (216,520)

69. 22.41 1 (3.51)

70. 10.25 1 (29.41)

71. 21.01 1 1.34

72. 25.03 1 (2.37)

73. 11.3 1 (23.7)

74. 14.21 1 (219.02)

75. 213.43 1 18.5

76. 219.01 1 8.73

77. 198.3 1 (2213.6)

78. 315.34 1 (2149.38)

79. 2147.23 1 211.9

80. 2529.76 1 672.83

2 5

81. 2 1

85.

1 5

5 7

82. 2 1

1 5 1 a2 b 8 6

1 3

89. 27 1 2

1 8

93. 225 1 17

3 5

Objective 9.2C

86.

2 3

4 7

83. 2 1

1 7 1 a2 b 12 18

2 9

90. 26 1 8

1 3

94. 2 19 1 10

87.

84. 2 1

5 1 1 a2 b 9 6

2 3

2 3

3 8

5 6

88.

1 2

4 3 1 a2 b 7 21

91. 8 1 a215

11 b 12

92. 17 1 a221 b

8 9

1 6

96. 86 1 a2101 b

95. 41 1 a253 b

1 6

7 8

2 3

1 3

APPLY YOUR KNOWLEDGE

97. Julius Caesar, the great-uncle of Octavian Augustus Caesar and ruler of Rome, was born in 100 BC. He was famously assassinated on the Ides of March (March 15) at the age of 56. In what year was Julius Caesar killed?

99. The lowest point in California is Death Valley at 282 feet below sea level. Mount Whitney, the highest point in California, is 14,777 feet higher than Death Valley. How tall is Mount Whitney?

98. Early on a cold winter day, the temperature in Butte, Montana, was 6°F below zero. If the temperature rose by 15°F by noon, what was the noontime temperature?

100. The Caspian Sea is approximately 92 feet below sea level. The summit of Mount Kilimanjaro is 19,432 feet higher than the Caspian Sea. How tall is Kilimanjaro?

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CHAPTER 9

Signed Numbers

CUMULATIVE SKILLS REVIEW 1. Subtract

2 5

5 1 2 . (2.7B) 8 6

2. Subtract 53 2 14 . (2.7C)

3. Add 881.42 + 78.4. (3.2A)

4. Write the ratio of 16 to 48 in fraction notation and simplify. (4.1A)

5. The official world’s record low temperature, recorded in

6. Convert 13,396 meters to kilometers. (6.2A)

Antarctica, is 128.5°F below zero. Express this temperature as a signed number. (9.1E)

7. The number of visits to the HotTunes website for each of four consecutive days was 3052, 2545, 2800, and 2750. Find the range of daily visits. (8.2D)

24

23

22

21

0

46, 2. (8.2B)

10. Evaluate 0 550 . (9.1C)

9. Graph 25, 3, 21, and 0. (9.1B) 25

8. Calculate the median for the set of numbers 28, 13, 96,

1

2

3

4

5

9.3 SUBTRACTING SIGNED NUMBERS LEARNING OBJECTIVES A. Subtract signed numbers B.

APPLY YOUR KNOWLEDGE

Objective 9.3A

Subtract signed numbers

In order to subtract signed numbers, we rely on two ideas presented in this chapter: finding the opposite of a number and adding signed numbers. To see why these concepts are central to subtracting signed numbers, consider the following example. Suppose that you lose $20 in a bet. If you have $100 in your wallet, $80 will remain after you pay the debt. $100 2 $20 5 $80

There is another way of thinking about this scenario. In Section 9.1, we learned that we can numerically represent a loss of $20 as 2$20. If you represent the amount you lost as a negative number, then you must add the two amounts together to determine how much money remains. $100 1 (2$20) 5 $80

Notice that the amount remaining is the same no matter how we think about it. This example demonstrates that subtracting a number is the same as adding the opposite of that number. Thus, for any two numbers a and b, we have the following. a 2 b 5 a 1 (2b)

9.3 Subtracting Signed Numbers

659

The following steps can be used to subtract signed numbers.

Steps for Subtracting Signed Numbers Step 1. Write the subtraction problem as an addition problem by adding the

first number to the opposite of the second number. Step 2. Add using the steps in Section 9.2, Adding Signed Numbers.

According to these steps, 7 2 3 can be rewritten as 7 1 (23). Note that both problems have the same answer. 7 2 3 5 4 and 7 1 (23) 5 4

But, why even bother writing such a simple subtraction problem as an addition problem? After all, 7 2 3 is easy enough to compute. Indeed, when subtracting a smaller positive number from a larger positive number, there is no reason to rewrite the subtraction problem. It is often useful to rewrite a subtraction problem as an addition problem when we (1) subtract a positive number from a smaller positive number, (2) subtract a positive number from a negative number, and (3) subtract a negative number from either a positive or a negative number. Let’s begin by looking at some examples involving integers.

EXAMPLE 1

Subtract a positive integer from a smaller positive integer

Subtract. a. 4 2 9

b. 17 2 32

SOLUTION STRATEGY a. 4 2 9 4 1 (29) 0 4 0 5 4, 0 29 0 5 9 92455 4 2 9 5 4 1 (29) 5 25 b. 17 2 32 17 1 (232)

A larger positive number is subtracted from a smaller positive number. Write the subtraction problem as an addition problem by adding 4 and the opposite of 9. The opposite of 9 is 29. Determine the absolute value of each addend. Since the addends have different signs, subtract the smaller absolute value from the larger. Since the negative addend is larger in absolute value, the answer is negative. A larger positive number is subtracted from a smaller positive number. Write the subtraction problem as an addition problem by adding 17 and the opposite of 32. The opposite of 32 is 232.

Learning Tip When we subtract a positive integer from a smaller positive integer, the result is always negative. In general, we have the following. bigger 2 smaller 5 positive smaller 2 bigger 5 negative

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0 17 0 5 17, 0 232 0 5 32

Determine the absolute value of each addend. Since the addends have different signs, subtract the smaller absolute value from the larger.

32 2 17 5 15 17 2 32 5 17 1 (232) 5 215

Since the negative addend is larger in absolute value, the answer is negative.

TRY-IT EXERCISE 1 Subtract. a. 7 2 12

b. 25 2 49 Check your answers with the solutions in Appendix A. ■

EXAMPLE 2

Subtract a positive integer from a negative integer

Subtract. a. 241 2 18

b. 227 2 43

SOLUTION STRATEGY a. 241 2 18

Learning Tip When we subtract a positive integer from a negative integer, the result is always negative. Also, since a negative number is less than a positive number, we are using the same idea presented in the previous learning tip. smaller 2 bigger 5 negative

A positive number is subtracted from a negative number.

241 1 (218)

Write the subtraction problem as an addition problem by adding 241 and the opposite of 18. The opposite of 18 is 218.

0 2410 5 41, 0 2180 5 18

Determine the absolute value of each addend.

41 1 18 5 59

Since the addends have the same sign, add the absolute values.

241 2 18 5 241 1 (218) 5 259

Since both addends are negative, the answer is negative.

b. 227 2 43

A positive number is subtracted from a negative number.

227 1 (243)

Write the subtraction problem as an addition problem by adding 227 and the opposite of 43. The opposite of 43 is 243.

0 227 0 5 27, 0 243 0 5 43

Determine the absolute value of each addend.

27 1 43 5 70

Since the addends have the same sign, add the absolute values.

227 2 43 5 227 1 (243) 5 270

Since both addends are negative, the answer is negative.

TRY-IT EXERCISE 2 Subtract. a. 224 2 19

b. 239 2 52 Check your answers with the solutions in Appendix A. ■

9.3 Subtracting Signed Numbers

EXAMPLE 3

661

Subtract a negative integer from an integer

Subtract. a. 23 2 (24)

b. 245 2 (263)

SOLUTION STRATEGY a. 23 2 (24)

A negative number is subtracted from a positive number.

23 1 4

Write the subtraction problem as an addition problem by adding 23 and the opposite of 24. The opposite of 24 is 4.

23 1 4 5 27

Since the addends are both positive, simply add.

23 2 (24) 5 23 1 4 5 27 b. 245 2 (263)

A negative number is subtracted from a negative number.

245 1 63

Write the subtraction problem as an addition problem by adding 245 and the opposite of 263. The opposite of 263 is 63.

0 2450 5 45, 0 63 0 5 63

Determine the absolute value of each addend.

63 2 45 5 18

Since the addends have different signs, subtract the smaller absolute value from the larger.

245 2 (263) 5 245 1 63 5 18

Since the positive addend is larger in absolute value, the answer is positive.

TRY-IT EXERCISE 3 Subtract. a. 14 2 (212)

b. 248 2 (251)

Check your answers with the solutions in Appendix A. ■

We’ll now look at some examples of subtraction problems involving rational numbers. In these problems, we will ultimately add or subtract fractions, decimals, or mixed numbers.

Learning Tip When we subtract a negative number from a number, we ultimately add a positive number to the first number.

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EXAMPLE 4

Subtract rational numbers

Subtract. Simplify, if possible. a.

1 2 2 3 3

1 3 d. 1 2 3 4 5

3 5 b. 2 2 4 6

1 c. 29 2 a22 b 4

e. 28.21 2 4.2

f. 6.32 2 (217.1)

SOLUTION STRATEGY

Learning Tip When we subtract a negative number from a number, we ultimately add a positive number to the first number.

a.

2 1 2 3 3

A larger positive number is subtracted from a smaller positive number.

1 2 1 a2 b 3 3

Write the subtraction problem as an addition prob1 2 lem by adding and the opposite of . The opposite 3 3 2 2 of is 2 . 3 3

1 2 2 1 ` ` 5 , `2 ` 5 3 3 3 3

Determine the absolute value of each addend.

1 1 2 2 5 3 3 3

Since the addends have different signs, subtract the smaller absolute value from the larger.

1 2 1 2 1 2 5 1 a2 b 5 2 3 3 3 3 3

Since the negative addend is larger in absolute value, the answer is negative.

5 3 b. 2 2 4 6 3 5 2 1 a2 b 4 6

A positive number is subtracted from a negative number. Write the subtraction problem as an addition prob3 5 lem by adding 2 and the opposite of . The oppo4 6 5 5 site of is 2 . 6 6

3 5 5 3 `2 ` 5 , `2 ` 5 4 4 6 6

Determine the absolute value of each addend.

LCD 5 12

Find the LCD.

3?3 9 3 5 5 4 4?3 12 5 5?2 10 5 5 6 6?2 12 10 9 19 1 5 12 12 12 2

3 5 3 5 19 2 5 2 1 a2 b 5 2 4 6 4 6 12

Write each fraction as an equivalent fraction with the denominator 12. Since the addends have the same sign, add the absolute values. Since both addends are negative, the answer is negative.

9.3 Subtracting Signed Numbers

1 c. 29 2 a22 b 4 29 1 2

A negative number is subtracted from a negative number.

1 4

Write the subtraction problem as an addition problem by 1 1 adding 29 and the opposite of 22 . The opposite of 22 4 4 1 is 2 . 4

1 1 |29| 5 9, ` 2 ` 5 2 4 4 9

S

1 4

22

S

Determine the absolute value of each addend.

4 4 1 22 4

Since the addends have different signs, subtract the smaller absolute value from the larger.

8

6

3 4

1 1 29 2 a22 b = 29 1 2 4 4 5 26 1 3 d. 1 2 3 4 5

Since the negative addend is larger in absolute value, the answer is negative.

3 4

A larger positive number is subtracted from a smaller positive number.

1 3 1 1 a23 b 4 5

Write the subtraction problem as an addition problem by 3 1 1 1 adding 1 and the opposite of 3 . The opposite of 3 is 23 . 4 5 5 5

3 1 1 3 ` 1 ` 5 1 , ` 23 ` 5 3 4 4 5 5

Determine the absolute value of each addend.

LCD 5 20

Find the LCD.

3 3?5 15 1 51 51 4 5?5 20 3

1 1?4 4 53 53 5 5?4 20 4 20

S

2

12 20

S

15 21 20

3 21

1

Write each fraction as an equivalent fraction with the denominator 20.

24 20

Since the addends have different signs, subtract the smaller absolute value from the larger.

9 20

3 3 1 1 1 2 3 = 1 1 a2 3 b 4 5 4 5 5 21

9 20

Since the negative addend is larger in absolute value, the answer is negative.

663

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e. 28.21 2 4.2

A positive number is subtracted from a negative number.

28.21 1 (24.2) 0 28.21 0 5 8.21, 0 24.2 0 5 4.2

Write the subtraction problem as an addition problem by adding 28.21 and the opposite of 4.2. The opposite of 4.2 is 24.2. Determine the absolute value of each addend.

8.21 1 4.20 12.41

Since the addends have the same sign, add the absolute values.

28.21 2 4.2 5 28.21 1 (24.2) 5 2 12.41

Since both addends are negative, the answer is negative.

f. 6.32 2 (217.1)

A negative number is subtracted from a positive number.

6.32 1 17.1

Write the subtraction problem as an addition problem by adding 6.32 and the opposite of 217.1. The opposite of 217.1 is 17.1.

6.32 1 17.1 5 23.42

Add the addends. Since the addends are both positive, simply add.

6.32 2 (217.1) 5 6.32 1 17.1 5 23.42

TRY-IT EXERCISE 4 Subtract. Simplify, if possible. a.

1 5 2 8 12

1 2 d. 22 2 4 5 4

1 5 b. 2 2 4 9

1 2 c. 1 2 a22 b 5 3

e. 0.31 2 (20.28)

f. 26.7 2 4.15

Check your answers with the solutions in Appendix A. ■

Objective 9.3B

EXAMPLE 5

APPLY YOUR KNOWLEDGE

Apply your knowledge

Elements, the most successful textbooks of all time, served as the basic texts for subjects such as geometry for over 2000 years. The great mathematician Euclid wrote Elements prior to his death in 283 BC. The edition of the textbook you are presently reading was first published in 2012. How many years separate this textbook and Euclid’s textbooks?

SOLUTION STRATEGY a. 2012 2 (2283)

We want to find the difference between the publication dates of this textbook and those of Euclid. Represent the year of Euclid’s death as 2283. To find how many years separate the two, subtract 2283 from 2012.

2012 1 283

Write the subtraction problem as an addition problem by adding 2012 and the opposite of 2283. The opposite of 2283 is 283.

9.3 Subtracting Signed Numbers

2012 1 283 5 2295

665

Since the addends are both positive, add.

2012 2 (2283) 5 2008 1 283 5 2295 There are 2295 years separating this textbook from Euclid’s Elements.

TRY-IT EXERCISE 5 Ovid, one of the classical poets of Latin literature, was born in 43 BC. William Shakespeare, one of the greatest English poets and playwrights, was born in 1564 AD. What is the difference between the years of their births?

Check your answer with the solution in Appendix A. ■

SECTION 9.3 REVIEW EXERCISES Concept Check 1. The subtraction problem a 2 b is the same as the addition problem a 1

.

Objective 9.3A

2. To solve the subtraction problem 3 2 7, it is helpful to write it as

.

Subtract signed numbers

GUIDE PROBLEMS 3. Subtract 8 2 15.

4. Subtract 21.2 2 1.7.

a. Write the subtraction problem as an addition problem. 8 2 15 5 8 1 b. Determine the absolute value of each addend in the addition problem of part a. 0 80 5 , 0

0 5

c. Since the addends in part a have different signs, subtract the smaller absolute value from the larger. 2

5

d. Attach the sign of the addend having the larger absolute value to the difference of part c. 8 2 15 5 8 1

5

a. Write the subtraction problem as an addition problem. 21.2 2 1.7 5 21.2 1 b. Determine the absolute value of each addend in the addition problem of part a. 0 21.2 0 5

,0

0 5

c. Since the addends in part a have the same sign, add the absolute values of the addends. 1

1.2

d. Attach the common sign of the addends to the sum of part c. 21.2 2 1.7 5 21.2 1

5

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Signed Numbers

Subtract. Simplify, if possible.

5. 13 2 6

6. 18 2 7

7. 27 2 11

8. 35 2 23

9. 5 2 11

10. 6 2 14

11. 15 2 32

12. 28 2 55

13. 13 2 (214)

14. 18 2 (212)

15. 48 2 (233)

16. 45 2 (221)

17. 413 2 106

18. 215 2 163

19. 227 2 (210)

20. 210 2 (211)

21. 22145 2 1478

22. 2182 2 807

23. 1039 2 908

24. 2656 2 450

25. 2147 2 (2409)

26. 478 2 1249

27. 540 2 1329

28. 2874 2 (22197)

1 5

29. 2 2

3 5

2 3

30.

1 6

33. 2 2 a2 b

2 5 2 9 9

1 5

1 8

34. 2 2 a2 b

37. 2 2 6

1 5

3 7

38. 3 2 8

1 8

7 28

42. 28 2 6

41. 5 2 7

1 3

2 9

5 7

31.

3 1 2 6 8

32. 2

35.

5 7 2 a2 b 12 18

36.

2 3

5 9

39. 14 2 a211 b

3 15

8 9

43. 1 2 4

11 12

1 5 2 12 8

7 3 2 a2 b 15 20

40. 6

3 2 2 a24 b 21 14

1 2

44. 9 2 17

7 23

45. 9.78 2 4.25

46. 7.02 2 5.03

47. 4.32 2 6.87

48. 5.21 2 7.31

49. 27.64 2 1.32

50. 21.15 2 9.12

51. 24.18 2 (28.96)

52. 27.98 2 (210.86)

53. 12.25 2 45.30

54. 24.32 2 57.3

55. 235.14 2 (251.2)

56. 247.21 2 (261.6)

57. 2120.3 2 35.8

58. 187.2 2 95.1

59. 143.8 2 (287.3)

60. 278.2 2 86.3

9.3 Subtracting Signed Numbers

Objective 9.3B

667

APPLY YOUR KNOWLEDGE

61. Archimedes is generally regarded as the greatest ancient mathematician, while Carl Friedrich Gauss is upheld as the greatest modern mathematician. Archimedes died in 212 BC and Gauss was born in 1777 AD. How many years separate the greatest ancient mathematician and the greatest modern mathematician?

63. The temperature at which radon boils is 2143.6°F. The temperature at which water boils is 212°F . What is the difference between these two temperatures?

62. According to legend, Marco Polo introduced pasta to Italy on his return from China in 1295 AD. The Chinese have been eating noodles since 2000 BC. If the legend is true, how long were the Chinese eating pasta before the Italians?

64. The temperature at which water freezes is 32°F. The temperature at which regular unleaded gasoline freezes is 297° F. What is the difference between these two temperatures?

CUMULATIVE SKILLS REVIEW 1. Ariana and Claudia are thinking of starting their own business. They estimate they will need $225,000 to cover their first year expenses and together have saved $70,000. What percent of the total amount needed can Ariana and Claudia provide? Round to the nearest percent. (5.2C, 5.3C)

3. Identify and name the figure. (7.1A)

B F

2. Elizabeth had a beginning balance of $12,388.14 in her checking account. She wrote checks in the amounts of $1420.12, $522.18, and $125.50. What is the new balance on Elizabeth’s account? (3.2D)

4. Find the volume of the cylinder. Use 3.14 for p. (7.6B)

27 mm

29mm

5. Convert 24 square yards to square feet. (6.1B)

6. Add 42 1 (216) 1 (218). (9.2B)

7. Compare the signed numbers 7 and 212. (9.1D)

8. Convert 45% to a fraction and simplify. (5.1A)

9. What is 150 increased by 35%? (5.5C)

10. Write 42 is to 3 as 14 is to 1 as a proportion. (4.3A)

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9.4 MULTIPLYING AND DIVIDING SIGNED NUMBERS LEARNING OBJECTIVES A. Multiply signed numbers B. Divide signed numbers C.

APPLY YOUR KNOWLEDGE

Objective 9.4A

Multiply signed numbers

In mathematics, we can often recognize patterns that help us determine what happens next. For example, consider the following columns of products. 5?155

5 ? 2 5 10

5 ? 3 5 15

5 ? 4 5 20

5 ? 5 5 25

4?154

4?258

4 ? 3 5 12

4 ? 4 5 16

4 ? 5 5 20

3?153

3?256

3?359

3 ? 4 5 12

3 ? 5 5 15

2?152

2?254

2?356

2?458

2 ? 5 5 10

1?151

1?252

1?353

1?454

1?555

0?150

0?250

0?350

0?450

0?550

21 ? 1 5 ?

21 ? 2 5 ?

21 ? 3 5 ?

21 ? 4 5 ?

21 ? 5 5 ?

Looking down the first column, notice that as the numbers in blue decrease by 1, the numbers in red decrease by 1. This leads us to the conclusion that the “?” should be replaced by a number 1 less than 0. Thus, we replace the “?” by 21. 21 ? 1 5 21

Now, looking down the second column, notice that as the numbers in blue decrease by 1, the numbers in red decrease by 2. This leads us to the conclusion that the “?” should be replaced by a number 2 less than 0.Thus, we replace the “?” by 22. 21 ? 2 5 22

This same pattern continues. The “?” in the third column should be replaced by 23, in the fourth column by 24, and the fifth column by 25. These results suggest that the product of two numbers with different signs is always negative. Based on our observations, we present the following for multiplying numbers with different signs.

Steps for Multiplying Numbers with Different Signs Step 1. Determine the absolute value of each factor. Step 2. Multiply the absolute values of the factors. Step 3. Attach a negative sign to the result. The product is negative.

Let’s now look at some examples of multiplying numbers with different signs. Refer to Section 2.4, Multiplying Fractions and Mixed Numbers, and Section 3.3, Multiplying Decimals, for a review of multiplying fractions, mixed numbers, and decimals.

9.4 Multiplying and Dividing Signed Numbers

Multiply numbers with different signs

EXAMPLE 1

Multiply. Simplify, if possible. a. 2(24)

b. 29 ? 7

2 5 c. a2 b 3 8

1 2 d. 2 a24 b 5 6

e. (1.2) (20.6)

SOLUTION STRATEGY a. 2(24) 0 2 0 5 2, 0 24 0 5 4

Determine the absolute value of each factor.

2?458

Multiply the absolute values.

2(24) 5 28

Since the factors have different signs, the product is negative.

b. 29 ? 7

c.

0 29 0 5 9, 0 7 0 5 7

Determine the absolute value of each factor.

9 ? 7 5 63

Multiply the absolute values.

29 ? 7 5 263

Since the factors have different signs, the product is negative.

2 5 a2 b 3 8 2 5 5 2 ` ` 5 , `2 ` 5 3 3 8 8

Determine the absolute value of each factor.

1

5 2 5 ? 5 3 8 12

Multiply the absolute values.

5 2 5 a2 b 5 2 3 8 12

Since the factors have different signs, the product is negative.

4

2 1 d. 2 a24 b 5 6 2 1 1 2 ` 2 ` 5 2 , ` 24 ` 5 4 5 5 6 6 2

5

1 12 25 10 2 ? 5 5 10 2 ?4 5 5 6 5 6 1 1

Determine the absolute value of each factor.

Multiply the absolute values.

1

2 1 2 a24 b 5 210 5 6

Since the factors have different signs, the product is negative.

e. (1.2) (20.6) 0 1.2 0 5 1.2, 0 20.6 0 5 0.6

Determine the absolute value of each factor.

(1.2) (0.6) 5 0.72

Multiply the absolute values.

(1.2) (20.6) 5 20.72

Since the factors have different signs, the product is negative.

669

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TRY-IT EXERCISE 1 Multiply. Simplify, if possible. a. 9(25)

b. 24 ? 10

c.

8 3 a2 b 21 16

1 2 d. 23 ? 2 4 5

e. (1.5) (20.4)

Check your answers with the solutions in Appendix A. ■

Just as we looked at a pattern to understand how to multiply two numbers with different signs, we can analyze a pattern to see how to multiply two numbers with the same sign. Consider the following columns of products. 5(21) 5 25

5(22) 5 210

5(23) 5 215

5(24) 5 220

5(25) 5 225

4(21) 5 24

4(22) 5 28

4(23) 5 212

4(24) 5 216

4(25) 5 220

3(21) 5 23

3(22) 5 26

3(23) 5 29

3(24) 5 212

3(25) 5 215

2(21) 5 22

2(22) 5 24

2(23) 5 26

2(24) 5 28

2(25) 5 210

1(21) 5 21

1(22) 5 22

1(23) 5 23

1(24) 5 24

1(25) 5 25

0(21) 5 0

0(22) 5 0

0(23) 5 0

0(24) 5 0

0(25) 5 0

21(21) 5 ?

21(22) 5 ?

21(23) 5 ?

21(24) 5 ?

21(25) 5 ?

Looking down the first column, notice that as the numbers in blue decrease by 1, the numbers in red increase by 1. This leads us to the conclusion that the “?” should be replaced by a number 1 more than 0. Thus, we replace the “?” by 1. 21 ? 21 5 1

Now, looking down the second column, notice that as the numbers in blue decrease by 1, the numbers in red increase by 2. This leads us to the conclusion that the “?” should be replaced by a number 2 more than 0. Thus, we replace the “?” by 2.

Learning Tip You may find the following helpful. positive ? positive 5 positive negative ? negative 5 positive positive ? negative 5 negative negative ? positive 5 negative

21 ? 22 5 2

This same pattern continues. The “?” in the third column should be replaced by 3, in the fourth column by 4, and the fifth column by 5. These results suggest that the product of two numbers with the same sign is always positive. Based on our observations, we present the following for multiplying numbers with the same sign.

Steps for Multiplying Numbers with the Same Sign Step 1. Determine the absolute value of each factor. Step 2. Multiply the absolute values of the factors. The product is positive.

9.4 Multiplying and Dividing Signed Numbers

Since we are already very familiar with multiplying positive numbers, we’ll look at some examples in which we multiply negative numbers.

Multiply numbers with the same sign

EXAMPLE 2

Multiply. Simplify, if possible. a. 23(29)

b. (29) (211)

2 14 c. 2 a2 b 7 15

1 1 d. 23 a21 b 8 7

e. 20.6(20.13)

SOLUTION STRATEGY a. 23(29)

0 23 0 5 3, 0 29 0 5 9

Determine the absolute value of each factor.

3 ? 9 5 27

Multiply the absolute values.

23(29) 5 27

Since the factors have the same signs, the product is positive.

b. (29) (211) 0 29 0 5 9, 0 211 0 5 11

Determine the absolute value of each factor.

9 ? 11 5 99

Multiply the absolute values.

(29) (211) 5 99

Since the factors have the same signs, the product is positive.

14 2 c. 2 a2 b 7 15 2 2 14 14 `2 ` 5 , `2 ` 5 7 7 15 15

Determine the absolute value of each factor.

2

4 2 14 5 ? 7 15 15

Multiply the absolute values.

14 4 2 2 a2 b 5 7 15 15

Since the factors have the same signs, the product is positive.

1

1 1 d. 23 a21 b 8 7 1 1 1 1 ` 23 ` 5 3 , ` 21 ` 5 1 8 8 7 7 1

1 1 25 8 25 4 3 ?1 5 ? 5 53 8 7 8 7 7 7

Determine the absolute value of each factor. Multiply the absolute values.

1

1 4 1 23 a21 b 5 3 8 7 7

Since the factors have the same signs, the product is positive.

e. 20.6(20.13)

0 20.6 0 5 0.6, 0 20.13 0 5 0.13

Determine the absolute value of each factor.

0.6 ? 0.13 5 0.078

Multiply the absolute values.

20.6(20.13) 5 0.078

Since the factors have the same signs, the product is positive.

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Signed Numbers

TRY-IT EXERCISE 2 Multiply. Simplify, if possible. a. 28(27)

b. 215(25)

c. 2

4 7 a2 b 15 8

1 1 d. 24 a23 b 2 9

e. 212(211)

Check your answers with the solutions in Appendix A. ■

EXAMPLE 3

Multiply signed numbers

Multiply. Simplify, if possible. a. 2 ? 8(29)

b. 25(26) (4)

2 15 1 c. 2 a2 b a b 3 34 4

d. 20.3(24) (20.007)

SOLUTION STRATEGY a. 2 ? 8(29) 16(29)

Multiply 2 ? 8. (positive ? positive 5 positive)

2144

Multiply 16(29) . (positive ? negative 5 negative)

b. 25(26) (4) 30(4)

Multiply 25(26). (negative ? negative 5 positive)

120

Multiply 30(4). (positive ? positive 5 positive)

2 15 1 c. 2 a2 b a b 3 34 4 1

5

15 1 2 2 a2 b a b 3 34 4

Divide out common factors.

5 1 a b 17 4

1 5 Multiply 2 a2 b . (negative ? negative 5 positive) 1 17

5 68

Multiply

1

17

5 1 a b . (positive ? positive 5 positive) 17 4

d. 20.3(24) (20.007) 1.2(20.007)

Multiply 20.3(24). (negative ? negative 5 positive)

20.0084

Multiply 1.2(20.007). (positive ? negative 5 negative)

TRY-IT EXERCISE 3 Multiply. Simplify, if possible. a. 3 ? 2(26)

b. 27(4) (25)

9 1 2 c. 2 a b a2 b 5 3 14

d. 20.2(23.4) (0.8)

Check your answers with the solutions in Appendix A. ■

9.4 Multiplying and Dividing Signed Numbers

Divide signed numbers

Objective 9.4B

To understand division of signed numbers, consider the following. 15 4 (23)

If 15 4 (23) 5 q, then q (23) 5 15. But, since 25(23) 5 15, we know that q must be 25. Therefore, the answer to our division problem must be 25. 15 4 (23) 5 25

This makes sense because division is the inverse of multiplication. Consequently, the rules for dividing signed numbers are the same as those for multiplying signed numbers. When we divide two numbers with different signs, the quotient is negative. When we divide two numbers with the same sign, the quotient is positive.

Steps for Dividing Numbers with Different Signs Step 1. Determine the absolute values of the dividend and divisor. Step 2. Divide the absolute values of the dividend and divisor. Step 3. Attach a negative sign to the result. The quotient is negative.

Steps for Dividing Signed Numbers with the Same Sign Step 1. Determine the absolute values of the dividend and divisor. Step 2. Divide the absolute values of the dividend and divisor. The quotient

is positive.

We’ll now look at some examples of dividing signed numbers. Refer to Section 2.5, Dividing Fractions and Mixed Numbers, and Section 3.4, Dividing Decimals, for a review of dividing fractions, mixed numbers, and decimals. EXAMPLE 4

Divide signed numbers with different signs

Divide. Simplify, if possible. a. 25 4 (25)

b. 239 4 13

c.

5 1 4 a2 b 6 12

7 2 d. 2 4 a21 b 3 9

e. 81 4 (20.9)

SOLUTION STRATEGY a. 25 4 (25) 0 25 0 5 25, 0 25 0 5 5

Determine the absolute values of the dividend and divisor.

25 4 5 5 5

Divide the absolute values.

25 4 (25) 5 25

Since the dividend and divisor have different signs, the quotient is negative.

673

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Signed Numbers

b. 239 4 13

c.

0 239 0 5 39, 0 130 5 13

Determine the absolute values of the dividend and divisor.

39 4 13 5 3

Divide the absolute values.

239 4 13 5 23

Since the dividend and divisor have different signs, the quotient is negative.

5 1 4 a2 b 6 12 5 1 1 5 ` ` 5 , `2 ` 5 6 6 12 12

Determine the absolute values of the dividend and divisor.

2

1 5 12 10 5 4 5 ? 5 5 10 6 12 6 1 1

Divide the absolute values.

1

5 1 4 a2 b 5 210 6 12

Since the dividend and divisor have different signs, the quotient is negative.

2 7 d. 2 4 a21 b 3 9 2 2 7 7 ` 2 ` 5 2 , ` 21 ` 5 1 3 3 9 9

Determine the absolute values of the dividend and divisor.

7 8 16 2 2 41 5 4 3 9 3 9 1

3

1

2

1 8 9 3 5 ? 5 51 3 16 2 2 2 7 1 2 4 a21 b 5 21 3 9 2

Divide the absolute values.

Since the dividend and divisor have different signs, the quotient is negative.

e. 81 4 (20.9) 0 810 5 81, 0 20.90 5 0.9

Determine the absolute values of the dividend and divisor.

0.9q81.0

Divide the absolute values.

90 9q810 81 4 (20.9) 5 290

Since the dividend and divisor have different signs, the quotient is negative.

TRY-IT EXERCISE 4 Divide. a. 28 4 (24)

b. 249 4 7

c.

3 15 4 a2 b 22 11

2 1 d. 25 4 3 3 9

e. 6.3 4 (20.3)

Check your answers with the solutions in Appendix A. ■

9.4 Multiplying and Dividing Signed Numbers

Divide numbers with the same sign

EXAMPLE 5 Divide. a. 218 4 (23)

b. 244 4 (24)

1 3 d. 28 4 a22 b 4 12

e. 23.2 4 (20.16)

c. 2

8 16 4 a2 b 27 45

SOLUTION STRATEGY a. 218 4 (23)

0 218 0 5 18, 0 230 5 3

Determine the absolute values of the dividend and divisor.

18 4 3 5 6

Divide the absolute values.

218 4 (23) 5 6

Since the dividend and divisor have the same sign, the quotient is positive.

b. 244 4 (24)

0 244 0 5 44, 0 240 5 4

Determine the absolute values of the dividend and divisor.

44 4 4 5 11

Divide the absolute values.

244 4 (24) 5 11

Since the dividend and divisor have the same sign, the quotient is positive.

c. 2

8 16 4 a2 b 27 45

`2

8 8 16 16 ` 5 , `2 ` 5 27 27 45 45 1

5

3

2

8 5 16 8 45 ? 5 4 5 27 45 27 16 6 2

8 16 5 4 a2 b 5 27 45 6

Determine the absolute values of the dividend and divisor.

Divide the absolute values. Since the dividend and divisor have the same sign, the quotient is positive.

1 3 d. 28 4 a22 b 4 12 3 3 1 1 ` 28 ` 5 8 , ` 22 ` 5 2 4 4 12 12

Determine the absolute value of the dividend and divisor.

3 1 35 12 8 4 a2 b 5 ? 4 12 4 25

Divide the absolute values.

7

3

1

5

35 12 ? 5 4 25 5

21 1 54 5 5

1 1 3 28 4 a22 b 5 4 4 12 5

Since the dividend and divisor have the same sign, the quotient is positive.

675

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CHAPTER 9

Signed Numbers

e. 23.2 4 (20.16) 0 23.2 0 5 3.2, 0 20.16 0 5 0.16

Determine the absolute value of the dividend and divisor.

0.16q3.20

Divide the absolute values.

20 16q320 23.2 4 (20.16) 5 20

Since the dividend and divisor have the same sign, the quotient is positive.

TRY-IT EXERCISE 5 Divide. a. 248 4 (212)

b. 254 4 (26)

3 1 d. 21 4 a22 b 5 10

e. 27.2 4 (20.08)

c. 2

4 8 4 a2 b 21 3

Check your answers with the solutions in Appendix A. ■

APPLY YOUR KNOWLEDGE

Objective 9.4C

EXAMPLE 6

Apply your knowledge

In a particular quarter, United Airlines reported earnings of 2$495 million. If this trend were to continue for the next two quarters, how much more money would the airline lose?

SOLUTION STRATEGY Multiply 2$495 by 2.

2$495 ? 2 0 2$4950 5 $495, 0 2 0 5 2

Determine the absolute values of the dividend and divisor.

$495 ? 2 5 $990

Multiply the absolute values.

2 $ 990

Since the factors have different signs, the product is negative.

The airline would lose an additional $990 million.

The negative result indicates that the airline would lose more money.

TRY-IT EXERCISE 6 A college’s enrollment recently decreased by 2400 students. If this trend continues for the next three semesters, how many more students will the college lose? Check your answers with the solutions in Appendix A. ■

9.4 Multiplying and Dividing Signed Numbers

677

SECTION 9.4 REVIEW EXERCISES Concept Check 1. The product or quotient of two numbers with different signs is always

.

Objective 9.4A

2. The product or quotient of two numbers with the same sign is always

.

Multiply signed numbers

GUIDE PROBLEMS 4. Multiply 28 ? (21.1).

3. Multiply 27 ? 12. a. Determine the absolute value of each factor. 0 270 5

, 0 12 0 5

0 28 0 5

b. Multiply the absolute values. 7?

5

27 ? 12 5 12 5 ? . Simplify, if possible. 25 32

12 ` 5 25

,`

5 ` 5 32

c. Since the factors have the same sign, the product is positive.

6. Multiply 26

2 1 ? a21 b . Simplify, if possible. 3 5

a. Determine the absolute value of each factor. 2 ` 26 ` 5 3

b. Multiply the absolute values. 12 ? 25

5

28 ? (21.1) 5

a. Determine the absolute value of each factor. `2

, 0 21.10 5

b. Multiply the absolute values. 8?

c. Since the factors have different signs, the product is negative. Attach a negative sign to the result of part b.

5. Multiply 2

a. Determine the absolute value of each factor.

b. Multiply the absolute values. 6

5

c. Since the factors have different signs, the product is negative. Attach a negative sign to the result of part b.

2 ? 3

5

20 ? 3

5

c. Since the factors have the same sign, the product is positive. 26

12 5 2 ? 5 25 32

1 , ` 21 ` 5 5

2 1 ? a21 b 5 3 5

Multiply. Simplify, if possible.

7. 6 ? 4

11. 5 ? (220)

8. 4 ? 12

12. 6 ? (213)

9. 23 ? 9

13. 211 ? (212)

10. 26 ? 10

14. 215 ? (212)

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15. 128 ? (24)

16. 201 ? (25)

17. 2103 ? (27)

18. 2141 ? (28)

19. 11 ? (2312)

20. 15 ? (2407)

21. 213 ? (2514)

22. 228 ? (2182)

23.

4 9

27. 2 ?

31.

24. 2 ?

5 12

28.

9 5 ? 12 10

1 2

35. 27 ? 3

39.

4 9

3 4 ? a2 b 6 11

6 13

7 3 ? a2 b 12 5

4 9

32. 2 ? a2

1 5

1 3

1 ?2 7

40. 2

2 7

26. 2 ? a2 b

2 5

5 8

30.

4 3 ? 3 8

34.

18 5 a2 b 24 25

29. 2 ? a2 b

5 14 ? 21 25

3 b 16

33. 2

1 4

37. 23 ? a23 b

4 5

36. 3 ? a25 b

2 ? (25) 11

3 8

5 4

25. 2 ? a2 b

41. 24 ?

3 4

5 8

38. 23

42. 2

4 5

1 3 ? a22 b 11 5

3 ? (23) 13

43. 6.1 ? 34

44. 7.9 ? 0.61

45. 10.2 ? (21.8)

46. 410 ? (20.25)

47. 20.13 ? 0.018

48. 20.15 ? 0.23

49. 2.7 ? (20.51)

50. 3.1 ? (20.72)

51. 249 ? 12

52. 251 ? 14

53. 72 ? (2218)

54. 46 ? (2349)

55. 11 ? 10 ? (22)

56. 12 ? (23) ? (10)

57. 24 ? (23) ? (22)

58. 18 ? (26) ? (29)

59. 2 ? (245) ? 18

60. 25 ? 14 ? 20

61. 2 ?

1 2

3 4

1 5

63. 23 a23 b a2 b

1 3

6 7

1 2

64. a24 b (22) a23 b

1 3 ? 3 14

65. 22.3(23.1) (0.2)

62.

21 5 4 a2 b a2 b 5 4 21

66. 5.1(20.3) (2.2)

9.4 Multiplying and Dividing Signed Numbers

Objective 9.4B

679

Divide signed numbers

GUIDE PROBLEMS 68. Divide 21.08 4 (20.9).

67. Divide 256 4 8. a. Determine the absolute values of the dividend and divisor.

a. Determine the absolute values of the dividend and divisor.

b. Divide the absolute values.

b. Divide the absolute values.

0 256 0 5

, 0 80 5

56 4 5

3 8

9 4

69. Divide 2 4 a2 b . Simplify, if possible. a. Determine the absolute values of the dividend and divisor.

c. Since the dividend and divisor have the same sign, the quotient is positive.

3 7

b. Divide the absolute values.

a. Determine the absolute values of the dividend and divisor.

c. Since the dividend and divisor have the same sign, the quotient is positive. 9 3 2 4 a2 b 5 8 4

4 , `2 ` 5 5

b. Divide the absolute values. 3 1 4 7

5

4 5

70. Divide 21 4 2 . Simplify, if possible.

3 ` 21 ` 5 7

3 9 `2 ` 5 , `2 ` 5 8 4

3 ? 8

9q

21.08 4 (20.9) 5

256 4 8 5

5

, 0 20.9 0 5

0.9q

c. Since the dividend and divisor have different signs, the quotient is negative. Attach a negative sign to the result of part b.

3 4 8

0 21.08 0 5

5

10 4 7

5

10 ? 7

5

c. Since the dividend and divisor have different signs, the quotient is negative. Attach a negative sign to the result of part b. 3 4 21 4 2 5 7 5

Divide. Simplify, if possible.

71. 12 4 4

72. 215 4 5

73. 21 4 3

74. 232 4 4

75. 49 4 (27)

76. 56 4 (28)

77. 281 4 (29)

78. 263 4 (29)

79. 132 4 (24)

80. 213 4 (23)

81. 2135 4 9

82. 2126 4 7

83. 266 4 (214)

84. 2630 4 (218)

85. 273 4 (221)

86. 2495 4 (245)

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1 3

2 3

89. 2

7 1 4 14 7

90. 2 4 a2

8 9

4 5

93. 2

6 1 4 10 11

94.

87.

2 2 4 a2 b 3 7

88. 2 4 a2 b

91.

3 1 4 a2 b 4 8

92. 2 4 a2 b

2 3

95. 2 4 2

2 3

1 3

1 6

1 2

99. 2 4 a23 b

103.

3 4

96. 2 4 a23 b

22.2 250

2 3

1 2

97. 25 4 a21 b

2 3

100. 236 4 a3 b

104.

4 7

26.586 7.4

101. 251 4 1

105.

1 2

24.69 267

8 b 11

1 5 4 a2 b 4 9

3 4

3 8

98. 25 4 a22 b

3 4

102. 49 4 a21 b

106.

15.18 20.69

107. 36.668 4 (24.12)

108. 89.27 4 (211.3)

109. 21.786 4 89.3

110. 26.885 4 76.5

111. 267.95 4 (21.5)

112. 2195.25 4 (22.5)

113. 643.786 4 (245.02)

114. 1067.781 4 (251.09)

Objective 9.4C

APPLY YOUR KNOWLEDGE

115. In 2010, Galaxy Industries posted a net loss of $10.6 billion. If this trend were to continue for the next 3 years, how much more money would Galaxy Industries lose?

117. Suppose that you purchased 75 bonds at a price of $12 per bond. The following month, you sold each bond for $15. How much money did you make on the investment?

116. The stock market changed 218 points in 3 days. Find the average daily change.

118. The temperature outside is dropping at a constant rate. If the temperature is 80°F at 5:00 PM and drops to 59°F by 8:00 PM, by how many degrees did the temperature change each hour?

9.5 Signed Numbers and Order of Operations

681

CUMULATIVE SKILLS REVIEW 1. Express 288 students for 24 pecan pies as a

2. Dana purchased a new iPod for $375. The sales tax rate

unit rate. (4.2B)

is 7%. What is the amount of the sales tax? (5.4B)

3. Convert 12.5 years to months. (6.3C)

4. What is the mean of the set of numbers 12, 23, 57, 8, and 42? (8.2B)

5. Find the volume of the rectangular solid. (7.6A)

6. Find the perimeter of the triangle. (7.3A)

19 ft

86 mm 20 ft

122 mm 79 mm

17 ft

7. Add 225 1 (233). (9.2A)

8. Add 28.3 1 7.4. (9.2B)

9. Subtract 255 2 7. (9.3A)

10. Subtract 23 2 49. (9.3A)

9.5 SIGNED NUMBERS AND ORDER OF OPERATIONS LEARNING OBJECTIVES A. Simplify an expression containing signed numbers B.

APPLY YOUR KNOWLEDGE

Objective 9.5A

Simplify an expression containing signed numbers

This section serves as a review of order of operations. Once again, here are the rules for order of operations.

Order of Operations Step 1. Perform all operations within grouping symbols: parentheses ( ), brack-

ets [ ], and curly braces { }. When grouping symbols occur within grouping symbols, begin with the innermost grouping symbols. Step 2. Evaluate all exponential expressions. Step 3. Perform all multiplications and divisions as they appear in reading

from left to right. Step 5. Perform all additions and subtractions as they appear in reading

from left to right.

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The following examples demonstrate how to apply the rules for order of operations to simplify expressions with signed numbers.

EXAMPLE 1

Simplify an expression

Simplify each expression. a. 2 2 (25) ? 6

b. 16 4 4 2 (23) ? 2

1 2 1 1 c. 2 4 2 ? 7 35 3 4

d. 3.72 4 (20.4) 1 3(20.05)

SOLUTION STRATEGY a. 2 2 (25) ? 6 2 2 (230)

Multiply 25 ? 6.

2 1 30

Write subtraction as addition of the opposite.

32

Add.

b. 16 4 4 2 (23) ? 2 4 2 (26)

Divide 16 4 4. Multiply 23 ? 2.

416

Write subtraction as addition of the opposite.

10

Add.

2 1 1 1 2 ? c. 2 4 7 35 3 4 1 35 1 1 2 ? 2 ? 7 2 3 4

2 1 35 Multiply 2 by , the reciprocal of . 7 2 35

5 1 2 2 2 12

1 35 1 1 Multiply 2 ? and ? . 7 2 3 4

2

30 1 2 12 12

Write equivalent fractions with the LCD, 12.

2

1 30 1 a2 b 12 12

Write subtraction as addition of the opposite.

2

31 12

Add.

d. 3.72 4 (20.4) 1 3(20.05) 29.3 1 (20.15)

Divide 3.72 4 (20.4) . Multiply 3(20.05) .

29.45

Add.

TRY-IT EXERCISE 1 Simplify each expression. a. 7 2 (22) ? 4 c.

2 1 1 4 a2 b 2 ? 2 3 9 5

b. 20 4 5 1 5 ? 3 d. 22.6(5.1 2 3.2) 4 (20.8)

Check your answers with the solutions in Appendix A. ■

9.5 Signed Numbers and Order of Operations

We must exercise care when working with exponents and signed numbers. For example, consider (25) 2. Here, we are squaring 25, that is, we are multiplying 25 by itself. (25) 2 5 (25) (25) 5 25

Note that we get a positive result. Now let’s consider 252. Note that 25 is not in parentheses, and so this problem is different from the previous one. In this example, we are squaring 5 and then taking the opposite of the result, that is, we multiply 5 by itself and then take its opposite. 252 5 2(5 ? 5) 5 225

EXAMPLE 2

Simplify an expression with exponents

Simplify each expression. a. 22 1 (23) 2 1 (24)

1 4 1 3 1 b. a2 b 1 a b 4 a2 b 2 2 7

c. (20.3) 2 1 0.2(29)

SOLUTION STRATEGY a. 22 1 (23) 2 1 (24) 4 1 9 1 (24)

Evaluate 22. Evaluate (23) 2.

9

Add.

1 4 1 3 1 b. a2 b 1 a b 4 a2 b 2 2 7 1 1 1 1 4 a2 b 16 8 7

1 4 1 3 Evaluate a2 b . Evaluate a b . 2 2

1 7 1 1 a2 b 16 8 1

1 7 1 Multiply by 2 , the reciprocal of 2 . 8 1 7

1 7 1 a2 b 16 8 14 1 1 a2 b 16 16 2

13 16

Write equivalent fractions with the LCD, 16. Add.

c. (20.3) 2 1 0.2(29) 0.09 1 0.2(29)

Evaluate (20.3) 2.

0.09 1 (21.8)

Multiply 0.2(29).

21.71

Add.

683

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CHAPTER 9

Signed Numbers

TRY-IT EXERCISE 2 Simplify each expression. a. 43 1 12 ? (24) 1 6

1 2 2 2 2 2 b. a2 b 1 a b 4 a b 5 5 3

c. (20.5) 3 4 0.04 1 1.46

Check your answers with the solutions in Appendix A. ■

EXAMPLE 3

Simplify an expression with parentheses

Simplify each expression. a. (8 1 2 ? 3) 2 (2 4) 2

b. c

1 9 5 2 1a b d4 2 2 2

c. (1.4 2 0.23 ) 2 1 5 (2 0.6)

SOLUTION STRATEGY a. (8 1 2 ? 3) 2 (2 4) 2 (8 1 6) 2 (2 4) 2 14 2 (2 4)

2

Multiply 2 ? 3 inside the parentheses. Add 8 1 6 inside the parentheses.

14 2 16

Simplify (24) 2.

22

Subtract.

b. c

1 9 5 2 1 a b d4 2 2 2

c

25 9 1 1 d4 2 4 2

5 2 Evaluate a b inside the brackets. 2

c

25 9 2 1 d4 4 4 2

Write equivalent fractions inside the brackets with the LCD, 4.

27 9 4 4 2

Add

27 2 ? 4 9

Multiply

3

2 25 1 . 4 4 9 27 2 by , the reciprocal of . 4 9 2

1

27 2 ? 4 9

Divide out common factors.

3 1 or 1 2 2

Multiply.

2

1

c. (1.4 2 0.23 ) 1 5 (2 0.6) (1.4 2 0.008) 1 5 (2 0.6)

Evaluate 0.23 inside the parentheses.

1.392 1 5 (2 0.6)

Subtract 1.4 2 0.008 inside the parentheses.

1.392 1 (2 3.0)

Multiply 5(20.6).

21.608

Add.

