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JAMES W. BRENNAN
Copyright © 2002, All Rights Reserved
CONTENTS
CHAPTER 1: THE NUMBERS OF ARITHMETIC 1
THE REAL NUMBER SYSTEM 1
ADDITION AND SUBTRACTION OF REAL NUMBERS 9
MULTIPLICATION AND DIVISION 12
POSITIVE INTEGER EXPONENTS 18
ORDER OF OPERATIONS 19
FRACTIONS 22
DECIMALS 28
PERCENTS 35
PROPERTIES OF REAL NUMBERS 41
CHAPTER 2: INTRODUCTION TO ALGEBRA 43
ALGEBRAIC EXPRESSIONS 43
SIMPLIFYING ALGEBRAIC EXPRESSIONS 45
SOLUTIONS OF ALGEBRAIC EQUATIONS 47
ADDITION PRINCIPLE 49
MULTIPLICATION PRINCIPLE 51
USING THE PRINCIPLES TOGETHER 52
CHAPTER 3: WORD PROBLEMS 55
PROBLEM SOLVING STRATEGIES 55
WORDS FOR OPERATIONS 57
GENERAL WORD PROBLEMS 58
CHAPTER 4: GRAPHING AND STRAIGHT LINES 61
RECTANGULAR COORDINATES 61
GRAPHING FUNCTIONS 64
STRAIGHT LINES 66
CHAPTER 5: SYSTEMS OF LINEAR EQUATIONS 75
THE SOLUTIONS OF A SYSTEM OF EQUATIONS 75
ADDITION METHOD 78
SUBSTITUTION METHOD 81
CHAPTER 6: POLYNOMIALS 83
POLYNOMIALS 83
FACTORING POLYNOMIALS 89
CHAPTER 7: RATIONAL EXPRESSIONS 101
RATIONAL EXPRESSIONS 101
SIMPLIFYING RATIONAL EXPRESSIONS 103
CHAPTER 8: EXPONENTS AND ROOTS 109
EXPONENTS 109
ROOTS 112
SIMPLIFYING RADICAL EXPRESSIONS 115
RATIONALIZING THE DENOMINATOR 116
CHAPTER 9: QUADRATIC EQUATIONS 119
QUADRATIC EQUATIONS 119
SOLVING BY SQUARE ROOTS 120
SOLVING BY FACTORING 121
COMPLETING THE SQUARE 123
THE QUADRATIC FORMULA 125
INDEX 127
FORWARD
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James W. Brennan
December 18, 2002
Boise, Idaho
Chapter 1: The Numbers of Arithmetic
THE REAL NUMBER SYSTEM
The real number system evolved over time by expanding the notion of what we mean by
the word “number.” At first, “number” meant something you could count, like how many
sheep a farmer owns. These are called the natural numbers, or sometimes the counting
numbers.
NATURAL NUMBERS
or “Counting Numbers”
1, 2, 3, 4, 5, . . .
• The use of three dots at the end of the list is a common mathematical notation to
indicate that the list keeps going forever.
At some point, the idea of “zero” came to be considered as a number. If the farmer does
not have any sheep, then the number of sheep that the farmer owns is zero. We call the
set of natural numbers plus the number zero the whole numbers.
WHOLE NUMBERS
Natural Numbers together with “zero”
0, 1, 2, 3, 4, 5, . . .
About the Number Zero
What is zero? Is it a number? How can the number of nothing be a
number? Is zero nothing, or is it something?
Well, before this starts to sound like a Zen koan, let’s look at how
we use the numeral “0.” Arab and Indian scholars were the first to
use zero to develop the placevalue number system that we use
today. When we write a number, we use only the ten numerals 0, 1,
2, 3, 4, 5, 6, 7, 8, and 9. These numerals can stand for ones, tens,
hundreds, or whatever depending on their position in the number. In
Chapter 1: The Numbers of Arithmetic
2
order for this to work, we have to have a way to mark an empty
place in a number, or the place values won’t come out right. This is
what the numeral “0” does. Think of it as an empty container,
signifying that that place is empty. For example, the number 302 has
3 hundreds, no tens, and 2 ones.
So is zero a number? Well, that is a matter of definition, but in
mathematics we tend to call it a duck if it acts like a duck, or at least
if it’s behavior is for the most part ducklike. The number zero
obeys most of the same rules of arithmetic that ordinary numbers
do, so we call it a number. It is a rather special number, though,
because it doesn’t quite obey all the same laws as other numbers—
you can’t divide by zero, for example.
Note for math purists: In the strict axiomatic field development of
the real numbers, both 0 and 1 are singled out for special treatment.
Zero is the additive identity, because adding zero to a number does
not change the number. Similarly, 1 is the multiplicative identity
because multiplying a number by 1 does not change it.
Even more abstract than zero is the idea of negative numbers. If, in addition to not having
any sheep, the farmer owes someone 3 sheep, you could say that the number of sheep that
the farmer owns is negative 3. It took longer for the idea of negative numbers to be
accepted, but eventually they came to be seen as something we could call “numbers.” The
expanded set of numbers that we get by including negative versions of the counting
numbers is called the integers.
INTEGERS
Whole numbers plus negatives
. . . –4, –3, –2, –1, 0, 1, 2, 3, 4, . . .
About Negative Numbers
How can you have less than zero? Well, do you have a checking
account? Having less than zero means that you have to add some to
it just to get it up to zero. And if you take more out of it, it will be
even further less than zero, meaning that you will have to add even
more just to get it up to zero.
The strict mathematical definition goes something like this:
Chapter 1: The Numbers of Arithmetic
3
For every real number n, there exists its opposite,
denoted – n, such that the sum of n and – n is zero, or
n + (– n) = 0
Note that the negative sign in front of a number is part of the
symbol for that number: The symbol “–3” is one object—it stands
for “negative three,” the name of the number that is three units less
than zero.
The number zero is its own opposite, and zero is considered to be
neither negative nor positive.
Read the discussion of subtraction for more about the meanings of
the symbol “–.”
The next generalization that we can make is to include the idea of fractions. While it is
unlikely that a farmer owns a fractional number of sheep, many other things in real life
are measured in fractions, like a halfcup of sugar. If we add fractions to the set of
integers, we get the set of rational numbers.
RATIONAL NUMBERS
All numbers of the form
b
a
, where a and b are integers (but b cannot be zero)
Rational numbers include what we usually call fractions
• Notice that the word “rational” contains the word “ratio,” which should remind
you of fractions.
The bottom of the fraction is called the denominator. Think of it as the denomination—it
tells you what size fraction we are talking about: fourths, fifths, etc.
The top of the fraction is called the numerator. It tells you the number. That is, how many
fourths, fifths, or whatever.
• RESTRICTION: The denominator cannot be zero! (But the numerator can)
If the numerator is zero, then the whole fraction is just equal to zero. If I have
zero thirds or zero fourths, than I don’t have anything. However, it makes no
sense at all to talk about a fraction measured in “zeroths.” How can you divide
something up into pieces of zero size?
Chapter 1: The Numbers of Arithmetic
4
• Fractions can be numbers smaller than 1, like 1/2 or 3/4 (called proper fractions),
or they can be numbers bigger than 1 (called improper fractions), like twoanda
half, which we could also write as 5/2
All integers can also be thought of as rational numbers, with a denominator of 1:
1
3
3 ·
This means that all the previous sets of numbers (natural numbers, whole numbers, and
integers) are subsets of the rational numbers.
Now it might seem as though the set of rational numbers would cover every possible
case, but that is not so. There are numbers that cannot be expressed as a fraction, and
these numbers are called irrational because they are not rational.
IRRATIONAL NUMBERS
• Cannot be expressed as a ratio of integers.
• As decimals they never repeat or terminate (rationals always do one or the other)
Examples:
75 . 0
4
3
· Rational (terminates)
6 66666 . 0
3
2
· Rational (repeats)
45 454545 . 0
11
5
· Rational (repeats)
714285 714285 . 0
7
5
· Rational (repeats)
K 41421356 . 1 2 ·
Irrational (never repeats or terminates)
K 14159265 . 3 · π Irrational (never repeats or terminates)
Chapter 1: The Numbers of Arithmetic
5
More on Irrational Numbers
It might seem that the rational numbers would cover any possible
number. After all, if I measure a length with a ruler, it is going to
come out to some fraction—maybe 2 and 3/4 inches. Suppose I
then measure it with more precision. I will get something like 2
and 5/8 inches, or maybe 2 and 23/32 inches. It seems that
however close I look it is going to be some fraction. However, this
is not always the case.
Imagine a line segment
exactly one unit long:
Now draw another line one
unit long, perpendicular to
the first one, like this:
Now draw the diagonal
connecting the two ends:
Congratulations! You have just drawn a length that cannot be
measured by any rational number. According to the Pythagorean
Theorem, the length of this diagonal is the square root of 2; that is,
the number which when multiplied by itself gives 2.
According to my calculator,
7 4142135623 . 1 2 ·
But my calculator only stops at eleven decimal places because it
can not display any more. This number actually goes on forever
past the decimal point, without the pattern ever terminating or
repeating.
Chapter 1: The Numbers of Arithmetic
6
1
1
.
4
1
4
2
1
3
5
6
2
3
7
3
0
9
5
0
4
8
8
0
1
6
8
8
7
2
4
2
0
9
7
.
.
.
1
This is because if the pattern ever stopped or repeated, you could
write the number as a fraction—and it can be proven that the
square root of 2 can never be written as
b
a
· 2
for any choice of integers for a and b. The proof of this was
considered quite shocking when it was first demonstrated by the
followers of Pythagoras 26 centuries ago.
THE REAL NUMBERS
• Rationals + Irrationals
• All points on the number line
• Or all possible distances on the number line
When we put the irrational numbers together with the rational numbers, we finally have
the complete set of real numbers. Any number that represents an amount of something,
such as a weight, a volume, or the distance between two points, will always be a real
number. The following diagram illustrates the relationships of the sets that make up the
real numbers.
Chapter 1: The Numbers of Arithmetic
7
Irrational
2
π
2.71828182846. . .
Rational
Integers
Whole
Natural
1, 2, 3. . .
3
4
9
2
−
11.23
7.12
0
2
3
1
4
AN ORDERED SET
The real numbers have the property that they are ordered, which means that given any
two different numbers we can always say that one is greater or less than the other. A
more formal way of saying this is:
For any two real numbers a and b, one and only one of the following three statements is
true:
1. a is less than b, (expressed as a < b)
2. a is equal to b, (expressed as a = b)
3. a is greater than b, (expressed as a > b)
THE NUMBER LINE
The ordered nature of the real numbers lets us arrange them along a line (imagine that the
line is made up of an infinite number of points all packed so closely together that they
form a solid line). The points are ordered so that points to the right are greater than points
to the left:
4 5 3 2 1 0 −1 −2 −3 −4 −5
• Every real number corresponds to a distance on the number line, starting at the
center (zero).
• Negative numbers represent distances to the left of zero, and positive numbers are
distances to the right.
• The arrows on the end indicate that it keeps going forever in both directions.
Chapter 1: The Numbers of Arithmetic
8
ABSOLUTE VALUE
When we want to talk about how “large” a number is without regard as to whether it is
positive or negative, we use the absolute value function. The absolute value of a number
is the distance from that number to the origin (zero) on the number line. That distance is
always given as a nonnegative number.
In short:
• If a number is positive (or zero), the absolute value function does nothing to it:
4 4 ·
• If a number is negative, the absolute value function makes it positive: 4 4 · −
WARNING: If there is arithmetic to do inside the absolute value sign, you must do it
before taking the absolute value—the absolute value function acts on the result of
whatever is inside it. For example, a common error is
7 2 5 ) 2 ( 5 · + · − + (WRONG)
The mistake here is in assuming that the absolute value makes everything inside it
positive. This is not true. It only makes the result positive. The correct result is
3 3 ) 2 ( 5 · · − +
Chapter 1: The Numbers of Arithmetic
9
ADDITION AND SUBTRACTION OF REAL NUMBERS
All the basic operations of arithmetic can be defined in terms of addition, so we will take
it as understood that you have a concept of what addition means, at least when we are
talking about positive numbers.
ADDITION ON THE NUMBER LINE
A positive number represents a distance to the right on the number line, starting
from zero (zero is also called the origin since it is the starting point). When we
add another positive number, we visualize it as taking another step to the right
by that amount. For example, we all know that 2 + 3 = 5. On the number line
we would imagine that we start at zero, take two steps to the right, and then take
three more steps to the right, which causes us to land on positive 5.
4 5 3 2 1 0 −1 −2 −3 −4 −5
ADDITION OF NEGATIVE NUMBERS
What does it mean to add negative numbers? We view a negative number as a
displacement to the left on the number line, so we follow the same procedure as
before but when we add a negative number we take that many steps to the left
instead of to the right.
Examples:
2 + (–3) = –1
First we move two steps to the right, and then three steps to the left:
4 5 3 2 1 0 −1 −2 −3 −4 −5
(–2) + 3 = 1
We move two steps to the left, and then three steps to the right:
4 5 3 2 1 0 −1 −2 −3 −4 −5
Chapter 1: The Numbers of Arithmetic
10
(–2) + (–3) = –5
Two steps to the left, and then three more steps to the left:
4 5 3 2 1 0 −1 −2 −3 −4 −5
From these examples, we can make the following observations:
1. If we add two positive numbers together, the result will be positive
2. If we add two negative numbers together, the result will be negative
3. If we add a positive and a negative number together, the result could be
positive or negative, depending on which number represents the biggest
step.
SUBTRACTION
There are two ways to define subtraction: by a related addition statement, or as adding the
opposite.
Subtraction as Related Addition
a – b = c if and only if a = b + c
Subtraction as Adding the Opposite
For every real number b there exists its opposite –b, and we can define subtraction
as adding the opposite:
a – b = a + (−b)
• In algebra it usually best to always think of subtraction as adding the
opposite. That way, we never really do subtraction, because both addition
and subtraction are just seen as addition.
DISTINCTION BETWEEN SUBTRACTION AND NEGATION
The symbol “–” means two different things in math. If it is between two
numbers it means subtraction, but if it is in front of one number it means the
opposite (or negative) of that number.
Subtraction is binary (acts on two numbers), but negation is unary (acts on only
one number).
Chapter 1: The Numbers of Arithmetic
11
Calculators have two different keys to perform these functions. The key
with a plain minus sign is only for subtraction:
−−−
Negation is performed by a key that looks like one of these:
Remember that subtraction can always be thought of as adding the opposite. In
fact, we could get along just fine without ever using subtraction. If, for some
reason, the subtraction key fell off of your calculator, you could still do
subtraction by pressing the negation key and the addition key.
SUBTRACTION ON THE NUMBER LINE
Addition of a positive number moves to the right, and adding a negative moves
to the left.
Subtraction is just the opposite: Subtraction of a positive number moves to the
left, and subtracting a negative moves to the right.
• Notice that subtracting a negative is the same thing as adding a
positive.
+ + + / / / − − − ( ( ( − − − ) ) ) + + + D −
Chapter 1: The Numbers of Arithmetic
12
MULTIPLICATION AND DIVISION
MULTIPLICATION AS REPEATED ADDITION
We think of a multiplication statement like “2 × 3” as meaning “Add two threes
together”, or
3 + 3
and “4 × 9” as “add 4 nines together”, or
9 + 9 + 9 + 9.
In general, a × b means to add b’s together such that the number of b’s is equal to
a:
a × b = b + b + b + . . . + b (a times)
MULTIPLICATION WITH SIGNED NUMBERS
We can apply this same rule to make sense out of what we mean by a positive number
times a negative number. For example,
3 × (–4)
just means to take 3 of the number “negative four” and add them together:
3 × (–4) = (–4) + (–4) + (–4) = –12
Unfortunately, this scheme breaks down when we try to multiply a negative number
times a number. It doesn’t make sense to try to write down a number a negative number
of times. There are two ways to look at this problem.
One way is to use the fact that multiplication obeys the commutative law, which means
that the order of multiplication does not matter:
a × b = b × a.
This lets us write a negative times a positive as a positive times a negative and proceed as
before:
(–3) × 4 = 4 × (–3) = (–3) + (–3) + (–3) + (–3) = –12
However, we are still in trouble when it comes to multiplying a negative times a negative.
A better way to look at this problem is to see that multiplication obeys a consistent
pattern. If we look at a multiplication table for positive numbers and then extend it to
Chapter 1: The Numbers of Arithmetic
13
include negative numbers, the results in the table should continue to change in the same
pattern.
For example, consider the following multiplication table:
a b a × b
3 2 6
2 2 4
1 2 2
0 2 0
The numbers in the last column are decreasing by 2 each time, so if we let the values for
a continue into the negative numbers we should keep decreasing the product by 2:
a b a × b
3 2 6
2 2 4
1 2 2
0 2 0
–1 2 –2
–2 2 –4
–3 2 –6
We can make a bigger multiplication table that shows many different possibilities. By
keeping the step sizes the same in each row and column, even as we extend into the
negative numbers, we see that the following sign rules hold for multiplication:
SIGN RULES FOR MULTIPLICATION
(+)(+) = (+)
(–)(–) = (+)
(–)(+) = (–)
(+)(–) = (–)
Chapter 1: The Numbers of Arithmetic
14
Multiplication Table
Notice how the step size in each row or column remains consistent, regardless of whether
we are multiplying positive or negative numbers.
−5 −4 −3 −2 −1 0 1 2 3 4 5
−5 25 20 15 10 5 0 −5 −10 −15 −20 −25
−4 20 16 12 8 4 0 −4 −8 −12 −16 −20
−3 15 12 9 6 3 0 −3 −6 −9 −12 −15
−2 10 8 6 4 2 0 −2 −4 −6 −8 −10
−1 5 4 3 2 1 0 −1 −2 −3 −4 −5
0 0 0 0 0 0 0 0 0 0 0 0
1 −5 −4 −3 −2 −1 0 1 2 3 4 5
2 −10 −8 −6 −4 −2 0 2 4 6 8 10
3 −15 −12 −9 −6 −3 0 3 6 9 12 15
4 −20 −16 −12 −8 −4 0 4 8 12 16 20
5 −25 −20 −15 −10 −5 0 5 10 15 20 25
For math purists, here’s the real reason:
The Real Reason
It should be obvious that the presentation of the rules of arithmetic
given here is just a collection of motivational arguments, not a
formal development. The formal development of the real number
system starts with the field axioms. The field axioms are
postulated, and then all the other properties follow from them. The
field axioms are
1. The associative and commutative laws for addition and
multiplication
2. The existence of the additive and multiplicative identities
(0 and 1)
Chapter 1: The Numbers of Arithmetic
15
3. The existence of the additive inverse (opposites, or
negatives) and the multiplicative inverse (the reciprocal)
4. The distributive law
All of these are essential, but the distributive law is particularly
important because it is what distinguishes the behavior of
multiplication from addition. Namely, multiplication distributes
over addition but not viceversa.
The rules of arithmetic like “a negative times a negative gives a
positive” are what they are because that is the only way the field
axioms would still hold. For example, the distributive law requires
that
–2(3 – 2) = (–2)(3) + (–2)(–2)
We can evaluate the left side of this equation by following the
order of operations, which says to do what is in parentheses first,
so
–2(3 – 2) = –2(1) = –2.
Now for the distributive law to be true, the right side must also be
equal to −2, so
(–2)(3) + (–2)(–2) = –2
If we use our sign rules for multiplication then it works out the
way it should:
(–2)(3) + (–2)(–2) = –6 + 4 = –2
NOTATION FOR MULTIPLICATION
We are used to using the symbol “×” to represent multiplication in arithmetic, but in
algebra we prefer to avoid that symbol because we like to use the letter “x” to represent a
variable, and the two symbols can be easily confused. So instead, we adopt the following
notation for multiplication:
1. Multiplication is implied if two quantities are written sidebyside with no other
symbol between them.
Example: ab means a × b.
Chapter 1: The Numbers of Arithmetic
16
2. If a symbol is needed to prevent confusion, we use a dot.
Example: If we need to show 3 times 5, we cannot just write them next to
each other or it would look like the number thirtyfive, so we write 3 · 5.
• We can also use parentheses to separate factors. 3 times 5 could be written
as 3(5) or (3)5 or (3)(5).
DIVISION
There are two ways to think of division: as implying a related multiplication, or as
multiplying by the reciprocal.
Division as Related Multiplication
The statement “12 ÷ 3 = 4” is true only because 3 × 4 = 12. A division problem is really
asking the question “What number can I multiply the divisor by to get the dividend?” and
so every division equation implies an equivalent multiplication equation. In general:
a ÷ b = c if and only if a = b × c
This also shows why you cannot divide by zero. If we asked “What is six divided by
zero?” we would mean “What number times zero is equal to six?” But any number times
zero gives zero, so there is no answer to this question.
MULTIPLICATIVE INVERSE (THE RECIPROCAL)
For every real number a (except zero) there exists a real number denoted by
1
a
,
such that
1
1 a
a
 `
·
. ,
• The number
1
a
is called the reciprocal or multiplicative inverse of a.
• Note that the reciprocal of
1
a
is a. The reciprocal of the reciprocal gives you back
what you started with.
This allows us to define division as multiplication by the reciprocal:
1
a b a
b
 `
÷ ·
. ,
Chapter 1: The Numbers of Arithmetic
17
This is usually the most convenient way to think of division when you are doing algebra.
In fact, this is very much like the situation with subtraction. Remember that we can do
away with subtraction entirely by replacing it with adding the opposite. Similarly, if the
division key falls off of your calculator, you can still perform division by pressing the
reciprocal key and the multiplication key. The reciprocal key on calculators looks like
one of these:
NOTATION FOR DIVISION
Instead of using the symbol “÷” to represent division, we prefer to write it using the
fraction notation:
b
a
b a · ÷
SIGN RULES FOR DIVISION
Because division can always be written as a multiplication by the reciprocal, it
obeys the same sign rules as multiplication.
If a positive is divided by a negative, or a negative divided by a positive, the result
is negative:
b
a
b
a
b
a
−
·
−
· −
but if both numbers are the same sign, the result is positive:
b
a
b
a
·
−
−
1/x
x
−1
Chapter 1: The Numbers of Arithmetic
18
POSITIVE INTEGER EXPONENTS
MEANING
3
2
= 3 × 3
3
3
= 3 × 3 × 3
In general x
n
= x · x · x · . . . · x (n factors of x)
x is the base, and n is the exponent (or power)
RULES
Product of Different Powers: a
m
a
n
=
a
m + n
• IMPORTANT: all the numbers must have the same bases (the same ‘a’)
Example: (4
2
)(4
3
) = 4
5
This is easy to see if you write out the exponents:
(4
2
)(4
3
) = (4 · 4) · (4 · 4 · 4) = 4 · 4 · 4 · 4 · 4 = 4
5
WARNING: Do not attempt to use this rule for addition:
4
2
+ 4
3
is NOT 4
5
. In fact there is no way to simplify x
n
+
x
m
if n and m
are different powers.
Power Raised to a Power: ( )
mn
n
m
a a ·
Example: (4
2
)
3
= 4
6
This is also easy to see if you expand the exponents:
(4
2
)
3
= (4
2
)(4
2
)(4
2
)
= (4 · 4) (4 · 4) (4 · 4)
= 4 · 4 · 4 · 4 · 4 · 4
= 4
6
There are more rules for combining numbers with exponents, but this is enough
for now.
Chapter 1: The Numbers of Arithmetic
19
ORDER OF OPERATIONS
When we encounter an expression such as 3 + 15 ÷ 3 + 5 × 2
2+3
, it makes quite a
difference how we choose which operations to perform first. We need a set of rules that
would guide anyone to one unique value for this kind of expression. Some of these rules
are simply based on convention, while others are forced on us by mathematical logic. In
the chapter on the Properties of Real Numbers, you will see how the distributive law is
consistent with these rules. The universally agreedupon order in which to evaluate a
mathematical expression is as follows:
1. Parentheses from Inside Out
By “parentheses” we mean anything that acts as a grouping symbol,
including anything inside symbols such as [ ], { },   and . Any
expression in the numerator or denominator of a fraction or in an exponent
is also considered grouped and should be simplified before carrying out
further operations.
• If there are nested parentheses (parentheses inside parentheses), you
work from the innermost parentheses outward.
2. Exponents
Also other special functions such as log, sin, cos, etc.
3. Multiplication and Division, left to right
The lefttoright order does not matter if only multiplication is involved,
but it matters for division.
4. Addition and Subtraction, left to right
The lefttoright order does not matter if only addition is involved, but it
matters for subtraction.
Example: Going back to our original example, 3 + 15 ÷ 3 + 5 × 2
2+3
Given: 3 + 15 ÷ 3 + 5 × 2
2+3
The exponent is an implied grouping, so
the 2 + 3 must be evaluated first: = 3 + 15 ÷ 3 + 5 × 2
5
Chapter 1: The Numbers of Arithmetic
20
Now the exponent is carried out: = 3 + 15 ÷ 3 + 5 × 32
Now the multiplication and division, left
to right, using 15 ÷ 3 = 5 and
5 × 32 = 160: = 3 + 5 + 160
Now the addition, left to right: = 168
Calculator Note: Most modern calculators “know” the order of operations, and
you can enter expressions pretty much as they are written. Some older calculators
will carry out each operation as soon as its key is pushed, which can result in the
operations being carried out in the wrong order. Try some examples if you are not
sure how your calculator behaves.
For example, if you enter
3 + 4 × 5 =
The correct answer should be 23, because the multiplication should be performed
before the addition, giving 3 + 20. But if your calculator carries out the “3 + 4”
before getting to the “× 5”, it will show a result of 35 because it will see it as
7 × 5.
Calculator Note: Use the parenthesis keys to force grouping. If you are
evaluating an expression such as
5 3
4
+
the denominator needs to be simplified before doing the division. If you enter it
into your calculator as 4 ÷ 3 + 5, it will evaluate the “4 ÷ 3” first, and then add 5
to the result, given the incorrect answer of 6.3333. To make it perform the
addition first, use parentheses:
4 ÷ (3 + 5) = 0.5
In fact, it is a good idea to always use the parentheses keys for the denominator of
a fraction. It never hurts, and it can be essential.
Going back to our example problem above, the “2 + 3” in the exponent is an
implied grouping, and you would also need to use parentheses to input it into your
calculator. To enter the example expression in you calculator, the button sequence
would be
Chapter 1: The Numbers of Arithmetic
21
3 + 15 ÷ 3 + 5 × 2 ^ (2 + 3) =
(on some calculators the exponent button is labeled “^”, while on others it
is labeled “y
x
” or “x
y
”)
Chapter 1: The Numbers of Arithmetic
22
FRACTIONS
Fractions, also called rational numbers, are numbers of the form
b
a
, where a and b are
integers (but b cannot be zero).
The bottom number is called the denominator. Think of it as the denomination: it tells
you what size units you are talking about—fourths, fifths, or whatever.
The top number is the numerator. It tells you how many of those units you have. For
example, if I have 3 quarters in my pocket, then I have threefourths of a dollar. The
denomination is quarters (fourths), and I have three of them: 3/4.
IMPROPER FRACTIONS
Ordinarily we think of fractions as being between zero and one, like 3/4 or 2/3.
These are called proper fractions. In these fractions, the numerator is smaller than
the denominator—but there is no reason why we can not have a numerator bigger
than the denominator. Such fractions are called improper.
What does an improper fraction like 5/4 mean? Well, if we have 5 quarters of
something then we have more than one whole of that something. In fact, we have
one whole plus one more quarter (if you have 5 quarters in change, you have a
dollar and a quarter).
MIXED NUMBER NOTATION
One way of expressing the improper fraction 5/4 is as the mixed number
4
1
1 ,
which is read as “one and onefourth.” This notation is potentially confusing and
is not advised in algebra.
One cause of confusion is that in algebra we use the convention that
multiplication is implied when two quantities are written next to each other with
no symbols in between. However, the mixed number notation implies addition,
not multiplication. For example,
4
1
1 means 1 plus onequarter.
It is possible to do arithmetic with mixed numbers by treating the whole number
parts and the fractional parts separately, but it is generally more convenient in
algebra to always write improper fractions. When you encounter a problem with
mixed numbers, the first thing you should do is convert them to improper
fractions.
Chapter 1: The Numbers of Arithmetic
23
CONVERSION
Mixed Number to Improper Fraction
A. Multiply the integer part with the bottom of the fraction part.
B. Add the result to the top of the fraction.
The general formula is
c
b ac
a
c
b
+
·
Improper Fraction to Mixed Number
1. Do the division to get the integer part
2. Put the remainder over the old denominator to get the fractional part.
MULTIPLYING, REDUCING, AND DIVIDING FRACTIONS
EQUIVALENT FRACTIONS
Equivalent fractions are fractions that have the same value, for example
8
4
6
3
4
2
2
1
· · · etc.
Although all these fractions are written differently, they all represent the same
quantity. You can measure a halfcup of sugar or two quartercups of sugar, or
even four eighthcups of sugar, and you will still have the same amount of sugar.
• Multiply by a form of One
A fraction can be converted into an equivalent fraction by multiplying it by a form
of 1. The number 1 can be represented as a fraction because any number divided
by itself is equal to 1 (remember that the fraction notation means the same thing
as division). In other words,
11
4 4
2
3
·
First Multiply
Then add
Chapter 1: The Numbers of Arithmetic
24
4
4
3
3
2
2
1
1
1 · · · · etc.
Now if you multiply a number by 1 it does not change its value, so if we multiply
a fraction by another fraction that is equal to 1, we will not be changing the value
of the original fraction. For example,
6
4
2
2
3
2
1
3
2
3
2
·
⋅ ·
⋅ ·
In this case, 2/3 represents exactly the same quantity as 4/6, because all we did
was to multiply 2/3 by the number 1, represented as the fraction 2/2.
Multiplying the numerator and denominator by the same number to produce an
equivalent fraction is called building up the fraction.
REDUCED FORM
Numerator and Denominator Have No Common Factors
Procedure:
1. Write out prime factorization of Numerator and Denominator
2. Cancel all common factors
This procedure is just the opposite of building up a fraction by multiplying it by a
fraction equivalent to 1.
Prime Factors
A number is prime if it has no whole number factors other than 1
times itself, that is, the number cannot be written as a product of
two whole numbers (except 1 times itself).
Example: 6 is not prime because it can be written as 2 × 3
Example: 7 is prime because the only way to write it as a product
of whole numbers is 1 × 7
• The first few prime numbers are 2, 3, 5, 7, 11, 13, 17, 19, 23, . . .
• There are an infinite number of prime numbers (the list goes on
forever).
Chapter 1: The Numbers of Arithmetic
25
Any nonprime number can be decomposed into a product of
prime numbers
Example: 4 = 2 × 2
Example: 12 = 2 × 2 × 3
The Branching Method
This method works well for larger numbers that might have many
factors. All you need to do is think of any two numbers that
multiply to give your original number, and write them below it.
Continue this process for each number until each branch ends in a
prime number. The factors of the original number are the prime
numbers on the ends of all the branches.
Example: Factor the
number 60
60 = 2 × 2 × 3 × 5
60
2 30
2 15
3 5
Notes
1. Notice how I started with the smallest numbers: first 2’s, then 3’s, and so
on. This is not required but it keeps the result nicely in order.
2. If a number is even, then it is divisible by 2.
3. If the digits of a number add up to a number divisible by 3, then the
number is divisible by 3. In this example 15 gives 1 + 5 = 6, which is
divisible by 3, and therefore 15 is divisible by 3.
4. If a number ends in 0 or 5, then it is divisible by 5.
5. Large numbers with large prime factors are notoriously hard to factor—it
is mainly just a matter of trial and error. The publickey encryption system
for sending secure computer data uses very large numbers that need to be
Chapter 1: The Numbers of Arithmetic
26
factored in order to break the code. The code is essentially unbreakable
because it would take an enormous amount of computer time to try every
possible prime factor.
MULTIPLYING FRACTIONS
Multiply Numerators and Denominators
Example:
2 3 6
3 4 12
⋅ ·
And reduce result if needed
6 1
12 2
·
Canceling common factors first makes multiplication easier
If you don’t reduce the factors before multiplying, the answer will have to be
reduced.
Example:
2 3
3
2 3
3 4
1
2 2 2
⋅
⋅ ·
⋅
Remember that canceling always leaves a “1” behind, because you are
really dividing the numerator and the denominator by the same number.
ADDING AND SUBTRACTING FRACTIONS
• Add Numerators when Denominators Are the Same
1 2 3
5 5 5
+ ·
• If the denominators are not the same, make them the same by building up the
fractions so that they both have a common denominator.
• Any common denominator will work, but the answer will have to be reduced if it is
not the Least Common Denominator.
Chapter 1: The Numbers of Arithmetic
27
• The product of all the denominators is always a common denominator (but not
necessarily the Least Common Denominator).
LEAST COMMON DENOMINATOR (LCD)
By Inspection
The LCD is smallest number that is evenly divisible by all the
denominators. Another way of saying this is that it is the least common
multiple of both denominators. That means that it is the smallest number
that you can get to by multiplying either denominator by whole numbers.
For small denominators, you can guess this number pretty quickly by just
going through the multiples of each denominator until you find a match.
For large numbers, though, these multiples exceed the multiplication table
that you learned, and it is helpful to have a systematic method for finding
the LCD. This method will also become important when we look at
fractions made up of algebraic expressions instead of just plain numbers.
In General
The LCD is the product of all the prime factors of all the denominators,
each factor taken the greatest number of times that it appears in any single
denominator.
• Example:
1 4
12 15
+
Factor the denominators:
12 2 2 3 · × ×
15 3 5 · ×
Assemble LCD:
2 2 3 5 60 × × × ·
Note that the three only appears once, because it is only needed once to
make either the 12 or the 15:
2 2 3 5 60 × × × ·
12
15
Now that you have found the LCD, multiply each fraction (top and
bottom) by whatever is needed to build up the denominator to the LCD:
Chapter 1: The Numbers of Arithmetic
28
1 4
12 15
1 4 5 4
5 4 12 15
5 16
60 60
 `  `
. , .
· +
,
+
· +
Then add the numerators and reduce if needed (using the LCD does not
guarantee that you won’t have to reduce):
5 16 21 7
60 60 60 20
+ · ·
DECIMALS
DECIMALS ARE REALLY JUST FRACTIONS
Decimal notation is just a shorthand way of expressing certain fractions, namely those
fractions with denominators that are powers of 10. For example, consider the number
2.345
Because of the placevalues of the decimal digits, this really means
1000
5
100
4
10
3
1
2
345 . 2 + + + ·
CONVERTING DECIMALS TO FRACTIONS
Because all the denominators are powers of 10, it is very easy to add these fractions by
finding a common denominator. In this example, the common denominator is 1000, and
we get
1000
2345
1000
5
1000
40
1000
300
1000
2000
1000
5
100
4
10
3
1
2
345 . 2
·
+ + + ·
+ + + ·
This suggests a general rule for converting a decimal number to its fraction form:
Chapter 1: The Numbers of Arithmetic
29
• Put all the digits over the denominator that corresponds to the place value of
the last decimal place.