9.5 Signed Numbers and Order of Operations

TRY-IT EXERCISE 3 Simplify each expression. a. 8 1 36 1 2 ? (23)4 2 23

b. c2

2 2 1 1 4 4a b d4a b 4 3 2

c. (3.4 2 5.6) 2 1 3 (2 0.1) 2

Check your answers with the solutions in Appendix A. ■

EXAMPLE 4 Simplify 22 1

Simplify an expression with a fraction bar

15 2 23 1 1. (2 2) 2 1 3

SOLUTION STRATEGY 22 1

15 2 23 11 (2 2) 2 1 3

Recall that a fraction bar acts as a grouping symbol.

22 1

15 2 8 11 413

Evaluate 23. Evaluate (22) 2.

22 1

7 11 7

41

Subtract 15 2 8 in the numerator. Add 4 1 3 in the denominator.

7 11 7

Evaluate 22. 7 Divide . 7 Add.

41111 6

TRY-IT EXERCISE 4 Simplify

14 2 32 1 2 1 a b . 2 5 2 Check your answer with the solution in Appendix A. ■

Objective 9.5B EXAMPLE 5

APPLY YOUR KNOWLEDGE

Write and evaluate an expression in an application problem

In golf, scores are expressed in terms of par, the number of skillful strokes established for any hole. A birdie is one stroke under par, an eagle is two strokes under par, and a bogie is one stroke over par. Chad played 9 holes of golf. He had three birdies, two eagles, and par, and three bogies. a. Write an expression that represents how far over or under par Chad was for his golf game. b. Evaluate the expression in part a.

685

686

CHAPTER 9

Signed Numbers

SOLUTION STRATEGY Represent a birdie (one stroke under par) by 21, an eagle (two strokes under par) by 22, a par by 0, and a bogie (one stroke over par) by 1.

a. 3(21) 1 2(22) 1 1(0) 1 3(1)

b. 3(21) 1 2(22) 1 1(0) 1 3(1) 23 1 (24) 1 0 1 3

Multiply.

24

Add.

TRY-IT EXERCISE 5 Karen played 18 holes of golf. She had four birdies, three eagles, six pars, and five bogies. a. Write an expression that represents how far over or under par Karen was for her golf game. b. Evaluate the expression in part a. Check your answers with the solutions in Appendix A. ■

SECTION 9.5 REVIEW EXERCISES Concept Check 1. When applying the rules for order of operations, we perform all operations within

3. Then, we perform all

2. Next, we evaluate expressions with

and

as they

4. Finally, we perform all

occur from left to right.

Objective 9.5A

.

first.

and

as they

occur from left to right.

Simplify an expression containing signed numbers

GUIDE PROBLEMS 5. Simplify 7 1 24 ? 5 using order of operations. 7 1 24 ? 5 5 7 1

6. Simplify 53 2 (4 1 3 ? 2) 2 4 4 using order of operations. 53 2 (4 1 3 ? 2) 2 4 4 5 53 2 (4 1

?5

5 53 2 (

571 5

5

2

5

2

)2 4 4 )2 4 4 44

5 Simplify each expression using order of operations.

7. 6 1 5 1 (24)

10. 9 2 4 3 (22) 1 5

8. 12 1 (28) 1 4

11. 8 4 4 1 (23) (25)

9. 8 2 2 ? (23) 2 4

12. 42 4 7 2 2(24)

9.5 Signed Numbers and Order of Operations

687

13. 218 4 2 1 (25) ? 4 1 (23)

14. 215 4 5 1 (29) ? 3 1 (212)

15. 25 ? 22 ? 32

16. 22 ? (22) ? 42

17. (28) 2 1 5 2 12

18. (27) 2 1 21 2 8

19. 6 1 (22) 4 ? 7

20. 8 1 (26) 2 2 30

21. (72 2 9) 4 (25)

22. (25 2 12) 4 (24)

23. 26 2 (23) 2 2 (24)

24. 212 2 (4) 2 1 (23) 2

25. (36 1 4) 4 (20 4 4)

26. (41 1 7) 4 (16 4 2)

27. 23 1 32 ? 3 1 (24)4 2 4 4

28. 392 2 5 ? 12 1 94 4 (23)

29. 122 2 (4 ? 52 2 20) 4 23

30. 102 2 (42 1 8 ? 9) 4 22

31. (8 2 4) 2 4 332 1 (25) 4

32. (8 1 4) 2 4 3(23) 2 2 74

33. 2 1 (7 2 5) 2 ? (52 2 13)

34. 12 1 (4 2 5) 2 ? (12 2 32 )

35. 2 2 a2 b

37. 2

3 8

5 2 2 2 a2 b 27 3

1 3

1 4

1 3

2

2 5

1 3

1 2

36. 2 4

38. a2 b 1 a2 b 4

5 2 1 bd 4 6 15 9

3 16

6 2 1 1 a b 25 3 10

39. 22 1 c 2

2 3 1 2 4a b d ? 3 2 4

40. (22) 3 2 c 1 a

41. 4.21(20.3) 1 4(20.06)

42. 0.31(6.4 2 2.5) 4 (20.4)

43. (20.5) 2 1 0.3(28)

44. 0.8 1 (0.6) 2 (24)

45. 2 (1.5 1 0.12 ) 2 2 4(20.2) 2

46. (28.6 1 7.5) 3 2 3(0.4) 3

47. 196 4 2310 1 (4 2 2) 24 2 (25) 2

48. 180 4 33(5 2 3) 3 2 (24)4 2 43

49. 6 1

16 2 23 22 (22) 2 1 4

Objective 9.5B

50. 12 1

32 2 42 25 42 2 23

51. 43 1 a

52 2 15 2 b 2 14 32 2 4

52. 72 1 a

62 2 24 2 b 2 21 42 2 6

APPLY YOUR KNOWLEDGE

53. Dom played 9 holes of golf. He had three birdies, three

54. Nancy played 18 holes of golf. She had two eagles, six

eagles, two pars, and one bogie.

pars, six bogies, and twice as many birdies as eagles.

a. Write an expression that represents how far over or under par Dom was for his golf game.

a. Write an expression that represents how far over or under par Nancy was for her golf game.

b. Evaluate the expression in part a.

b. Evaluate the expression in part a.

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55. Physicists have determined that, after t seconds, the location of an object launched upward from a particular point with a speed of 80-feet-per-second is given by the expression 216(t)2 1 80(t) . How far above or below that point will the object be after 4 seconds?

56. In aviation, air temperature decreases 3°F for every 1000 foot increase in altitude. If the average air temperature is 59°F at sea level, what is the average air temperature at 10,000 feet? What is the average air temperature at 20,000 feet?

CUMULATIVE SKILLS REVIEW 1. Divide (236) 4 6. (9.4B)

2. Convert 22.5 miles to feet. (6.1A)

3. Use , or . to write a true statement for the decimals

4. Simplify (6 1 3 ? 8) 2 22. (9.5A)

78.322 and 78.32. (3.1B)

5. Write a reduced rate for 24 bottles for every 4 cases of water. (4.1A)

6. Home prices have skyrocketed in the past few years. According to some reports, home prices have increased by 20% in the past two years. Write the percent increase of home prices in decimal form. (5.1C)

7. Add 24 1 (29). (9.3A)

8. Round 1417.7877 to the nearest tenth. (3.1C)

9. Find the volume of the rectangular solid. (7.6A)

10. Classify the triangle as equilateral, isosceles, or scalene; and as acute, right, or obtuse. (7.1D)

18 in.

6 yd 7 yd 4 yd

18 in.

18 in.

10-Minute Chapter Review

9.1 Introduction to Signed Numbers Objective

Important Concepts

Illustrative Examples

A. Find the opposite of a number (page 636)

positive number A number that is greater than 0.

Find the opposite of each number. a. 7 The opposite of 7 is 27.

negative number A number that is less than 0.

b. 18 The opposite of 18 is 218.

origin The number 0 on a number line. signed number A number that is either positive or negative.

d. 11 The opposite of 11 is 211.

opposites Two numbers that lie the same distance from the origin on opposite sides of the origin. B. Graph a signed number on a number line (page 637)

c. 232 The opposite of 232 is 32.

e. 24 The opposite of 24 is 4.

integers The whole numbers together with the opposites of the natural numbers, that is, the numbers c23, 22, 21, 0, 1, 2, 3, c.

Graph each signed number. 3 1 25, 2, 23.5, , 5 4 2

rational number A number that can be written in the form

25 24 23 22 21 0 1 2 3 4 5 6

a , b

where a and b are integers and b 2 0. C. Find the absolute value of a number (page 639)

absolute value of a number The distance between the number and 0 on the number line.

Evaluate.

Properties of the Absolute Value of a Number

c. 0 5.60 5 5.6

The absolute value of a positive number is the number itself.

a. 0 950 5 95 b. 0 280 5 8 d. ` 2

9 9 ` 5 11 11

The absolute value of a negative number is the opposite of the number. The absolute value of 0 is 0. D. Compare signed numbers (page 641)

On a number line, a number to the left is less than a number to the right, and a number to the right is greater than a number to the left. The less than symbol (<) represents “less than,” and the greater than symbol (>) represents “greater than.”

Compare the signed numbers. a. 24 and 4 25 24 23 22 21 0 1 2 3 4 5

24 , 4 and 4 . 24

689

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CHAPTER 9

Signed Numbers b. 2 and 23 25 24 23 22 21 0 1 2 3 4 5

2 . 23 and 23 , 2 c. 25 and 1 25 24 23 22 21 0 1 2 3 4 5

25 , 1 and 1 . 25 E. APPLY YOUR KNOWLEDGE (PAGE 642)

Median home prices in Snowball Mountain for the first quarters of 2010 and 2011 increased 28.4%. Express the percent increase as a signed number. 128.4% or 28.4% Jaime started a weight-loss program. He currently weighs 192 pounds. He expects to lose 22 pounds after six months. Express this weight loss as a signed number. 222 pounds In 2008, the average price for a movie ticket in the United States was $8.10. The average price for a movie ticket in 1984 was $4.74 lower, or $3.36. Express each quantity as a signed number. $8.10, 2$4.74, $3.36

9.2 Adding Signed Numbers Topic

Important Concepts

Illustrative Examples

A. Add numbers with the same sign (page 647)

Steps for Adding Numbers with the Same Sign

Add. Simplify, if possible.

Step 1. Determine the absolute value of each addend.

a. 2

2 1 1 a2 b 2 3

Step 2. Add the absolute values of the addends.

1 2 2 1 `2 ` 5 , `2 ` 5 2 2 3 3

Step 3. Attach the common sign of the addends to the sum of Step 2.

2 3 4 7 1 1 1 5 1 5 51 2 3 6 6 6 6 2

1 2 1 1 a2 b 5 21 2 3 6

b. 21.03 1 (29.1)

0 21.030 5 1.03, 0 29.10 5 9.1

1.03 1 9.1 5 10.13 21.03 1 (29.1) 5 210.13 B. Add numbers with different signs (page 650)

Steps for Adding Signed Numbers with Different Signs Step 1. Determine the absolute value of each addend. Step 2. Subtract the smaller absolute value from the larger.

Add. Simplify, if possible. a. 3.7 1 (21.2)

0 3.70 5 3.7, 0 21.20 5 1.2 3.7 2 1.2 5 2.5

3.7 1 (21.2) 5 2.5

10-Minute Chapter Review

Step 3. Attach the sign of the addend having the larger absolute value to the difference of Step 2. If the absolute values are equal, then the sum is 0.

b. 2

691

1 4 1 5 3

4 1 1 4 `2 ` 5 , ` ` 5 5 5 3 3 LCD 5 15 12 1 5 4 5 , 5 5 15 3 15 5 7 12 2 5 15 15 15 2

C. APPLY YOUR KNOWLEDGE (PAGE 653)

4 1 7 1 52 5 3 15

Charlie has been with Technology Developers Corporation for one year and just received a raise of $3000. He has also received a bonus of $1000 of which $300 will go toward taxes. a. If Charlie’s salary was $61,000 per year, what is his new salary? $ 61,000 1 $ 3000 5 $ 64,000 b. What portion of the bonus does Charlie get to keep after paying taxes? $1000 1 (2$ 300) 5 $ 700 c. What is Charlie’s total income expected to be this year with the new raise and bonus? $64,000 1 $700 5 $64,700

9.3 Subtracting Signed Numbers Topic

Important Concepts

Illustrative Examples

A. Subtract signed numbers (page 658)

Steps for Subtracting Signed Numbers

Subtract. Simplify, if possible.

Step 1. Write the subtraction problem as an addition problem by adding the first number to the opposite of the second number.

a. 5 2 16 5 1 (216)

0 50 5 5, 0 2160 5 16

16 2 5 5 11

Step 2. Add using the steps in Section 9.2, Adding Signed Numbers.

5 2 16 5 211 b. 23.01 2 5.4 23.01 1 (25.4)

0 23.010 5 3.01, 0 25.40 5 5.4

5.4 1 3.01 5 8.41 23.01 2 5.4 5 28.41 c.

3 2 2 a2 b 5 10 3 4 3 7 2 1 5 1 5 5 10 10 10 10 3 2 3 7 2 2 a2 b 5 1 5 5 10 5 10 10

B. APPLY YOUR KNOWLEDGE (PAGE 664)

On three consecutive hands of blackjack, a gambler wins $20, loses $50, and wins $30. What are the gambler’s net winnings? $20 2 $ 50 1 $30 5 $20 1 (2$50) 1 $30 5 $ 0

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9.4 Multiplying and Dividing Signed Numbers Topic

Important Concepts

Illustrative Examples

A. Multiply signed numbers (page 668)

Steps for Multiplying Numbers with Different Signs

Multiply. Simplify, if possible.

Step 1. Determine the absolute value of each factor. Step 2. Multiply the absolute values of the factors. Step 3. Attach a negative sign to the result. The product is negative. Steps for Multiplying Numbers with the Same Sign Step 1. Determine the absolute value of each factor. Step 2. Multiply the absolute values of the factors. The product is positive.

a. 4 ? (28)

0 40 5 4, 0 280 5 8

4 ? 8 5 32 4 ? (28) 5 232 b. 2

2 5 ? 15 8

`2

2 5 5 2 ` 5 ,` ` 5 15 15 8 8

1

1

1 2 5 ? 5 15 8 12 3

2

4

1 2 5 ? 52 15 8 12

1 1 c. a22 b a23 b 4 9 1 1 1 1 ` 22 ` 5 2 , ` 23 ` 5 3 4 4 9 9 1

7

1 9 28 7 1 5 57 2 ?3 5 ? 4 9 4 9 1 1

1

1 1 a22 b a23 b 5 7 4 9 d. (22.1) (20.3)

0 22.10 5 2.1, 0 20.30 5 0.3

2.1 ? 0.3 5 0.63 (22.1) (20.3) 5 0.63 B. Divide signed numbers (page 673)

Steps for Dividing Numbers with Different Signs Step 1. Determine the absolute values of the dividend and divisor. Step 2. Divide the absolute values of the dividend and divisor. Step 3. Attach a negative sign to the result. The quotient is negative. Steps for Dividing Signed Numbers with the Same Sign Step 1. Determine the absolute values of the dividend and divisor. Step 2. Divide the absolute values of the dividend and divisor. The quotient is positive.

Divide. Simplify, if possible. a. 36 4 (26)

0 360 5 36, 0 260 5 6

36 4 6 5 6 36 4 (26) 5 26 b. 290 4 (210)

0 2900 5 90, 0 2100 5 10

90 4 10 5 9 290 4 (210) 5 9

10-Minute Chapter Review

C. APPLY YOUR KNOWLEDGE (PAGE 676)

693

Ten people invest $100,000 each into a piece of land. If after one year the land sells for $750,000, how much does each investor make or lose? $100,000 ? 10 5 $1,000,000 $750,000 2 $1,000,000 5 2$ 250,000 2 $ 250,000 5 2$25,000 10 Each investor’s net profit was 2$25,000, that is, each investor lost $25,000.

9.5 Signed Numbers and Order of Operations Topic

Important Concepts

Illustrative Examples

A. Simplify an expression containing signed numbers (page 681)

Order of Operations

Simplify each expression.

Step 1. Perform all operations within grouping symbols: parentheses ( ), brackets [ ], and curly braces { }. When grouping symbols occur within grouping symbols, begin with the innermost grouping symbols.

a. 37 1 55 4 5 1 2 ? 4 1 (23) 53 b. (29) 2 1 (27) (5) 1 6 81 1 (27) (5) 1 6

Step 2. Evaluate all exponential expressions.

81 1 (235) 1 6

Step 3. Perform all multiplications and divisions as they appear in reading from left to right.

52

Step 4. Perform all additions and subtractions as they appear in reading from left to right. B. APPLY YOUR KNOWLEDGE (PAGE 685)

37 1 11 1 8 1 (23)

c. (24) 4 4 8 1 3 ? 5 1 (29) 256 4 8 1 3 ? 5 1 (29) 32 1 15 1 (29) 38

Henry and Aida own Greek Tours, Inc. They offer a 4-day hiking tour package that explores the island of Crete. The schedule for the hike includes traveling 3 miles on day one, twice as many miles on day two, 5 miles on day three, and 3 miles less than the previous day on day four. How many total miles will each vacationer travel on this tour? 3 1 (3 ? 2) 1 5 1 (5 2 3) 3 1 6 1 5 1 (5 2 3) 3161512 16

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Estimating Wind Chill Wind Chill Chart

Wind (mph)

Temperature (°F) Calm 5 10 15 20 25 30 35 40 45 50 55 60

40 36 36 32 30 29 28 28 27 26 26 25 25

35 31 27 25 24 23 22 21 20 19 19 18 17

30 25 21 19 17 16 15 14 13 12 12 11 10

25 19 15 13 11 9 8 7 6 5 4 4 3

20 13 9 6 4 3 1 0 21 22 23 23 24

15 7 3 0 22 24 25 27 28 29 210 211 211

10 1 24 27 29 211 212 214 215 216 217 218 219

5 25 210 213 215 217 219 221 222 223 224 225 226

0 211 216 219 222 224 226 227 229 230 231 232 233

25 216 222 226 229 231 233 234 236 237 238 239 240

210 222 228 232 235 237 239 241 243 244 245 246 248

215 228 235 239 242 244 246 248 250 251 252 254 255

220 234 241 245 218 251 253 255 257 258 260 261 262

225 240 247 251 255 258 260 262 264 265 267 268 269

230 246 253 258 261 264 267 259 271 272 274 275 276

235 252 259 264 268 271 273 276 278 279 281 282 284

240 257 266 271 274 278 280 282 284 286 288 289 291

245 263 272 277 281 284 287 289 291 293 295 297 298

Frostbite Times 30 minutes 10 minutes 5 minutes

According to the National Oceanic and Atmospheric Administration (NOAA), wind chill describes a person’s heat loss resulting from a combination of low temperatures and wind. Wind chill describes what the temperature feels like when the actual temperature and wind speed are combined. For example, if the actual temperature was 5° F and the wind speed was 25 mph, then the wind chill would be 217°F. To determine this, find 5° F along the top of the table and 25 mph along the left side. Then, go down the column below 5° F and across the row next to 25 mph. We note that the row and column intersect at 217°F. Suppose that the actual temperature is 25° F and the wind speed is 30 mph.

1. Determine the wind chill.

2. Write a subtraction problem that represents the difference between the actual temperature and the wind chill in question 1. Calculate this difference.

3. If the actual temperature decreased by 10 degrees and the wind speed increased by 5 mph, what would be the new wind chill?

4. Write a subtraction problem that represents the difference between the new wind chill and the original wind chill. Calculate this difference.

Chapter Review Exercises

695

CHAPTER REVIEW EXERCISES Find the opposite of each number. (9.1A)

1. 15

3. 247

2. 2.34

4. 28.094

Graph each signed number. (9.1B)

5. 0.25, 2.5, 22, 25 26 25 24 23 22 21

6. 0

1

2

3

4

5

6

1 1 , 3, 23, 2 2 2 24

23

22

21

0

1

2

3

4

Evaluate. (9.1C)

7. 0 12 0

8. 0 252 0

9. 0 22.3140

10. 0 74360

Compare each pair of signed numbers. (9.1D)

12. 23 and 28

11. 2 and 7

13. 22.05 and 22

14. 7 and 7.4

17. You overdrew your

18. A rocket is fired three

Express the quantity in each scenario as a signed number. (9.1E)

15. Oxygen freezes at two

16. The sun’s innermost

hundred ten degrees below zero on the Fahrenheit scale.

region is estimated to have a temperature of one million degrees Kelvin.

checking account by $45.00.

thousand five hundred feet into the air.

Add. Simplify, if possible. (9.2A, B)

19. 21 1 89

1 2

23. 22 1 1

20. 2117 1 (237)

3 7

5 6

1 8

21.

1 4 1 a2 b 5 6

8 9

22. 2 1

5 12

24. 4 1 a21 b

25. 20.45 1 2.01

28. 2.3 2 (25.41)

29.

5 1 2 4 8

30. 5 2 7

32. 20.6 ? (21.5)

33.

7 2 a2 b 3 8

34. a21 b a22 b

26. 212.1 1 (24.8)

Subtract. (9.3A)

27. 54 2 82

2 9

1 3

Multiply. (9.4A)

31. 23 ? 5

2 5

6 7

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Signed Numbers

Divide. (9.4B)

35. 81 4 (29)

36. 21.21 4 (20.11)

2 9

37. 2 4

1 3

7 8

38. 22 4 3

3 4

Simplify each expression. (9.5A)

39. 392 2 (3 2 8) 24 4 8

41. (24) 2 1

32 2 1 23 22

40. 22 1 3 2 22 2 (21 1 7)4 2 1 10 42. 5 2 a

82 2 1 2 b 24 1 5

Solve each application problem.

43. At the beginning of the month, Mr. Cortez had $250 in his savings account. In the middle of the month, he deposited $105. Then, at the end of the month, he deposited $215 and withdrew $55.

44. Alexander the Great died in 323 BC. Most of the information about Alexander the Great comes from the writings of the historian Plutarch who was born in 46 AD.

a. Write an addition problem corresponding to this scenario.

a. Write a subtraction problem that corresponds to the number of years that separate Alexander the Great and Plutarch.

b. Determine how much Mr. Cortez has in his savings account at the end of the month.

b. How many years separate Alexander the Great from his primary historian?

45. A construction crane positioned at ground level is 188 feet tall. The difference between the top of the crane and the base of a construction site is 226 feet. How far below ground level is the base of the construction site?

46. You purchased 500 shares of Comstock Mining Company stock. Suppose that the price decreases by $2.40 per share and you decide to sell your stock. a. Write a product that represents the change in the stock’s value.

b. What was the outcome of your investment?

47. Because of a recent promotion, your salary increased $175 per month. If your federal income tax increased $62 and your social security deduction increased $27, what is your net raise?

Assessment Test

697

ASSESSMENT TEST Find the opposite of each number.

2. 25713

1. 457

Graph each signed number. 1 3

1 4

2 10 5 3

4. 21 , 2 , 2 ,

3. 23, 4, 28, 0 29 28 27 26 25 24 23 22 21

0

1

2

3

4

5

22

21

0

1

2

3

Evaluate.

5. 0 350 0

6. 0 2453 0

Compare each pair of signed numbers.

8. 219.5 and 219.0

7. 7 and 4

Express the quantity in each scenario as a signed number.

9. Mercury freezes at thirty-nine degrees below zero on the

10. Didier overdrew his checking account by $3.24.

Celsius scale.

Add.

11. 225 1 (278)

14. 13.05 1 (27.2)

12. 291 1 118

15. 2

13. 214.7 1 2.64

1 5 1 a2 b 12 16

4 5

1 2

16. 2 1 a25 b

Subtract.

17. 75 2 48

18. 20.47 2 8.9

19.

5 4 2 6 9

Multiply.

21. 1.2 ? (20.5)

22. a2

8 1 b a2 b 15 6

7 8

20. 23 2 1

1 6

4

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Signed Numbers

Divide.

23. 272 4 (20.9)

4 5

1 2

24. 1 4 a24 b

Simplify each expression.

25. 43 1 (33 2 30) 2 1 (265)

26. 100 2

(212) 2 1 6 1 (250) (24) 2 2 1

Solve each application problem.

27. The Dead Sea is approximately 1300 feet below sea level and Mount Everest is approximately 29,000 feet above sea level. Find the difference in altitude.

29. Over the last 12 years, enrollment at a particular twoyear college decreased by 3420 students. What was the average change in enrollment each year?

28. Steven’s checking account was overdrawn by $37.21. He deposited $150.00 and then later that day withdrew $60.00. What’s his new balance?

30. The Barbeque Barn offers a large order of ribs for $10.00 and a medium order for $8.00. Side dishes cost $2.50 each. There is a $4.00 charge for all deliveries. Suppose that you purchase two large and two medium orders along with two side dishes for each order. If you tip the delivery person $6.00 and use a coupon for $3.00 off, what is the total cost of the order?

CHAPTER 10

Introduction to Algebra

IN THIS CHAPTER

Civil Engineer

10.1 Algebraic Expressions (p. 700) 10.2 Solving an Equation Using the Addition Property of Equality (p. 713) 10.3 Solving an Equation Using the Multiplication Property of Equality (p. 721) 10.4 Solving an Equation Using the Addition and Multiplication Properties (p. 728) 10.5 Solving Application Problems (p. 738)

uch of the infrastructure in the industrialized world is due to the design efforts of civil engineers. Civil engineers design and supervise the construction of roads, airports, buildings, bridges, tunnels, dams, and sewage systems.1 They must consider many factors in the design process, from construction costs and government regulations to environmental hazards such as earthquakes and hurricanes.

M

Civil engineers must have a strong mathematics background. Solving equations involving variables is an important skill that engineers and engineering students alike must possess. The ability to solve equations is the backbone of the more advanced courses that all engineers must take, including trigonometry and calculus. We begin this chapter with a look at algebraic expressions. Then, we will learn to solve equations containing variables. Once we have developed this skill, we will present a strategy for analyzing a wide range of application problems that require us to solve equations. 1

from U.S. Bureau of Labor Statistics Occupational Outlook Handbook.

699

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Introduction to Algebra

10.1 ALGEBRAIC EXPRESSIONS LEARNING OBJECTIVES A. Evaluate an algebraic expression B. Combine like terms C. Multiply expressions D.

APPLY YOUR KNOWLEDGE

variable A letter or some other symbol that represents a number whose value is unknown. algebraic expression or expression A mathematical statement that consists of numbers, variables, operation symbols, and possibly grouping symbols. evaluate an expression To replace each variable of an algebraic expression with a particular value and find the value of the expression.

Evaluate an algebraic expression

Objective 10.1A

In algebra, we often work with problems that involve variables. Recall that a variable is a letter or some other symbol that represents a number whose value is unknown. The letter t may represent time in a problem, or the letter d may represent distance. An algebraic expression, or expression, is a mathematical statement that consists of numbers, variables, operation symbols, and possibly grouping symbols. Here are some examples of algebraic expressions. x15

3x

yz 1 3(y 2 4)

If a number and a variable expression or two variable expressions are written next to each other, then we understand that the two are being multiplied. For example, 3x means 3 ? x, yz means y ? z, and 3(y 2 4) means 3 ? (y 2 4). When we replace each variable in an algebraic expression with a particular value and find the value of the expression, we evaluate the expression.

Steps for Evaluating an Algebraic Expression Step 1. Substitute a value for the indicated variable into the algebraic

expression. Step 2. Find the value of the expression by performing the indicated

operations.

EXAMPLE 1

Evaluate an algebraic expression

Evaluate each algebraic expression when x 5 2. a. 2x

b. 3x 1 7

SOLUTION STRATEGY a. 2x 2?2

Substitute 2 for x.

4

Multiply.

b. 3x 1 7 3?217

Substitute 2 for x.

617

Multiply.

13

Add.

c. 5(x 2 1) 5(2 2 1)

Substitute 2 for x.

5(1)

Simplify within parentheses.

5

Multiply.

c. 5(x 2 1)

10.1 Algebraic Expressions

701

TRY-IT EXERCISE 1 Evaluate each algebraic expression when t 5 3. a. 22t

b. 6t 2 5

c. 7(2t 2 3) Check your answers with the solutions in Appendix A. ■

EXAMPLE 2

Evaluate an algebraic expression

Evaluate each algebraic expression when x 5 12 and y 5 3. a. x 1 y

b. x 2 y

c. xy

d.

x y

SOLUTION STRATEGY a. x 1 y 12 1 3

Substitute 12 for x and 3 for y.

15

Add.

b. x 2 y 12 2 3

Substitute 12 for x and 3 for y.

9

Subtract.

c. xy

d.

12 ? 3

Substitute 12 for x and 3 for y.

36

Multiply.

x y 12 3

Substitute 12 for x and 3 for y.

4

Divide.

TRY-IT EXERCISE 2 Evaluate each algebraic expression when p 5 16 and q 5 8. a. p 1 q

b. p 2 q

c. pq

d.

p q

Check your answers with the solutions in Appendix A. ■

Objective 10.1B

Combine like terms

Each addend in an algebraic expression is called a term. A term that contains a variable is called a variable term, while a term that is only a number is called a constant term. Consider the following algebraic expression. x 1 2y 1 3

term An addend in an algebraic expression. variable term A term that contains a variable. constant term A term that is only a number.

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This expression contains three terms: x, 2y, and 3. The variable terms are x and 2y, and the constant term is 3. numerical coefficient or coefficient A number factor in a variable term.

A number factor in a variable term is called a numerical coefficient, or coefficient. The coefficient in the variable term 2y is 2, and the coefficient in the variable term x is 1. Indeed, if a variable term does not have an explicit number factor, then the coefficient is understood to be 1. Note that 1x 5 x. As another example, consider the following algebraic expression.

Learning Tip In an algebraic expression involving subtraction, the minus sign always goes “along for the ride” with the term.

5x 1 7y 2 4z

To identify the terms, we must first write the expression as a sum. This requires that we write subtraction as addition of the opposite. 5x 1 7y 1 (24z)

We now see that the terms are 5x, 7y, and 24z. The coefficient in the variable term 5x is 5, the coefficient in the variable term 7y is 7, and the coefficient in the variable term 24z is 24. EXAMPLE 3

Identify terms

Identify the variable and constant terms in each expression. Also, identify the coefficient in each variable term. a. 3x 1 4 1 7y

b. 9a 1 b 2 7c 2 3

c. x3 2 8y2 1 6z 2 11

SOLUTION STRATEGY a. 3x 1 4 1 7y Variable terms: 3x and 7y Constant term: 4 Coefficient in 3x: 3 Coefficient in 7y: 7 b. 9a 1 b 2 7c 2 3 9a 1 b 1 (27c) 1 (23)

Write subtraction as addition of the opposite.

Variable terms: 9a, b, and 27c Constant term: 23 Coefficient in 9a: 9 Coefficient in b: 1 Coefficient in 27c: 27 c. x3 2 8y2 1 6z 2 11 x3 1 (28y2 ) 1 6z 1 (211) Variable terms: x3, 28y2, and 6z Constant term: 211 Coefficient in x3: 1 Coefficient in 28y2: 28 Coefficient in 6z: 6

Write subtraction as addition of the opposite.

10.1 Algebraic Expressions

703

TRY-IT EXERCISE 3 Identify the variable and constant terms in each expression. Also, identify the coefficient in each variable term. a. 3 1 5k 1 9k 1 2

b. 213x 2 6y 1 8z

c. p4 2 2p3 1 9p2 2 13p 1 6

Check your answers with the solutions in Appendix A. ■

Like terms are terms with the same variable factors. That is, like terms have the same variables with the same exponents. For instance, consider the following algebraic expression.

like terms Terms with the same variable factors.

2x 1 3x

In this expression, 2x and 3x are like terms. Even though the terms have different coefficients, both terms have the same variable factor, x. As another example, consider the following: 4x2 1 3x 1 5x2 2 7x

In this expression, 4x2 and 5x2 are like terms since they have the same variable factors and the same number of them. In particular, each term has two factors of x. Also, 3x and 27x are like terms. Note that each term has only one factor of x. Whenever an algebraic expression contains like terms, we can simplify the expression using properties of numbers with which we are already familiar. One such property is the distributive property. In Section 1.4, we learned that we can use the distributive property to manipulate the algebraic expression a(b 1 c). a(b 1 c) 5 ab 1 ac

In a similar way, the distributive property allows us to manipulate the algebraic expression (a 1 b)c. (a 1 b)c 5 ac 1 bc

Interchanging the algebraic expressions on the left and right sides of the previous equation give us the following. ac 1 bc 5 (a 1 b)c

Therefore, we can restate the distributive property as follows.

Distributive Property For any numbers a, b, and c, we have the following. ac 1 bc 5 (a 1 b)c

and ac 2 bc 5 (a 2 b)c

Learning Tip Like terms have the same variables and same exponents. Thus, 4x2 and 3x are not like terms since they do not have the same exponent.

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To see how the distributive property is useful in simplifying an algebraic expression containing like terms, let’s again consider 2x 1 3x. 2x 1 3x 5 (2 1 3)x

Apply the distributive property. Add 2 1 3.

5 5x

The commutative and associative properties are also useful in simplifying algebraic expressions that contain like terms. We introduced these properties in Sections 1.2 and 1.4. The commutative property tells us that the order in which we add or multiply two numbers does not affect the result. The associative property tells us that the way we group numbers in an addition or multiplication problem does not affect the result.

Commutative Property Changing the order of the addends does not change the sum. Likewise, changing the order of factors does not change the product. That is, for any numbers a and b, we have the following. a1b5b1a

and a ? b 5 b ? a

Associative Property Changing the grouping of addends does not change the sum. Likewise, changing the grouping of factors does not change the product. That is, for any numbers a, b, and c, we have the following. a 1 (b 1 c) 5 (a 1 b) 1 c

and a(bc) 5 (ab)c

To see how these properties apply to simplifying an algebraic expression containing like terms, consider 4x 1 9y 1 8x 2 2y. 4x 1 9y 1 8x 2 2y

collecting like terms Changing the order of terms using the commutative property and grouping like terms using the associative property. combining like terms Adding like terms in an algebraic expression.

5 4x 1 9y 1 8x 1 (22y)

Write subtraction as addition of the opposite.

5 4x 1 8x 1 9y 1 (22y)

Apply the commutative property.

5 (4x 1 8x) 1 (9y 1 (22y))

Apply the associative property by grouping like terms.

5 (4 1 8)x 1 (9 1 (22) )y

Apply the distributive property.

5 12x 1 7y

Add 4 1 8. Add 9 1 (22).

Note that 12x and 7y have different variable factors. As such, they are not like terms and hence cannot be added together. Changing the order of terms using the commutative property and grouping like terms using the associative property is called collecting like terms. Adding all like terms in an algebraic expression is called combining like terms. Once we combine all like terms in an algebraic expression, we say that the expression is simplified.

10.1 Algebraic Expressions

EXAMPLE 4

705

Combine like terms

Combine like terms to simplify each expression. a. 5x 1 7y 1 x 1 4y

b. 12a 2 5b 2 7a 1 b

c. 3y2 1 4 2 y2 2 6

SOLUTION STRATEGY a. 5x 1 7y 1 x 1 4y (5x 1 x) 1 (7y 1 4y)

Collect like terms

6x 1 11y

Combine like terms. Note that the coefficient in 5x is 5, while the coefficient in x is 1. Thus, 5x 1 x is the same as 5x 1 1x 5 (5 1 1)x 5 6x.

b. 12a 2 5b 2 7a 1 b

Learning Tip

12a 1 (25b) 1 (27a) 1 b

Write subtraction as addition of the opposite.

312a 1 (27a)4 1 3 (25b) 1 b4

Collect like terms.

5a 1 (24b)

Combine like terms. Again, note that the coefficient of 25b is 25, while the coefficient of b is 1. Thus, 25b 1 b is the same as 25b 1 1b 5 (25 1 1)b 5 24 b.

5a 2 4b

Write as a difference.

c. 3y2 1 4 2 y2 2 6 3y2 1 4 1 (2y2 ) 1 (26)

Write subtraction as addition of the opposite.

33y2 1 (2y2 )4 1 34 1 (26)4

Collect like terms.

2y2 1 (2 2)

Combine like terms.

2y 2 2 2

Write as a difference.

TRY-IT EXERCISE 4 Combine like terms to simplify each expression. a. 12x 1 3y 1 5x 1 y

b. 6p 1 3q 2 8q 2 12p

c. 8d3 2 5 2 d3 1 3

Check your answers with the solutions in Appendix A. ■

Objective 10.1C

Multiply expressions

We can also use the properties of numbers to multiply expressions. For example, in the expression 2(4y), we are multiplying 2 and 4y. Using the associative property of multiplication, we can regroup the number factors to determine the product. 2(4y) 5 (2 ? 4)y 5 8y

Apply the associative property of multiplication. Multiply 2 ? 4.

Recall that x 1 (2y) 5 x 2 y. Accordingly, in Example 4b, we can write 5a 1 (24b) more concisely as 5a 2 4b.

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EXAMPLE 5

Multiply expressions

Multiply. Simplify, if possible. a. 2(6x)

3 4 c. 2 a2 zb 8 9

b. 0.3(24y)

SOLUTION STRATEGY a. 2(6x) (2 ? 6)x

Apply the associative property of multiplication.

12x

Multiply 2 ? 6.

b. 0.3(24y) 30.3(24)4 y

Apply the associative property of multiplication.

21.2y

Multiply 0.3(24).

3 4 c. 2 a2 zb 8 9 4 3 a2 ? 2 bz 8 9

Apply the associative property of multiplication.

1 z 6

3 4 Multiply 2 ? 2 . 8 9

TRY-IT EXERCISE 5 Multiply. a. 3(9a)

4 3 c. 2 a x2 b 9 5

b. 21.5(20.2b)

Check your answers with the solutions in Appendix A. ■

We can also use the distributive property to multiply expressions. As an example, consider 2(x 1 9). 2(x 1 9) 5 2 ? x 1 2 ? 9

Apply the distributive property. Multiply 2 ? x. Multiply 2 ? 9.

5 2x 1 18

EXAMPLE 6

Apply the distributive property

Simplify each expression by applying the distributive property. a. 3(2x 1 7)

b. 2 (5y 2 3)

1 c. 2 (x 1 8) 2

d. (3y 2 7)0.2

e. (z 1 7) (23)

SOLUTION STRATEGY a. 3(2x 1 7) 5 3(2x) 1 3(7) 5 6x 1 21

Apply the distributive property over addition. Multiply 3(2x). Multiply 3(7).

b. 2 (5y 2 3) 5 21(5y 2 3) 5 21(5y) 2 (21) (3)

Apply the distributive property over subtraction.

5 25y 2 (23)

Multiply 21(5y). Multiply 21(3).

5 25y 1 3

Write subtraction as addition of the opposite.

10.1 Algebraic Expressions

1 1 1 c. 2 (x 1 8) 5 2 x 1 a2 b8 2 2 2

Apply the distributive property over addition.

1 5 2 x 1 (24) 2

1 Multiply a2 b8. 2

1 52 x24 2

Write as a difference.

d. (3y 2 7)0.2 5 3y(0.2) 2 7(0.2) 5 0.6y 2 1.4

Apply the distributive property over subtraction. Multiply 3y(0.2). Multiply 7(0.2).

e. (z 1 7) (23) 5 z(23) 1 7(23) 5 23z 2 21

Apply the distributive property over addition. Multiply z(23). Multiply 7(23).

TRY-IT EXERCISE 6 Simplify each expression by applying the distributive property. a. 8(3x 1 7)

b. 0.5(2y 2 3)

1 c. 2 (z 1 12) 3

d. (2y 2 6)4

e. (z 1 8) (24)

Check your answers with the solutions in Appendix A. ■

APPLY YOUR KNOWLEDGE

Objective 10.1D

In Section 1.7, we introduced a number of key words and phrases that are used to indicate the basic operations. In the following example, we use these key words and phrases to translate a statement into an algebraic expression. In Section 10.5, we will translate sentences into equations.

EXAMPLE 7

Write an algebraic expression

Write an algebraic expression to represent the sum of twice a number and 15.

SOLUTION STRATEGY Let x represent the number. the sum of Twice a number

and

15

2?x

1

15

The key word twice indicates multiplication by 2. The phrase the sum of indicates addition.

2x 1 15

TRY-IT EXERCISE 7 Write an algebraic expression to represent the difference of 81 and nine times a number.

Check your answers with the solutions in Appendix A. ■

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CHAPTER 10

Introduction to Algebra

Write and evaluate an algebraic expression

EXAMPLE 8

The distance from the earth to the sun is approximately 390 times the distance from the earth to the moon. Let d represent the distance from the earth to the moon. a. Write an algebraic expression that represents the distance from the earth to the sun in terms of d. b. If the distance from the earth to the moon is approximately 239,000 miles, evaluate the expression you came up with in part a.

SOLUTION STRATEGY a. Let d represent the distance from the earth to the moon.

390

times

distance from the earth to the moon

390

?

d

The key word times indicates multiplication.

390d b. 390 ? 239,000 5 93,210,000

Substitute 239,000 for d.

The earth is approximately 93,210,000 miles from the sun.

TRY-IT EXERCISE 8 Mount Everest is 14,625 feet higher than Mount Rainier. Let x represent the height of Mount Rainier. a. Write an algebraic expression that represents the height of Mount Everest in terms of x. b. If Mount Rainier is 14,410 feet tall, evaluate the expression you came up with in part a.

Check your answers with the solutions in Appendix A. ■

SECTION 10.1 REVIEW EXERCISES Concept Check 1. A letter or some other symbol that represents a number whose value is unknown is called a

3. When we

.

an expression, we replace each variable of an algebraic expression by a particular value and find the value of the expression.

2. A mathematical statement that consists of numbers, variables, operation symbols, and possibly grouping symbols is called an expression.

4. A

is an addend in an algebraic expression.

10.1 Algebraic Expressions

5. A term that contains a variable is known as a

6. A

709

is a number factor in a variable term.

term, whereas a term that is only a number is called a term.

7. Terms with the same variable factors are called

8. The process of adding like terms in an algebraic expres-

terms.

Objective 10.A

sion is called

like terms.

Evaluate an algebraic expression

GUIDE PROBLEMS 9. Evaluate each algebraic expression when x 5 7.

10. Evaluate each algebraic expression when a 5 1 and b 5 23.

a. 3x 3(

a. a 2 b

)5

2(

b. 2 2 x

1

5

b. 5a 1 b

5

22

)5

)1(

5(

)5

2

5

c. 4(x 1 1) 4(

1 1) 5 4(

c. ab

)5

(

)5

Evaluate each algebraic expression when x 5 7.

11. 31 2 x 1 5

12. 9 4 (x 2 4)

13. 5x 1 4x

14. (x 1 5) 4 3

15. 2 1 3x 1 x2

18. 3(y 1 5)

19. 29y 2 7

20. 4y2 1 3y

Evaluate each algebraic expression when y 5 5.

16. 23y

17. 2y 1 7

Evaluate each algebraic expression when x 5 23 and y 5 2.

21. 3x 2 2y

22. 13y 2 5x

23.

8x2 3y

24.

2x 1 1 3y 1 4

25. (x 1 1)(y 1 3)

Evaluate each algebraic expression when x 5 10 and y 5 15.

26. 2x 1 3y

27. 3x 2 4y

28. (23x) (4y)

29. 6y 4 x

30.

8x 1 6 3y 2 2

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CHAPTER 10

Objective 10.1B

Introduction to Algebra

Combine like terms

GUIDE PROBLEMS 31. Consider 3x4 2 2x3 2 9x2 1 x 2 1. a. The variable terms are b. The constant term is

,

32. Combine like terms to simplify ,

, and

3x2 1 7x 1 8y 2 5x2 2 5x 1 9y.

.

a. Collect like terms.

.

(3x2 1 (

c. The coefficient in the first term is . The coefficient in the second term is . The coefficient in the third term is . The coefficient in the fourth term is .

)) 1 (

1 (25x)) 1 (8y 1

)

b. Combine like terms. x2 1

x1

y

Identify the variable and constant terms in each expression. Also, identify the coefficient of each variable term.

33. 4a3 1 3a2 2 9a 2 5

34. 27x5 1 8x4 2 3x3 1 6x2 2 10

35. 2y4 2 y2 2 3y 2 9

36. 23m3 1 2m2 2 3m 2 7

Combine like terms to simplify each expression.

37. 5t 1 7s 1 2t 1 s

38. 5a 1 3b 2 a 1 6b

39. 2x 1

1 4

y1

3 4

40. 5m 1 7n 1

x1y

41. x2 2 xy 2 xy 1 y2

42. a3 2 a2b 1 4a2b 1 b3

43. 2u2v 2 3uv2 1 6u2v 2 2uv2

44. 2p2q 2 8pq2 2 4p2q 1 10pq2

45. 3rst 2 5r2s 1 4rst 1 7rs 2 3rs 2 4r2s

46. 3x2yz3 2 2xy2 1 x2yz3 1 x2y2 1 2xy2

47. 5x2 1 10xy 1 5y2 2 3x2 2 6xy 2 3y2

48. 3p2 1 4pq 1 q2 2 2p2 2 pq 1 7q2

49.

1 5

m4 1

1 5

2 2m2 1

1 10

2

2 15

m4 1 4m2

50.

1 3

d2 1

1 4

2d1

1 2

1

2 3

d 2 1 3d

1 2

m2

2 3

n

10.1 Algebraic Expressions

Objective 10.1C

711

Multiply expressions

GUIDE PROBLEMS 51. Multiply. Simplify, if possible. a. 3(5x) 5 (3 ? 5

property. )x

3 2 a2 zb 5 a ? 9 5 9 2

5

a. 5(4x 1 3) 5 5( 5

x

b. 20.4(5y) 5 (20.4 ? 5 y c.

52. Simplify each expression by applying the distributive

)y

b. 0.7(2a 2 9) 5 0.7( 5

bz

) 1 5( 1 ) 2 0.7(

)

2

1 1 c. 2 (2r 1 4) 5 2 ( 2 2 5 2

z

)

1 ) 1 a2 b ( 2

)

Multiply. Simplify, if possible.

53. 7(3x)

54. 8(3m)

55. (27b)5

56. (28y)4

57. 2 (8n)

58. 2 (15x)

59. 0.3(8d)

60. 0.9(0.1a)

61. (0.5n)0.4

62. (21.1b)5

63. 2 a2 xb

64.

4

5

7

8

9 20

a2

5 12

yb

Simplify each expression by applying the distributive property.

65. 5(x 1 2)

66. 7(r 1 5)

67. 4(a 2 1)

68. 3(y 2 4)

69. 22(n 2 2)

70. 25(a 1 7)

71. 9(3x 2 8)

72. 7(5d 2 3)

73. (3n 1 7)3

74. (4s 1 3)5

75. (6x 1 7y)8

76. (13 2 3x)6

1

1

5 3 a x 2 6b 7 4

3 1 a z 2 7b 8 5

77. 2 (4t 2 6)

78. 2 (12d 2 72)

79.

81. 0.1(0.4y 1 3)

82. 0.3(0.5v 1 8)

83. 0.3(2.4d 2 9)

84. 0.1(3.5b 2 7)

85. 3(y2 2 2y 1 6)

86. 4(a2 2 3a 2 5)

87. 22(k2 1 2k 2 3)

88. 23(x2 1 3x 1 5)

2

4

80.

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CHAPTER 10

Introduction to Algebra

APPLY YOUR KNOWLEDGE

Objective 10.1D

89. Write an algebraic expression to represent the total of seventeen times a number and three.

90. Write an algebraic expression to represent five less than 3 times x.

91. The Taipei 101 Building in Taipei, Taiwan, is 421 feet

92. The Willis Tower in Chicago is 324 feet taller than that

taller than the Empire State Building in New York City. Let x represent the height of Taipei 101.

city’s John Hancock Building. Let x represent the height of the John Hancock Building.

a. Write an algebraic expression that represents the height of the Empire State Building in terms of x.

a. Write an algebraic expression that represents the height of the Willis Tower in terms of x.

b. If Taipei 101 is 1671 feet tall, determine the height of the Empire State Building using the expression in part a.

b. If the John Hancock Building is 1127 feet tall, determine the height of the Willis Tower using the expression in part a.

CUMULATIVE SKILLS REVIEW 3

1. Convert 2 days to minutes. (6.5A)

2. Convert 14 % to a decimal. (5.1A)

3. Use the Pythagorean theorem to find the measure of the

4. Find the circumference of the circle below. Use 3.14

8

unknown side of the right triangle. Round to the nearest tenth. (7.5C)

for p. (7.3B)

8 cm

22 km

12 km

x

5. Write “17 is to 100” as a ratio in three ways. (4.1A)

6. Convert 190 degrees Fahrenheit to degrees Celsius. Round to the nearest whole degree. (6.5B)

7. Multiply 99.12444 ? 100. (3.3B)

8. Solve

9. Graph 23.5, 21, 1, 4, and 0 on the number line. (9.1B)

4.25 18

5

x 108

. (4.3C)

10. Calculate the median for the following set of numbers: 25, 32, 10, 67, 70. (8.2B)

25

24

23

22

21

0

1

2

3

4

5

10.2 Solving an Equation Using the Addition Property of Equality

713

10.2 SOLVING AN EQUATION USING THE ADDITION PROPERTY OF EQUALITY Verify a solution to an equation

Objective 10.2A

Recall that an equation is a mathematical statement consisting of two expressions on either side of an equals (5) sign. The following are examples of equations. 41559

and x 1 6 5 10

A value of the variable that makes the equation a true statement is called a solution of the equation. For example, 4 is a solution of the equation x 1 6 5 10 since substituting 4 for x makes the equation into a true statement. Note that 2 is not a solution of this equation since substituting 2 for x yields a false statement.

EXAMPLE 1

Determine whether a given value is a solution to a given equation

Determine whether 8 is a solution of x 1 3 5 11.

SOLUTION STRATEGY 8 1 3 0 11 11 5 11 ✓

Substitute 8 for x. Simplify. 11 5 11 is a true statement.

LEARNING OBJECTIVES A. Verify a solution to an equation B. Solve an equation using the addition property of equality C.

APPLY YOUR KNOWLEDGE

equation A mathematical statement consisting of two expressions on either side of an equals (5) sign. solution A value of the variable that makes the equation a true statement.

8 is a solution.

TRY-IT EXERCISE 1 Determine whether 4 is a solution of x 1 13 5 17. Check your answer with the solution in Appendix A. ■

EXAMPLE 2

Determine whether a given value is a solution to a given equation

Determine whether 2 is a solution of x 1 6 5 9.

SOLUTION STRATEGY 21609 859 ✗

Substitute 2 for x. Simplify. 8 5 9 is a false statement.

2 is not a solution.

TRY-IT EXERCISE 2 Determine whether 4 is a solution of x 1 5 5 10. Check your answer with the solution in Appendix A. ■

Learning Tip When determining whether a number is a solution to an equation, we often use “0 ” instead of “=”. If we get a true statement, we use the “=” symbol. If we get a false statement, we use the “≠” symbol.

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CHAPTER 10 Introduction to Algebra

Solve an equation using the addition property of equality

Objective 10.2B

For the equation x 1 6 5 9 given in Example 2, we discovered that 2 is not a solution. Our experience tells us that x 5 3 is a solution. After all, 3 1 6 5 9. But if we did not know this, how would we determine this? To find the solution to this equation and others like it, we use the following important rule. What we do to one side of an equation, we must do to the other side. addition property of equality or addition property Property stating that adding the same value to each side of an equation preserves equality.

Our goal is to apply this rule in order to isolate the variable on one side of the equation.The addition property of equality (or addition property, for short) helps us do just that. The addition property of equality states that adding the same value to each side of an equation preserves equality. In other words, if we add the same number to each side of an equation, then we will still have equality. Formally, we have the following.

The Addition Property of Equality If a, b, and c are real numbers and if a 5 b, then a 1 c 5 b 1 c.

solving an equation The process of finding a solution to an equation involving a variable.

The process of finding a solution to an equation involving a variable is referred to as solving an equation. As an example, consider the following equation. x2459

Our goal is to isolate x by adding the same value to each side of the equation. What can we add to each side of the equation so as to get x alone? We can add 4. x2459

Original equation.

x245 9 14 14 x 1 0 5 13

Apply the addition property by adding 4 to each side.

x 5 13

Simplify.

The solution is x 5 13. As another example, let’s return to the problem of example 2. x1659

Once again, our goal is to isolate x by adding a value to each side of the equation. What number can we add to each side of the equation so as to get x alone? We can add the opposite of 6, which is 26. But, adding 26 is the same as subtracting 6. Thus, to solve x 1 6 5 9, we can either add 26 to each side or subtract 6 from each side; the result will be the same.

Learning Tip Subtracting a number from an expression is the same as adding the opposite of that number to the expression.

x165 9

Original equation.

x165 9 2 6 26 x105 3

Apply the addition property by adding the opposite of 6 to both sides. Adding 26 is the same as subtracting 6.

x53

Simplify.

The solution is x 5 3.

10.2 Solving an Equation Using the Addition Property of Equality

715

In the examples above, we had to isolate x. To do so, we had to add the same value to each side of the equation. In general, to remove a term from one side of an equation, add the opposite of that term to each side of the equation. A task that goes hand in hand with solving an equation is checking the answer. Checking the answer is the process of verifying that we get a true statement when we substitute the answer into the original equation. As an example, we can check that x 5 13 is a solution for the equation x 2 4 5 9. x2459

Original equation.

13 2 4 0 9

Substitute 13 for x.

959

Simplify.

Because substitution yields a true statement, x 5 13 is a solution. The following steps will guide us in solving equations using the addition property of equality.

Steps for Solving an Equation Using the Addition Property of Equality To solve an equation of the form x 1 b 5 c, where b and c are numbers and x is a variable, follow these steps. Step 1. Apply the addition property of equality by adding the opposite of b

to each side of the equation. Step 2. Simplify and solve for x. Step 3. Check the solution by substituting into the original equation.

EXAMPLE 3

Solve an equation using the addition property of equality

Solve x 1 7 5 15.

SOLUTION STRATEGY x 1 7 5 15 27 27

Add 27 to each side, or, equivalently, subtract 7 from each side.

x105 8 x58 8 1 7 0 15 15 5 15 ✓

Simplify. Check the solution.

TRY-IT EXERCISE 3 Solve x 1 13 5 24. Check your answer with the solution in Appendix A. ■

checking the answer The process of verifying that we get a true statement when we substitute the answer into the original equation.

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CHAPTER 10 Introduction to Algebra

Solve an equation using the addition property of equality

EXAMPLE 4 Solve x 2 1.7 5 3.2.

SOLUTION STRATEGY x 2 1.7 5 3.2 1 1.7 1 1.7

Add 1.7 to each side.

x 1 0 5 4.9 x 5 4.9

Simplify.

4.9 2 1.7 0 3.2 3.2 5 3.2 ✓

Check the solution.

TRY-IT EXERCISE 4 Solve x 2 1.2 5 11.4. Check your answer with the solution in Appendix A. ■

Solve an equation using the addition property of equality

EXAMPLE 5 Solve x 1

1

2 5 . 3 9

SOLUTION STRATEGY x1

1 3

2

1 3

5

x105

2 9 2 9

x52

2

2

1 3 3 9

1 9

1 2 1 2 1 0 9 3 9

1 1 Add 2 to each side, or, equivalently, subtract from 3 3 each side. LCD 5 9. Simplify.

Check the solution.

3 2 1 2 1 0 9 9 9 2 9

5

2 9

✓

TRY-IT EXERCISE 5 Solve x 1

1 2

5

3 8

. Check your answer with the solution in Appendix A. ■

10.2 Solving an Equation Using the Addition Property of Equality

717

APPLY YOUR KNOWLEDGE

Objective 10.2C

Many real-world applications can be represented by algebraic equations whose solutions require us to use the addition property. In the following example, we’ll analyze a company’s income and expenses by using the formula R 2 C 5 P. In this formula, R represents a company’s revenue (how much money the company made from the sale of goods or services), C represents a company’s cost (how much the company had to spend on labor, supplies, and other expenses), and P represents a company’s profit (how much is left for the company’s owners after all expenses are paid). Apply your knowledge

EXAMPLE 6

For the quarter ending December 31, 2009, Microsoft Corporation incurred costs of $12,360,000,000. Their net profit during this time period was $6,662,000,000. What was Microsoft’s revenue for this quarter? (Source: Microsoft Corporation)

SOLUTION STRATEGY R2C5P R 2 12,360,000,000 5

6,662,000,000 Substitute 12,360,000,000 for C

R 2 12,360,000,000 5

6,662,000,000 112,360,000,000

1 12,360,000,000 R10

5

and 6,662,000,000 for P. Add 12,360,000,000 to each side.

19,022,000,000

R 5 19,022,000,000 19,022,000,000 2 12,360,000,000 0 6,662,000,000

Simplify. Check the solution.

6,662,000,000 5 6,662,000,000 ✓ Microsoft’s revenue for the quarter was $19,022,000,000.

TRY-IT EXERCISE 6 For the quarter ending November 28, 2009, Bed, Bath, and Beyond had a net profit of $151,288,000. Their total operating costs for the year were $1,824,177,000. What was Bed, Bath, and Beyond’s revenue for this quarter? (Source: Bed, Bath, and Beyond) Check your answer with the solution in Appendix A. ■

SECTION 10.2 REVIEW EXERCISES Concept Check 1. An

is a mathematical statement consisting of two expressions on either side of an equals (5) sign.

2. A value of the variable that makes the equation a true statement is called a

of an equation.

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CHAPTER 10 Introduction to Algebra

3. The

property of equality states that adding the same value to each side of an equation preserves equality.

5. The process of finding a solution to an equation involving a variable is known as

Objective 10.2A

4. Adding a negative number to each side of an equation is the same as number.

the opposite of the negative

6. The process of verifying that we get a true statement

an equation.

when we substitute the answer into the original equation is called the solution.

Verify a solution to an equation

GUIDE PROBLEMS 7. Determine whether 3 is a solution of the equation

8. Determine whether 7 is a solution of the equation

3x 1 9 5 18.

22x 1 5 5 210.

3x 1 9 5 18 3(

22x 1 5 5 210

) 1 9 0 18

22(

) 1 5 0 210

1 9 0 18

(

) 1 5 0 210

0 18

0 210

Determine whether the given value is a solution to the given equation.

9. s 5 12; s 1 10 5 22

10. y 5 8; y 1 7 5 15

11. b 5 32; b 2 8 5 22

12. v 5 15; v 1 6 5 19

13. s 5 18; 6 1 s 5 12

14. a 5 21; a 1 13 5 33

15. x 5 49; x 2 17 5 32

16. p 5 24; p 2 5 5 19

17. k 5 105; k 1 27 5 132

18. h 5 306; h 1 19 5 325

19. x 5 213; x 2 35 5 168

20. m 5 219; m 2 19 5 210

23. c 5 34; 21 2 c 5 213

24. y 5 54; 35 2 y 5 219

5

2

3

3

21. t 5 ; t 2

51

9

5

8

8

22. b 5 2 ; b 1

52

1 2

25. q 5 220; 7 2 q 5 27

26. p 5 240; 18 2 q 5 58

27. x 5 230; 8 2 x 5 22

28. r 5 212; 30 2 r 5 18

29. r 5 2.5; r 2 1.3 5 3.8

30. y 5 6.90;

31. n 5 1.6; n 1 2.3 5 3.9

32. s 5 6.25;

33. m 5 26; m 2 6 5 0

34. x 5 28; x 1 8 5 0

35. t 5 10; t 2 5 5 5

36. y 5 12; 6 2 y 5 6

y 2 2.07 5 4.73

s 1 7.50 5 13.75

10.2 Solving an Equation Using the Addition Property of Equality

Objective 10.2B

719

Solve an equation using the addition property of equality

GUIDE PROBLEMS 37. Solve x 1 8 5 21.

38. Solve 11 1 x 5 25

x 1 8 5 21 2 2 x10 5

2

11 1 x 5 2 5 2 01x5 x5

x5 Check:

Check:

11 1

1 8 0 21 21 5 21 ✓

0 25 25 5 25 ✓

Solve each equation.

39. x 1 6 5 14

40. b 1 5 5 44

41. n 1 18 5 30

42. d 1 13 5 35

43. t 1 9 5 7

44. m 1 13 5 8

45. 9 5 s 1 5

46. 12 5 p 1 5

47. 3 5 k 1 8

48. 7 5 y 1 11

49. a 1 6 5 0

50. q 1 15 5 0

51. k 2 5 5 15

52. m 2 11 5 27

53. v 2 16 5 32

54. x 2 19 5 50

55. 40 5 x 2 27

56. 37 5 p 2 35

57. 21 5 x 2 34

58. 76 5 t 2 13

59. d 2 28 5 28

60. c 2 32 5 32

61. m 2 13 5 0

62. b 2 29 5 0

63. t 2 9 5 29

64. s 2 12 5 212

65. k 1 17 5 27

66. b 1 4 5 19

67. 0.8 5 x 2 2.7

68. 2.1 5 y 2 1.3

69. 0 5 d 2 1.47

70. 0 5 m 2 1.6

71. b 2 2.45 5 13.35

72. t 2 1.25 5 30

73. p 1

75.

7 8

5

1 4

1z

76.

3 4

5v2

1 2

3 4

5

1

7 12

77. a 1 1 5 6 2

74. k 1

1 2

78. n 1 2

52

2 3

2 3

57

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CHAPTER 10 Introduction to Algebra

APPLY YOUR KNOWLEDGE

Objective 10.2C

For problems 79–81, use the formula R 2 C 5 P, where R represents a company’s revenue, C represents a company’s cost, and P represents a company’s profit.

79. For the quarter ending March 31, 2007, Verizon incurred costs of $18,788,000,000. Their net profit during this time period was $3,796,000,000. What was Verizon’s revenue for the quarter? (Source: Verizon Corporation)

80. For fiscal year 2006, McDonald’s incurred costs of $18,042,000,000. Their net profit for the year was $3,544,000,000. What was McDonald’s revenue for 2006? (Source: McDonald’s)

81. At the end of the second quarter of fiscal year 2007, Apple, Inc. incurred costs of $4,490,000,000. Their net profit was $770,000,000. What was Apple’s revenue for this quarter? (Source: Apple, Inc.)

CUMULATIVE SKILLS REVIEW 1. Rudy had a beginning balance of $21,125.34 in his check-

2. Add 275 1 (2122). (9.2A)

ing account. Determine Rudy’s balance after checks for $302.45, $18.99, and $57.76 were written. (3.2D)

3. Convert 32 weeks to days. (6.4A)

4. Write 3.108, 3.0865, 3.405, and 3.4284 in descending order. (3.1D)

5. Write “14 is what percent of 98” as a percent proportion.

6. Evaluate 28 2 8a when a 5 3. (10.1A)

(5.3A)

7. Apply the distributive property to simplify 28(q 1 15).

8. Write the ratio “16 cats to 6 dogs” as a simplified fraction. (4.1A)

(10.1C)

9. What is the length of the diameter of this circle? (7.2B)

10. Find the mode, if any, of the set of numbers: 25, 62, 27, 56, 25, 67, 25. (8.2C)

13

10.3 Solving an Equation Using the Multiplication Property of Equality

721

10.3 SOLVING AN EQUATION USING THE MULTIPLICATION PROPERTY OF EQUALITY Objective 10.3A

Solve an equation using the multiplication property of equality

In the previous section, we stated a rule that will serve as a guide in solving equations. What we do to one side of an equation, we must do to the other side. The multiplication property of equality (or multiplication property, for short) states that multiplying each side of an equation by the same value preserves equality. Formally, we have the following.

The Multiplication Property of Equality If a, b, and c are real numbers and if a 5 b, then a ? c 5 b ? c.

To demonstrate the multiplication property, consider the following equation. 2?953?6

Because both sides simplify to 18, this is a true statement. By the multiplication property, we still have a true statement when we multiply each side of the equation by the same quantity. For example, when we multiply each side by 2, we obtain the following. 2?9?253?6?2

Note that each side of the equation simplifies to 36. Now let’s consider the following equation. 1 4

x55

Our goal is to solve the equation, that is, we must get x by itself on one side of the equation. To do so, we can apply the multiplication property. In particular, we can multiply each side of the equation by 4. 1 4

x55

1 4? x54?5 4 x 5 20

Original equation. Apply the multiplication property by multiplying each side by 4. Simplify.

The solution is x 5 20. We check the answer as follows. 1 4

(20) 0 5 555

Substitute 20 for x. Simplify.

LEARNING OBJECTIVES A. Solve an equation using the multiplication property of equality B.

APPLY YOUR KNOWLEDGE

multiplication property of equality or multiplication property Property stating that multiplying each side of an equation by the same value preserves equality.

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CHAPTER 10 Introduction to Algebra

As another example, consider the following equation. 3x 5 24

Once again, our goal is to isolate x by applying the multiplication property of equality. By what number can we multiply each side of the equation to get x alone? 1 We can multiply by the reciprocal of 3, which is . 3

Learning Tip In general, dividing an expression by a nonzero number is the same as multiplying the expression by the reciprocal of that number.

3x 5 24 1 3

? 3x 5

1 3

x58

Original equation.

? 24

1 Apply the multiplication property by multiplying both sides by . 3 Simplify.

Note that multiplying by

1 3

is equivalent to dividing by 3. To solve the equation

3x 5 24, we can either multiply each side by is the same.

1 3

or divide each side by 3; the result

Sometimes it is useful to think in terms of multiplying by the reciprocal of the coefficient and other times it is more advantageous to think in terms of division. In particular, when the coefficient is a fraction, multiply each side by the reciprocal of the coefficient. When the coefficient is an integer or a decimal, divide each side by the coefficient. The following steps will guide us in solving equations using the multiplication property of equality.

Steps for Solving an Equation Using the Multiplication Property of Equality To solve an equation of the form bx 5 c, where b and c are numbers, b 2 0, and x is a variable, perform the following steps. Step 1. Apply the multiplication property of equality by multiplying each

side of the equation by the reciprocal of b. Equivalently, divide each side by b. Step 2. Simplify and solve for x. Step 3. Check the solution by substituting into the original equation.

EXAMPLE 1 Solve 2x 5 18.

Solve an equation using the multiplication property of equality

10.3 Solving an Equation Using the Multiplication Property of Equality

SOLUTION STRATEGY 2x 2

5

18

1 Multiply each side by , or, equivalently, divide each side by 2. 2

2

x59

Simplify and solve for x.

2 ? 9 0 18

Check the solution.

18 5 18 ✓

TRY-IT EXERCISE 1 Solve 6x 5 48. Check your answer with the solution in Appendix A. ■

Solve an equation using the multiplication property of equality

EXAMPLE 2 Solve 2x 5 221.

SOLUTION STRATEGY 21 x 5 221 21x 21

5

221 21

x 5 21 21 ? 21 0 221

Note that the coefficient of x is 21. Multiply both sides by 21, or, equivalently, divide both sides by 21. Simplify and solve for x. Check the solution.

221 5 221 ✓

TRY-IT EXERCISE 2 Solve 2x 5 15. Check your answer with the solution in Appendix A. ■

Solve an equation using the multiplication property of equality

EXAMPLE 3

Solve

2

5 x5 . 3 3

SOLUTION STRATEGY 3

2 3 5 ? x5 ? 2 3 2 3 x5 2 3

?

5 2 5 3

0 5

5

Simplify and solve for x.

2 5

Check the solution.

3 5 3

2 3 Multiply each side by , the reciprocal of . 2 3

✓

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CHAPTER 10 Introduction to Algebra

TRY-IT EXERCISE 3 Solve

3

3 x5 . 8 4 Check your answer with the solution in Appendix A. ■

Solve an equation using the multiplication property of equality

EXAMPLE 4 Solve 31.2x 5 780.

SOLUTION STRATEGY 31.2x 31.2

5

780

Divide each side by 31.2.

31.2

x 5 25 31.2 ? 25 0 780

Simplify and solve for x. Check the solution.

780 5 780 ✓

TRY-IT EXERCISE 4 Solve 58.75x 5 940. Check your answer with the solution in Appendix A. ■

Objective 10.3B

APPLY YOUR KNOWLEDGE

In the following problems, we’ll use the distance formula, d 5 rt. Here, d represents distance, r represents the rate, and t represents time.

EXAMPLE 5

Apply your knowledge

Vicki and Tom decide to take a trip from Milwaukee to Madison. The two cities are 78 miles apart. If Vicki drives at a speed of 60 mph, how long will it take them to make the trip? Madison

Milwaukee

SOLUTION STRATEGY rt 5 d 60t 5 78

Substitute 60 for r and 78 for d.

60t

Divide each side by 60.

60

5

78 60 13

t5

78 60 10

Simplify and solve for t.

10.3 Solving an Equation Using the Multiplication Property of Equality

t5 60 ?

13 10 13 10

51

725

3 10

0 78

Check the solution.

6 ? 13 0 78

Note that 1

78 5 78 ✓

3 10

hours is 1 hour and

10

of an hour.

3 10

of an hour

6

is 18 minutes. It will take Vicki and Tom 1 hour and 18 minutes to make the trip.

3

3 10 1

hour ?

60 minutes 1 hour

5 18 minutes

TRY-IT EXERCISE 5 Dominique and her friends in Florida are planning to travel from Miami to Tampa for a weekend getaway. The two cities are 275 miles apart. If Dominique drives at a speed of 50 mph, how long will it take them to make the trip? Check your answer with the solution in Appendix A. ■

SECTION 10.3 REVIEW EXERCISES Concept Check 1. The

property of equality states that multiplying each side of an equation by the same value preserves equality.

Objective 10.3A

2. To solve equations of the form bx 5 c, where b and c are numbers, b 2 0, and x is a variable, either multiply each side of the equation by the of b or, equivalently, divide each side by .

Solve an equation using the multiplication property of equality

GUIDE PROBLEMS 3. Solve 9x 5 45. 9x

5

45

x5 Check: 9?

0 45 45 5 45 ✓

4. Solve 2.5x 5 100. 2.5x

5

100

x5 Check: 2.5 ?

0 100 100 5 100 ✓

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CHAPTER 10 Introduction to Algebra

2

1

7

3

5. Solve x 5 .

?

2 7

x5

1 3

6. Solve 2x 5 15. 2x ?

x5 Check:

x5

) 0 15 15 5 15 ✓

2(

Check: 1 2 0 ? 7 3 1

5

3

1 3

15

5

✓

Solve each equation.

7. 3x 5 12

8. 2x 5 18

9. 9t 5 245

10. 6s 5 248

11. 2r 5 23

12. 2k 5 213

13. 2p 5 5

14. 2n 5 1

15. 72 5 6a

16. 36 5 4b

17. 50 5 22m

18. 64 5 28q

19.

23.

1 2

1 2

x53

20.

x 5 23

24.

27. 25m 5

1 4

3

1 3

1 5

b

r56

21. 2 5 7

y 5 16

25.

28. 27a 5

2

1 6

3

1 2

r5

3 10

5

29. 2 z 5 212 8

1

2

h

22. 2 5 7 3

26.

2 3

30. 2

k5

6 11

3

2 9

p 5 221

1

31. 2 x 5 9

32. 2 r 5 12

33.

35. 22.5v 5 10

36. 23.5w 5 21

37. 23.3c 5 24.75

38. 3.4d 5 7.004

39. 6.3x 5 88.2

40. 0.8p 5 6.4

41. 1.6r 5 5.44

42. 0.9y 5 0.63

8

5

9

5

7

b

34.

11

5

2

l

10.3 Solving an Equation Using the Multiplication Property of Equality

Objective 10.3B

727

APPLY YOUR KNOWLEDGE

In problems 43–45, use the distance formula, d 5 rt, where d represents distance, r represents the rate, and t represents time.

43. Ian and his brother are driving from Detroit to Cincinnati. The two cities are approximately 270 miles apart. If Ian drives at 60 mph, how long will it take them to make the trip?

44. Deana’s nonstop flight from Houston to Los Angeles took 3.5 hours. If the total distance traveled was 1463 miles, what was the plane’s average speed?

45. A trip from Chicago to London aboard a Boeing 777 aircraft takes 7 hours and 30 minutes. If the distance between the two cities is 4000 miles, what is the average speed of the plane?

CUMULATIVE SKILLS REVIEW 1. Convert 89.9% to a decimal. (5.1A)

2. Convert 65% to a fraction and simplify. (5.1A)

3. Identify and name this figure. (7.1A)

4. Crop circles are thought to date back to the 17th century.

P

D

5. Convert 11.75 km to meters. (6.3A)

What is the circumference of a crop circle with a radius of 60 feet? Use 3.14 for p. Round to the nearest tenth of a foot. (7.3C)

6. Apply the distributive property to 7(6p 2 5q 1 2). (10.1C)

7. Evaluate 220 2 7w 1 82 when w 5 4. (10.1A)

9. Is t 5 9 a solution of 17 2 t 5 8? (10.2A)

8. Identify the terms of 40x 1 18y 1 25z 2 99. (10.1B)

10. Solve a 1 16 5 29. (10.2B)

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CHAPTER 10 Introduction to Algebra

10.4 SOLVING AN EQUATION USING THE ADDITION AND MULTIPLICATION PROPERTIES LEARNING OBJECTIVES A. Solve an equation using the addition and multiplication properties of equality B. Solve an equation that has parentheses C.

Solve an equation using the addition and multiplication properties of equality

Objective 10.4A

To solve an equation such as 3x 1 2 5 11, we cannot just add or subtract the same number to or from each side, nor can we just multiply or divide each side of the equation by the same number. Rather, we must use a combination of the properties introduced in the previous two sections. The following steps are applied in solving equations like the one above.

APPLY YOUR KNOWLEDGE Steps for Solving an Equation Using the Addition and Multiplication Properties To solve an equation of the form ax 1 b 5 c, where a, b, and c are numbers, a 2 0, and x is a variable, follow these steps. Step 1. Apply the addition property. That is, add or subtract the same terms

to or from each side of the equation so that the variable term is isolated on one side of the equation. Step 2. Apply the multiplication property. That is, multiply or divide each

side of the equation by the same quantity to solve for the variable. Step 3. Check the solution by substituting into the original equation.

Solve an equation that has the variable term on the left side

EXAMPLE 1 Solve 3x 1 2 5 11.

SOLUTION STRATEGY 3x 1 2 5 11 22 22 3x 1 0 5 9 3x 5 9 3x 3

5

9 3

x53 3(3) 1 2 0 11

Subtract 2 from each side. Simplify. Divide each side by 3. Simplify and solve for x. Check the solution.

9 1 2 0 11 11 5 11 ✓

TRY-IT EXERCISE 1 Solve 7x 1 15 5 71. Check your answer with the solution in Appendix A. ■

10.4 Solving an Equation Using the Addition and Multiplication Properties

It does not matter which side of the equation the variable is on as long as it is isolated. In Example 2, the variable term is on the right side.

EXAMPLE 2

Solve an equation that has the variable term on the right side

Solve 45 5 8t 1 13.

SOLUTION STRATEGY 45 5 8t 1 13 2 13 213 32 5 8t 1 0 32 5 8t 32 8

5

Subtract 13 from each side. Simplify.

8t

Divide each side by 8.

8

45t

Simplify and solve for t.

45 0 8(4) 1 13

Check the solution.

45 0 32 1 13 45 5 45 ✓

TRY-IT EXERCISE 2 Solve 14 5 4y 2 22. Check your answer with the solution in Appendix A. ■

When a variable term appears on each side of an equation, we must get the variable terms on the same side of the equation so that we can solve the equation. We do so by applying the addition property, as demonstrated in the following example. EXAMPLE 3

Solve an equation that has variable terms on both sides

Solve 6m 5 2m 1 28.

SOLUTION STRATEGY 6m 5 2m 1 28 22m 22m 4m 5 0m 1 28 4m 5 28 4m 4

5

28 4

m57 6(7) 0 2(7) 1 28 42 0 14 1 28 42 5 42 ✓

Subtract 2m from both sides. Simplify. Divide both sides by 4. Simplify and solve for m. Check the solution.

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CHAPTER 10 Introduction to Algebra

TRY-IT EXERCISE 3 Solve 5k 5 2k 1 27. Check your answer with the solution in Appendix A. ■

When both a variable term and a constant term appear on each side of an equation, we must get the variable terms on one side and the constant terms on the other so that we can solve the equation. We do so by applying the addition property twice, once for the variable term and once for the constant term. The next example illustrates this.

Solve an equation that has variable and constant terms on both sides

EXAMPLE 4

Solve 5d 1 13 5 3d 1 29.

SOLUTION STRATEGY 5d 1 13 5 3d 1 29 23d 23d 2d 1 13 5 0d 1 29

Subtract 3d from each side to get the variable terms on one side of the equation.

2d 1 13 5 29

Simplify.

2d 1 13 5 29 213 213 2d 1 0 5 16

Subtract 13 from each side to get the constant terms on the other side of the equation.

2d 5 16 2d 2

5

Simplify.

16

Divide each side by 2.

2

d58

Simplify and solve for d.

5(8) 1 13 0 3(8) 1 29

Check the solution.

40 1 13 0 24 1 29 53 5 53 ✓

TRY-IT EXERCISE 4 Solve 7b 1 14 5 4b 1 35. Check your answer with the solution in Appendix A. ■

Objective 10.4B

Solve an equation that has parentheses

When an equation contains parentheses, first simplify within the parentheses, if possible. Then, apply the distributive property to remove the parentheses. Finally, collect and combine like terms and continue to solve the equation in the usual way. The following general equation-solving strategy summarizes this process.

10.4 Solving an Equation Using the Addition and Multiplication Properties

Steps for Solving an Equation Step 1. Simplify within parentheses, if possible. Step 2. Apply the distributive property. Collect and combine like terms, if

necessary. Step 3. Apply the addition property. Isolate variable terms on one side and

constant terms on the other. Step 4. Apply the multiplication property to solve for the variable. Step 5. Check the solution by substituting into the original equation.

EXAMPLE 5

Solve an equation that has parentheses

Solve 2(2x 1 1) 1 3x 5 3(x 1 3) 1 1.

SOLUTION STRATEGY 2(2x 1 1) 1 3x 5 3(x 1 3) 1 1 4x 1 2 1 3x 5 3x 1 9 1 1 7x 1 2 5 3x 1 10 7x 1 2 5 3x 1 10 23x 23x 4x 1 2 5 0x 1 10

Apply the distributive property. Collect and combine like terms. Subtract 3x from each side.

4x 1 2 5 10

Simplify.

4x 1 2 5 10 22 22 4x 1 0 5 8

Subtract 2 from each side.

4x 5 8 4x 4

5

Simplify.

8

Divide each side by 4.

4

x52

Simplify and solve for x.

2(2 ? 2 1 1) 1 3 ? 2 0 3(2 1 3) 1 1

Check the solution.

2(4 1 1) 1 6 0 3(2 1 3) 1 1 2(5) 1 6 0 3(5) 1 1 10 1 6 0 15 1 1 16 5 16 ✓

TRY-IT EXERCISE 5 Solve 3(23x 1 5 1 7x) 2 2x 5 5(24 1 x 1 2). Check your answer with the solution in Appendix A. ■

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CHAPTER 10 Introduction to Algebra

Solve an equation that has parentheses

EXAMPLE 6

Solve 2(x 1 4) 1 x 5 2 (x 1 5) 1 13.

SOLUTION STRATEGY 2(x 1 4) 1 x 5 2 (x 1 5) 1 13 2x 1 8 1 x 5 2x 1 (25) 1 13 3x 1 8 5 2x 1 8 3x 1 8 5 2x 1 8 1x 1 x 4x 1 8 5 0x 1 8

Collect and combine like terms. Add x to each side.

4x 1 8 5 8

Simplify.

4x 1 8 5 8 28 28 4x 1 0 5 0

Subtract 8 from each side.

4x 5 0 4x

Learning Tip Zero can be a valid solution to an equation. If 0 makes the equation a true statement, then it is a solution.

Apply the distributive property.

4

5

Simplify.

0

Divide each side by 4.

4

x50

Simplify and solve for x.

2(0 1 4) 1 0 0 2 (0 1 5) 1 13

Check the solution.

2(4) 1 0 0 2 (5) 1 13 8 1 0 0 25 1 13 858 ✓

TRY-IT EXERCISE 6 Solve 5(x 1 4) 2 3x 5 4x 1 2(x 1 10). Check your answer with the solution in Appendix A. ■

APPLY YOUR KNOWLEDGE

Objective 10.4C

In the following problems, we’ll use the formula for the perimeter of a rectangle, P 5 2l 1 2w. EXAMPLE 7

Apply your knowledge

A rectangular plot garden has a perimeter of 34 feet. If the length is 11 feet, find the width.

SOLUTION STRATEGY P 5 2l 1 2w

w

11 ft

34 5 2(11) 1 2w

Substitute 34 for P and 11 for l.

34 5 22 1 2w

Multiply 2(11).

10.4 Solving an Equation Using the Addition and Multiplication Properties

34 5 22 1 2w 222 222 12 5 0 1 2w

733

Subtract 22 from each side.

12 5 2w 12 2

5

2w

Divide each side by 2.

2

65w

Simplify and solve for w.

34 0 2(11) 1 2(6)

Check the solution.

34 0 22 1 12 34 5 34 ✓ The width of the garden is 6 feet.

TRY-IT EXERCISE 7 A rectangular living room has a perimeter of 70 feet. If the width is 14 feet, find the length. Check your answer with the solution in Appendix A. ■

SECTION 10.4 REVIEW EXERCISES Concept Check 1. To solve the equation 2x 1 1 5 7, first from each side of the equation. Then, side of the equation by 2.

Objective 10.4A

1 each

2

2. To solve the equation x 2 3 5 4, first 3 each side of the equation. Then, 3 of the equation by . 2

3 to both sides

Solve an equation using the addition and multiplication properties of equality

GUIDE PROBLEMS 3. Solve 3x 1 14 5 35. a. Apply the addition property to isolate the variable term on one side of the equation. 3x 1 14 5 35 2 2 3x 1 0 5

4. Solve 5 2 x 5 11. a. Apply the addition property to isolate the variable term on one side of the equation. 5 2 x 5 11 2 0 2 x5

2

3x 5 b. Apply the multiplication property to solve for the variable. 3x

5

x5

21

2x 5 b. Apply the multiplication property of equality to solve for the variable. 2x

5

x5

6

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CHAPTER 10 Introduction to Algebra

c. Check the solution.

c. Check the solution.

3( ) 1 14 0 35 1 14 0 35 5 35

5. Solve 4x 5 2x 1 36.

6. Solve 5x 1 11 5 3x 1 33.

a. Apply the addition property to isolate the variable term on one side of the equation. 2

a. Apply the addition property to get the variable term on one side of the equation.

4x 5 2x 1 36 2 5 0 1 36

2

5x 1 11 5 3x 1 33 2 1 11 5 0x 1 33 1 11 5 33

5 36

b. Apply the addition property to isolate the variable term on one side of the equation.

b. Apply the multiplication property to solve for the variable. 2x

5

1 11 5 33 2 2 1 05

36

x5

2x 5

c. Check the solution. 4(

) 0 2( 0

)01 5 11

52(

) 1 36

c. Apply the multiplication property to solve for the variable.

1 36

2x

72 5 72 ✓

5

22

x5 d. Check the solution. 5(

) 1 11 0 3( 1 11 0

) 1 33 1 33

66 5 66 ✓

Solve each equation.

7. 2x 1 6 5 12

8. 4y 1 3 5 19

9. 3n 1 6 5 24

10. 5t 1 8 5 43

11. 5x 1 7 5 7

12. 4d 2 3 5 23

13. 3r 2 6 5 21

14. 7b 2 8 5 48

15. 3q 1 4 5 214

16. 5d 1 3 5 222

17. 23p 1 6 5 15

18. 28t 1 3 5 27

19. 27m 2 12 5 51

20. 26v 2 7 5 53

21.

23.

y 2

1 15 5 242

24.

d 7

2352

25.

x 3

z 2

1 5 5 11

22.

2 7 5 26

26.

x 8

a 4

1158

2 4 5 26

10.4 Solving an Equation Using the Addition and Multiplication Properties

27. 26 1

31.

1 4

2

x 3

x 16

55

5

1

28. 2 2

32.

8

x 2

2

2 9

1 3

29. 4x 1 9 5 3

y58

5

735

1

33.

6

1 3

x1

2 3

5

30. 3d 1 2 5 3

3

34.

4

5 6

x1

2 3

5

5 6

35. 6 2 5x 5 24

36. 7 1 2t 5 18

37. 3.3m 2 2.1 5 7.8

38. 2k 2 3.1 5 6.9

39. 3x 5 2x 1 6

40. 5y 5 4y 1 9

41. 12 t 5 3t 1 72

42. 10r 5 2r 1 16

43. 9a 2 3 5 3a

44. 23 2 11b 5 35b

45. 5w 5 27w 1 8

46. 2v 5 26v 1 5

47. 2 d 2 2 5 6d 1 6

48. 5c 2 6 5 3c 2 12

49. 6 1 2u 5 3u 2 12

50. 5z 1 3 5 6z 2 6

51. 6 m 2 1 5 m 2 26

52. 5n 1 2 5 3n 2 6

53. 2p 2 17 5 3p 2 3

54. 41 2 s 5 21 2 7s

55. 8.2q 1 4.1 5 3.4q 2 5.5

56. 3.4t 2 3.9 5 2.1t 1 1.3

57. 0.8x 2 3.7 5 0.9x 1 0.8

58. 0.2y 2 4.3 5 0.4y 1 3.1

59. 3c 1 4 5 c 1 5

60. 6b 1 5 5 3b 1 6

61. 5q 2 1 5 2q 1 6

62. 8v 2 3 5 3v 1 9

1

63. 2 a 2 2 5 a 1 4 2

64. 2h 1 3 5

1 2

h19

65.

1 3

m2

1

2 1 52 m1 2 3 4

66.

2 5

k1

1 3

5

2 3

k2

3 5

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CHAPTER 10 Introduction to Algebra

Objective 10.4B

Solve an equation that has parentheses

GUIDE PROBLEMS 67. Solve the equation 3(x 1 2) 5 2(x 1 6).

68. Solve the equation 2(x 1 9) 5 3(3x 2 1).

a. Apply the distributive property.

a. Apply the distributive property.

3(x 1 2) 5 2(x 1 6) 3x 1 6 5

2(x 1 9) 5 3(3x 2 1)

1

2x 1 18 5

b. Use the addition property to get the variable term on one side of the equation.

b. Apply the addition property to get the variable term on one side of the equation.

3x 1 6 5 1 22x 2 1 6 5 0x 1

2

2 2x 1 18 5 22x 0x 1 18 5 2

165

18 5

c. Use the addition property to isolate the variable term on one side of the equation.

21 5

x5

d. Use the multiplication property to solve for the variable.

d. Check the solution. 1 2) 0 2( 3(

2

c. Apply the addition property to isolate the variable term on one side of the equation. 18 5 2 1 1 5 1 0

165 2 2 105

3(

2

) 0 2(

21

1 6) )

24 5 24 ✓

5 5x

e. Check the solution. 2(

1 9) 0 3(3 ? 2(

) 0 3( 24 0 3(

2 1) 2 1)

)

24 5 24 ✓ Solve each equation.

69. 3(2x 2 5) 5 21

70. 5(3x 2 4) 5 40

71. 6(5r 1 2) 5 36

72. 7(3p 1 4) 5 40

73. 2(3s 2 5) 5 8s

74. 6(3t 2 7) 5 11t

75. 12x 2 3(x 2 5) 5 212

76. 5p 2 (3p 1 4) 5 16

77. 5(x 1 8) 5 7(x 2 4)

78. 5(y 1 4) 5 6(y 2 2)

79. 4(2a 2 1) 5 2(3a 2 2)

80. 5(4 2 3q) 5 25(q 2 4)

81.

1 3

(4b 1 9) 5

2 3

b27

82.

5 7

(v 2 2) 5

2 7

v24

83.

1 3

(x 2 2) 5

4 3

2x

84.

1 5

(y 1 4) 5

3 5

y13

10.4 Solving an Equation Using the Addition and Multiplication Properties

Objective 10.4C

737

APPLY YOUR KNOWLEDGE

In problems 85–87, use the formula for the perimeter of a rectangle, P 5 2l 1 2w.

85. The perimeter of a rectangle is 32 inches. If the width is 7 inches, find the length.

86. A standard note card has a perimeter of 16 inches. If the length is 5 inches, find the width.

87. A rectangular serving tray with a perimeter of 52 inches can fit 16 tightly packed square hors d’oeuvres along each of its longest sides. If each hors d’oeuvre has an area of 1 square inch, how many can fit side by side along each of the tray’s shortest sides?

CUMULATIVE SKILLS REVIEW 1. Write “3 course credits is to $750 as 12 course credits is

2. Solve 3x 5 30. (10.3A)

to $3000” as a proportion. (4.3A)

3. Solve 110.4z 5 552. (10.3A)

4. What number is 30% of $1500? (5.2B, 5.3B)

5. Combine like terms and evaluate 8v 2 17y 2 3y 1 21v

6. Apply the distributive property to (8r 1 7f 2 10)6 and

7. According to the CIA World Factbook, the life ex-

8. The game of billiards can be played in many ways. A reg-

when y 5 2, v 5 3. (10.1A, B)

pectancy for females is about 80.67 years and about 74.89 years for males. How many more years are females expected to live? About how many more days are females expected to live? Round to the nearest whole day.

evaluate when r 5 5 and f 5 22. (10.1B, C)

ulation size billiard ball has a diameter of 2.25 inches. What is the circumference? Use 3.14 for p. Round to the nearest hundredth if necessary. (7.3C)

(6.5A)

2.25 in

9. Use the addition property of equality to solve 23 1 s 5 55. (10.3B)

10. Calculate the GPA using this information. (8.2A) COURSE

CREDITS

GRADE

Architecture

3

B

English

3

A

AP Math

4

B

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CHAPTER 10

Introduction to Algebra

10.5 SOLVING APPLICATION PROBLEMS LEARNING OBJECTIVES A. Translate a sentence to an equation B.

APPLY YOUR KNOWLEDGE

In this chapter, we learned to solve equations using the addition and multiplication properties of equality. At the end of each section, we solved some applied problems by substituting values into a formula and solving for the unknown quantity. In this section, we will solve applied problems by translating sentences into equations. We’ll then develop a problem-solving strategy for solving applied problems.

Objective 10.5A

Translate a sentence to an equation

In Section 1.7, we introduced a number of key words and phrases that are used to indicate the basic operations and equality. Below is our list of these common key words and phrases. KEY WORDS AND PHRASES FOR SOLVING APPLICATION PROBLEMS ADDITION

SUBTRACTION

MULTIPLICATION

DIVISION

1

–

3

4

EQUALS SIGN

add

subtract

multiply

divide

equals

plus

minus

times

divided by

is

sum

difference

product

quotient

are

increased by

decreased by

product of

quotient of

yields

total of

take away

multiplied by

divided into

leaves

more than

reduced by

of

goes into

gives

greater than

deducted from

at

ratio of

makes

5

and

less than

twice

average of

results in

added to

fewer than

double

per

provides

gain of

subtracted from

triple

equally divided

produces

We will use these key words and phrases to translate sentences involving unknown quantities into equations. In doing this, we will represent the unknown by a variable.

EXAMPLE 1

Translate sentences into equations

Translate each sentence into an equation. a. A number increased by 2 is 14. b. A number reduced by 8 equals 11. c. The product of 4 and a number is 48. d. The quotient of a number and 8 yields 7. e. Five times the sum of a number and 3 is 35.

10.5 Solving Application Problems

SOLUTION STRATEGY a. A number

increased by

2

is

14.

1

2

5

14

x

The phrase increased by indicates addition. The key word is indicates equality.

x 1 2 5 14 b. A number

reduced by

8

equals

11

The phrase reduced by indicates subtraction.

2

8

5

11

The key word equals indicates equality.

x x 2 8 5 11

The phrase the product of indicates multiplication.

the product of

c. 4

and

a number

is

48

The key word is indicates equality. ?

4

5

x

48

4x 5 48

The phrase the quotient of indicates division.

the quotient of

d. A number

and

8

yields 7

The key word yields indicates equality. x x48 5 7

or

x 8

4

5

8

7

57 the sum of

e. 5

times

5

?

a number

and

3

(x 1 3)

is

35

5

35

The key word times indicates multiplication. The phrase the sum of indicates addition. The key word is indicates equality.

5(x 1 3) 5 35

TRY-IT EXERCISE 1 Translate each sentence into an equation. a. A number added to 10 gives 29. b. Fifteen decreased by a number yields 12. c. A number multiplied by 8 gives 232. 1 d. Ten divided by a number is . 2 e. Twenty-five divided by the difference of 7 and a number is 5. Check your answer with the solution in Appendix A. ■

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CHAPTER 10

Introduction to Algebra

APPLY YOUR KNOWLEDGE

Objective 10.5B

One of the primary objectives of studying arithmetic and algebra is to develop the skill needed to solve applied problems. In Section 1.7, we outlined a problemsolving strategy. Below is a slightly revised version of this strategy.

Steps for Solving Application Problems Step 1. Read and understand the problem. You may have to read the problem

several times. To visualize the problem, draw a picture if possible. Step 2. Assign a variable to the unknown quantity. If there is more than one

unknown, express the others in terms of the chosen variable. Step 3. Translate the problem into an equation. Step 4. Solve the equation. Step 5. Check the solution. Step 6. Clearly state the result using units, if necessary.

EXAMPLE 2

Find an unknown number

Twice a number decreased by 5 is equal to the number increased by 9. Determine the number.

SOLUTION STRATEGY Let x 5 the number. Twice a number

decreased by

5

is equal to

the number

plus

9

2x

2

5

5

x

1

9

2x 2 5 5 x 1 9 2x 2 5 5 x 1 9 2x 2x x 2 5 5 0x 1 9

Read and understand the problem. Assign a variable to the unknown quantity. Translate the problem into an equation.

Solve the equation. Subtract x from each side.

x2559

Simplify.

x255 9 1 5 15 x 1 0 5 14

Add 5 to each side.

x 5 14 2(14) 2 5 0 14 1 9

Simplify and solve for x.

Check the solution.

28 2 5 0 23 23 5 23 The number is 14.

State the result.

10.5 Solving Application Problems

TRY-IT EXERCISE 2 Three times a number added to 5 is 26. Determine the number. Check your answer with the solution in Appendix A. ■

Find an unknown quantity

EXAMPLE 3

ABC Truck Rentals rents a small truck for $29.95 per day plus $0.90 per mile. Wanda needs to move several pieces of furniture across the state in a single day. If her budget is $250, how many miles can she drive?

SOLUTION STRATEGY Let x 5 the number of miles Wanda can drive daily rate

plus

cost per mile

times

number of miles

equals

29.95

1

0.90

?

x

5

Read and understand the problem. Assign a variable to the unknown quantity. total Translate the problem budget into an equation.

250

29.95 1 0.90x 5 250.00

Solve the equation.

29.95 1 0.90x 5 250.00 229.95 229.95 0 1 0.90x 5 220.05

Subtract 29.95 from each side.

0.90x 5 220.05

Simplify.

0.90x

Divide each side by 0.90.

0.90

5

220.05 0.90

x 5 244.5 29.95 1 0.90 ? 244.5 0 250

Simplify and solve for x.

Check the solution.

29.95 1 220.05 0 250 250 5 250 ✓ Wanda can drive 244.5 miles.

State the result.

TRY-IT EXERCISE 3 Lights Plus sells a 72-inch brushed-steel track lighting fixture for $180. Each fixture has 6 outlets for bulbs. If each bulb costs $5, determine how many such fixtures with bulbs you can purchase for $630. Check your answer with the solution in Appendix A. ■

In the next example, we are given a triangle in which the lengths of all three sides are unknown. We do this problem by choosing a variable to represent the lengths of one of the sides. We then express the lengths of the remaining sides in terms of the chosen variable.

741

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CHAPTER 10

Introduction to Algebra

Find the perimeter of a triangle

EXAMPLE 4

The triangle shown in the illustration is such that side b is four times as long as side a, and side c is 10 inches shorter than side b. The perimeter of the triangle is 71 inches. Determine the lengths of sides a, b, and c.

SOLUTION STRATEGY

Let a 5 length of side a Let 4a 5 length of side b Let 4a 2 10 5 length of side c

c

a

b

Read and understand the problem. In this problem, only the perimeter is known; it is 71 inches. The lengths of the three sides are not known, but we are given information about them. In particular, we know that side b is four times as long as side a, and c is 10 inches less than side b. Assign a variable to the unknown quantity.

a 1 4a 1 4a 2 10 5 71

Translate the problem into an equation. The perimeter of a triangle with sides of length a, b, and c is given by the formula P 5 a 1 b 1 c.

a 1 4a 1 4a 2 10 5 71

Solve the equation.

9a 2 10 5 71

Combine like terms.

9a 2 10 5 71 1 10 110 9a 1 0 5 81

Add 10 to each side.

9a 5 81

Simplify.

9a

Divide each side by 9.

9

5

81 9

a59 9 1 4(9) 1 4(9) 2 10 0 71

Simplify and solve for a.

Check the solution.

9 1 36 1 36 2 10 0 71 71 5 71 ✓ length of side a: 9 inches length of side b: 36 inches length of side c: 26 inches

State the result.

TRY-IT EXERCISE 4 The length of a rectangle is 3 less than four times its width. The perimeter of the rectangle is 24 meters. Determine the length and width of the rectangle. Check your answer with the solution in Appendix A. ■

10.5 Solving Application Problems

743

SECTION 10.5 REVIEW EXERCISES Concept Check 1. To solve an application problem, first

and

2. Next, assign a

to the unknown quantity. Express other unknowns in terms of the chosen variable.

understand the problem.

3. Next, translate the problem into an

5. Always

.

4. Once you have an equation,

it.

6. Once you have checked the solution, clearly

the solution.

the result using units, if necessary.

Objective 10.5A

Translate a sentence to an equation

GUIDE PROBLEMS 7. A number decreased by 15 is 23. A number

decreased by

8. The product of 7 and a number is 12. 15

is

the product of

23 7

and

a number

is

12

Translate each sentence into an equation.

10. The difference of 8 and a number is 23.

9. A number increased by 7 is 15.

11. Three times a number is 15.

12. The quotient of 48 and a number is 6.

1

2

13. The product of 28 and a number is .

14. Five times a number is 2 .

15. Twice a number added to 8 is 38.

16. Ten subtracted from twice a number is 12.

17. Eighteen decreased by two-thirds of a number is 10.

18. Half of a number plus 19 is 15.

19. The product of 3 and the sum of a number and 10 is 36.

20. The quotient of 54 and the difference of a number and 6

2

3

is 9.

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CHAPTER 10

Introduction to Algebra

APPLY YOUR KNOWLEDGE

Objective 10.5B

Write an equation to represent each situation. Then, solve the equation.

21. A number increased by 8 is 15. Find the number.

22. The difference between a number and 18 is 41. Find the number.

1

23. Three times a number is . Find the number.

24. The quotient of 63 and a number is 7. Find the number.

25. Five subtracted from twice a number is 3. Find the

26. Seven subtracted from 5 times a number is 33. Find the

4

number.

27. The sum of a number and 4 is equal to twice the number. Find the number.

29. Six less than a number is three times the sum of 4 and the number. Find the number.

31. An airplane’s speed with the wind at its back is 505 mph. If the wind speed is 55 mph, how fast does the plane fly without the wind?