In the number 2.345, the last decimal place value is the thousandths place, so we put the
digits 2345 over the denominator 1000.
Of course we would usually want to reduce the resulting fraction to its simplest form. In
this case
200
469
1000
2345
·
REPEATING FRACTIONS
The only time this method does not work is for repeating fractions. We know that
1/3 = 0.3333333... but how could we go from 0.3333333... back to 1/3? There is no ‘last
decimal place’ because the decimals repeat forever. Fortunately, there is a simple trick
for this:
• Put the repeating digit over a denominator of 9.
So we see that in the case of 0.3333333...., the repeating digit is 3, and we make the
fraction 3/9, which reduces to 1/3.
If there is a group of more than one digit that repeats,
• Put the repeating group of digits over as many 9’s as there are digits.
For example, in the fraction
15 151515 . 0
we see that the group of digits ‘15’ repeats, so we put ‘15’ over a denominator of ‘99’ to
get
33
5
99
15
15 151515 . 0 · ·
o One warning: This only works for the repeating fraction part of a number. If you
have a number like 2.33333..., you should just work with the decimal part and
rejoin it with the whole part after you have converted it to a fraction.
o Irrational numbers like π or 2 have nonrepeating decimals, and so they cannot
be written as fractions. You can, however, round them off at some point and
produce an approximate fraction for them.
Chapter 1: The Numbers of Arithmetic
30
Why This Trick Works
If you have learned enough algebra to follow these steps, it is not difficult to see
why this works. Let’s start with the simple example 0.3333333... Since we
already know that the answer is 1/3, we can concentrate on the procedure, not the
answer.
Let
x = 0.3333333...
Multiply both sides by 10 to get
10x = 3.33333...
Notice that the decimal part (.33333…) is still the same. In fact, it is the very
thing that we called x in the first place, so we can say that
10x= 3 + x
Now solve for x:
3
1
9
3
3 9
3 10
3 10
· ·
·
· −
+ ·
x
x
x x
x x
This method will also work for repeating fractions that contain a group of
repeating digits, but you have to multiply by a higher power of 10 in order to
make the decimal portion stay the same as it was before. For example, suppose we
had 0.345345345....
Let
x = 0.345345345....
Multiply both sides by 1000 to get
1000x = 345.345345345....
Notice that the decimal part is still the same. In fact, it is still the thing that we
called x in the first place, so we can say that
1000x = 345 + x
Now solve for x:
Chapter 1: The Numbers of Arithmetic
31
333
115
999
345
345 999
345 1000
345 1000
· ·
·
· −
+ ·
x
x
x x
x x
CONVERTING FRACTIONS TO DECIMALS
We know the decimal equivalents for some common fractions without having to think
about it: 1/2 = 0.5, 3/4 = 0.75, etc. But how do we arrive at these numbers? Remember
that the fraction bar means the same thing as division.
• To convert a fraction to a decimal, do the division.
For example,
K 7142857 . 0 7 5
7
5
· ÷ ·
You can do the division with a calculator or by hand with long division.
ROUNDING
• Look only one digit to the right
• ‘5’s or higher round up (there is some dispute about this rule, but it is good
enough for most purposes)
Rounding 5’s
Why round fives up? The number 3.5 is exactly halfway between 3.0 and 4.0, so it
makes just as much sense to round it down as it does to round it up.
Most of the time there is no harm in using the ‘always round fives up’ rule. This is the
rule that the United States Internal Revenue Service advises you to use on your taxes,
and who is going to argue with them?
Sometimes, though, it can cause problems. Suppose you are adding a very large
number of values that have all been rounded by this rule. The sum that you get will be
a little bit bigger than it ought to be. This can be a very serious problem in computer
programs. When thousands or even millions of additions are being performed, the
accumulated roundoff error can be quite large.
Chapter 1: The Numbers of Arithmetic
32
One way of dealing with this problem is the evenodd rule. This rule says that:
• If the five is the last significant digit and the roundoff digit (the one to the left
of the 5) is odd, round up.
• If the five is the last significant digit and the roundoff digit is even, don’t
round up.
Actually, you could reverse even and odd in this rule. All that matters is that about
half the time you will be rounding up on a 5, and half the time down.
The reason it matters that the five is the last significant digit is because if there are
any other nonzero digits past the five then you must round up, because the part that
you are chopping off is more than 50% of the roundoff placevalue. For example,
suppose you want to round 3.351 to the nearest tenth. The decimal part represents the
fraction 351/1000, which is 1/1000 closer to 400/1000 than it is to 300/100. Therefore
you would always round this up to 3.4.
Example: Round 11.3826 to the nearest hundredth.
Solution: The hundredths place is where the ‘8’ is. We look one digit to the right
and see a ‘2’, so we do not round up, leaving us with 11.38.
Example: Round 11.3826 to the nearest thousandth.
Solution: The thousandths place is where the ‘2’ is. We look one place to the right
and see a ‘6’, so we round the ‘2’ up, getting 11.383.
Trouble with ‘9’s.
If the digit you are rounding up is a ‘9’, then rounding it up will make it a ‘10’, which is
too big for one place. What happens is that the extra ‘1’ gets added to the place to the left.
Example: Round 3.49721 to the nearest hundredth.
Solution: The hundredth place has a ‘9’ in it. One step to the right is a ‘7’, so we
have to round up. This makes the ‘9’ into a ‘10’, but we really can’t write the new
number as 3.4(10). Instead, the extra ‘1’ moves one place to the left and is added
to the ‘4’, giving us 3.50.
• It can happen that the place to the left contains another ‘9’, in which case the
extra ‘1’ will cause it to become a ‘10’, which pushes the ‘1’ still further on to the
next place to the left.
Example: Round 75.69996217 to the nearest tenthousandth
Chapter 1: The Numbers of Arithmetic
33
Solution: The tenthousandths place is the last ‘9’ in the number, and the place to
its right is a ‘6’, which means we round up. This makes the ‘9’ into a ‘10’, like
this:
75.699(10)
But of course we cannot put a ‘10’ in that place, so the ‘1’ moves to the left and
gets added to the ‘9’ there, making it into a ‘10’:
75.69(10)0
This leaves us with the same problem, a ‘10’ in one decimal place, so the extra ‘1’
moves one more step to the left, turning that ‘9’ into a ‘10’:
75.6(10)00
Well, we still have the same problem, so we move the ‘1’ yet another step to the
left, where it adds on to the ‘6’, finally leaving us with an acceptable answer:
75.7000
In general,
• The extra ‘1’ migrates to the left until it finds a resting place.
This means that the ‘1’ moves to the left until it can be added to a digit less than ‘9’, or
until it falls off the end as a new digit out in front.
Example: Round 999.96 to the nearest tenth.
The digit to the right of the tenths place is a ‘6’, so we have to round up. But
when we round up the ‘9’ it becomes a ‘10’, forcing the one to be added to the
left. Unfortunately, we find another ‘9’ there and the process is repeated for each
of the ‘9’s until we reach the leading ‘9’, which becomes a ‘10’ resulting in
1000.0
ARITHMETIC WITH DECIMALS
Although calculators have made it much easier to do arithmetic with decimal numbers, it
is nice to know that you can still do it without a calculator.
Addition and Subtraction
To add or subtract decimal numbers, you use the familiar column method that you
learned back in grade school. To use this method, the place values of the two
numbers must be lined up. This means that the decimal points must be lined up,
and you can fill in with zeros if one number has more decimal places than the
other.
Chapter 1: The Numbers of Arithmetic
34
Example:
5.46 + 11.2
Becomes:
66 . 16
20 . 11
46 . 5
Multiplication
To multiply two decimal numbers, you can use the column method just as you
would with whole numbers. You ignore the decimal points as you carry out the
multiplication, and then you put the decimal point in the result at the correct
place. The product will have the number of decimal places as the total number
of decimal places in the factors. In the following example, the first factor has 2
decimal places and the second factor has 1 decimal place, so the product must
have 3 decimal places:
602 . 8
7480
1122
3 . 2
74 . 3
+
×
Division
You can divide decimal numbers using the familiar (?) technique of long
division. This can be awkward, though, because it is hard to guess at
products of decimals (long division, you may recall, is basically a guess
andcheck technique). It can be made easier by multiplying both the
dividend and divisor by ‘10’s to make the divisor a whole number. This
will not change the result of the division, because division is the same
thing as fractions, and multiplying both the numerator and denominator of
a fraction by the same number will not change the value of the fraction.
For example, consider
2 . 3 24 . 12 ÷
This is the same as the fraction
2 . 3
24 . 12
, which is equivalent to the fraction
32
4 . 122
, obtained by multiplying the numerator and denominator by 10. Thus
32 4 . 122 2 . 3 24 . 12 ÷ · ÷ ,
which can be attacked with long division:
Chapter 1: The Numbers of Arithmetic
35
3.825
32 122.400
96
26.4
25.6
.80
.64
.16
.16
0
PERCENTS
Percent means “per hundred”, so
100
%
x
x · , or x hundredths.
• A percent is just a fraction
However, not just any fraction, it is a fraction with a denominator of 100. When we write
the percent, we are just writing the numerator of the fraction. The denominator of 100 is
expressed by the percent symbol “%.” Remembering that the percent symbol means
“over onehundred” can prevent a lot of confusion.
“%” means “/100”
TO CONVERT A PERCENT TO A DECIMAL
• Divide the percentage by 100 (or move the decimal point two places to the left).
Since
100
%
x
x · , the decimal equivalent is just the percentage divided by 100. But
dividing by 100 just causes the decimal point to shift two places to the left:
75 . 0
100
75
% 75 · ·
25 . 3
100
325
% 325 · ·
TO CONVERT A DECIMAL TO A PERCENT
• Multiply the decimal number by 100 (or move the decimal point two places to the
right).
Chapter 1: The Numbers of Arithmetic
36
Since
100
%
x
x · , it is also true that 100 x% = x. Another way to look at is to consider that
in order to convert a number into a percent, you have to express it in hundredths. Recall
that the hundredths place is the second place to the right of the decimal, so this is the digit
that gives the units digit of the percent. Of course, all this means is that you move the
decimal point two places to the right.
WARNING: If you just remember these rules as “move the decimal two places to the
left” and “move the decimal two places to the right,” you are very likely to get them
confused. If you accidentally move the decimal in the wrong direction it will end up four
places off from where it should be, which means that your answer will be either ten
thousand times too big or tenthousand times too small. This is generally not an
acceptable range of error. It is much better to remember these rules by simply
remembering the meaning of the percent sign, namely that “%” means “/100.” If you just
write the problem that way, you should be able to see what you need to do in order to
solve it.
Converting between percents and their decimal equivalents is so simple that it is usually
best to express all percents in decimal form when you are working percent problems. The
decimal numbers are what you will need to put in your calculator, and you can always
express the result as a percent if you need to.
Calculator note: Some calculators have a percent key that essentially just divides by
100, but it can do other useful things that might save you a few keystrokes. For instance,
if you need to add 5% to a number (perhaps to include the sales tax on a purchase), on
most calculators you can enter the original number and then press “ + 5 % = “. Just make
sure you understand what it does before you blindly trust it. What it is doing in this
example is multiplying the original number by 0.05 and then adding the result onto the
original number. You should be able to work any percent problem without using this key,
but once you understand what is going on it can be a convenient shortcut.
TO CONVERT A PERCENT TO A FRACTION
• Put the percentage over a denominator of 100 and reduce
Writing a percent as a fraction is very simple if you remember that the percent is the
numerator of a fraction with a denominator equal to 100.
Examples:
4
3
100
75
% 75 · ·
4
1
3
4
13
100
325
% 325 · · ·
Chapter 1: The Numbers of Arithmetic
37
500
1
1000
2
100
2 . 0
% 2 . 0 · · ·
In this last example, the first fraction has a decimal in it, which is not a proper
way to represent a fraction. To clear the decimal, just multiply both the numerator
and the denominator by 10 to produce an equivalent fraction written with whole
numbers.
TO CONVERT A FRACTION TO A PERCENT
• Divide the numerator by the denominator and multiply by 100
To write a fraction as a percent you need to convert the fraction into hundredths.
Sometimes this is easy to do without a calculator. For example, if you saw the fraction
50
13
,
you should notice that doubling the numerator and the denominator will produce an
equivalent fraction that has a denominator of 100. Then the numerator will be the percent
that you are seeking:
% 26
100
26
50
13
· ·
With other fractions, though, it is not always so easy. It is not at all obvious how to
convert a fraction like 5/7 into something over 100. In this case, the best thing to do is to
convert the fraction into its decimal form, and then convert the decimal into a percent. To
convert the fraction to a decimal, remember that the fraction bar indicates division:
% 4 . 71 7142857 . 0 7 5
7
5
≅ ≅ ÷ ·
The “approximately equal to” sign ( ≅ ) is used because the decimal parts have been
rounded off. Because it is understood that approximate numbers are rounded, we will not
continue to use the approximately equal sign. It is more conventional to just use the
standard equal sign with approximate numbers, even though it is not entirely accurate.
WORKING PERCENT PROBLEMS
In percent problems, just as in fraction problems, the word “of” implies multiplication:
“x percent of a number” means “x% times a number”
Example: What is 12% of 345?
12% is 12/100, which we can express in decimal form as 0.12. 12% of 345 means
12% times 345, or
Chapter 1: The Numbers of Arithmetic
38
12
(345) 0.12(345) 41.4
100
· ·
Notice how it is easier to just move the decimal over two places instead of
explicitly dividing by 100.
We solve a problem like this by translating the question into mathematical
symbols, using x to stand for the unknown “what” and that the “of” means
“times”:
What is 12% of 345?
x = (0.12) × (345)
Example: What percent of 2342 is 319?
Once again we translate this into mathematical symbols:
What percent of 2342 is 319?
x% × (2342) = 319
Solving this equation involves a little bit of algebra. To isolate the x% on one side
of the equation we must divide both sides by 2342:
2342
319
% · x
The calculator tells use that
x% = 0.1362
Now the righthand side of this equation is the decimal equivalent that is equal to
x%, which means that x = 13.62, or
319 is 13.62% of 2342
If that last step confused you, remember that the percent symbol means “over
100”, so the equation
x% = 0.1362
really says
Chapter 1: The Numbers of Arithmetic
39
1362 . 0
100
·
x
or
x = 100(0.1362)
x = 13.62
Example: 2.4 is what percent of 19.7?
Translating into math symbols:
2.4 is what percent of 19.7?
2.4 = x% × (19.7)
Solving for x:
2.4 = x% (19.7)
%
7 . 19
4 . 2
x ·
x% = 0.1218
x = 12.18
So we can say that 2.4 is 12% of 19.7 (rounding to 2 significant figures)
Example: 46 is 3.2% of what?
Translating into math symbols:
46 is 3.2% of what?
46 = 3.2% × (x)
Solving for x:
46 = 3.2% (x)
46 = 0.032x
x ·
032 . 0
46
Chapter 1: The Numbers of Arithmetic
40
x = 1437.5
Therefore, we can say that 46 is 3.2% of 1400 (rounding to 2 significant figures).
Notice that in the second step the percentage (3.2%) is converted into its decimal
form (0.032).
Chapter 1: The Numbers of Arithmetic
41
PROPERTIES OF REAL NUMBERS
The following table lists the defining properties of the real numbers (technically called
the field axioms). These laws define how the things we call numbers should behave.
ADDITION MULTIPLICATION
Commutative
For all real a, b
a + b = b + a
Commutative
For all real a, b
ab = ba
Associative
For all real a, b, c
a + (b + c) = (a + b) + c
Associative
For all real a, b, c
(ab)c = a(bc)
Identity
There exists a real number 0
such that for every real a
a + 0 = a
Identity
There exists a real number 1
such that for every real a
a × 1 = a
Additive Inverse
(Opposite)
For every real number a there
exist a real number, denoted
(−a), such that
a + (−a) = 0
Multiplicative Inverse
(Reciprocal)
For every real number a
except 0 there exist a real
number, denoted
1
a
, such that
a ×
1
a
= 1
DISTRIBUTIVE LAW
For all real a, b, c
a(b + c) = ab + ac, and (a + b)c = ac + bc
The commutative and associative laws do not hold for subtraction or division:
a – b is not equal to b – a
a ÷ b is not equal to b ÷ a
Chapter 1: The Numbers of Arithmetic
42
a – (b – c) is not equal to (a – b) – c
a ÷ (b ÷ c) is not equal to (a ÷ b) ÷ c
Try some examples with numbers and you will see that they do not work.
What these laws mean is that order and grouping don't matter for addition and
multiplication, but they certainly do matter for subtraction and division. In this way,
addition and multiplication are “cleaner” than subtraction and division. This will become
important when we start talking about algebraic expressions. Often what we will want to
do with an algebraic expression will involve rearranging it somehow. If the operations are
all addition and multiplication, we don't have to worry so much that we might be
changing the value of an expression by rearranging its terms or factors. Fortunately, we
can always think of subtraction as an addition problem (adding the opposite), and we can
always think of division as multiplication (multiplying by the reciprocal).
You may have noticed that the commutative and associative laws read exactly the same
way for addition and multiplication, as if there was no difference between them other
than notation. The law that makes them behave differently is the distributive law, because
multiplication distributes over addition, not viceversa. The distributive law is extremely
important, and it is impossible to understand algebra without being thoroughly familiar
with this law.
Example: 2(3 + 4)
According to the order of operations rules, we should evaluate this expression by first
doing the addition inside the parentheses, giving us
2(3 + 4) = 2(7) = 14
But we can also look at this problem with the distributive law, and of course still get the
same answer. The distributive law says that
2(3 + 4) = 2 × 3 + 2 × 4 = 6 + 8 = 14
Chapter 2: Introduction to Algebra
ALGEBRAIC EXPRESSIONS
First we need to define some vocabulary. These words are very important—you don’t
want to confuse terms with factors, or you will not understand the discussions that
follow.
VARIABLES
• Letters represent an unknown or generic real number.
• A variable could be any number. All you know is that it is some number.
• Sometimes with restrictions, such as a member of a certain set, or the set of
values that makes an equation true.
• Often a letter from the end of the alphabet: x, y, z
• Or a letter that stands for a physical quantity: d for distance, t for time, etc.
CONSTANTS
• Fixed values, like 2 or 7.
• Can also be represented by letters: a, b, c, π , e, k
TERMS
Terms are parts of the expression that are added or subtracted. They will always be
separated by + or –.
Chapter 2: Introduction to Algebra
44
4 3 2
2
+ − x x
3 Terms
FACTORS
Factors are quantities that are multiplied together.
COEFFICIENTS
Coefficients are constant factors that multiply a variable or powers of a variable. For
example, the middle term has 2 factors, namely –3 and x. We say that the coefficient of x
is –3.
4 3 2
2
+ − x x
2 Factors
The first term has three factors, namely 2 and two factors of x. We say that 2 is the
coefficient of x
2
.
x 4 3 2
2
+ − x
3 Factors
The last term is a factor all by itself because it is not multiplying anything (except a 1,
which is a factor of everything).
Chapter 2: Introduction to Algebra
45
x 4 3 2
2
+ − x
1 Factor
SIMPLIFYING ALGEBRAIC EXPRESSIONS
By “simplifying” an algebraic expression, we mean writing it in the most compact or
efficient manner, without changing the value of the expression. This mainly involves
collecting like terms, which means that we add together anything that can be added
together. The rule here is that only like terms can be added together.
LIKE (OR SIMILAR) TERMS
Like terms are those terms which contain the same powers of same variables. They can
have different coefficients, but that is the only difference.
Examples:
3x, x, and –2x are like terms.
2x
2
, –5x
2
, and
2
2
1
x are like terms.
xy
2
, 3y
2
x, and 3xy
2
are like terms.
xy
2
and x
2
y are NOT like terms, because the same variable is not raised to the
same power.
COMBINING LIKE TERMS
Combining like terms is permitted because of the distributive law. For example,
3x
2
+ 5x
2
= (3 + 5)x
2
= 8x
2
What happened here is that the distributive law was used in reverse—we “undistributed”
a common factor of x
2
from each term. The way to think about this operation is that if
you have three xsquareds, and then you get five more xsquareds, you will then have
eight xsquareds.
Example: x
2
+ 2x + 3x
2
+ 2 + 4x + 7
Starting with the highest power of x, we see that there are four xsquareds in all
(1x
2
+ 3x
2
). Then we collect the first powers of x, and see that there are six of
Chapter 2: Introduction to Algebra
46
them (2x + 4x). The only thing left is the constants 2 + 7 = 9. Putting this all
together we get
x
2
+ 2x + 3x
2
+ 2 + 4x + 7
= 4x
2
+ 6x + 9
PARENTHESES
• Parentheses must be multiplied out before collecting like terms
You cannot combine things in parentheses (or other grouping symbols) with things
outside the parentheses. Think of parentheses as opaque—the stuff inside the parentheses
can’t “see” the stuff outside the parentheses. If there is some factor multiplying the
parentheses, then the only way to get rid of the parentheses is to multiply using the
distributive law.
Example: 3x + 2(x – 4)
= 3x + 2x – 8
= 5x – 8
MINUS SIGNS: SUBTRACTION AND NEGATIVES
Subtraction can be replaced by adding the opposite
3x – 2 = 3x + (–2)
Negative signs in front of parentheses
A special case is when a minus sign appears in front of parentheses. At first glance, it
looks as though there is no factor multiplying the parentheses, and you may be tempted to
just remove the parentheses. What you need to remember is that the minus sign indicating
subtraction should always be thought of as adding the opposite. This means that you want
to add the opposite of the entire thing inside the parentheses, and so you have to change
the sign of each term in the parentheses. Another way of looking at it is to imagine an
implied factor of one in front of the parentheses. Then the minus sign makes that factor
into a negative one, which can be multiplied by the distributive law:
3x – (2 – x)
= 3x + (–1)[2 + (–x)]
= 3x + (–1)(2) + (–1)(–x)
= 3x – 2 + x
= 4x – 2
Chapter 2: Introduction to Algebra
47
However, if there is only a plus sign in front of the parentheses, then you can simply
erase the parentheses:
3x + (2 – x)
= 3x + 2 – x
A comment about subtraction and minus signs
Although you can always explicitly replace subtraction with adding the opposite, as in
this previous example, it is often tedious and inconvenient to do so. Once you get used to
thinking that way, it is no longer necessary to actually write it that way. It is helpful to
always think of minus signs as being “stuck” to the term directly to their right. That way,
as you rearrange terms, collect like terms, and clear parentheses, the “adding the
opposite” business will be taken care of because the minus signs will go with whatever
was to their right. If what is immediately to the right of a minus sign happens to be a
parenthesis, and then the minus sign attacks every term inside the parentheses.
SOLUTIONS OF ALGEBRAIC EQUATION
Up until now, we have just been talking about manipulating algebraic expressions. Now
it is time to talk about equations. An expression is just a statement like
2x + 3
This expression might be equal to any number, depending on the choice of x. For
example, if x = 3 then the value of this expression is 9. But if we are writing an equation,
then we are making a statement about its value. We might say
2x + 3 = 7
A mathematical equation is either true or false. This equation, 2x + 3 = 7, might be true or
it might be false, depending on the value chosen for x. We call such equations
conditional, because their truth depends on choosing the correct value for x. If I choose
x = 3, then the equation is clearly false because 2(3) + 3 = 9, not 7. In fact, it is only true
if I choose x = 2. Any other value for x produces a false equation. We say that x = 2 is the
solution of this equation.
SOLUTIONS
• The solution of an equation is the value(s) of the variable(s) that make the
equation a true statement.
An equation like 2x + 3 = 7 is a simple type called a linear equation in one variable.
These will always have one solution, no solutions, or an infinite number of solutions.
There are other types of equations, however, that can have several solutions. For
example, the equation
Chapter 2: Introduction to Algebra
48
x
2
= 9
is satisfied by both x = 3 and x = –3, and so it has two solutions.
One Solution
This is the normal case, as in our example where the equation 2x + 3 = 7 had exactly one
solution, namely x = 2. The other two cases, no solution and an infinite number of
solutions, are the oddball cases that you don’t expect to run into very often. Nevertheless,
it is important to know that they can happen in case you do encounter one of these
situations.
Infinite Number of Solutions
Consider the equation
x = x
This equation is obviously true for every possible value of x. This is, of course, a
ridiculously simple example, but it makes the point. Equations that have this property are
called identities. Some examples of identities would be
2x = x + x
3 = 3
(x – 2)(x + 2) = x
2
– 4
All of these equations are true for any value of x. The second example, 3 = 3, is
interesting because it does not even contain an x, so obviously its truthfulness
cannot depend on the value of x. When you are attempting to solve an equation
algebraically and you end up with an obvious identity (like 3 = 3), then you know
that the original equation must also be an identity, and therefore it has an infinite
number of solutions.
No Solutions
Now consider the equation
x + 4 = x + 3
There is no possible value for x that could make this true. If you take a number and add 4
to it, it will never be the same as if you take the same number and add 3 to it. Such an
equation is called a contradiction, because it cannot ever be true.
If you are attempting to solve such an equation algebraically, you will eventually
end up with an extremely obvious contradiction such as 1 = 2. This indicates that
the original equation is a contradiction, and has no solution.
In summary,
Chapter 2: Introduction to Algebra
49
o An identity is always true, no matter what x is
o A contradiction is never true for any value of x
o A conditional equation is true for some values of x
ADDITION PRINCIPLE
EQUIVALENT EQUATIONS
The basic approach to finding the solution to equations is to change the equation into
simpler equations, but in such a way that the solution set of the new equation is the same
as the solution set of the original equation. When two equations have the same solution
set, we say that they are equivalent.
What we want to do when we solve an equation is to produce an equivalent equation that
tells us the solution directly. Going back to our previous example,
2x + 3 = 7,
we can say that the equation
x = 2
is an equivalent equation, because they both have the same solution, namely x = 2. We
need to have some way to convert an equation like 2x + 3 = 7 into an equivalent equation
like x = 2 that tells us the solution. We solve equations by using methods that rearrange
the equation in a manner that does not change the solution set, with a goal of getting the
variable by itself on one side of the equal sign. Then the solution is just the number that
appears on the other side of the equal sign.
The methods of changing an equation without changing its solution set are based on the
idea that if you change both sides of an equation in the same way, then the equality is
preserved. Think of an equation as a balance—whatever complicated expression might
appear on either side of the equation, they are really just numbers. The equal sign is just
saying that the value of the expression on the left side is the same number as the value on
the right side. Therefore, no matter how horrible the equation may seem, it is really just
saying something like 3 = 3.
THE ADDITION PRINCIPLE
• Adding (or subtracting) the same number to both sides of an equation does not
change its solution set.
Think of the balance analogy—if both sides of the equation are equal, then
increasing both sides by the same amount will change the value of each side, but
they will still be equal. For example, if
Chapter 2: Introduction to Algebra
50
3 = 3,
then
3 + 2 = 3 + 2.
Consequently, if
6 + x = 8
for some value of x (which in this case is x = 2), then we can add any number to
both sides of the equation and x = 2 will still be the solution. If we wanted to, we
could add a 3 to both sides of the equation, producing the equation
9 + x = 11.
As you can see, x = 2 is still the solution. Of course, this new equation is no
simpler than the one we started with, and this maneuver did not help us solve the
equation.
If we want to solve the equation
6 + x = 8,
the idea is to get x by itself on one side, and so we want to get rid of the 6 that is
on the left side. We can do this by subtracting a 6 from both sides of the equation
(which of course can be thought of as adding a negative six):
6 – 6 + x = 8 – 6
or
x = 2
You can think of this operation as moving the 6 from one side of the equation to
the other, which causes it to change sign.
• The addition principle is useful in solving equations because it allows us to
move whole terms from one side of the equal sign to the other. While this is a
convenient way to think of it, you should remember that you are not really
“moving” the term from one side to the other—you are really adding (or
subtracting) the term on both sides of the equation.
NOTATION NOTES
In the previous example, we wrote the –6 inline with the rest of the equation.
This is analogous to writing an arithmetic subtraction problem in one line, as in
234 – 56 = 178.
You probably also learned to write subtraction and addition problems in a column
format, like
Chapter 2: Introduction to Algebra
51
178
56
234
−
We can also use a similar notation for the addition method with algebraic
equations.
Given the equation
x + 3 = 2,
we want to subtract a 3 from both sides in order to isolate the variable. In column
format this would look like
1
3 3
2 3
− ·
− · −
· +
x
x
Here the numbers in the second row are negative 3’s, so we are adding the two
rows together to produce the bottom row.
The advantage of the column notation is that it makes the operation easier to see
and reduces the chances for an error. The disadvantage is that it takes more space,
but that is a relatively minor disadvantage. Which notation you prefer to use is not
important, as long as you can follow what you are doing and it makes sense to
you.
MULTIPLICATION PRINCIPLE
Multiplying (or dividing) the same nonzero number to both sides of an equation
does not change its solution set.
Example:
6 2 12
6 2 12 3 3
× ·
× · × ×
so if 6x = 12, then 18x = 36 for the same value of x (which in this case is
x = 2).
The way we use the multiplication principle to solve equations is that it allows us
to isolate the variable by getting rid of a factor that is multiplying the variable.
Example: 2x = 6
Chapter 2: Introduction to Algebra
52
To get rid of the 2 that is multiplying the x, we can divide both sides of the
equation by 2, or, equivalently, multiply by its reciprocal (onehalf).
Either divide both sides by 2:
2
2 6
2 6
3
2
x
x
x
·
·
·
or multiply both sides by a half:
( ) ( )
1 1
2 2
2 6
2 6
3
x
x
x
·
·
·
• Whether you prefer to think of it as dividing by the number or multiplying
by its reciprocal is not important, although when the coefficient is a
fraction it is easier to multiply by the reciprocal:
Example: 8
5
4
· x
Multiply both sides by the reciprocal of the coefficient, or
4
5
4 8
5 1
5 5
4 4
x · ⋅ ⋅
After multiplying and reducing the fractions, we get the result
x = 10.
Note: When working with fractions it is convenient to express whole
numbers like the 8 in the example above as a fraction with a denominator
of 1.
USING THE PRINCIPLES TOGETHER
Suppose you were given an equation like
2x – 3 = 5.
You will need to use the addition principle to move the –3, and the multiplication
principle to remove the coefficient 2. Which one should you use first? Strictly
Chapter 2: Introduction to Algebra
53
speaking, it does not matter—you will eventually get the right answer. In practice,
however, it is usually simpler to use the addition principle first, and then the
multiplication principle. The reason for this is that if we divide by 2 first we will
turn everything into fractions:
Given: 2x – 3 = 5
Suppose we first divide both sides by 2:
2
5
2
3
2
5
2
3
2
2
2
5
2
3 2
· −
· −
·
−
x
x
x
Now there is nothing wrong with doing arithmetic with fractions, but it is not as
easy as working with whole numbers. In this example we would have to add 3/2
to both sides of the equation to isolate the x. To avoid fractions as much as
possible, it is more convenient to use the addition principle first:
Given: 2x – 3 = 5
Add 3 to both sides:
8 2
3 3
5 3 2
·
·
· −
x
x
At this point all we need to do is divide both sides by 2 to get the result
x = 4.
Chapter 3: Word Problems
PROBLEM SOLVING STRATEGIES
UNDERSTAND
1. Read the problem carefully.
2. Make sure you understand the situation that is described.
3. Make sure you understand what information is provided, and what the question is
asking.
4. For many problems, drawing a clearly labeled picture is very helpful.
PLAN
1. First focus on the objective. What do you need to know in order to answer the
question?
2. Then look at the given information. How can you use that information to get what
you need to know to answer the question?
3. If you do not see a clear logical path leading from the given information to the
solution, just try something. Look at the given information and think about what you
can find from it, even if it is not what the question is asking for. Often you will find
another piece of information that you can then use to answer the question.
WRITE EQUATIONS
You need to express mathematically the logical connections between the given
information and the answer you are seeking. This involves:
1. Assigning variable names to the unknown quantities. The letter x is always popular,
but it is a good idea to use something that reminds you what it represents, such as d
for distance or t for time. The trickiest part of assigning variables is that you want to
use a minimum number of different variables (just one if possible). If you know how
two quantities are related, then you can express them both with just one variable. For
example, if Jim is two years older than John is, you might let x stand for John’s age
and (x + 2) stand for Jim’s age.
Chapter 3: Word Problems
56
2. Translate English into Math. Mathematics is a language, one that is particularly well
suited to describing logical relationships. English, on the other hand, is much less
precise. The next page is a table of English phrases and their corresponding
mathematical meanings, but don’t take it too literally. The meaning of English words
has to be taken in context.
SOLVE
Now you just have to solve the equation(s) for the unknown(s). Remember to answer the
question that the problem asks.
CHECK
Think about your answer. Does your answer come out in the correct units? Is it
reasonable? If you made a mistake somewhere, chances are your answer will not just be a
little bit off, but will be completely ridiculous.
Chapter 3: Word Problems
57
WORDS FOR OPERATIONS
Note: The English language is notoriously imprecise, and these suggested translations should be taken only
as a guide, not as absolutes.
minus “a number minus 2” x – 2
difference between
“the difference between a
number and 8”
x – 8
from “2 from a number” n – 2
less “a number less 3” n – 3
less than “3 less than a number” y – 3
fewer than “2 fewer than a number” y – 2
decreased by “a number decreased by 2” x – 2
Subtraction
take away “a number take away 2” x – 2
plus “a number plus 2” x + 2
and “3 and a number” 3 + n
added to “8 added to a number” x + 8
greater than “3 greater than a number” n + 3
more than “3 more than a number” y + 3
increased by “a number increased by 2”
y + 2
total “the total length” l
1
+ l
2
Addition
sum of “The sum of length and width” l + w
times “5 times a number” 5n
product “The product of 3 and a number” 3y
at “3 at 1.59” 3 × 1.59
double, triple, etc. “double a number” 2x
twice “twice a number” 2y
Multiplication
of (fractions of) “threefourths of a number” y
,
`
.

4
3
quotient of
“The quotient of 5 and a
number”
n
5
Half of “half of a number”
2
n
goes into “a number goes into 6 twice” 2
6
·
n
Division
per “The price is $8 per 50”
50
8
· P
Equals
Is, is the same as, gives, will be, was, is equivalent
to
Chapter 3: Word Problems
58
GENERAL WORD PROBLEMS
GENERAL STRATEGY
Recall the general strategy for setting up word problems. Refer to the Problem Solving
Strategies page for more detail.