33. The length of a house is 21.5 feet more than its width. If the length of the house is 78 feet, what is the width?

35. Taipei 101, a building in Taipei, Taiwan, is 979 feet shorter than the Burj Khalifa, a building in Dubai, UAE. If Taipei 101 is 1671 feet tall, find the height of the Burj Khalifa.

number.

28. The sum of 12 and twice a number is equal to four times the number. Find the number.

30. Six times the difference of a number and 3 is 2 less than twice the number. Find the number.

32. An exercise machine is on sale for $120 less than the regular price. The sale price is $599. Find the regular price.

34. A trail begins at an altitude of 487 meters and ends at an altitude of 973 meters. If a hiker climbs from the beginning to the end of the trail, what is the net change in altitude?

36. One hundred thirty-five seniors made the honor roll. This represents one-fourth of the senior class. How many students are in the senior class?

10.5 Solving Application Problems

37. After conducting research on ocean kelp, a scientist found that it grows at a steady rate of 0.45 meters per day. If the kelp grew 12.6 meters, determine the number of days that the experiment lasted.

39. If a large 8-slice margherita pizza from Skeeter’s Pizza costs $14.00, how much does each slice cost?

41. A parking garage charges $3.00 for the first hour or part thereof. Each additional hour or part thereof costs $1.50. If Eric has exactly $15.00 to spend on parking, how many hours can he park in this lot?

43. Carmen is selling tickets to a school function. The tickets are $7.50 for adults and $4.00 for students. She sells three times as many adult tickets as student tickets. If the ticket sales totaled $795.00, how many of each type of ticket did Carmen sell?

45. The triangle shown in the illustration is such that side a is four times as long as side b, and side c is 5 inches shorter than side a. The perimeter of the triangle is 40 inches. Determine the lengths of sides a, b, and c.

745

38. An auditorium can seat 45 people in each row. How many full rows will be needed if 675 people are expected to attend a lecture?

40. One case of DVDs containing 48 units sold for $408.00. Find the cost of each DVD.

42. At Phones West, long distance phone calls cost $0.55 for the first minute and $0.25 for each additional minute, plus an additional $1.50 service charge. If the total charge of a call is $10.30, how long did the call last?

44. Marty’s salary started at $26,000 per year with annual raises of $3000. Janice’s salary started at $29,000 per year with annual raises of $2000. Marty and Janice were hired at the same time. After how many years will both employees earn the same salary?

46. A rectangle is such that its length is twice the difference of its width and 4 inches. The perimeter of the rectangle is 38 inches. Determine the length and width.

c

b a

47. A 250-foot piece of rope is cut into three pieces. The first piece is twice as long as the third piece and the second piece is 4 feet longer than three times the third piece. What is the length of each piece?

48. A 10-foot board is cut into three pieces. The second piece is twice as long as the first, and the third piece is a foot longer than the first. How long is each piece?

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Introduction to Algebra

CUMULATIVE SKILLS REVIEW 1. Simplify 16 ? 3 2 (5 1 1) 2. (1.6C)

3. Divide

23.12 4

. (3.4A)

2. Multiply 2

1

2 ? 9 . Simplify, if possible. (2.4B) 2 3

4. A 12-ounce can of soda costs $1.00. What is the unit price? Round to the nearest cent. (4.2C)

5. What is 15% of 600? (5.2B, 5.3B)

6. Convert 5 yards to feet. (6.1A)

7. Calculate the mean of the following set of numbers: 7, 4,

8. Subtract 2 2 a2 b . (9.3A)

6, 4, 2, 9, 5, 3 (8.2A)

9. Apply the distribution property to simplify (7l 2 6)8. (10.1C)

1

2

5

3

10. Solve 15h 1 5 5 72.5. (10.4A)

10-Minute Chapter Review

747

10.1 Algebraic Expressions Objective

Important Concepts

Illustrative Examples

A. Evaluate an algebraic expression (page 700)

variable A letter or some other symbol that represents a number whose value is unknown.

Evaluate each algebraic expression when n 5 5.

algebraic expression or expression A mathematical statement that consists of numbers, variables, operation symbols, and possibly grouping symbols. evaluate an expression To replace each variable of an algebraic expression with a particular value and find the value of the expression. Steps for Evaluating an Algebraic Expression Step 1. Substitute a value for the indicated variable into the algebraic expression. Step 2. Find the value of the expression by performing the indicated operations. B. Combine like terms (page 701)

term An addend in an algebraic expression. variable term A term that contains a variable. constant term A term that is only a number. numerical coefficient or coefficient A number factor in a variable term. Distributive Property For any numbers a, b, and c, we have the following. ac 1 bc 5 (a 1 b)c and ac 2 bc 5 (a 2 b)c Commutative Property Changing the order of the addends does not change the sum. Likewise, changing the order of factors does not change the product. That is, for any numbers a and b, we have the following. a 1 b 5 b 1 a and ab 5 ba

a. 18 2 3n 18 2 3(5) 18 2 15 3 b. 21n 1 45 21(5) 1 45 105 1 45 150 c. 7n 2 10 7(5) 2 10 35 2 10 25 Identify the variable and constant terms in each expression. Also, identify the coefficient of each variable term. a. 18 1 3p 2 12 1 6 Variable term: 3p Constant terms: 18, 212, 6 Coefficient of 3p: 3 b. 55 2 7x 2 9 1 33y Variable terms: 27x, 33y Constant terms: 55, 29 Coefficient of 27x : 27 Coefficient of 33y : 33 c. 200 1 8r 1 5s 2 7 Variable terms: 8r, 5s Constant terms: 200, 27 Coefficient of 8r : 8 Coefficient of 5s: 5 Combine like terms to simplify each expression. a. 33x 1 2 2 8x 1 7 (33x 2 8x) 1 (2 1 7) 25x 1 9

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Introduction to Algebra

b. 20a 2 4 1 5a 1 13

Associative Property Changing the grouping of addends does not change the sum. Likewise, changing the grouping of factors does not change the product. That is, for any numbers a, b, and c, we have the following. a 1 (b 1 c) 5 (a 1 b) 1 c a(bc) 5 (ab)c

and

(20a 1 5a) 1 (24 1 13) 25a 1 9 c. x 2 1 3x 2 5x 2 1 7x (x 2 2 5x 2 ) 1 (3x 1 7x) 24x 2 1 10x

collecting like terms Changing the order of terms using the commutative property and grouping like terms using the associative property. combining like terms Adding like terms in an algebraic expression. C. Multiply expressions (page 705)

Use the associative property of multiplication to regroup number factors to determine a product such as 4(5x). 4(5x) 5 (4 ? 5)x 5 20x Use the distributive property to multiply expressions such as 3(x 1 4). 3(x 1 4) 5 3 ? x 1 3 ? 4 5 3x 1 12

Multiply. Simplify, if possible. a. 9(8x) (9 ? 8)x 72x b. 23(12y) (23 ? 12)y 236y Simplify each expression by applying the distributive property. a. 4(3x 1 12) 12x 1 48 b. (11 2 2y)5 55 2 10y c. (29) (8 1 2v 2 5) 272 2 18v 1 45

D. APPLY YOUR KNOWLEDGE (PAGE 707)

The AC Master Company stock did extremely well this past year. The stock price gained $10.76 between January 5, 2007, and January 5, 2008. Let b represent the stock price on January 5, 2007. a. Write an algebraic expression that represents the stock price on January 5, 2008, in terms of b. b 1 $10.76 b. If the AC Master Company stock price was $23.27 on January 5, 2007, evaluate the expression in part a. $34.03

10.2 Solving an Equation Using the Addition Property of Equality Objective

Important Concepts

Illustrative Examples

A. Verify a solution to an equation (page 713)

equation A mathematical statement consisting of two expressions on either side of an equals (5) sign.

Determine whether the given value is the solution to the given equation.

solution A value of the variable that makes the equation a true statement.

a. h 5 2; 5h 1 3 5 13 5(2) 1 3 0 13 10 1 3 0 13 13 5 13 ✓ 2 is a solution.

10-Minute Chapter Review

749

b. w 5 4; 25 1 8w 5 19 25 1 8(4) 0 19 25 1 32 0 19 27 5 19 ✘ 4 is not a solution. B. Solve an equation using the addition property of equality (page 714)

addition property of equality or addition property Property stating that adding the same value to each side of an equation preserves equality.

Solve each equation. a. 6 1 k 5 19 6 1 k 5 19 26 26 0 1 k 5 13 k 5 13

The Addition Property of Equality If a, b, and c are real numbers and if a 5 b, then a 1 c 5 b 1 c. solving an equation The process of finding a solution to an equation involving a variable. checking the answer The process of verifying that we get a true statement when we substitute the answer into the original equation.

6 1 13 0 19 19 5 19 ✓ b. u 2 6 5 22 u 2 6 5 22 16 16 u 1 0 5 28 u 5 28 28 2 6 0 22 22 5 22 ✓

Steps for Solving an Equation Using the Addition Property of Equality To solve an equation of the form x 1 b 5 c, where b and c are numbers and x is a variable, follow these steps. Step 1. Apply the addition property of equality by adding the opposite of b to each side of the equation. Step 2. Simplify and solve for x. Step 3. Check the solution by substituting into the original equation. C. APPLY YOUR KNOWLEDGE (PAGE 717)

For the quarter ending December 31, 2009, Google incurred costs of $4,699,725,000. Their net profit during this time period was $1,974,100,000. What was Google’s revenue for this quarter? Use the formula R 2 C 5 P. (Source: Google) R2C5P R 2 4,699,725,000 5 1,974,100,000 1 4,699,725,000 1 4,699,725,000 R10 5 6,673,825,000 R 5 6,673,825,000 6,673,825,000 2 4,699,725,000 0 1,974,100,000 1,974,100,000 5 1,974,100,000 ✓ Google’s revenue for the quarter was $6,673,825,000.

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CHAPTER 10

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10.3 Solving an Equation Using the Multiplication Property of Equality Objective

Important Concepts

Illustrative Examples

A. Solve an equation using the multiplication property of equality (page 721)

multiplication property of equality or multiplication property Property stating that multiplying each side of an equation by the same value preserves equality.

Solve each equation. a. 4z 5 40 4z 4

40 4

z 5 10

The Multiplication Property of Equality

4 ? 10 0 40 40 5 40 ✓

If a, b, and c are real numbers and if a 5 b, then a ? c 5 b ? c. Steps for Solving an Equation Using the Multiplication Property of Equality

b.

To solve an equation of the form bx 5 c, when b and c are numbers, b 2 0, and x is a variable, perform the following steps.

1 5

y5

4 7

5 1 4 5 ? y5 ? 1 5 7 1 20 y5 7

Step 1. Apply the multiplication property of equality by multiplying each side of the equation by the reciprocal of b. Equivalently, divide both sides by b.

4 1 20 ? 0 5 7 7 4 4 5 ✓ 7 7

Step 2. Simplify and solve for x. Step 3. Check the solution by substituting into the original equation. B. APPLY YOUR KNOWLEDGE (PAGE 724)

5

Nolan drove from Cleveland to Chicago. The two cities are 320 miles apart. If Nolan’s average speed was 60 mph, how long did it take him to make the trip? rt 5 d 60t 5 320 60t 320 5 60 60 16

t5

320 60 3

t5 60 ?

16 3 16 3

55

1 3

0 320

20 ? 16 0 320 320 5 320 ✓ 5

1 3

hours 5 5 hours 1

1 3

20

1 3 1

hour ?

60 minutes 1hour

Nolan made the trip in 5 hours and 20 minutes.

5 20 minutes

hours

10-Minute Chapter Review

751

10.4 Solving an Equation Using the Addition and Multiplication Properties Topic

Important Concepts

Illustrative Examples

A. Solve an equation using the addition and multiplication properties of equality (Page 728)

Steps for Solving an Equation Using the Addition and Multiplication Properties

Solve each equation using both the addition and multiplication properties of equality.

To solve an equation of the form ax 1 b 5 c, where a, b, and c are numbers, a 2 0, and x is a variable, follow these steps.

a. 5r 1 18 5 28

Step 1. Apply the addition property. That is, add or subtract the same terms to or from each side of the equation so that the variable term is isolated on one side of the equation. Step 2. Apply the multiplication property. That is, multiply or divide each side of the equation by the same quantity to solve for the variable. Step 3. Check the solution by substituting into the original equation.

5r 1 18 5 28 2 18 2 18 5r 1 0 5 10 5r 10 5 5 5 r52 5(2) 1 18 0 28 10 1 18 0 28 28 5 28 ✓ b. 88 5 2k 2 16 88 5 2k 2 16 1 16 1 16 104 5 2k 1 0 104 2k 5 2 2 52 5 k 88 0 2(52) 2 16 88 0 104 2 16 88 5 88 ✓

B. Solve an equation that has parentheses (Page 730)

Steps for Solving an Equation Step 1. Simplify within parentheses, if possible. Step 2. Apply the distributive property. Collect and combine like terms, if necessary. Step 3. Apply the addition property. Isolate variable terms on one side and constant terms on the other. Step 4. Apply the multiplication property to solve for the variable. Step 5. Check the solution by substituting into the original equation.

Solve 5(3h 1 1) 2 7h 5 3(h 2 10) 1 5. 15h 1 5 2 7h 5 3h 2 30 1 5 8h 1 5 5 3h 2 25 8h 1 5 5 3h 2 25 23h 23h 5h 1 5 5 0h 2 25 5h 1 5 5 225 25 25 5h 1 0 5 230 5h 5 230 5h 5

5

230 5

h 5 26 533(26) 1 14 2 7(26) 0 3(26 2 10) 1 5 5(218 1 1) 2 (242) 0 3(26 2 10) 1 5 5(217) 1 42 0 3(216) 1 5 285 1 42 0 248 1 5 2 43 5 243 ✓

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CHAPTER 10

C. APPLY YOUR KNOWLEDGE (PAGE 732)

Introduction to Algebra

A rectangular garden plot has a perimeter of 58 feet. If the length is 16 feet, find the width. P 5 2l 1 2w 58 5 2(16) 1 2w 58 5 32 1 2w 58 5 32 1 2w 232 232 26 5 0 1 2w 26 5 2w 26 2w 5 2 2 13 5 w 58 0 2(16) 1 2(13) 58 0 32 1 26 58 5 58 ✓ The width of the garden is 13 feet.

10.5 Solving Application Problems Objective

Important Concepts

Illustrative Examples

A. Translate a sentence to an equation (page 738)

Use key words and phrases to translate sentences involving unknown quantities into equations.

Translate the following sentence into an equation.

B. APPLY YOUR KNOWLEDGE (PAGE 740)

Steps for Solving Application Problems

Twice a number decreased by 8 is 10. 2x 2 8 5 10

Step 1. Read and understand the problem. You may have to read the problem several times. To visualize the problem, draw a picture if possible. Step 2. Assign a variable to the unknown quantity. If there is more than one unknown, express the others in terms of the chosen variable. Step 3. Translate the problem into an equation. Step 4. Solve the equation. Step 5. Check the solution. Step 6. Clearly state the result using units, if necessary.

Many car lease programs offer a limit on the total miles per year that a consumer can use before a penalty is imposed. If Henry is spending $275 per month on his lease, what is the maximum number of additional miles that he can use at a $0.10 per mile penalty if his budget is $3500 for the year? Let m represent the number of miles over the lease allowance. 12 months ?

$275 month

5 $3300

3300 1 0.10m 5

3500

3300 1 0.10m 5 3500 23300 23300 0.10m 200 0.10m 0.10

5

200 0.10

m 5 2000 3300 1 0.10(2000) 0 3500 3300 1 200 0 3500 3500 5 3500 ✓ Henry can drive 2000 miles over the lease allowance.

Numerical Facts of Life

753

Population Changes

0 45

0 45

15

0 15 15

45 5

15

30 30

30 30

30 30

One birth every 7 seconds

One death every 14 seconds

One international migrant (net gain) every 26 seconds

Source: U.S. Census Bureau’s U.S. POPClock Projection

According to the U.S. Census Bureau, there is one birth every 7 seconds, one death every 14 seconds, and one international migrant every 26 seconds. From this information, we can construct three ratios. 1 birth 7 seconds

1 death 14 seconds

1 migrant 26 seconds

1. Let P represents the initial population and T represents the population after t seconds. Using the above ratios, write an equation representing the total population T after t seconds.

2. Approximately how long does it take to effect a net gain of one person?

3. On October 17, 2006, the U.S. population hit 300,000,000. Approximately how many days did it take to add an additional 1,000,000 people?

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CHAPTER REVIEW EXERCISES Evaluate each algebraic expression when x 5 2 and y 5 3. (10.1A)

1. 2x 2 3y

2. x2 2 y

3. xy 1 6y 2 3x 2 18

4. 8x 1 12y 2 5xy

8. 2rt 1 4r 2 7rt 1 5t 2 6r

Combine like terms to simplify each expression. (10.1B)

5. 9a 2 4b 1 2a 1 8b

6. 4x 1 7y 2 5y 1 12x

7. 4z 1 5v 1 6z 2 8v

9. a2 1 5a 2 4a 2 8a2

10. m3 1 m2n 2 4m3 1

11. gh 1 g2 2 gh 1 h2

12. 7x3y 1 3x2y

15. 2.1(3a)

16.

2

8mn

236x3y 1 5x2y

Multiply. Simplify, if possible. (10.1C)

13. 2(3x)

14. 25(5y)

1 2

(8d)

Simplify each expression by applying the distributive property. (10.1C)

17. 3(x 2 15)

18. 8(2k2 1 1)

19. 2 (b 2 7)

20. 2 (4z 1 8 2 y)

21. 23(8p 1 7)

22. 24(5t2 2 2)

23. 22(23m2 1

24. 25(7y2 2 3yz 1 2z2 )

2mn 2 9n2 )

Determine whether the given value is a solution to the given equation. (10.2A)

25. x 5 2; 7x 1 15 5 29

26. y 5 2;

27. b 5 6; 5b 2 9 5 7b 1 3

28. k 5 220; k 1 20 5 0

29. p 5 3; p2 2 3 5 5

30. m 5 4; m2 1 9 5 25

31. a 5 8; 63 2 a2 5 1

32. t 5 10; 109 2 t 2 5 9

33. v 1 15 5 34

34. x 1 21 5 8

35. m 2 2.3 5 5.4

36. b 2 5.7 5 8.4

37. 12 1 p 5 4

38. 20 1 r 5 7

39. a 1

4 2 (2y 1 6) 5 28

Solve each equation. (10.2B)

1 3

5

1 2

40. n 1

2 5

5

1 2

Assessment Test

755

Solve each equation. (10.3A)

41. 4k 5 48

42. 7q 5 56

2

3

45. 2 t 5 12

46. 2 t 5 24

5

7

43. 2z 5 25

44. 3h 5 47

47. 0.3p 5 3.9

48. 0.5x 5 4.5

Solve each equation using the addition and multiplication properties of equality. (10.4A)

49. 12t 1 3 5 39

50. 8b 2 9 5 31

51. 9x 5 5x 1 40

52. 7s 5 3s 1 52

53. 2(m 1 6) 5 4(2m 1 3)

54. 6(z 2 5) 5 3(4z 1 8)

55. 5(2n 2 11) 2 7n 5 5

56. 7(3c 1 10) 1 2c 5 1

Solve each application problem.

57. Write an algebraic expression to represent twelve subtracted from twice the difference between ten and a number.

59. A new radio sells for $58.99. If this is $17.68 above the wholesale price, find the wholesale price.

58. An airplane flying at an altitude of 32,000 feet suddenly has to change altitude to 29,500 feet. What is the net change in altitude?

60. Martha was paid $348.75 for 45 hours of work. Find her rate of pay.

61. There are 32 students in a beginning algebra class. The number of males is seven less than two times the number of females. Find the number of each.

ASSESSMENT TEST Evaluate each algebraic expression when a 5 3 and b 5 8.

1. a2 1 7(b 2 4)

2. 4b 2 a2 1 (a 2 b) 2

Combine like terms to simplify each expression.

3. 6m4n3 1 8m4n 2 m4n3 1 12m4n 1 3m4n3

4. a2 1 2ab 2 b2 1 5ab 2 8a2 1 3b2

Simplify each expression by applying the distributive property.

5. 23(9d 2 8)

6. 5(8m 2 7)

756

CHAPTER 10

Introduction to Algebra

Determine whether the given value is a solution to the given equation.

7. x 5 12, 2x 1 3(2x 2 4) 5 9x

8. y 5 27, 6y 1 14(y 1 5) 5 10y

Solve each equation.

9. x 1 45 5 38

10. p 1 12.5 5 9.5

Solve each equation.

11. 9q 5 108

12.

1 5

w5

2 3

Solve each equation using the addition and multiplication properties of equality.

13. 7(x 2 8) 5 3(2x 2 5)

14. 7(2t 1 3) 5 3(t 2 4)

15. 8y 1 3 5 12y

16. 24(p 1 1) 5 3p

Solve each application problem.

17. Write an algebraic expression to represent three times a number decreased by 24.

19. The temperature this morning was 34 degrees. By noon, the temperature had risen 7 degrees. Find the new temperature.

21. You are planning to advertise your car for sale on the Internet. Car Showroom charges $1.80 for a photo plus $0.09 per word. Car Bazaar charges $1.00 for the photo plus $0.11 per word. For what number of words will the charges be the same?

18. Write an algebraic expression to represent the product of three and the sum of the square of a number and 15.

20. A jet flew a distance of 3300 miles in 6 hours. What was the average speed of the jet in terms of miles per hour?

GLOSSARY

A absolute value of a number The distance between the number and 0 on the number line. abstract number A number without an associated unit of measure. acute angle An angle whose measure is greater than 0° and less than 90°. acute triangle A triangle that has three acute angles. addends Numbers that are added together. addition The mathematical process of combining two or more numbers to find their total. addition property of equality or addition property The property stating that adding the same value to each side of an equation preserves equality. algebraic expression or expression A mathematical expression that consists of numbers, variables, operation symbols, and/or grouping symbols. amount In a percent problem, the quantity that represents a portion of the total. angle The construct formed by uniting the endpoints of two rays. area The measure associated with the interior of a closed, flat geometric figure (that is, a closed plane figure). average A numerical value that represents an entire set of numbers.

B bar graph A graphical representation of quantities using horizontal or vertical bars. base (1) In exponential notation, the factor that is multiplied repeatedly. (2) In a percent problem, the quantity that represents the total.

C capacity A measure of a liquid’s content or volume. center The fixed point that defines a circle. checking the answer The process of verifying that we get a true statement when we substitute the answer into the original equation. circle A plane figure that consists of all points that lie the same distance from some fixed point. circle graph or pie chart A circle divided into sections or segments that represent the component parts of a whole. circumference The distance around a circle. collecting like terms Changing the order of terms using the commutative property and grouping like terms using the associative property. combining like terms Adding like terms in an algebraic expression.

commission A form of compensation based on a percent of sales. common denominator A common multiple of all the denominators for a set of fractions. common multiple A multiple that is shared by a set of two or more natural numbers. comparative bar graph A bar graph with side-by-side bars to illustrate two or more related variables. complementary angles Two angles, the sum of whose degree measures is 90°. A complex fraction A quotient of the form where A or B or both B are fractions and where B is not zero. composite number A natural number greater than 1 that has more than two factors (divisors). compound denominate numbers Two or more denominate numbers that are combined. cone A solid with a circular base in which all points of the base are joined by line segments to a single point in a different plane. constant term A term that is only a number. credit An addition to a checkbook balance. cube A rectangular solid in which all six faces are squares. cylinder A solid with two identical plane figure bases joined by line segments that are perpendicular to these bases.

D debit A subtraction from a checkbook balance. decimal fraction A fraction whose denominator is a power of 10. decimal number or decimal A number written in decimal notation. degree A unit used to measure an angle. denominate number A number together with a unit of measure. denominator The bottom number in a fraction. diameter The length of a line segment that passes through the center of a circle and whose endpoints lie on the circle. difference The result of subtracting numbers. digits The numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. dividend The number being divided. division The mathematical process of repeatedly subtracting a specified value. divisor The number by which the dividend is divided.

E endpoint A point at the end of a line segment. equation A mathematical statement consisting of two expressions on either side of an equals (=) sign.

GL-1

GL-2

GLOSSARY

equilateral triangle A triangle with sides of equal length and angles of equal measure. equivalent fractions Fractions that represent the same number. evaluate an expression To replace each variable of an algebraic expression by a particular value and find the value of the expression. expanded notation or expanded form A representation of a whole number as a sum of its units place, tens place, hundreds place, and so on, beginning with the highest place value. exponent or power In exponential notation, the number that indicates how many times the base is used as a factor. exponential notation A shorthand way of expressing repeated multiplication.

F factor (1) noun In a multiplication problem, one of the numbers that are multiplied together. (2) verb To express a quantity as a product of factors. factor of a number A natural number that divides the given number evenly. factors Numbers that are multiplied together. a fraction A number of the form where a and b are whole numb bers and b is not zero. fraction bar The line between the numerator and the denominator. fraction simplified to lowest terms A fraction in which the numerator and denominator have no common factor other than 1.

G geometry The branch of mathematics that deals with the measurements, properties, and relationships of shapes and sizes. gram The mass of water contained in a cube whose sides measure 1 centimeter each. greatest common factor or GCF The largest factor shared by two or more numbers.

H Hindu-Arabic or decimal number system A system that uses the digits to represent numbers. hypotenuse In a right triangle, the side opposite the right angle.

I improper fraction A fraction in which the numerator is greater than or equal to the denominator. integers The whole numbers together with the opposites of the natural numbers, that is, the numbers … 23, 22, 21, 0, 1, 2, 3, …. intersecting lines Lines that lie in the same plane and cross at some point in the plane. invoice A business document detailing the sales of goods or services. isosceles triangle A triangle with at least two sides of equal length in which the angles opposite these sides have equal measure.

legs The two sides that meet to form the right angle of a right triangle. like fractions Fractions with the same denominator. like terms Terms with the same variable factors. line A straight row of points that extends forever in both directions. line graph A picture of selected data changing over a period of time. line segment A finite portion of a line with a point at each end. liter The capacity or volume of a cube whose sides measure 10 centimeters.

M mass The measure of the amount of material in an object. mean The sum of the values of a set of numbers divided by the number of values in that set. measure A number together with a unit assigned to something to represent its size or magnitude. median The middle value of a set of numbers when the numbers are listed in numerical order. meter The basic unit of length used in the metric system. minuend The number from which another number is subtracted. mixed number A number that combines a whole number and a proper fraction. mode The value or values in a set that occur most often. multiple of a number The product of the given number and any natural number. multiplication property of equality or multiplication property The property stating that multiplying each side of an equation by the same value preserves equality. multiplication The mathematical process of repeatedly adding a value a specified number of times.

N natural or counting numbers Any of the numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 …. negative number A number that is less than 0. non-terminating decimal A decimal whose expansion does not end. numerator The top number in a fraction. numerical coefficient or coefficient The number factor in a variable term.

O obtuse angle An angle whose measure is greater than 90° and less than 180°. obtuse triangle A triangle that has an obtuse angle. opposites Two numbers that lie the same distance from the origin on opposite sides of the origin. order of operations A set of rules that establishes the procedure for simplifying a mathematical expression. origin The number 0 on a number line.

P L least common denominator or LCD The least common multiple (LCM) of all the denominators for a set of fractions. least common multiple or LCM The smallest multiple shared by a set of two or more numbers.

parallel lines Lines that lie in the same plane but never cross. parallelogram A quadrilateral whose opposite sides are parallel and equal in length. percent (1) A ratio of a part to 100. (2) In a percent problem, the number that defines what part the amount is of the whole.

GLOSSARY

percent equation An equation of the form Amount 5 Percent ? Base. percent proportion A proportion of the form

Amount Base

5

Part 100

.

percent sign The % symbol. perfect square A whole number or fraction that is the square of another whole number or fraction. perimeter of a polygon The distance around a polygon. Alternatively, the sum of the lengths of its sides. plane A flat surface that has infinite width, infinite length, and no depth. plane figure A figure that lies entirely in a plane. point An exact location or position in space. polygon A closed, flat geometric figure (that is, a closed plane figure) in which all sides are line segments. positive number A number that is greater than 0. prime factorization A factorization of a natural number in which each factor is prime. prime factor tree An illustration that shows the prime factorization of a composite number. prime number or prime A natural number greater than 1 that has only two factors (divisors), namely, 1 and itself. principal square root of a number, n A number whose square is n. product The result of multiplying numbers. proper fraction or common fraction A fraction in which the numerator is less than the denominator. proportion A mathematical statement showing that two ratios are equal. protractor A device used to measure an angle. pyramid A solid with three or more triangular-shaped faces that share a common vertex.

Q quadrilateral A four-sided polygon. quality points The value of each course in the GPA. It is the product of the number of credits and the value of the grade earned. quotient The result of dividing numbers.

R

radical sign The symbol " radicand The number underneath the radical sign. radius The length of a line segment from the center of a circle to any point of the circle. range The difference between the largest and the smallest values in a set; used as a measure of spread or dispersion. rate A ratio that compares two quantities that have different kinds of units. ratio A comparison of two quantities by division. a rational number A number that can be written in the form , b where a and b are integers and b 2 0. ray A portion of a line that has one endpoint and extends forever in one direction. a b reciprocal of the fraction The fraction where a 2 0 and b 2 0. a b rectangle A polygon with four right angles in which opposite sides are parallel and of equal length. Alternatively, a parallelogram that has four right angles.

GL-3

rectangular solid A solid that consists of six sides known as faces, all of which are rectangles. remainder The number that remains after division is complete. repeating decimal A decimal whose expansion continues indefinitely with a repeating digit or a repeating block of digits. rhombus A parallelogram in which all sides are of equal length. right angle An angle whose measure is 90°. right triangle A triangle that has a right angle. rounded number An approximation of an exact number.

S sales tax A state tax based on the retail price or rental cost of certain items. scalene triangle A triangle with all three sides of different lengths and angles of different measures. set A collection of numbers or objects. sides of an angle The rays that form an angle. signed number A number that is either positive or negative. similar geometric figures Geometric figures with the same shape in which the ratios of the lengths of their corresponding sides are equal. solid An object with length, width, and depth that resides in space. solution A value of the variable that makes the equation a true statement. solving an equation The process of finding a solution to an equation involving a variable. space The expanse that has infinite length, infinite width, and infinite depth. sphere A solid that consists of all points in space that lie the same distance from some fixed point. square A rectangle with all sides of equal length. square of a number A number times itself. Standard International Metric System or metric system A decimalbased system of weights and measures that uses a series of prefixes representing powers of 10. standard notation or standard form A representation for a whole number in which each period is separated by a comma. statistic A number that is computed from, and describes, numerical data about a particular situation. statistics The science of collecting, interpreting, and presenting numerical data. straight angle An angle whose measure is 180°. subtraction The mathematical process of taking away or deducting an amount from a given number. subtrahend The number that is subtracted from a given number. sum The result of adding numbers. supplementary angles Two angles, the sum of whose degree measures is 180°.

T table A collection of data arranged in rows and columns for ease of reference. temperature A measure of the warmth or coldness of an object, substance, or environment. term An addend in an algebraic expression. terminating decimal A decimal whose expansion ends. terms of the ratio The quantities being compared. trapezoid A quadrilateral that has exactly one pair of parallel sides. triangle A three-sided polygon.

GL-4

GLOSSARY

U

W

U.S. Customary System or English System A system of weights and measures that uses units such as inches, feet, and yards to measure length; pounds and tons to measure weight; and pints, quarts, and gallons to measure capacity. unit conversion ratio A ratio that is equivalent to 1. unit price A unit rate expressed as price per single item or single measure of something. unit rate A rate in which the number in the denominator is 1.

weight A measure of an object’s heaviness. weighted mean An average used when some numbers in a set count more heavily than others. whole numbers Any of the numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15.

V variable A letter or some other symbol that represents a number whose value is unknown. variable term A term that contains a variable. vertex The common endpoint of the two rays that form an angle. volume The measure of the amount of interior space of a solid.

X x-axis The horizontal axis of a graph.

Y y-axis The vertical axis of a graph.

APPENDIX A

Try-It Exercise Solutions Chapter 1

TRY-IT EXERCISE 5 a. teacher

SECTION 1.1

b. $64,440 c. eighteen thousand, nine hundred forty-five dollars

TRY-IT EXERCISE 1

d. $76,000

a. 8,395,470

millions

b. 57,675

ones

c. 214,355

thousands

d. 19

tens

e. 134,221

ten thousands

TRY-IT EXERCISE 1

TRY-IT EXERCISE 2

a.

NUMBER 1146

STANDARD NOTATION 1146

b.

9038124

9,038,124

c.

773618

773,618

d.

27009

27,009

e.

583408992

583,408,992

SECTION 1.2

a. 34 1 0 5 34 WORD FORM one thousand, one hundred forty-six nine million, thirty-eight thousand, one hundred twenty-four seven hundred seventy-three thousand, six hundred eighteen

b. 81 1 15 5 96 15 1 81 5 96 c. (5 1 2) 1 8 5 7 1 8 5 15 5 1 (2 1 8) 5 5 1 10 5 15

TRY-IT EXERCISE 2 a.

325 1 504 829

b.

16 11 1 151 178

twenty-seven thousand, nine five hundred eighty-three million, four hundred eight thousand, nine hundred ninety-two

TRY-IT EXERCISE 3

TRY-IT EXERCISE 3

a. 8000 1 200 1 90 or 8 thousands 1 2 hundreds 1 9 tens b. 70,000 1 5000 1 40 1 1 or 7 ten thousands 1 5 thousands 1 4 tens 1 1 one c. 700,000 1 9000 1 300 1 80 1 5 or 7 hundred thousands 1 9 thousands 1 3 hundreds 1 8 tens 1 5 ones

1

a.

1 11

b.

492 1 1538 2030

c.

4510 8393 1 190 13,093

TRY-IT EXERCISE 4 NUMBER

PLACE SPECIFIED

ROUNDED NUMBER

a.

67,499

67,499

67,000

b.

453

453

500

c.

6,383,440,004

6,383,440,004

6,380,000,000

d.

381,598

381,598

400,000

e.

1,119,632

1,119,632

1,000,000

78 1 49 127

11

AP-1

AP-2

APPENDIX A

TRY-IT EXERCISE 4

TRY-IT EXERCISE 4

44 78 26 1 110 258 miles

a. Major general, Lieutenant general, General

TRY-IT EXERCISE 5 a.

b.

c.

6 10 15 21 inches 8 8 5 5 5 15 36 centimeters 13 13 9 19 44 yards

b. $9051 c. $7233 2 $6329 5 $904 d. $11,875 2 $9051 5 $2824 e. $10,009 2 $6329 5 $3680

SECTION 1.4 TRY-IT EXERCISE 1 a. 0 ? 84 5 0 b. 219 ? 0 5 0 c. 16 ? 1 5 16 d. 1 ? 500 5 500

TRY-IT EXERCISE 2 a. 5 ? 8 5 40 8 ? 5 5 40 b. 1(4 ? 2) 5 1 ? 8 5 8 (1 ? 4)2 5 4 ? 2 5 8

TRY-IT EXERCISE 3

SECTION 1.3

a. 5(9 2 6) 5 5(3) 5 15

TRY-IT EXERCISE 1

b. (3 1 4)2 5 (7)2 5 14

5 ? 9 2 5 ? 6 5 45 2 30 5 15

a.

355 2 242 113

b.

767 2 303 464

72 33 216

c.

4578 2 2144 2434

TRY-IT EXERCISE 5

TRY-IT EXERCISE 2 7 14

a.

84 257 27

9 6 10 14

b.

3 ? 2 1 4 ? 2 5 6 1 8 5 14

TRY-IT EXERCISE 4

21

832 37 5824

TRY-IT EXERCISE 6 1 2

a.

704 2 566 138

9 9 2 10 10 10

c.

3000 21455 1545

TRY-IT EXERCISE 3 $29,334 2 $26,559 5 $2775

b.

93 3 58 744 1 4650 5394 11 11

256 3 321 256 5120 1 76800 82,176

APPENDIX A

TRY-IT EXERCISE 7 1

721 3 207 5047 0000 1144200 149,247

TRY-IT EXERCISE 8 11

4397 3 $12 8794 143970 $52,764

TRY-IT EXERCISE 9 a. 97 feet # 38 feet 5 3686 square feet b. 3686($7 1 $2)

b.

AP-3

139 31q4309 2 31 120 2 93 279 2 279 0

TRY-IT EXERCISE 4 9 R 25 a. 61q574 2 549 25 85 R 9 b. 73q6214 2 584 374 2 365 9

5 3686($9)

TRY-IT EXERCISE 5

5 $33,174

Donna must make 12 equal payments because there are 12 months in one year. So the price of the LCD TV, $2520, must be divided by 12 to calculate the monthly payment: $2520 4 12 5 $210.

SECTION 1.5

TRY-IT EXERCISE 6 TRY-IT EXERCISE 1 a. 29 4 1 5 29 b.

285 51 285

c. 0 4 4 5 0 d.

388 undefined 0

To find the average distance, we must add the distances driven each day, then take the total and divide by the number of days, 4: (184 1 126 1 235 1 215) 4 4 5 760 4 4 5 190 miles.

SECTION 1.6 TRY-IT EXERCISE 1 a. 94 5 “nine to the fourth power”

TRY-IT EXERCISE 2

b. 46 5 “four to the sixth power”

212 a. 4q848

c. 61 5 “six to the first power” or “six”

52 b. 3q156 2 15 06 26 0

d. 123 ? 162 5 “twelve cubed times sixteen squared”

TRY-IT EXERCISE 2 a. 11 b. 26 c. 1

TRY-IT EXERCISE 3

d. 1

154 a. 4q616 24 21 2 20 16 2 16 0

e. 1899 f. 1

TRY-IT EXERCISE 3 a. 4 ? 4 ? 4 5 64 b. 5 ? 5 ? 5 ? 5 5 625 c. 10 ? 10 ? 10 ? 10 ? 10 ? 10 ? 10 5 10,000,000

AP-4

APPENDIX A

TRY-IT EXERCISE 4

TRY-IT EXERCISE 7

a. 33 1 6 4 2 2 7

a. 48 ? 48 5 2304 square inches

33 1 3 2 7

b.

36 2 7 29

144

5 16

16 ? 5 5 $80

SECTION 1.7

b. 6 4 3 ? 7 2 6 1 3 2?72613

TRY-IT EXERCISE 1

14 2 6 1 3

$162 1 34 1 51 1 5 5 $252

813

TRY-IT EXERCISE 2

11 c. 20 ? 3 1 4 2

2304

1474 2 188 5 1286 tons

112 4 7

TRY-IT EXERCISE 3

21 2 17

20 ? 3 1 4 2

540 ? $89 5 $48,060

16

TRY-IT EXERCISE 4

4

$300,000 4 8 5 $37,500

60 1 4 2 4 64 2 4

TRY-IT EXERCISE 5

60

TRY-IT EXERCISE 5

Profit per guard per hour 5 $16 2 $11 5 $5. Total guard hours worked 5 25 · 30 5 750. Profit 5 $5 · 750 5 $3750

a. (35 2 14) 4 7 1 4 ? 3 21 4 7 1 4 ? 3

Chapter 2

1 12

3

15

SECTION 2.1

b. 26 2 [4 1 (9 2 5)] 4 8

TRY-IT EXERCISE 1

26 2 [4 1 4] 4 8

a. 1, 2, 3, 4, 6, 8, 12, 24

26 2 8 4 8

b. 1, 2, 3, 4, 5, 6, 8, 10, 12, 15, 20, 24, 30, 40, 60, 120

26 2 1 25

TRY-IT EXERCISE 2

TRY-IT EXERCISE 6

a. prime

a. 20 1 3(14 2 23) 2 (40 2 21)

b. neither

20 1 3(14 2 8) 2 (40 2 21) 20 1 3(6)

2

19

f. prime

38 2 19 19

TRY-IT EXERCISE 3

b. 40(3 2 80) 4 [8 1 (4 ? 3)] 40(3 2 1) 4 [8 1 12] 4

80 4 20 4

d. composite e. composite

20 1 18 219

40(2)

c. composite

20

a.

42 7

6 2

2?3?7

3

APPENDIX A

b.

88

c. 1

11

8 2

TRY-IT EXERCISE 3

4 2

2

2 ? 2 ? 2 ? 11 5 23 ? 11 c.

286 2

a. 2

1 3

b. 6

3 4

c. 13

143 11

3 5

13

2 ? 11 ? 13

TRY-IT EXERCISE 4 a.

11 4

b.

46 5

c.

181 8

d.

39 7

TRY-IT EXERCISE 4 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30 5, 10, 15, 20, 25, 30 6, 12, 18, 24, 30 LCM 5 30

TRY-IT EXERCISE 5 18 5 2 ? 3 ? 3

TRY-IT EXERCISE 5

15 5 3 ? 5

a.

19 55

b.

23 55

c.

13 55

12 5 2 ? 2 ? 3 LCM 5 2 ? 2 ? 3 ? 3 ? 5 5 180

TRY-IT EXERCISE 6 3 0 18 30 6 20 2 20 1 50 1 01

15 12 5 4 5 4 5 2 5 1 1 1

LCM 5 3 ? 3 ? 2 ? 2 ? 5 5 180

TRY-IT EXERCISE 7

TRY-IT EXERCISE 6 a.

201 365

b. 1 c.

448 365

or 1

83 365

A Formula I race car completes a lap every 3, 6, 9, 12 minutes A Formula I Jr. race car completes a lap every 4, 8, 12 minutes The cars complete a lap at the same time every 12 minutes.

SECTION 2.2

SECTION 2.3 TRY-IT EXERCISE 1 1

a.

2?3?5 2?3?1 6 5 5 5 ? 11 1 ? 11 11 1

TRY-IT EXERCISE 1 a. mixed number

1

b.

b. proper fraction c. improper fraction

1

7 b. 10

1

TRY-IT EXERCISE 2

TRY-IT EXERCISE 2 3 a. 4

1

2? 2?2?3?3 1?1?2?3?3 18 5 5 2 ? 2 ? 37 1 ? 1 ? 37 37

3

a.

18 3 5 7 42 7

9

b.

9 45 5 16 80 16

AP-5

AP-6

APPENDIX A

TRY-IT EXERCISE 3

TRY-IT EXERCISE 4

a.

3?3 9 3 5 5 4 4?3 12

5 1 13 1 13 a. 1 ? 5 ? 5 miles 8 2 8 2 16

b.

5 5?7 35 5 5 8 8?7 56

13 3 39 7 5 ? 5 5 4 miles b. 1 ? 3 5 8 8 1 8 8

TRY-IT EXERCISE 4

SECTION 2.5

a. LCD 5 35 2 2?7 14 5 5 , 5 5?7 35 14 15 , , 35 35

TRY-IT EXERCISE 1

3?5 15 3 5 5 7 7?5 35

3

2 3 , 5 7

a.

4

b. LCD 5 40

3

3 3?5 15 , 5 5 8 8?5 40 10 15 16 , , , 40 40 40

2 2?8 16 , 5 5 5 5?8 40 1 3 2 , , 4 8 5

TRY-IT EXERCISE 5 a.

80 160 5 582 291

b.

211 422 5 582 291

1 1 ? 10 10 5 5 4 4 ? 10 40

b.

c.

12 35

1

1

1

1

1 3 7 ? 5 51 7 3 1 1

d. 5 ? 8 5 5 5 2 1 16 1 2 2 2

TRY-IT EXERCISE 2 5

SECTION 2.4 TRY-IT EXERCISE 1

3 1 9 ? 5 3 5 5 1

a.

a.

3 1 6 ? 5 8 5 20

10 7 35 2 ? 5 5 11 1 6 3 3 3

1

b.

35 4 35 ? 5 16 17 68 4

45 17 9 5 ? 5 51 1 28 28 28

15 b. 32

c.

12 4 c. 5 75 25

27 1 9 ? 5 d. 8 6 16

TRY-IT EXERCISE 2 a. 6 1 5 90 15 b.

3 6 5 160 8

TRY-IT EXERCISE 3 a.

9

2

TRY-IT EXERCISE 3 40

1 280 7 280 2 280 4 3 5 4 5 ? 7 5 80 bags 2 1 2 1 1

SECTION 2.6

21

5

TRY-IT EXERCISE 1

1

2

a.

319 12 5 25 25

b.

41113 8 5 9 9

c.

36 1 5 1 11 1 7 1 13 5 52 16 16 4

105 1 42 25 ? 5 5 52 5 4 4 2 1

b.

49 1 49 9 5 12 ? 5 9 4 4 4 1

APPENDIX A

TRY-IT EXERCISE 2 a.

3?3 5?4 9 20 29 5 1 5 1 5 51 8?3 6?4 24 24 24 24

b.

3?6 2 ? 10 5 1 18 1 20 43 13 1?5 1 1 5 5 51 6?5 5?6 3 ? 10 30 30 30

c.

1 ? 10 7?4 45 1 10 1 28 83 23 3 ? 15 1 1 5 5 51 4 ? 15 6 ? 10 15 ? 4 60 60 60

TRY-IT EXERCISE 3 a.

b.

1 9 4 18 9 5 12 9 4

1 12 5 19 12 6 1 14 5 14 12 2 5

b.

1 4 5 16 12 4

1 3 2 1 18 5 12

3 8 1 7 2 3 15 4 6

S

S

S

3 8 4 7 8 6 15 8 13 5 5 13 5 18 1 1 5 19 pounds 18 5 18 1 8 8 8 8 6

SECTION 2.7 TRY-IT EXERCISE 1

S S

S S

a.

11 2 6 5 1 5 5 25 25 5

b.

4 13 2 5 8 5 5 14 14 7

TRY-IT EXERCISE 2

TRY-IT EXERCISE 4 a.

TRY-IT EXERCISE 6

3 12 5 16 12 8 2 10 5 10 12 3 4

5 15 6 1 18 15 11 30 15

a.

2?4 15 2 8 7 5?3 2 5 5 12 ? 3 9?4 36 36

b.

1?8 21 2 8 13 7?3 1 5 5 16 ? 3 6?8 48 48

c.

6?3 3 18 2 3 15 5 2 5 5 5 7?3 21 21 21 7

TRY-IT EXERCISE 3 a.

12

b.

7 8 3 25 8 4 1 7 57 8 2 12

5 12 1 23 4 8

S S

TRY-IT EXERCISE 5 a.

b.

3 4 5 16 12 2

3 5 7 1 13 8 10

S S

S S

9 12 5 16 12 14 7 1 1 14 8 581 5811 59 581 12 12 6 6 6 2

24 40 35 1 13 40 59 19 19 59 23 5 23 1 1 5 24 5 23 1 40 40 40 40

5 12 3 23 12 2 1 5 55 12 6 8

TRY-IT EXERCISE 4 a.

2 7 3 28 5 11

S

S

10 35 21 28 35 11

S S

10

b.

2 9 8 27 15 42

S

S

10 45 24 27 45 42

S S

45 35 21 28 35 24 2 35 10

55 45 24 27 45 31 34 45 41

AP-7

AP-8

APPENDIX A

21

c.

2 13

S

8 11

S

11 11 8 2 13 11 3 7 11 20

TRY-IT EXERCISE 5 8 2 23 5

S S

5 7 5 2 23 5 3 4 miles 5

TRY-IT EXERCISE 5 a. 0.9384 , 0.93870 b. 143.00502 . 143.005

TRY-IT EXERCISE 6 a. 0.18 b. 0.0555 c. 6.7 d. 337.87163

TRY-IT EXERCISE 7 a. $ 2085.63 b. three thousand two hundred forty-four and

Chapter 3 SECTION 3.2 SECTION 3.1 TRY-IT EXERCISE 1 TRY-IT EXERCISE 1

a.

3.229 10.660 3.889

b.

1.65410 10.00282 1.65692

a. hundredths b. tenths c. thousandths d. hundred-thousandths e. ten-millionths

TRY-IT EXERCISE 2

TRY-IT EXERCISE 2 a.

5.06900 4.00000 10.00918 9.07818

b.

1.30000 0.88470 0.34221 10.19000 2.71691

a. fifty-two hundredths b. eighty-three thousand four hundred sixty-five hundred thousandths

c. nineteen and twenty-five hundredths d. ninety and two hundred seventy-three ten thousandths

TRY-IT EXERCISE 3 a. 0.331 b. 1.05 c. 15.0011

TRY-IT EXERCISE 3 a.

4.3178 22.1001 2.2177

b.

0.08720 20.04635 0.04085

c.

12.0000 23.4485 8.5515

TRY-IT EXERCISE 4 31 a. 100

b.

19 10,000

c. 57

8 4 5 57 10 5

3 75 5 132 d. 132 1000 40

TRY-IT EXERCISE 4 a.

75.98 12.62 78.60

S S

76 13 79

19 100

APPENDIX A

TRY-IT EXERCISE 5 a.

8.430 21.391 7.039

S S

TRY-IT EXERCISE 5

8 21 7

SPARKWELL ELECTRONICS

Date

Transaction Description

Payment, Fee, Withdrawal (–)

Deposit, Credit (+)

May 1 183

May 4

Shell Oil

184

May 9

Gardner’s Market

TRY-IT EXERCISE 1 a.

76.4 315.1 76 4 3820 764 1153.64

c.

$115.20

$ 49,536.00

300

DVD Burners

160.00

48,000.00

500

Pkg. of blank DVDs

7.25

3625.00

Merchandise total

68

936

91

Shipping and handling

590.00

36

50

900

41

Insurance

345.50

1017

22 Invoice total

$102,096.50

81

SECTION 3.4 TRY-IT EXERCISE 1 16.83

32 16 16 06 6 0 7.58

b. 10q75.80 70 58 50 80 80 0

143 311.28 1144 286 143 143 1613.04

0.0229

c. 4q0.0916

8 11 8 36 36 0

TRY-IT EXERCISE 2 a. 42.769 ? 100 5 4276.9 b. 0.0035 ? 1000 5 3.5 c. 78.42 ? 0.01 5 0.7842 d. 0.047 ? 0.0001 5 0.0000047

TRY-IT EXERCISE 2

TRY-IT EXERCISE 3

a. 48,300

a. 41,300,000

b. 1.528661

b. 8,690,000,000

c. 28

c. 1,500,000,000,000

d. 0.1357

TRY-IT EXERCISE 4

TRY-IT EXERCISE 3

a.

54.30 30.48 4344 2172 26.064

S S

50.0 30.5 25.0

$101,161.00

59

a. 2q33.66

1.0012 30.27 70084 20024 0.270324

Total

MP3 Players

$327

116

SECTION 3.3

Cost per Item

430

$ Balance 1264

May 26

b.

Description

Quantity

TRY-IT EXERCISE 6 Number or Code

AP-9

20

a. 0.094q0.0916 5 94q1880 188 00

AP-10

APPENDIX A

16.78

b. 3.735q62.67330 5 3735q62673.30 3735 25323 22410 29133 26145 29880 29880 0 0.313 < 0.31 c. 13.39q4.2 5 1339q420.000 4017 1830 1339 4910 4017

TRY-IT EXERCISE 3 a. 4(10 2 2.52 ) 4

4(10 2 2.5 ) 4 0.1 4(10 2 6.25) 4 0.1 4(3.75) 4 0.1 15 4 0.1 150 1

b. 53 1 a42 2 2 b 2

53 1 (42 2 2.5) 53 1 (16 2 2.5) 53 1 13.5

3 20q60 60 0

TRY-IT EXERCISE 5

10

2

TRY-IT EXERCISE 4 3.1 19.7q61.07 5 197q610.7 591 197 197 0

1

125 1 13.5 138.5 32 2 4

c.

295 36.6 1 25.8 1 175 1 58.5 5 5 73.975 < 74 pounds 4 4

1 10

10 2 23 32 2 4.1 10 2 23 9 2 4.1

SECTION 3.5

10 2 8

TRY-IT EXERCISE 1 3 a. 5 0.075 40

TRY-IT EXERCISE 4

15 5 0.9375 b. 16

c.

a. Living room: 1 24 ? ( $ 34.50 1 $ 3.60 1 $ 2.40) 5 24.5 ? $ 40.50 5 $ 992.25 2

5 5 0.83 6

d.

1 5 0.16 6

e.

4 5 0.26 15

Bedroom: 1 18 ? ( $ 17.00 1 $ 3.60 1 $ 2.40) 5 18.25 ? $ 23.00 5 $ 419.75 4

b.

TRY-IT EXERCISE 2 a. 0.875 2 0.6 5 0.275 b.

c.

4.9 5 2.45 2

5

1

8

7

375 5 15 5 5 ? 5 ? 5 1000 21 40 21 56 3 2 7 2 4 8 2 41 5 4 5 ? 5 3 4 3 4 3 7 21

$992.25 1419.75 $1412.00

TRY-IT EXERCISE 5 1 2 12 S 28 S 27 5 10 10 4 4 4 2 6 S 26 S 26 10 10 10 4 8 21 5 21 feet 10 5 28

APPENDIX A

Chapter 4

e.

SECTION 4.1

4 9

b.

14 5

4:9

4 to 9

14:5

43:15

TRY-IT EXERCISE 1 a.

14 to 5

2 computers 6 computers 5 15 students 5 students 2 computers for every 5 students

TRY-IT EXERCISE 2 a.

43 to 15

SECTION 4.2

TRY-IT EXERCISE 1 a.

43 18 1 25 5 15 15

AP-11

b.

25 5 5 40 8

11 inches of snow 22 inches of snow 5 8 hours 4 hours 11 inches of snow for every 4 hours

c.

11 b. 24

$35,000 $2500 5 14 weeks 1 week $2500 for every week

19 c. 2

TRY-IT EXERCISE 2

TRY-IT EXERCISE 3

a.

18.5 10 185 37 ? 5 5 5.5 10 55 11

$5400 5 $900 per month 6 months

b.

349 gallons 5 124.6 gallons per hour 2.8 hours

TRY-IT EXERCISE 4 25 1 3 5 8 8 25 2 5 5 ? 5 4 5 8 5 1 2 2 2

TRY-IT EXERCISE 5 a.

20 ? 60 1200 4 5 5 300 300 1

b. c.

a.

98 pitches 5 14 pitches per inning 7 innings

b.

10,000 pounds 5 1428.6 pounds per truck 7 trucks

TRY-IT EXERCISE 4 a.

15 15 1 5 5 2.5 ? 12 30 2

$1350 5 $270 per day 5 days

b.

5 5 5 4?2 8

$3300 5 $1330.65 per carat 2.48 carats

TRY-IT EXERCISE 5

TRY-IT EXERCISE 6 a.

13 26 26 5 5 2 ? 16 32 16

b.

8 2?4 5 3 3

1.5 ? 24 36 4 5 5 c. 9 9 1

18 6 5 15 5

5 25 b. 5 90 18 c.

15 32

d.

90 5 5 18 1

6 to 5

a.

SIZE

PRICE

16 ounces

$3.29

24 ounces

$4.50

31 ounces

$5.39

SECTION 4.3

6:5

TRY-IT EXERCISE 1 5 to 18

15 to 32 5 to 1

UNIT PRICE $3.29 5 $0.21 16 $4.50 5 $0.19 24 $5.39 5 $0.17 31

b. Based on unit price, the 31-ounce size is the best buy.

TRY-IT EXERCISE 7 a.

TRY-IT EXERCISE 3

5:18

15:32 5:1

a.

5 15 5 12 36

b.

7 grams 14 grams 5 6 ounces 3 ounces

AP-12

APPENDIX A

TRY-IT EXERCISE 2

TRY-IT EXERCISE 9

a. 3 is to 40 as 6 is to 80

7 5.25 5 x 20

b. 22 pounds is to 6 weeks as 11 pounds is to 3 weeks

x ? 7 5 5.25 ? 20

TRY-IT EXERCISE 3

7x 5 105

15 ? 40 5 600 40 20

30 15

30 ? 20 5 600

x 5 15

Cross products are equal. The ratios are proportional.

The height of the new photo is 15 inches.

30 40 5 15 20

TRY-IT EXERCISE 10 5 4 5 x 13

TRY-IT EXERCISE 4

x ? 4 5 5 ? 13

4 ? 140 5 560 140 10

52 4

TRY-IT EXERCISE 5

Chapter 5

w 1 5 12 3

SECTION 5.1

Verify: 12 ? 1 5 12

12 5 3w 3w 12 5 3 3

4 12

1 3

Cross products are equal.

4 ? 3 5 12

45w

TRY-IT EXERCISE 6 12 15 5 x 2.5 x ? 15 5 12 ? 2.5

TRY-IT EXERCISE 1 19 100 19 38 b. 5 100 50

a.

c.

66 33 266 52 52 100 100 50

d.

184 23 18.4 5 5 100 1000 125

e.

9 0.5625 5625 9 %5 5 5 16 100 1,000,000 1600

Verify:

15x 5 30 30 15x 5 15 15

x 5 16.25 The tree is 16.25 feet tall.

52 ? 10 5 520

12 ? 1 5 w ? 3

4x 5 65

Cross products are not equal. The ratios are not proportional.

2 ? 15 5 30 12 2

15 2.5

x5 2

Cross products are equal.

12 ? 2.5 5 30

TRY-IT EXERCISE 7 180 miles 330 miles 5 12 gallons x gallons

TRY-IT EXERCISE 2 a. 89 ? 0.01 5 0.89 b. 7 ? 0.01 5 0.07

12 ? 330 5 180x

c. 420 ? 0.01 5 4.20

3960 5 180x

d. 32.6 ? 0.01 5 0.326

22 5 x

e. 0.008 ? 0.01 5 0.00008

The trip would require 22 gallons of gasoline.

TRY-IT EXERCISE 8

7 8

f. 3 ? 0.01 5 3.875 ? 0.01 5 0.03875

x square yards 24 square yards 5 6 chairs 11 chairs

TRY-IT EXERCISE 3

6 ? x 5 24 ? 11

b. 7.2 ? 100% 5 720%

6x 5 264 x 5 44 It takes 44 square yards of material to make 11 chairs.

a. 0.91 ? 100% 5 91% c. 0.009 ? 100% 5 0.9% d. 3.0 5 3.0 ? 100% 5 300% e. 1.84 ? 100% 5 184%

APPENDIX A

TRY-IT EXERCISE 4 a.

3 5 0.375 8

b. 24% 5 0.24 0.24 5

24 6 5 100 25

0.375 ? 100% 5 37.5%

b.

49 5 0.49 100 0.49 ? 100% 5 49% 1 4

c. 2 5 2 1

d.

1 5 2 1 0.25 5 2.25 4

SECTION 5.2 TRY-IT EXERCISE 1 a. x 5 34% ? 80 b. x 5 130% ? 68

2.25 ? 100% 5 225%

TRY-IT EXERCISE 2

22 5 4.4 5

a. 57 5 x ? 239

4.4 ? 100% 5 440% 1 e. 5 0.333 3 1 0.333 ? 100% 5 33.3% 5 33 % 3

b. x ? 96 5 33

TRY-IT EXERCISE 3 a. x 5 135% ? 90 b. 0.55% ? x 5 104

TRY-IT EXERCISE 4

TRY-IT EXERCISE 5

a 5 36% ? 150

a. 0.263 ? 100% 5 26.3%

a 5 0.36 ? 150

b. 0.014 ? 100% 5 1.4%

a 5 54

TRY-IT EXERCISE 6

TRY-IT EXERCISE 5

a. 68.3% 5 68.3 ? 0.01 5 0.683

115% ? 38 5 a

b. 13.4% 5 13.4 ? 0.01 5 0.134

1.15 ? 38 5 a

c. 5.3% 5 5.3 ? 0.01 5 0.053

a 5 43.7

TRY-IT EXERCISE 7

TRY-IT EXERCISE 6

a. 0.121 ? 100% 5 12.1%

45% ? b 5 216

b. 0.300 5 30.0%

b5

TRY-IT EXERCISE 8 a.

2 5 0.666 3

TRY-IT EXERCISE 7 55 5 22% ? b

0.666 ? 100% 5 66.6% < 66.7% 2900 b. 5 1.933 1500 1.933 ? 100% 5 193.3% < 193%

TRY-IT EXERCISE 9 a. 26% 5 0.26 0.26 5

13 26 5 100 50

216 5 480 0.45

b5

55 5 250 0.22

TRY-IT EXERCISE 8 300 5 p ? 500 p5

300 5 0.6 5 60% 500

TRY-IT EXERCISE 9 p ? 56 5 123.2 p5

123.2 5 2.2 5 220% 56

AP-13

AP-14

APPENDIX A

TRY-IT EXERCISE 10 a. a 5 40% ? 180 a 5 0.4 ? 180 5 72

b. a 5 14% ? 1850

TRY-IT EXERCISE 2 a.

28 85 5 b 100

b.

7 a 5 90 100

a 5 0.14 ? 1850 5 259

TRY-IT EXERCISE 11 a. 38% ? b 5 15,400 b5

15,400 < 40,526.3 < 40,526 ft2 0.38

TRY-IT EXERCISE 3 a.

620 8.37 5 b 100

b.

10.5 p 5 13.9 100

b. 61.3% ? b 5 245 b5

245 < 399.67 < 400 degrees 0.613

TRY-IT EXERCISE 4 a.

TRY-IT EXERCISE 12

220 ? 35 5 a ? 100

a. p ? 382 5 158 p5

7700 5 100 ? a

158 < 0.4136 < 41.4% 382

a5

b. p ? 112 5 42 p5

42 5 0.375 5 37.5% 112

b.

p5

67,500 5 0.9 5 90% 75,000

a5

a.

67,500 1 75,000 2

a 5 0.6 ? 71,250 5 $42,750

SECTION 5.3 TRY-IT EXERCISE 1 a.

64 p 5 262 100

b.

89 a 5 120 100

30 45 5 b 100 b ? 30 5 45 ? 100 30 ? b 5 4500

75,000 < 1.1111 < 111.1% 67,500

d. a 5 60% ?

120,600 5 1206 100

TRY-IT EXERCISE 5

c. p ? 67,500 5 75,000 p5

a 67 5 1800 100 120,600 5 100 ? a

a. p ? 67,500 5 72,300

b. p ? 75,000 5 67,500

7700 5 77 100

1800 ? 67 5 a ? 100

TRY-IT EXERCISE 13 72,300 < 1.071 < 107% p5 67,500

35 a 5 220 100

b5

b.

4500 5 150 30

196 140 5 b 100 b ? 140 5 196 ? 100 140 ? b 5 19,600 b5

19,600 5 140 140

APPENDIX A

TRY-IT EXERCISE 6 a.

p 21 5 300 100

a.

2.5 ? p 5 1 ? 100

300 ? p 5 2100

2.5 ? p 5 100

2100 5 7% 300

p 66 5 165 100

b.

160 ? p 5 4700

6600 5 40% 165

25 a 5 68 100

4700 < 29.3 < 29% 160

p5

TRY-IT EXERCISE 10 a.

a 25.5 5 32 100

68 ? 25 5 a ? 100

32 ? 25.5 5 a ? 100

1700 5 100 ? a

816 5 100 ? a

1700 5 17 hits 100

6 a 5 2400 100 2400 ? 6 5 a ? 100

a5

a5

b.

448 5 100 ? a a5

TRY-IT EXERCISE 8

80 ? b 5 4000 b5

4000 5 50 questions 80

3550 19.7 5 b 100 b ? 19.7 5 3550 ? 100 19.7 ? b 5 355,000 b5

355,000 < 18,020.3 < 18,020 people 19.7

448 5 4.48 100

4.48 ? 1,000,000 5 4,480,000 people

c.

b ? 80 5 40 ? 100

a 14 5 32 100 32 ? 14 5 a ? 100

14,400 5 144 broken pieces 100

80 40 5 b 100

816 5 8.16 100

8.16 ? 1,000,000 5 8,160,000 people

14,400 5 100 ? a

b.

47 p 5 160 100 160 ? p 5 47 ? 100

a5

a.

100 5 40% 2.5

165 ? p 5 6600

TRY-IT EXERCISE 7

b.

p5

165 ? p 5 66 ? 100

p5

a.

1 p 5 2.5 100

300 ? p 5 21 ? 100

p5

b.

TRY-IT EXERCISE 9

36.4 a 5 32 100 32 ? 36.4 5 a ? 100 1164.8 5 100 ? a 1164.8 a5 5 11.648 100 11.648 ? 1,000,000 5 11,648,000 people

SECTION 5.4 TRY-IT EXERCISE 1 a. amount of change 5 312 2 260 5 52 52 5 0.2 5 20% increase 260

AP-15

AP-16

APPENDIX A

b. amount of change 5 4250 2 1820 5 2430 2430 < 0.5717 < 57.2% decrease 4250

a. 100% 1 120% 5 220% What is 220% of 260?

TRY-IT EXERCISE 2 a. Sales tax 5 Sales tax rate ? Item cost 5

t

? $54.25

7.5%

t 5 7.5% ? $54.25

$54.25 1 $4.07 5 $58.32

a 5 0.85 ? 1400 a 5 1190

TRY-IT EXERCISE 3

1400 decreased by 15% is 1190

a. Tip 5 Tip rate ? Bill amount

TRY-IT EXERCISE 7 a. 100% 2 30% 5 70%

$35.70

t 5 0.22 ? $35.70

714 is 70% of what number?

t < $7.854 < $7.85

714 5 0.7

The tip amount is $7.85.

b. Bill amount 1 Tip amount 5 Total $35.70 1 $7.85 5 $43.55 The total including tip is $43.55

TRY-IT EXERCISE 4

b

0.7b 714 5 0.7 0.7 714 is 70% of 1020

?

6%

?

714 5 0.7 ? b

1020 5 b

Commission 5 Commission rate ? sales amount 5

a 5 572

a 5 0.85 ? 1400

The total purchase price is $58.32

c

? 260

What is 85% of 1400?

b. Item cost 1 Sales tax 5 Total purchase price

22% ?

5 2.2

b. 100% 2 15% 5 85%

The sales tax amount is $4.07.

5

a

a 5 2.2 ? 260 260 increased by 120% is 572

t < $4.068 < $4.07

t

TRY-IT EXERCISE 6

$158,000

c 5 0.06 ? $158,000

b. 100% 1 40% 5 140% 1764 is 140% of what number? 1764 5 1.4

c 5 $9480

?

b

1764 5 1.4 ? b

Coastal made $9480 commission.

TRY-IT EXERCISE 5 Discount 5 Discount rate ? Original cost

1.4b 1764 5 1.4 1.4 1260 5 b 1764 is 140% of 1260

$178.20 5

r

$178.20 5 r ? $990.00 $178.20 $990.00r 5 $990.00 $990.00 0.18 5 r 18% 5 r The discount rate is 18%.

?

$990.00

TRY-IT EXERCISE 8 a. 5.2 2 3.5 5 1.7 1.7 < 0.4857 < 48.6% increase 3.5

b. 58 2 42 5 16 16 < 0.275 < 28% decrease 58

APPENDIX A

TRY-IT EXERCISE 9

Chapter 6

a. 100% 1 20% 5 120%

SECTION 6.1

What is 120% of 180? a 5 1.2

TRY-IT EXERCISE 1

? 180

a 5 1.2 ? 180

2 miles ?

a 5 216 Jiffy Lube expects to service 216 cars this week.

b. 100% 2 10% 5 90%

TRY-IT EXERCISE 2 1 mile ?

What is 90% of 260? a 5 0.9

5280 feet 5 10,560 feet 1 mile

5280 feet 12 inches ? 5 63,360 inches 1 mile 1 foot

TRY-IT EXERCISE 3

? 260

1500 pounds ?

a 5 0.9 ? 260 a 5 234 234 handlers work each shift during the normal months.

TRY-IT EXERCISE 10 a. 100% 1 10% 5 110%

TRY-IT EXERCISE 4 150 gallons ?

2.5 miles ? ?

b

5280 feet ? 13,200 feet 1 mile

13,200 feet 5 880 feet between sites 15 “distances” between sites

1353 5 1.1 ? b 1353 1.1b 5 1.1 1.1

SECTION 6.2

1230 5 b Dr. Mager had 1230 patients last year.

b. 100% 2 25% 5 75%

TRY-IT EXERCISE 1 25 ft 10 in.

$28,500 is 75% of what number? $28,5005 0.75 ?

4 quarts 5 600 quarts 1 gallon

TRY-IT EXERCISE 5

1353 is 110% of what number? 13535 1.1

1 ton 3 5 ton 2000 pounds 4

b

$28,500 5 0.75 ? b $28,500 0.75b 5 0.75 0.75 $38,000 5 b

12q310 2 24 70 60 10

TRY-IT EXERCISE 2 a. 5 gal 6 qt 5 5 gal 1 1 gal 1 2 qt 5 6 gal 1 2 qt

$38,000 was the original price of the car.

TRY-IT EXERCISE 11 a. 26.0 2 20.3 5 5.7

5 6 gal 2 qt

b. 2 tons 4300 lbs 5 2 tons 1 2 tons 1 300 lbs 5 4 tons 1 300 lbs

5.7 < 0.281 < 28% increase 20.3

b. 26.0 2 24.9 5 1.1 1.1 < 0.042 < 4.2% decrease 26.0

5 4 tons 300 lbs

TRY-IT EXERCISE 3 a. 2 qt 1 pt 1 3 qt 4 pt 5 qt 5 pt 5 qt 5 pt 5 5 qt 1 2 qt 1 1 pt 5 7 qt 1 1 pt 5 7 qt 1 pt

AP-17

AP-18

APPENDIX A

SECTION 6.3

b. 7 ft 9 in. 2 2 ft 3 in. 5 ft 6 in.

TRY-IT EXERCISE 1

c. 19 lbs 2 oz 18 lbs 18 oz 19 lbs 2 oz 2 5 lbs 12 oz

km

hm dam

TRY-IT EXERCISE 4 a. 5 qt 3 pt

TRY-IT EXERCISE 2 26.4 mm ?

3 4 20 qt 12 pt 20 qt 12 pt 5 20 qt 1 6 qt 5 26 qt

1 cm 5 2.64 cm 10 mm

km hm dam m dm

cm

mm

26.4 mm 5 2.64 cm

l gal 3q5 gal 1 qt 3 gal 2 gal 1 qt

TRY-IT EXERCISE 3 6.2 kg ?

l gal 3 qt 3q5 gal 1 qt 3 gal 9 qt 9 qt 0

1000 g 5 6200 g 1 kg

kg hg dag g dg cg mg 6.2 kg 5 6200 g

TRY-IT EXERCISE 4

TRY-IT EXERCISE 5

41 kL ?

1000 L

a. 6 gal 3 qt 1 12 gal 2 qt 18 gal 5 qt

1 kL

5 41,000 L

kL hL daL L dL cL mL

18 gal 5 qt 5 18 gal 1 1 gal 1 1 qt 5 19 gal 1 1 qt 5 19 gal 1 qt

b.

m dm cm mm

18.3 km 5 18,300 m

13 lbs 6 oz

b.

1000 m 5 18,300 meters 1 km

18.3 km ?

2 5 lbs 12 oz

41 kL 5 41,000 L

TRY-IT EXERCISE 5

9 gal 2q19 gal 1 qt 18 gal 1 gal 1 qt 9 gal 2 qt 2q19 gal 1 qt 18 gal 5 qt 4 qt 1 qt

a.

190 pounds 5 1.9 100 pounds 1.9 ? 1100 milligrams 5 2090 milligrams

b. 2090 mg ?

1g 5 2.09 grams 1000 mg

kg hg dag

g

dg cg

mg

2090 mg 5 2.09 g

9 gal 2 qt 1 pt 2q19 gal 1 qt 18 gal 5 qt 4 qt

SECTION 6.4 TRY-IT EXERCISE 1

2 pt 2 pt 0

1011 m ?

3.3 ft 5 3336.3 < 3336 ft 1m

APPENDIX A

TRY-IT EXERCISE 2 10.5 oz ?

28.35 g

5 297.675 < 298 g

1 oz

TRY-IT EXERCISE 3 25 mg ?

1000 mcg 5 25,000 mcg 1 mg

TRY-IT EXERCISE 4 a. 180° 2 95° 5 85° b. 180° 2 140° 5 40° c. 180° 2 103° 5 77°

TRY-IT EXERCISE 5 a. 180° 2 53° 5 127° b. 90° 2 72° 5 18°

SECTION 6.5 TRY-IT EXERCISE 1 a. 2 yr ?

4 qtrs 5 8 qtrs 1 yr 1 hr 5 1140 hrs 60 min

b. 68,400 min ?

SECTION 7.2 TRY-IT EXERCISE 1 a. isosceles b. scalene c. equilateral

TRY-IT EXERCISE 2

TRY-IT EXERCISE 2

5 C 5 (68 2 32) 9

a. right

5 5 (36) 5 20° C 9

TRY-IT EXERCISE 3 F5

9 ? 30 1 32 5

5 9 ? 6 1 32 5 54 1 32 5 86°F

b. acute c. obtuse

TRY-IT EXERCISE 3 a. 90° 1 75° 5 165°

180° 2 165° 5 15°

b. 80° 1 75° 5 155°

180° 2 155° 5 25°

Chapter 7

TRY-IT EXERCISE 4 a. square

b. trapezoid

SECTION 7.1

c. rhombus

d. rectangle

TRY-IT EXERCISE 1

TRY-IT EXERCISE 5

a. line segment, PA or AP

a. pentagon

b. hexagon

b. ray, IS

c. octagon

d. triangle

h

g

g

c. line, ZK or KZ

TRY-IT EXERCISE 6

TRY-IT EXERCISE 2

a. Radius 5

a. /U , /HUS, /SUH acute b. /Z, /YZB, /BZY right c. /Z straight d. /P, /GPA, /APG obtuse

8 inches 5 4 inches 2

b. Diameter 5 2 yards ? 2 5 4 yards

TRY-IT EXERCISE 7 a. pyramid

b. rectangular solid

c. cylinder

d. cone

TRY-IT EXERCISE 3 a. 90° 2 48° 5 42° b. 90° 2 77° 5 13° c. 90° 2 12° 5 78°

SECTION 7.3 TRY-IT EXERCISE 1 88 1 110 1 75 1 122 1 135 5 530 mm

AP-19

AP-20

APPENDIX A

TRY-IT EXERCISE 2

TRY-IT EXERCISE 2

P 5 (2 ? 90 in.) 1 (2 ? 32 in.) 5 244 inches

a. 5.39

TRY-IT EXERCISE 3

TRY-IT EXERCISE 3

p 5 4 ? 7 in. 5 28 in.

TRY-IT EXERCISE 4 a. C 5 (2) (3.14) (16 ft) 5 100.48 ft

b. 7.42

c 5 "52 1 122

c 5 "25 1 144

c 5 "169 5 13 inches

b. C 5 (3.14) (43 yd) 5 135.02 yards

TRY-IT EXERCISE 4

TRY-IT EXERCISE 5

c 5 "361 2 49

p 5 2.4 mi 1 1.8 mi 1 1.9 mi 1 0.5 mi 1 0.7 mi 1 1.6 mi 5 8.9 miles 8.9 mi ?

$2.50 5 $22.25 per person mi

TRY-IT EXERCISE 6

c 5 "192 2 72

c 5 "312 < 17.7 meters

TRY-IT EXERCISE 5 c 5 "302 1 202

c 5 "900 1 400

C 5 (2) (3.14) (75 ft) 5 471 feet

c 5 "1300 < 36 inches

SECTION 7.4

SECTION 7.6

TRY-IT EXERCISE 1

TRY-IT EXERCISE 1

A 5 4 m ? 12 m 5 48 m

V 5 (5 m) (3 m) (1 m) 5 15 m3

TRY-IT EXERCISE 2

TRY-IT EXERCISE 2

A 5 (8 yd) 2 5 64 yd2

V 5 (5 m) 3 5 125 m3

TRY-IT EXERCISE 3

TRY-IT EXERCISE 3

A 5 7 ft ? 2 ft 5 14 ft2

V 5 (3.14) (4 cm) 2 (10 cm) 5 502.4 cm3

TRY-IT EXERCISE 4

TRY-IT EXERCISE 4

2

A5

1 (5 m) (2 m) 5 5 m2 2

V5

1 (3.14) (2 yd) 2 (5.2 yd) 5 21.77 yd3 3

TRY-IT EXERCISE 5

TRY-IT EXERCISE 5

1 A 5 (2 yd 1 4 yd) (3) 5 9 yd2 2

V5

1 (2 m) 2 (7 m) 3

TRY-IT EXERCISE 6

V5

1 (4 m2 ) (7 m) < 9.33 m3 3

A 5 (3.14) (4 in.) 2 A 5 (3.14) (16 in. 2 ) 5 50.24 in2

TRY-IT EXERCISE 7 A 5 (11 ft) (15 ft) 5 165 ft2 165 ft2 ?

$4.29 5 $707.85 ft2

TRY-IT EXERCISE 6 V5

4 (3.14) (2.1 ft) 3 3

V5

4 (3.14) (9.261 ft3 ) < 38.8 ft3 3

TRY-IT EXERCISE 7

SECTION 7.5

V 5 (3.14) (6 ft) 2 (46 2 6) 1

TRY-IT EXERCISE 1

V 5 (3.14) (36 ft2 ) (40) 1

a. 1

b. 3

c. 13

d. 15

4 1 (3.14) (6 ft) 3 a b 3 2

4 1 (3.14) (216 ft3 ) a b < 4973.8 ft3 3 2

APPENDIX A

TRY-IT EXERCISE 6

Chapter 8

a. b. c. d.

SECTION 8.1 TRY-IT EXERCISE 1 a. $9000

AC/DC Coldplay $55,000,000 Tina Turner

TRY-IT EXERCISE 7

b. February Appliance Sales

a. b. c. d.

$240,000 Surfside $190,000 Midway

c. April Clothing Sales $130,000 Midway 2$105,000 Surfside $25,000

Pinnacle Enterprises 2011 2008 2010 and 2012

TRY-IT EXERCISE 8 Average Salary by Occupation (in thousands of dollars)

d.

MARCH PROFIT

SURFSIDE

MIDWAY

$48,000

$35,000

12,000

15,000

9,000

6,000

$69,000

$56,000

Appliances Clothing

Teacher Office Manager Firefighter Scientist

Garden Shop Total Profit

Realtor Doctor 20

0

TRY-IT EXERCISE 2 a. $1.20 b. June c. May

40

60

80

100

TRY-IT EXERCISE 9 Fleetwood University Percent Share of Advanced Degrees 2011–2012 35%

d. $1.25 January 2$0.85 March $0.40

Master’s Doctorates

30% 25% 20% 15% 10%

nc

ic

es

s

ce

at Sc

ie

m he

lth

at

ea

M

H

y Co

m

pu

te

Ch

rS

em

ci

is

en

tr

ic ys Ph

ne

er

in

g

s

0%

gi

a. $1.30 b. bananas c. February, March, May, and June

5%

En

TRY-IT EXERCISE 3

d. $1.25 bananas 2$0.90 strawberries $0.35

TRY-IT EXERCISE 10

TRY-IT EXERCISE 4

c. 13.3% Rap/Hip-Hop

a. 25.2%, Rock b. 8.9%

Mountain View Department Store Midway - Clothing Sales (in thousands of dollars)

2 5.8% Religious 7.5%

d. Rock

145

TRY-IT EXERCISE 11

Profit

140 135

342 5 57% 600 0.57 ? 360° 5 205.2 < 205° Car>station wagon 5

130 125 120 January

February

March

April

TRY-IT EXERCISE 5 Mountain View Department Store Appliance Sales (in thousands of dollars)

Profit

250 Surfside Midway

200 150 Jan

Feb

Mar

Apr

108 5 18% 600 0.18 ? 360° 5 64.8 < 65° Pickup truck 5

Sport utility vehicle 5

72 5 12% 600

0.12 ? 360° 5 43.2 < 43°

AP-21

AP-22

APPENDIX A

54 5 9% 600 0.09 ? 360° 5 32.4 < 32°

TRY-IT EXERCISE 5

Personal Vehicle Choices

Van 5

9%

4%

Other Car/station wagon

12%

24 5 4% 600 0.04 ? 360° 5 14.4 < 14°

a. 76

102

35

75

Other 5

Sport-Utility vehicle Van

57%

119

80

139

5

12

CREDITS

Real Estate

4

B53

12

Business Math

3

A54

12

Social Science

3

C52

6

Humanities

3

B53

9

Photography

2

B53

6

15

TRY-IT EXERCISE 7 Range 5 $ 280

b. The median is the better indicator of central tendency because there is one “extreme” value, $20, which makes the mean less than all but one of the other values in the set.

Chapter 9

45

SECTION 9.1 TRY-IT EXERCISE 1

TRY-IT EXERCISE 3 b. Dishwasher: $143 $433

$54

$56

$190 $229 $494

$69

$72

$88

$235 $293

$327

130

$98 $342

a. +12 b. 28

3 5

c. +2.25

TRY-IT EXERCISE 4 121

135

TRY-IT EXERCISE 2

157

a.

3 4

22

121 1 130 Median 5 5 125.5 2 $49

$56

$62

21

b. 3

$74

$79

$88.

c.

$ 56 1 $ 62 5 $ 59 2

0

1

2

4⫺31 4

5

24

23

⫺4 45

⫺

25

Median 5

11

a. Mean 5 $ 240, Median 5 $ 280, Mode 5 $ 290,

45 5 3.0 15

$37

6

b. Range 5 350° 2 275° 5 75° QUALITY POINTS

$48

9

a. Range 5 67 lbs 2 19 lbs 5 48 lbs

GRADE VALUE

b. $40

126

TRY-IT EXERCISE 6

TRY-IT EXERCISE 2

96

141

No Mode

88 1 74 1 99 1 77 1 82 1 86 b. 5 84.3 6

a. 54

139

Mode

c. 8

36 1 21 1 5 1 28 1 20 5 22 5

a. Blender:

143 Mode

TRY-IT EXERCISE 1

GPA 5

35

18%

b. 126

COURSE

34

Mode

SECTION 8.2

a.

80

Pickup truck

TRY-IT EXERCISE 3 a. 13.46

APPENDIX A

b.

3 8

5 7

b. 2 1 a2

c. 18

TRY-IT EXERCISE 4 a. 6 , 11 or 11 . 6 b. 24 , 7 or 7 . 24 c. 23.18 , 2 2.57 or 22.57 . 2 3.18 1 1 5 5 d. 5 ? 5 4 4 5 20 2 2 4 8 5 ? 5 5 5 4 20 2 2 1 1 , or . 4 5 5 4

TRY-IT EXERCISE 5

10 b 21

5 5 10 10 `2 ` 5 , `2 ` 5 7 7 21 21 LCD 5 21 5 5 3 15 5 ? 5 7 7 3 21 10 10 S 21 21 15 10 25 4 1 5 51 21 21 21 21 10 4 5 2 1 a2 b 5 21 7 21 21 1 4

2 3

c. 23 1 a26 b

24.03

1 2 2 1 ` 23 ` 5 3 , ` 26 ` 5 6 4 4 3 3

SECTION 9.2

LCD 5 12

TRY-IT EXERCISE 1

1 3 3 3 ? 53 4 3 12

a. 230 1 (212) Z230 Z 5 30, Z212Z 5 12 30 1 12 5 42 230 1 (212) 5 242

b. 219 1 (233) Z219 Z 5 19, Z233Z 5 33 19 1 35 5 52 219 1 (233) 5 252

2 4 8 6 ? 56 3 4 12 3

3 8 11 16 59 12 12 12

23

1 2 11 1 a26 b 5 29 4 3 12

d. 212.2 1 (26.814) Z212.2Z 5 12.2, Z26.814Z 5 6.814

Z259Z 5 59, Z27Z 5 7

12.200 16.814 19.014

59 1 7 5 66

212.2 1 (26.814) 5 219.014

c. 259 1 (27)

259 1 (27) 5 266

TRY-IT EXERCISE 2 3 8

1 8

a. 2 1 a2 b 3 3 1 1 `2 ` 5 , `2 ` 5 8 8 8 8 3 1 4 1 1 5 5 8 8 8 2 3 1 1 2 1 a2 b 5 2 8 8 2

TRY-IT EXERCISE 3 a. 7 1 (24)

0 70 5 7, 0 24 0 5 4

72453 7 1 (24) 5 3

b. 4 1 (27)

0 4 0 5 4, 0 27 0 5 7

72453 4 1 (27) 5 23

AP-23

AP-24

APPENDIX A

c. 216 1 16

0 216 0 5 16, 0 16 0 5 16

16 2 16 5 0 216 1 16 5 0

SECTION 9.3 TRY-IT EXERCISE 1 a. 7 2 12 7 1 (212)

TRY-IT EXERCISE 4

0 7 0 5 7, 0 212 0 5 12

7 4 a. 2 1 9 9

12 2 7 5 5

7 7 4 4 `2 ` 5 , ` ` 5 9 9 9 9

7 2 12 5 25

b. 25 2 49 25 1 (249)

4 3 1 7 2 5 5 9 9 9 3

0 25 0 5 25, 0 249 0 5 49

49 2 25 5 24

4 1 7 2 1 52 9 9 3 7 3 b. 2 1 8 16 3 3 7 7 `2 ` 5 , ` ` 5 8 8 16 16

25 2 49 5 224

TRY-IT EXERCISE 2 a. 224 2 19 224 1 (219)

0 224 0 5 24, 0 219 0 5 19

LCD 5 16

24 1 19 5 43

3 2 6 3 5 ? 5 8 8 2 16 7 16

S

7 16

224 2 19 5 224 1 (219) 5 243

b. 239 2 52 239 1 (252)

0 239 0 5 39, 0 252 0 5 52

6 1 7 2 5 16 16 16

39 1 52 5 91

7 1 3 5 2 1 8 16 16

c. 4.381 1 (26.29)

0 4.381 0 5 4.381, 0 26.29 0 5 6.29

239 2 52 5 239 1 (252) 5 291

TRY-IT EXERCISE 3 a. 14 2 (212) 14 1 12

6.290 24.381 1.909 4.381 1 (26.29) 5 21.909

14 1 12 5 26 14 2 (212) 5 14 1 12 5 26

b. 248 2 (251)

TRY-IT EXERCISE 5

248 1 51

0 248 0 5 48, 0 51 0 5 51

269 1 39

0 269 0 5 69, 0 39 0 5 39

51 2 48 5 3

69 2 39 5 30

248 2 (251) 5 248 1 51 5 3

269 1 39 5 230

TRY-IT EXERCISE 4

Cleopatra died in 30 BC.

a.

5 1 2 8 12 5 1 1 a2 b 8 12 1 5 5 1 ` ` 5 , `2 ` 5 8 8 12 12 LCD 5 24

APPENDIX A

1 1 3 3 5 ? 5 8 8 3 24

8 2 4 2 ? 52 5 4 20

5 5 2 10 5 ? 5 12 12 2 24

4

1 5 5 ? 54 4 5 20

10 3 7 2 5 24 24 24

2

8 5 13 14 56 20 20 20

1 5 1 5 7 2 5 1 a2 b 5 2 8 12 8 12 24 1 5 b. 2 2 4 9

e. 0.31 2 (20.28) 0.31 1 0.28

1 5 2 1 a2 b 4 9 1 1 5 5 `2 ` 5 , `2 ` 5 4 4 9 9 LCD 5 36 1 1 9 9 5 ? 5 4 4 9 36 5 5 4 20 5 ? 5 9 9 4 36 20 9 29 1 5 36 36 36 1 5 1 5 29 2 2 5 2 1 a2 b 5 2 4 9 4 9 36 1 5

1 2 1 13 2 22 2 4 5 22 1 a24 b 5 26 5 4 5 4 20

2 3

c. 1 2 a22 b 2 1 1 12 5 3

0.31 1 0.28 5 0.59 0.31 2 (20.28) 5 0.31 1 0.28 5 0.59

f. 26.7 2 4.15 26.7 1 (24.15)

0 26.7 0 5 6.7, 0 24.15 0 5 4.15

6.70 14.15 10.85 26.7 2 4.15 5 26.7 1 (24.15) 5 210.85

TRY-IT EXERCISE 5 1564 2 (243) 1564 1 43 1564 1 43 5 1607 1564 2 (243) 5 1564 1 43 5 1607 There were 1607 years separating the births of Ovid and Shakespeare.

LCD 5 15 1 3 3 1 ? 51 5 3 15 2 5 10 2 ? 52 3 5 15 1

3 10 13 12 53 15 15 15

2 1 2 13 1 1 2 a22 b 5 1 1 2 5 3 5 3 5 3 15 1 2 d. 22 2 4 5 4 2 1 22 1 a24 b 5 4 2 1 1 2 ` 22 ` 5 2 , ` 24 ` 5 4 5 5 4 4 LCD 5 20

SECTION 9.4 TRY-IT EXERCISE 1 a. 9(25)

0 9 0 5 9, 0 25 0 5 5

9 ? 5 5 45 9(25) 5 245

b. 24 ? 10

0 24 0 5 4, 0 10 0 5 10

24 ? 10 5 40 24 ? 10 5 240

AP-25

AP-26

c.

APPENDIX A

e. 212(211)

8 3 a2 b 21 16

0 212 0 5 12, 0 211 0 5 11

8 8 3 3 ` ` 5 , `2 ` 5 21 21 16 16 1

12 ? 11 5 132 212(211) 5 132

1

3 1 8 ? 5 21 16 14 7

TRY-IT EXERCISE 3

2

a. 3 ? 2 (26)

8 3 1 a2 b 5 2 21 16 14 1 4

d. 23 ? 2

2 5

6 (26) 236

b. 27 (4) 2 5 (35) (4)

1 2 2 1 `3 ` 5 3 , `2 ` 5 2 4 4 5 5 3

1 2 13 12 39 4 3 ?2 5 ? 5 57 4 5 4 5 5 5

140 1 2 5 3

c. 2 a b a2

1

a. 28(27)

1

7

d. 20.2(23.4) (0.8) 0.68(0.8) 5 0.544

(1.5) (20.4) 5 20.6

TRY-IT EXERCISE 2

3

1 3 3 2 ? 2 5 5 7 35

e. (1.5) (20.4)

(1.5) (0.4) 5 0.6

1

9 1 2 2 a b a2 b 5 3 14

1 2 4 23 ? 2 5 27 4 5 5 0 1.5 0 5 1.5, 0 20.4 0 5 0.4

9 b 14

TRY-IT EXERCISE 4 a. 28 4 (24)

0 28 0 5 28, 0 24 0 5 4

0 28 0 5 8, 0 27 0 5 7

8 ? 7 5 56

28 4 4 5 7

28(27) 5 56

28 4 (24) 5 27

b. 249 4 7

b. 215(25)

0 215 0 5 15, 0 25 0 5 5

0 249 0 5 49, 0 7 0 5 7

15 ? 5 5 75

49 4 7 5 7

215(25) 5 75

249 4 7 5 27

7 4 c. 2 a2 b 15 8 4 7 7 4 `2 ` 5 , `2 ` 5 15 15 8 8 1

c.

3 15 4 a2 b 22 11 `

3 3 15 15 ` 5 , `2 ` 5 22 22 11 11 1

1

2

5

7 4 7 ? 5 15 8 30

15 3 11 1 3 4 5 ? 5 22 11 22 15 10

7 7 4 2 a2 b 5 15 8 30

3 15 1 4 a2 b 5 2 22 11 10

2

1 2

2 3

1 9

d. 24 a23 b

d. 25 4 3

1 1 1 1 ` 24 ` 5 4 , ` 23 ` 5 3 2 2 19 9 1

14

1

1

1 9

2 1 1 2 ` 25 ` 5 5 , ` 3 ` 5 3 3 3 9 9 3

1 14 1 9 28 5 4 ?3 5 ? 5 14 2 9 2 9 1

1 17 9 51 23 2 ? 5 51 5 43 5 3 9 3 28 28 28

1 1 24 a23 b 5 14 2 9

2 1 23 25 4 3 5 21 3 9 28

1

APPENDIX A

e. 6.3 4 (20.3)

SECTION 9.5

0 6.3 0 5 6.3, 0 20.3 0 5 0.3

TRY-IT EXERCISE 1

0.3q6.3

a. 7 2 (22) ? 4

21 3q63

7 2 (28) 7 1 8 5 15

6.3 4 (20.3) 5 221

b. 20 4 5 1 5 ? 3

TRY-IT EXERCISE 5 a. 248 4 (212)

0 248 0 5 48, 0 212 0 5 12

c.

248 4 (212) 5 4

6 2 2 2 1 5

b. 254 4 (26)

0 254 0 5 54, 0 26 0 5 6

2 2 26 1 a2 b 5 26 5 5

54 4 6 5 9 254 4 (26) 5 9

d. 22.6(5.1 2 3.2) 4 (20.8)

4 8 4 a2 b 21 3

`2

22.6(1.9) 4 (20.8) 24.94 4 (20.8) 5 6.175

4 8 8 4 ` 5 , `2 ` 5 21 21 3 3 1

1

7

2

TRY-IT EXERCISE 2 a. 43 1 12(24) 1 6

8 4 3 1 4 4 5 ? 5 21 3 21 8 14 2

64 2 48 1 6 5 22 1 5

1 5

2

2 5

2

2 3

b. a2 b 1 a b 4 a b

4 8 1 4 a2 b 5 21 3 14

d. 21 4 a22

2 1 1 4 a2 b 2 ? 2 3 9 5 2 9 1 2 ? a2 b 2 ? 3 1 5 1

48 4 12 5 4

c. 2

4 1 15 5 19

2

1 4 4 1 4 25 25 9

3 b 10

1 1 3 3 ` 21 ` 5 1 , ` 22 ` 5 2 5 5 10 10 2

1 3 6 23 6 10 12 1 42 5 4 5 ? 5 5 10 5 10 5 23 23 1

3 12 1 21 4 a22 b 5 5 10 23

e. 27.2 4 (20.08)

0 27.2 0 5 7.2, 0 20.08 0 5 0.08

0.08q7.2 90 8q720 27.2 4 (20.08) 5 90

TRY-IT EXERCISE 6 22400 ? 3

0 22400 0 5 2400, 0 3 0 5 3

2400 ? 3 5 7200 22400 ? 3 5 27200 The college will lose 7200 more students.

4 5 4 25 9 1

5 9 9 ? 5 25 4 20 5

c. (20.5) 3 4 0.04 1 1.46 20.125 4 0.04 1 1.46 23.125 1 1.46 5 21.665

TRY-IT EXERCISE 3 a. 8 1 36 1 2 ? (23)4 2 23 8 1 36 1 (26)4 2 8 8102850 1 4

2 3

2

1 2

b. c2 4 a b d 4 a b

4

1 4 1 c2 4 d 4 4 9 16 4

36 1 9 16 5 5 29 2 ? ? 4 4 1 4 1

AP-27

AP-28

APPENDIX A

c. (3.4 2 5.6) 2 1 3(20.1) 2 2

(22.2) 1 3(0.01) 4.84 1 0.03 5 4.87

TRY-IT EXERCISE 4 1 2 14 2 32 1a b 2 5 2 14 2 9 1 1 25 4

TRY-IT EXERCISE 3 a. 3 1 5k 1 9k 1 2 Variable terms: 5k and 9k Constant terms: 3 and 2 Coefficient of 5k: 5 Coefficient of 9k: 9

b. 213x 2 6y 1 8z 213x 1 (26y) 1 8z

1 1 1 5 1 5 1 25 4 5 4

Variable terms: 213x,26y, and 8z

LCD 5 20

Coefficient of 213x: 213

5 9 4 1 5 20 20 20

Coefficient of 26y: 26

TRY-IT EXERCISE 5

Constant terms: none

Coefficient of 8z: 8

c. p4 2 2p3 1 9p2 2 13p 1 6

a. 4(21) 1 3(22) 1 6(0) 1 5(1)

p4 1 (22p3 ) 1 9p2 1 (213p) 1 6

b. 24 1 (26) 1 0 1 5 5 25

Variable terms: p4, 22p3, 9p2, and 213p

Chapter 10 SECTION 10.1 TRY-IT EXERCISE 1 a. 22t 22 ? 3 5 26

b. 6t 2 5 6?325 18 2 5 5 13

c. 7(2t 2 3) 7(2 ? 3 2 3) 7(6 2 3) 7(3) 5 21

Constant term: 6 Coefficient of p4: 1 Coefficient of 22p3: 22 Coefficient of 9p2: 9 Coefficient of 213p: 213

TRY-IT EXERCISE 4 a. 12x 1 3y 1 5x 1 y (12x 1 5x) 1 (3y 1 y) 17x 1 4y

b. 6p 1 3q 2 8q 2 12p

36p 2 (212p)4 1 33q 1 (28q)4

26p 1 (25q) 26p 2 5q

c. 8d3 2 5 2 d3 1 3

TRY-IT EXERCISE 2

38d3 1 (2d3 )4 1 3 (25) 1 34

a. p 1 q

7d3 1 (22)

16 1 8 5 24

7d3 2 2

b. p 2 q 16 2 8 5 8

c. pq

d.

TRY-IT EXERCISE 5 a. 3(9a)

16 ? 8 5 128

(3 ? 9)a

p q

27a

16 52 8

b. 21.5(20.2b) (21.5 ? 2 0.2)b 0.3b

APPENDIX A

4 3 9 5

c. 2 a x2 b

AP-29

SECTION 10.2

4 3 c2 a b d x2 9 5

TRY-IT EXERCISE 1

4 2 x2 15

(4) 1 13 0 17

x 1 13 5 17 17 5 17

TRY-IT EXERCISE 6

4 is a solution.

a. 8(3x 1 7)

TRY-IT EXERCISE 2

5 8(3x) 1 8(7)

x 1 5 5 10

5 24 x 1 56

(4) 1 5 0 10

b. 0.5(2y 2 3)

9 2 10

5 0.5(2y) 2 0.5(3)

4 is not a solution.

5 y 2 1.5

TRY-IT EXERCISE 3

1 3

c. 2 (z 1 12)

x 1 13 5 24 x 1 13 5 24 213 213 x 1 0 5 11

1 1 2 z 1 a2 b12 3 3 1 2 z 1 (24) 3

x 5 11

TRY-IT EXERCISE 4

1 2 z24 3

x 2 1.2 5 11.4 11.2 11.2 x 1 0 5 12.6

d. (2y 2 6)4 5 2y(4) 2 6(4)

x 5 12.6

5 8y 2 24

TRY-IT EXERCISE 5

e. (z 1 8) (24)

1 1 3 1 2 5 2 2 2 8 2 4 3 x105 2 8 8 1 x52 8

5 z(24) 1 8(24)

x1

5 24z 2 32

TRY-IT EXERCISE 7 Let x represent the number. The difference of

81

and

81

TRY-IT EXERCISE 6 R2C5P

9 times a number

–

151,288,000 R 2 1,824,177,000 5 1 1,824,177,000 5 11,824,177,000

9?x

R10

81 2 9x

5 R5

1,975,465,000 1,975,465,000

Bed, Bath, and Beyond’s revenue for 2009 was $1,975,465,000.

TRY-IT EXERCISE 8 a.

height of Mt. Rainer

SECTION 10.3 higher than

14,625 feet

TRY-IT EXERCISE 1 6x 5 48

x

1

x 1 14,625

b. 14,410 1 14,625 5 29,035 feet Mt. Everest is 29,035 feet high.