1. Read the problem carefully: Determine what is known, what is unknown, and
what question is being asked.
2. Represent unknown quantities in terms of a variable.
3. Use diagrams where appropriate.
4. Find formulas or mathematical relationships between the knowns and the
unknowns.
5. Solve the equations for the unknowns.
6. Check answers to see if they are reasonable.
NUMBER/GEOMETRY PROBLEMS
Example: Find a number such that 5 more than onehalf the number is three times the
number.
Let x be the unknown number.
Translating into math: 5 + x/2 = 3x
Solving:
(First multiply by 2 to clear
the fraction)
5 + x/2 = 3x
10 + x = 6x
10 = 5x
x = 2
Example: If the perimeter of a rectangle is 10 inches, and one side is one inch longer
than the other, how long are the sides?
Let one side be x and the other side be x + 1.
Chapter 3: Word Problems
59
x
x
x + 1 x + 1
Then the given condition may be expressed as
x + x + (x + 1) + (x + 1) = 10
Solving:
4x + 2 = 10
4x = 8
x = 2
so the sides have length 2 and 3.
RATETIME PROBLEMS
• Rate = Quantity/Time
or
• Quantity = Rate × Time
Example: A fast employee can assemble 7 radios in an hour, and another slower
employee can only assemble 5 radios per hour. If both employees work together, how
long will it take to assemble 26 radios?
The two together will build 7 + 5 = 12 radios in an hour, so their combined rate is
12 radios/hr.
Using Time = Quantity/Rate,
1
6
26 radios
2 hr
12 radios/hr
time · · ,
or 2 hours 10 minutes
Example: you are driving along at 55 mph when you are passed by a car doing 85 mph.
How long will it take for the car that passed you to be one mile ahead of you?
We know the two rates, and we know that the difference between the two
distances traveled will be one mile, but we don’t know the actual distances. Let D
be the distance in miles that you travel in time t, and D + 1 be the distance in
Chapter 3: Word Problems
60
miles that the other car traveled in time t. Using the rate equation in the form
distance = speed • time for each car we can write
D = 55 t, and D + 1 = 85 t
Substituting the first equation into the second,
55t + 1 = 85t
−30t = −1
t = 1/30 hr (or 2 minutes)
MIXTURE PROBLEMS
Example: How much of a 10% vinegar solution should be added to 2 cups of a 30%
vinegar solution to make a 20% solution?
Let x be the unknown amount of 10% solution. Write an equation for the amount
of vinegar in each mixture:
(amount of vinegar in first solution) + (amount of vinegar in second
solution) = (amount of vinegar in total solution)
0.1x + 0.3(2) = 0.2(x + 2)
0.1x + 0.6 = 0.2x + 0.4
−0.1x = −0.2
x = 2 cups
Chapter 4: Graphing and Straight Lines
RECTANGULAR COORDINATES
x
y
The rectangular coordinate system is also known as the Cartesian coordinate system after
Rene Descartes, who popularized its use in analytic geometry. The rectangular coordinate
system is based on a grid, and every point on the plane can be identified by unique x and
y coordinates, just as any point on the Earth can be identified by giving its latitude and
longitude.
AXES
Locations on the grid are measured relative to a fixed point, called the origin, and are
measured according to the distance along a pair of axes. The x and y axes are just like the
number line, with positive distances to the right and negative to the left in the case of the
x axis, and positive distances measured upwards and negative down for the y axis. Any
displacement away from the origin can be constructed by moving a specified distance in
the x direction and then another distance in the y direction. Think of it as if you were
giving directions to someone by saying something like “go three blocks East and then 2
blocks North.”
Chapter 4: Graphing and Straight Lines
62
−1
x
y
1 2 3 4 5 −2 −3 −4 −5
−1
1
2
3
4
5
−2
−3
−4
−5
COORDINATES, GRAPHING POINTS
We specify the location of a point by first giving its x coordinate (the left or right
displacement from the origin), and then the y coordinate (the up or down displacement
from the origin). Thus, every point on the plane can be identified by a pair of numbers
(x, y), called its coordinates.
Examples:
x
y
(3, 2)
x
y
(
−
1, 4)
Chapter 4: Graphing and Straight Lines
63
x
y
(2, −4)
x
y
(−3, 0)
QUADRANTS
Sometimes we just want to know what general part of the graph we are talking about. The
axes naturally divide the plane up into quarters. We call these quadrants, and number
them from one to four. Notice that the numbering begins in the upper right quadrant and
continues around in the counterclockwise direction. Notice also that each quadrant can
be identified by the unique combination of positive and negative signs for the coordinates
of a point in that quadrant.
x
y
I
(+,+)
II
(−,+)
III
(−,−)
IV
(+,−)
Chapter 4: Graphing and Straight Lines
64
GRAPHING FUNCTIONS
Consider an equation such as
y = 2x – 1
We say that y is a function of x because if you choose any value for x, this formula will
give you a unique value of y. For example, if we choose x = 3 then the formula gives us
y = 2(3) – 1
or
y = 5
Thus we can say that the value y = 5 is generated by the choice of x = 3. Had we chosen a
different value for x, we would have obtained a different value for y. In fact, we can
choose a whole bunch of different values for x and get a y value for each one. This is best
shown in a table:
x (Input) x è FORMULA è y y (Output)
–2 2(–2) – 1 = –5 –5
–1 2(–1) – 1 = –3 –3
0 2(0) – 1 = –1 –1
1 2(1) – 1 = 1 1
2 2(2) – 1 = 3 3
3 2(3) – 1 = 5 5
Chapter 4: Graphing and Straight Lines
65
This relationship between x and its corresponding y values produces a collection of pairs
of points (x, y), namely
(–2, –5)
(–1, –3)
(0, –1)
(1, 1)
(2, 3)
(3, 5)
Since each of these pairs of numbers can be the coordinates of a point on the plane, it is
natural to ask what this collection of ordered pairs would look like if we graphed them.
The result is something like this:
x
y
The points seem to fall in a straight line. Now, our choices for x were quite arbitrary. We
could just as well have picked other values, including noninteger values. Suppose we
picked many more values for x, like 2.7, 3.14, etc. and added them to our graph.
Eventually the points would be so crowded together that they would form a solid line:
x
y
Chapter 4: Graphing and Straight Lines
66
The arrows on the ends of the line indicate that it goes on forever, because there is no
limit to what numbers we could choose for x. We say that this line is the graph of the
function y = 2x – 1.
If you pick any point on this line and read off its x and y coordinates, they will satisfy the
equation y = 2x – 1. For example, the point (1.5, 2) is on the line:
x
y
1.5
2
and the coordinates x = 1.5, y = 2 satisfy the equation y = 2x – 1:
2 = 2(1.5) – 1
• Note: This graph turned out to be a straight line only because of the particular
function that we used as an example. There are many other functions whose graphs
turn out to be various curves
STRAIGHT LINES
LINEAR EQUATIONS IN TWO VARIABLES
The equation y = 2x – 1 that we used as an example for graphing functions produced a
graph that was a straight line. This was no accident. This equation is one example of a
general class of equations that we call linear equations in two variables. The two
variables are usually (but of course don’t have to be) x and y. The equations are called
linear because their graphs are straight lines. Linear equations are easy to recognize
because they obey the following rules:
1. The variables (usually x and y) appear only to the first power
2. The variables may be multiplied only by real number constants
3. Any real number term may be added (or subtracted, of course)
Chapter 4: Graphing and Straight Lines
67
4. Nothing else is permitted!
• This means that any equation containing things like x
2
, y
2
, 1/x, xy, square roots, or
any other function of x or y is not linear, and it’s graph will not be a straight line.
DESCRIBING LINES
Just as there are an infinite number of equations that satisfy the above conditions, there
are also an infinite number of straight lines that we can draw on a graph. To describe a
particular line we need to specify two distinct pieces of information concerning that line.
A specific straight line can be determined by specifying two distinct points that the line
passes through, or it can be determined by giving one point that it passes through and
somehow describing how “tilted” the line is.
SLOPE
The slope of a line is a measure of how “tilted” the line is. A highway sign might say
something like “6% grade ahead.” What does this mean, other than that you hope your
brakes work? What it means is that the ratio of your drop in altitude to your horizontal
distance is 6%, or 6/100. In other words, if you move 100 feet forward, you will drop 6
feet; if you move 200 feet forward, you will drop 12 feet, and so on.
100 ft
6 ft
6%
GRADE
We measure the slope of lines in much the same way, although we do not convert the
result to a percent.
Suppose we have a graph of an unknown straight line. Pick any two different points on
the line and label them point 1 and point 2:
x
y
1
2
Chapter 4: Graphing and Straight Lines
68
In moving from point 1 to point 2, we cover 4 steps horizontally (the x direction) and 2
steps vertically (the y direction):
x
y
4 STEPS
2 STEPS
1
2
Therefore, the ratio of the change in altitude to the change in horizontal distance is 2 to 4.
Expressing it as a fraction and reducing, we say that the slope of this line is
2 1
4 2
·
To formalize this procedure a bit, we need to think about the two points in terms of their
x and y coordinates.
x
y
4 STEPS
2 STEPS
1
2
1 5
2
4
(1, 2)
(5, 4)
Now you should be able to see that the horizontal displacement is the difference between
the x coordinates of the two points, or
4 = 5 – 1,
and the vertical displacement is the difference between the y coordinates, or
2 = 4 – 2.
Chapter 4: Graphing and Straight Lines
69
In general, if we say that the coordinates of point 1 are (x
1
, y
1
) and the coordinates of
point 2 are (x
2
, y
2
),
x
y
x
2
− x
1
1
2
y
2
− y
1
x
1
x
2
y
2
y
1
(x
1,
y
1
)
(x
2,
y
2
)
then we can define the slope m as follows:
2 1
2 1
rise y y
m
run x x
−
· ·
−
where (x
1
, y
1
) and (x
2
, y
2
) are any two distinct points on the line.
• It is customary (in the US) to use the letter m to represent slope. No one
seems to knows why.
• It makes no difference which two points are used for point 1 and point 2. If
they were switched, both the numerator and the denominator of the
fraction would be changed to the opposite sign, giving exactly the same
result.
• Many people find it useful to remember this formula as “slope is rise over
run.”
• Another common notation is
y
m
x
∆
·
∆
, where the Greek letter delta (∆)
means “the change in.” The slope is a ratio of how much y changes per
change in x:
∆x
∆y
∆x
∆y
Chapter 4: Graphing and Straight Lines
70
HORIZONTAL LINES
A horizontal line has zero slope, because there is no change in y as x increases.
Thus, any two points will have the same y coordinates, and since y
1
= y
2
,
2 1
2 1 2 1
0
0
rise y y
m
run x x x x
−
· · · ·
− −
.
VERTICAL LINES
A vertical line presents a different problem. If you look at the formula
2 1
2 1
y y
m
x x
−
·
−
,
you see that there is a problem with the denominator. It is not possible to get two
different values for x
l
and x
2
, because if x changes then you are not on the vertical
line anymore. Any two points on a vertical line will have the same x coordinates,
and so x
2
– x
1
= 0. Since the denominator of a fraction cannot be zero, we have to
say that a vertical line has undefined slope. Do not confuse this with the case of
the horizontal line, which has a welldefined slope that just happens to equal zero.
POSITIVE AND NEGATIVE SLOPE
The x coordinate increases to the right, so moving from left to right is motion in
the positive x direction. Suppose that you are going uphill as you move in the
Chapter 4: Graphing and Straight Lines
71
positive x direction. Then both your x and y coordinates are increasing, so the
ratio of rise over run will be positive—you will have a positive increase in y for a
positive increase in x. On the other hand, if you are going downhill as you move
from left to right, then the ratio of rise over run will be negative because you lose
height for a given positive increase in x. The thing to remember is:
As you go from left to right,
• Uphill = Positive Slope
• Downhill = Negative Slope
And of course, no change in height means that the line has zero slope.
m = 0
m = 1
m = 1/2
m = 2
m = 4
m = −1/2
m = −1
m = −2
m = ∞
(undefined)
Some Slopes
INTERCEPTS
Two lines can have the same slope and be in different places on the graph. This means
that in addition to describing the slope of a line we need some way to specify exactly
where the line is on the graph. This can be accomplished by specifying one particular
point that the line passes through. Although any point will do, it is conventional to
specify the point where the line crosses the yaxis. This point is called the yintercept, and
is usually denoted by the letter b. This is useful because every line except vertical lines
will eventually cross the yaxis at some point, and we have to handle vertical lines as a
special case anyway because we cannot define a slope for them.
Chapter 4: Graphing and Straight Lines
72
x
y
3
−2
Same Slopes, Different yIntercepts
EQUATIONS
The equation of a line gives the mathematical relationship between the x and y
coordinates of any point on the line.
Let’s return to the example we used in graphing functions. The equation
y = 2x – 1
produces the following graph:
x
y
This line evidently has a slope of 2 and a y intercept equal to –1. The numbers 2 and –1
also appear in the equation—the coefficient of x is 2, and the additive constant is –1. This
is not a coincidence, but is due to the standard form in which the equation was written.
Chapter 4: Graphing and Straight Lines
73
Standard Form (SlopeIntercept Form)
If a linear equation in two unknowns is written in the form
y = mx + b
where m and b are any two real numbers, then the graph will be a straight
line with a slope of m and a y intercept equal to b.
PointSlope Form
As mentioned earlier, a line is fully described by giving its slope and one distinct point
that the line passes through. While this point is customarily the y intercept, it does not
need to be. If you want to describe a line with a given slope m that passes through a given
point (x
1
, y
1
), the formula is
1 1
( ) y y m x x − · −
To help remember this formula, think of solving it for m:
1
1
y y
m
x x
−
·
−
Since the point (x, y) is an arbitrary point on the line and the point (x
1
, y
1
) is
another point on the line, this is nothing more than the definition of slope for that
line.
TwoPoint Form
Another way to completely specify a line is to give two different points that the line
passes through. If you are given that the line passes through the points (x
1
, y
1
) and (x
2
, y
2
),
the formula is
( )
2 1
1 1
2 1
y y
y y x x
x x
 ` −
− · −
−
. ,
Chapter 4: Graphing and Straight Lines
74
This formula is also easy to remember if you notice that it is just the same as the
pointslope form with the slope m replaced by the definition of slope,
2 1
2 1
y y
m
x x
−
·
−
Chapter 5: Systems of Linear Equations
THE SOLUTIONS OF A SYSTEM OF EQUATIONS
A system of equations refers to a number of equations with an equal number of variables.
We will only look at the case of two linear equations in two unknowns. The situation gets
much more complex as the number of unknowns increases, and larger systems are
commonly attacked with the aid of a computer.
A system of two linear equations in two unknowns might look like
¹
'
¹
· −
· +
1 3
3 4 2
y x
y x
This is the standard form for writing equations when they are part of a system of
equations: the variables go in the same order on the left side, and the constant term is on
the right. The bracket on the left is meant to indicate that the two equations are intended
to be solved simultaneously, but it is not always used.
When we talk about the solution of this system of equations, we mean the values of the
variables that make both equations true at the same time. There may be many pairs of x
and y that make the first equation true, and many pairs of x and y that make the second
equation true, but we are looking for an x and y that would work in both equations. In the
following pages we will look at algebraic methods for finding this solution, if it exists.
Because these are linear equations, their graphs will be straight lines. This can help us
visualize the situation graphically. There are three possibilities:
Chapter 5: Systems of Linear Equations
76
1. INDEPENDENT EQUATIONS
• Lines intersect
• One solution
x
y
(x, y)
In this case the two equations describe lines that intersect at one particular point.
Clearly this point is on both lines, and therefore its coordinates (x, y) will satisfy
the equation of either line. Thus the pair (x, y) is the one and only solution to the
system of equations.
2. DEPENDENT EQUATIONS
• Equations describe the same line
• Infinite number of solutions
x
y
Chapter 5: Systems of Linear Equations
77
Sometimes two equations might look different but actually describe the same line.
For example, in
¹
'
¹
· +
· +
2 6 4
1 3 2
y x
y x
The second equation is just two times the first equation, so they are actually
equivalent and would both be equations of the same line. Because the two
equations describe the same line, they have all their points in common; hence
there are an infinite number of solutions to the system.
• Attempting to solve gives an identity
If you try to solve a dependent system by algebraic methods, you will eventually
run into an equation that is an identity. An identity is an equation that is always
true, independent of the value(s) of any variable(s). For example, you might get
an equation that looks like x = x, or 3 = 3. This would tell you that the system is a
dependent system, and you could stop right there because you will never find a
unique solution.
3. INCONSISTENT EQUATIONS
• Lines do not intersect (Parallel Lines; have the same slope)
• No solutions
x
y
If two lines happen to have the same slope, but are not identically the same line,
then they will never intersect. There is no pair (x, y) that could satisfy both
equations, because there is no point (x, y) that is simultaneously on both lines.
Thus these equations are said to be inconsistent, and there is no solution. The fact
that they both have the same slope may not be obvious from the equations,
because they are not written in one of the standard forms for straight lines. The
slope is not readily evident in the form we use for writing systems of equations.
Chapter 5: Systems of Linear Equations
78
(But if you think about it you will see that the slope is the negative of the
coefficient of x divided by the coefficient of y).
• Attempting to solve gives a false statement
By attempting to solve such a system of equations algebraically, you are operating
on a false assumption—namely that a solution exists. This will eventually lead
you to a contradiction: a statement that is obviously false, regardless of the
value(s) of the variable(s). At some point in your work you would get an
obviously false equation like 3 = 4. This would tell you that the system of
equations is inconsistent, and there is no solution.
Solution by Graphing
For more complex systems, such as those that contain nonlinear equations,
finding a solution by algebraic methods can be very difficult or even
impossible. Using a graphing calculator (or a computer), you can graph the
equations and actually see where they intersect. The calculator can then give
you the coordinates of the intersection point. The only drawback to this method
is that the solution is only an approximation, whereas the algebraic method
gives the exact solution. In most practical situations, though, the precision of
the calculator is sufficient. For more demanding scientific and engineering
applications there are computer methods that can find approximate solutions to
very high precision.
ADDITION METHOD
The whole problem with solving a system of equations is that you cannot solve an
equation that has two unknowns in it. You need an equation with only one variable so
that you can isolate the variable on one side of the equation. Both methods that we will
look at are techniques for eliminating one of the variables to give you an equation in just
one unknown, which you can then solve by the usual methods.
The first method of solving systems of linear equations is the addition method, in which
the two equations are added together to eliminate one of the variables.
Adding the equations means that we add the left sides of the two equations together, and
we add the right sides together. This is legal because of the Addition Principle, which
says that we can add the same amount to both sides of an equation. Since the left and
right sides of any equation are equal to each other, we are indeed adding the same amount
to both sides of an equation.
Consider this simple example:
Chapter 5: Systems of Linear Equations
79
Example:
3 2 4
2 2 1
x y
x y
+ · ¹
'
− ·
¹
If we add these equations together, the terms containing y will add up to zero (2y plus
−2y), and we will get
3 2 4
2 2 1
5 0 5
x y
x y
x
+ ·
− ·
+ ·
or
5x = 5
x = 1
However, we are not finished yet—we know x, but we still don’t know y. We can solve
for y by substituting the now known value for x into either of our original equations. This
will produce an equation that can be solved for y:
3 2 4
3( ) 2 4
3 2 4
2 1
1
2
1
x y
y
y
y
y
+ ·
+ ·
+ ·
·
·
Now that we know both x and y, we can say that the solution to the system is the pair
(1, 1/2).
This last example was easy to see because of the fortunate presence of both a positive and
a negative 2y. One is not always this lucky. Consider
Example:
2 3
3 4 2
x y
x y
+ · ¹
'
+ ·
¹
Now there is nothing so obvious, but there is still something we can do. If we multiply
the first equation by −3, we get
3 6 9
3 4 2
x y
x y
− − · − ¹
'
+ ·
¹
Chapter 5: Systems of Linear Equations
80
(Don’t forget to multiply every term in the equation, on both sides of the equal sign).
Now if we add them together the terms containing x will cancel:
3 6 9
3 4 2
2 7
x y
x y
y
− − · −
+ ·
− · −
or
7
2
y ·
As in the previous example, now that we know y we can solve for x by substituting into
either original equation. The first equation looks like the easiest to solve for x, so we will
use it:
2 3
7
2 3
2
7 3
4
x y
x
x
x
+ ·
 `
+ ·
. ,
+ ·
· −
And so the solution point is (−4, 7/2).
Now let’s look at an even less obvious example:
Example:
5 2 6
2 3 10
x y
x y
− · ¹
'
+ ·
¹
Here there is nothing particularly attractive about going after either the x or the y. In
either case, both equations will have to be multiplied by some factor to arrive at a
common coefficient. This is very much like the situation you face trying to find a least
common denominator for adding fractions, except that here we call it a Least Common
Multiple (LCM). As a general rule, it is easiest to eliminate the variable with the smallest
LCM. In this case that would be the y, because the LCM of 2 and 3 is 6. If we wanted to
eliminate the x we would have to use an LCM of 10 (5 times 2). So, we choose to make
the coefficients of y into plus and minus 6. To do this, the first equation must be
multiplied by 3, and the second equation by 2:
(3) (3) (3)
(2)
5 2 6
2 3 10 (2) (2)
x y
x y
− ·
+ ·
or
Chapter 5: Systems of Linear Equations
81
15 6 18
4 6 20
x y
x y
− ·
+ ·
Now adding these two together will eliminate the terms containing y:
15 6 18
4 6 20
19 38
x y
x y
x
− ·
+ ·
·
or
x = 2
We still need to substitute this value into one of the original equation to solve for y:
2 3 10
2(2) 3 10
4 3 10
3 6
2
x y
y
y
y
y
+ ·
+ ·
+ ·
·
·
Thus the solution is the point (2, 2).
SUBSTITUTION METHOD
When we used the Addition Method to solve a system of equations, we still had to do a
substitution to solve for the remaining variable. With the substitution method, we solve
one of the equations for one variable in terms of the other, and then substitute that into
the other equation. This makes more sense with an example:
Example:
2y + x = 3 (1)
4y – 3x = 1 (2)
Equation 1 looks like it would be easy to solve for x, so we take it and isolate x:
2y + x = 3
Chapter 5: Systems of Linear Equations
82
x = 3 – 2y (3)
Now we can use this result and substitute 3 − 2y in for x in equation 2:
( )
1
10 10
1 9 10
1 6 9 4
1 2 3 3 4
1 3 4
·
·
· −
· + −
· − −
· −
y
y
y
y y
y y
x y
Now that we have y, we still need to substitute back in to get x. We could substitute back
into any of the previous equations, but notice that equation 3 is already conveniently
solved for x:
1
2 3
) 1 ( 2 3
2 3
·
− ·
− ·
− ·
x
x
x
y x
And so the solution is (1, 1).
As a rule, the substitution method is easier and quicker than the addition method when
one of the equations is very simple and can readily be solved for one of the variables.
Chapter 6: Polynomials
POLYNOMIALS
Definition: A polynomial is an algebraic expression that is a sum of terms, where
each term contains only variables with whole number exponents and integer
coefficients.
Example: The following expressions are all considered polynomials:
x
2
+ 2x – 7
x
4
– 7x
3
x
When we write a polynomial we follow the convention that says we write the
terms in order of descending powers, from left to right.
The following are NOT polynomials:
x
1
4
3
− x
x
2
+ 3x + 2x
−2
A polynomial can have any number of terms (“poly” means “many”). We have
special names for polynomials that have one, two, or three terms:
MONOMIAL
A monomial has one term (“mono” means “one”). The following are monomials:
x
3x
4
2x
3
Chapter 6: Polynomials
84
BINOMIAL
A binomial has two terms:
x + 1
5x
2
– 3x
TRINOMIAL
A trinomial has three terms:
x
4
+ 2x
3
– 3x
2x
2
– 4x + 1
DEGREE OF A TERM
The degree of an individual term in a polynomial is the sum of powers of all the variables
in that term. We only have to use the plurals in this definition because of the possibility
that there may be more than one variable. In practice, you will most often see
polynomials that have only one variable (traditionally denoted by the letter ‘x’). In that
case, the degree will simply be the power of the variable.
Examples:
2x
3
Degree = 3
3x
4
Degree = 4
x Degree = 1
3x
2
y
5
Degree = 7 (because 2 + 5 = 7)
37 Degree = 0
Why is the last example, which is just a plain number, considered to be of degree
zero? It is because of the fact that x
0
= 1, and everything has a factor of 1. So we
can say that 37 is the coefficient of x
0
.
Chapter 6: Polynomials
85
DEGREE OF A POLYNOMIAL
The degree of the entire polynomial is the degree of the highestdegree term that it
contains, so
x
2
+ 2x – 7 is a seconddegree trinomial, and x
4
– 7x
3
is a fourthdegree binomial.
ADDITION AND SUBTRACTION OF POLYNOMIALS
Adding (or subtracting) polynomials is really just an exercise in collecting like
terms. For example, if we want to add the polynomial
2x
2
+ 4x – 3
to the polynomial
6x + 4,
we would just put them together and collect like terms:
2 2
2
(2 4 3) (6 4) 2 4 3 6 4
2 10 7
x x x x x x
x x
+ − + − · + − + −
· + −
Notice that the parentheses in the first line are only there to distinguish the two
polynomials—they don’t really do anything. If the operation was subtraction
instead of addition, we would have to change the signs of all the terms in the
second polynomial:
2 2
2
(2 4 3) (6 4) 2 4 3 6 4
2 2 1
x x x x x x
x x
+ − − − · +
· −
− + −
−
Although this is basically just a bookkeeping activity, it can get a little messy
when there are many terms. One way to help keep things straight is to use the
column format for addition, keeping like terms lined up in columns:
2
2
2 4 3
6 4
2 10 7
x x
x
x x
+ −
+ −
+ −
This method is particularly helpful in the case of subtraction, because it is too
easy to make a mistake distributing the minus sign when you write it all in one
row.
Chapter 6: Polynomials
86
MULTIPLICATION OF POLYNOMIALS
• The general rule is that each term in the first factor has to multiply each term
in the other factor
• The number of products you get has to be the number of terms in the first factor
times the number of terms in the second factor. For example, a binomial times a
binomial gives four products, while a binomial times a trinomial gives six
products.
• Be very careful and methodical to avoid missing any terms
• After the multiplication is complete you can try to collect like terms to simplify
the result
EXAMPLE: PRODUCT OF A BINOMIAL AND A TRINOMIAL
(x + 2)(x
2
− 2x + 3)
There are six possible products. We can start with the x and multiply it by all three
terms in the other factor, and then do the same with the 2. It would look like this:
(x + 2)(x
2
− 2x + 3)
= (x)x
2
− (x)2x + (x)3 + (2)x
2
− (2)2x + (2)3
= x
3
− 2x
2
+ 3x + 2x
2
− 4x + 6
= x
3
− x + 6
This method can get hard to keep track of when there are many terms. There is,
however, a more systematic method based on the stacked method of multiplying
numbers:
Stack the factors, keeping like degree terms lined up
vertically:
2
2 3
2
x x
x
− +
+
Multiply the 2 and the 3:
2
3
6
2
2
x x
x
− +
+
Multiply the 2 and the –2x:
2
3
6
2
2
4
x
x
x
x
+
+
− +
−
Chapter 6: Polynomials
87
Multiply the 2 and the x
2
:
2
2
2
2
2 3
4 6
x
x
x
x
x
− +
+
− +
Now multiply the x by each term above it, and write the
results down underneath, keeping like degree terms lined
up vertically:
2
2
2
2
2
3
3
4 6
x x
x x
x
x
− +
+
− +
2
2
2
3
2
2 4 6
3
2
2
x
x
x x
x
x
x
+
+
−
−
+
+
−
2
3
2
2
2 3
2
2 4 6
2 3
x
x
x
x
x
x
x x
− +
+
− +
− +
Then you just add up the like terms that are conveniently
stacked above one another:
2
2
3
3
2
2 3
2
2 4 6
2
0 6
3
x x
x
x x
x x x
x x +
− +
+
− +
−
+
+
−
This stacked method is much safer, because you are far less likely to accidentally
overlook one of the products, but it does take up more space on the paper.
PRODUCT OF A MONOMIAL AND A BINOMIAL: DISTRIBUTIVE LAW
If one of the polynomial factors is just a monomial, than the multiplication involves
nothing more than distributing the monomial and simplifying the products of monomials.
Example:
ab(2a + 1) = ab(2a) + ab(1) = 2a
2
b + ab
PRODUCT OF TWO BINOMIALS: FOIL (FIRSTOUTERINNERLAST)
Because the situation of a binomial times a binomial is so common, it helps to use
a quick mnemonic device to help remember all the products. This is called the
FOIL method.
Chapter 6: Polynomials
88
Example:
x x + +
2 3 b g b g
x
2
+
3 x +
2 x +
6
F O I L
x x + +
2 3 b g b g
x
2
+
3 x +
2 x +
6
F O I L
1. The F stands for first, which means the x in the first factor times the x in the
second factor
2. The O stands for outer, which means the x in the first factor times the 3 in the
second factor
3. The I stands for inner, which means the 2 in the first factor times the x in the
second factor
4. The L stands for last, which means the 2 in the first factor times the 3 in the
second factor
• Of course you would then combine the 3x + 2x into a 5x, because they are like
terms, so the final result is (x + 2)(x + 3) = x
2
+ 5x + 6
SPECIAL PRODUCTS OF BINOMIALS
Some products occur so frequently in algebra that it is advantageous to be able to
recognize them by sight. This will be particularly useful when we talk about factoring.
In the following examples the special products of binomials are multiplied out using the
FOIL method, and then simplified
DIFFERENCE OF TWO SQUARES
2 2
2 2
) )( (
b a
b ab ab a b a b a
− ·
− + − · − +
F O I L
SQUARING A BINOMIAL
2 2
2 2
2 b ab a
b ab ab a
+ + ·
+ + + ·
2
) ( b a
+
F
O
I
L
·
( ) b a
+
( ) b a
+
Chapter 6: Polynomials
89
2 2
2 2
2 b ab a
b ab ab a
+ − ·
+ − − ·
2
) ( b a
−
F
O
I
L
·
( ) b a
−
( ) b a
−
What you should to be able to recognize by sight are these three formulas:
2 2 2
( ) 2 a b a ab b + · + +
2 2 2
( ) 2 a b a ab b − · − +
2 2
( )( ) a b a b a b + − · −
You should be able to recognize these products both ways. That is, if you see the left side
you should think of the right side, and if you see the right side you should think of the left
side.
FACTORING POLYNOMIALS
Factoring a polynomial is the opposite process of multiplying polynomials. Recall that
when we factor a number, we are looking for prime factors that multiply together to give
the number; for example
6 = 2 × 3 , or 12 = 2 × 2 × 3.
When we factor a polynomial, we are looking for simpler polynomials that can be
multiplied together to give us the polynomial that we started with. You might want to
review multiplying polynomials if you are not completely clear on how that works.
§ When we factor a polynomial, we are usually only interested in breaking it down
into polynomials that have integer coefficients and constants.
SIMPLEST CASE: REMOVING COMMON FACTORS
The simplest type of factoring is when there is a factor common to every term. In that
case, you can factor out that common factor. What you are doing is using the distributive
law in reverse—you are sort of undistributing the factor.
Recall that the distributive law says
a(b + c) = ab + ac.
Thinking about it in reverse means that if you see ab + ac, you can write it as a(b + c).
Chapter 6: Polynomials
90
Example: 2x
2
+ 4x
Notice that each term has a factor of 2x, so we can rewrite it as:
2x
2
+ 4x = 2x(x + 2)
REMOVING MORE COMPLICATED FACTORS
The common factor can be anything, even a complicated expression. Consider the
following example:
3x
2
p + 7p
These two terms have a common factor of p, which we can factor out:
3x
2
p + 7p = p(3x
2
+ 7)
Now suppose the p was in parentheses. This would not change anything, and we would
have
3x
2
(p) + 7(p) = (p)(3x
2
+ 7).
What if what was in the parentheses was more than just a single p? Let’s use “###” to
mean “some expression”, as long as all the expressions denoted by “###” are identical.
Then we could say
3x
2
(###) + 7(###) = (###)(3x
2
+ 7).
Example: 5x(x −1) – 2(x – 1)
Here the common factor is the binomial (x – 1), and we can factor it out:
5x(x −1) – 2(x – 1) = (x – 1)(5x – 2)
This technique will be used soon when we discuss the grouping method for factoring
seconddegree trinomials.
DIFFERENCE OF TWO SQUARES
If you see something of the form a
2
− b
2
, you should remember the formula
2 2
) )( ( b a b a b a − · − +
Example: x
2
– 4 = (x – 2)(x + 2)
• This only holds for a difference of two squares. There is no way to factor a sum
of two squares such as a
2
+ b
2
into factors with real numbers.
Chapter 6: Polynomials
91
TRINOMIALS (QUADRATIC)
A quadratic trinomial has the form
ax
2
+ bx + c,
where the coefficients a, b, and c, are real numbers (when discussing factoring we will
only use integers, but in general they could be any real number). We are interested here in
factoring quadratic trinomials with integer coefficients into factors that have integer
coefficients. Not all such quadratic polynomials can be factored with integer coefficients.
Therefore, when we say a quadratic can be factored, we mean that we can write the
factors with only integer coefficients. Otherwise, it is like a prime number in that it
cannot be broken down any further.
If a quadratic can be factored, it will be the product of two firstdegree binomials, except
for very simple cases that just involve monomials. For example x
2
by itself is a quadratic
expression where the coefficient a is equal to 1, and b and c are zero. Obviously, x
2
factors into (x)(x), but this is not a very interesting case.
A slightly more complicated case occurs when only the coefficient c is zero. Then you
get something that looks like
2x
2
+ 3x
This can be factored very simply by factoring out (‘undistributing’) the common factor of
x:
2x
2
+ 3x = x(2x + 3)
The most general case is when all three terms are present, as in
x
2
+ 5x + 6
We look at two cases of this type. The easiest to factor are the ones where the coefficient
of x
2
(which we are calling ‘a’) is equal to 1, as in the above example. If a is not 1 then
things get a little bit more complicated, so we will begin by looking at a = 1 examples.
Coefficient of x
2
is 1
Since the trinomial comes from multiplying two firstdegree binomials, let’s review what
happens when we multiply binomials using the FOIL method. Remember that to do
factoring we will have to think about this process in reverse (you could say we want to
“deFOIL” the trinomial).
Suppose we are given
(x + 2)(x + 3)
Using the FOIL method, we get
Chapter 6: Polynomials
92
(x + 2)(x + 3) = x
2
+ 3x + 2x + 6
Then, collecting like terms gives
(x + 2)(x + 3) = x
2
+ 5x + 6
Now look at this and think about where the terms in the trinomial came from. Obviously
the x
2
came from x times x (the F in FOIL). The interesting part is what happens with the
other parts, the ‘+ 2’ and the ‘+ 3’. The last term in the trinomial, the 6 in this case, came
from multiplying the 2 and the 3 (the L in FOIL). Where did the 5x in the middle come
from? We got the 5x by adding the 2x and the 3x when we collected like terms (the O + I
in FOIL). We can state this as a rule:
• If the coefficient of x
2
is one, then to factor the quadratic you need to find two
numbers that:
1. Multiply to give the constant term (which we call c)
2. Add to give the coefficient of x (which we call b)
The best way to go about finding these numbers is to start by considering all the possible
pairs of factors of the constant term c, and then seeing if any pair of factors adds up to b.
If no pair of factors of c adds up to b, you can conclude that the trinomial can’t be
factored.
This rule works even if there are minus signs in the quadratic expression (assuming that
you remember how to add and multiply with positive and negative numbers).
SPECIAL CASE: PERFECT SQUARE TRINOMIAL
Recall from special products of binomials that
2 2 2
2 ) ( b ab a b a + + · +
and
2 2 2
2 ) ( b ab a b a + − · −
The trinomials on the right are called perfect squares because they are the squares of a
single binomial, rather than the product of two different binomials. A quadratic trinomial
can also have this form:
(x + 3)
2
= (x + 3)(x + 3) = x
2
+ 6x + 9
Notice that just as before the coefficient of x is the sum 3 + 3, and the constant term is the
product 3 × 3. One can also say that
1. The coefficient of x is twice the number 3
2. The constant term is the number three squared
Chapter 6: Polynomials
93
In general, if a quadratic trinomial is a perfect square, then
o The coefficient of x is twice the square root of the constant term
Or to put it another way,
o The constant term is the square of half the coefficient of x
In symbolic form we can express this as
( )
2 2 2
2 a ax x a x + + · +
It is helpful to be able to recognize perfect square trinomials. We will see them again
when we talk about solving quadratic equations.
Coefficient of x
2
is not 1
A quadratic is more difficult to factor when the coefficient of the squared term is not 1,
because that coefficient is mixed in with the other products from FOILing the two
binomials. There are two methods for attacking these: either you can use a systematic
guessandcheck method, or a method called factoring by grouping. We will first look at
the guessandcheck method (which we could call factoring by groping).
If you need to factor a trinomial such as
2x
2
+ x − 3,
you have to think about what combinations could give the 2x
2
as well as the other two
terms. In this example the 2x
2
must come from (x)(2x), and the constant term might come
from either (−1)(3) or (1)(−3). The hard part is figuring out which combination will give
the correct middle term. This gets messy because all those coefficients will be mixed in
with the middle term when you FOIL the binomials. To see what is going on, let’s see
what happens when we FOIL the following binomials:
2
2
( 1)(2 3) 2 3 2 3
2 3
x x x x x
x x
− + · + − −
· + −
What happened? There are several significant things to notice:
1. The leading term in the trinomial (the 2x
2
) is just the product of the leading terms
in the binomials.
2. The constant term in the trinomial (the −3) is the product of the constant terms in
the binomials (so far this is the same as in the case where the coefficient of x
2
is 1)
3. The middle term in the trinomial (the x) is the sum of the outer and inner
products, which involves all the constants and coefficients in the binomials, in a
messy way that is not always obvious by inspection.
Chapter 6: Polynomials
94
Because 1 and 2 are relatively simple and 3 is complicated, it makes sense to think of the
possible candidates that would satisfy conditions 1 and 2, and then test them in every
possible combination by multiplying the resulting binomials to see if you get the correct
middle term. This seems tedious, and indeed it can be if the numbers you are working
with have a lot of factors, but in practice you usually only have to try a few combinations
before you see what will work. As a demonstration, let’s see how we would attack the
example by this method.
Given
2x
2
+ x − 3
We make a list of the possible factors of 2x
2
: The only choice is (2x)(x).
Then we make a list of the possible factors of the constant term −3: it is either (1)(−3) or
(−1)(3). (Notice that since we need a negative number, one factor must be negative and
the other positive, so we have to try it both ways).
The possible factors of the trinomial are the binomials that we can make out of these
possible factors, taken in every possible order. From these possibilities, we see that the
candidate binomials are:
(2x + 1)(x – 3)
(x + 1)(2x – 3)
(2x + 3)(x – 1)
(x + 3)(2x – 1)
If we start multiplying these out, we will find that the third one works, and then we are
finished. All you really need to check is to see if the sum of the outer and inner
multiplications will give you the correct middle term, since we already know that we will
get the correct first and last terms.
In short, the method is:
1. List all the possible ways to get the coefficient of x
2
(which we call a) by
multiplying two numbers
2. List all the possible ways to get the constant term (which we call c) by
multiplying two numbers
3. Try all possible combinations of these to see which ones give the correct middle
term
• Don’t forget that the number itself times 1 is always a possibility for the
pair of factors
• If the number (a or c) is negative, remember to try the plus and minus
signs both ways
Chapter 6: Polynomials
95
Another method for factoring these kinds of quadratic trinomials is called factoring by
grouping. Factoring by grouping can be a bit more tedious, and is often not worth the
trouble if you can find the correct factors by some quick trial and error. However, it
works quite well when the factors are not immediately obvious, such as when you have a
very large number of candidate factors. When this happens, it is the trial and error
method becomes tedious.
Chapter 6: Polynomials
96
FACTORING A QUADRATIC TRINOMIAL BY GROUPING
Factoring by grouping is best demonstrated with a few examples.
Example:
Given: 5x
2
+ 11x + 2
Find the product ac: (5)(2) = 10
Think of two factors of 10 that add up to 11: 1 and 10
Rewrite the original trinomial, but write the middle
term 11x as the sum of 1x and 10x: 5x
2
+ 1x + 10x + 2
Group the two pairs of terms: (5x
2
+ 1x) + (10x + 2)
Remove common factors from each group: x(5x + 1) + 2(5x + 1)
Notice that the two quantities in parentheses are
now identical. That means we can factor out a
common factor of (5x + 1): (5x + 1)(x + 2)
Example:
Given: 4x
2
+ 7x – 15
Find the product ac: (4)(−15) = −60
Think of two factors of −60 that add up to 7: −5 and 12
Write the 7x as the sum of −5x and 12x: 4x
2
– 5x + 12x – 15
Group the two pairs of terms: (4x
2
– 5x) + (12x – 15)
Remove common factors from each group: x(4x – 5) + 3(4x – 5)
Chapter 6: Polynomials
97
Notice that the two quantities in parentheses
are now identical. That means we can factor
out a common factor of (4x − 5): (4x – 5)(x + 3)
WARNING: There is (as always) a potential pitfall with minus signs.
Example:
Given: 3x
2
− 23x + 14
Find the product ac: (3)(14) = 42
Think of two factors of 42 that add up to −23.
Since they multiply to give a positive number
and add to give a negative number, they must
both be negative: −2 and −21
Write the −23x as the sum of −2x and −21x: 3x
2
– 2x – 21x + 14
Group the two pairs of terms: (3x
2
– 2x) – (21x + 14)
Now something is not right. Can you see what it is? Look at the last term, the 14. In the original
trinomial it was positive, but now that it is in parentheses, the minus sign in front of the
parentheses applies to it, too. If we cleared the parentheses we would have –14 , which is not
equal to what we started with. In order to fix this problem we have to change the sign of the 14
inside the parentheses:
Correct: (3x
2
– 2x) – (21x − 14)
Now remove common factors from each group: x(3x – 2) + 7(3x – 2)
Factor out the common factor of (3x − 2): (3x – 2)(x − 7)
• In short, whenever you end up with a minus sign in front of the parentheses after
grouping, you must switch the sign of the last term.
The Procedure
Given a general quadratic trinomial
ax
2
+ bx + c
Chapter 6: Polynomials
98
1. Find the product ac.
2. Find two numbers h and k such that
hk = ac
(h and k are factors of the product of the coefficient of x
2
and the constant
term)
AND
h + k = b
(h and k add to give the coefficient of x)
• If you can’t find two numbers that add up to b after considering all the factors
of ac, then the original trinomial cannot be factored.
3. Rewrite the quadratic as
ax
2
+ hx + kx + c
4. Group the two pairs of terms that have common factors.
(ax
2
+ hx) + (kx + c)
5. Factor out any common factors from both groups
6. Factor out the common binomial that will appear. Because of the way you chose h and
k, you will always left with two identical expressions in parentheses, as in the examples
above).
Why this works (for those who need to see the gory details)
Suppose the quadratic trinomial in question came from multiplying two arbitrary
binomials:
(px + n)(qx + m)
If we multiply this out we will get
pqx
2
+ pmx + qnx + nm
or
pqx
2
+ (pm + qn)x + nm
Notice that the coefficient of x consists of a sum of two terms, pm and qn. These are the
two numbers we called h and k above.
pm = h
Chapter 6: Polynomials
99
qn = k
Now we see that the two numbers h and k add up to the coefficient of x, which we
called b:
h + k = b
Obviously they are factors of their own product pmqn, but we notice that pq = a, and
mn = c, so
(pm)(qn) = (pq)(nm)
which is equivalent to
hk = ac
Chapter 7: Rational Expressions
RATIONAL EXPRESSIONS
o A rational expression is a ratio of polynomials:
Examples:
x
x
−
−
2
1
2
x
1
1 3
5 2
2
2 3
− +
+ − +
x x
x x x
EXCLUDED VALUES
Whenever an expression containing variables is present in the denominator of a fraction,
you should be alert to the possibility that certain values of the variables might make the
denominator equal to zero, which is forbidden. This means that when we are talking
about rational expressions we can no longer say that the variable represents “any real
number.” Certain values may have to be excluded. For example, in the expression
x
x
3
1 2 −
,
we cannot allow the value x = 0 so we would parenthetically add the comment (x ≠ 0),
and for
3
2
− x
x
we would say x ≠ 3 . In the case of
2
1
3
x
x
−
+
,
Chapter 7: Rational Expressions
102
we would exclude both x = 1 and x = –1, since either choice would make the denominator
zero.
We don’t care if the numerator is zero. If the numerator is zero, that just makes the
whole rational expression zero (assuming, of course, that the denominator is not zero),
just as with common fractions. Recall that 0/4 = 0, but 4/0 is undefined.
It is important to keep this in mind as you work with rational expressions, because it can
happen that you are trying to solve an equation and you get one of the “forbidden” values
as a solution. You would have to discard that solution as being unacceptable. You can
also get some crazy results if you don’t pay attention to the possibility that the
denominator might be zero for certain values of the variable. For example, consider the
celebrated proof that 0 = 1.
Proof that 1 = 0
And other nonsense
Can you identify the flaw in this argument?
Let x = 1. Then
Given: x = 1
Multiply both sides by x: x
2
= x
Subtract x from both
sides: x
2
– x = 0
Factor out an x: x(x – 1) = 0
Divide both sides by
(x − 1): x = 0
But x = 1, so substitute 1
for x to get: 1 = 0
This is a very simple variant of this classic “proof”. Once you see the trick*,
you can construct more elaborate versions that do a better job of concealing
the error, and you can vary it to “prove” other nonsense such as 1 = 2.
For example:
Let x = 1 . Then
Given: x = 1
Multiply both sides by –1: −x = –1
Add x
2
to both sides: x
2
− x = x
2
– 1
Chapter 7: Rational Expressions
103
Factor both sides: x(x – 1) = (x – 1)(x + 1)
Divide both sides by (x – 1): x = (x + 1)
Substituting 1 back in for x
gives the result: 1 = 2
*The trick: We are dividing by zero because if x = 1 then (x – 1) = 0. Thus,
all of these “proofs” are invalid because they use an illegal step.
SIMPLIFYING RATIONAL EXPRESSIONS
CANCELING LIKE FACTORS
When we reduce a common fraction such as
4 2
6 3
→ ,
we do so by noticing that there is a factor common to both the numerator and the
denominator (a factor of 2 in this example), which we can divide out of both the
numerator and the denominator.
4 2 2 2 2
6 2 3 3 3
2
2
⋅ ⋅
· · ·
⋅ ⋅
We use exactly the same procedure to reduce rational expressions. Consider the rational
expression
2
4
6
x
x
The numerator and denominator both have a common factor of 2x, which we can cancel
out:
2
4 2 2
6 2 3
2 x x x
x x
x ⋅
· ·
⋅ 2
2
x
x ⋅ 2
3 3
x
·
⋅
Chapter 7: Rational Expressions
104
Polynomial / Monomial
Each term in the numerator must have a factor that cancels a common factor in the
denominator.
4 6 2 3
2
x x
y y
+ +
· ,
because all terms have a common factor of 2, but
2 1
2
x +
cannot be reduced because the 2 is not a common factor of the entire numerator.
WARNING You can only cancel a factor of the entire numerator with a factor of the
entire denominator
However, as an alternative, a fraction with more than one term in the numerator
can be split up into separate fractions with each term over the same
denominator; then each separate fraction can be reduced if possible:
2 1 2 1
2 2 2
1
1 2
1
2
x x
x
x
+
· +
· +
· +
• Think of this as the reverse of adding fractions over a common
denominator.
Sometimes this is a useful thing to do, depending on the circumstances. You end
up with simpler fractions, but the price you pay is that you have more fractions
than you started with.
• Polynomials must be factored first. You can’t cancel factors unless you can see
the factors:
Chapter 7: Rational Expressions
105
Example:
2
2 8 ( 2)( 4)
( 2
2 ( 2)
)
x x x x
x
x
x
+ − − +
·
−
−
−
·
(
(
2
4)
)
x
x
+
−
( 4)
1
4
x
x
+
·
· +
• Notice how canceling (x – 2) from the denominator left behind a factor of 1
MULTIPLICATION AND DIVISION
Same rules as for rational numbers!
Multiplication
• Both the numerators and the denominators multiply together
• Common factors may be cancelled before multiplying
Example:
Given Equation:
2 2
3 2 4
2 1
x x x
x x
+ + −
⋅
− +
First factor all the expressions:
(I also put the denominators in
parentheses because then it is easier to
see them as distinct factors)
( 1)( 2) ( 2)( 2)
( 2) ( 1)
x x x x
x x
+ + − +
· ⋅
− +
Now cancel common factors—any
factor on the top can cancel with any
factor on the bottom:
( 1) x
·
+
( 1
( 2)
( 2)( 2)
( 2) )
x
x x
x x
+
− +
+
⋅
−
( 2)
( 2)
x
x
+
·
−
( 2) x
⋅
− ( 2)
1
x +
Chapter 7: Rational Expressions
106
( 2) ( 2)
1 1
x x + +
· ⋅
Now just multiply what’s left.
You usually do not have to multiply
out the factors, just leave them as
shown.
2
( 2)( 2)
( 2)
x x
x
· + +
· +
Division
• Multiply by the reciprocal of the divisor
• Invert the second fraction, then proceed with multiplication as above
• Do not attempt to cancel factors before it is written as a multiplication
ADDITION AND SUBTRACTION
Same procedure as for rational numbers!
• Only the numerators can add together, once all the denominators are the same
Finding the LCD
• The LCD is built up of all the factors of the individual denominators, each factor
included the most number of times it appears in an individual denominator.
• The product of all the denominators is always a common denominator, but not
necessarily the LCD (the final answer may have to be reduced).
Example:
Given equation:
2 2
1 2
1 2 1
x x
x x x
−
+
− − +
Factor both denominators:
( 1)( 1) ( 1)( 1
2
)
1
x
x
x x x
x −
+
+ − − −
Assemble the LCD:
Note that the LCD contains both
( 1)( 1)( 1) LCD x x x · + − −
Chapter 7: Rational Expressions
107
denominators
2
1
( 1)( 1) ( 1)
x
LCD x x x
−
· + − −
1444442444443
2
2 1
( 1) ( 1)( 1)
x x
LCD x x x
− +
· + − −
1444442444443
Build up the fractions so that they
both have the LCD for a
denominator:
(keep both denominators in factored
form to make it easier to see what
factors they need to look like the
LCD)
1 2
( 1)( 1) ( 1)( 1)
x x
x x x x
−
+
+ − − −
( 1) ( 1)
( 1
( 1) 2
( 1)( 1) ( 1 ) ( 1) )( 1)
x x x x
x x x x x x
−
· +
+ − −
−
− −
+
+
Now that they are over the same
denominator, you can add the
numerators:
( 1)( 1) 2 ( 1)
( 1)( 1)( 1)
x x x x
x x x
− − + +
·
+ − −
And simplify:
2 2
2 1 2 2
( 1)( 1)( 1)
x x x x
x x x
− + + +
·
+ − −
2
3 1
( 1)( 1)( 1)
x
x x x
+
·
+ − −
Chapter 8: Exponents and Roots
EXPONENTS
DEFINITION
In x
n
, x is the base, and n is the exponent (or power)
We defined positive integer powers by
x
n
= x ⋅ x ⋅ x ⋅ . . . ⋅ x (n factors of x)
PROPERTIES
The above definition can be extended by requiring other powers (for example negative
integers) to behave just like the positive integer powers. For example, we know that
x
n
x
m
= x
n + m
for positive integer powers, because we can write out the multiplication.
Example:
x
2
x
5
= (x ⋅ x)(x ⋅ x ⋅ x ⋅ x ⋅ x) = x ⋅ x ⋅ x ⋅ x ⋅ x ⋅ x ⋅ x = x
7
We now require that this rule hold even if n and m are not positive integers, although this
means that we can no longer write out the multiplication as above (How do you multiply
something by itself a negative number of times? Or a fractional number of times?).
We can find several new properties of exponents by considering the rule for dividing
powers:
n m
n
m
x
x
x
−
·
(We will assume without always mentioning it that x ≠ 0, so that we are not committing
the sin of dividing by zero). This rule is quite reasonable when m and n are positive
integers and m > n. For example:
Chapter 8: Exponents and Roots
110
5
3
2
1
x x x x x x x x x x x x x x
x
x x x x x
⋅ ⋅ ⋅ ⋅ ⋅ ⋅ ⋅ ⋅ ⋅ ⋅
· · · ·
⋅ ⋅
where indeed 5 – 2 = 3.
However, in other cases it leads to situation where we have to define new properties for
exponents. First, suppose that m < n. We can simplify it by canceling like factors as
before:
3 5
2
1 1
x x x x x x x x x
x x
x
x
·
⋅ ⋅
·
⋅ ⋅ ⋅ ⋅
⋅
·
But following our rule would give
3 5 2
5
2
− −
· · x x
x
x
In order for these two results to be consistent, it must be true that
3
3
1
−
· x
x
or, in general,
n
n
x
x
1
·
−
• Notice that a minus sign in the exponent does not make the result negative—
instead, it makes it the reciprocal of the result with the positive exponent.
This rule actually makes sense if you think about it. A positive exponent means to
multiply by the number that many times, so a negative exponent must mean to “un
multiply” that many times. But “unmultiplying” is what we usually call division, so
raising a number to a negative power means to divide by it that many times. That is
exactly what is accomplished by putting the number in the denominator of a fraction.
Now suppose that n = m. The fraction becomes
n
n
x
x
,
which is obviously equal to 1. But following our rule gives
0
x x
x
x
n n
n
n
· ·
−
Again, in order to remain consistent we have to say that these two results are equal, and
so we define
Chapter 8: Exponents and Roots
111
x
0
= 1
for all values of x (except x = 0, because 0
0
is undefined).
This rule looks kind of funny, because people generally expect that if there are zero
factors of x, then you have nothing at all, and so it seems that x
0
should equal zero instead
of one. One way to reconcile this is to remember that every number has a factor of 1 (it’s
standard equipment installed at the factory). So every factor x can be thought of as 1x,
and you see that if you factor out the x it always leaves behind a 1. Therefore, even if you
have no factors of x, you still have that omnipresent factor of 1.
Chapter 8: Exponents and Roots
112
SUMMARY OF EXPONENT RULES
The following properties hold for all real numbers x, y, n, and m, with these exceptions:
1. 0
0
is undefined
2. Dividing by zero is undefined
3. Raising negative numbers to fractional powers can be undefined
x
1
= x (x
n
)
m
= x
nm
x
0
= 1
n
n
x
x
1
·
−
x
n
x
m
= x
n + m
n m
n
m
x
x
x
−
·
n n n
y x xy · ) (
n
n
n
y
x
y
x
·
,
`
.

ROOTS
DEFINITION
Roots are the inverse of exponents. An nth root “undoes” raising a number to the nth
power. (The correct terminology for this types of relationship is inverse function, but
powers and roots can only be strictly classified as inverse functions if we account for
some ambiguities associated with plus or minus signs, so we will not worry about this
yet). The most common example is the square root, which “undoes” the act of squaring.
For example, take 3 and square it to get 9. Now take the square root of 9 and get 3 again.
It is also possible to have roots related to powers other than the square. The cube root, for
example, is the inverse of raising to the power of 3. The cube root of 8 is 2 because
2
3
= 8. In general, the nth root of a number is written:
Note that the
bases must be
the same
Chapter 8: Exponents and Roots
113
n
x
Radicand
Radical
Index
y x
n
· if and only if x y
n
·
4 64
3
· because 4
3
= 64
We leave the index off the square root symbol only because it is the most common one. It
is understood that if no index is shown, then the index is 2.
y x · if and only if x y ·
2
4 16 · because 4
2
= 16
SQUARE ROOTS
The square root is the inverse function of squaring (strictly speaking only for positive
numbers, because sign information can be lost)
Principal Root
• Every positive number has two square roots, one positive and one negative
Example: 2 is a square root of 4 because 2 × 2 = 4, but –2 is also a square root of 4
because (–2) × (–2) = 4
To avoid confusion between the two we define the symbol (this symbol is called a
radical) to mean the principal or positive square root.
The convention is:
For any positive number x,
x is the positive root, and
x − is the negative root.
If you mean the negative root, use a minus sign in front of the radical.
Chapter 8: Exponents and Roots
114
Example:
5 25
5 25
− · −
·
Properties
( ) x x ·
2
for all nonnegative numbers x
x x ·
2
for all nonnegative numbers x
However, if x happens to be negative, then squaring it will produce a positive number,
which will have a positive square root, so the most general statement is
x x ·
2
for all real numbers x.
• You don’t need the absolute value sign if you already know that x is positive.
For example, 2 4 · , and saying anything about the absolute value of 2
would be superfluous. You only need the absolute value signs when you are
taking the square root of a square of a variable, which may be positive or
negative.
• The square root of a negative number is undefined, because anything times
itself will give a positive (or zero) result.
undefined · − 4 (your calculator will probably say ERROR)
• Note: Zero has only one square root (itself). Zero is considered neither
positive nor negative.
WARNING: Do not attempt to do something like the distributive law with radicals:
b a b a + ≠ + (WRONG) or b a b a + ≠ +
2 2
(WRONG). This is a violation of
the order of operations. The radical operates on the result of everything inside of it, not
individual terms. Try it with numbers to see:
5 25 16 9 · · + (CORRECT)
But if we (incorrectly) do the square roots first, we get
7 4 3 16 9 16 9 · + · + · + (WRONG)
However, radicals do “distribute” over products:
b a ab ·
and
Chapter 8: Exponents and Roots
115
b
a
b
a
·
provided that both a and b are nonnegative (otherwise you would have the square root of
a negative number, which is not allowed).
PERFECT SQUARES
Some numbers are perfect squares, that is, their square roots are whole numbers:
0 0 · , 1 1 · , 2 4 · , 3 9 · , 4 16 · , 5 25 · , 6 36 · etc.
It turns out that all other whole numbers have irrational square roots:
2 , 3 , 5 , 6 , 7 , 8 , 10 , 11 , 12 etc. are all irrational numbers.
For example, . . 097. 8016887242 2373095048 1.41421356 2 ·
• The square root of any whole number is either a whole number or an irrational
number
SIMPLIFYING RADICAL EXPRESSIONS
x x ·
2
for all real numbers
y x xy · if both x and y are nonnegative, and
y
x
y
x
· if both x and y are nonnegative, and y is not zero
WARNING: Never cancel something inside a radical with something outside of
it:
x
x
≠
3
3
WRONG! If you did this you would be canceling a 3
with 3 , and they are certainly not the same number.
The general plan for reducing the radicand is to remove any perfect powers. We
are only considering square roots here, so what we are looking for is any factor
that is a perfect square. In the following examples we will assume that x is
positive.
Chapter 8: Exponents and Roots
116
Example: x x x 4 16 16 · ·
In this case the 16 was recognized as a perfect square and removed from the
radical, causing it to become its square root, 4.
Example: x x x x x x x · · ·
2 2 3
Although x
3
is not a perfect square, it has a factor of x
2
, which is the square of x.
Example: x x x x x x x
2 4 4 5
· · ·
Here the perfect square factor is x
4
, which is the square of x
2
. This little trick will
work for any odd power. You can write it as a single factor times an even power,
and then you can take the square root of the even power, which results in the
power being halved.
Example: x x x x x x x 2 2 2 4 2 4 8
2 4 4 5
· · ⋅ ⋅ ⋅ ·
In this example we could take out a 4 and a factor of x
2
, leaving behind a 2 and
one factor of x.
• The basic idea is to factor out anything that is “squarerootable” and then go
ahead and square root it.
RATIONALIZING THE DENOMINATOR
One of the “rules” for simplifying radicals is that you should never leave a radical in the
denominator of a fraction. The reason for this rule is unclear (it appears to be a holdover
from the days of slide rules), but it is nevertheless a rule that you will be expected to
know in future math classes. The way to get rid of a square root is to multiply it by itself,
which of course will give you whatever it was the square root of. To keep things legal,
you must multiply the numerator by whatever you multiply the denominator, and so we
have the rule:
IF THE DENOMINATOR IS JUST A SINGLE RADICAL
• Multiply the numerator and denominator by the denominator
Example:
3
1
3
1
3 1
1
1
1
x
x
x
x
x
x

−
·
−
−
·
`
−
−
. ,
−
Chapter 8: Exponents and Roots
117
• Note: If you are dealing with an nth root instead of a square root, then you
need n factors of that root in order to make it go away. For instance, if it is a
cube root (n = 3), then you need to multiply by two more factors of that root
to give a total of three cuberoot factors.
IF THE DENOMINATOR CONTAINS TWO TERMS
If the denominator contains a square root plus some other terms, a special trick does the
job. It makes use of the difference of two squares formula:
(a + b)(a – b) = a
2
– b
2
Suppose that your denominator looked like a + b, where b was a square root and a
represents all the other terms. If you multiply it by a – b, then you will end up with a
2
–
b
2
, which contains the square of your square root, which means no more square roots. It
is called the conjugate when you replace the plus with a minus (or viceversa). An
example would help.
Example:
Given:
x
x
+ 2
Multiply numerator and denominator
by the conjugate of the denominator:
( )
( )
( )
2 2
2
x
x
x
x −
− +
Multiply out:
x
x x x
−
−
4
2
Chapter 9: Quadratic Equations
QUADRATIC EQUATIONS
DEFINITION
ax
2
+ bx + c = 0
a, b, c are constants (generally integers)
ROOTS
Synonyms: Solutions or Zeros
• Can have 0, 1, or 2 real roots
Consider the graph of quadratic equations. The quadratic equation looks like
ax
2
+ bx + c = 0, but if we take the quadratic expression on the left and set it equal to y,
we will have a function:
y = ax
2
+ bx + c
When we graph y vs. x, we find that we get a curve called a parabola. The specific values
of a, b, and c control where the curve is relative to the origin (left, right, up, or down),
and how rapidly it spreads out. Also, if a is negative then the parabola will be upside
down. What does this have to do with finding the solutions to our original quadratic
equation? Well, whenever y = 0 then the equation y = ax
2
+ bx + c is the same as our
original equation.
Graphically, y is zero whenever the curve crosses the xaxis. Thus, the solutions to the
original quadratic equation (ax
2
+ bx + c = 0) are the values of x where the function
(y = ax
2
+ bx + c) crosses the xaxis. From the figures below, you can see that it can cross
the xaxis once, twice, or not at all.
Chapter 9: Quadratic Equations
120
No Solutions One Solution Two Solutions
Actually, if you have a graphing calculator this technique can be used to find
solutions to any equation, not just quadratics. All you need to do is
1. Move all the terms to one side, so that it is equal to zero
2. Set the resulting expression equal to y (in place of zero)
3. Enter the function into your calculator and graph it
4. Look for places where the graph crosses the xaxis
Your graphing calculator most likely has a function that will automatically find
these intercepts and give you the xvalues with great precision. Of course, no
matter how many decimal places you have it is still just an approximation of the
exact solution. In real life, though, a close approximation is often good enough.
SOLVING BY SQUARE ROOTS
NO FIRSTDEGREE TERM
If the quadratic has no linear, or firstdegree term (i.e. b = 0), then it can be solved by
isolating the x
2
and taking square roots of both sides:
0
2
· + c ax
c ax − ·
2
a
c
x
−
·
2
a
c
x − t ·
Chapter 9: Quadratic Equations
121
• You need both the positive and negative roots because x x ·
2
, so x could be
either positive or negative.
• This is only going to give a real solution if either a or c is negative (but not both)
SOLVING BY FACTORING
Solving a quadratic (or any kind of equation) by factoring it makes use of a principle
known as the zeroproduct rule.
Zero Product Rule
If ab = 0 then either a = 0 or b = 0 (or both).
In other words, if the product of two things is zero then one of those
two things must be zero, because the only way to multiply
something and get zero is to multiply it by zero.
Thus, if you can factor an expression that is equal to zero, then you
can set each factor equal to zero and solve it for the unknown.
• The expression must be set equal to zero to use this principle
• You can always make any equation equal to zero by moving
all the terms to one side.
Example:
Given: x
2
– x = 6
Move all terms to one
side (we added a −6 to
both sides): x
2
– x – 6 = 0
Factor: (x – 3)(x + 2) = 0
Set each factor equal
to zero and solve: (x – 3) = 0 OR (x + 2) = 0
Solutions: x = 3 OR x = −2
Chapter 9: Quadratic Equations
122
NO CONSTANT TERM
If a quadratic equation has no constant term (i.e. c = 0) then it can easily
be solved by factoring out the common x from the remaining two terms:
0 ) (
0
2
· +
· +
b ax x
bx ax
Then, using the zeroproduct rule, you set each factor equal to zero and solve to
get the two solutions:
x = 0 or ax + b = 0
x = 0 or x = –b/a
WARNING: Do not divide out the common factor of x or you will lose the x = 0 solution.
Keep all the factors and use the zeroproduct rule to get the solutions.
TRINOMIALS
When a quadratic has all three terms, you can still solve it with the zeroproduct rule if
you are able to factor the trinomial.
• Remember, not all trinomial quadratics can be factored with integer constants
If it can be factored, then it can be written as a product of two binomials. The zero
product rule can then be used to set each of these factors equal to zero, resulting in two
equations that are both simple linear equations that can be solved for x. See the above
example for the zeroproduct rule to see how this works.
A more thorough discussion of factoring trinomials may be found in the chapter on
polynomials, but here is a quick review:
TIPS FOR FACTORING TRINOMIALS
1. Clear fractions (by multiplying through by the common denominator)
2. Remove common factors if possible
3. If the coefficient of the x
2
term is 1, then
x
2
+ bx + c = (x + n)(x + m), where n and m
i. Multiply to give c
ii. Add to give b
4. If the coefficient of the x
2
term is not 1, then use either
a. Guessand Check
i. List the factors of the coefficient of the x
2
term
Chapter 9: Quadratic Equations
123
ii. List the factors of the constant term
iii. Test all the possible binomials you can make from these factors
b. Factoring by Grouping
i. Find the product ac
ii. Find two factors of ac that add to give b
iii. Split the middle term into the sum of two terms, using these two
factors
iv. Group the terms into pairs
v. Factor out the common binomial
COMPLETING THE SQUARE
The technique of completing the square is presented here primarily to justify the
quadratic formula, which will be presented next. However, the technique does have
applications besides being used to derive the quadratic formula. In analytic geometry, for
example, completing the square is used to put the equations of conic sections into
standard form.
Before considering the technique of completing the square, we must define a perfect
square trinomial.
Perfect Square Trinomial
What happens when you square a binomial? You can use the FOIL technique to verify
that
( ) ( )( )
2 2 2
2 a ax x a x a x a x + + · + + · +
• Note that the coefficient of the middle term (2a) is twice the square root of the
constant term (a
2
)
• Thus the constant term is the square of half the coefficient of x
• Important: These observations only hold true if the coefficient of x is 1.
This means that any trinomial that satisfies this condition is a perfect square. For
example,
x
2
+ 8x + 16
is a perfect square, because half the coefficient of x (which in this case is 4) happens to be
the square root of the constant term (16). That means that
x
2
+ 8x + 16 = (x + 4)
2
Multiply out the binomial (x + 4) times itself and you will see that this works.
Chapter 9: Quadratic Equations
124
The technique of completing the square is to take a trinomial that is not a perfect square,
and make it into one by inserting the correct constant term (which is the square of half the
coefficient of x). Of course, inserting a new constant term has to be done in an
algebraically legal manner, which means that the same thing needs to be done to both
sides of the equation. This is best demonstrated with an example.
Example:
Given Equation: 0 2 6
2
· − + x x
Move original constant to other side:
2
6 2 x x + ·
Add new constant to both sides
(the square of half the coefficient of x):
2
2 9 6 9 x x + · + +
Write left side as perfect square:
11 ) 3 (
2
· + x
Square root both sides
(remember to use plusorminus): 11 3 t · + x
Solve for x: 11 3 t − · x
Notes
• Completing the square finds all real roots. Factoring can only find integer or
rational roots.
• When you write it as a binomial squared, the constant in the binomial will be half
of the coefficient of x.
IF THE COEFFICIENT OF X
2
IS NOT 1
First divide through by the coefficient, then proceed with completing the square.
Example:
Given Equation: 0 2 3 2
2
· − + x x
Divide through by coefficient of x
2
:
(in this case a 2)
( )
2
2 3 2
2
0
1
x x + − ·
0 1
2
3
2
· − + x x
Move constant to other side:
2
3
2
1 x x + ·
Add new constant term:
(the square of half the coefficient of x, in
this case 9/16):
9 9
16 2 16
2
3
1 x x + · + +
Write as a binomial squared:
(the constant in the binomial is half the
coefficient of x)
( )
16
25
2
4
3
· + x
Square root both sides:
(remember to use plusorminus)
4
5
4
3
t · + x
Solve for x:
4
5 3 t −
· x
Chapter 9: Quadratic Equations
125
Thus x = ½ or x = −2
THE QUADRATIC FORMULA
The solutions to a quadratic equation can be found directly from the quadratic formula.