14, 625 feet

6x 48 5 6 6 x58

AP-30

APPENDIX A

TRY-IT EXERCISE 2

TRY-IT EXERCISE 3

2x 5 15

5k 5 2k 2 27 22k 5 22k 1 27 3k 5 0 1 27

21x 5 15 21x 15 5 21 21 x 5 215

TRY-IT EXERCISE 3 3 3 x5 8 4 8 3 8 3 ? x5 ? 3 8 3 4 x52

TRY-IT EXERCISE 4 58.75x 5 940 940 58.75x 5 58.75 58.75 x 5 16

TRY-IT EXERCISE 5

27 3k 5 3 3 k59

TRY-IT EXERCISE 4 7b 1 14 5 4b 1 35 24b 24b 3b 1 14 5 0b 1 35 3b 1 14 5 35 3b 1 14 5 35 2 14 2 14 3b 1 0 5 21 3b 5 21 21 3b 5 3 3 b57

rt 5 d

TRY-IT EXERCISE 5

50t 5 275

3(23x 1 5 1 7x) 2 2x 5 5(24 1 x 1 2)

275 50t 5 50 50

29x 1 15 1 21x 2 2x 5 220 1 5x 1 10

t5

55 1 275 5 55 50 10 2

It will take Dominique and her friends 5 hours and 30 minutes to make the trip.

SECTION 10.4

10x 1 15 5 5x 2 10 10x 1 15 5 5x 2 10 2 5x 25x 5x 1 15 5 0x 2 10 5x 1 15 5 210 2 15 215 5x 1 0 5 225 5x 5 225

TRY-IT EXERCISE 1

5x 225 5 5 5

7x 1 15 5 71 215 215 7x 1 0 5 56 7x 56 5 7 7 x58

TRY-IT EXERCISE 2 14 5 4y 2 22 1 22 5 1 22 36 5 4y 1 0 36 4y 5 4 4 95y

x 5 25

TRY-IT EXERCISE 6 5(x 1 4) 2 3x 5 4x 1 2(x 1 10) 5x 1 20 2 3x 5 4x 1 2x 1 20 2x 1 20 5 6x 1 20 2x 1 20 5 6x 1 20 26x 2 6x 24x 1 20 5 0x 1 20 24x 1 20 5 0x 1 20 2 20 2 20 24x 1 0 5 0 24x 0 5 24 24 x50

APPENDIX A

TRY-IT EXERCISE 7

TRY-IT EXERCISE 2

P 5 2l 1 2w

Let x the number

70 5 2l 1 2(14)

5 1 3x 5 26 5 1 3x 5 26 25 25

70 5 2l 1 28 70 5 2l 1 28 228 5 2l 2 28 42 5 2l 1 0

0 1 3x 5 21 3x 5 21

42 5 2l

21 3x 5 3 3

2l 42 5 2 2

x57

21 5 l

TRY-IT EXERCISE 3

The length of the living room is 21 feet.

Let x the number of fixtures

SECTION 10.5

x5

630 180 1 6(5)

TRY-IT EXERCISE 1

x5

630 180 1 30

x5

630 210

a.

A number

added to

x

10

+

gives

10

29

=

x53

29

x 1 10 5 29

b. 15

3 fixtures with bulbs can be purchased for $630.

decreased by

a number

yields

TRY-IT EXERCISE 4

12

Let width 5 w 15

–

x

=

Let length 5 4w 2 3

12

P 5 2l 1 2w

15 2 x 5 12

c.

A number

multiplied by

8

gives

–32

x

?

8

=

232

24 5 2(4w 2 3) 1 2w 24 5 8w 2 6 1 2w 24 5 10w 2 6 24 5 10w 2 6 16 16 30 5 10w 1 0

8x 5 232

d. 10

divided by

a number

4

10

1 2

is

x

30 5 10w 10w 30 5 10 10

1 2

=

3 5 w 5 width 4w235l

10 1 5 x 2

4(3) 2 3 5 l

e.

12 2 3 5 l

the difference of 25

divided by

7

and

a number

9 5 l 5 length is

5

The length of the rectangle is 9 meters. The width of the rectangle is 3 meters.

25 25 55 72x

4

7

2

x

=

5

AP-31

This page intentionally left blank

APPENDIX B

Answers to Selected Exercises CHAPTER 1 Section 1.1 Review Exercises 1. digits 3. natural, counting 5. standard 7. rounded 9. zero 11. a. 8 b. 2 c. 1 13. ones 15. thousands 17. hundreds 19. ten thousands 21. thousands 23. hundred thousands 25. millions 27. ten millions 29. seven hundred 31. 32,809, nine 33. 26; twenty-six 35. 812; eight hundred twelve 37. 9533 or 9,533; nine thousand, five hundred thirty-three 39. 81,184; eighty-one thousand, one hundred eighty-four 41. 58,245; fifty-eight thousand, two hundred forty-five 43. 498,545; four hundred ninety-eight thousand, five hundred forty-five 45. 70 47. 70 1 3; 7 tens 1 3 ones 49. 2000 1 700 1 40 1 6; 2 thousands 1 7 hundreds 1 4 tens 1 6 ones 51. 20,000 1 5000 1 300 1 70; 2 ten thousands 1 5 thousands 1 3 hundreds 1 7 tens 53. 800,000 1 90,000 1 6000 1 900 1 5; 8 hundred thousands 1 9 ten thousands 1 6 thousands 1 9 hundreds 1 5 ones 55. a. 8 b. tens c. 5 d. Increase the specified digit, 8, by one, because the digit in the tens place is 5 or more. Next, change each digit to the right of the specified place value to zero. e. 900 57. 4550 59. 590,000 61. 430,000 63. 5,000,000 65. 90,000,000 67. 4,000,000 69. 752,128 71. $2,902,000,000,000 73. three thousand, four hundred ninetyseven dollars 75. thirty million dollars 77. nine hundred sixtyfive; one hundred six; ninety-one thousand 79. $1240 81. 47,000 pages 83. fifty-one thousand, two hundred six dollars 85. $18,700 87. $51,700

Section 1.2 Review Exercises 1. addition 3. place values 5. order 7. carry 9. 12, zero 11. 34, commutative 13. 128 15. 55 5 55 17. 13 1 8 5 3 1 18, 21 5 21 19. 9 21. 8 23. 92 25. 71 27. 88 29. 112 31. 409 33. 1285 35. 2257 37. 14,731 39. 1718 41. 1147 43. 4025 45. 11,305 47. 232 49. 12,175 51. 3717 53. 3097 55. 1104 57. 1250 59. 952 61. 26,900 feet 63. $59,000 65. $1774 67. 1094, 1109, 1019, 976, 1123 69. 5321 71. 285 mg 73. 97 cm 75. 339 ft

Cumulative Skills Review

27. 56 29. 47 31. 51 33. 6 35. 504 37. 626 39. 708 41. 386 43. 3877 45. 61,097 47. 397 49. 104 51. 1050 53. 2006 55. 19 57. 34 59. 116 61. 639 63. 17 degrees 65. 2040 gallons 67. 880 shirts 69. a. $190,000 b. $4,890,000 c. four million, eight hundred ninety thousand dollars 71. a. $492 b. $280 73. $500 75. 5598 77. 13,240

Cumulative Skills Review 1. 2000 1 500 1 10, 2 thousands 1 5 hundreds 1 1 ten 3. ten thousands 5. 219,812 7. 1051 9. thirty-five thousand, four hundred twenty-nine

Section 1.4 Review Exercises 1. multiplication 3. product 5. 1 or one 7. grouping 9. 0, zero 11. 21, commutative 13. 7, 6, 14, 14, distributive, addition 15. 0 17. 82 19. 32 5 32 21. 3(8) 5 (6)4, 24 5 24 23. 7(7) 5 14 1 35, 49 5 49 25. 8 27. 2 29. 4 31. 4 33. 69 35. 208 37. 468 39. 354 41. 1716 43. 4700 45. 24,200 47. 5049 49. 444,000 51. 112,424 53. 1,199,880 55. 3,178,242 57. 22,875 59. 10,434 61. 420 63. $192 65. 4200 67. $780 69. $73,580,000 71. $3447 73. 604,800 people 75. a. 4440 toys b. 319,680 toys 77. a. 2808 square feet b. 2106 square feet c. 702 square feet 79. $531,000 81. $31,000

Cumulative Skills Review 1. eighty-two thousand, one hundred eighty-four 3. 2594 5. 532 7. $70 9. 1690 tickets

Section 1.5 Review Exercises

8 7. one 9. undefined 4 11. 213 13. 0 15. 18 17. 1 19. 0 21. undefined 23. undefined 25. 0 27. 0 29. undefined 31. 8 33. 8 35. 8 37. 6 39. 9 41. 45 43. 131 45. 114 47. 234 49. 5 R 4 51. 8 R 6 53. 10 R 56 55. 17 R 18 57. 47 R 17 59. 11 R 2 61. 52 R 12 63. 27 R 1 65. 28 R 98 67. 105 69. 426 R 5 71. 12 73. 40 minutes 75. 14 pounds 77. a. 80 pieces b. 16 boats 79. $699 81. $800 1. division 3. divisor 5. 8 4 4, 4q8,

1. 261,809 3. 10,000 1 4000 1 700 1 30 1 9, 1 ten thousand 1 4 thousands 1 7 hundreds 1 3 tens 1 9 ones 5. six thousand, one hundred fourteen 7. hundreds 9. a. 365.529 b. 366,000

Cumulative Skills Review

Section 1.3 Review Exercises

Section 1.6 Review Exercises

1. subtraction 3. subtrahend 5. place values 7. 0 9. 5 11. 7 13. 13 15. 52 17. 39 19. 22 21. 60 23. 26 25. 0

1. Exponential 3. exponent or power 5. exponent 7. 153 9. one 11. 3 13. 5 15. 8 ? 8 ? 8 17. 5, 3

1. 103,200 3. 1135 5. 20,000 1 2000 1 100 1 80 1 5 9. 42 hours

7. 577

AP-33

AP-34

APPENDIX B

19. 33, three to the third power, three cubed 21. 54, five to the fourth power 23. 91, nine to the first power, or nine 25. 13, one to the third power or one cubed 27. 43 ? 92 29. 32 ? 43 ? 5 31. 52 ? 83 ? 12 33. 2 ? 52 ? 7 ? 93 35. 0 37. 3, 27 39. 1 41. 14 43. 1 45. 25 47. 144 49. 343 51. 64 53. 1000 55. 86 57. 256 59. 1 61. 225 63. 54, 121 65. 25, 475, 473 67. 13 69. 26 71. 6 73. 162 75. 31 77. 2 79. 4 81. 79 83. 41 85. 32 87. 84 89. 26 91. 72 93. 2 95. 225 square inches 97. a. 400 square feet b. $3600 c. $800

Cumulative Skills Review 1. 71,022

3. 26,366

5. 260,000

7. 0

9. $9870

Section 1.7 Review Exercises 1. addition 3. multiplication 5. equality or the equal sign 7. 575 horsepower 9. 128 photos 11. $4620 13. a. 66 pieces b. $1980 c. $23,760 15. Townhouse 5 $140 per square foot; apartment 5 $175 per square foot. Townhouse is the better buy. 17. a. 34,650,000 miles b. 25,350,000 miles 19. 105 calories 21. 3096 calories 23. $52,440 25. 25 minutes 27. $1650 29. 36 uses 31. $67,586 33. 3402 35. a. Yes, the load weighs 280,000 pounds. b. Either 8 more cars or 1 more bus and 2 more cars could be accommodated. 37. $1008 39. $3670

Cumulative Skills Review 1. 163 3. 24 5. 2545 7. 173 9. 1000 1 500 1 40 1 9, 1 thousand 1 5 hundreds 1 4 tens 1 9 ones

Numerical Facts of Life Current Assets: 3640, 4720, 18,640; Total Current Assets: 27,000; Long-Term Assets: Investments: 67,880, 25,550, 15,960; Personal: 225,500, 32,300, 6400, 12,100, 7630; Total Long-Term Assets: 393,320; Total Assets: $420,320. Current Liabilities: 1940, 8660, 0; Total Current Liabilities: 10,600; Long-Term Liabilities: 165,410, 13,200, 4580; Total Long-Term Liabilities: 183,190; Total Liabilities: $193,790; Net Worth: $226,530.

Chapter Review Exercises 1. thousands 2. hundreds 3. millions 4. ones 5. tens 6. ten thousands 7. 336, three hundred thirty-six 8. 8,475 or 8475, eight thousand, four hundred seventy-five 9. 784,341, seven hundred eighty-four thousand, three hundred forty-one 10. 380,633, three hundred eighty thousand, six hundred thirtythree 11. 62,646, sixty-two thousand, six hundred forty-six 12. 1,326,554, one million, three hundred twenty-six thousand, five hundred fifty-four 13. 10,102, ten thousand, one hundred two 14. 6,653,634, six million, six hundred fifty-three thousand, six hundred thirty-four 15. 4,022,407,508, four billion, twenty-two million, four hundred seven thousand, five hundred eight 16. 20 1 3, 2 tens 1 4 ones 17. 500 1 30 1 2, 5 hundreds 1 3 tens 1 2 ones 18. 100 1 9, 1 hundred 1 9 ones 19. 20,000 1 6000 1 300 1 80 1 5, 2 ten thousands 1 6 thousands 1 3 hundreds 1 8 tens 1 5 ones 20. 2000 1 100 1 40 1 8, 2 thousands 1 1 hundred 1 4 tens 1 8 ones 21. 1,000,000 1 900,000 1 20,000 1

8000 1 300 1 60 1 5, 1 million 1 9 hundred thousands 1 2 ten thousands 1 8 thousands 1 3 hundreds 1 6 tens 1 5 ones 22. 363,000 23. 18,140 24. 90,000 25. 601,900 26. 5,000,000 27. 3,100,000 28. 81,080 29. 196,000 30. 40,000,000 31. 89 32. 113 33. 379 34. 951 35. 595 36. 2295 37. 115,472 38. 2569 39. 1463 40. 3886 41. 258 42. 392 43. 64 44. 9 45. 27 46. 23 47. 683 48. 362 49. 423 50. 614 51. 6833 52. 1205 53. 4269 54. 6527 55. 64 56. 0 57. 1575 58. 4290 59. 3705 60. 12,654 61. 12,720 62. 6105 63. 810 64. 17,280 65. 48,900 66. 951,200 67. undefined 68. 0 69. 46 70. 1 71. 16 72. 21 73. 11 R 2 74. 21 R 26 75. 20 R 4 76. 34 R 4 77. 4 R 2 78. 31 R 2 79. 74 80. 133 81. 171 82. 56 83. 32 ? 53?112 84. 52 ?7 ? 172?19 85. 24 ? 232 ? 29 86. 113 ? 192 87. 49 88. 16 89. 39 90. 243 91. 1000 92. 1 93. 361 94. 1 95. 1,000,000 96. 216 97. 0 98. 512 99. 349 100. 242 101. 25 102. 126 103. 0 104. 86 105. 2 106. 18 107. 60 108. 3000 109. 234 110. 20 111. a. 453,200 gallons b. four hundred fifty-three thousand, two hundred 112. a. 1567 acres b. 1238 acres 113. 4346 yards 114. $361,000 115. a. $216 b. $72 116. a. $6720 b. $42 117. 20 118. 17 119. 52 120. 104 121. 858 122. 10

Assessment Test 1. hundreds 2. ten thousands 3. 15,862, fifteen thousand, eight hundred sixty-two 4. 123,509, one hundred twenty-three thousand, five hundred nine 5. 400 1 70 1 5, 4 hundreds 1 7 tens 1 5 ones 6. 1000 1 300 1 90 1 7, 1 thousand 1 3 hundreds 1 9 tens 1 7 ones 7. 35,000 8. 6,500,000 9. 488 10. 1485 11. 17 12. 741 13. 11,448 14. 181,656 15. 63 16. 14 R 1 17. 133 18. 32 ? 54 ? 7 19. 36 20. 16 21. 20 22. 43 23. 23,939 miles 24. $180,000 25. a. 105 portions b. 15 cartons 26. a. 520 feet b. 16,500 square feet

CHAPTER 2 Section 2.1 Review Exercises 1. prime 3. factor 5. prime factor tree 7. common 9. 1, 2, 4, 5, 8, 10, 20, 40 11. 1, 5 13. 1, 2, 3, 6 15. 1, 7, 49 17. 1, 29 19. 1, 7, 11, 77 21. 1, 2, 4, 7, 14, 28 23. 1, 61 25. 1, 3, 5, 15, 25, 75 27. 1, 2, 3, 6, 9, 18, 27, 54 29. 1, 2, 4, 5, 10, 20, 25, 50, 100 31. composite 33. prime 35. neither 37. neither 39. composite 41. composite 43. prime 45. composite 47. prime 49. 2 ? 3 ? 5 51. 2 · 5 53. 3 · 17 55. 2 · 3 · 7 57. 7 · 7 or 72 59. 2 · 2 · 3 or 22 · 3 61. 2 · 2 · 2 · 2 or 24 63. 3 · 3 · 3 · 3 or 34 65. 2 · 2 · 3 · 3 · 3 or 22 · 33 67. 5 · 5 · 7 or 52 · 7 69. 3 · 3 · 3 · 5 or 33 · 5 71. 2 · 3 · 5 · 5 or 2 · 3 · 52 73. 2 · 2 · 2 · 2 · 5 · 5 or 24 · 52 75. a. 12, 16, 20, 24; 18, 24, 30, 36 b. 12 77. a. 18 5 2? 3? 3 5 2 ? 32 b. three, two 2 ? 2 ? 2 ? 3 ? 3 5 72. 79. 18 81. 20 83. 18 85. 72 87. 16 89. 60 91. 48 93. 84 95. 66 97. 72 99. Every 12th day 101. Every 60 minutes

Cumulative Skills Review 1. 2 3. 20,069 5. 79 7. 62 · 73 9. $34,233,000

Section 2.2 Review Exercises 1. fraction 3. denominator 5. proper 7. mixed number 9. a. proper fraction b. improper fraction c. mixed number

APPENDIX B

11. proper fraction 13. improper fraction 15. mixed number 17. improper fraction 19. improper fraction 21. mixed number 2 11 4 5 5 7 3 23. 9, 5, 25. 27. 29. 31. 3 33. or 3 7 9 8 18 4 3 3 7 6 1 35. 37. 6, 54, 0, 6 39. 5, 3, 43 41. 10 43. 6 45. 9 11 2 9 58 7 1 1 11 73 47. 13 49. 1 51. 13 53. 10 55. 10 57. 59. 8 3 3 12 7 5 21 73 44 38 121 138 64 61. 63. 65. 67. 69. 71. 73. a. 10 5 3 10 13 7 37 117 16 14 3 11 4 83 51 b. 75. 77. a. b. 79. a. b. 37 55 7 7 7 200 200 18,441 11,559 4 81. a. b. 83. 30,000 36,000 9

49. a. 6 59. 3

1 2

AP-35

b. 2, 1, 2, 1, 4, 1, 4 51. 6 61. 9

63. 4

1 2

65. 1

6 7

53. 24

55. 1

1 12

69. 3

67. 44

Cumulative Skills Review 1 5 3. 2 or 2 2

Section 2.5 Review Exercises

1. 4

7 12

3. 36

5. 144 ft2 7.

68 15

9. Every sixth day

Section 2.4 Review Exercises 1. numerators, denominators 3. common factor, divide 5. 21 1 4 8 15 24 21 7. 1, 7, 1, 7, 3, 7 9. 11. 13. 15. 17. 19. 6 35 15 56 77 80 1 2 2 10 3 5 1 21. 23. 25. 27. 29. 31. 33. 3 25 11 27 10 27 2 1 3 2 7 2 3 7 35. 37. 39. 41. 43. 45. 47. 5 8 15 16 39 50 108

5. 806,616

7.

3 7

1. 1, 2, 4, 8, 16 3. 63 5. 133,000 7. composite 9. 125,662; one hundred twenty-five thousand, six hundred sixty-two

Cumulative Skills Review

2 3

1 2 73. 75. 6375 students 77. $9840 3 3 79. 16 cups of flour 81. 1125 respondents 83. 5 inches 1 85. 38 square feet 87. 11,925 square feet 89. $33 in dues 4 1 91. $16 93. $4000 95. 23 more chairs 97. a. 812 mg 2 1 3 b. 487 mg c. 2 8

1. 156

1. equivalent 3. greatest common factor, GCF 5. one 7. common denominator 9. LCD, equivalent, numerators 3 5 3 11. a. 2, 2, 5 b. 2, 2, 2, 3 c. 13. a. 4 b. 15. 6 5 7 1 2 1 4 7 1 4 3 17. 19. 21. 23. 25. 27. 29. 31. 6 9 11 5 19 10 7 5 7 3 13 7 43 11 20 33. 35. 37. 39. 41. 43. 45. 24 25 20 15 79 20 39 40 31 65 7 47. 49. 51. 10, 20 53. 4, 4, 20 55. 57. 35 79 56 64 9 63 20 6 66 30 63 59. 61. 63. 65. 67. 69. 71. 99 27 48 78 78 52 98 32 21 25 10 55 21 73. 75. 77. 79. 81. 83. 28 40 65 70 48 34 30 85. 87. a. 45 b. 9, 9, 27, 45, 5, 5, 25, 45 c. 25, 45, , 27, 45, 84 5 7 1 3 1 1 1 , 3, 5 89. , 91. , 93. , , 8 10 14 8 6 4 2 7 1 2 5 5 8 9 1 4 7 95. , , 97. , , 99. , , , 2 3 6 24 32 16 18 9 12 8 140 7 6000 3 26 13 8 1 101. 5 103. 5 105. 5 107. 5 380 19 16,000 8 40 20 40 5 7 4 1 122 61 3 109. 111. 113. inches 115. 1 tons 5 5 28 7 136 68 8 10

2 3

71. 30

Cumulative Skills Review

Section 2.3 Review Exercises

57. 41

9.

42 5

1. dividend; divisor 3. multiply, reciprocal 5. a. 11, 9 b. 11, 9 3 1 1 4 c. 11, 9, 11, 9, 3; 11, 3, 11, 15 7. 9. 2 11. 3 13. 2 15. 4 3 2 5 1 3 9 3 11 17. 19. 6 21. 23. 3 25. 27. 1 29. 1 31. 1 10 5 60 9 7 1 5 33. 1 35. a. 9 b. 1, 9 c. 1, 9 d. 1, 9, 1, 9, 3; 3, 1, 12 37. 3 6 6 2 21 1 4 39. 1 41. 3 43. 45. 48 47. 10 49. 1 51. 43 22 2 7 5 16 9 53. 55. 34 57. 28 59. 12 61. a. 21 miles per gallon 21 10 3 b. 50 gallons 63. 25 acres 65. 554 bins 67. 200 dinners 8 69. 44 signs 71. 600 loaves

Cumulative Skills Review 1. 19,584

3.

1 81

5. 2 ? 3 ? 3 ? 5 or 2 ? 32 ? 5 7.

6 7

1 9. 18 cups 3

Section 2.6 Review Exercises 1. like 3. LCD, equivalent 5. mixed number 7. 4, 1, 5 5 11 6 1 3 13 4 9 10 9. 11. 13. 5 15. 5 17. 51 5 1 19. 7 13 12 2 21 7 9 9 10 6 4 1 1 21. 5 1 23. 5 1 25. a. 12 b. 4, 4, 4, 12; 3, 3, 9, 12 3 3 5 5 1 13 7 8 3 1 c. 4, 9, 13, 1 27. 29. 31. 33. 1 35. 2 12 16 24 9 16 18 1 8 29 37. 2 39. 1 41. 1 43. a. 12 b. 4, 4, 8, 12; 3, 3, 9, 12 8 45 90 1 47 27 c. 8, 12, 9, 12, 17, 12, 17,12, 5, 12, 5, 12 45. 3 47. 1 49. 3 75 40 8 22 47 49 1 1 23 51. 1 53. 12 55. 15 57. 6 59. 7 61. 5 80 72 4 63 40 24 15 11 19 1 2 11 63. 2 65. 2 67. 8 69. 8 71. 6 73. 1 miles 30 30 24 15 20 16 3 19 53 75. 48 acres 77. 148 inches 79. 279 acres 20 8 60 4 81. a. 21 gallons b. $436 5

AP-36

APPENDIX B

Cumulative Skills Review 1. 12,650

4 66 3. 25 pounds 5. 15 84

7 7 9 9 7. 4 , 4 or 4 . 4 16 12 12 16

9. 21

Section 2.7 Review Exercises 1. numerator, denominator 3. fraction, whole numbers 3 5 2 1 1 LCD 5. 7. 7, 3, 4 9. 11. 13. 15. 17. 5 14 17 61 5 LCD 5 5 19. 21. a. 12 b. 3, 3, 9, 12; 4, 4, 4, 12 c. 9, 4, 5 23. 24 24 3 1 2 1 27 17 25. 27. 29. 31. 33. 35. 2, 4, 1, 2 37. 1 24 45 2 50 48 5 8 1 1 39. 2 41. 1 43. 5 45. a. 4, 4, 5, 4 b. 5, 4, 2, 4, 10, 1, 2 3 2 27 3 2 3 3 47. 1 49. 3 51. 10 53. 4 55. a. 12 b. 4, 4, 8, 12, 3, 3, 4 3 7 4 1 23 7 2 3, 12 c. 8, 12, 3, 12, 5, 12 57. 1 59. 2 61. 8 63. 2 30 30 3 6 1 17 9 1 1 23 65. 3 67. 20 69. 7 71. 2 73. 8 75. 52 24 20 30 8 90 6 77. a. 6

b. 2, 2, 2, 6, 3, 3, 3, 6 c. 2, 6, 2, 6, 6, 6, 2, 6, 8, 6 7 15

13 18

3 4

3 8 5 9 2 35 1 11 87. 2 89. 3 91. 5 93. 2 95. pound 97. 17 inches 16 3 48 16 40 8 d. 8, 6, 3, 6, 12, 5, 6 79. 3

81. 11

83. 30

85. 16

3 11 1 1 99. 6 miles 101. pound 103. 16 pounds 105. 10 inches 4 16 24 2 1 111. 132 pounds 113. a. Yes, the 8 5 weight is within the limit. b. pounds under the limit 12 107. 26

79 feet 120

109. 7

5 16

Cumulative Skills Review 1.

35 60

3. 5226 gallons

5. 315

7. 221

9. 24

Numerical Facts of Life 1. 3

3. 2 cups

5.

69 1 ounces, 34 ounces 2 2

Chapter Review Exercises 1. 1, 2, 5, 10 2. 1, 3, 5, 15 3. 1, 2, 4, 11, 22, 44 4. 1, 2, 3, 4, 6, 8, 12, 16, 24, 48 5. 1, 2, 23, 46 6. 1, 5, 17, 85 7. 1, 89 8. 1, 61 9. 1, 2, 3, 4, 6, 8, 12, 24 10. 1, 3, 7, 9, 21, 63 11. 1, 2, 3, 6, 11, 22, 33, 66 12. 1, 2, 4, 7, 8, 14, 16, 28, 56, 112 13. prime 14. composite 15. neither 16. composite 17. composite 18. neither 19. composite 20. prime 21. composite 22. prime 23. composite 24. prime 25. 3 · 5 · 5 5 3 · 52 26. 2 · 2 · 2 · 5 5 23 · 5 27. 3 · 19 28. 2 · 31 29. 2 · 2 · 2 · 11 5 23 · 11 30. 3 · 5 · 7 31. 5 · 5 · 5 · 5 5 54 32. 2 · 3 · 3 · 5 5 2 · 32 · 5 33. 2 · 2 · 2 · 5 · 5 · 5 5 23 · 53 34. 2 · 2 · 2 · 3 · 5 5 23 · 3 · 5 35. 2 · 5 · 5 5 2 · 52 36. 2 · 2 · 2 · 3 · 3 · 7 5 23 · 32 · 7 37. 33 38. 26 39. 86 40. 40 41. 72 42. 504 43. 336 44. 144 45. 168 46. 252 47. 1008 48. 6006 49. improper 50. mixed 51. proper 52. mixed 53. proper 54. improper

21 4 3 2 3 5 2 5 56. 57. 3 58. 1 59. a. b. 60. a. b. 24 9 5 3 8 8 7 7 13 1 5 5 1 61. 12 62. 4 63. 7 64. 17 65. 11 66. 11 67. 2 8 6 7 5 134 59 111 677 176 1 1 68. 69. 70. 71. 72. 73. 74. 9 8 5 15 17 8 5 8 5 5 1 3 5 3 12 75. 76. 77. 78. 79. 80. 81. 82. 8 8 3 10 18 5 56 80 8 24 5 11 7 5 5 13 11 83. 84. 85. , 86. , 87. , , 44 64 6 12 9 6 8 16 12 7 5 7 7 1 20 2 1 88. , , 89. 90. 91. 92. 93. 9 6 8 27 16 33 15 5 20 19 7 5 7 7 94. 95. 96. 97. 10 98. 33 99. 43 171 640 8 28 12 8 1 1 26 7 23 100. 37 101. 8 102. 18 103. 26 104. 109 105. 4 8 27 45 30 3 1 5 2 1 1 8 4 106. 107. 108. 2 109. 1 110. 111. 112. 1 7 5 6 2 21 5 2 48 2 21 1 11 113. 114. 11 115. 9 116. 117. 11 118. 3 85 9 25 5 48 5 13 118 9 1 119. 4 120. 2 121. 122. 1 123. 124. 1 24 299 20 2 24 2 11 3 3 1 1 125. 1 126. 1 127. 128. 1 129. 55 130. 7 35 63 4 10 6 12 13 13 1 1 5 131. 43 132. 67 133. 20 134. 11 135. 54 20 15 4 6 6 1 17 1 22 1 7 136. 28 137. 138. 139. 140. 141. 42 5 45 60 30 6 13 11 1 5 1 1 142. 143. 144. 145. 37 146. 39 147. 21 16 4 36 2 3 16 2 1 1 3 1 148. 36 149. 9 150. 36 151. 6 152. 17 3 4 26 4 2 13 3 3 4 153. 154. 155. 6 pounds 156. 9 ounces 10 17 28 8 1 1 1 157. 13 yards 158. 10 feet 159. 62 jars 160. $1800 7 3 2 5 1 15 161. 716 square feet 162. 217 miles 163. 1 inches 8 2 16 29 1 164. 1 inches 165. $1885 166. 14 inches 35 2 55.

Assessment Test 1. 1, 31 2. 1, 2, 4, 8, 16, 32, 64 3. composite 4. prime 5. 2 · 2 · 3 5 22 ? 3 6. 3 · 3 · 3 · 3 5 34 7. 18 8. 56 1 11 3 9. improper 10. mixed 11. proper 12. 2 13. or 1 2 8 8 5 19 39 43 64 5 14. 3 15. 4 16. 3 17. 18. 19. 20. 6 35 5 16 3 6 1 3 4 4 30 18 60 4 5 21. 22. 23. 24. 25. 26. 27. , , 7 9 15 48 81 24 2 7 8 32 37 6 22 7 1 3 11 , , 29. 30. 31. 63 32. 33. 1 70 10 35 15 6 4 15 33 1 7 2 1 7 34. 144 35. 1 36. 4 37. 5 38. 2 39. 6 18 8 5 10 12 28.

2 19 2 8 47 41. a. b. c. 42. 120 signs 43. 194 miles 75 5 55 55 5 5 17 44. 18 inches 45. $36,000 46. 1 centimeters 12 64 40. 5

APPENDIX B

CHAPTER 3

Cumulative Skills Review

Section 3.1 Review Exercises

1.

1. decimal fraction 3. decimal 5. ths 7. digits, places 9. four, five 11. 3, 5, 1, 8 13. tens 15. tenths 17. ten-thousandths 19. millionths 21. a. sixteen b. and c. two d. hundredths e. seventy-four hundredths f. sixteen and seventy-four hundredths 23. nine tenths 25. fifty-four ten-thousandths 27. one and thirty-four hundredths 29. twenty-five and three thousand six hundred fifty-two ten-thousandths 31. sixty-two ten-thousandths 33. fifteen and seven tenths 35. a. 67 b. .0015 c. 67.0015 37. 0.183 39. 0.0015 41. 598.8 43. 46.03 45. 14.35 47. 0.00029 49. a. 51 b. 100 c. 100 51. a. 37 b. 100 c. 37, 100 7 1 64 16 3 75 53. 55. 57. 59. 3 5 53 10 1000 100 25 100 4 88 11 5003 61. 26 63. 14 65. a. hundredths 5 26 1000 125 10,000 b. 4.596 c. 4.596 . 4.587 or 4.587 , 4.596 67. 0.57 , 0.62 69. 4.017 , 4.170 71. 0.0023 5 0.00230 73. 243.33 . 242.33 75. 133.52 . 133.5 77. 0.730 . 0.7299 79. 0.5, 0.564, 0.5654 81. 4.6, 4.576, 4.57 83. 1.379, 1.3856, 1.3879, 1.3898 85. a. 8 b. 6 c. Increase the specified digit, 8, by one, because the digit in the ten-thousandths place is 5 or more. Next, change each digit to the right of the specified place to zero. d. 3.079 87. 14.573 89. 8.3 91. 240 93. 842.0 95. 0.003949 97. 10.350 99. thirty-four hundredths millimeters 101. 3.34 inches 103. 5.4318 seconds, 5.4132 seconds, 5.399 seconds 105. $350 107. 0.04 inches 109. a. seventeen 68 and dollars b. $251.10 100

3 4

3. 1056

5.

163 9

7. 21,450

AP-37

9.

39 72

Section 3.3 Review Exercises 1. factors 3. right 5. a. two b. one c. 2 1 1 5 3 d. 5.26 7. 0.352 9. 36.1 11. 84.318 13. 1.8225 15. 29.68 31.4 2104 526 7.364 17. 0.3756 19. 0.099 21. 16.016 23. 20,734.5 25. $12,880.32 27. 204.5633 29. 15.06020582 31. $12.66 33. 5.356 35. two, two, right, 360.0 37. 2750 39. 19,550 41. 7500 43. 0.0054 45. 0.00072 47. 0.0003209 49. 298,990,000 51. $8,383,000,000,000 53. 4, 40 55. 1.5 57. 2.7 59. 82.5 61. 520 63. 2.94 miles 65. 11.25 inches 67. $146,542.15 69. $292.50 71. a. $20,000,000,000 b. $75,000,000 73. $269.10, $215.88 75. $352.28, $91.01 77. a. 3mg b. 30mg 79. $428.04 81. $174.84 83. CUISINEART

Quantity

Description

Cost per Item

200

Toasters

$69.50

130

Blenders

75.80

Merchandise total

Shipping and handling Insurance

Total $13,900.00 9854.00

23,754.00

1327.08 644.20

Cumulative Skills Review 1. 34,600

3. 853

5. 36

7. 2 ? 2 ? 5, 22 ? 5 9.

53 10

Invoice total

Cumulative Skills Review

Section 3.2 Review Exercises

1. 0 3. 13.959 1 53 7. 9. 3 6 10

1. decimal points (decimal places) 3. whole 1 1 1

4.60 2.09 b. 7. 2.69 9. 69.18 11. 3.204 1 15.48 22.17 13. 5.769 15. 79.3695 17. 16.01 19. 34.725 21. 50.3428 23. 12.5122 25. 10.68 27. 36.158 29. 77.29 31. 13.2 4.60 5. a. 2.09 1 15.48

16. 4 0 b. 2 2. 9 1 39. 0.4 13. 4 9 5.73 43. 53.64 45. 1.857 47. 5.2 49. 14.5 51. 65.37 89.47 55. 7.097 57. 400.28 59. 683.511 61. 43.966 5.97 65. 5.95 67. 14.7 69. 20, 220 71. 7 73. 28 55.0 77. 14.62 79. 673.6 feet 81. 123.26 cm 83. $30.90 79.1 °F 87. $3.03 89. a. 1.136 inches b. 1.596 inches

41. 53. 63. 75. 85. 91.

Number or Code

35. $6.91

Date

37. a.

Transaction Description

16.40 2 2.91

Payment, Fee, Withdrawal (2)

✓

Deposit, Credit (1)

11/1 078

079

11/12

Castle Decor

11/19

Deposit

11/27

Winton Realty

451

25 390

257

80

55

5. six and eight hundred fifty-two thousandths

Section 3.4 Review Exercises

5 13 3 10

33. 12.52

$25,725.28

$ Balance 2218

90

1767

65

2158

20

1900

40

1. dividend 3. quotient 5. last, dividend 7. left, zeros 9. 1.35 11. 2.7 13. 5.6 15. 1.74 17. 0.4 5q6.75 25 17 2 15 25 2 25 0 19. 0.075 21. 6.27 23. 0.044 25. 0.07 27. two, two, left, 0.047 29. 0.2478 31. 67,000 33. 5,600,300 35. 0.00076 0.56 39. 80 41. 26.8 43. 3.1 45. 4.4 37. a. 35q19.6 b. 35q19.60 2 17 5 2 10 2 2 10 0 47. 0.89 49. 0.45 51. 19 53. 32 55. 2.7 57. 0.7 59. 0.08 5 61. 217.27 63. a. 40 b. 8q40 65. 5 67. 0.05 69. $0.22 per

AP-38

APPENDIX B

bottle 71. 0.0134 inches per day 73. $12.50 per hour 75. a. 8.5 minutes per mile b. 26.35 minutes 77. $3.26 79. $2.16 per can 81. 6.4 pounds per month 83. a. 110,000 square feet b. $0.04

Cumulative Skills Review 1. 6.7925

3.

3 5

5. 20.51

7. 118 house sites

9. 104 ounces

Section 3.5 Review Exercises 1. divide 3. 0.14 0.3125 7. 0.15 9. 0.5625 11. 0.38 13. 0.45 15. 1.6 5. 16q5.0000 248 20 2 16 40 2 32 80 2 80 0 5 5 0.3125 16 17. 0.65 19. 1.83 21. 0.1875 23. 4.38 25. 5.125 27. 0.8 29. 10.4 31. 0.17 33. 1.15 35. a. 1 b. 1, 41.208, 47.478 37. 32.3 39. 19.12 41. 0.502 43. 2.8 45. 1 47. 22.1 49. 5.425 51. 17.1 53. 74.5064 55. $132.56 57. 1481.1 square inches 59. a. almonds, $14.14; pears, $12.79; 4 grapes, $2.71 b. $29.64 61. 45 feet 5

35. 5.582 36. 7.309 37. 11.6234 38. 9.711 39. 15.7819 40. 13.501 41. 9.741 42. 6.292 43. 31.576 44. 30.153 45. 22.293 46. 12.175 47. 6.112 48. 2.008 49. 0.06848 50. 11.0673 51. 0.0268 52. 4.3361 53. 15.02 54. 0.952 55. 6.28125 56. 0.13902 57. 13.01904 58. 0.064989 59. 9.45 60. 113.3 61. 11.826 62. 27.405 63. 17.4984 64. 0.1057 65. 145,900,000 66. 1,250,000,000,000 67. 455,200,000,000 68. $16,780,000 69. 0.089 70. 1.409 71. 1.79 72. 1.595 73. 8.275 74. 36.352 75. 498.8 76. 12.6 77. 4.8 78. 40.3 79. 6.1 80. 34.4 81. 0.2 82. 0.04 83. 0.91666 c, or 0.916 84. 3.6363 c, or 3.63 85. 0.86 86. 4.19 87. 127.9 88. 92.64 89. 543.375 90. 15.3 91. 14.6 92. 1548 93. 12.18 feet, 12.27 feet, 12.65 feet 94. 189.44 pounds, 155.65 pounds, 126.32 pounds, 114.18 pounds 95. 2654.5 feet 96. $52.70 97. $1836.44 98. 41.62 feet 99. $69.72 100. $42,923.40 per year 101. 161,270,000 kilometers 102. 778,100,000 kilometers 103. 797.5 miles 104. $19.95 105. a. $894.00 b. $6.33 c. $900.33 d. nine hundred dollars and thirty-three cents 106. a. $1131.00 b. $12.86 c. $1143.86 d. eleven hundred forty-three dollars and eighty-six cents 107. Number or Code

5. 2.855

7 7. 3,080,000 9. 3 9

3.

Payment, Fee, Withdrawal (2)

✓

Deposit, Credit (1)

228

7/12

Wal-Mart

7/16

Deposit

7/24

ATM withdrawal

183

40

200

00

325

50

2006 Average Salary per Player 30-Player Roster $6,500,000 $4,000,000 $3,433,333 $1,366,667 $1,166,667 $500,000

Chapter Review Exercises 1. tenths 2. ten-thousandths 3. thousandths 4. hundredths 5. millionths 6. ten-millionths 7. twenty-eight and three hundred fifty-five thousandths 8. two hundred eleven hundredthousandths 9. one hundred fifty-eight thousandths 10. one hundred forty-two and twelve hundredths 11. fifty-nine and six hundred twenty-five thousandths 12. thirty-nine hundredths 13. 0.0298 14. 22.324 15. 178.13 16. 0.0735 17. 912.25 63 3 57 19 18. 0.00016 19. 9 20. 21. 5 22. 1 100 200 500 100 23. 23.512 , 23.519 24. 0.8124 , 0.8133 25. 3.45887 . 3.45877 26. 125.6127 . 124.78 27. 0.02324 5 0.02324 28. 55.398 . 55.389 29. 1.85 30. 2.149 31. 3.4 32. 4.1146 33. 1.58856 34. 7.451

$ Balance 1694

20

1510

80

1836

30

1636

30

108. Number or Code

Date

Transaction Description

Payment, Fee, Withdrawal (2)

✓

Deposit, Credit (1)

3/1

Numerical Facts of Life 1. 2006 Payroll Rounded to Millions $195,000,000 $120,000,000 $103,000,000 $41,000,000 $35,000,000 $15,000,000

Transaction Description

7/1

Cumulative Skills Review 1 1. 0.586 3. 10

Date

1550

35

$ Balance 2336

40

3886

75

3/11

Deposit

357

3/19

Visa

253

70

3633

05

358

3/23

FedEx

45

10

3587

95

109. a. $170.25 b. $54.75 110. a. $76.92 b. 30 weeks 111. 45.4°F 112. 3.66 113. a. $17.58 b. $5.86 1 114. a. $138,862.50 b. $19,837.50 115. 15 pounds 10 13 116. 7 pounds 117. $47.50 118. 12.5 pounds 20

Assessment Test 1. hundredths 2. ten-thousandths 3. forty-two and nine hundred forty-nine thousandths 4. three hundred sixty-five 17 1 ten-thousandths 5. 0.00021 6. 61.211 7. 8 8. 20 8 9. 0.6643 . 0.66349 10. 12.118 , 12.181 11. 2.14530 5 2.145300 12. 1.6 13. 4.11 14. 9.296 15. 24.4779 16. 27.517 17. 0.0893 18. 9.3964 19. 0.12336 20. 218,600,000 21. 3,370,000,000 22. 0.0928 23. 25.6 24. 9.02 25. 5.843 26. a. $269.50 b. $184.68 27. a. $74.77 b. $5.23 28. 20.2 mpg 29. 48.4°F 30. $161.96 31. $116.00 32. $15.08

CHAPTER 4 Section 4.1 Review Exercises 1. ratio 3. to, colon (:), fraction

5. whole, part

7. Step 1:

APPENDIX B

Write the ratio in fraction notation; Step 2: Rewrite as a ratio of whole n n

numbers. To do so, multiply by 1 in the form , where n is a power of 10 large enough to remove any decimals in both the numerator and the denominator; Step 3: Simplify, if possible. 9. a. 7 to 12 7 5 1 1 3 b. 7:12 c. 11. 5 to 17, 5:17, 13. 3 to 8 , 3:8 , 12 17 4 4 1 8 4 2.7 5 8 15. 2.7 to 9, 2.7:9, 17. 5 to 2, 5:2, 19. 8 to 15, 8:15, 9 2 15 44 18 2 2.6 10 21. 44 to 1.2, 44:1.2, 23. a. b. 25. a. b. 1.2 27 3 50 10 1 2.6 10 26 13 10 12 1 c. ? 5 d. 27. 29. 31. 33. 2 50 10 500 250 3 1 4 8 4 3 5 4 27 35. 37. 39. 41. 43. 45. 47. a. quarts 15 5 11 4 1 4 6 b. 1 gallon 5 4 quarts, 2 gallons 5 2 ? 4 quarts 5 8 quarts c. 8 16 2 24 18 1 4 3 d. 49. 51. 53. 55. 57. 59. 5 7 15 4 1 1 4 38 152 3 9 5 , 38 to 71, 38:71 61. a. 5 , 3 to 4, 3:4 b. 284 71 12 4 3 10 5 12 7 1 1 9 63. a. b. c. 65. 67. 69. 71. 5 7 6 3 7 1 11 4 4 741 289 578 73. 741 to 1156, 741:1156, 75. 5 1156 1000 500 31,100 311 37 3.7 8 11,200 77. 79. 81. 5 5 , 37 to 70, 5 6700 67 7.0 70 37,800 27 70 35 7.0 37:70 83. , 35 to 211, 35:211 5 5 42.2 422 211

Cumulative Skills Review 1. 4

3. 19.163

5. 16,179

7.

4 8 23 , , 5 15 47

9. 8975.46

Section 4.2 Review Exercises 1. rate 3. divide

5. divide 7. price, quantity (number of 8 pages 2 pages items or units) 9. a. b. c. 2 pages for 12 minutes 3 minutes every 3 minutes 17 fence panels 11. ; 17 fence panels for every 270 feet 270 feet 4 bags 3 vans 13. ; 3 vans for every 26 people 15. ; 26 people 3 passengers 625 revolutions 4 bags for every 3 passengers 17. ; 2 minutes 25 patients 625 revolutions for every 2 minutes 19. ; 25 patients 3 doctors 91 gallons for every 3 doctors 21. ; 91 gallons of milk for every 17 cows 281 students 17 cows 23. ; 281 students for every 14 teachers 14 teachers 3142 square feet 25. ; 3142 square feet for every 7 gallons of paint 7 gallons of paint 11 hits 280 miles 27. ; 11 hits for every 36 at bats 29. a. 36 at bats 20 gallons 14 miles b. c. 14 miles per gallon or 14 miles/gallon or 14 mpg 1 gallon

AP-39

31. $300 per month 33. 5.3 touchdowns per game 35. 1 parking space per apartment 37. 3.8 yards of material per shirt 39. 4 servings per pizza 41. 22 roses per vase 43. 3.2 kilowatts per hour 45. 93 branches per tree $22.50 $1.875 47. 420 words per page 49. a. b. 12 golf balls 1 golf ball c. $1.88 per golf ball 51. $0.08 per minute of long distance 53. $0.13 per ounce of detergent 55. $0.28 per orange 57. $1.55 per milkshake 59. $1.16 per battery 61. $1.45 per pound of turkey 63. $8.95 per pie 65. $0.23 per bottle of spring 7 patients water 67. , 7 patients for every 3 nurses 3 nurses 4 pounds 69. , 4 pounds of cheese for every 3 orders 3 orders 71. a. 6.7 miles per hour b. 6.3 miles per hour c. Todd 73. a. 1.7 inches per second b. 1.6 inches per second c. X400 306,137 75. , 306,137 total pilots for every 105,723 general aviation 105,723 134,350 aircraft 77. , 134,350 passengers for every public airport 1 79. 20 purses at $45.80 per purse 81. 12-ounce tube at $0.30 per ounce 83. $1.65, $1.73, $1.50; 45 pounds at $1.50 per pound 85. $16.25, $15.82, $16.75; 5 gallons at $15.82 per gallon 87. a. $0.07 per ounce b. $0.06 per ounce c. 45-ounce gel for $2.25 at $0.05 per ounce

Cumulative Skills Review 1. not defined 3. 9

1 4

5. 39.001 7. a.

12 9 b. 7 7

9. 16

5 pounds 8

Section 4.3 Review Exercises 1. equal

3.

c a 5 b d

5. cross multiplication, equal 7. solve

5 9 5 9 7 22 b. c. 13. 5 5 10 18 10 18 44 14 8 suits 32 suits 3.6 14.4 15 cans 5 cans 15. 17. 19. 5 5 5 3 weeks 12 weeks 5.8 23.2 $8 $24 150 calories 12 3.6 300 calories 21. 23. 25. 6 is to 3 as 30 5 5 7 2.1 7 ounces 14 ounces is to 15. 27. 15 pages is to 2 minutes as 75 pages is to 10 minutes. 29. 3 strikeouts is to 2 hits as 27 strikeouts is to 18 hits. 31. 16 is to 5 as 80 is to 25. 33. 22.2 is to 65.3 as 44.4 is to 130.6. 35. 25 songs is to 2 CDs as 125 songs is to 10 CDs. 37. a. 11 ? 80 5 880 b. 55 ? 16 5 880 c. yes d. yes 55 80 80 400 e. 39. no 41. no 43. yes; 45. yes; 5 5 11 16 5 25 5 35 25 75 54 108 47. no 49. yes; 51. yes; 5 5 5 17 119 39 117 13 26 9. cross products 11. a.

53. a. 20 ? 14 5 280; c ? 56 5 56c b. 280 5 56c c. 20 ? 14 5 280 d. c 5 5

5 14 e. 5 20 56

56c 280 5 56 56

Cross products are equal. 5 ? 56 5 280

55. w 5 144 57. c 5 24 59. m 5 30 61. v 5 100 63. j 5 3 65. h 5 3.6 67. b 5 30 69. q 5 56 71. y 5 5 73. yes 75. no 77. 24 passenger flights 79. 14 buses 81. 7 ounces of whipped cream 83. $93.15 interest 85. a. 2400 children

AP-40

APPENDIX B

7.5 60 9.2 2.3 62. yes, 63. g 5 35 64. y 5 7 5 5 11 88 5.5 22 m 5 69 66. t 5 22 67. a 5 108 68. f 5 16 69. u 5 3 b 5 5 71. q 5 40 72. r 5 3 73. h 5 3 74. x 5 8 14 27 a. 14 to 27, 14:27, b. 27 to 41, 27:41, 27 41 158 125 a. 125 to 33, 125:33, b. 158 to 125, 158:125, 33 125 65 13 40 4 65 13 a. 5 b. 5 c. 5 25 5 50 5 180 36 225 15 150 2 60 4 5 5 c. 5 a. b. 60 4 225 3 435 29 4 cups of coffee 1 a. b. 1 cups per minute c. $0.45 per cup 3 minutes 3

b. 4200 bags of popcorn c. $18,900 87. 2085 births 89. 350,000 people 91. 13.2 93. 33 inches 95. 14 feet

61. yes,

Cumulative Skills Review

65. 70.