The equation
ax
2
+ bx + c = 0
has solutions
a
ac b b
x
2
4
2
− t −
·
The advantage of using the formula is that it always works. The disadvantage is that it
can be more timeconsuming than some of the methods previously discussed. As a
general rule you should look at a quadratic and see if it can be solved by taking square
roots; if not, then if it can be easily factored; and finally use the quadratic formula if there
is no easier way.
• Notice the plusorminus symbol (t) in the formula. This is how you get the
two different solutions—one using the plus sign, and one with the minus.
• Make sure the equation is written in standard form before reading off a, b, and
c.
• Most importantly, make sure the quadratic expression is equal to zero.
THE DISCRIMINANT
The formula requires you to take the square root of the expression b
2
– 4ac, which is
called the discriminant because it determines the nature of the solutions. For example,
you can’t take the square root of a negative number, so if the discriminant is negative
then there are no solutions.
If b
2
– 4ac > 0 There are two distinct real roots
If b
2
– 4ac = 0 There is one real root
If b
2
– 4ac < 0 There are no real roots
Chapter 9: Quadratic Equations
126
DERIVING THE QUADRATIC FORMULA
The quadratic formula can be derived by using the technique of completing the square on
the general quadratic formula:
Given: 0
2
· + + c bx ax
Divide through by a: 0
2
· + +
a
c
x
a
b
x
Move the constant term to the right side:
a
c
x
a
b
x − · +
2
Add the square of onehalf the coefficient
of x to both sides:
2 2
2
2 2
,
`
.

+ − ·
,
`
.

+ +
a
b
a
c
a
b
x
a
b
x
Factor the left side (which is now a perfect
square), and rearrange the right side:
a
c
a
b
a
b
x − ·
,
`
.

+
2
2
2
4 2
Get the right side over a common
denominator:
2
2
2
4
4
2 a
ac b
a
b
x
−
·
,
`
.

+
Take the square root of both sides
(remembering to use plusorminus):
a
ac b
a
b
x
2
4
2
2
− t
· +
Solve for x:
a
ac b b
x
2
4
2
− t −
·
Index
127
INDEX
absolute value, 8
axes, 61
binomial, 84
Cartesian coordinates, 61
coefficients, 44
conditional equation, 49
conjugate, 117
constants, 43
contradiction, 48
coordinates, 62
counting numbers, 1
degree, 84
denominator, 3
dependent equations, 76
difference of two squares, 88
discriminant, 125
equations, 47
equivalent equations, 49
equivalent fractions, 23
factors, 44
FOIL, 87
function, 64
horizontal lines, 70
identities, 48
improper fractions, 22
inconsistent equations, 77
independent equations, 76
integers, 2
intercepts, 71
irrational numbers, 4
least common denominator (LCD),
27
like (or similar) terms, 45
linear equations, 66
mixed number, 22
monomial, 83
natural numbers, 1
negation, 10
negative numbers, about, 2
number line, 7
numerator, 3
ordered set, 7
parabola, 119
perfect square trinomial, 92
power raised to a power, 18
prime factors, 24
principal root, 113
product of different powers, 18
quadrants, 63
rational numbers, 3
real numbers, 6
reciprocal, 16
reduced form (fractions), 24
repeating fractions, 29
roots (of equation), 119
slope, 67
solutions, 47
terms, 43
trinomial, 84
trinomials (quadratic), 91
variables, 43
vertical lines, 70
whole numbers, 1
zero product rule, 121
zero, about, 1
zeros (of equation), 119
CONTENTS
CHAPTER 1: THE NUMBERS OF ARITHMETIC
THE REAL NUMBER SYSTEM ADDITION AND SUBTRACTION OF REAL NUMBERS MULTIPLICATION AND DIVISION POSITIVE INTEGER EXPONENTS ORDER OF OPERATIONS FRACTIONS DECIMALS PERCENTS PROPERTIES OF REAL NUMBERS
1
1 9 12 18 19 22 28 35 41
CHAPTER 2: INTRODUCTION TO ALGEBRA
ALGEBRAIC EXPRESSIONS SIMPLIFYING ALGEBRAIC EXPRESSIONS SOLUTIONS OF ALGEBRAIC EQUATIONS ADDITION PRINCIPLE MULTIPLICATION PRINCIPLE USING THE PRINCIPLES TOGETHER
43
43 45 47 49 51 52
CHAPTER 3: WORD PROBLEMS
PROBLEM SOLVING STRATEGIES WORDS FOR OPERATIONS GENERAL W ORD PROBLEMS
55
55 57 58
CHAPTER 4: GRAPHING AND STRAIGHT LINES
RECTANGULAR COORDINATES GRAPHING FUNCTIONS STRAIGHT LINES
61
61 64 66
CHAPTER 5: SYSTEMS OF LINEAR EQUATIONS
THE SOLUTIONS OF A SYSTEM OF EQUATIONS ADDITION METHOD SUBSTITUTION METHOD
75
75 78 81
CHAPTER 6: POLYNOMIALS
POLYNOMIALS FACTORING POLYNOMIALS
83
83 89
CHAPTER 7: RATIONAL EXPRESSIONS
RATIONAL EXPRESSIONS SIMPLIFYING RATIONAL EXPRESSIONS
101
101 103
CHAPTER 8: EXPONENTS AND ROOTS
EXPONENTS ROOTS SIMPLIFYING RADICAL EXPRESSIONS RATIONALIZING THE DENOMINATOR
109
109 112 115 116
CHAPTER 9: QUADRATIC EQUATIONS
QUADRATIC EQUATIONS SOLVING BY SQUARE ROOTS SOLVING BY FACTORING COMPLETING THE SQUARE THE QUADRATIC FORMULA INDEX
119
119 120 121 123 125 127
.
it is quite likely that I have goofed up an example or two.org/algebra. currently located at www. They will do a very nice job. Consult the documentation for your printer to find out how to do this (typically it involves first printing just the even or odd pages and then reinserting the stack into your printer’s paper tray). I make no guarantee that this work is free from errors. I grant you the right to make one printed copy for your personal use. Please ask me first if you need to make multiple copies. I recommend copying it onto a disk and taking it to a copy shop such as Kinko’s. In fact.jamesbrennan. James W. and you can save a little on the printing cost by printing in blackandwhite if you need to. and they can bind it and provide a heavy paper cover. Although I use color in this document. You may contact the author by emailing jbrennan@boisestate. This PDF file was designed for doublesided printing. I offer it in the hope that it will help you to understand the concepts of algebra. it is not entirely necessary. Please feel free to point out any errors you find. For best results.FORWARD This is the PDF version of my Understanding Algebra website. as of December 2002. Brennan December 18.edu. 2002 Boise. Idaho .
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” Arab and Indian scholars were the first to use zero to develop the placevalue number system that we use today. 1. 2. or is it something? Well. then the number of sheep that the farmer owns is zero. 3. “number” meant something you could count. In . These numerals can stand for ones. 4. 5. . NATURAL NUMBERS or “Counting Numbers” 1. 5. the idea of “zero” came to be considered as a number. 3. WHOLE NUMBERS Natural Numbers together with “zero” 0. • The use of three dots at the end of the list is a common mathematical notation to indicate that the list keeps going forever. If the farmer does not have any sheep. and 9. 5. At some point. . We call the set of natural numbers plus the number zero the whole numbers. 2. like how many sheep a farmer owns. 3. . About the Number Zero What is zero? Is it a number? How can the number of nothing be a number? Is zero nothing. or sometimes the counting numbers. before this starts to sound like a Zen koan. . 7. . When we write a number.Chapter 1: The Numbers of Arithmetic THE REAL NUMBER SYSTEM The real number system evolved over time by expanding the notion of what we mean by the word “number. or whatever depending on their position in the number. let’s look at how we use the numeral “0. . 2. 4. 8. 4. 6.” At first. we use only the ten numerals 0. 1. tens. hundreds. These are called the natural numbers.
signifying that that place is empty. but in mathematics we tend to call it a duck if it acts like a duck. or at least if it’s behavior is for the most part ducklike. or the place values won’t come out right. Think of it as an empty container. The number zero obeys most of the same rules of arithmetic that ordinary numbers do. 4. Even more abstract than zero is the idea of negative numbers. INTEGERS Whole numbers plus negatives . It is a rather special number. though. This is what the numeral “0” does. do you have a checking account? Having less than zero means that you have to add some to it just to get it up to zero. in addition to not having any sheep. –4. If. So is zero a number? Well.” The expanded set of numbers that we get by including negative versions of the counting numbers is called the integers. Similarly. 1. Zero is the additive identity. both 0 and 1 are singled out for special treatment. About Negative Numbers How can you have less than zero? Well. . Note for math purists: In the strict axiomatic field development of the real numbers. It took longer for the idea of negative numbers to be accepted. because adding zero to a number does not change the number. 2. 3. For example. –2. The strict mathematical definition goes something like this: 2 . that is a matter of definition. And if you take more out of it. and 2 ones. meaning that you will have to add even more just to get it up to zero. because it doesn’t quite obey all the same laws as other numbers— you can’t divide by zero. it will be even further less than zero. no tens. so we call it a number. 1 is the multiplicative identity because multiplying a number by 1 does not change it. . –1.Chapter 1: The Numbers of Arithmetic order for this to work. . . 0. . you could say that the number of sheep that the farmer owns is negative 3. but eventually they came to be seen as something we could call “numbers. the farmer owes someone 3 sheep. the number 302 has 3 hundreds. we have to have a way to mark an empty place in a number. for example. –3.
That is. many other things in real life are measured in fractions. there exists its opposite. Read the discussion of subtraction for more about the meanings of the symbol “–.” which should remind you of fractions. If we add fractions to the set of integers. fifths. how many fourths. etc. it makes no sense at all to talk about a fraction measured in “zeroths. The number zero is its own opposite. or n + (– n) = 0 Note that the negative sign in front of a number is part of the symbol for that number: The symbol “–3” is one object—it stands for “negative three.” The next generalization that we can make is to include the idea of fractions. like a halfcup of sugar. such that the sum of n and – n is zero.Chapter 1: The Numbers of Arithmetic For every real number n. where a and b are integers (but b cannot be zero) b Rational numbers include what we usually call fractions • Notice that the word “rational” contains the word “ratio. If I have zero thirds or zero fourths. then the whole fraction is just equal to zero. • RESTRICTION: The denominator cannot be zero! (But the numerator can) If the numerator is zero. The bottom of the fraction is called the denominator.” How can you divide something up into pieces of zero size? 3 . fifths. While it is unlikely that a farmer owns a fractional number of sheep. However.” the name of the number that is three units less than zero. Think of it as the denomination—it tells you what size fraction we are talking about: fourths. or whatever. and zero is considered to be neither negative nor positive. It tells you the number. The top of the fraction is called the numerator. denoted – n. than I don’t have anything. RATIONAL NUMBERS All numbers of the form a . we get the set of rational numbers.
and these numbers are called irrational because they are not rational. or they can be numbers bigger than 1 (called improper fractions).714285714285 7 Rational (terminates) Rational (repeats) Rational (repeats) Rational (repeats) 2 = 1. There are numbers that cannot be expressed as a fraction. Now it might seem as though the set of rational numbers would cover every possible case. like 1/2 or 3/4 (called proper fractions).45454545 11 5 = 0. and integers) are subsets of the rational numbers.Chapter 1: The Numbers of Arithmetic • Fractions can be numbers smaller than 1. IRRATIONAL NUMBERS • • Cannot be expressed as a ratio of integers.75 4 2 = 0. like twoandahalf.14159265K Irrational (never repeats or terminates) Irrational (never repeats or terminates) 4 . As decimals they never repeat or terminate (rationals always do one or the other) Examples: 3 = 0. but that is not so.66666 6 3 5 = 0.41421356K π = 3. whole numbers. with a denominator of 1: 3= 3 1 This means that all the previous sets of numbers (natural numbers. which we could also write as 5/2 All integers can also be thought of as rational numbers.
41421356237 But my calculator only stops at eleven decimal places because it can not display any more. 5 . However. it is going to come out to some fraction—maybe 2 and 3/4 inches. I will get something like 2 and 5/8 inches. It seems that however close I look it is going to be some fraction. like this: Now draw the diagonal connecting the two ends: Congratulations! You have just drawn a length that cannot be measured by any rational number. perpendicular to the first one. the length of this diagonal is the square root of 2. this is not always the case. This number actually goes on forever past the decimal point. without the pattern ever terminating or repeating. if I measure a length with a ruler. the number which when multiplied by itself gives 2.Chapter 1: The Numbers of Arithmetic More on Irrational Numbers It might seem that the rational numbers would cover any possible number. According to the Pythagorean Theorem. After all. or maybe 2 and 23/32 inches. According to my calculator. that is. Imagine a line segment exactly one unit long: Now draw another line one unit long. 2 = 1. Suppose I then measure it with more precision.
Chapter 1: The Numbers of Arithmetic
1.4 14 21 35 62 37 30 95 04 88 01 68 87 24 20 97 ..
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1
1
This is because if the pattern ever stopped or repeated, you could write the number as a fraction—and it can be proven that the square root of 2 can never be written as
2= a b
for any choice of integers for a and b. The proof of this was considered quite shocking when it was first demonstrated by the followers of Pythagoras 26 centuries ago.
THE REAL NUMBERS
• • •
Rationals + Irrationals All points on the number line Or all possible distances on the number line
When we put the irrational numbers together with the rational numbers, we finally have the complete set of real numbers. Any number that represents an amount of something, such as a weight, a volume, or the distance between two points, will always be a real number. The following diagram illustrates the relationships of the sets that make up the real numbers.
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Chapter 1: The Numbers of Arithmetic
Rational Integers Whole 0 Natural 1, 2, 3. . . 3 4 1
7.12
−
9 2
2
11.23
Irrational
2.71828182846. . .
3 4
π
2
AN ORDERED SET
The real numbers have the property that they are ordered, which means that given any two different numbers we can always say that one is greater or less than the other. A more formal way of saying this is: For any two real numbers a and b, one and only one of the following three statements is true: 1. a is less than b, (expressed as a < b) 2. a is equal to b, (expressed as a = b) 3. a is greater than b, (expressed as a > b)
THE NUMBER LINE
The ordered nature of the real numbers lets us arrange them along a line (imagine that the line is made up of an infinite number of points all packed so closely together that they form a solid line). The points are ordered so that points to the right are greater than points to the left:
−5 −4 −3 −2 −1 0 1 2 3 4 5
• • •
Every real number corresponds to a distance on the number line, starting at the center (zero). Negative numbers represent distances to the left of zero, and positive numbers are distances to the right. The arrows on the end indicate that it keeps going forever in both directions.
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Chapter 1: The Numbers of Arithmetic
ABSOLUTE VALUE
When we want to talk about how “large” a number is without regard as to whether it is positive or negative, we use the absolute value function. The absolute value of a number is the distance from that number to the origin (zero) on the number line. That distance is always given as a nonnegative number. In short:
•
If a number is positive (or zero), the absolute value function does nothing to it: 4 =4 If a number is negative, the absolute value function makes it positive: − 4 = 4
•
WARNING: If there is arithmetic to do inside the absolute value sign, you must do it before taking the absolute value—the absolute value function acts on the result of whatever is inside it. For example, a common error is
5 + (−2) = 5 + 2 = 7 (WRONG)
The mistake here is in assuming that the absolute value makes everything inside it positive. This is not true. It only makes the result positive. The correct result is
5 + (−2) = 3 = 3
8
When we add another positive number. we visualize it as taking another step to the right by that amount. so we will take it as understood that you have a concept of what addition means. On the number line we would imagine that we start at zero.Chapter 1: The Numbers of Arithmetic ADDITION AND SUBTRACTION OF REAL NUMBERS All the basic operations of arithmetic can be defined in terms of addition. so we follow the same procedure as before but when we add a negative number we take that many steps to the left instead of to the right. take two steps to the right. and then three steps to the right: −5 −4 −3 −2 −1 0 1 2 3 4 5 9 . For example. which causes us to land on positive 5. Examples: 2 + (–3) = –1 First we move two steps to the right. ADDITION ON THE NUMBER LINE A positive number represents a distance to the right on the number line. −5 −4 −3 −2 −1 0 1 2 3 4 5 ADDITION OF NEGATIVE NUMBERS What does it mean to add negative numbers? We view a negative number as a displacement to the left on the number line. and then take three more steps to the right. and then three steps to the left: −5 −4 −3 −2 −1 0 1 2 3 4 5 (–2) + 3 = 1 We move two steps to the left. we all know that 2 + 3 = 5. starting from zero (zero is also called the origin since it is the starting point). at least when we are talking about positive numbers.
we never really do subtraction. the result could be positive or negative. but negation is unary (acts on only one number). or as adding the opposite. we can make the following observations: 1. DISTINCTION BETWEEN SUBTRACTION AND NEGATION The symbol “–” means two different things in math. If it is between two numbers it means subtraction. the result will be positive 2. 10 . If we add two negative numbers together. but if it is in front of one number it means the opposite (or negative) of that number. That way. Subtraction as Related Addition a – b = c if and only if a = b + c Subtraction as Adding the Opposite For every real number b there exists its opposite –b. and then three more steps to the left: −5 −4 −3 −2 −1 0 1 2 3 4 5 From these examples. If we add a positive and a negative number together.Chapter 1: The Numbers of Arithmetic (–2) + (–3) = –5 Two steps to the left. and we can define subtraction as adding the opposite: a – b = a + (−b) • In algebra it usually best to always think of subtraction as adding the opposite. because both addition and subtraction are just seen as addition. If we add two positive numbers together. the result will be negative 3. SUBTRACTION There are two ways to define subtraction: by a related addition statement. depending on which number represents the biggest step. Subtraction is binary (acts on two numbers).
and subtracting a negative moves to the right. Subtraction is just the opposite: Subtraction of a positive number moves to the left. we could get along just fine without ever using subtraction. In fact. 11 . The key with a plain minus sign is only for subtraction: − Negation is performed by a key that looks like one of these: +/− +D − ( −) Remember that subtraction can always be thought of as adding the opposite. SUBTRACTION ON THE NUMBER LINE Addition of a positive number moves to the right. and adding a negative moves to the left. the subtraction key fell off of your calculator. you could still do subtraction by pressing the negation key and the addition key. • Notice that subtracting a negative is the same thing as adding a positive. for some reason.Chapter 1: The Numbers of Arithmetic Calculators have two different keys to perform these functions. If.
. . we are still in trouble when it comes to multiplying a negative times a negative. or 9 + 9 + 9 + 9. There are two ways to look at this problem. One way is to use the fact that multiplication obeys the commutative law. For example. a × b means to add b’s together such that the number of b’s is equal to a: a × b = b + b + b + . In general. If we look at a multiplication table for positive numbers and then extend it to 12 . 3 × (–4) just means to take 3 of the number “negative four” and add them together: 3 × (–4) = (–4) + (–4) + (–4) = –12 Unfortunately. + b (a times) MULTIPLICATION WITH SIGNED NUMBERS We can apply this same rule to make sense out of what we mean by a positive number times a negative number. A better way to look at this problem is to see that multiplication obeys a consistent pattern. It doesn’t make sense to try to write down a number a negative number of times. this scheme breaks down when we try to multiply a negative number times a number. This lets us write a negative times a positive as a positive times a negative and proceed as before: (–3) × 4 = 4 × (–3) = (–3) + (–3) + (–3) + (–3) = –12 However.Chapter 1: The Numbers of Arithmetic MULTIPLICATION AND DIVISION MULTIPLICATION AS REPEATED ADDITION We think of a multiplication statement like “2 × 3” as meaning “Add two threes together”. or 3+3 and “4 × 9” as “add 4 nines together”. which means that the order of multiplication does not matter: a × b = b × a.
so if we let the values for a continue into the negative numbers we should keep decreasing the product by 2: a 3 2 1 0 b 2 2 2 2 a×b 6 4 2 0 –2 –4 –6 –1 2 –2 2 –3 2 We can make a bigger multiplication table that shows many different possibilities. even as we extend into the negative numbers.Chapter 1: The Numbers of Arithmetic include negative numbers. For example. we see that the following sign rules hold for multiplication: SIGN RULES FOR MULTIPLICATION (+)(+) = (+) (–)(–) = (+) (–)(+) = (–) (+)(–) = (–) 13 . By keeping the step sizes the same in each row and column. consider the following multiplication table: a b 3 2 2 2 1 2 0 2 a×b 6 4 2 0 The numbers in the last column are decreasing by 2 each time. the results in the table should continue to change in the same pattern.
and then all the other properties follow from them. The field axioms are postulated.Chapter 1: The Numbers of Arithmetic Multiplication Table Notice how the step size in each row or column remains consistent. The associative and commutative laws for addition and multiplication 2. here’s the real reason: The Real Reason It should be obvious that the presentation of the rules of arithmetic given here is just a collection of motivational arguments. regardless of whether we are multiplying positive or negative numbers. The existence of the additive and multiplicative identities (0 and 1) 14 . The formal development of the real number system starts with the field axioms. −5 −5 −4 −3 −2 −1 0 1 25 20 15 10 5 0 −5 −4 20 16 12 8 4 0 −4 −8 −12 −16 −20 −3 15 12 9 6 3 0 −3 −6 −9 −12 −15 −2 10 8 6 4 2 0 −2 −4 −6 −8 −10 −1 5 4 3 2 1 0 −1 −2 −3 −4 −5 0 0 0 0 0 0 0 0 0 0 0 0 1 −5 −4 −3 −2 −1 0 1 2 3 4 5 2 −10 −8 −6 −4 −2 0 2 4 6 8 10 3 −15 −12 −9 −6 −3 0 3 6 9 12 15 4 −20 −16 −12 −8 −4 0 4 8 12 16 20 5 −25 −20 −15 −10 −5 0 5 10 15 20 25 2 −10 3 −15 4 −20 5 −25 For math purists. not a formal development. The field axioms are 1.
So instead. The existence of the additive inverse (opposites. Example: ab means a × b. multiplication distributes over addition but not viceversa. The rules of arithmetic like “a negative times a negative gives a positive” are what they are because that is the only way the field axioms would still hold. The distributive law All of these are essential. and the two symbols can be easily confused. but the distributive law is particularly important because it is what distinguishes the behavior of multiplication from addition. For example. the right side must also be equal to −2. we adopt the following notation for multiplication: 1. Namely. the distributive law requires that –2(3 – 2) = (–2)(3) + (–2)(–2) We can evaluate the left side of this equation by following the order of operations. so (–2)(3) + (–2)(–2) = –2 If we use our sign rules for multiplication then it works out the way it should: (–2)(3) + (–2)(–2) = –6 + 4 = –2 NOTATION FOR MULTIPLICATION We are used to using the symbol “×” to represent multiplication in arithmetic. which says to do what is in parentheses first. Multiplication is implied if two quantities are written sidebyside with no other symbol between them. Now for the distributive law to be true. or negatives) and the multiplicative inverse (the reciprocal) 4. so –2(3 – 2) = –2(1) = –2. but in algebra we prefer to avoid that symbol because we like to use the letter “x” to represent a variable. 15 .Chapter 1: The Numbers of Arithmetic 3.
a 1 a =1 a • The number 1 is called the reciprocal or multiplicative inverse of a.Chapter 1: The Numbers of Arithmetic 2. If we asked “What is six divided by zero?” we would mean “What number times zero is equal to six?” But any number times zero gives zero. MULTIPLICATIVE INVERSE (THE RECIPROCAL) For every real number a (except zero) there exists a real number denoted by such that 1 . Division as Related Multiplication The statement “12 ÷ 3 = 4” is true only because 3 × 4 = 12. In general: a ÷ b = c if and only if a = b × c This also shows why you cannot divide by zero. a 1 is a. so there is no answer to this question. we use a dot. or as multiplying by the reciprocal. A division problem is really asking the question “What number can I multiply the divisor by to get the dividend?” and so every division equation implies an equivalent multiplication equation. • We can also use parentheses to separate factors. so we write 3 · 5. The reciprocal of the reciprocal gives you back a • Note that the reciprocal of what you started with. 3 times 5 could be written as 3(5) or (3)5 or (3)(5). Example: If we need to show 3 times 5. If a symbol is needed to prevent confusion. we cannot just write them next to each other or it would look like the number thirtyfive. DIVISION There are two ways to think of division: as implying a related multiplication. This allows us to define division as multiplication by the reciprocal: 1 a ÷b = a b 16 .
the result is positive: −a a = −b b 17 . it obeys the same sign rules as multiplication. if the division key falls off of your calculator. you can still perform division by pressing the reciprocal key and the multiplication key. this is very much like the situation with subtraction. Similarly.Chapter 1: The Numbers of Arithmetic This is usually the most convenient way to think of division when you are doing algebra. If a positive is divided by a negative. Remember that we can do away with subtraction entirely by replacing it with adding the opposite. we prefer to write it using the fraction notation: a ÷b = a b SIGN RULES FOR DIVISION Because division can always be written as a multiplication by the reciprocal. or a negative divided by a positive. The reciprocal key on calculators looks like one of these: x −1 1/x NOTATION FOR DIVISION Instead of using the symbol “÷” to represent division. In fact. the result is negative: − a −a a = = b b −b but if both numbers are the same sign.
Power Raised to a Power: Example: (42)3 = 46 This is also easy to see if you expand the exponents: (42)3 = (42)(42)(42) = (4 · 4) (4 · 4) (4 · 4) =4·4·4·4·4·4 = 46 There are more rules for combining numbers with exponents.Chapter 1: The Numbers of Arithmetic POSITIVE INTEGER EXPONENTS MEANING 32 = 3 × 3 33 = 3 × 3 × 3 In general xn = x · x · x · . . (a ) m n = a mn 18 . but this is enough for now. . In fact there is no way to simplify xn + xm if n and m are different powers. · x (n factors of x) x is the base. and n is the exponent (or power) RULES Product of Different Powers: • aman = am + n IMPORTANT: all the numbers must have the same bases (the same ‘a’) Example: (42)(43) = 45 This is easy to see if you write out the exponents: (42)(43) = (4 · 4) · (4 · 4 · 4) = 4 · 4 · 4 · 4 · 4 = 45 WARNING: Do not attempt to use this rule for addition: 42 + 43 is NOT 45.
In the chapter on the Properties of Real Numbers. Multiplication and Division. sin. it makes quite a difference how we choose which operations to perform first. cos. left to right The lefttoright order does not matter if only addition is involved. but it matters for subtraction. Some of these rules are simply based on convention. left to right The lefttoright order does not matter if only multiplication is involved. you work from the innermost parentheses outward. etc. Parentheses from Inside Out By “parentheses” we mean anything that acts as a grouping symbol. so the 2 + 3 must be evaluated first: = 3 + 15 ÷ 3 + 5 × 25 19 . you will see how the distributive law is consistent with these rules. including anything inside symbols such as [ ]. Addition and Subtraction. The universally agreedupon order in which to evaluate a mathematical expression is as follows: 1. Exponents Also other special functions such as log.   and . while others are forced on us by mathematical logic. 4. Example: Going back to our original example. We need a set of rules that would guide anyone to one unique value for this kind of expression.Chapter 1: The Numbers of Arithmetic ORDER OF OPERATIONS When we encounter an expression such as 3 + 15 ÷ 3 + 5 × 22+3. • If there are nested parentheses (parentheses inside parentheses). but it matters for division. { }. Any expression in the numerator or denominator of a fraction or in an exponent is also considered grouped and should be simplified before carrying out further operations. 3 + 15 ÷ 3 + 5 × 22+3 Given: 3 + 15 ÷ 3 + 5 × 22+3 The exponent is an implied grouping. 2. 3.
it will show a result of 35 because it will see it as 7 × 5. For example. Calculator Note: Use the parenthesis keys to force grouping. If you are evaluating an expression such as 4 3+5 the denominator needs to be simplified before doing the division. if you enter 3+4×5= The correct answer should be 23. use parentheses: 4 ÷ (3 + 5) = 0. using 15 ÷ 3 = 5 and 5 × 32 = 160: = 3 + 5 + 160 Now the addition. giving 3 + 20. It never hurts. Try some examples if you are not sure how your calculator behaves. But if your calculator carries out the “3 + 4” before getting to the “× 5”. given the incorrect answer of 6. it will evaluate the “4 ÷ 3” first.Chapter 1: The Numbers of Arithmetic Now the exponent is carried out: = 3 + 15 ÷ 3 + 5 × 32 Now the multiplication and division. left to right. and it can be essential. it is a good idea to always use the parentheses keys for the denominator of a fraction. and you can enter expressions pretty much as they are written.3333. If you enter it into your calculator as 4 ÷ 3 + 5. which can result in the operations being carried out in the wrong order.5 In fact. Going back to our example problem above. because the multiplication should be performed before the addition. To make it perform the addition first. left to right: = 168 Calculator Note: Most modern calculators “know” the order of operations. and you would also need to use parentheses to input it into your calculator. Some older calculators will carry out each operation as soon as its key is pushed. To enter the example expression in you calculator. the button sequence would be 20 . and then add 5 to the result. the “2 + 3” in the exponent is an implied grouping.
Chapter 1: The Numbers of Arithmetic 3 + 15 ÷ 3 + 5 × 2 ^ (2 + 3) = (on some calculators the exponent button is labeled “^”. while on others it is labeled “yx” or “xy”) 21 .
then I have threefourths of a dollar. 1 1 means 1 plus onequarter. if I have 3 quarters in my pocket. MIXED NUMBER NOTATION One way of expressing the improper fraction 5/4 is as the mixed number 1 1 . The bottom number is called the denominator. What does an improper fraction like 5/4 mean? Well. you have a dollar and a quarter). like 3/4 or 2/3. or whatever. The denomination is quarters (fourths). if we have 5 quarters of something then we have more than one whole of that something. the first thing you should do is convert them to improper fractions. For example. but it is generally more convenient in algebra to always write improper fractions. the mixed number notation implies addition. In fact. Such fractions are called improper. 4 which is read as “one and onefourth. we have one whole plus one more quarter (if you have 5 quarters in change. 22 . For example.Chapter 1: The Numbers of Arithmetic FRACTIONS Fractions. 4 It is possible to do arithmetic with mixed numbers by treating the whole number parts and the fractional parts separately. also called rational numbers. where a and b are b IMPROPER FRACTIONS Ordinarily we think of fractions as being between zero and one. One cause of confusion is that in algebra we use the convention that multiplication is implied when two quantities are written next to each other with no symbols in between. The top number is the numerator.” This notation is potentially confusing and is not advised in algebra. When you encounter a problem with mixed numbers. These are called proper fractions. a . fifths. However. It tells you how many of those units you have. the numerator is smaller than the denominator—but there is no reason why we can not have a numerator bigger than the denominator. not multiplication. and I have three of them: 3/4. Think of it as the denomination: it tells you what size units you are talking about—fourths. are numbers of the form integers (but b cannot be zero). In these fractions.
The number 1 can be represented as a fraction because any number divided by itself is equal to 1 (remember that the fraction notation means the same thing as division). B.Chapter 1: The Numbers of Arithmetic CONVERSION Mixed Number to Improper Fraction Then add 2 = 11 4 3 4 First Multiply A. Add the result to the top of the fraction. • Multiply by a form of One A fraction can be converted into an equivalent fraction by multiplying it by a form of 1. Put the remainder over the old denominator to get the fractional part. 23 . REDUCING. The general formula is ab = c ac + b c Improper Fraction to Mixed Number 1. AND DIVIDING FRACTIONS EQUIVALENT FRACTIONS Equivalent fractions are fractions that have the same value. for example 1 2 3 4 = = = etc. they all represent the same quantity. You can measure a halfcup of sugar or two quartercups of sugar. and you will still have the same amount of sugar. 2 4 6 8 Although all these fractions are written differently. MULTIPLYING. In other words. Multiply the integer part with the bottom of the fraction part. or even four eighthcups of sugar. Do the division to get the integer part 2.
that is. Multiplying the numerator and denominator by the same number to produce an equivalent fraction is called building up the fraction. so if we multiply a fraction by another fraction that is equal to 1. the number cannot be written as a product of two whole numbers (except 1 times itself). Write out prime factorization of Numerator and Denominator 2. 19. Prime Factors A number is prime if it has no whole number factors other than 1 times itself. 13. because all we did was to multiply 2/3 by the number 1. Example: 6 is not prime because it can be written as 2 × 3 Example: 7 is prime because the only way to write it as a product of whole numbers is 1 × 7 • • The first few prime numbers are 2. 23. 1 2 3 4 Now if you multiply a number by 1 it does not change its value. Cancel all common factors This procedure is just the opposite of building up a fraction by multiplying it by a fraction equivalent to 1.Chapter 1: The Numbers of Arithmetic 1= 1 2 3 4 = = = etc. 2 2 = ⋅1 3 3 2 2 = ⋅ 3 2 4 = 6 In this case. For example. 3. . 2/3 represents exactly the same quantity as 4/6. 7. There are an infinite number of prime numbers (the list goes on forever). . 11. 17. represented as the fraction 2/2. REDUCED FORM Numerator and Denominator Have No Common Factors Procedure: 1. 5. 24 . . we will not be changing the value of the original fraction.
and so on. and therefore 15 is divisible by 3. Large numbers with large prime factors are notoriously hard to factor—it is mainly just a matter of trial and error. 4. 3.Chapter 1: The Numbers of Arithmetic Any nonprime number can be decomposed into a product of prime numbers Example: 4 = 2 × 2 Example: 12 = 2 × 2 × 3 The Branching Method This method works well for larger numbers that might have many factors. then the number is divisible by 3. The publickey encryption system for sending secure computer data uses very large numbers that need to be 25 . then it is divisible by 2. Notice how I started with the smallest numbers: first 2’s. Example: Factor the number 60 2 60 30 2 3 15 5 60 = 2 × 2 × 3 × 5 Notes 1. If the digits of a number add up to a number divisible by 3. which is divisible by 3. If a number ends in 0 or 5. and write them below it. If a number is even. 2. All you need to do is think of any two numbers that multiply to give your original number. then 3’s. This is not required but it keeps the result nicely in order. In this example 15 gives 1 + 5 = 6. Continue this process for each number until each branch ends in a prime number. The factors of the original number are the prime numbers on the ends of all the branches. then it is divisible by 5. 5.
make them the same by building up the fractions so that they both have a common denominator. but the answer will have to be reduced if it is not the Least Common Denominator. MULTIPLYING FRACTIONS Multiply Numerators and Denominators Example: 2 3 6 ⋅ = 3 4 12 And reduce result if needed 6 1 = 12 2 Canceling common factors first makes multiplication easier If you don’t reduce the factors before multiplying. The code is essentially unbreakable because it would take an enormous amount of computer time to try every possible prime factor. Example: 2 3 ⋅ 3 4 2 3 1 ⋅ = 3 2 ⋅2 2 Remember that canceling always leaves a “1” behind.Chapter 1: The Numbers of Arithmetic factored in order to break the code. ADDING AND SUBTRACTING FRACTIONS • Add Numerators when Denominators Are the Same 1 2 3 + = 5 5 5 • • If the denominators are not the same. the answer will have to be reduced. 26 . because you are really dividing the numerator and the denominator by the same number. Any common denominator will work.