1 5 1 b. c. 1 d. 2 5. sixty-two and three 6 6 4 hundred ninety-nine ten thousandths 7. $33 18 9. 18 to 25, 18:25, 25 1. 3.25

3. a. 2

75. 76. 77.

Numerical Facts of Life 1.

1230 x 5 170 185

3.

1339 5 2.3 calories burned running for each 588

78.

x 5 1339 calories per hour

79.

calorie burned playing tennis

Chapter Review Exercises 1. 3 to 8 3:8 4. 9 to 14.3

3 8

2. 62 to 7 62:7

9:14.3

9 14.3

5. 3 to

5 9

62 7 3:

3. 12 to 5.2 12:5.2 5 9

3 5 9

12 5.2

1 2 1 1 1 1 5 29 4 8 2 2 6. 2 to 7. 8. 9. 10. 11. 2 : 2 16 2 16 1 8 3 13 7 5 16 125 11 16 9 55 12 36 12. 13. 14. 15. 16. 17. 18. 150 7 119 24 5 11 264 17 12 5 11 25 sprinklers 19. 20. 21. 22. 23. ; 25 sprinklers 20 25 2 6 2 acres 49 avocados for every 2 acres 24. ; 49 avocados for every 5 trees 5 trees $49 38 kittens ; 38 kittens for every 3 pet stores 26. ; 3 pet stores 2 tires 5 ponies $49 for every 2 tires 27. ; 5 ponies for every 2 trainers 2 trainers 3 cheeseburgers 28. ; 3 cheeseburgers for every $5 29. 12 miles $5 per day 30. 794 pounds per truck 31. 2.6 yards per minute 32. 801.3 jellybeans per bag 33. 28 cars per lane 34. 1445 bees per beehive 35. 15.7 tons of fuel per cruise 36. 3.1 pounds per week 37. $18 per ticket 38. $12.50 per T-shirt 39. $7 per car wash 40. $173.75 per day 41. $85 per flight lesson 42. $0.65 per sugar cookie 43. $1.58 per tennis ball 9 36 44. $4300 per sales event 45. 5 11 44 3 124 graduates 248 graduates 300 5 46. 47. 5 3 schools 6 schools 5 500 2 days 6 days 16.8 2.1 5 5 48. 49. 95 mail orders 285 mail orders 6.5 52 5 concerts 15 concerts 5 50. 51. 30 violins is to 5 orchestras as 7 days 21 days 90 violins is to 15 orchestras. 52. 9 is to 13 as 81 is to 117. 53. 3 tours is to 450 bicycles as 6 tours is to 900 bicycles. 54. 12 is to 33 as 36 is to 99. 55. 8 swings is to 3 playgrounds as 16 swings is to 6 playgrounds. 56. 3.7 is to 1.2 as 37 is to 12. 18 54 70 35 57. yes, 58. no 59. no 60. yes, 5 5 17 51 21 42 25.

27 oranges 2 b. 5 oranges per pints c. $2.30 per pint 5 pints 5 10-ounce bag of popcorn for $1.20 at $0.12 per ounce 12 ferry rides for $34.80 at $2.90 per ferry ride 3 dozen bagels for $8.75 at $2.92 per dozen bagels 12 yoga classes for $64.20 at $5.35 per yoga class 85. yes,

80. a. 81. 82. 83. 84.

$152,000 $185,250 5 1600 ft2 1950 ft2 $52 $32.50 5 8 days 5days

86. no 87. no

89. 15 puppies

88. yes,

90. 3600 square feet

91. 135 notebooks 92. $3.25 93. 5 hours 94. 40 classes 95. 867 nails 96. 8 pounds of peaches 97. 12 pairs 98. 53.5 gallons of gasoline 99. 5,250,000 viewers 100. 240 gallons 101. x 5 8 inches 102. z 5 50 feet 103. 40 feet 104. 192 feet 91 31 105. 31 to 33, 31:33, 106. 91 to 90, 91:90, 107. 127 33 90 miles per hour of the Airbus A330 for every 106 miles per hour of the Boeing 767 108. 100 passengers on the Boeing 787 for every 93 186 109 passengers on the Boeing 767 109. a. b. 202 feet 5 182 91 198 99 110. a. b. 176 feet 5 194 97

Assessment Test 1. 28 to 65 5.

17 9

6.

1 30

28 65

2. 5.8 to 2.1

5.8 2 3. 2.1 3 28 apples 9. 28 apples for 5 baskets 5.8:2.1

16 10 8. 5 3 3 cabinets every 5 baskets 10. 3 cabinets for every 22 files 22 files 11. 32.1 miles per gallon 12. 3 birds per cage 13. $168.75 per 3 18 dining room chair 14. $0.48 per fish 15. 5 45 270 45 labels 9 labels 16. 17. 2 is to 17 as 6 is to 51. 5 4 folders 20 folders 18. 12 photos is to 5 hours as 24 photos is to 10 hours. 7 35 19. yes, 20. no 21. p 5 6 22. c 5 32 23. m 5 47.5 5 16 80 40 24. t 5 9 25. a. 40 to 3, 40:3, b. 13.3 yards per carry 3 26. 3 pounds for $4.20 at $1.40 per pound 27. 24 ounces of sugar for $4.08 at $0.17 per ounce 28. no 29. 22.75 miles 30. 78 feet 4.

5 2

28:65

7.

APPENDIX B

CHAPTER 5 1. percent 3. 100 5. 100%, right 7. a. 21% b. 79% 8 3 1 1 21 9. a. 32 b. 32, 11. 0.29 13. 15. 17. 19. 25 5 10 4 50 59 27 17 29 21 37 21. 23. 25. 27. 29. 31. 400 200 400 200 200 200 3 1 13 3 33. 35. 1 37. 1 39. 2 41. 0.45 43. 0.98 45. 1.5 80 10 20 5 47. 1.15 49. 0.982 51. 0.762 53. 0.574 55. 0.648 57. 0.878 59. 0.3574 61. 0.042 63. 0.0037 65. 0.0072 67. 0.00883 69. 81% 71. a. 0.4375 b. 0.4375, 43.75% 73. 45% 75. 30% 77. 1% 79. 76.9% 81. 66.75% 83. 7.2% 85. 0.048% 87. 1000% 89. 1600% 91. 376% 93. 226.8% 95. 692% 97. 199% 99. 235% 101. 10% 103. 20% 105. 23% 107. 21% 109. 12% 111. 65% 113. 112.5% 115. 237.5% 117. 206.25% 119. 281.25% 121. 180% 123. 188% 125. 260% 127. 275% 129. 46% 131. 0.89 133. 0.384 135. 0.375 137. 122% 139. 2.314

Cumulative Skills Review 12 4 1. 94, nine to the fourth power 3. yes, 5 39 13 22 9. 22:17 22 to 17 17

5.

193 500

1. equations, proportions 3. multiplication, equality 5. amount Amount 7. base 9. Base 5 11. decimal 13. 75 5 p ? 80 Percent 15. 195.3 5 30% ? s 17. 10 5 3% ? k 19. 736 5 86% ? f 21. 38% ? z 5 406 23. v 5 25% ? 500 25. 87% ? 4350 5 d 27. a. amount: unknown, a, percent: 20%, base: 70 b. a 5 20% ? 70 c. a 5 0.2 ? 70 d. a 5 14 29. a. amount: 25, 25 500p percent: unknown, p, base: 500 b. 500 ? p 5 25 c. , 5 500 500 25 p5 5 0.05 d. p 5 5% 31. 1050 5 10% ? b, b 5 10,500 500 33. 2350 5 25% ? b, b 5 9400 35. a 5 2% ? 1500, a 5 30 37. 2088 5 36% ? b, b 5 5800 39. a 5 32% ? 4900, a 5 1568 41. 6120 5 p ? 12,000, p 5 51% 43. 2700 5 b ? 30%, b 5 9000 45. a 5 3% ? 3900, a 5 117 47. 13,248 5 69% ? b, b 5 19,200 49. p ? 13,000 5 2210, p 5 17% 51. a 5 82% ? 122, a 5 100.04 53. a 5 12% ? 365, a 5 43.8 55. a 5 44% ? 699, a 5 307.56 57. p ? 751 5 518.19, p 5 69% 59. 326.65 5 47% ? b, b 5 695 61. 80% 63. $275 in contributions 65. 15 states 67. a. 150 songs b. 350 songs c. 39% 69. 1150 air conditioners were made 71. $162.50 spent on entertainment 73. 15% 75. a. 24% b. 42 wax jobs 77. 55 customers 79. 365 papers 81. $700 profit 83. 280 million people 85. 9.43% 87. 345,500 bowlers

Cumulative Skills Review 3 5

5. 6131

7.

13 15

9. y 5 12

Section 5.3 Review Exercises 1.

Part Amount 5 Base 100

3. a. amount: unknown, a, part: 85,

1440 p 5 , p 5 160 900 100

17.

330 p 5 , p 5 30 1100 100

21.

a 150 5 , a 5 933 622 100

23.

31 6975 5 , b 5 22,500 b 100

25.

270 60 5 , b 5 450 b 100

27.

2.5 a 5 , a 5 50 2000 100

29.

288 p 5 , p 5 24 1200 100

31.

16 300 5 , b 5 1875 b 100

33.

a 25 5 , a 5 132 528 100

35.

p 390 5 , p 5 130 300 100

37.

a 10 5 , a 5 352.5 3525 100

7. 1

Section 5.2 Review Exercises

3.

Amount Part 85 a 5 5 c. 5. a. amount: 16, Base 100 358 100 16 Amount Part 28 part: 28, base: unknown, b b. c. 5 5 Base 100 b 100 200 a 12 a 88.5 p 5 5 5 7. 9. 11. 279 100 190 100 1,000 100 p 96 5 13. a. amount: 96, part: unknown, p base: 128 b. 128 100 4p 3 p 300 c. 5 d. 4 ? p 5 3 ? 100, 4p 5 300 e. , 5 4 100 4 4 a 25 p 5 75; 75% of 128 is 96. 15. 5 , a 5 175 700 100 base: 358 b.

Section 5.1 Review Exercises

1. 9

AP-41

41. 45. 47. 55. 61.

19.

39.

p 1950 5 , p 5 32.5 6000 100

a 2 43. 6750 students 5 , a 5 5.26 263 100 a. 50 grams of protein b. 25 grams of dietary fiber $23,200 49. 9.4% 51. 3350 deliveries 53. 83% a. 17.5% b. 82.5% 57. 6.1% 59. 16.7% 14 vacation days 63. 71% 65. 9 million albums

Cumulative Skills Review 17 , 0.85 3. , 5. 0.225 20 proportional. 9. 1 cup

1.

7. No, the ratios are not

Section 5.4 Review Exercises 1. changed 3. decrease 5. Sales tax 7. Tip 5 Tip rate ? Bill amount 9. Commission 5 Commission rate ? Sales amount 11. a. 123 2 100 5 23 Change amount 23 b. Percent change 5 5 Original amount 100

c. 23% increase

Amount of Change Percent Change 13. 15 30% increase 15. 4 22% increase 17. 260 26% increase 19. $80 53% decrease 21. 56 82% decrease 23. a. Sales tax 5 Sales tax rate ? Item cost b. t 5 5% ? $55 c. t 5 0.05 ? $55 5 $2.75 d. Item cost 1 Sales tax 5 Total purchase price, $55.00 1 2.75 5 $57.75 25. a. Commission 5 Commission rate ? Sales amount b. c 5 20% ? $600 c. c 5 0.2 ? $600 5 $120 27. $3.92 sales tax 29. a. $14.07 sales tax b. $341.26 31. $1.95; $14.95 33. $30; 25% 35. $12,500 37. 15.5% 39. a. $27 discount b. $63 sale price 41. 12.6% discount rate

AP-42

APPENDIX B

43. 40% discount rate 45. a. 20% 1 100% 5 120% b. a = 120% ? 400 pounds d. a 5 1.2 ? 400 pounds 5 480 pounds Original Amount New Amount 47. $290 $455 49. 6154 4000 51. $13,882 $11,800 53. $20,000 $23,800 55. 90 82 57. $100 $96 59. 16 15 61. The original price of the motor home was $54,375. 63. a. 15% decrease in customers b. 9350 customers are expected next month. 65. 7 weddings 67. 27% of the trip was completed the first day. 69. In 2004, 767 million rolls of film were sold. 71. a. 200% increase in size b. 24 inches 73. 27.7% increase in GDP 75. 25.87% increase in spending for NASA 77. 32 pounds per square inch 79. 58% water saved per flush 81. 53.1% increase in cats 83. 4.5% increase 85. 136.7 million

Cumulative Skills Review 1.

25 r 5 500 100

3. 59.38095

5. Yes.

7. 0.28819

9.

23 , 0.92 25

Numerical Facts of Life Monthly housing expense Monthly gross income 1230.00 5 0.2645 5 26.5% 5 4650.00 Total monthly financial obligations b. Total obligations ratio 5 Monthly gross income 1230.00 1 615.00 1845.00 5 5 4650.00 4650.00 5 0.3967 5 39.7% c. FHA a. Housing expense ratio 5

Chapter Review Exercises 1 9 71 21 2 3 13 2. or 2 3. 4. 5. 6. 7. 0.375 200 25 25 25 4 40 400 8. 0.568 9. 0.95 10. 0.4001 11. 0.88 12. 0.775 13. 165% 14. 20% 15. 900% 16. 45% 17. 0.28% 18. 31% 19. 220% 20. 150% 21. 84% 22. 34% 23. 87.5% 24. 340% Fraction Decimal Percent 3 25. 0.60 60% 5 5 26. 1.625 162.5% 1 8 81 27. 0.81 81% 100 2 28. 0.40 40% 5 17 29. 0.68 68% 25 7 30. 0.14 14% 50 17 31. 0.0425 4.25% 400 79 32. 0.79 79% 100 1.

p 5 0.22 ? 1980, p 5 435.6 34. 120 5 0.8 ? b, b 5 150 p ? 50 5 7.5, p 5 15% 36. 245 5 0.49 ? b , b 5 500 2200 5 p ? 4400, p 5 50% 38. 0.7 ? 690 5 a, a 5 483 392 5 0.28 ? b, b 5 1400 40. a 5 0.60 ? 300 , a 5 180 p ? 400 5 64, p 5 16% 42. a 5 0.3 ? 802, a 5 240.6 13 5 p ? 65, p 5 20% 44. 64.08 5 0.72 ? b, b 5 89 a 7 p 261 45. , a 5 140 46. , p 5 58 5 5 2000 100 450 100 30 20 p 50 47. , b 5 150 48. , p 5 100 5 5 b 100 50 100 a 15 34 136 49. , a 5 1200 50. , b 5 400 5 5 8000 100 b 100 a 9 40 136 51. , a 5 48.6 52. , b 5 340 5 5 540 100 b 100 516 p 56 210 53. , p 5 80 54. , b 5 375 5 5 645 100 b 100 a 245 p 70 55. , p 5 245 56. , a 5 583.1 5 5 100 100 833 100 57. 20% increase in sales 58. 23.3% decrease in long distance charges 59. 8% decrease in employees 60. 200% increase in sales during the summer months 61. a. $15.90 b. $95.40 62. a. $2175.00 b. $39,675.00 63. $112,500 64. a. $1.60 discount b. $14.50 sale price 65. 126,000 jobs 66. $50 67. $702 per month 68. 28% decrease in gasoline cost 69. 3.2% 70. $24.8 billion 71. $1,738,800,000 in nut sales 72. $4,338,200,000 in tortilla chip sales

33. 35. 37. 39. 41. 43.

Assessment Test 3 19 2. 3. 0.135 4. 0.688 5. 57% 6. 645% 25 100 7. 137.5% 8. 1050% 9. p ? 610 5 106.75, p 5 17.5 10. 186 5 0.62 ? b, b 5 300 11. a 5 0.47 ? 450, a 5 211.5 1.

12. 367 5 0.2 ? b, b 5 1835

13. a 5 0.8 ? 4560, a 5 3648 14 560 14. 77 5 p ? 280, p 5 27.5 15. , b 5 4000 5 b 100 95 p 83 a 16. , p 5 25 17. , a 5 149.4 5 5 380 100 180 100 196 p 29 a 18. , p 5 40 19. , a 5 45.82 5 5 490 100 158 100 245 35 20. , b 5 700 21. 37.5% decrease in small pizzas 5 b 100 22. 15% increase in price 23. 19% decrease in tax payment amount 24. 88% increase in rent 25. $21.40 26. 5.9% 27. 175 pounds after the diet 28. 70 packages today 29. 280 pounds per square inch 30. 74°F

CHAPTER 6 Section 6.1 Review Exercises 1. measure 3. inch, foot, yard, mile 5. numerator, denominator 7. Weight 9. a. 1mi, 1760 yd b. 1mi, 1760 yd, 1.5 mi 11. 75 feet 13. 2000 yards 15. 180 inches 17. 2.5 miles 19. 10 yards 21. 24 inches 23. a. 16 oz, 1 lb b. 16 oz, 1 lb, 2432 oz 25. 192 ounces 27. 320 ounces 29. 768 ounces 31. 31.25 pounds 33. 110,000 pounds 35. 0.5 tons 37. a. 8 fl oz, 1 c 1 b. 8 fl oz, 1c, 96 fl oz 39. 8 quarts 41. 7 pints 43. pint 8 45. 336 fluid ounces 47. 16 fluid ounces 49. 320 fluid ounces

APPENDIX B

51. 15, 840 feet 57. 240 ounces

53. 96,800 yards 55. a. 40 ounces b. 5.5 pounds 59. 24 ounces 61. 6 teaspoons 63. 120 pints

1. 3264 3. 2 trainers for every 5 dogs 5. 152.58 7. 1350 9.

44 4 5 11 1

1. denominate 3. compound 5. a. 3 b. 8 R 2, 3 c. 8, 2 7. 5 yards 1 foot 9. 3 gallons 1 quart 11. 2 tons 1800 pounds 13. a. 16 b. 1, 4, 1, 4, 4, 4 15. 13 yards 1 foot 17. 10 pounds 11 ounces 19. 7 quarts 1 pint 21. 16, 4, 16, 1, 1, 17, 1 23. 7 ft 8 in. 25. 13 c 1 fl oz 27. 19 ft 4 in. 29. 5 gal 1 qt 31. 5 c 5 fl oz 33. 4 lb 14 oz 35. 40, 20, 40, 1, 8, 41, 8 37. 11c 4 fl oz 39. 46 lb 4 oz 41. 32 yd 2 ft 43. 27 ft 3 in. 45. 13 ft 4 in. 47. 2 lb 5 oz 49. 26 yards 2 feet 51. 143 pounds 12 ounces 53. a. 62 teaspoons b. 20 tablespoons 2 teaspoons 55. a. 9 yards 9 inches b. 5 yards 30 inches 57. 5 c 4 fl oz 59. a. 2 pounds 10 ounces b. 3 pounds 1 ounce 61. 2 lb 15 oz 21 50

7. > 9. $3116.07

1. meter 3. liter 5. larger 7. gram 9. a.

1 km 1000 m

1 km , 0.0089 m, 3, left, 0.0089 11. 100 dekameters 1000 m

13. 72.5 meters 15. 6.33 kilometers 17. 990 centimeters 19. 93,800 decimeters 21. 3, left, 5 23. 330 milligrams 25. 6.226 kilograms 27. 775,300 decigrams 29. 420 kilograms

33. 39. 45. 49.

1000 L 1 kL

b.

1000 L , 2,500,000 L, 3, right, 2,500,000 1 kL

23 liters 35. 0.626 liters 37. 180,000 dekaliters 390,000 centiliters 41. 0.002 kiloliters 43. 3 millimeters 40 liters 47. a. 562.5 milligrams b. 0.5625 grams 0.3 grams

Cumulative Skills Review 1.

41 45

3. 12 ft 9 in. 5. 173 hours 7. 11 tons 9. h = 55

Section 6.4 Review Exercises 0.31 m 0.31 m b. , 1.55 m, 1.55 1 ft 1 ft 5. 186 meters 7. 83.82 centimeters 9. 37.2 miles 11. 60.75 kilograms 13. 239.8 pounds 15. 425.25 grams 17. 27.26 liters 19. 170.1 liters 21. 13.78 quarts 23. 120.75 kilometers per hour 25. 11 pounds 27. 67.5 kilograms 29. 5 mg 31. 0.000001 grams 33. 100,00 micrograms 1. inches, centimeters 3. a.

3 swings 7 children

b.

7. Celsius 9. a.

7 days , 84 days, 84 11. 720 minutes 1 wk

15. 384 months

7 days 1 wk

13. 1095 days

19. 86,400 seconds 5 21. 36 days 23. 10,800 seconds 25. a. C 5 (F 2 32) 9 b. C 5

17. 920 centuries

5 5 (77 2 32) 5 (45) 5 25, 25 9 9

27. 29° Celsius

29. 52° Celsius 31. 194° Fahrenheit 33. 37° Fahrenheit 35. 167° Fahrenheit 37. 109° Fahrenheit 39. 1076° Fahrenheit 41. 34° Fahrenheit

1. 52.5% 3. 6000 + 300 + 1 or 6 thousands + 3 hundreds + 1 one 9 5. 314.40 7. 6 9. 3 is to 42 as 5 is to 70 10

Numerical Facts of Life

Section 6.3 Review Exercises

31. a.

20

7. 68 ft 6 in. 9.

Cumulative Skills Review

Cumulative Skills Review 1. 5 feet 3. 5495.8948 5.

17

Section 6.5 Review Exercises 1. 60 3. 24 5. Temperature

Section 6.2 Review Exercises

b.

Cumulative Skills Review 1. 1100.75 3. 237, 600 feet 5.

Cumulative Skills Review

AP-43

New units 1 dollar 5 Original units 100 cents 1 dollar 0.002 ? 1 dollar 0.002 cents ? 5 5 0.00002 dollars 100 cents 100 0.002 dollars b. 35,893 kilobytes ? 5 71.786 dollars 5 $71.786 1 kilobyte 0.002 cents 5 71.786 cents 5 71.786¢ c. 35,893 kilobytes ? 1 kilobyte a. Unit fraction 5

Chapter Review Exercises 1. 3 feet 2. 3520 yards 3. 16 yards 4. 184 yards 5. 9.5 miles 6. 160,000 ounces 7. 6000 pounds 8. 124 gallons 9. 336 fluid ounces 10. 133 tablespoons 11. 8 cups 12. 26 quarts 13. 5 ft 7 in. 14. 17 yd 1 ft 15. 4 pt 3 fl oz 16. 19 ft 7 in. 17. 24 gal 2 qt 18. 3 lb 4 oz 19. 21 ft 5 in. 20. 34 c 2 fl oz 21. 45 lb 11 oz 22. 2 t 16 lb 23. 7 in. 24. 3 c 7 oz 25. 11 yd 26. 29 yd 1 ft 27. 17 qt 1 pt 28. 2 tbs 1 tsp 29. 2 ft 11 in. 30. 3 lb 6 oz 31. 6500 centimeters 32. 0.26 meters 33. 3.7498 dekameters 34. 1,477,400 meters 35. 187 centigrams 36. 8.575 grams 37. 199.836 kilograms 38. 550,000 milligrams 39. 0.037345 kilograms 40. 7 kiloliters 41. 580 deciliters 42. 12.8 liters 43. 8800 dekameters 44. 1000 milliliters 45. 469.7 hectoliters 46. 13.2 feet 47. 19.32 kilometers 48. 35.56 centimeters 49. 81.9 meters 50. 132 pounds 51. 112.5 kilograms 52. 453.6 grams 53. 15 liters 54. 30.4 liters 55. 27.3 gallons 56. 16.88 pints 57. 68.04 liters 58. 720 seconds 59. 364 days 60. 300 years 61. 31°C 62. 122°F 63. 38°C 64. 5 feet 4 inches 65. 6 months 66. a. 1860 meters b. 7.44 kilometers c. 4.6 miles using kilometers; 4.5 miles using feet 67. 59° Fahrenheit 68. 39 days 69. a. 3 decades b. 120 months

AP-44

APPENDIX B

c. 80 quarters 70. 2 grams 71. 11,340 liters 72. 20 centigrams 73. 4.5 teaspoons 74. 0.72 liters 75. a. 115° Celsius b. 270 seconds 76. 23 minutes 37 seconds 77. 9 minutes 29 seconds 78. 1 hour 2 minutes 27 seconds 79. 2 minutes 5 seconds

Assessment Test 1. 2814 feet 2. 68 gallons 3. 48 ounces 4. 20 cups 5. 3 gal 3 qt 6. 24 yd 2 ft 7. 16 pt 1 c 8. 4 mi 1420 ft 9. 37 ft 8 in. 10. 53 t 1600 lb 11. 49 ft 8 in. 12. 1 lb 12 oz 13. 9870 milliliters 14. 840 decigrams 15. 320,000 centimeters 16. 3.155 dekagrams 17. 19.84 meters 18. 1.86 miles 19. 130.5 kilograms 20. 2.55 liters 21. 3000 years 22. 525,600 minutes 23. 149° Celsius 24. 46° Fahrenheit 25. 76 feet 6 inches 26. 6.75 kilograms 27. 6 teaspoons 28. 0.705 liters 29. 5 hours 15 minutes 30. 38.9° C

Section 7.1 Review Exercises 1. Geometry 3. plane figure 5. solid 7. line 9. intersecting 11. endpoint 13. angle 15. degree 17. acute, right, obtuse, straight 19. point C, point T, point W Q 21. a. b. QS or SQ

S

Cumulative Skills Review 3.

3 5

5. 3

4 15

7. 0.37

9. $120.55 per day

Section 7.3 Review Exercises 1. perimeter 3. 2l 1 2w 5. circumference 7. pd 9. 13 ft 11. (2 ? 2 in.) 1 (2 ? 5 in.) 5 14 in. 13. 20 mi 15. 35 yd 17. 38 cm 19. 38 m 21. 16 cm 23. 37.7 miles 25. 15.7 cm 27. 21.98 cm 29. 40.82 cm 31. 62.8 mi 33. a. 96 ft b. $2208 35. P 5 10 mi

Cumulative Skills Review 1. 1019.8

3.

2 5

5. 11.229

7. 64° 9. trapezoid

Section 7.4 Review Exercises 1 3. A 5 lw 5. A 5 bh 7. A 5 (a 1 b)h 2 9. 6.5 in.; 22.75 in.2 11. A 5 95.2 yd2 13. A 5 36 cm2 15. A 5 478.67 in.2 17. A 5 196 m2 19. A 5 738 mi2 21. A 5 400 ft2 23. A 5 15,000 mm2 25. A 5 400 ft2 27. A 5 100 m2 29. 8 m; 96 m2 31. 9 m, 17 cm; 272 cm2 33. A 5 345 mm2 35. A 5 17 mi2 37. A 5 2250 in.2 39. A 5 172.5 ft2 41. A 5 42.5 m2 43. A 5 60 yd2 45. A < 6079.04 cm2 47. A < 12.56 ft2 49. A 5 56.25 ft2 51. A 5 4900 mm2 53. 236.3 mm2 55. A 5 15,625 yd2 57. 62.5 ft2

Cumulative Skills Review

line segment, PD or DP 25. ray, AI 27. line segment, or TZ 29. ray, EK 31. line segment, XM or MX right, straight, obtuse, acute 35. /N, /MNP, /MPN ; right /V; straight 39. /C, /JCH, /HCJ; right /F; straight 43. 658 45. 56° 47. 137° 49. 140° m/N 5 18° 53. m/DXW 5 26° 55. m/H 5 50°

1. 2500

1. /B 5 123° 3. t 5 39

1. Area

CHAPTER 7

23. ZT 33. 37. 41. 51.

Cumulative Skills Review

5. 3 ? 5 ? 5; 3 ? 52

2 7. The circle with diameter of 3 is larger. 3

9. 500

Section 7.2 Review Exercises 1. polygon 3. equilateral 5. scalene 7. right 9. quadrilateral 11. rectangle 13. square 15. circle 17. radius 19. half 21. rectangular 23. pyramid 25. cylinder 27. scalene, equilateral isosceles, isosceles 29. equilateral or isosceles, acute 31. isosceles, acute 33. isosceles, obtuse 35. isosceles, obtuse 37. scalene, obtuse 39. a. 50° 1 30° 5 80° b. 180° 2 80° 5 100° 41. 54° 43. 80° 45. 52° 47. 58° 49. square, rectangle, or rhombus, trapezoid; rectangle, rhombus 51. trapezoid 53. rectangle 55. trapezoid 57. square, rectangle, or rhombus 59. rhombus 61. triangle 63. hexagon 65. triangle 67. pentagon 69. triangle 71. octagon 73. 4 cm ? 2 5 8 cm 75. 100 mi 77. 14 m 79. 22 yds 81. cylinder, cone, sphere 83. cylinder 85. cone 87. cube 89. rectangular solid 91. sphere 93. pyramid

1. equilateral or isosceles, acute 7. 74° 9. 39 yd

3. 164

5. 53% increase

Section 7.5 Review Exercises 1. square 3. radical sign 5. perfect square 7. legs 9. 9; 9 11. 1 13. 11 15. 21 17. 19 19. 9 21. 23 23. 17 25. 15 27. 13 29. 7 31. 5 33. 3 35. 4.12 37. 7.81 39. 17.64 41. 14.28 43. 8.12 45. 30.98 47. 12.04 49. 21.61 51. 15.87 53. 8ft, 64 ft2, 76.25 ft2, 8.73 ft 55. 44.40 m 57. 30.02 cm 59. 7.48 yd 61. 17.03 in. 63. 18.44 mi 65. 20.77 mm 67. 16.77 ft 69. 15.49 yd 71. 37.22 in. 73. x 5 57.15 ft 75. 127.3 feet

Cumulative Skills Review 1. A < 17 mi2

3. 106 tons

5.

595 17 5 , b 5 3500 b 100

7. 28.5 in. 9. v 5 10

Section 7.6 Review Exercises 1 5. V 5 pr 2h 7. V 5 Bh 3 9. 7 ft, 11 ft; 924 ft2 11. 135 m3 13. 875 mm3 15. 7800 cm3 17. 5115 in.3 19. 148.5 m3 21. 455 mi3 23. 14.288 m3 25. 6m, 19 m; 2147.76 m2 27. 7 ft, 19 ft; 974.45 ft2 29. V < 4710 cm3 31. V < 1128.31 m3 33. V 5 264 m3 35. V < 3052.08 m3 37. V < 339.12 yd3 39. V < 1441.26 cm3 41. V 5 357 yd3 43. V < 267,946.67 cm3 45. V < 100.48 in.3 47. V < 392.5 yd 3 49. V 5 226.67 in.3 51. V < 523.33 yd3 53. V < 141.3 m3 55. V < 803.84 in.3 57. V 5 308.75 ft3 1. volume 3. V 5 lwh

APPENDIX B

59. V < 1149.76 ft3 61. a. 1077 ft3 b. 8078 gallons 63. 208,333 ft3

Cumulative Skills Review 1.

83 150

g

3. 39 mi

g

5. line, WY or YW

7. 13.27 in. 9. 81°

28. 33. 36. 39.

AP-45

A 5 2645 cm2 29. 12 30. 7.42 31. 10.30 yd 32. 42.65 m V 5 288 mi3 34. V < 75,360 cm3 35. V 5 264 m3 V < 113.04 ft3 37. V < 38,772.72 mi3 38. V < 3589.54 in.3 V < 226.67 in.3 40. V 5 184.4 km3

CHAPTER 8

Numerical Facts of Life

Section 8.1 Review Exercises

1 (45 ft) (54 ft) 5 1215 ft 2 2 3. (1,000,000 BTUs) (0.78) 5 780,000 BTUs per hour

1. statistics 3. line 5. time, numerical value 7. circle, pie 9. a. Occupation, Percentage Increase in Jobs from 2006, Median Salary b. The various occupations c. U.S. Department of Labor, Bureau of Labor Statistics 11. Queen Mary 2 13. 22,000 tons 15. Royal Caribbean and Princess 17. Honda and Toyota 19. Honda Civic 21. Lexus GS450H, 25 miles per gallon 23 a. Widget sales from 2000 to 2007 b. Sales, in billions of dollars c. Time, from 2000 to 2007 d. $1.0 billion e. 2005 f. $0.4 billion

g

g

1. point C, point B, point S 2. line, BD or DB h

3. segment, GK

or KG 4. ray, CN 5. /K or /DKX or /XKD; right 6. /W; straight 7. /L or /SLE or /ELS; obtuse 8. /H or /OHM or /MHO; acute 9. 65° 10. 50° 11. 162° 12. 43° 13. /LMO 5 60° 14. /PDC 5 62° 15. /OKH 5 73° 16. /AXZ 5 155° 17. isosceles, acute; scalene, obtuse; scalene, obtuse; equilateral or isosceles, acute 18. scalene, obtuse; isosceles, acute; equilateral or isosceles, acute; isosceles; acute 19. scalene, right; scalene, obtuse; equilateral or isosceles, acute; equilateral or isosceles, acute 20. isosceles, acute; scalene, right; isosceles, obtuse; scalene, right 21. 32° 22. 58° 23. 47° 24. 62° 25. square, trapezoid, rectangle, rhombus 26. trapezoid, rectangle, rhombus, square 27. hexagon, octagon, quadrilateral, pentagon 28. octagon, hexagon, quadrilateral, pentagon 29. 28 meters 30. 7.5 inches 31. 50 feet 32. 98 yards 33. 4.5 miles 34. 60 centimeters 35. cube, rectangular solid, pyramid 36. cone, sphere, cylinder 37. 37.5 cm 38. 60.5 in. 39. 15 m 40. 12 mi 41. C < 314 ft 42. C < 94.2 m 43. C < 56.52 mm 44. C < 50.24 ft 45. C < 6782.4 mi 46. 680 feet 47. A 5 4 ft2 48. A 5 345 mm2 49. A 5 71.5 yd2 50. A 5 738 mi2 51. A < 314 m2 52. A < 6079.04 cm2 53. A 5 1856 cm2 54. A 5 28 yd2 55. A < 28.26 ft2 56. A < 1256 m2 57. 6 58. 8 59. 4.12 60. 7.62 61. 5 m 62. 13.65 ft 63. 16 in. 64. 3.12 cm 65. Yes, Pete can use his ladder because the hypotenuse of the right triangle, which corresponds to the length of the ladder, is 3.6 m. 66. 30 ft 67. V 5 1404 in.3 68. V 5 29,700 cm3 69. V < 83,053 cm3 70. V < 282.6 ft3 71. V < 1128.31 m3 72. V < 167.47 mi3 73. V < 2143.57 ft3 74. V < 1436.03 in.3 75. V 5 110 in.3 76. V < 113.04 in.3 77. V < 369.867 m3

Assessment Test g

g

1. line, LR or RL 2. segment, PD or DP 3. /Y or /PYH or /HYP; right 4. /X ; straight 5. /R or /ARJ or /JRA; acute 6. /X or /VXF or /FXV ; obtuse 7. 52° 8. 128° 9. /RPO 5 50° 10. /TMK 5 60° 11. isosceles 12. acute 13. 18° 14. 81° 15. trapezoid, square, rhombus, rectangle 16. hexagon, pentagon, quadrilateral, octagon 17. 10 inches 18. 16 meters 19. cube, rectangular solid, pyramid 20. cone, sphere, cylinder 21. P 5 34 yd, A 5 63 yd2 22. P 5 20 in., A 5 22.75 in.2 23. P 5 53.4 ft, A 5 172.5 ft2 24. P 5 36.7 cm, A 5 77 cm2 25. C < 157 ft, A < 1962.5 ft2 26. C < 56.52 m, A < 254.34 m2 27. A < 3846.5 mi2

25.

Euro vs. U.S. Dollar Euros per Dollar

Chapter Review Exercises

1.20 1.10 1.00 0.90 0.80 0.70 2001

2002

2003

2004

2006

2005

Years

27. 3 million 29. 2.8 million 31. 30% 33. 2003 and 2004 37.

35. 2003

Marshall Corporation Per Share Stock Price $50 Stock Price

7.481 gallons ≤ < 14,000 gallons 1 ft3

$40 $30 $20 $10 0 Mon

Tue

Wed Day

Fri

Thur

39. a. Salaries of U.S. senators, 2000–2006 b. Time, 2000–2006 c. Numerical values, salaries d. $158,100 e. $4000 f. 2003 g. 2002, $4900 41.

TV Viewership 34%

35% 30%

26% 25% Percent

5. (1884 ft3 ) ¢

20% 14%

15%

12%

12%

10% 5%

2%

0%

None

1–3

4–10

11–20 21–30 Over 30

Hours of TV

43. 19.9 million 45. 3.1 million 47. 38 grams 51. 8100 calories Syndicated TV Series Prices Per Episode 53. Amount Paid (in millions of dollars)

1.

49. 34 grams

$2.50

2.5

$2.00

2.0 1.5

$1.90

$1.60

$1.35

$1.25

$1.20

1.0 0.5 0.0

e / / / / r: i/ rk en n / ce os E de t / ng m ra NT ia &E Wi avo Sc io V Yo TV Or ten SA an A& e e at T a T T : M A n st Br ew pik w & al I d U im tig ike I t e S r N u s p S La in an W C C e o I: e I: Inv S ith im o CS Th CS W Cr rav B

pr

e

Th

So

Program/Network

55. a. Proved oil reserves b. BP Statistical Review of World Energy c. Middle East, 61.8% d. 9.5% e. Asia Pacific, 3.4% f. 6.8% 57. 24% 59. 8% 61. Identity theft 63. Shop-at-home/catalog sales and foreign money offers

AP-46

APPENDIX B

10. Brazil 11. 124 million 12. 2635 million 13. 2003 14. $956,500 15. 2002 16. Advertising rates have generally increased over the years, while viewership has declined. 17. 2010 18. $392 billion 19. $900 billion 20. Medicare 21. Stafford Student Loan Rates

65. PERCENT DEGREES 35 126 20 72 25 90 15 54 5 18

10% 8%

Engineering 15%

Loan Rate

Penta College — Degrees Granted, 2008 Computer Science 5%

6% 4% 2%

Education 35%

0 2000– 2001– 2002– 2003– 2004– 2005– 2006– 2001 2002 2003 2004 2005 2006 2007

Health 25%

Academic Year Business Administration 20%

22.

Photo Prints Made at Labs (in billions) 40

Cumulative Skills Review 1. 30

3. 458 5. 400, 419.743 7. h 5 45

30

9. 125 yards

20

Section 8.2 Review Exercises

14

6 9 10 12 37

Digital

0 2000

2001

2002

2003

2004

2005

Year

23. 1996 24. 2003 25. 2001 and 2002 26. 5% 27. 714 million 28. France 29. 16 million gallons 30. United States 31. Estimated U.S. Residential Broadband Subscribers (millions)

Subscribers

1. statistic 3. set 5. arithmetic mean 7. weighted 9. larger, smaller 11. mode 13. range 15. a. 8 b. 224 c. 28 d. mean 17. 8 19. 45.6 lbs 21. 46.3 ft 23. 54.4 in. 25. CREDITS GRADE VALUE QUALITY POINTS 2 3 2 4

Traditional

10

GPA < 2.64

80 56

60

63

66

2008

2009

50

40

40

30

20

GRADE VALUE 3 3 2 4 2

16 GPA < 3.0

QUALITY POINTS 9 15 2 16 6 48

2005

2006

2007

Year

32.

NFL Average Salaries (in millions of dollars) 6

5.4

5 4

3.6

3.1

3 2.3 2

2.8 1.7

1.5

1.5

1

29. a. 11, 24, 27, 36, 45, 54, 75 b. 36 c. median 31. 62 33. $33 35. 632 mi 37. 49.5 acres 39. a. 4 b. mode 41. 70 43. No mode 45. 53 cats 47. $860, $267 49. a. 5 b. 61 c. 56 d. range 51. 71 53. 51 pens 55. 86 lbs 57. 62% 59. Mean: $251,750, Median: $260,000, Range: $157,000 61. GPA: 3.69 63. Mean: $12,040, Median: $12,100, Mode: $7300, Range: $10,700 65. Mean: 34.2, Median: 30, Mode: 25, 30, Range: 33 67. Mean: 9.6 inches, Median: 9 inches, Mode: 9 inches, Range: 13 inches

Cumulative Skills Review 1. 20% 3. 37.68 9. 82,312

2004

Salary

27. CREDITS

5. 0.89

Quarterback

Cornerback

1. $180.00 1 $180.00(289.5%) 5 $180.00 1 $521.10 5 $701.10 3. $40.00 1 $40.00(137.3%) 5 $40.00 1 $54.92 5 $94.92

Chapter Review Exercises 1. 190 mg 2. 130 calories 3. 8% 4. 10% 5. 0 mg 6. 90 grams 7. 336 million 8. 186 million 9. India

Offensive Tackle

33. SBC/AT&T 34. 15% 35. MCI 36. No 37. 3% 38. Benefits 39. It will decrease 27%, from 43% to 16%. 40. All else 41. U.S. Foreign-Born Population Other 8% Asia 25% Latin America 53%

7. 85% remains on the roll

Numerical Facts of Life

Defensive End

Position

Europe 14%

42. PERCENT 22 19 43 16

APPENDIX B

41. 2 15 , 21, 21 . 2 15 43. 2 11.0 . 2 11.5, 7 2 2 7 6 13 47. 2 ,2 , 2 11.5 , 2 11.0 45. 2 , 2 , 2 . 2 9 3 3 9 5 12 13 6 49. 2 points 51. 26.5 sec, 2.4 sec, 24.1 sec 2 .2 12 5 53. 6000K8

Back-to-School Spending School Supplies 16%

Electronics and Computers 22%

Clothing and Accessories 43%

AP-47

Shoes 19%

Cumulative Skills Review 43. mean: 37.6; median: 35 44. mean: 75; median: 78 45. mean: 64.5; median: 70.5 46. mean: 50; median: 52 47. mean: 27.6; median: 20 48. mean: 34; median: 21 49. mode: 48; range: 37 50. mode: 68; range: 50 51. mode: none; range: 53 52. modes: 35 and 51; range: 44 53. mode: 43; range: 43 54. mode: 14; range: 59 55. modes: 24 and 16; range: 35 56. mode: none; range: 105

Assessment Test 1. $22,240 2. $6743 3. $16,899 4. 50 5. 70 6. July 7. 81% 8. 41% 9. 2004 10. 2006 11. Highest: Phillips; lowest: Samsung 12. 48% 13. 18% 14. 2000 ? 0.40 5 800 units 15. Approximate Number of Steps to Burn Off Various Foods

Steps

7800

7590 5750

5850

3450

3900

3220 1160

1950

la

d

er

Sa

Be

n

oz

de ar

12

G

Ch

ee

se

bu rg er D ou gh nu t 12 oz So da

0

Food

16. PERCENT 20 40 30 10

1. 5

11 15

3. 1822.4

5.

3 1

7. 1200 g

9. 15

Section 9.2 Review Exercises 1. positive 3. Subtract 5. a. 12.3, 31.5 b. 31.5, 43.8 c. 243.8 7. 9 9. 2 10 11. 2 15 13. 2 68 15. 2 145 17. 2 618 19. 2 549 21. 2 465 23. 6.05 25. 2 37.3 27. 2 17.71 23 4 16 29. 2 97.341 31. 2 or 2 1 33. 2 35. 2 4 21 24 1 11 1 3 35 37. 2 5 21 39. 2 5 41. 2 54 43. 2 30 10 10 4 36 2 17 45. 2 69 47. a. 15.2, 42.9, b. 15.2, 27.7 c. 227.7 36 49. 3 51. 7 53. 4 55. 0 57. 2 11 59. 36 61. 2 63 63. 2 360 65. 1889 67. 2 11,067 69. 1.1 71. 0.33 1 1 73. 7.6 75. 5.07 77. 2 15.3 79. 64.67 81. 2 83. 5 6 2 5 17 7 1 85. 2 87. 89. 2 5 91. 2 7 93. 2 7 24 18 24 4 5 5 95. 2 11 97. 44 BC 99. 14,495 feet 18

Cumulative Skills Review

DEGREES 72 144 108 36

1. 9.

Apex Entertainment, Inc. 2007 Revenue

11 24 25

5. 2128.5°F 7. 507

3. 959.82 24

23

22

21

0

1

2

3

4

5

Section 9.3 Review Exercises

(by Division)

CHAPTER 9

1. (2 b) 3. a. (215) b. 8, 215, 15 c. 15, 8, 7 d. (215), 27 5. 7 7. 16 9. 26 11. 217 13. 27 15. 81 17. 307 19. 217 21. 23623 23. 131 25. 262 27. 2789 2 8 29 4 1 5 29. 2 31. 2 33. 2 35. 37. 24 39. 26 9 35 5 36 24 2 1 1 41. 22 43. 23 45. 5.53 47. 22.55 49. 28.96 51. 4.78 8 36 53 233.05 55. 16.06 57. 2156.1 59. 231.1 61. 1989 years 63. 355.6 °F

Section 9.1 Review Exercises

Cumulative Skills Review

1. positive 3. origin 5. opposites 7. rational 2 5 9. 28 11. 214 13. 23.5 15. 2 17. 9 2

1. 31% 3. line, FB or BF 212 , 7 9. 202.5

19.

1. negative

3. a. 7, 12

12 5 5. a. , 25 32

5 3 b. , 32 40

Other 10%

Electronics 20%

Pictures and Music 30%

17. 40

Games 40%

18. 38

23 22 21

0

1

19. 60 and 69 20. 218

2

3

4

5

21.

26 25 24 23 22 21

0

1

23.

23 22 21

3

4

25. 15

0

1

2

27. 43

37. 2 , 7, 7 . 2

6

2

7

3

8

4

5

31. 2.7

33. 7

g

5. 216 square feet

7. 7 . 212 and

Section 9.4 Review Exercises

13. 132

2 35. ,, . 9 39. 2 24.8 , 2 24.0, 2 24.0 . 2 24.8

29. 31

g

25.

5 14

b. 12, 84 c. 284 c. 2

15. 2512 17. 721 27. 2

5 27

29.

1 4

31.

3 7. 24 9. 227 11. 2100 40

2 11 1 35. 224 37. 14 4

19. 23432 21. 6682 3 8

33. 2

2 15

23. 2

AP-48

APPENDIX B

2 1 41. 22 43. 207.4 45. 218.36 47. 20.00234 7 2 49. 21.377 51. 2588 53. 215,696 55. 2220 57. 144 3 5 59. 21620 61. 2 63. 22 65. 1.426 67. a. 56, 8 49 8 9 4 1 3 9 1 71. 3 73. 7 b. 8, 7 c. 27 69. a. , b. , , c. 8 4 4 9 6 6 75. 27 77. 9 79. 233 81. 215 83. 219 85. 213 1 1 11 2 5 87. 22 89. 23 91. 26 93. 2 95. 2 97. 3 3 2 60 7 6 16 99. 2 101. 234 103. 0.044 105. 0.07 21 107. 28.9 109. 20.02 111. 45.3 113. 214.3 115. $31.8 billion 117. $225

Assessment Test

Cumulative Skills Review

1. variable 3. evaluate 5. variable, constant 7. like 9. a. 7, 21 b. 7, 25 c. 7, 8, 32 11. 29 13. 63 15. 72 17. 17 19. 252 21. 213 23. 12 25. 210 27. 230 29. 9 31. a. 3x4, 22x3, 29x2, x b. 21 c. 3, 22, 29, 1 33. Variable: 4a3, 3a2, 29a, Constant: 25, Coefficient in 4a3: 4, Coefficient in 3a2: 3, Coefficient in 29a: 29 35. Variable: 2y4, 2y2, 23y, Constant: 29, Coefficient in 2y4: 21, Coefficient in 2y2: 21 Coefficient in 23y: 23 5 11 37. 8s 1 7t 39. x 1 y 41. x2 2 2xy 1 y2 4 4 43. 8u2v 2 5uv2 45. 29r 2s 1 4rs 1 7rst 47. 2x2 1 4xy 1 2y2 3 3 1 2 49. 51. a. 5, 15 b. 5, 22 c. 2 2 m4 1 2m2 1 10 15 5 , 15 5 x 53. 21x 55. 235b 57. 28n 59. 2.4d 61. 0.2n 63. 14 65. 5x 1 10 67. 4a 2 4 69. 22n 1 4 71. 27x 2 72 15 30 x2 73. 9n 1 21 75. 48x 1 56y 77. 22t 1 3 79. 7 28 81. 0.04y 1 0.3 83. 0.72d 2 2.7 85. 3y2 2 6y 1 18 87. 22k2 2 4k 1 6 89. 17x 1 3 91. a. x 2 421 b. 1250 feet

39.

1. 12 students for every pie 3. 150 months 5. V 5 828,868 mm 3 7. 2 58 9. 2 62

Section 9.5 Review Exercises 1. grouping symbols 3. multiplications, divisions 5. 16, 80, 87 7. 7 9. 10 11. 17 13. 232 15. 2180 17. 57 19. 118 21. 28 23. 211 25. 8 27. 22 29. 134 17 7 31. 4 33. 50 35. 2 37. 2 39. 2 41. 21.503 24 27 43. 22.15 45. 22.4401 47. 1347 49. 5 51. 54 53. a. 3(21) 1 3(22) 1 2(0) 1 1(1) b. 28 55. 64 feet above the point

Cumulative Skills Review 1. 26

3. 78.322 . 78.32 and 78.32 , 78.322 9. V 5 168 yd3

7. 15

5.