For large numbers. and it is helpful to have a systematic method for finding the LCD. LEAST COMMON DENOMINATOR (LCD) By Inspection The LCD is smallest number that is evenly divisible by all the denominators. you can guess this number pretty quickly by just going through the multiples of each denominator until you find a match. though. because it is only needed once to make either the 12 or the 15: 15 2 × 2 × 3 × 5 = 60 12 Now that you have found the LCD. each factor taken the greatest number of times that it appears in any single denominator. That means that it is the smallest number that you can get to by multiplying either denominator by whole numbers. Another way of saying this is that it is the least common multiple of both denominators. This method will also become important when we look at fractions made up of algebraic expressions instead of just plain numbers. multiply each fraction (top and bottom) by whatever is needed to build up the denominator to the LCD: 27 . For small denominators. these multiples exceed the multiplication table that you learned. In General The LCD is the product of all the prime factors of all the denominators.Chapter 1: The Numbers of Arithmetic • The product of all the denominators is always a common denominator (but not necessarily the Least Common Denominator). • Example: 1 4 + 12 15 Factor the denominators: 12 = 2× 2 × 3 15 = 3 × 5 Assemble LCD: 2 × 2 × 3 × 5 = 60 Note that the three only appears once.
namely those fractions with denominators that are powers of 10.345 Because of the placevalues of the decimal digits. consider the number 2.Chapter 1: The Numbers of Arithmetic 1 4 + 12 15 1 5 4 4 = + 12 5 15 4 5 16 = + 60 60 Then add the numerators and reduce if needed (using the LCD does not guarantee that you won’t have to reduce): 5 16 21 7 + = = 60 60 60 20 DECIMALS DECIMALS ARE REALLY JUST FRACTIONS Decimal notation is just a shorthand way of expressing certain fractions.345 = 2 3 4 5 + + + 1 10 100 1000 CONVERTING DECIMALS TO FRACTIONS Because all the denominators are powers of 10. In this example.345 = 2 3 4 5 + + + 1 10 100 1000 2000 300 40 5 = + + + 1000 1000 1000 1000 2345 = 1000 This suggests a general rule for converting a decimal number to its fraction form: 28 . For example. this really means 2. it is very easy to add these fractions by finding a common denominator. and we get 2. the common denominator is 1000.
Irrational numbers like π or 2 have nonrepeating decimals.. so we put ‘15’ over a denominator of ‘99’ to get 0. Fortunately.15151515 = o 15 5 = 99 33 One warning: This only works for the repeating fraction part of a number. So we see that in the case of 0.3333333.... We know that 1/3 = 0. • Put the repeating group of digits over as many 9’s as there are digits. o 29 . back to 1/3? There is no ‘last decimal place’ because the decimals repeat forever. you should just work with the decimal part and rejoin it with the whole part after you have converted it to a fraction.. there is a simple trick for this: • Put the repeating digit over a denominator of 9..3333333.33333. but how could we go from 0. For example..345.3333333.. the repeating digit is 3. in the fraction 0.. round them off at some point and produce an approximate fraction for them. so we put the digits 2345 over the denominator 1000. In the number 2. If you have a number like 2. You can. which reduces to 1/3. If there is a group of more than one digit that repeats. the last decimal place value is the thousandths place.. In this case 2345 469 = 1000 200 REPEATING FRACTIONS The only time this method does not work is for repeating fractions. Of course we would usually want to reduce the resulting fraction to its simplest form. however.Chapter 1: The Numbers of Arithmetic • Put all the digits over the denominator that corresponds to the place value of the last decimal place. and so they cannot be written as fractions.151515 15 we see that the group of digits ‘15’ repeats.. and we make the fraction 3/9.
it is the very thing that we called x in the first place. In fact. Let x = 0. not the answer. Let’s start with the simple example 0. we can concentrate on the procedure. Since we already know that the answer is 1/3. but you have to multiply by a higher power of 10 in order to make the decimal portion stay the same as it was before..33333…) is still the same.345345345.....3333333. it is still the thing that we called x in the first place. Multiply both sides by 10 to get 10x = 3. Notice that the decimal part (. Let x = 0.345345345.. Multiply both sides by 1000 to get 1000x = 345.33333. it is not difficult to see why this works...345345345. so we can say that 1000x = 345 + x Now solve for x: 30 .. In fact... Notice that the decimal part is still the same... For example.3333333. suppose we had 0.Chapter 1: The Numbers of Arithmetic Why This Trick Works If you have learned enough algebra to follow these steps.. so we can say that 10x= 3 + x Now solve for x: 10 x = 3 + x 10 x − x = 3 9x = 3 3 1 x= = 9 3 This method will also work for repeating fractions that contain a group of repeating digits..
Chapter 1: The Numbers of Arithmetic
1000 x = 345 + x 1000 x − x = 345 999 x = 345 345 115 x= = 999 333
CONVERTING FRACTIONS TO DECIMALS
We know the decimal equivalents for some common fractions without having to think about it: 1/2 = 0.5, 3/4 = 0.75, etc. But how do we arrive at these numbers? Remember that the fraction bar means the same thing as division.
•
To convert a fraction to a decimal, do the division.
For example,
5 = 5 ÷ 7 = 0.7142857 K 7
You can do the division with a calculator or by hand with long division.
ROUNDING
• •
Look only one digit to the right ‘5’s or higher round up (there is some dispute about this rule, but it is good enough for most purposes)
Rounding 5’s Why round fives up? The number 3.5 is exactly halfway between 3.0 and 4.0, so it makes just as much sense to round it down as it does to round it up. Most of the time there is no harm in using the ‘always round fives up’ rule. This is the rule that the United States Internal Revenue Service advises you to use on your taxes, and who is going to argue with them? Sometimes, though, it can cause problems. Suppose you are adding a very large number of values that have all been rounded by this rule. The sum that you get will be a little bit bigger than it ought to be. This can be a very serious problem in computer programs. When thousands or even millions of additions are being performed, the accumulated roundoff error can be quite large.
31
Chapter 1: The Numbers of Arithmetic
One way of dealing with this problem is the evenodd rule. This rule says that:
• •
If the five is the last significant digit and the roundoff digit (the one to the left of the 5) is odd, round up. If the five is the last significant digit and the roundoff digit is even, don’t round up.
Actually, you could reverse even and odd in this rule. All that matters is that about half the time you will be rounding up on a 5, and half the time down. The reason it matters that the five is the last significant digit is because if there are any other nonzero digits past the five then you must round up, because the part that you are chopping off is more than 50% of the roundoff placevalue. For example, suppose you want to round 3.351 to the nearest tenth. The decimal part represents the fraction 351/1000, which is 1/1000 closer to 400/1000 than it is to 300/100. Therefore you would always round this up to 3.4.
Example: Round 11.3826 to the nearest hundredth. Solution: The hundredths place is where the ‘8’ is. We look one digit to the right and see a ‘2’, so we do not round up, leaving us with 11.38. Example: Round 11.3826 to the nearest thousandth. Solution: The thousandths place is where the ‘2’ is. We look one place to the right and see a ‘6’, so we round the ‘2’ up, getting 11.383. Trouble with ‘9’s. If the digit you are rounding up is a ‘9’, then rounding it up will make it a ‘10’, which is too big for one place. What happens is that the extra ‘1’ gets added to the place to the left. Example: Round 3.49721 to the nearest hundredth. Solution: The hundredth place has a ‘9’ in it. One step to the right is a ‘7’, so we have to round up. This makes the ‘9’ into a ‘10’, but we really can’t write the new number as 3.4(10). Instead, the extra ‘1’ moves one place to the left and is added to the ‘4’, giving us 3.50.
•
It can happen that the place to the left contains another ‘9’, in which case the extra ‘1’ will cause it to become a ‘10’, which pushes the ‘1’ still further on to the next place to the left.
Example: Round 75.69996217 to the nearest tenthousandth
32
Chapter 1: The Numbers of Arithmetic
Solution: The tenthousandths place is the last ‘9’ in the number, and the place to its right is a ‘6’, which means we round up. This makes the ‘9’ into a ‘10’, like this: 75.699(10) But of course we cannot put a ‘10’ in that place, so the ‘1’ moves to the left and gets added to the ‘9’ there, making it into a ‘10’: 75.69(10)0 This leaves us with the same problem, a ‘10’ in one decimal place, so the extra ‘1’ moves one more step to the left, turning that ‘9’ into a ‘10’: 75.6(10)00 Well, we still have the same problem, so we move the ‘1’ yet another step to the left, where it adds on to the ‘6’, finally leaving us with an acceptable answer: 75.7000 In general, • The extra ‘1’ migrates to the left until it finds a resting place.
This means that the ‘1’ moves to the left until it can be added to a digit less than ‘9’, or until it falls off the end as a new digit out in front. Example: Round 999.96 to the nearest tenth. The digit to the right of the tenths place is a ‘6’, so we have to round up. But when we round up the ‘9’ it becomes a ‘10’, forcing the one to be added to the left. Unfortunately, we find another ‘9’ there and the process is repeated for each of the ‘9’s until we reach the leading ‘9’, which becomes a ‘10’ resulting in 1000.0
ARITHMETIC WITH DECIMALS
Although calculators have made it much easier to do arithmetic with decimal numbers, it is nice to know that you can still do it without a calculator. Addition and Subtraction To add or subtract decimal numbers, you use the familiar column method that you learned back in grade school. To use this method, the place values of the two numbers must be lined up. This means that the decimal points must be lined up, and you can fill in with zeros if one number has more decimal places than the other.
33
In the following example.4 . This can be awkward. so the product must have 3 decimal places: 3.66 Multiplication To multiply two decimal numbers. you can use the column method just as you would with whole numbers.2 = 122. 2 122.4 ÷ 32 .74 × 2.46 + 11. is basically a guessandcheck technique). Thus 32 12. which is equivalent to the fraction 3.2 Becomes: 5. The product will have the number of decimal places as the total number of decimal places in the factors.24 ÷ 3. This will not change the result of the division.602 Division You can divide decimal numbers using the familiar (?) technique of long division. You ignore the decimal points as you carry out the multiplication. which can be attacked with long division: 34 .24 ÷ 3. and then you put the decimal point in the result at the correct place.46 11.20 16. because it is hard to guess at products of decimals (long division. consider 12. the first factor has 2 decimal places and the second factor has 1 decimal place.2 This is the same as the fraction 12. you may recall.Chapter 1: The Numbers of Arithmetic Example: 5.3 1122 + 7480 8. and multiplying both the numerator and denominator of a fraction by the same number will not change the value of the fraction. because division is the same thing as fractions. obtained by multiplying the numerator and denominator by 10.24 . though. It can be made easier by multiplying both the dividend and divisor by ‘10’s to make the divisor a whole number. For example.
“%” means “/100” TO CONVERT A PERCENT TO A DECIMAL • Divide the percentage by 100 (or move the decimal point two places to the left). 100 A percent is just a fraction However.” Remembering that the percent symbol means “over onehundred” can prevent a lot of confusion. The denominator of 100 is expressed by the percent symbol “%. so x% = • x .Chapter 1: The Numbers of Arithmetic 3. we are just writing the numerator of the fraction. it is a fraction with a denominator of 100.16 . 35 . x . When we write the percent.16 0 PERCENTS Percent means “per hundred”.80 . But 100 dividing by 100 just causes the decimal point to shift two places to the left: Since x% = 75% = 75 = 0.64 .75 100 325 = 3.4 25.825 32 122.400 96 26. or x hundredths.6 . the decimal equivalent is just the percentage divided by 100. not just any fraction.25 100 325% = TO CONVERT A DECIMAL TO A PERCENT • Multiply the decimal number by 100 (or move the decimal point two places to the right).
which means that your answer will be either tenthousand times too big or tenthousand times too small.05 and then adding the result onto the original number. Just make sure you understand what it does before you blindly trust it.” you are very likely to get them confused. Recall that the hundredths place is the second place to the right of the decimal. if you need to add 5% to a number (perhaps to include the sales tax on a purchase). It is much better to remember these rules by simply remembering the meaning of the percent sign. Of course. it is also true that 100 x% = x. What it is doing in this example is multiplying the original number by 0. Examples: 75% = 75 3 = 100 4 325 13 = =31 4 100 4 325% = 36 . Since x% = WARNING: If you just remember these rules as “move the decimal two places to the left” and “move the decimal two places to the right. you have to express it in hundredths. For instance. You should be able to work any percent problem without using this key. Another way to look at is to consider that 100 in order to convert a number into a percent. on most calculators you can enter the original number and then press “ + 5 % = “. you should be able to see what you need to do in order to solve it. The decimal numbers are what you will need to put in your calculator. TO CONVERT A PERCENT TO A FRACTION • Put the percentage over a denominator of 100 and reduce Writing a percent as a fraction is very simple if you remember that the percent is the numerator of a fraction with a denominator equal to 100. This is generally not an acceptable range of error. all this means is that you move the decimal point two places to the right. Calculator note: Some calculators have a percent key that essentially just divides by 100. If you accidentally move the decimal in the wrong direction it will end up four places off from where it should be. Converting between percents and their decimal equivalents is so simple that it is usually best to express all percents in decimal form when you are working percent problems.Chapter 1: The Numbers of Arithmetic x . and you can always express the result as a percent if you need to. namely that “%” means “/100.” If you just write the problem that way. but it can do other useful things that might save you a few keystrokes. but once you understand what is going on it can be a convenient shortcut. so this is the digit that gives the units digit of the percent.
we will not continue to use the approximately equal sign. To convert the fraction to a decimal.4% 7 The “approximately equal to” sign ( ≅ ) is used because the decimal parts have been rounded off. which we can express in decimal form as 0.Chapter 1: The Numbers of Arithmetic 0. In this case. and then convert the decimal into a percent. 12% of 345 means 12% times 345. 50 you should notice that doubling the numerator and the denominator will produce an equivalent fraction that has a denominator of 100. 2 2 1 = = 100 1000 500 In this last example. if you saw the fraction 13 . For example. which is not a proper way to represent a fraction. Then the numerator will be the percent that you are seeking: 13 26 = = 26% 50 100 With other fractions. It is not at all obvious how to convert a fraction like 5/7 into something over 100. To clear the decimal. even though it is not entirely accurate. the word “of” implies multiplication: “x percent of a number” means “x% times a number” Example: What is 12% of 345? 12% is 12/100. just multiply both the numerator and the denominator by 10 to produce an equivalent fraction written with whole numbers. or 37 . Sometimes this is easy to do without a calculator. the first fraction has a decimal in it. Because it is understood that approximate numbers are rounded.12. the best thing to do is to convert the fraction into its decimal form. though. remember that the fraction bar indicates division: 5 = 5 ÷ 7 ≅ 0. TO CONVERT A FRACTION TO A PERCENT • Divide the numerator by the denominator and multiply by 100 To write a fraction as a percent you need to convert the fraction into hundredths.7142857 ≅ 71. It is more conventional to just use the standard equal sign with approximate numbers. WORKING PERCENT PROBLEMS In percent problems. it is not always so easy. just as in fraction problems.2% = 0.
12(345) = 41.12) × (345) Example: What percent of 2342 is 319? Once again we translate this into mathematical symbols: What percent of 2342 is 319? x% × (2342) = 319 Solving this equation involves a little bit of algebra. so the equation x% = 0.62. which means that x = 13.1362 Now the righthand side of this equation is the decimal equivalent that is equal to x%.4 100 Notice how it is easier to just move the decimal over two places instead of explicitly dividing by 100. using x to stand for the unknown “what” and that the “of” means “times”: What is 12% of 345? x = (0.1362 really says 38 .Chapter 1: The Numbers of Arithmetic 12 (345) = 0. To isolate the x% on one side of the equation we must divide both sides by 2342: x% = 319 2342 The calculator tells use that x% = 0. We solve a problem like this by translating the question into mathematical symbols. remember that the percent symbol means “over 100”.62% of 2342 If that last step confused you. or 319 is 13.
4 = x% (19.7? Translating into math symbols: 2.7) 2.4 is 12% of 19.4 = x% 19.1218 x = 12.032 39 .1362) x = 13.1362 100 or x = 100(0.4 = x% × (19.7 (rounding to 2 significant figures) Example: 46 is 3.Chapter 1: The Numbers of Arithmetic x = 0.18 So we can say that 2.2% (x) 46 = 0.62 Example: 2.7) Solving for x: 2.2% × (x) Solving for x: 46 = 3.7 x% = 0.032x 46 =x 0.4 is what percent of 19.7? 2.4 is what percent of 19.2% of what? Translating into math symbols: 46 is 3.2% of what? 46 = 3.
Notice that in the second step the percentage (3. we can say that 46 is 3. 40 .2%) is converted into its decimal form (0.032).Chapter 1: The Numbers of Arithmetic x = 1437.5 Therefore.2% of 1400 (rounding to 2 significant figures).
such that a + (−a) = 0 MULTIPLICATION Commutative For all real a.Chapter 1: The Numbers of Arithmetic PROPERTIES OF REAL NUMBERS The following table lists the defining properties of the real numbers (technically called the field axioms). b a+b=b+a Associative For all real a. and (a + b)c = ac + bc The commutative and associative laws do not hold for subtraction or division: a – b is not equal to b – a a ÷ b is not equal to b ÷ a 41 . b. denoted . b. c a + (b + c) = (a + b) + c Identity There exists a real number 0 such that for every real a a+0=a Additive Inverse (Opposite) For every real number a there exist a real number. b. b ab = ba Associative For all real a. denoted (−a). such that a 1 a× =1 a DISTRIBUTIVE LAW For all real a. ADDITION Commutative For all real a. These laws define how the things we call numbers should behave. c a(b + c) = ab + ac. c (ab)c = a(bc) Identity There exists a real number 1 such that for every real a a×1=a Multiplicative Inverse (Reciprocal) For every real number a except 0 there exist a real 1 number.
addition and multiplication are “cleaner” than subtraction and division. we can always think of subtraction as an addition problem (adding the opposite). as if there was no difference between them other than notation. we should evaluate this expression by first doing the addition inside the parentheses.Chapter 1: The Numbers of Arithmetic a – (b – c) is not equal to (a – b) – c a ÷ (b ÷ c) is not equal to (a ÷ b) ÷ c Try some examples with numbers and you will see that they do not work. we don't have to worry so much that we might be changing the value of an expression by rearranging its terms or factors. Fortunately. This will become important when we start talking about algebraic expressions. In this way. The law that makes them behave differently is the distributive law. not viceversa. but they certainly do matter for subtraction and division. The distributive law says that 2(3 + 4) = 2 × 3 + 2 × 4 = 6 + 8 = 14 42 . and we can always think of division as multiplication (multiplying by the reciprocal). Example: 2(3 + 4) According to the order of operations rules. The distributive law is extremely important. You may have noticed that the commutative and associative laws read exactly the same way for addition and multiplication. Often what we will want to do with an algebraic expression will involve rearranging it somehow. If the operations are all addition and multiplication. What these laws mean is that order and grouping don't matter for addition and multiplication. and of course still get the same answer. giving us 2(3 + 4) = 2(7) = 14 But we can also look at this problem with the distributive law. because multiplication distributes over addition. and it is impossible to understand algebra without being thoroughly familiar with this law.
z Or a letter that stands for a physical quantity: d for distance. etc. like 2 or 7. or you will not understand the discussions that follow. t for time. π . VARIABLES • • • • • Letters represent an unknown or generic real number. All you know is that it is some number. k TERMS Terms are parts of the expression that are added or subtracted. e. These words are very important—you don’t want to confuse terms with factors. Sometimes with restrictions. such as a member of a certain set. Can also be represented by letters: a. c.Chapter 2: Introduction to Algebra ALGEBRAIC EXPRESSIONS First we need to define some vocabulary. Often a letter from the end of the alphabet: x. y. A variable could be any number. b. They will always be separated by + or –. . CONSTANTS • • Fixed values. or the set of values that makes an equation true.
2 x 2 − 3x + 4 2 Factors The first term has three factors. namely 2 and two factors of x. We say that the coefficient of x is –3.Chapter 2: Introduction to Algebra 2 x 2 − 3x + 4 3 Terms FACTORS Factors are quantities that are multiplied together. 44 . which is a factor of everything). namely –3 and x. For example. 2 x 2 − 3x + 4 3 Factors The last term is a factor all by itself because it is not multiplying anything (except a 1. COEFFICIENTS Coefficients are constant factors that multiply a variable or powers of a variable. the middle term has 2 factors. We say that 2 is the coefficient of x2.
xy2 and x2 y are NOT like terms. without changing the value of the expression. LIKE (OR SIMILAR) TERMS Like terms are those terms which contain the same powers of same variables. 3y2 x. 3x2 + 5x2 = (3 + 5)x2 = 8x2 What happened here is that the distributive law was used in reverse—we “undistributed” a common factor of x2 from each term. and –2x are like terms. we see that there are four xsquareds in all (1x2 + 3x2). and 1 2 x 2 are like terms. They can have different coefficients. but that is the only difference. which means that we add together anything that can be added together. xy2. This mainly involves collecting like terms.Chapter 2: Introduction to Algebra 2 x 2 − 3x + 4 1 Factor SIMPLIFYING ALGEBRAIC EXPRESSIONS By “simplifying” an algebraic expression. For example. Examples: 3x. and see that there are six of 45 . we mean writing it in the most compact or efficient manner. you will then have eight xsquareds. because the same variable is not raised to the same power. and 3xy2 are like terms. x. The way to think about this operation is that if you have three xsquareds. and then you get five more xsquareds. 2x2. The rule here is that only like terms can be added together. COMBINING LIKE TERMS Combining like terms is permitted because of the distributive law. –5x2. Then we collect the first powers of x. Example: x2 + 2x + 3x2 + 2 + 4x + 7 Starting with the highest power of x.
This means that you want to add the opposite of the entire thing inside the parentheses. If there is some factor multiplying the parentheses. Think of parentheses as opaque—the stuff inside the parentheses can’t “see” the stuff outside the parentheses. then the only way to get rid of the parentheses is to multiply using the distributive law. The only thing left is the constants 2 + 7 = 9. which can be multiplied by the distributive law: 3x – (2 – x) = 3x + (–1)[2 + (–x)] = 3x + (–1)(2) + (–1)(–x) = 3x – 2 + x = 4x – 2 46 . Then the minus sign makes that factor into a negative one. and so you have to change the sign of each term in the parentheses. Another way of looking at it is to imagine an implied factor of one in front of the parentheses. What you need to remember is that the minus sign indicating subtraction should always be thought of as adding the opposite.Chapter 2: Introduction to Algebra them (2x + 4x). it looks as though there is no factor multiplying the parentheses. At first glance. Example: 3x + 2(x – 4) = 3x + 2x – 8 = 5x – 8 MINUS SIGNS: SUBTRACTION AND NEGATIVES Subtraction can be replaced by adding the opposite 3x – 2 = 3x + (–2) Negative signs in front of parentheses A special case is when a minus sign appears in front of parentheses. Putting this all together we get x2 + 2x + 3x2 + 2 + 4x + 7 = 4x2 + 6x + 9 PARENTHESES • Parentheses must be multiplied out before collecting like terms You cannot combine things in parentheses (or other grouping symbols) with things outside the parentheses. and you may be tempted to just remove the parentheses.
There are other types of equations. If what is immediately to the right of a minus sign happens to be a parenthesis. SOLUTIONS OF ALGEBRAIC EQUATION Up until now. Now it is time to talk about equations. then we are making a statement about its value. the “adding the opposite” business will be taken care of because the minus signs will go with whatever was to their right. We call such equations conditional. For example. however. But if we are writing an equation. no solutions. then the equation is clearly false because 2(3) + 3 = 9. and clear parentheses. depending on the choice of x. it is often tedious and inconvenient to do so. That way. as you rearrange terms. We say that x = 2 is the solution of this equation. An equation like 2x + 3 = 7 is a simple type called a linear equation in one variable. We might say 2x + 3 = 7 A mathematical equation is either true or false. might be true or it might be false. An expression is just a statement like 2x + 3 This expression might be equal to any number. These will always have one solution. Once you get used to thinking that way. In fact. then you can simply erase the parentheses: 3x + (2 – x) = 3x + 2 – x A comment about subtraction and minus signs Although you can always explicitly replace subtraction with adding the opposite. This equation. If I choose x = 3. not 7. if x = 3 then the value of this expression is 9. because their truth depends on choosing the correct value for x. or an infinite number of solutions. that can have several solutions. For example. the equation 47 . 2x + 3 = 7. as in this previous example.Chapter 2: Introduction to Algebra However. It is helpful to always think of minus signs as being “stuck” to the term directly to their right. Any other value for x produces a false equation. if there is only a plus sign in front of the parentheses. and then the minus sign attacks every term inside the parentheses. SOLUTIONS • The solution of an equation is the value(s) of the variable(s) that make the equation a true statement. depending on the value chosen for x. it is no longer necessary to actually write it that way. we have just been talking about manipulating algebraic expressions. collect like terms. it is only true if I choose x = 2.
a ridiculously simple example. 3 = 3. it is important to know that they can happen in case you do encounter one of these situations. When you are attempting to solve an equation algebraically and you end up with an obvious identity (like 3 = 3). it will never be the same as if you take the same number and add 3 to it. This indicates that the original equation is a contradiction. No Solutions Now consider the equation x+4=x+3 There is no possible value for x that could make this true. is interesting because it does not even contain an x. The other two cases. Equations that have this property are called identities. 48 . because it cannot ever be true. If you are attempting to solve such an equation algebraically. The second example. no solution and an infinite number of solutions. and so it has two solutions.Chapter 2: Introduction to Algebra x2 = 9 is satisfied by both x = 3 and x = –3. so obviously its truthfulness cannot depend on the value of x. Some examples of identities would be 2x = x + x 3=3 (x – 2)(x + 2) = x2 – 4 All of these equations are true for any value of x. This is. If you take a number and add 4 to it. Such an equation is called a contradiction. and has no solution. namely x = 2. Nevertheless. of course. One Solution This is the normal case. and therefore it has an infinite number of solutions. then you know that the original equation must also be an identity. you will eventually end up with an extremely obvious contradiction such as 1 = 2. Infinite Number of Solutions Consider the equation x=x This equation is obviously true for every possible value of x. as in our example where the equation 2x + 3 = 7 had exactly one solution. are the oddball cases that you don’t expect to run into very often. but it makes the point. In summary.
then increasing both sides by the same amount will change the value of each side. no matter what x is A contradiction is never true for any value of x A conditional equation is true for some values of x ADDITION PRINCIPLE EQUIVALENT EQUATIONS The basic approach to finding the solution to equations is to change the equation into simpler equations. When two equations have the same solution set. We need to have some way to convert an equation like 2x + 3 = 7 into an equivalent equation like x = 2 that tells us the solution. The equal sign is just saying that the value of the expression on the left side is the same number as the value on the right side. Then the solution is just the number that appears on the other side of the equal sign. 2x + 3 = 7. The methods of changing an equation without changing its solution set are based on the idea that if you change both sides of an equation in the same way. namely x = 2. Going back to our previous example. THE ADDITION PRINCIPLE • Adding (or subtracting) the same number to both sides of an equation does not change its solution set. we can say that the equation x=2 is an equivalent equation. but they will still be equal. with a goal of getting the variable by itself on one side of the equal sign. we say that they are equivalent. Think of the balance analogy—if both sides of the equation are equal. We solve equations by using methods that rearrange the equation in a manner that does not change the solution set. they are really just numbers. For example. no matter how horrible the equation may seem. What we want to do when we solve an equation is to produce an equivalent equation that tells us the solution directly. because they both have the same solution. but in such a way that the solution set of the new equation is the same as the solution set of the original equation. it is really just saying something like 3 = 3. if 49 . Think of an equation as a balance—whatever complicated expression might appear on either side of the equation. Therefore. then the equality is preserved.Chapter 2: Introduction to Algebra o o o An identity is always true.
Of course. then 3 + 2 = 3 + 2. While this is a convenient way to think of it. like 50 . As you can see. We can do this by subtracting a 6 from both sides of the equation (which of course can be thought of as adding a negative six): 6–6+x=8–6 or x=2 You can think of this operation as moving the 6 from one side of the equation to the other. You probably also learned to write subtraction and addition problems in a column format. the idea is to get x by itself on one side. which causes it to change sign. Consequently. if 6+x=8 for some value of x (which in this case is x = 2). • The addition principle is useful in solving equations because it allows us to move whole terms from one side of the equal sign to the other. and so we want to get rid of the 6 that is on the left side. as in 234 – 56 = 178.Chapter 2: Introduction to Algebra 3 = 3. this new equation is no simpler than the one we started with. then we can add any number to both sides of the equation and x = 2 will still be the solution. we could add a 3 to both sides of the equation. you should remember that you are not really “moving” the term from one side to the other—you are really adding (or subtracting) the term on both sides of the equation. If we wanted to. producing the equation 9 + x = 11. and this maneuver did not help us solve the equation. NOTATION NOTES In the previous example. If we want to solve the equation 6 + x = 8. x = 2 is still the solution. This is analogous to writing an arithmetic subtraction problem in one line. we wrote the –6 inline with the rest of the equation.
Example: 6 × 2 = 12 3 × 6 × 2 = 3 × 12 so if 6x = 12. as long as you can follow what you are doing and it makes sense to you. In column format this would look like x+3= 2 − 3 = −3 x = −1 Here the numbers in the second row are negative 3’s. The way we use the multiplication principle to solve equations is that it allows us to isolate the variable by getting rid of a factor that is multiplying the variable. so we are adding the two rows together to produce the bottom row. Which notation you prefer to use is not important. MULTIPLICATION PRINCIPLE Multiplying (or dividing) the same nonzero number to both sides of an equation does not change its solution set. The disadvantage is that it takes more space. then 18x = 36 for the same value of x (which in this case is x = 2). we want to subtract a 3 from both sides in order to isolate the variable. but that is a relatively minor disadvantage.Chapter 2: Introduction to Algebra 234 − 56 178 We can also use a similar notation for the addition method with algebraic equations. Example: 2x = 6 51 . Given the equation x + 3 = 2. The advantage of the column notation is that it makes the operation easier to see and reduces the chances for an error.
equivalently. USING THE PRINCIPLES TOGETHER Suppose you were given an equation like 2x – 3 = 5. Either divide both sides by 2: 2x = 6 2x 6 = 2 2 x=3 or multiply both sides by a half: 2x = 6 ( 1 ) 2x = ( 1 ) 6 2 2 x =3 • Whether you prefer to think of it as dividing by the number or multiplying by its reciprocal is not important. we can divide both sides of the equation by 2. or. Note: When working with fractions it is convenient to express whole numbers like the 8 in the example above as a fraction with a denominator of 1. although when the coefficient is a fraction it is easier to multiply by the reciprocal: Example: 4 x=8 5 5 4 Multiply both sides by the reciprocal of the coefficient. or 5 4 5 8 ⋅ x= ⋅ 4 5 4 1 After multiplying and reducing the fractions. Which one should you use first? Strictly 52 . You will need to use the addition principle to move the –3.Chapter 2: Introduction to Algebra To get rid of the 2 that is multiplying the x. and the multiplication principle to remove the coefficient 2. multiply by its reciprocal (onehalf). we get the result x = 10.
however.Chapter 2: Introduction to Algebra speaking. The reason for this is that if we divide by 2 first we will turn everything into fractions: Given: 2x – 3 = 5 Suppose we first divide both sides by 2: 2x − 3 5 = 2 2 2x 3 5 − = 2 2 2 3 5 x− = 2 2 Now there is nothing wrong with doing arithmetic with fractions. and then the multiplication principle. it does not matter—you will eventually get the right answer. In practice. it is more convenient to use the addition principle first: Given: 2x – 3 = 5 Add 3 to both sides: 2x − 3 = 5 3=3 2x = 8 At this point all we need to do is divide both sides by 2 to get the result x = 4. 53 . In this example we would have to add 3/2 to both sides of the equation to isolate the x. To avoid fractions as much as possible. it is usually simpler to use the addition principle first. but it is not as easy as working with whole numbers.
Chapter 3: Word Problems
PROBLEM SOLVING STRATEGIES
UNDERSTAND
1. Read the problem carefully. 2. Make sure you understand the situation that is described. 3. Make sure you understand what information is provided, and what the question is asking. 4. For many problems, drawing a clearly labeled picture is very helpful.
PLAN
1. First focus on the objective. What do you need to know in order to answer the question? 2. Then look at the given information. How can you use that information to get what you need to know to answer the question? 3. If you do not see a clear logical path leading from the given information to the solution, just try something. Look at the given information and think about what you can find from it, even if it is not what the question is asking for. Often you will find another piece of information that you can then use to answer the question.
WRITE EQUATIONS
You need to express mathematically the logical connections between the given information and the answer you are seeking. This involves: 1. Assigning variable names to the unknown quantities. The letter x is always popular, but it is a good idea to use something that reminds you what it represents, such as d for distance or t for time. The trickiest part of assigning variables is that you want to use a minimum number of different variables (just one if possible). If you know how two quantities are related, then you can express them both with just one variable. For example, if Jim is two years older than John is, you might let x stand for John’s age and (x + 2) stand for Jim’s age.
Chapter 3: Word Problems
2. Translate English into Math. Mathematics is a language, one that is particularly well suited to describing logical relationships. English, on the other hand, is much less precise. The next page is a table of English phrases and their corresponding mathematical meanings, but don’t take it too literally. The meaning of English words has to be taken in context.
SOLVE
Now you just have to solve the equation(s) for the unknown(s). Remember to answer the question that the problem asks.
CHECK
Think about your answer. Does your answer come out in the correct units? Is it reasonable? If you made a mistake somewhere, chances are your answer will not just be a little bit off, but will be completely ridiculous.