6 bottles 1 case

Numerical Facts of Life 1. 233 °F 3. 248 °F

Chapter Review Exercises 1. 215 2. 22.34 3. 47 4. 8.094 5. 26 25 24 23 22 21 0 1 2 3 4 5 6 6.

24

23

22

21

0

1

2

3

4

7. 12 8. 52 9. 2.314 10. 7436 11. 2 , 7, 7 . 2 12. 23 . 28, 28 , 23 13. 22.05 , 22, 22 . 22.05 14. 7 , 7.4, 7.4 . 7 15. 2210°F 16. 1,000,000°K 17. 2 $45.00 1 19 17 18. 3500 feet 19. 110 20. 2154 21. 22. 2 23. 21 30 36 14 17 3 24. 3 25. 1.56 26. 216.9 27. 228 28. 7.71 29. 2 24 8 7 1 30. 22 31. 215 32. 0.9 33. 2 34. 4 35. 29 36. 11 9 12 2 3

23 39. 7 40. 1032 41. 15 42. 24 30 43. a. $250 1 $105 1 $215 1 (2 $55) b. $515 44. a. 46 2 (2323) b. 369 years 45. 38 feet below ground level 46. a. 500(2 $2.40) b. 2 $1200, a loss of $1200 47. $86

37. 2

38. 2

1. 2457

2. 5713

3.

29 28 27 26 25 24 23 22 21

4.

22

21

0

1

0

1 2

2

3

4

3

5 4

5. 350 6. 453 7. 7 . 4, 4 , 7 8. 219.5 , 219.0, 219.0 . 219.5 9. 239 °C 10. 2$3.24 11. 2103 12. 27 19 7 13. 212.06 14. 5.85 15. 2 16. 22 17. 27 18. 29.37 48 10 2 7 1 4 19. 20. 25 21. 20.6 22. 23. 80 24. 2 25. 8 18 24 45 5 26. 40 27. 30,300 feet 28. $52.79 29. 2285 students 30. $63

CHAPTER 10 Section 10.1 Review Exercises

Cumulative Skills Review 17 1. 2880 minutes 3. 18.4 km 5. 100 7. 9912.444 9. 25 24 23 22 21 0 1 2 3 4 5

17 to 100

17:100

Section 10.2 Review Exercises 1. equation 3. addition 5. solving 7. 3, 9, 18, 3 is a solution to the equation 3x 1 9 5 18. 9. solution 11. not a solution 13. not a solution 15. solution 17. solution 19. not a solution 21. solution 23. solution 25. solution 27. not a solution 29. not a solution 31. solution 33. not a solution 35. solution 37. 8, 8, 13, 13, 13 39. 8 41. 12 43. 22 45. 4 47. 25 49. 26 51. 20 53. 48 55. 67 57. 55 59. 56 1 61. 13 63. 0 65. 10 67. 3.5 69. 1.47 71. 15.8 73. 2 6 5 1 75. 77. 4 79. $22,584,000,000 81. $5,260,000,000 8 2

APPENDIX B

Cumulative Skills Review 1. $20,746.14 3. 224 days 5.

14 98

5

p 100

7. 28q 2 120

9. diameter 5 26 units

Section 10.3 Review Exercises 7 7 7 , , 7. 4 9. 25 2 2 6 3 13. 25 15. 12 17. 225 19. 6 21. 214 23. 46 3 7 1 1 27. 2 29. 19 31. 224 33. 35. 24 20 18 5 5 27.5 39. 14 41. 3.4 43. 4 hours 30 minutes 1 533 mph 3

1. multiplication 11. 25. 37. 45.

3. 9, 9, 5 5.

Cumulative Skills Review 1. 0.899 3. segment, PD or DP

5. 11,750 m

7. 34 9. yes

Section 10.4 Review Exercises 1. subtract, divide 3. a. 14, 14, 21, 21 b. 3, 3, 7 c. 7, 21, 35 5. a. 2x, 2x, 2x, 2x b. 2, 2, 18 c. 18, 18, 72, 36 7. 3 9. 6 11. 0 13. 9 15. 26 17. 23 19. 29 21. 18 23. 2114 25. 2 3 18 1 27. 33 29. 2 31. 2 33. 35. 2 37. 3 39. 6 41. 8 2 4 5 2 1 43. 45. 47. 22 49. 18 51. 25 53. 214 55. 22 2 3 3 7 1 57. 245 59. 61. 63. 24 65. 67. a. 2x, 12 b. 2x, 12, 2 3 4 4 2x, x, 12, x, 12 c. x, 12, 6, 6, x, 6, 6 d. 6, 6, 8, 12 69. 6 71. 5 3 73. 25 75. 23 77. 34 79. 0 81. 215 83. 85. 9 inches 2 87. 10 hors d’ oeuvres

Cumulative Skills Review 1.

3 course credits

5

12 course credits

$750 $3000 7. 5.78 years, 2110 days 9. s 5 32

3. 5

5. 47

Section 10.5 Review Exercises 3. equation 5. check 7. x 2 15523 9. x 1 7 5 15 1 11. 3x 5 5 13. 28x 5 15. 8 1 2x 5 38 2 2 17. 18 2 x 5 10 19. 3 (x 1 10) 5 36 21. x 1 8 5 15; 7 3 1 1 23. 3x 5 ; 25. 2x 2 5 5 3; 4 27. x 1 4 5 2x; 4 4 12 1. read

AP-49

29. x 2 6 5 3 (4 1 x); 2 9 31. x 1 55 5 505; 450 mph 33. w 1 21.5 5 78; 56.5 feet 35. 1671 5 x 2 979; 2650 feet 37. 0.45C 5 12.6; 28 days 39. 8s 5 14; $1.75 41. 3.00 1 1.50 (h 2 1) 5 15.00; 9 hours 43. 7.50 (3s) 1 4.00s 5 795.00; 90 adult tickets, 30 student tickets 45. 4b 1 b 1 (4b 2 5) 5 40; a 5 20 inches, b 5 5 inches, c 5 15 inches 47. 2c 1 (3c 1 4) 1 c 5 250; first piece: 82 feet, second piece: 127 feet, third piece: 41 feet

Cumulative Skills Review 1. 12 3. 5.78 5. 90 7. 5 9. 56l 2 48

Numerical Facts of Life 1. T 5 P 1

1

t2

1

t1

1

t or T 5 P 1

10

t 7 14 91 26 3. Since it takes 9.1 seconds to add 1 person, it takes 9,100,000 seconds to add 1,000,000 people. Consequently, it took approximately 105 days to add an additional 1,000,000 people to the population. 1 day 1 hour 1 minute ? ? 9,100,000 seconds ? 60 seconds 60 minutes 24 hours 5 105.3241 days < 105 days Alternatively, we can solve the equation with T 5 301,000,000 and P 5 300,000,000 to find t. 10 10 301,000,000 5 300,000,000 1 t 1 1,000,000 5 t 91 91 1 9,100,000 5 t

Chapter Review Exercises 1. 2 5 2. 1 3. 0 4. 22 5. 11a 1 4b 6. 16 x 1 2y 7. 2 3v 1 10z 8. 2 2r 2 5rt 1 5t 9. 2 7a2 1 a 10. 2 3m 3 1 m 2n 1 8mn 2 11. g2 1 h 2, 12. 2 29x3y 1 8x2y, 13. 6x 14. 2 25y 15. 6.3a 16. 4d 17. 3x 2 45 18. 16k 2 1 8 19. 2 b 1 7 20. 2 4z 2 8 1 y 21. 2 24p 2 21 22. 2 20t 2 1 8 23. 6m 2 2 4mn 1 18n 2 24. 2 35y2 1 15yz 2 10z2 25. solution 26. not a solution 27. not a solution 28. solution 29. not a solution 30. solution 31. not a solution 32. solution 33. 19 34. 2 13 35. 7.7 1 1 36. 14.1 37. 2 8 38. 2 13 39. 40. 41. 12 10 6 47 25 2 1 42. 8 43. or 12 44. or 15 45. 2 30 46. 2 56 2 2 3 3 47. 13 48. 9 49. 3 50. 5 51. 10 52. 13 53. 0 54. 2 9 55. 20 56. 2 3 57. 2 (10 2 x) 2 12 58. 2,500 feet 59. $41.31 60. $7.75 per hour 61. 13 female, 19 males

Assessment Test 1. 37

2. 48

5. 2 27d 1 24

3. 8m 4n 3 1 20m 4n 6. 40m 2 35

4. 2 7a2 1 7ab 1 2b 2

7. not a solution 8. solution 10 3 8 9. 27 10. 23 11. 12 12. 13. 41 14. 23 15. 16. 7 3 4 17. 3x 2 24 18. 3(x2 1 15) 19. 41 degrees 20. 550 miles per hour 21. 40 words

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APPENDIX C

Math Study Skills Your overall success in mastering the material this textbook covers depends on you. You must be committed to doing your best in this course. This commitment means dedicating the time needed to study math and to do your homework. In order to succeed in math, you must know how to study it. The goal is to study math so that you understand and not just memorize it. The following tips and strategies will help you develop good study habits.

GENERAL TIPS Attend every class. Be on time. If you must miss class, be sure to get a copy of the notes and any handouts. (Get notes from someone in your class who takes good, neat notes.) Manage your time. School, work, family, and other commitments place a lot of demand on your time. To be successful, you must be able to devote time to study math every day. Writing out a weekly schedule that lists your class schedule, work schedule, and all other commitments with times that are not flexible will help you determine when you can study. Do not wait to get help. If you are having difficulty, get help immediately. Since the material presented in class usually builds on previous material, it is very easy to fall behind. Ask your instructor if he or she is available during office hours or get help at the math lab/ tutoring center on campus. INSTRUCTOR CONTACT INFORMATION Name: Office Hours: Office Location: Phone Number: E-mail Address:

CAMPUS MATH LAB/TUTORING CENTER Location: Hours:

Form a study group. A study group provides an opportunity to discuss class material and homework problems. Find at least two other people in your class who are committed to being successful. Exchange contact information and plan to meet or work together regularly throughout the semester either in person or via email or phone. Use your book’s study resources. Additional resources and support materials to help you succeed are available with this book.

NOTEBOOK AND NOTE TAKING Taking good notes and keeping a neat, well-organized notebook are important factors in being successful. YOUR NOTEBOOK

Use a loose-leaf binder divided into four sections 1. notes 2. homework 3. graded tests (and quizzes) 4. handouts TAKING NOTES

• Copy all important information written on the board. Also, write all points that are not clear to you so you can discuss them with your instructor, a tutor, or your study group. • Write explanations of what you are doing in your own words next to each step of a practice problem. • Listen carefully to what your instructor emphasizes and make note of it. AP-51

AP-52

APPENDIX C

CLASS TIME

• Review your notes.

BEFORE CLASS

• If you get stuck on a problem, look for a similar example in your textbook or notes.

• Review your notes from the previous class session. • Read the section(s) of your textbook that will be covered in class to get familiar with the material. Read these sections carefully. Skimming may result in your not understanding some of the material and your inability to do the homework. If you do not understand something in the text, re-read it more thoroughly or seek assistance. DURING CLASS

• Pay attention and try to understand every question your instructor asks.

• Write a question mark next to any problems that you just cannot figure out. Get help from your instructor or the tutoring center or call someone from your study group. • Check your answer after each problem. The answers to the odd-numbered problems are in the back of the textbook. If you are assigned even-numbered problems, try the odd-numbered problem first and check the answer. If your answer is correct, then you should be able to do the even-numbered problem correctly.

• Take good notes. • Ask questions if you do not understand something. It is best to ask questions during class. Chances are that someone else has the same question, but is not comfortable asking it. If you feel that way also, then write your question in your notebook and ask your instructor after class or see the instructor during office hours. AFTER CLASS

• Review your notes as soon as possible after class. Insert additional steps and comments to help clarify the material. • Re-read the section(s) of your textbook. After reading through an example, cover it up and try to do it on your own. Do the practice problem that is paired with the example. (The answers to the practice problems are given in the back of the textbook.)

HOMEWORK The best way to learn math is by doing it. Homework is designed to help you learn and apply concepts and master certain skills. Some tips for doing homework are as follows.

TESTS Tests are a source of anxiety for many students. Being well prepared to take a test can help ease anxiety. BEFORE A TEST

• Review your notes and the sections of the textbook that will be covered on the test. • Read through the 10-Minute Chapter Review in the textbook and your own summary from your notes. • Do additional practice problems. Select problems from your homework to work again. In addition, your textbook contains at the end of every chapter a set of Chapter Review Exercises that provides practice problems for each chapter section. • Use the Assessment Test at the end of the chapter as your practice test. While taking the practice test, do not refer to your notes or the textbook for help. Keep track of how long it takes to complete the test. Check your answers. If you cannot complete the practice test within the time you are allotted for the real test, you may need additional practice in the tutoring center to speed up. DURING A TEST

• Do your homework the same day that you have class. Keeping up with the class requires you to do homework regularly rather than “cramming” right before tests.

• Read through the test before starting.

• Review the section of the textbook that corresponds to the homework.

• Do the problems you know how to do first, and then go back to the ones that are more difficult.

• If you find yourself panicking, relax, take a few slow breaths, and try to do some of the problems that seem easy.

APPENDIX C

• Watch your time. Do not spend too much time on any one problem. If you get stuck while working on a problem, skip it and move on to the next problem. • Check your work, if there is time. Correct any errors you find. AFTER A TEST

• When you get your test back, look through all the problems. • On a separate sheet of paper, do any problems that you missed. Use your notes and textbook, if necessary.

AP-53

• Get help from your instructor or a tutor if you cannot figure out how to do a problem. Or set up a meeting with your study group to go over the test together. Make sure you understand your errors. • Attach the corrections to the test and place it in your notebook.

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APPENDIX D

Table of Squares and Square Roots n

n2

"n

n

n2

"n

1 2 3 4 5 6 7 8 9 10

1 4 9 16 25 36 49 64 81 100

1.000 1.414 1.732 2.000 2.236 2.449 2.646 2.828 3.000 3.162

51 52 53 54 55 56 57 58 59 60

2601 2704 2809 2916 3025 3136 3249 3364 3481 3600

7.141 7.211 7.280 7.348 7.416 7.483 7.550 7.616 7.681 7.746

11 12 13 14 15 16 17 18 19 20

121 144 169 196 225 256 289 324 361 400

3.317 3.464 3.606 3.742 3.873 4.000 4.123 4.243 4.359 4.472

61 62 63 64 65 66 67 68 69 70

3721 3844 3969 4096 4225 4356 4489 4624 4761 4900

7.810 7.874 7.937 8.000 8.062 8.124 8.185 8.246 8.307 8.367

21 22 23 24 25 26 27 28 29 30

441 484 529 576 625 676 729 784 841 900

4.583 4.690 4.796 4.899 5.000 5.099 5.196 5.292 5.385 5.477

71 72 73 74 75 76 77 78 79 80

5041 5184 5329 5476 5625 5776 5929 6084 6241 6400

8.426 8.485 8.544 8.602 8.660 8.718 8.775 8.832 8.888 8.944

31 32 33 34 35 36 37 38 39 40

961 1024 1089 1156 1225 1296 1369 1444 1521 1600

5.568 5.657 5.745 5.831 5.916 6.000 6.083 6.164 6.245 6.325

81 82 83 84 85 86 87 88 89 90

6561 6724 6889 7056 7225 7396 7569 7744 7921 8100

9.000 9.055 9.110 9.165 9.220 9.274 9.327 9.381 9.434 9.487

41 42 43 44 45 46 47 48 49 50

1681 1764 1849 1936 2025 2116 2209 2304 2401 2500

6.403 6.481 6.557 6.633 6.708 6.782 6.856 6.928 7.000 7.071

91 92 93 94 95 96 97 98 99 100

8281 8464 8649 8836 9025 9216 9409 9604 9801 10,000

9.539 9.592 9.644 9.695 9.747 9.798 9.849 9.899 9.950 10.000

AP-55

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Index

A above, 642 Absolute value of a number, 639–640 Abstract number, 433 multiplying or dividing denominate number by, 436–437 Accounting, 1–2 Acute angle, 483 Acute triangle, 493–494 add, added to, 18, 74, 168, 738 Addend, 13 Addition application problems, 18–20, 74–77, 227–228, 653–654 carrying in, 16–17 of decimals, 223–224 application, 227–228 estimating and, 226–227 defined, 13 of denominate numbers, 435–436 distributive property of multiplication over, 38, 704 of fractions with different denominators, 163–164 with same denominator, 162–163 key words and phrases for, 18, 74, 168, 738 of mixed numbers, 165–168 in order of operations, 67 of signed numbers, 647–658 application, 653–654 with different signs, 650–653 with same sign, 647–650 steps for, 15–18 vertical format, 13 of whole numbers, 13–25 Addition properties, 14–15 addition property of equality solving equations using, 713–720 solving equations using with multiplication property, 728–737 addition property of zero, 14 associative property of addition, 14 commutative property of addition, 14 Algebra, 699–756 algebraic expressions, 700–712 application, 707–708 combining like terms, 701–705 evaluating, 700–701 multiplying, 705–707

application problems, 707–708, 717, 724–725, 732–733, 738–746 translate sentence to equation, 738–739 civil engineers and, 699 solving equation using addition and multiplication properties, 728–737 application, 732–733 equation with parentheses, 730–732 solving equation using addition property of equality, 713–721 application, 717 verifying solution, 713 solving equation using multiplication property of equality, 721–727 application, 724–725 Amount, 366 calculating in percent change situations, 399–402 number vs., 370 solving percent equation for, 367 and, 4, 18, 74, 168, 738 representing decimal point, 210 Andretti, Marco, 207 Angles acute, 483 classifying, 483–484 complementary, 484–486 defined, 482 finding measure of, 494–495 naming, 482, 484 obtuse, 483 right, 483 sides of an, 482 straight, 483 supplementary, 485–486 Answer, checking, 715 Applications addition, 18–20 of decimals, 227 of fractions, 168 of signed numbers, 653–654 algebraic expressions, 707–708 area of rectangle, 44–45, 518, 523 of a square, 69–70, 518 average, 58–59, 252–253 bar graph, 30–31

I-1

I-2

INDEX

Applications (continued) budget cost, 76–77 checkbook, balancing, 227–228 circumference, 512–513 commission, 395–398 converting decimal to percent, 356, 357–358 converting fraction to percent, 358 converting percent to decimal, 356–357, 359 converting percent to fractions, 359 corporate earnings, 676, 717 data representation, 123–124 decimals, 264–265 addition of, 227 converting from percent, 356–357, 359 converting to percent, 356–358 division of, 252–253 denominate numbers, 437 discount rate, 395–398 distance, 708, 724–725 division, 58–59 of decimals, 252–253 of fractions, 157 Dow, 642–643 finding least common multiple, 112 finding unknown number, 740–741 finding unknown quantity, 741 fractions, 123–124, 264–265 addition of, 168 converting from percent, 359 converting to percent, 358 division of, 157 multiplication of, 147–148 to represent data, 123 simplifying, 138 subtraction of, 180 golf scores, 685–686 heights of buildings, calculating difference between, 76 invoices, 238–240 involving more than one operation, 78–79 key words and phrases for solving, 74, 738 length finding unknown, 322–324 of hypotenuse, 533–534 U.S. units of, 428–429 median, 611–612 medical dosages, 321–322, 449, 455–456 metric system, 449, 456 mixed numbers, 180 mode, 611–612 monetary amount on a check, 216 multiplication, 43–45 of decimals, 238–240 of fractions, 147–148 of signed numbers, 676 percent change, 392–394, 402–405 percent problems, 370–372, 392–411 converting from decimal, 356, 357–358 converting from fraction, 358 converting to decimal, 356–357, 359 converting to fraction, 359

percent proportion, 383–386 perimeter, 512–513 of a polygon, 19–20 of rectangle, 732–733 of triangle, 742 population increase, 399–400 problem solving, 738–746 key words and phrases, 738 translating sentence to equation, 738–739 proportions, 320–324, 383–386 Pythagorean Theorem, 533–534 range, 611–612 rates, 306–307 ratio, 295–296 recipes, 320–321 rectangle area of, 44–45 perimeter of, 732–733 restaurant tip, 395–398 sales tax, 395–398 seating plan, 77 shopping spree amount, 75 signed numbers, 642–643 addition of, 653–654 subtraction of, 664–665 similar geometric figures, 322–324 simplification of expression, 685–686 solving, 74–77 steps for, 75 solving equations using addition property, 717, 732–733 using multiplication property, 724–725, 732–733 square, area of, 69–70 statistics, 611–612 subtraction, 29–31 of decimals, 227 of fractions, 180 of signed numbers, 664–665 table, reading, 7–8 triangle, perimeter of, 742 unit pricing, 306–307 volume, 539, 543–544 weight of container, 78–79 Archimedes, 511 Architects, geometry and, 479 are, 74, 738 Area, 518–529 applications, 44–45, 69–70, 518, 523 of circle, 521, 522–523 formulas, 520–521 of parallelogram, 521 of rectangle, 44–45, 518–519, 520 of square, 69–70, 520 of trapezoid, 521, 522 of triangle, 521–522 Arithmetic mean, 605–607 defined, 58 finding, 58–59 Assets, 93 Associative property

INDEX

of addition, 14, 704 of multiplication, 37, 704 at, 43, 74, 738 Atmospheric scientists, percent and, 349 Average, 605 calculating, 58–59, 252–253 defined, 58 average of, 58, 74, 738

B Balance sheet, 2 personal, 93 Bar graph, 584–588 comparative, 585–586, 588 constructing, 586–588 defined, 30 horizontal, 586 reading, 30–31, 584–586 vertical, 586 Base of cone, 500 of cylinder, 500 in exponential notation, 63 in percent change situations, 399–402 in percent equation, 366 solving for, 367–368 in percent proportion solving for, 381–382 of pyramid, 499 Base 10, exponential expressions with, 66 below, 642 Billions, 2 Birdie, 685 BLS (Bureau of Labor Statistics), 625 Bogie, 685 Borrowing, 27, 178 Braces, curly, 67, 262, 681 Brackets, 67, 262, 681 Budget, calculating cost of, 76–77 Bureau of Labor Statistics (BLS), 625

C Caesar, Octavian Augustus, 653–654 Calculators division on, 250 exponential expressions on, 66 order of operations programmed into, 67 percent key, 351 Calories burned per hour, 339 per serving, 303 Canceling, 145 Capacity defined, 427 metric units of, 447–449 converting between U.S. and, 454 U.S. units of, 427–428 converting between metric and, 454

Carat (ct.), 306 Carrying, 16–17, 40 Celsius, Anders, 461 Celsius scale, 461–462 converting from Fahrenheit to, 461–462 Center of circle, 497 centi-, 443 Centigram, 447 Centiliter, 448 Centimeter, 444, 454 Century, 460 Check, writing monetary amount on, 216 Checkbook, balancing, 227–228 Checking the answer, 715 Chemist, signed numbers and, 635 Circle area of, 521, 522–523 circumference of, 511–512 defined, 497 degrees of, 482 diameter of, 497–499 radius of, 497–499 Circle graph, 589–592 constructing, 590–592 reading, 589–590 Circumference, 511–512 applications, 512–513 Civil engineer, algebra and, 699 Coefficient, 702 Collecting like terms, 704 Colon, in ratio, 288 Combining like terms, 703–705 Comma, in standard notation, 3, 4 Commission calculating, 395–396, 398 defined, 396 Common denominator, 135 Common fraction, 118 Common multiple, 107 Commutative property of addition, 14, 704 of multiplication, 37, 704 Comparative bar graph, 585–586 constructing, 588 Complementary angles, 484–486 Complex fraction, 118 Composite number, 104 prime factorization of, 105–107 Compound denominate numbers, 433 expressing denominate number as, 433–434 simplifying, 434–435 Cone, 500 volume of, 541, 542, 543–544 Constant terms, 701 on both sides, solving equation with, 730 Consumer Price Index (CPI), 625 Container weight, determining, 78–79 Conventional mortgage loans, 417 Counting numbers, 2 CPI (Consumer Price Index), 625

I-3

I-4

INDEX

Credit, 227 Cross multiplication, 317 Cross products, 315–317, 318 Cube, 499 volume of, 540–541 Cubic units, 539 Culinary arts, fractions in, 101, 143, 198 Cup, 427–428 Curly braces, 67, 262, 681 Cylinder, 500 volume of, 541, 542

D Day, 460 Debit, 227 Decade, 460 Decagon, 492 deci-, 443 Decigram, 447 Deciliter, 448 Decimal fraction converting between terminating decimal and, 211–213 defined, 208 repeating decimal expansion, 260 terminating decimal expansion, 260 Decimal notation, 208, 210–211 Decimal number system, 2 Decimal point, 208 movement of when dividing, 250 Decimals, 207–222 addition of, 223–224 application, 227–228 estimating and, 226–227 applications, 216, 227–228, 238–240, 252–253, 264–265, 356–359 comparing, 213–214 converting fractions to, 258–260 converting percent to, 352–353, 366 application, 356–357, 359 converting to fraction, 211–213 converting to mixed number, 211–213 converting to percent, 353–354 application, 356, 357–358 defined, 208 division of, 246–257 application, 252–253 by decimals, 249–251 estimating and, 251–252 by power of 10, 248–249 by whole number, 246–248 fraction, decimal, percent equivalents, 355 identifying place value of digit in, 208–209 multiplication of, 234–245 application, 238–240 estimating and, 238 by power of 10, 235–238 non-terminating, 208 in ratios, 291 repeating, 259, 261–262, 262

rounding to specified place value, 215 simplifying expressions containing, 261–264 in sports statistics, 207, 277 in standard form, 209–210, 216 subtraction of, 225–226 application, 227–228 estimating and, 226–227 terminating, 208, 259 in word form, 209–210, 216 Decimeter, 444 decrease, decreased by, 29, 74, 180, 642, 738 deducted from, 29, 74, 738 Degree, 482 deka-, 443 Dekagram, 447 Dekaliter, 448 Dekameter, 444 Denominate numbers, 433–442 addition of, 435–436 applications, 437 compound, 433 simplifying, 434–435 defined, 433 division of, 436–437 expressing as compound denominate number, 433–434 multiplication of, 436–437 subtraction of, 435–436 Denominator common, 135 of fraction, 117 Diagrid frame, 564 Diameter, of circle, 497–499 Difference, 25 difference, difference of, 29, 74, 180, 738 Digit, 2 Discount rate, calculating, 395–396, 398 Distance formula, 724 Distributive property of multiplication, 38, 703–704 multiplying expressions using, 706–707 divide, divided by, divided into, 58, 74, 738 Dividend, 50, 246 Divisibility, rules of, 102–103 Division applications, 58–59, 74–77, 252–253 checking, 54 of decimals, 246–257 application, 252–253 by decimals, 249–251 estimating and, 251–252 by power of 10, 248–249 by whole number, 246–248 defined, 50 of denominate numbers, 436–437 estimating in, 55, 57 formats for, 51 of fractions, 154–156 key words and phrases for, 58, 74, 738 long, 53–54 of mixed numbers, 155–156 multiplication vs., 51

INDEX

in order of operations, 67 remainder in, 56–57 of signed numbers, 673–676 with different signs, 673–674 with same sign, 673, 675–676 steps in, 53–57 of whole numbers, 50–62, 155–156 Division properties, 51–53 dividing a number by itself, 51 dividing a number by one, 51 dividing a number by zero, 52 dividing zero by a nonzero number, 52 Division sign, 51 Divisor, 50, 246, 250 DJIA (Dow Jones Industrial Average), 642 Dosages, 455–456 double, 43, 74, 738 Dow Jones Industrial Average (DJIA), 642 down, 642 Drop, 456

E Eagle, 685 Einstein, Albert, 64 Elements, 664 Endpoint, 481 English System of measurement. See U.S. customary system of measurement Equality symbols, 713 equally divided, equally divides, 58, 74, 738 equals, 74, 738 Equals sign, key words and phrases for, 74, 738 Equations with parentheses, solving, 730–732 percent solving, 366–369 writing, 364–366 solving using addition property, 714–720, 728–737 using multiplication property, 721–737 translating sentences into, 738–739 verifying solution to, 713 Equilateral triangle, 492–493 Equivalent fractions, 130–137 with larger denominator, writing, 133–134 Estimating in division, 55, 57 when adding or subtracting decimals, 226–227 when dividing decimals, 251–252 when multiplying decimals, 238 Euclid, 480, 664 Evaluating algebraic expressions, 700–701 Expanded notation/expanded form converting decimals and, 211–213 defined, 5 Exponent, 63 Exponential expressions with base 10, 66 evaluating, 64–66

simplifying, 683–684 Exponential notation defined, 63 reading and writing, 63–64 Expressions algebraic, 700–712 application, 707–708 combining like terms, 701–705 evaluating, 700–701 multiplying, 705–707 simplifying with exponents, 683–684 with fraction bar, 685 with fractions and decimals, 261–264 with parentheses, 684–685 with signed numbers, 681–685

F Faces, 499 Factor, as verb, 105 Factorization, prime, 105–107 Factors, 35 of natural number, 102–104 Fahrenheit, Gabriel D., 461 Fahrenheit scale, 461–462 converting Celsius to, 461–462 Federal Housing Administration (FHA) mortgage, 417 Feet, 424–426 ratio in, 293 fewer than, 29, 74, 180, 738 FHA mortgage, 417 Foot, 454 Formulas area, 520–521 distance, 724 net profit, 717 perimeter of rectangle, 732 perimeter of triangle, 742 theory of relativity, 64 volume, 541 Fraction bar, 117 simplifying expression with, 685 Fractions addition of with different denominators, 163–164 with same denominator, 162–163 applications, 123–124, 137, 147–148, 157, 168, 180, 264–265, 358, 359 common, 118 comparing using least common denominator, 134–136 complex, 118 converting decimal to, 211–213 converting percent to, 350–352 application, 359 converting to decimal, 258–260 converting to percent, 354–355 application, 358 culinary arts and, 101, 143, 198 decimal, 208

I-5

I-6

INDEX

Fractions (continued) defined, 117 division of, 154–156, 157 equivalent, 130–137 fraction, decimal, percent equivalents, 355 improper, 118, 166–167 graphing, 638 writing as mixed or whole number, 121–123 like, 135, 162 multiplication of, 144–148 proper, 118 in ratios, 291–292 ratio written as, 288 in recipes, 101, 143, 198 reciprocal of the, 154 to represent data, 123 to represent part of whole, 119–120 to represent time, 124 simplifying expressions containing, 261–264 to lowest terms, 130–133, 138 before multiplying, 145 subtraction of with different denominators, 175–176 with same denominator, 174–175

G gain, gain of, 18, 74, 642, 738 Gallons, 424, 427, 428, 454 Geometry architects and, 479 area, 518–529 defined, 480 lines and angles, 480–491 perimeter and circumference, 509–517 plane and solid geometric figures, 491–508 square roots and Pythagorean theorem, 530–538 volume, 539–551 gives, 74, 738 Global warming, using percents to analyze, 349 goes into, 58, 74, 738 Golf scores, 685–686 GPA (grade point average), 252, 606–607 Grams, 424, 443, 446–447, 454 defined, 446 Graphs/graphing bar, 584–588 circle, 589–592 improper fraction, 638 line, 579–584 rational number, 639 signed number on number line, 637–639 greater than, 738 indicating addition, 18, 74 Greatest common factor (GCF), 132 Great Pyramids, 322 Green building, 564 Grouping symbols, 14, 67, 262, 681

H Healthcare units, 455–456 Hearst Tower, 564 hecto-, 443 Hectogram, 447 Hectoliter, 448 Hectometer, 444 Heights, calculating difference between building, 76 Hemisphere, 543 Heptagon, 492 Hexagon, 492, 496 Hindu-Arabic number system, 2 Horizontal bar graph, 586 Hornish, Sam, Jr., 207 Hour, 460 Housing expense ratio, 417 Hypotenuse, 531 finding length of, 532, 533–534

I Improper fractions, 118, 166–167 converting to mixed or whole number, 121–123 writing mixed numbers as, 122 Inches, 424–426, 454 ratio in, 293 increase, increased by, 18, 74, 168, 642, 738 Inflation rates, 625 Integers, 637 addition of, with different signs, 651 Intersecting lines, 480 Interval, 117 Invoice, 238–240 is, 74, 738 Isosceles triangle, 492–493

K Key words and phrases for addition, 18, 74, 168, 738 in application problems, 738 for division, 58, 74, 738 for equals sign, 74, 738 for multiplication, 43, 74, 738 for signed numbers, 642 for solving application problems, 74 for subtraction, 29, 74, 180, 738 KFC acronym, 155 kilo-, 443 Kilogram, 446–447, 454 Kiloliter, 448 Kilometer, 444, 454 Kilowatt hour, 591

L Least common denominator (LCD), 135 addition of fractions and, 163–164 addition of mixed numbers and, 165 comparing fractions using, 134–136

INDEX

Least common multiple (LCM), 107–112, 135 application, 112 defined, 108 using alternate method to find, 109–111 using prime factorization to find, 108–109 leaves, 74, 738 Legs, 531 finding length of, 533 Lending ratios, 417 Length conversion table, 293 converting between metric units of, 443–446 converting between U.S. and metric systems, 454, 455 converting between U.S. units of, 424–426 using similar geometric figures to find, 322–324 less than, 180, 738 indicating subtraction, 29, 74 Liabilities, 93 Like fractions, 135, 162 Like terms, 703 collecting, 704 combining, 703–705 Linear measure, conversion table, 293 Line graph, 579–584 constructing, 582–584 multiple, 582 reading, 578–582 Lines, 480–481 intersecting, 480 parallel, 480 perpendicular, 480 Line segments, 481 Liquid measurement, conversion table, 293 Liter, 424, 443, 447–448, 454 defined, 447 loss, 642

M makes, 74, 738 Market research analyst, statistics and, 577 Mass converting between metric units of, 446–447 converting between U.S. and metric systems, 454, 455 defined, 446 Mean, 605–607 application, 611–612 weighted, 606–607 Measure, 424 Measurement denominate numbers, 433–442 metric system, 443–453 converting between U.S. system and, 454–459 surveyors and, 423 temperature, 461–462 time, 459–465 U.S. customary system, 424–433 converting between metric system and, 454–459

Measurement conversion tables, 293 Measurement units, ratio of converted, 292–295 Measure of central tendency, 605, 611 Median, 607–609 application, 611–612 calculating, 608–609 Medical dosage converting units of, 449, 455–456 proportions in determining, 287, 321–322 Meteorologists, percent and, 349 Meter, 424, 443–446, 454 Metric system, 424, 443–453 applications, 449 converting between U.S. system and, 454–459 prefixes, 443 units of capacity, 447–449 units of length, 443–446 units of weight/mass, 446–447 Microgram, 456, 458 Microsoft Corporation, 717 Middle value, 605 Mile, 424, 454 Miles per hour, 303 Millennium, 460 milli-, 443 Milligram, 446–447, 456 Milliliter, 448, 456 Millimeter, 444 Millions, 2 Minuend, 25 minus, 29, 74, 738 Minus sign, 25 Minute, 460 Mixed numbers, 118 addition of, 165–168 applications, 168 converting decimal to, 211–213 division of, 155–156 multiplication of, 147 in ratios, 291–292 subtraction of, 176–179 writing as improper fraction, 122 writing improper fraction as, 121–123 Mode, 609–610 Money, converting between units of, 473 Month, 460 more than, 168, 738 indicating addition, 18, 74 Mortgages, 417 Multiple line graph, 582 Multiple of a number, 107 Multiplication of algebraic expressions, 705–707 applications, 43–45, 74–77, 238–240 basic facts, 36 carrying in, 40 of decimals, 234–245 application, 238–240

I-7

I-8

INDEX

Multiplication (continued) estimating and, 238 by power of 10, 235–238 defined, 35 of denominate numbers, 436–437 division vs., 51 of fractions, 144–148 key words and phrases for, 43, 74, 738 of large whole numbers, 41–43 of mixed numbers, 147 in order of operations, 67 of signed numbers, 668–672 with different signs, 668–670 with same sign, 670–672 steps in, 39–43 vertical format, 35 of whole numbers, 35–50, 147 Multiplication properties, 36–39 associative property of multiplication, 37 commutative property of multiplication, 37 distributive property of multiplication over addition or subtraction, 37, 703–704 multiplication property of equality solving equation using, 721–727 solving equation using with addition property, 728–737 multiplication property of one, 36 multiplication property of zero, 36 Multiplication sign, 35 multiply, multiplied by, 43, 74, 738

N Narrow range, 611 National Oceanic and Atmospheric Administration (NOAA), 694 Natural numbers, 2 factors of, 102–104 Negative numbers, 636. See also Signed numbers key words and phrases for, 642 Negative sign, 636 Net profit formula, 717 Net worth, 93 NOAA (National Oceanic and Atmospheric Administration), 694 Nonagon, 492 Non-terminating decimal, 208 Number line to compare decimals, 213 graphing signed number on, 637–639 origin of, 636 Numbers absolute value of, 639–640 abstract, 433 amount vs., 370 composite, 104 counting, 2 decimal. See Decimals denominate, 433–442 finding unknown, 740–741 integers, 637 large, expressed in words, 237 mixed. See Mixed numbers

multiple of, 107 natural, 2 negative. See Signed numbers positive. See Signed numbers prime, 104–105 rational. See Rational numbers signed. See Signed numbers square of, 530 whole. See Whole numbers Numerator, of fraction, 117 Numerical coefficient, 702 Numerical value, y-axis and, 580 Nursing, using proportions in, 287, 321–322

O Obtuse angle, 483 Obtuse triangle, 493–494 Octagon, 492, 496 of, 43, 74, 738 One, 2, 104 dividing a number by, 51 multiplication property of, 36 Opposites, finding, 636–637 Order of operations, 66–69, 262, 681 signed numbers and, 681–688 simplifying expression containing fractions and decimals using, 261–264 Origin (number line), 636 Ounces, 427, 428, 454 Ovid, 665 Oxidation state of atom, 635

P Par, 685 Parallel lines, 480 Parallelogram, 495 area of, 521 Parentheses as grouping symbols, 14, 67, 262, 681 indicating multiplication, 35 simplifying expressions with, 684–685 solving equation with, 730–732 Partial product, 41 Partial quotient, 53 Pentagon, 492, 496 per, 58, 74, 738 Percent, 350–364, 366 analyzing global warming using, 349 applications, 349, 350, 356–359 atmospheric scientists and, 349 converting decimal to, 353–354 application, 356, 357–358 converting fraction to, 354–355 application, 358 converting to decimal, 352–353, 366 application, 356–357, 359 converting to fraction, 350–352 application, 359

INDEX

converting whole number to, 353–354 equivalents (fraction, decimal, percent), 355 solving percent equations for, 369 Percent change applications, 402–405 calculating, 392–394 amount in, 399–402 base in, 399–402 Percent decrease, 392, 393 Percent equations defined, 366 solving for amount, 366–367 applications, 370–372 for the base, 367–368 for percent, 369 Percent increase, 392 Percent problems applications, 392–411 commission, 395–398 discount rate, 395–398 percent change, 392–394 sales tax, 395–398 tip, 395–398 solving using equations, 364–377 solving using proportions, 378–392 Percent proportion, 378 solving, 381–383 applications, 383–386 for base, 381–382 for percent, 382–383 for portion, 381 writing, 378–380 Percent sign, 350 Perfect square, 530–531 Perimeter, 509–517 applications, 512–513 of polygon, 19–20, 509–511 of rectangle, 509–510, 732–733 of square, 510–511 of triangle, 742 Perpendicular lines, 480 Personal balance sheet, 93 pi, 511 Pie chart, 589–592 Pint, 424, 427, 428, 454 Placeholder, 41 Place value, 2–3 identifying in decimal, 208–209 rounding decimal to specified, 215 rounding number to, 5–7 Place value chart, 2 Plane, defined, 480 Plane figures, 480, 491–499 identifying, 491–497 radius and diameter of circle, 497–499 plus, 18, 74, 168, 738 Plus sign, 13 Point of carat, 306

in space, 480 Polygons, 491–492 defined, 19 identifying, 497 irregular, 19 naming, 492 perimeter of, 19–20, 509–511 Population changes, 753 Positive numbers, 636. See also Signed numbers key words and phrases for, 642 Pound, 424, 427, 454 Power, 63 raising number to first, 64 raising number to zero, 64–65 Power of 10, 41 dividing decimal by, 248–249 such as 0.1, 0.01, 0.001..., 248 such as 10, 100, 1000..., 248 multiplying decimal by, 235–238 such as 0.1, 0.01, 0.001..., 236–237 such as 10, 100, 1000..., 236 Prefixes, metric system, 443 Prices, unit, 303 Prime factorization, 105–107 finding least common multiple using, 108–109 simplifying fraction using, 130–132 Prime factor tree, 105–106 Prime number/prime, 104–105 finding least common multiple of, 112 Principal square root of a number defined, 530 that is not perfect square, 530–531 that is perfect square, 530 produces, 74, 738 Product, 35 partial, 41 product, product of, 43, 74, 738 Proper fraction, 118 Proportions, 313–332 applications, 320–324 defined, 313 determining whether two ratios are proportional, 315–317 in nursing, 287 solving, 317–320 solving percent problems using, 378–392 units and, 314 writing, 313–315 Protractor, 483 constructing circle graph and, 590–592 provides, 74, 738 Pyramid, 499 volume of, 541, 542–543 Pythagorean Theorem application, 533–534 to find length of side of right triangle, 531–533

Q Quadrilaterals, 492, 495–496 identifying, 496

I-9

I-10

INDEX

Quality points, 606 Quantity, finding unknown, 741 Quart, 424, 427, 428, 454 Quarter (time), 460 Quotient, 50, 246 partial, 53 quotient, quotient of, 58, 74, 738

R Radical sign, 530 Radicand, 530 Radius, of circle, 497–499 Raised dot, 35 Range, 610–611 application, 612 Rates applications, 306–307 defined, 303 unit, 304–305 writing and interpreting, 303–306 Rational numbers, 637–638 addition of with different signs, 652–653 two negative, 648–650 graphing, 639 subtraction of, 662–664 ratio of, 58, 74, 738 Ratios, 288–302 applications, 295–296 containing decimals, 291 containing fractions, mixed numbers, or whole numbers, 291–292 converted measurement units, 292–295 defined, 288 in feet, 293 housing expense, 417 in inches, 293 lending, 417 in nursing, 287 order of terms, 288 proportions and, 313, 315–317 simplifying, 288–292 terms of, 288 total obligations, 417 writing, 288–292 Rays, 481 Recipes fractions in, 101, 143, 198 proportions and, 320–321 Reciprocal of the fraction, 154 Rectangles, 495 area of, 44–45, 518–519, 520 defined, 19 perimeter of, 509–510, 732–733 similar, 322 Rectangular solid, 499 volume of, 539–541 reduced by, 29, 74, 738 Remainder, 56–57

remove, 180 Repeating decimal, 259 converting decimals to fractions, 261–262 determining decimal expansion, 260 results in, 74, 738 Rhombus, 495, 496 Right angle, 483 Right triangle, 493–494 finding length of side of, 531–533 Rounding of decimals, 215 of numbers, 5–7 Rules of divisibility, 102–103

S Sales tax calculating, 395–397 defined, 396 Scalene triangle, 492–493 Seating plan, devising, 77 Sentence, translating into equation, 738–739 Set, 605 Shadow proportions, to find lengths, 324 Shakespeare, William, 665 Shopping spree, calculating amount spent, 75 Sides of an angle, 482 Signed numbers, 635–698 addition of, 647–658 applications, 653–654 with different signs, 650–653 rational numbers, 648–650, 652–653 with same sign, 647–650 applications, 642–643, 653–654, 664–665, 676 chemists and use of, 635 comparing, 641–642 defined, 636 division of, 673–676 with different signs, 673–674 with same sign, 673, 675–676 finding absolute value of a number, 639–640 finding opposite of a number, 636–637 graphing on number line, 637–639 introduction to, 636–646 key words and phrases for, 642 multiplication of, 668–672 application, 676 with different signs, 668–670 with same sign, 670–672 order of operations and, 681–688 subtraction of, 658–667 applications, 664–665 Similar geometric figures, 322–324 Similar rectangles, 322 Similar triangles, 322, 324 Simplification of expressions with exponents, 683–684 with fraction bar, 685 with parentheses, 684–685 with signed numbers, 681–685

INDEX

Solid, defined, 480 Solid geometric figures, 499–501 Solution, verifying, 713 Space, defined, 480 Sphere, 500 volume of, 541, 543 Sports statistics, decimals in, 207, 277 Spread, of data set, 605 Square of a number, 530 Square roots, 530–538 Squares, 496 area of, 69–70, 520 defined, 70 perfect, 530–531 perimeter of, 510–511 Square units, 44, 69 Standard International Metric System. See Metric system Standard notation/standard form, 3–4 writing decimals in, 209–210, 216 Statistics applications, 611–612 bar graph, 584–588 comparative, 588 circle graph, 589–592 data presentation, 578–604 defined, 578, 605 line graphs, 579–584 market research analyst and, 577 mean, 605–607 median, 607–609 mode, 609–610 pie chart, 589–592 range, 610–611 table, 578–579 Straight angle, 483 subtract, subtracted from, 29, 74, 180, 738 Subtraction applications, 29–31, 74–77, 180, 227–228 borrowing in, 27 of decimals, 225–226 application, 227–228 estimating and, 226–227 defined, 25 of denominate numbers, 435–436 distributive property of multiplication over, 38, 704 of fractions applications, 180 with different denominators, 175–176 with same denominator, 174–175 key words and phrases for, 29, 74, 180, 738 of mixed numbers, 176–179 in order of operations, 67 of signed numbers, 658–667 negative integer from integer, 661 positive integer from negative integer, 660 positive integer from smaller positive integer, 659–660 rational numbers, 662–664 steps for, 26–29 vertical format, 25 of whole numbers, 25–34

Subtrahend, 25 Sum, 13 sum, 18, 74, 738 Supplementary angles, 485–486 Surveyor, measurement units and, 423 Symbols addition, 13 degree, 482 division sign, 51 equality, 713 fraction bar, 117, 685 grouping, 14, 67, 262, 681 minus sign, 25 multiplication, 35 negative sign, 636 percent sign, 350 plus sign, 13 radical sign, 530 subtraction, 25

T Table, 578–579 defined, 7 reading, 7–8 Tablespoon, 427–428 take away, 29, 74, 180, 738 Teaspoon, 427–428, 456 Temperature converting between Celsius and Fahrenheit, 461–462 defined, 461 Terminating decimal, 208, 259 converting between decimal fraction and, 211–213 determining decimal expansion, 260 Terms, 701 constant, 701 identifying, 702–703 like, 703–705 variable, 701, 728–730 Terms of the ratio, 288 Theory of relativity, 64 the sum of, 168 Thousands, 2 Time conversion table, 293 converting between units of, 459–460 representing using fractions, 124 x-axis and, 580 times, 43, 74, 738 Tip, calculating, 395, 397 to, in ratio, 288 Tons, 424, 427 Total obligations ratio, 417 total of, 18, 74, 168, 738 Trapezoid, 496 area of, 521, 522 Triangles, 19, 492 acute, 493–494 area of, 521–522 in diagrid frame, 564

I-11

I-12

INDEX

Triangles (continued) equilateral, 492–493 isosceles, 492–493 obtuse, 493–494 perimeter of, 742 right, 493–494 scalene, 492–493 similar, 322, 324 Trillions, 2 triple, 43, 74, 738 twice, 43, 74, 738

U Unit prices, 303 writing, 305–306 Unit rates, 303 writing, 304–305 Unit ratios, 424 converting between metric units of capacity using, 448 converting between metric units of length using, 444–445 converting between metric units of weight/mass using, 447 converting between U.S. and metric systems using, 454 for U.S. units of capacity, 428 for U.S. units of length, 425 for U.S. units of weight, 427 up, 642 U.S. customary system of measurement, 424–433 applications, 428–429 converting between metric system and, 454–459 units of capacity, 427–428 units of length, 424–426 applications, 428–429 units of weight, 427

W Week, 460 Weight conversion table, 293 defined, 427, 446 metric units of, 446–447 converting between U.S. and, 454, 455 U.S. units of, 427 converting between metric and, 454, 455 Weighted mean, 606–607 Whole numbers, 2–13 addition of, 13–25 converting to percent, 354–355 decimal point in, 208 defined, 2 division of, 50–62, 155–156 by decimal, 249–251 decimal by, 246–248 in expanded notation, 5 multiplication of, 35–50, 147 in ratios, 291–292 rounding, 5–7 in standard notation, 3–4 subtraction of, 25–34 in word form, 3–4 writing improper fraction as, 121–123 Wide range, 611 Wind chill, estimating, 694 Word form decimals in, 209–210, 216 large numbers expressed in, 237 whole numbers as, 3–4

X V VA mortgages, 417 Variable, 317, 700 Variable terms, 701 on both sides, solving equation with, 729–730 on left side, solving equation with, 728 on right side, solving equation with, 729 Verizon Wireless, 473 Vertex, 482 Vertical bar graph, 586 Volume, 539–551 applications, 539, 543–544 of cone, 541, 542, 543–544 conversion table, 293 of cube, 540–541 of cylinder, 541, 542 defined, 539 formulas for, 541 of pyramid, 541, 542–543 of rectangular solid, 539–541 of sphere, 541, 543

x-axis, 580

Y Yard, 424–426, 454 y-axis, 580 Year, 460 yields, 74, 738

Z Zero, 104 addition property of, 14 dividing a number by, 52 dividing by nonzero number, 52 multiplication property of, 36 multiplying large whole numbers with, 42–43 in whole numbers, 2 Zero power, raising number to, 64–65

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