56
etc. and these suggested translations should be taken only as a guide.59 2x 2y Multiplication double. twice of (fractions of) quotient of Half of 3 y 4 5 n n 2 6 =2 n P= 8 50 Division goes into per Equals Is.59” “double a number” “twice a number” “threefourths of a number” “The quotient of 5 and a number” “half of a number” “a number goes into 6 twice” “The price is $8 per 50” x–2 x–8 n–2 n–3 y–3 y–2 x–2 x–2 x+2 3+n x+8 n+3 y+3 y+2 l1 + l2 l+w 5n 3y 3 × 1. is equivalent to 57 . is the same as. gives.Chapter 3: Word Problems WORDS FOR OPERATIONS Note: The English language is notoriously imprecise. triple. will be. not as absolutes. minus difference between from Subtraction less less than fewer than decreased by take away plus and added to greater than more than increased by total sum of times product at Addition “a number minus 2” “the difference between a number and 8” “2 from a number” “a number less 3” “3 less than a number” “2 fewer than a number” “a number decreased by 2” “a number take away 2” “a number plus 2” “3 and a number” “8 added to a number” “3 greater than a number” “3 more than a number” “a number increased by 2” “the total length” “The sum of length and width” “5 times a number” “The product of 3 and a number” “3 at 1. was.
3. Read the problem carefully: Determine what is known. NUMBER/GEOMETRY PROBLEMS Example: Find a number such that 5 more than onehalf the number is three times the number. 2.Chapter 3: Word Problems GENERAL WORD PROBLEMS GENERAL STRATEGY Recall the general strategy for setting up word problems. Let x be the unknown number. and one side is one inch longer than the other. Use diagrams where appropriate. Solve the equations for the unknowns. Refer to the Problem Solving Strategies page for more detail. 1. how long are the sides? Let one side be x and the other side be x + 1. 4. 5. 6. and what question is being asked. 58 . Find formulas or mathematical relationships between the knowns and the unknowns. Translating into math: Solving: (First multiply by 2 to clear the fraction) 5 + x/2 = 3x 5 + x/2 = 3x 10 + x = 6x 10 = 5x x=2 Example: If the perimeter of a rectangle is 10 inches. what is unknown. Represent unknown quantities in terms of a variable. Check answers to see if they are reasonable.
Using Time = Quantity/Rate. Let D be the distance in miles that you travel in time t. how long will it take to assemble 26 radios? The two together will build 7 + 5 = 12 radios in an hour.Chapter 3: Word Problems x x+1 x+1 x Then the given condition may be expressed as x + x + (x + 1) + (x + 1) = 10 Solving: 4x + 2 = 10 4x = 8 x=2 so the sides have length 2 and 3. and we know that the difference between the two distances traveled will be one mile. but we don’t know the actual distances. RATETIME PROBLEMS • or • Quantity = Rate × Time Rate = Quantity/Time Example: A fast employee can assemble 7 radios in an hour. and D + 1 be the distance in 59 . and another slower employee can only assemble 5 radios per hour. so their combined rate is 12 radios/hr. How long will it take for the car that passed you to be one mile ahead of you? We know the two rates. If both employees work together. time = 26 radios = 2 1 hr . 6 12 radios/hr or 2 hours 10 minutes Example: you are driving along at 55 mph when you are passed by a car doing 85 mph.
Write an equation for the amount of vinegar in each mixture: (amount of vinegar in first solution) + (amount of vinegar in second solution) = (amount of vinegar in total solution) 0.2x + 0.2(x + 2) 0. Using the rate equation in the form distance = speed • time for each car we can write D = 55 t.1x + 0.4 −0.1x = −0. 55t + 1 = 85t −30t = −1 t = 1/30 hr (or 2 minutes) MIXTURE PROBLEMS Example: How much of a 10% vinegar solution should be added to 2 cups of a 30% vinegar solution to make a 20% solution? Let x be the unknown amount of 10% solution.3(2) = 0.1x + 0.2 x = 2 cups 60 .Chapter 3: Word Problems miles that the other car traveled in time t. and D + 1 = 85 t Substituting the first equation into the second.6 = 0.
and are measured according to the distance along a pair of axes. just as any point on the Earth can be identified by giving its latitude and longitude. The rectangular coordinate system is based on a grid. and every point on the plane can be identified by unique x and y coordinates.Chapter 4: Graphing and Straight Lines RECTANGULAR COORDINATES y x The rectangular coordinate system is also known as the Cartesian coordinate system after Rene Descartes. The x and y axes are just like the number line. AXES Locations on the grid are measured relative to a fixed point. called the origin. with positive distances to the right and negative to the left in the case of the x axis. who popularized its use in analytic geometry. and positive distances measured upwards and negative down for the y axis. Any displacement away from the origin can be constructed by moving a specified distance in the x direction and then another distance in the y direction. Think of it as if you were giving directions to someone by saying something like “go three blocks East and then 2 blocks North.” .
and then the y coordinate (the up or down displacement from the origin). called its coordinates. Examples: y ( −1.Chapter 4: Graphing and Straight Lines y 5 4 3 2 1 −5 −4 −3 −2 −1 −1 −2 −3 −4 −5 1 2 3 4 5 x COORDINATES. every point on the plane can be identified by a pair of numbers (x. y). 2) x x 62 . GRAPHING POINTS We specify the location of a point by first giving its x coordinate (the left or right displacement from the origin). 4) y (3. Thus.
+) II (+. Notice that the numbering begins in the upper right quadrant and continues around in the counterclockwise direction. We call these quadrants.+) x I (−. y (−. −4) x QUADRANTS Sometimes we just want to know what general part of the graph we are talking about.−) III (+.−) IV 63 . and number them from one to four. The axes naturally divide the plane up into quarters.Chapter 4: Graphing and Straight Lines y y (−3. 0) x (2. Notice also that each quadrant can be identified by the unique combination of positive and negative signs for the coordinates of a point in that quadrant.
In fact. This is best shown in a table: x (Input) x è FORMULA è y y (Output) –2 –1 0 1 2 3 2(–2) – 1 = –5 2(–1) – 1 = –3 2(0) – 1 = –1 2(1) – 1 = 1 2(2) – 1 = 3 2(3) – 1 = 5 –5 –3 –1 1 3 5 64 . we would have obtained a different value for y.Chapter 4: Graphing and Straight Lines GRAPHING FUNCTIONS Consider an equation such as y = 2x – 1 We say that y is a function of x because if you choose any value for x. Had we chosen a different value for x. if we choose x = 3 then the formula gives us y = 2(3) – 1 or y=5 Thus we can say that the value y = 5 is generated by the choice of x = 3. For example. we can choose a whole bunch of different values for x and get a y value for each one. this formula will give you a unique value of y.
namely (–2. 3. including noninteger values.Chapter 4: Graphing and Straight Lines This relationship between x and its corresponding y values produces a collection of pairs of points (x. Suppose we picked many more values for x. Now.14. like 2. y). –5) (–1. and added them to our graph. 1) (2. etc. We could just as well have picked other values. –3) (0.7. 3) (3. it is natural to ask what this collection of ordered pairs would look like if we graphed them. 5) Since each of these pairs of numbers can be the coordinates of a point on the plane. Eventually the points would be so crowded together that they would form a solid line: y x 65 . –1) (1. our choices for x were quite arbitrary. The result is something like this: y x The points seem to fall in a straight line.
The two variables are usually (but of course don’t have to be) x and y. Linear equations are easy to recognize because they obey the following rules: 1. the point (1.5. because there is no limit to what numbers we could choose for x.Chapter 4: Graphing and Straight Lines The arrows on the ends of the line indicate that it goes on forever. they will satisfy the equation y = 2x – 1. of course) 66 . The variables may be multiplied only by real number constants 3. The equations are called linear because their graphs are straight lines. y = 2 satisfy the equation y = 2x – 1: 2 = 2(1. The variables (usually x and y) appear only to the first power 2. For example. If you pick any point on this line and read off its x and y coordinates. This was no accident. We say that this line is the graph of the function y = 2x – 1.5 and the coordinates x = 1.5. There are many other functions whose graphs turn out to be various curves STRAIGHT LINES LINEAR EQUATIONS IN TWO VARIABLES The equation y = 2x – 1 that we used as an example for graphing functions produced a graph that was a straight line. Any real number term may be added (or subtracted. This equation is one example of a general class of equations that we call linear equations in two variables. 2) is on the line: y 2 x 1.5) – 1 • Note: This graph turned out to be a straight line only because of the particular function that we used as an example.
y2. To describe a particular line we need to specify two distinct pieces of information concerning that line. In other words. 1/x. you will drop 12 feet. and it’s graph will not be a straight line. there are also an infinite number of straight lines that we can draw on a graph. or it can be determined by giving one point that it passes through and somehow describing how “tilted” the line is. Nothing else is permitted! • This means that any equation containing things like x2.Chapter 4: Graphing and Straight Lines 4. Pick any two different points on the line and label them point 1 and point 2: y 2 1 x 67 . square roots. SLOPE The slope of a line is a measure of how “tilted” the line is. xy. DESCRIBING LINES Just as there are an infinite number of equations that satisfy the above conditions. other than that you hope your brakes work? What it means is that the ratio of your drop in altitude to your horizontal distance is 6%. and so on. 6 ft 100 ft 6% GRADE We measure the slope of lines in much the same way.” What does this mean. or any other function of x or y is not linear. A highway sign might say something like “6% grade ahead. or 6/100. you will drop 6 feet. Suppose we have a graph of an unknown straight line. if you move 100 feet forward. if you move 200 feet forward. although we do not convert the result to a percent. A specific straight line can be determined by specifying two distinct points that the line passes through.
Expressing it as a fraction and reducing. we say that the slope of this line is 2 1 = 4 2 To formalize this procedure a bit. or 2 = 4 – 2. the ratio of the change in altitude to the change in horizontal distance is 2 to 4. y 4 2 STEPS 2 2 1 (1. 4) x Now you should be able to see that the horizontal displacement is the difference between the x coordinates of the two points. 68 . we cover 4 steps horizontally (the x direction) and 2 steps vertically (the y direction): y 2 1 4 STEPS 2 STEPS x Therefore.Chapter 4: Graphing and Straight Lines In moving from point 1 to point 2. we need to think about the two points in terms of their x and y coordinates. or 4 = 5 – 1. 2) 1 4 STEPS 5 (5. and the vertical displacement is the difference between the y coordinates.
If they were switched. y1) x1 x2 − x1 x2 x 2 (x 2. It makes no difference which two points are used for point 1 and point 2. where the Greek letter delta (∆) ∆x means “the change in. giving exactly the same result. y2) are any two distinct points on the line. if we say that the coordinates of point 1 are (x1.Chapter 4: Graphing and Straight Lines In general. Many people find it useful to remember this formula as “slope is rise over run. y y2 1 y1 (x 1. both the numerator and the denominator of the fraction would be changed to the opposite sign. y1) and the coordinates of point 2 are (x2.” The slope is a ratio of how much y changes per change in x: • • ∆y ∆x 69 . y2) y2 − y1 then we can define the slope m as follows: m= rise y2 − y1 = run x2 − x1 where (x1.” Another common notation is m = ∆y . • • It is customary (in the US) to use the letter m to represent slope. y1) and (x2. No one seems to knows why. y2).
which has a welldefined slope that just happens to equal zero. m= rise y2 − y1 0 = = = 0. run x2 − x1 x2 − x1 VERTICAL LINES A vertical line presents a different problem. Do not confuse this with the case of the horizontal line.Chapter 4: Graphing and Straight Lines HORIZONTAL LINES A horizontal line has zero slope. and so x2 – x1 = 0. we have to say that a vertical line has undefined slope. POSITIVE AND NEGATIVE SLOPE The x coordinate increases to the right. Since the denominator of a fraction cannot be zero. Thus. Any two points on a vertical line will have the same x coordinates. Suppose that you are going uphill as you move in the 70 . because if x changes then you are not on the vertical line anymore. It is not possible to get two different values for xl and x2. x2 − x1 you see that there is a problem with the denominator. and since y1 = y2. so moving from left to right is motion in the positive x direction. any two points will have the same y coordinates. because there is no change in y as x increases. If you look at the formula m= y2 − y1 .
m=∞ m=4 (undefined) m=2 m=1 m = 1/2 m=0 m = −1/2 m = −1 m = −2 Some Slopes INTERCEPTS Two lines can have the same slope and be in different places on the graph. This point is called the yintercept. Then both your x and y coordinates are increasing. so the ratio of rise over run will be positive—you will have a positive increase in y for a positive increase in x. if you are going downhill as you move from left to right. 71 . it is conventional to specify the point where the line crosses the yaxis. and is usually denoted by the letter b.Chapter 4: Graphing and Straight Lines positive x direction. This is useful because every line except vertical lines will eventually cross the yaxis at some point. no change in height means that the line has zero slope. On the other hand. and we have to handle vertical lines as a special case anyway because we cannot define a slope for them. then the ratio of rise over run will be negative because you lose height for a given positive increase in x. This means that in addition to describing the slope of a line we need some way to specify exactly where the line is on the graph. This can be accomplished by specifying one particular point that the line passes through. Although any point will do. The thing to remember is: As you go from left to right. • • Uphill = Positive Slope Downhill = Negative Slope And of course.
Let’s return to the example we used in graphing functions. This is not a coincidence. The equation y = 2x – 1 produces the following graph: y x This line evidently has a slope of 2 and a y intercept equal to –1.Chapter 4: Graphing and Straight Lines y 3 x −2 Same Slopes. Different yIntercepts EQUATIONS The equation of a line gives the mathematical relationship between the x and y coordinates of any point on the line. 72 . but is due to the standard form in which the equation was written. and the additive constant is –1. The numbers 2 and –1 also appear in the equation—the coefficient of x is 2.
y1) is another point on the line. While this point is customarily the y intercept. it does not need to be. this is nothing more than the definition of slope for that line. TwoPoint Form Another way to completely specify a line is to give two different points that the line passes through. a line is fully described by giving its slope and one distinct point that the line passes through. think of solving it for m: m= y − y1 x − x1 Since the point (x. then the graph will be a straight line with a slope of m and a y intercept equal to b. y1). the formula is y − y1 = m( x − x1 ) To help remember this formula.Chapter 4: Graphing and Straight Lines Standard Form (SlopeIntercept Form) If a linear equation in two unknowns is written in the form y = mx + b where m and b are any two real numbers. PointSlope Form As mentioned earlier. y) is an arbitrary point on the line and the point (x1. If you want to describe a line with a given slope m that passes through a given point (x1. y1) and (x2. If you are given that the line passes through the points (x1. the formula is y −y y − y1 = 2 1 ( x − x1 ) x2 − x1 73 . y2).
Chapter 4: Graphing and Straight Lines This formula is also easy to remember if you notice that it is just the same as the y −y pointslope form with the slope m replaced by the definition of slope. m = 2 1 x2 − x1 74 .
we mean the values of the variables that make both equations true at the same time. their graphs will be straight lines. When we talk about the solution of this system of equations. In the following pages we will look at algebraic methods for finding this solution. Because these are linear equations. but it is not always used. The situation gets much more complex as the number of unknowns increases. There are three possibilities: . if it exists. A system of two linear equations in two unknowns might look like 2 x + 4 y = 3 x − 3y = 1 This is the standard form for writing equations when they are part of a system of equations: the variables go in the same order on the left side. and the constant term is on the right.Chapter 5: Systems of Linear Equations THE SOLUTIONS OF A SYSTEM OF EQUATIONS A system of equations refers to a number of equations with an equal number of variables. There may be many pairs of x and y that make the first equation true. but we are looking for an x and y that would work in both equations. and larger systems are commonly attacked with the aid of a computer. We will only look at the case of two linear equations in two unknowns. The bracket on the left is meant to indicate that the two equations are intended to be solved simultaneously. and many pairs of x and y that make the second equation true. This can help us visualize the situation graphically.
Clearly this point is on both lines. DEPENDENT EQUATIONS • • Equations describe the same line Infinite number of solutions y x 76 . y) will satisfy the equation of either line. Thus the pair (x.Chapter 5: Systems of Linear Equations 1. y) is the one and only solution to the system of equations. and therefore its coordinates (x. INDEPENDENT EQUATIONS • • Lines intersect One solution y (x. y) x In this case the two equations describe lines that intersect at one particular point. 2.
An identity is an equation that is always true. There is no pair (x. y) that is simultaneously on both lines. because there is no point (x. hence there are an infinite number of solutions to the system. they have all their points in common. For example. you might get an equation that looks like x = x. INCONSISTENT EQUATIONS • • Lines do not intersect (Parallel Lines. have the same slope) No solutions y x If two lines happen to have the same slope. you will eventually run into an equation that is an identity. and you could stop right there because you will never find a unique solution. so they are actually equivalent and would both be equations of the same line. 3. or 3 = 3. then they will never intersect. but are not identically the same line. The slope is not readily evident in the form we use for writing systems of equations.Chapter 5: Systems of Linear Equations Sometimes two equations might look different but actually describe the same line. independent of the value(s) of any variable(s). and there is no solution. This would tell you that the system is a dependent system. The fact that they both have the same slope may not be obvious from the equations. Because the two equations describe the same line. Thus these equations are said to be inconsistent. in 2x + 3y = 1 4 x + 6 y = 2 The second equation is just two times the first equation. because they are not written in one of the standard forms for straight lines. y) that could satisfy both equations. 77 . • Attempting to solve gives an identity If you try to solve a dependent system by algebraic methods. For example.
and we add the right sides together. Solution by Graphing For more complex systems.Chapter 5: Systems of Linear Equations (But if you think about it you will see that the slope is the negative of the coefficient of x divided by the coefficient of y). we are indeed adding the same amount to both sides of an equation. The first method of solving systems of linear equations is the addition method. Both methods that we will look at are techniques for eliminating one of the variables to give you an equation in just one unknown. you can graph the equations and actually see where they intersect. Using a graphing calculator (or a computer). At some point in your work you would get an obviously false equation like 3 = 4. whereas the algebraic method gives the exact solution. which says that we can add the same amount to both sides of an equation. • Attempting to solve gives a false statement By attempting to solve such a system of equations algebraically. though. which you can then solve by the usual methods. In most practical situations. Since the left and right sides of any equation are equal to each other. such as those that contain nonlinear equations. This would tell you that the system of equations is inconsistent. the precision of the calculator is sufficient. regardless of the value(s) of the variable(s). The only drawback to this method is that the solution is only an approximation. you are operating on a false assumption—namely that a solution exists. finding a solution by algebraic methods can be very difficult or even impossible. in which the two equations are added together to eliminate one of the variables. The calculator can then give you the coordinates of the intersection point. and there is no solution. This is legal because of the Addition Principle. You need an equation with only one variable so that you can isolate the variable on one side of the equation. For more demanding scientific and engineering applications there are computer methods that can find approximate solutions to very high precision. Consider this simple example: 78 . Adding the equations means that we add the left sides of the two equations together. ADDITION METHOD The whole problem with solving a system of equations is that you cannot solve an equation that has two unknowns in it. This will eventually lead you to a contradiction: a statement that is obviously false.
Consider Example: x + 2y = 3 3 x + 4 y = 2 Now there is nothing so obvious. the terms containing y will add up to zero (2y plus −2y). If we multiply the first equation by −3. we can say that the solution to the system is the pair (1. This last example was easy to see because of the fortunate presence of both a positive and a negative 2y. and we will get 3x + 2 y = 4 2x − 2y = 1 5x+ 0 = 5 or 5x = 5 x=1 However. we get −3 x − 6 y = −9 3x + 4 y = 2 79 . but we still don’t know y. we are not finished yet—we know x. 1/2). but there is still something we can do. We can solve for y by substituting the now known value for x into either of our original equations. One is not always this lucky.Chapter 5: Systems of Linear Equations Example: 3 x + 2 y = 4 2x − 2y = 1 If we add these equations together. This will produce an equation that can be solved for y: 3x + 2 y = 4 3(1) + 2 y = 4 3+ 2y = 4 2y =1 1 y= 2 Now that we know both x and y.
So. on both sides of the equal sign). As a general rule. now that we know y we can solve for x by substituting into either original equation. the first equation must be multiplied by 3. In either case. If we wanted to eliminate the x we would have to use an LCM of 10 (5 times 2). we choose to make the coefficients of y into plus and minus 6. The first equation looks like the easiest to solve for x. except that here we call it a Least Common Multiple (LCM). This is very much like the situation you face trying to find a least common denominator for adding fractions. both equations will have to be multiplied by some factor to arrive at a common coefficient. 7/2). because the LCM of 2 and 3 is 6. In this case that would be the y. Now if we add them together the terms containing x will cancel: −3 x − 6 y = −9 3x + 4 y = 2 −2 y = −7 or y= 7 2 As in the previous example. Now let’s look at an even less obvious example: Example: 5x − 2 y = 6 2 x + 3 y = 10 Here there is nothing particularly attractive about going after either the x or the y.Chapter 5: Systems of Linear Equations (Don’t forget to multiply every term in the equation. To do this. so we will use it: x + 2y = 3 7 x + 2 = 3 2 x+7 =3 x = −4 And so the solution point is (−4. it is easiest to eliminate the variable with the smallest LCM. and the second equation by 2: (3)5 x − (3)2 y = (3)6 (2) 2 x + (2) 3 y = (2)10 or 80 .
With the substitution method. SUBSTITUTION METHOD When we used the Addition Method to solve a system of equations. and then substitute that into the other equation. This makes more sense with an example: Example: 2y + x = 3 4y – 3x = 1 (1) (2) Equation 1 looks like it would be easy to solve for x. we solve one of the equations for one variable in terms of the other. 2). we still had to do a substitution to solve for the remaining variable.Chapter 5: Systems of Linear Equations 15 x − 6 y = 18 4 x + 6 y = 20 Now adding these two together will eliminate the terms containing y: 15 x − 6 y = 18 4 x + 6 y = 20 19 x = 38 or x=2 We still need to substitute this value into one of the original equation to solve for y: 2 x + 3 y = 10 2(2) + 3 y = 10 4 + 3 y = 10 3y = 6 y=2 Thus the solution is the point (2. so we take it and isolate x: 2y + x = 3 81 .
1). but notice that equation 3 is already conveniently solved for x: x = 3 − 2y x = 3 − 2(1) x = 3− 2 x =1 And so the solution is (1. As a rule. We could substitute back into any of the previous equations. we still need to substitute back in to get x. the substitution method is easier and quicker than the addition method when one of the equations is very simple and can readily be solved for one of the variables. 82 .Chapter 5: Systems of Linear Equations x = 3 – 2y (3) Now we can use this result and substitute 3 − 2y in for x in equation 2: 4 y − 3x = 1 4 y − 3(3 − 2 y ) = 1 4y − 9 + 6y =1 10 y − 9 = 1 10 y = 10 y =1 Now that we have y.
The following are NOT polynomials: 1 x x3 − 4 x2 + 3x + 2x−2 A polynomial can have any number of terms (“poly” means “many”). two. where each term contains only variables with whole number exponents and integer coefficients. The following are monomials: x 3x4 2x3 .Chapter 6: Polynomials POLYNOMIALS Definition: A polynomial is an algebraic expression that is a sum of terms. We have special names for polynomials that have one. or three terms: MONOMIAL A monomial has one term (“mono” means “one”). from left to right. Example: The following expressions are all considered polynomials: x2 + 2x – 7 x4 – 7x3 x When we write a polynomial we follow the convention that says we write the terms in order of descending powers.
and everything has a factor of 1. you will most often see polynomials that have only one variable (traditionally denoted by the letter ‘x’). In practice. the degree will simply be the power of the variable. 84 .Chapter 6: Polynomials BINOMIAL A binomial has two terms: x+1 5x2 – 3x TRINOMIAL A trinomial has three terms: x4 + 2x3 – 3x 2x2 – 4x + 1 DEGREE OF A TERM The degree of an individual term in a polynomial is the sum of powers of all the variables in that term. We only have to use the plurals in this definition because of the possibility that there may be more than one variable. which is just a plain number. So we can say that 37 is the coefficient of x0. In that case. Examples: 2x3 3x4 x 3x2y5 37 Degree = 3 Degree = 4 Degree = 1 Degree = 7 (because 2 + 5 = 7) Degree = 0 Why is the last example. considered to be of degree zero? It is because of the fact that x0 = 1.
If the operation was subtraction instead of addition. keeping like terms lined up in columns: 2x2 + 4x − 3 + 6x − 4 2 x 2 + 10 x − 7 This method is particularly helpful in the case of subtraction. One way to help keep things straight is to use the column format for addition. 85 . because it is too easy to make a mistake distributing the minus sign when you write it all in one row. we would have to change the signs of all the terms in the second polynomial: (2 x 2 + 4 x − 3) − (6 x − 4) = 2 x 2 + 4 x − 3 − 6 x + 4 = 2x2 − 2x −1 Although this is basically just a bookkeeping activity. so x2 + 2x – 7 is a seconddegree trinomial. if we want to add the polynomial 2x2 + 4x – 3 to the polynomial 6x + 4. it can get a little messy when there are many terms. ADDITION AND SUBTRACTION OF POLYNOMIALS Adding (or subtracting) polynomials is really just an exercise in collecting like terms. we would just put them together and collect like terms: (2 x 2 + 4 x − 3) + (6 x − 4) = 2 x 2 + 4 x − 3 + 6 x − 4 = 2 x 2 + 10 x − 7 Notice that the parentheses in the first line are only there to distinguish the two polynomials—they don’t really do anything.Chapter 6: Polynomials DEGREE OF A POLYNOMIAL The degree of the entire polynomial is the degree of the highestdegree term that it contains. For example. and x4 – 7x3 is a fourthdegree binomial.
There is. a more systematic method based on the stacked method of multiplying numbers: Stack the factors. while a binomial times a trinomial gives six products. Be very careful and methodical to avoid missing any terms After the multiplication is complete you can try to collect like terms to simplify the result • • EXAMPLE: PRODUCT OF A BINOMIAL AND A TRINOMIAL (x + 2)(x2 − 2x + 3) There are six possible products.Chapter 6: Polynomials MULTIPLICATION OF POLYNOMIALS • • The general rule is that each term in the first factor has to multiply each term in the other factor The number of products you get has to be the number of terms in the first factor times the number of terms in the second factor. For example. a binomial times a binomial gives four products. keeping like degree terms lined up vertically: x2 − 2 x + 3 x+2 Multiply the 2 and the 3: x2 − 2 x + 3 x+2 6 x2 − 2 x + 3 x+2 −4 x + 6 Multiply the 2 and the –2x: 86 . It would look like this: (x + 2)(x2 − 2x + 3) = (x)x2 − (x)2x + (x)3 + (2)x2 − (2)2x + (2)3 = x3 − 2x2 + 3x + 2x2 − 4x + 6 = x3 − x + 6 This method can get hard to keep track of when there are many terms. We can start with the x and multiply it by all three terms in the other factor. however. and then do the same with the 2.
and write the results down underneath. Example: ab(2a + 1) = ab(2a) + ab(1) = 2a2b + ab PRODUCT OF TWO BINOMIALS: FOIL (FIRSTOUTERINNERLAST) Because the situation of a binomial times a binomial is so common. because you are far less likely to accidentally overlook one of the products. keeping like degree terms lined up vertically: x2 − 2x + 3 x+2 2 2x − 4 x + 6 −2 x 2 + 3 x x2 − 2 x + 3 x+2 2 2x − 4 x + 6 x3 − 2 x 2 + 3x x2 − 2 x + 3 x+2 2 2x − 4 x + 6 x3 − 2 x2 + 3x x3 + 0 − x + 6 Then you just add up the like terms that are conveniently stacked above one another: This stacked method is much safer. than the multiplication involves nothing more than distributing the monomial and simplifying the products of monomials. This is called the FOIL method.Chapter 6: Polynomials Multiply the 2 and the x2: x2 − 2 x + 3 x+2 2 2x − 4x + 6 x2 − 2 x + 3 x+2 2 2x − 4x + 6 3x Now multiply the x by each term above it. PRODUCT OF A MONOMIAL AND A BINOMIAL: DISTRIBUTIVE LAW If one of the polynomial factors is just a monomial. but it does take up more space on the paper. 87 . it helps to use a quick mnemonic device to help remember all the products.
and then simplified DIFFERENCE OF TWO SQUARES F O I L + b)( a − b) = a 2 − ab + ab − b 2 (a = a2 − b2 SQUARING A BINOMIAL F O I L ( a + b) 2 = ( a + b)( a + b) = a 2 + ab + ab + b 2 = a 2 + 2ab + b 2 88 . which means the x in the first factor times the 3 in the second factor 3. The F stands for first. The O stands for outer. so the final result is (x + 2)(x + 3) = x2 + 5x + 6 SPECIAL PRODUCTS OF BINOMIALS Some products occur so frequently in algebra that it is advantageous to be able to recognize them by sight. In the following examples the special products of binomials are multiplied out using the FOIL method. which means the x in the first factor times the x in the second factor 2. The I stands for inner. because they are like terms.Chapter 6: Polynomials Example: b x + 2 gb x + 3 g F O I L x 2+ 3x + 2 x + 6 1. The L stands for last. This will be particularly useful when we talk about factoring. which means the 2 in the first factor times the 3 in the second factor • Of course you would then combine the 3x + 2x into a 5x. which means the 2 in the first factor times the x in the second factor 4.
Recall that when we factor a number. you can write it as a(b + c). What you are doing is using the distributive law in reverse—you are sort of undistributing the factor. That is. we are looking for simpler polynomials that can be multiplied together to give us the polynomial that we started with. if you see the left side you should think of the right side. When we factor a polynomial. SIMPLEST CASE: REMOVING COMMON FACTORS The simplest type of factoring is when there is a factor common to every term. FACTORING POLYNOMIALS Factoring a polynomial is the opposite process of multiplying polynomials. we are usually only interested in breaking it down into polynomials that have integer coefficients and constants. § When we factor a polynomial. You might want to review multiplying polynomials if you are not completely clear on how that works. Thinking about it in reverse means that if you see ab + ac. and if you see the right side you should think of the left side.Chapter 6: Polynomials F O I L 2 ( a − b) = ( a − b)( a − b) = a − ab − ab + b 2 = a 2 − 2ab + b 2 2 What you should to be able to recognize by sight are these three formulas: (a + b)2 = a2 + 2ab + b 2 (a − b) 2 = a2 − 2ab + b 2 (a + b)(a − b) = a 2 − b 2 You should be able to recognize these products both ways. we are looking for prime factors that multiply together to give the number. Recall that the distributive law says a(b + c) = ab + ac. for example 6 = 2 × 3 . or 12 = 2 × 2 × 3. you can factor out that common factor. In that case. 89 .
even a complicated expression. What if what was in the parentheses was more than just a single p? Let’s use “###” to mean “some expression”. as long as all the expressions denoted by “###” are identical. Consider the following example: 3x2p + 7p These two terms have a common factor of p. There is no way to factor a sum of two squares such as a2 + b2 into factors with real numbers. which we can factor out: 3x2p + 7p = p(3x2 + 7) Now suppose the p was in parentheses. so we can rewrite it as: 2x2 + 4x = 2x(x + 2) REMOVING MORE COMPLICATED FACTORS The common factor can be anything. Example: 5x(x −1) – 2(x – 1) Here the common factor is the binomial (x – 1). 90 . and we would have 3x2(p) + 7(p) = (p)(3x2 + 7).Chapter 6: Polynomials Example: 2x2 + 4x Notice that each term has a factor of 2x. Then we could say 3x2(###) + 7(###) = (###)(3x2 + 7). you should remember the formula (a + b)(a − b) = a 2 − b 2 Example: x2 – 4 = (x – 2)(x + 2) • This only holds for a difference of two squares. and we can factor it out: 5x(x −1) – 2(x – 1) = (x – 1)(5x – 2) This technique will be used soon when we discuss the grouping method for factoring seconddegree trinomials. DIFFERENCE OF TWO SQUARES If you see something of the form a2 − b2. This would not change anything.
are real numbers (when discussing factoring we will only use integers. Then you get something that looks like 2x2 + 3x This can be factored very simply by factoring out (‘undistributing’) the common factor of x: 2x2 + 3x = x(2x + 3) The most general case is when all three terms are present. except for very simple cases that just involve monomials. but this is not a very interesting case. Coefficient of x2 is 1 Since the trinomial comes from multiplying two firstdegree binomials. A slightly more complicated case occurs when only the coefficient c is zero. but in general they could be any real number). where the coefficients a. as in x2 + 5x + 6 We look at two cases of this type. The easiest to factor are the ones where the coefficient of x2 (which we are calling ‘a’) is equal to 1. let’s review what happens when we multiply binomials using the FOIL method. as in the above example. it is like a prime number in that it cannot be broken down any further.Chapter 6: Polynomials TRINOMIALS (QUADRATIC) A quadratic trinomial has the form ax2 + bx + c. Suppose we are given (x + 2)(x + 3) Using the FOIL method. Not all such quadratic polynomials can be factored with integer coefficients. we mean that we can write the factors with only integer coefficients. and c. x2 factors into (x)(x). For example x2 by itself is a quadratic expression where the coefficient a is equal to 1. Otherwise. If a quadratic can be factored. so we will begin by looking at a = 1 examples. b. and b and c are zero. we get 91 . when we say a quadratic can be factored. Remember that to do factoring we will have to think about this process in reverse (you could say we want to “deFOIL” the trinomial). Obviously. Therefore. If a is not 1 then things get a little bit more complicated. it will be the product of two firstdegree binomials. We are interested here in factoring quadratic trinomials with integer coefficients into factors that have integer coefficients.
Where did the 5x in the middle come from? We got the 5x by adding the 2x and the 3x when we collected like terms (the O + I in FOIL). the ‘+ 2’ and the ‘+ 3’. collecting like terms gives (x + 2)(x + 3) = x2 + 5x + 6 Now look at this and think about where the terms in the trinomial came from. rather than the product of two different binomials.Chapter 6: Polynomials (x + 2)(x + 3) = x2 + 3x + 2x + 6 Then. you can conclude that the trinomial can’t be factored. SPECIAL CASE: PERFECT SQUARE TRINOMIAL Recall from special products of binomials that (a + b) 2 = a 2 + 2ab + b 2 and (a − b) 2 = a 2 − 2ab + b 2 The trinomials on the right are called perfect squares because they are the squares of a single binomial. came from multiplying the 2 and the 3 (the L in FOIL). This rule works even if there are minus signs in the quadratic expression (assuming that you remember how to add and multiply with positive and negative numbers). The constant term is the number three squared 92 . then to factor the quadratic you need to find two numbers that: 1. Add to give the coefficient of x (which we call b) The best way to go about finding these numbers is to start by considering all the possible pairs of factors of the constant term c. the 6 in this case. The interesting part is what happens with the other parts. and the constant term is the product 3 × 3. A quadratic trinomial can also have this form: (x + 3)2 = (x + 3)(x + 3) = x2 + 6x + 9 Notice that just as before the coefficient of x is the sum 3 + 3. and then seeing if any pair of factors adds up to b. Multiply to give the constant term (which we call c) 2. Obviously the x2 came from x times x (the F in FOIL). One can also say that 1. If no pair of factors of c adds up to b. The coefficient of x is twice the number 3 2. We can state this as a rule: • If the coefficient of x2 is one. The last term in the trinomial.
To see what is going on. This gets messy because all those coefficients will be mixed in with the middle term when you FOIL the binomials. then o The coefficient of x is twice the square root of the constant term Or to put it another way. 2. and the constant term might come from either (−1)(3) or (1)(−3). Coefficient of x2 is not 1 A quadratic is more difficult to factor when the coefficient of the squared term is not 1. you have to think about what combinations could give the 2x2 as well as the other two terms. which involves all the constants and coefficients in the binomials. The constant term in the trinomial (the −3) is the product of the constant terms in the binomials (so far this is the same as in the case where the coefficient of x2 is 1) 3. The hard part is figuring out which combination will give the correct middle term. If you need to factor a trinomial such as 2x2 + x − 3. o The constant term is the square of half the coefficient of x In symbolic form we can express this as ( x + a )2 = x 2 + 2ax + a 2 It is helpful to be able to recognize perfect square trinomials. There are two methods for attacking these: either you can use a systematic guessandcheck method. let’s see what happens when we FOIL the following binomials: ( x − 1)(2 x + 3) = 2 x 2 + 3x − 2 x − 3 = 2 x2 + x − 3 What happened? There are several significant things to notice: 1. We will see them again when we talk about solving quadratic equations. We will first look at the guessandcheck method (which we could call factoring by groping). The middle term in the trinomial (the x) is the sum of the outer and inner products.Chapter 6: Polynomials In general. if a quadratic trinomial is a perfect square. 93 . In this example the 2x2 must come from (x)(2x). in a messy way that is not always obvious by inspection. or a method called factoring by grouping. because that coefficient is mixed in with the other products from FOILing the two binomials. The leading term in the trinomial (the 2x2) is just the product of the leading terms in the binomials.
it makes sense to think of the possible candidates that would satisfy conditions 1 and 2. one factor must be negative and the other positive. let’s see how we would attack the example by this method. The possible factors of the trinomial are the binomials that we can make out of these possible factors. and indeed it can be if the numbers you are working with have a lot of factors. so we have to try it both ways). we will find that the third one works. This seems tedious. All you really need to check is to see if the sum of the outer and inner multiplications will give you the correct middle term. and then we are finished. and then test them in every possible combination by multiplying the resulting binomials to see if you get the correct middle term. remember to try the plus and minus signs both ways 94 . we see that the candidate binomials are: (2x + 1)(x – 3) (x + 1)(2x – 3) (2x + 3)(x – 1) (x + 3)(2x – 1) If we start multiplying these out. In short. As a demonstration. the method is: 1. but in practice you usually only have to try a few combinations before you see what will work. since we already know that we will get the correct first and last terms. (Notice that since we need a negative number. taken in every possible order. From these possibilities. List all the possible ways to get the coefficient of x2 (which we call a) by multiplying two numbers 2. Then we make a list of the possible factors of the constant term −3: it is either (1)(−3) or (−1)(3).Chapter 6: Polynomials Because 1 and 2 are relatively simple and 3 is complicated. List all the possible ways to get the constant term (which we call c) by multiplying two numbers 3. Try all possible combinations of these to see which ones give the correct middle term • • Don’t forget that the number itself times 1 is always a possibility for the pair of factors If the number (a or c) is negative. Given 2x2 + x − 3 We make a list of the possible factors of 2x2: The only choice is (2x)(x).
it works quite well when the factors are not immediately obvious.Chapter 6: Polynomials Another method for factoring these kinds of quadratic trinomials is called factoring by grouping. such as when you have a very large number of candidate factors. Factoring by grouping can be a bit more tedious. However. 95 . it is the trial and error method becomes tedious. When this happens. and is often not worth the trouble if you can find the correct factors by some quick trial and error.
That means we can factor out a common factor of (5x + 1): (5x + 1)(x + 2) Example: Given: 4x2 + 7x – 15 Find the product ac: (4)(−15) = −60 Think of two factors of −60 that add up to 7: −5 and 12 Write the 7x as the sum of −5x and 12x: 4x2 – 5x + 12x – 15 Group the two pairs of terms: (4x2 – 5x) + (12x – 15) Remove common factors from each group: x(4x – 5) + 3(4x – 5) 96 . but write the middle term 11x as the sum of 1x and 10x: 5x2 + 1x + 10x + 2 Group the two pairs of terms: (5x2 + 1x) + (10x + 2) Remove common factors from each group: x(5x + 1) + 2(5x + 1) Notice that the two quantities in parentheses are now identical. Example: Given: 5x2 + 11x + 2 Find the product ac: (5)(2) = 10 Think of two factors of 10 that add up to 11: 1 and 10 Rewrite the original trinomial.Chapter 6: Polynomials FACTORING A QUADRATIC TRINOMIAL BY GROUPING Factoring by grouping is best demonstrated with a few examples.
the 14. If we cleared the parentheses we would have –14 . too. which is not equal to what we started with. they must both be negative: −2 and −21 Write the −23x as the sum of −2x and −21x: 3x2 – 2x – 21x + 14 Group the two pairs of terms: (3x2 – 2x) – (21x + 14) Now something is not right. Since they multiply to give a positive number and add to give a negative number. Can you see what it is? Look at the last term.Chapter 6: Polynomials Notice that the two quantities in parentheses are now identical. but now that it is in parentheses. That means we can factor out a common factor of (4x − 5): (4x – 5)(x + 3) WARNING: There is (as always) a potential pitfall with minus signs. whenever you end up with a minus sign in front of the parentheses after grouping. The Procedure Given a general quadratic trinomial ax2 + bx + c 97 . Example: Given: 3x2 − 23x + 14 Find the product ac: (3)(14) = 42 Think of two factors of 42 that add up to −23. In order to fix this problem we have to change the sign of the 14 inside the parentheses: Correct: (3x2 – 2x) – (21x − 14) Now remove common factors from each group: x(3x – 2) + 7(3x – 2) Factor out the common factor of (3x − 2): (3x – 2)(x − 7) • In short. the minus sign in front of the parentheses applies to it. you must switch the sign of the last term. In the original trinomial it was positive.
Find the product ac. 2. Why this works (for those who need to see the gory details) Suppose the quadratic trinomial in question came from multiplying two arbitrary binomials: (px + n)(qx + m) If we multiply this out we will get pqx2 + pmx + qnx + nm or pqx2 + (pm + qn)x + nm Notice that the coefficient of x consists of a sum of two terms. Rewrite the quadratic as ax2 + hx + kx + c 4. pm and qn. Factor out any common factors from both groups 6. Find two numbers h and k such that hk = ac (h and k are factors of the product of the coefficient of x2 and the constant term) AND h+k=b (h and k add to give the coefficient of x) • If you can’t find two numbers that add up to b after considering all the factors of ac. Group the two pairs of terms that have common factors. These are the two numbers we called h and k above. 3.Chapter 6: Polynomials 1. as in the examples above). (ax2 + hx) + (kx + c) 5. pm = h 98 . you will always left with two identical expressions in parentheses. Because of the way you chose h and k. then the original trinomial cannot be factored. Factor out the common binomial that will appear.
Chapter 6: Polynomials qn = k Now we see that the two numbers h and k add up to the coefficient of x. which we called b: h+k=b Obviously they are factors of their own product pmqn. so (pm)(qn) = (pq)(nm) which is equivalent to hk = ac 99 . but we notice that pq = a. and mn = c.
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Chapter 7: Rational Expressions RATIONAL EXPRESSIONS o A rational expression is a ratio of polynomials: Examples: x2 −1 2− x 1 x x3 + 2x 2 − x + 5 x 2 + 3x − 1 EXCLUDED VALUES Whenever an expression containing variables is present in the denominator of a fraction. and for 2x x−3 we would say x ≠ 3 . This means that when we are talking about rational expressions we can no longer say that the variable represents “any real number. in the expression 2x − 1 . 3x we cannot allow the value x = 0 so we would parenthetically add the comment (x ≠ 0). which is forbidden. 1− x2 .” Certain values may have to be excluded. In the case of x+3 . you should be alert to the possibility that certain values of the variables might make the denominator equal to zero. For example.
It is important to keep this in mind as you work with rational expressions.Chapter 7: Rational Expressions we would exclude both x = 1 and x = –1. consider the celebrated proof that 0 = 1. that just makes the whole rational expression zero (assuming. Once you see the trick*. and you can vary it to “prove” other nonsense such as 1 = 2. You would have to discard that solution as being unacceptable. that the denominator is not zero). You can also get some crazy results if you don’t pay attention to the possibility that the denominator might be zero for certain values of the variable. Then Given: Multiply both sides by –1: Add x2 to both sides: x=1 −x = –1 x2 − x = x2 – 1 102 . because it can happen that you are trying to solve an equation and you get one of the “forbidden” values as a solution. If the numerator is zero. For example: Let x = 1 . Recall that 0/4 = 0. of course. since either choice would make the denominator zero. so substitute 1 for x to get: 1=0 This is a very simple variant of this classic “proof”. you can construct more elaborate versions that do a better job of concealing the error. Proof that 1 = 0 And other nonsense Can you identify the flaw in this argument? Let x = 1. but 4/0 is undefined. We don’t care if the numerator is zero. For example. Then Given: x=1 Multiply both sides by x: x2 = x Subtract x from both sides: Factor out an x: Divide both sides by (x − 1): x2 – x = 0 x(x – 1) = 0 x=0 But x = 1. just as with common fractions.
Thus. which we can divide out of both the numerator and the denominator. 4 2⋅ 2 2 ⋅ 2 2 = = = 6 2⋅3 2 ⋅3 3 We use exactly the same procedure to reduce rational expressions. which we can cancel out: 4x2 2x ⋅ 2x 2x ⋅ 2x 2 x = = = 6x 2x ⋅ 3 3 2x ⋅ 3 103 .Chapter 7: Rational Expressions Factor both sides: Divide both sides by (x – 1): Substituting 1 back in for x gives the result: x(x – 1) = (x – 1)(x + 1) x = (x + 1) 1=2 *The trick: We are dividing by zero because if x = 1 then (x – 1) = 0. Consider the rational expression 4x2 6x The numerator and denominator both have a common factor of 2x. 6 3 we do so by noticing that there is a factor common to both the numerator and the denominator (a factor of 2 in this example). all of these “proofs” are invalid because they use an illegal step. SIMPLIFYING RATIONAL EXPRESSIONS CANCELING LIKE FACTORS When we reduce a common fraction such as 4 2 → .
but the price you pay is that you have more fractions than you started with. WARNING You can only cancel a factor of the entire numerator with a factor of the entire denominator However. Sometimes this is a useful thing to do. but 2x + 1 2 cannot be reduced because the 2 is not a common factor of the entire numerator. a fraction with more than one term in the numerator can be split up into separate fractions with each term over the same denominator. You can’t cancel factors unless you can see the factors: 104 . • Polynomials must be factored first.Chapter 7: Rational Expressions Polynomial / Monomial Each term in the numerator must have a factor that cancels a common factor in the denominator. then each separate fraction can be reduced if possible: 2x +1 2x 1 = + 2 2 2 x 1 = + 1 2 1 = x+ 2 • Think of this as the reverse of adding fractions over a common denominator. depending on the circumstances. You end up with simpler fractions. as an alternative. 4x + 6 2x + 3 = . 2y y because all terms have a common factor of 2.
Chapter 7: Rational Expressions Example: x 2 + 2 x − 8 ( x − 2)( x + 4) = x−2 ( x − 2) = = ( x − 2) ( x + 4) ( x − 2) ( x + 4) 1 = x+4 • Notice how canceling (x – 2) from the denominator left behind a factor of 1 MULTIPLICATION AND DIVISION Same rules as for rational numbers! Multiplication • • Both the numerators and the denominators multiply together Common factors may be cancelled before multiplying Example: Given Equation: First factor all the expressions: (I also put the denominators in parentheses because then it is easier to see them as distinct factors) Now cancel common factors—any factor on the top can cancel with any factor on the bottom: x 2 + 3x + 2 x 2 − 4 ⋅ x−2 x +1 = ( x + 1)( x + 2) ( x − 2)( x + 2) ⋅ ( x − 2) ( x + 1) = ( x + 1) ( x + 2) ( x − 2)( x + 2) ⋅ ( x − 2) ( x + 1) ( x + 2) ( x − 2) ( x + 2) ⋅ 1 ( x − 2) = 105 .
Example: Given equation: Factor both denominators: x −1 2x + 2 2 x −1 x − 2x + 1 x −1 2x + ( x + 1)( x − 1) ( x − 1)( x − 1) Assemble the LCD: Note that the LCD contains both LCD = ( x + 1)( x − 1)( x − 1) 106 . The product of all the denominators is always a common denominator. = ( x + 2)( x + 2) = ( x + 2) 2 Division • • • Multiply by the reciprocal of the divisor Invert the second fraction. just leave them as shown. but not necessarily the LCD (the final answer may have to be reduced). then proceed with multiplication as above Do not attempt to cancel factors before it is written as a multiplication ADDITION AND SUBTRACTION Same procedure as for rational numbers! • Only the numerators can add together. once all the denominators are the same Finding the LCD • • The LCD is built up of all the factors of the individual denominators. each factor included the most number of times it appears in an individual denominator. You usually do not have to multiply out the factors.Chapter 7: Rational Expressions = ( x + 2) ( x + 2) ⋅ 1 1 Now just multiply what’s left.
you can add the numerators: And simplify: x −1 2x + ( x + 1)( x − 1) ( x − 1)( x − 1) = ( x − 1)( x − 1) 2 x ( x + 1) + ( x + 1)( x − 1)( x − 1) ( x + 1)( x − 1)( x − 1) = ( x − 1)( x − 1) + 2 x( x + 1) ( x + 1)( x − 1)( x − 1) = x2 − 2x +1 + 2x2 + 2x ( x + 1)( x − 1)( x − 1) 3x 2 + 1 ( x + 1)( x − 1)( x − 1) = 107 .Chapter 7: Rational Expressions denominators LCD = ( x + 1)( x − 1) ( x − 1) 14444244443 4 4 x2 −1 LCD = ( x + 1) ( x − 1)( x − 1) 14444244443 4 4 x2 −2 x+1 Build up the fractions so that they both have the LCD for a denominator: (keep both denominators in factored form to make it easier to see what factors they need to look like the LCD) Now that they are over the same denominator.
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so that we are not committing the sin of dividing by zero). and n is the exponent (or power) We defined positive integer powers by xn = x ⋅ x ⋅ x ⋅ . we know that xn xm = xn + m for positive integer powers. because we can write out the multiplication. although this means that we can no longer write out the multiplication as above (How do you multiply something by itself a negative number of times? Or a fractional number of times?).Chapter 8: Exponents and Roots EXPONENTS DEFINITION In xn. . For example: . . For example. x is the base. We can find several new properties of exponents by considering the rule for dividing powers: xm = x m−n n x (We will assume without always mentioning it that x ≠ 0. ⋅ x (n factors of x) PROPERTIES The above definition can be extended by requiring other powers (for example negative integers) to behave just like the positive integer powers. This rule is quite reasonable when m and n are positive integers and m > n. Example: x2 x5 = (x ⋅ x)(x ⋅ x ⋅ x ⋅ x ⋅ x) = x ⋅ x ⋅ x ⋅ x ⋅ x ⋅ x ⋅ x = x7 We now require that this rule hold even if n and m are not positive integers.
suppose that m < n. First. However. in other cases it leads to situation where we have to define new properties for exponents. A positive exponent means to multiply by the number that many times. and so we define 110 . We can simplify it by canceling like factors as before: x2 x⋅x 1 1 = = 3 = 5 x x⋅ x⋅ x⋅ x⋅ x x⋅x⋅ x x But following our rule would give x2 = x 2−5 = x −3 5 x In order for these two results to be consistent. This rule actually makes sense if you think about it. so a negative exponent must mean to “unmultiply” that many times. it must be true that 1 = x −3 3 x or. it makes it the reciprocal of the result with the positive exponent. so raising a number to a negative power means to divide by it that many times. The fraction becomes xn . That is exactly what is accomplished by putting the number in the denominator of a fraction. xn which is obviously equal to 1. in general. But following our rule gives xn = x n −n = x 0 n x Again. in order to remain consistent we have to say that these two results are equal. But “unmultiplying” is what we usually call division. Now suppose that n = m. x −n = 1 xn • Notice that a minus sign in the exponent does not make the result negative— instead.Chapter 8: Exponents and Roots x5 x ⋅ x ⋅ x ⋅ x ⋅ x x ⋅ x ⋅ x ⋅ x ⋅ x x ⋅ x ⋅ x = = = = x3 2 x x⋅x x⋅x 1 where indeed 5 – 2 = 3.
One way to reconcile this is to remember that every number has a factor of 1 (it’s standard equipment installed at the factory).Chapter 8: Exponents and Roots x0 = 1 for all values of x (except x = 0. even if you have no factors of x. and so it seems that x0 should equal zero instead of one. This rule looks kind of funny. So every factor x can be thought of as 1x. because people generally expect that if there are zero factors of x. because 00 is undefined). 111 . then you have nothing at all. Therefore. you still have that omnipresent factor of 1. and you see that if you factor out the x it always leaves behind a 1.
Now take the square root of 9 and get 3 again. (The correct terminology for this types of relationship is inverse function. but powers and roots can only be strictly classified as inverse functions if we account for some ambiguities associated with plus or minus signs. An nth root “undoes” raising a number to the nth power. take 3 and square it to get 9. Dividing by zero is undefined 3. 00 is undefined 2. y. for example. The cube root of 8 is 2 because 23 = 8. and m. which “undoes” the act of squaring. For example. Raising negative numbers to fractional powers can be undefined x1 = x x =1 Note that the bases must be the same 0 (xn)m = xnm x −n = 1 xn xn xm = xn + m ( xy ) n = x n y n xm = x m− n n x x xn = n y y n ROOTS DEFINITION Roots are the inverse of exponents. is the inverse of raising to the power of 3. In general. so we will not worry about this yet).Chapter 8: Exponents and Roots SUMMARY OF EXPONENT RULES The following properties hold for all real numbers x. It is also possible to have roots related to powers other than the square. with these exceptions: 1. The most common example is the square root. n. the nth root of a number is written: 112 . The cube root.
one positive and one negative Example: 2 is a square root of 4 because 2 × 2 = 4. and − x is the negative root. x is the positive root. because sign information can be lost) Principal Root • Every positive number has two square roots. x = y if and only if y 2 = x 16 = 4 because 42 = 16 SQUARE ROOTS The square root is the inverse function of squaring (strictly speaking only for positive numbers. It is understood that if no index is shown. (this symbol is called a 113 . use a minus sign in front of the radical.Chapter 8: Exponents and Roots Index Radical n x Radicand n x = y if and only if y n = x 3 64 = 4 because 43 = 64 We leave the index off the square root symbol only because it is the most common one. The convention is: For any positive number x. but –2 is also a square root of 4 because (–2) × (–2) = 4 To avoid confusion between the two we define the symbol radical) to mean the principal or positive square root. If you mean the negative root. then the index is 2.
Try it with numbers to see: 9 + 16 = 25 = 5 (CORRECT) But if we (incorrectly) do the square roots first. The square root of a negative number is undefined. not individual terms. • • WARNING: Do not attempt to do something like the distributive law with radicals: a + b ≠ a + b (WRONG) or a 2 + b 2 ≠ a + b (WRONG). radicals do “distribute” over products: ab = a b and 114 . You only need the absolute value signs when you are taking the square root of a square of a variable. 4 = 2 . then squaring it will produce a positive number. For example. so the most general statement is x 2 = x for all real numbers x. which may be positive or negative. which will have a positive square root. and saying anything about the absolute value of 2 would be superfluous. because anything times itself will give a positive (or zero) result. Zero is considered neither positive nor negative. we get 9 + 16 = 9 + 16 = 3 + 4 = 7 (WRONG) However. This is a violation of the order of operations. − 4 = undefined (your calculator will probably say ERROR) Note: Zero has only one square root (itself). if x happens to be negative. The radical operates on the result of everything inside of it. • You don’t need the absolute value sign if you already know that x is positive.Chapter 8: Exponents and Roots Example: 25 = 5 − 25 = −5 Properties ( x) 2 = x for all nonnegative numbers x x 2 = x for all nonnegative numbers x However.
and x = y x y if both x and y are nonnegative. 36 = 6 etc. 16 = 4 . For example. 6.4142135623730950488016887242097. It turns out that all other whole numbers have irrational square roots: 2. PERFECT SQUARES Some numbers are perfect squares. their square roots are whole numbers: 0 = 0 . 10 . are all irrational numbers.Chapter 8: Exponents and Roots a = b a b provided that both a and b are nonnegative (otherwise you would have the square root of a negative number. 1 = 1. and y is not zero WARNING: Never cancel something inside a radical with something outside of it: 3x ≠ x WRONG! If you did this you would be canceling a 3 3 with 3 . that is. 115 . which is not allowed). so what we are looking for is any factor that is a perfect square. • 2 = 1. 4 =2. 3. In the following examples we will assume that x is positive. 12 etc. We are only considering square roots here. 9 = 3 . . 5. 7. 8 . 11 . . 25 = 5 . The square root of any whole number is either a whole number or an irrational number SIMPLIFYING RADICAL EXPRESSIONS x 2 = x for all real numbers xy = x y if both x and y are nonnegative. The general plan for reducing the radicand is to remove any perfect powers. and they are certainly not the same number.
and then you can take the square root of the even power. which results in the power being halved. Example: x3 = x2 x = x2 x = x x Although x3 is not a perfect square. • The basic idea is to factor out anything that is “squarerootable” and then go ahead and square root it. Example: x5 = x4 x = x4 x = x2 x Here the perfect square factor is x4.Chapter 8: Exponents and Roots Example: 16 x = 16 x = 4 x In this case the 16 was recognized as a perfect square and removed from the radical. The reason for this rule is unclear (it appears to be a holdover from the days of slide rules). You can write it as a single factor times an even power. which is the square of x2. it has a factor of x2. 4. Example: 8x 5 = 4 ⋅ 2 ⋅ x 4 ⋅ x = 4 x 4 2 x = 2 x 2 2 x In this example we could take out a 4 and a factor of x2. you must multiply the numerator by whatever you multiply the denominator. This little trick will work for any odd power. The way to get rid of a square root is to multiply it by itself. To keep things legal. RATIONALIZING THE DENOMINATOR One of the “rules” for simplifying radicals is that you should never leave a radical in the denominator of a fraction. leaving behind a 2 and one factor of x. which is the square of x. and so we have the rule: IF THE DENOMINATOR IS JUST A SINGLE RADICAL • Multiply the numerator and denominator by the denominator Example: 3 x −1 = = 3 x −1 x −1 x − 1 3 x −1 x −1 116 . but it is nevertheless a rule that you will be expected to know in future math classes. which of course will give you whatever it was the square root of. causing it to become its square root.
then you will end up with a2 – b2. where b was a square root and a represents all the other terms. It makes use of the difference of two squares formula: (a + b)(a – b) = a2 – b2 Suppose that your denominator looked like a + b. then you need n factors of that root in order to make it go away. If you multiply it by a – b. if it is a cube root (n = 3).Chapter 8: Exponents and Roots • Note: If you are dealing with an nth root instead of a square root. Example: Given: x 2+ x Multiply numerator and denominator by the conjugate of the denominator: (2 + x (2 − x ) x ) (2 − x ) Multiply out: 2x − x x 4−x 117 . which means no more square roots. For instance. It is called the conjugate when you replace the plus with a minus (or viceversa). IF THE DENOMINATOR CONTAINS TWO TERMS If the denominator contains a square root plus some other terms. then you need to multiply by two more factors of that root to give a total of three cuberoot factors. which contains the square of your square root. a special trick does the job. An example would help.
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Thus. y is zero whenever the curve crosses the xaxis. you can see that it can cross the xaxis once. b.Chapter 9: Quadratic Equations QUADRATIC EQUATIONS DEFINITION ax2 + bx + c = 0 a. c are constants (generally integers) ROOTS Synonyms: Solutions or Zeros • Can have 0. we will have a function: y = ax2 + bx + c When we graph y vs. Also. up. The specific values of a. right. or not at all. twice. the solutions to the original quadratic equation (ax2 + bx + c = 0) are the values of x where the function (y = ax2 + bx + c) crosses the xaxis. b. 1. if a is negative then the parabola will be upsidedown. The quadratic equation looks like ax2 + bx + c = 0. but if we take the quadratic expression on the left and set it equal to y. or 2 real roots Consider the graph of quadratic equations. and c control where the curve is relative to the origin (left. whenever y = 0 then the equation y = ax2 + bx + c is the same as our original equation. . Graphically. x. and how rapidly it spreads out. From the figures below. or down). What does this have to do with finding the solutions to our original quadratic equation? Well. we find that we get a curve called a parabola.
SOLVING BY SQUARE ROOTS NO FIRSTDEGREE TERM If the quadratic has no linear. b = 0). though. if you have a graphing calculator this technique can be used to find solutions to any equation.Chapter 9: Quadratic Equations No Solutions One Solution Two Solutions Actually. or firstdegree term (i. Move all the terms to one side. so that it is equal to zero Set the resulting expression equal to y (in place of zero) Enter the function into your calculator and graph it Look for places where the graph crosses the xaxis Your graphing calculator most likely has a function that will automatically find these intercepts and give you the xvalues with great precision. 2. All you need to do is 1.e. 3. In real life. then it can be solved by isolating the x2 and taking square roots of both sides: ax 2 + c = 0 ax 2 = −c x2 = −c a x=± − c a 120 . not just quadratics. 4. no matter how many decimal places you have it is still just an approximation of the exact solution. a close approximation is often good enough. Of course.
• • The expression must be set equal to zero to use this principle You can always make any equation equal to zero by moving all the terms to one side. because the only way to multiply something and get zero is to multiply it by zero. In other words. Thus. if you can factor an expression that is equal to zero. if the product of two things is zero then one of those two things must be zero. Example: Given: Move all terms to one side (we added a −6 to both sides): Factor: Set each factor equal to zero and solve: Solutions: x2 – x = 6 x2 – x – 6 = 0 (x – 3)(x + 2) = 0 (x – 3) = 0 OR (x + 2) = 0 x = 3 OR x = −2 121 . then you can set each factor equal to zero and solve it for the unknown. x 2 = x . Zero Product Rule If ab = 0 then either a = 0 or b = 0 (or both).Chapter 9: Quadratic Equations • You need both the positive and negative roots because either positive or negative. so x could be • This is only going to give a real solution if either a or c is negative (but not both) SOLVING BY FACTORING Solving a quadratic (or any kind of equation) by factoring it makes use of a principle known as the zeroproduct rule.
then it can be written as a product of two binomials. you can still solve it with the zeroproduct rule if you are able to factor the trinomial. not all trinomial quadratics can be factored with integer constants If it can be factored. Keep all the factors and use the zeroproduct rule to get the solutions. Multiply to give c ii. Guessand Check i. using the zeroproduct rule. If the coefficient of the x2 term is not 1. List the factors of the coefficient of the x2 term 122 .Chapter 9: Quadratic Equations NO CONSTANT TERM If a quadratic equation has no constant term (i. resulting in two equations that are both simple linear equations that can be solved for x. Clear fractions (by multiplying through by the common denominator) Remove common factors if possible If the coefficient of the x2 term is 1. Add to give b 4. where n and m i. TRINOMIALS When a quadratic has all three terms.e. c = 0) then it can easily be solved by factoring out the common x from the remaining two terms: ax 2 + bx = 0 x(ax + b) = 0 Then. 3. then use either a. then x2 + bx + c = (x + n)(x + m). 2. you set each factor equal to zero and solve to get the two solutions: x = 0 or ax + b = 0 x = 0 or x = –b/a WARNING: Do not divide out the common factor of x or you will lose the x = 0 solution. • Remember. The zeroproduct rule can then be used to set each of these factors equal to zero. but here is a quick review: TIPS FOR FACTORING TRINOMIALS 1. See the above example for the zeroproduct rule to see how this works. A more thorough discussion of factoring trinomials may be found in the chapter on polynomials.
the technique does have applications besides being used to derive the quadratic formula. Factor out the common binomial COMPLETING THE SQUARE The technique of completing the square is presented here primarily to justify the quadratic formula. Split the middle term into the sum of two terms. Find the product ac ii. for example. Find two factors of ac that add to give b iii. In analytic geometry. Factoring by Grouping i. using these two factors iv. completing the square is used to put the equations of conic sections into standard form. because half the coefficient of x (which in this case is 4) happens to be the square root of the constant term (16). However. Test all the possible binomials you can make from these factors b. we must define a perfect square trinomial. List the factors of the constant term iii. which will be presented next. For example. 123 . This means that any trinomial that satisfies this condition is a perfect square. x2 + 8x + 16 is a perfect square. That means that x2 + 8x + 16 = (x + 4)2 Multiply out the binomial (x + 4) times itself and you will see that this works.Chapter 9: Quadratic Equations ii. Perfect Square Trinomial What happens when you square a binomial? You can use the FOIL technique to verify that (x + a )2 = (x + a )(x + a ) = x 2 + 2ax + a 2 • • • Note that the coefficient of the middle term (2a) is twice the square root of the constant term (a2) Thus the constant term is the square of half the coefficient of x Important: These observations only hold true if the coefficient of x is 1. Before considering the technique of completing the square. Group the terms into pairs v.
and make it into one by inserting the correct constant term (which is the square of half the coefficient of x). which means that the same thing needs to be done to both sides of the equation. the constant in the binomial will be half of the coefficient of x. in this case 9/16): Write as a binomial squared: (the constant in the binomial is half the coefficient of x) Square root both sides: (remember to use plusorminus) Solve for x: 2 x 2 + 3x − 2 = 0 1 ( 2 x 2 + 3x − 2 = 0 ) 2 x2 + 3 x −1 = 0 2 x2 + 3 x = 1 2 9 9 x 2 + 3 x + 16 = 1 + 16 2 25 (x + 3 )2 = 16 4 x+ 3 =±5 4 4 x= −3±5 4 124 . Of course.Chapter 9: Quadratic Equations The technique of completing the square is to take a trinomial that is not a perfect square. Factoring can only find integer or rational roots. x 2 + 6x − 2 = 0 x2 + 6 x = 2 x2 + 6x + 9 = 2 + 9 ( x + 3) 2 = 11 x + 3 = ± 11 x = −3 ± 11 IF THE COEFFICIENT OF X2 IS NOT 1 First divide through by the coefficient. This is best demonstrated with an example. When you write it as a binomial squared. Example: Given Equation: Move original constant to other side: Add new constant to both sides (the square of half the coefficient of x): Write left side as perfect square: Square root both sides (remember to use plusorminus): Solve for x: Notes • • Completing the square finds all real roots. inserting a new constant term has to be done in an algebraically legal manner. Example: Given Equation: Divide through by coefficient of x2: (in this case a 2) Move constant to other side: Add new constant term: (the square of half the coefficient of x. then proceed with completing the square.
The disadvantage is that it can be more timeconsuming than some of the methods previously discussed. As a general rule you should look at a quadratic and see if it can be solved by taking square roots. This is how you get the two different solutions—one using the plus sign. then if it can be easily factored. • • • Notice the plusorminus symbol (±) in the formula. b. If b2 – 4ac > 0 If b2 – 4ac = 0 If b2 – 4ac < 0 There are two distinct real roots There is one real root There are no real roots 125 . you can’t take the square root of a negative number. so if the discriminant is negative then there are no solutions. if not. and finally use the quadratic formula if there is no easier way. and c. Make sure the equation is written in standard form before reading off a.Chapter 9: Quadratic Equations Thus x = ½ or x = −2 THE QUADRATIC FORMULA The solutions to a quadratic equation can be found directly from the quadratic formula. The equation ax2 + bx + c = 0 has solutions − b ± b 2 − 4ac x= 2a The advantage of using the formula is that it always works. Most importantly. and one with the minus. THE DISCRIMINANT The formula requires you to take the square root of the expression b2 – 4ac. which is called the discriminant because it determines the nature of the solutions. For example. make sure the quadratic expression is equal to zero.
and rearrange the right side: Get the right side over a common denominator: Take the square root of both sides (remembering to use plusorminus): b c b b x + x+ = − + a a 2a 2a 2 b b2 c x + = 2 − 2a a 4a b b 2 − 4ac x + = 2a 4a 2 2 2 x+ b ± b 2 − 4ac = 2a 2a Solve for x: − b ± b 2 − 4ac x= 2a 126 .Chapter 9: Quadratic Equations DERIVING THE QUADRATIC FORMULA The quadratic formula can be derived by using the technique of completing the square on the general quadratic formula: Given: Divide through by a: ax 2 + bx + c = 0 x2 + x2 + b c x+ =0 a a b c x=− a a 2 2 Move the constant term to the right side: Add the square of onehalf the coefficient of x to both sides: Factor the left side (which is now a perfect square).
8 axes. 1 negation. 48 improper fractions. 77 independent equations. 84 denominator. 2 number line. 1 zeros (of equation). 48 coordinates. 22 inconsistent equations. 23 factors. 47 equivalent equations. 66 mixed number. 88 discriminant. 92 power raised to a power. 119 slope. 24 repeating fractions. 125 equations. 84 Cartesian coordinates. 49 conjugate. 3 ordered set. 91 variables. 1 degree. 29 roots (of equation). 113 product of different powers. 70 identities. 119 perfect square trinomial. 61 coefficients. 63 rational numbers. 6 reciprocal.Index INDEX absolute value. 83 natural numbers. 76 difference of two squares. 62 counting numbers. 22 monomial. 18 prime factors. 7 numerator. 1 zero product rule. 87 function. 43 trinomial. 43 vertical lines. 24 principal root. 67 solutions. about. 64 horizontal lines. 119 127 . 84 trinomials (quadratic). 27 like (or similar) terms. 16 reduced form (fractions). 47 terms. 7 parabola. about. 71 irrational numbers. 121 zero. 4 least common denominator (LCD). 61 binomial. 70 whole numbers. 45 linear equations. 44 conditional equation. 76 integers. 43 contradiction. 10 negative numbers. 2 intercepts. 49 equivalent fractions. 3 real numbers. 117 constants. 18 quadrants. 44 FOIL. 3 dependent equations.
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