Problem Solving Approach To Mathematics For Elementary School Teachers 11th Edition Billstein Solutions Manual 1

Problem Solving Approach to Mathematics
for Elementary School Teachers 11th Edition

Billstein Solutions Manual
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CHAPTER 3
2. The sets are not disjoint because n( A) +
n(B) ¹ n( A È B). n( A Ç B) must
therefore equal n( A) +n(B) - n( A È B)
= 3 + 5 - 6 = 2. In the following Venn
diagram:
WHOLE NUMBERS AND THEIR OPERATIONS
n( A) = 3, n(B) = 5, n( A È B) = 6, and
Assessment 3-1A:
n( A Ç B) = 2.
Addition and Subtraction of Whole Numbers
1. (a) True. n( A) = 3; n(b) = 2; n(a) + n(B) = 5. 3. If A and B are not disjoint:
A È B = {a, b, c, d, e}; n( A È B) = 5. Let A = {1, 2}, B = {2, 3}, so A È B =
n( A) + n(B) = n( A È B) because the sets {1, 2, 3}.Then n( A) = 2, n(B) = 2, n(
are disjoint. A È B) = 3.
(b) False. n( A) = 3; n(B) = 2; n( A) + n(B) = 5. But n( A) + n(B) = 4 ¹ 3 = n( A È B).
A È B = {a, b, c}; n( A È B) = 3.
n( A) + n(B) ¹ n( A È B) because the sets
are not disjoint.
(c) True. n( A) = 3; n(B) = 0; n( A) + n(B) = 3.
A È B = {a, b, c}; n( A È B) = 3.
n( A) + n(B) = n( A È B) because the sets
are disjoint.
415
Copyright © 2013 Pearson Education, Inc.
6, 4 + 4 = 8, 2 + 3 = 5, 5 + 2 = 7, and 7 + 2
= 9.
5. (a) Closed. 0 + 0 = 0, and 0 Î {0}. 7. (a) 1, commutative property of addition.

(b) Closed. Assuming the arithmetic sequence (b) 7, commutative property of addition.
0, 3, 6, . . . , any element of T added to any otherelement in (c) 0, additive identity.
T is whole and divisible by 3. (d) 7, associative and commutative properties
(c) Closed. N is the set of natural numbers and any natural of addition.
number added to any other natural number is an
element of N. 8. (a) Commutative property of addition; i,e.,
(d) Not Closed. 3 + 7 Ï {3, 5, 7}. if a and b are any whole numbers, then
a + b = b + a.
(e) Closed. {W} is the set of whole numbers and
(b) Associative property of addition; i.e.,
any whole number greater than 10 added to any other if a, b, and c are any whole numbers, then
whole number greater than 10 is an element of W .
(a + b) + c = a + (b + c).
(f) Not Closed. 1 + 1 Ï {0,1}.
(c) Commutative property of addition; i.e.,
(6 + 3) = (3 + 6).
6. Answers may vary. A possible answer is 2 + 2 = 4, 4 + 2 =
(d) Identity property of whole numbers; i.e.,
4. (a) (i ) n(B) = 3 if the sets are disjoint. for any whole number a, a + 0 = a.
(ii ) n(B) = 4 if n( A Ç B) = 1. (e) Commutative property of addition.
(f ) Associative property of addition.

(iii) n(B) = 5 if n( A Ç B) = 2.
(iv) n(B) = 6 if n( A Ç B) = 3. 9. No. If k = 0 (a whole number) and a = b = 0 ,
then the a = b + k a < b, which would imply

(b) If n( A Ç B) = /0 the sets are disjoint and that 0 < 0, a contradiction.
n(B) = 3.
415
46 Chapter 3: WHOLE NUMBERS AND THEIR OPERATIONS
10. (i ) For any whole numbers a and b, a < b if Sum the right column and we have
10(9)
and only if there exists a natural number k = 45 dominos.
such that b - k = a (or equivalently, if and 2
only if b - a is a natural number).

(ii ) For any whole numbers a and b, a > b if and 14. (a) Order the players as follows:
only if there exists a natural number k such Kent < Mischa < Sally < Vera
that a - k = b (or equivalently, if and only if
a - b is a natural number). Kent is shortest; Vera is tallest.
(b) Answers may vary, as long as the player’s
11. (a) Each term is found by adding 5 to the previous heights increase in the order:
term. Thus the next three are 28 + 5 = 33,
Kent Mischa Sally Vera.
33 + 5 = 38, 38 + 5 = 43.
(b) Each term is found by subtracting 7 from
15. (a) Add 7 to each side: 9 = 7 + x.
the previous term. Thus the next three are
63 - 7 = 56, 56 - 7 = 49, 49 - 7 = 42. (b) Add 6 to each side: x = 6 + 3.
(c) Add x to each side: 9 = x + 2.

12. (a) 9. A number greater than 9 would have
two digits. 16. (a) a ³ b; if b > a then a - b would not be

(b) 8. If A were greater, C would have two digits. a whole number.
(c) 3. A and B must be 1 and 2 (in any order); (b) a - (b - c) ³ 0 a ³ (b - c)
no lesser single digit numbers are available. a + c ³ b and b ³ c so that each difference
(d) 6 or 8. A and B must be 2 and 4 or 2 and 6; is a whole number.
greater even numbers would make C have
two digits.
17. (a) By the associative property of addition,
(e) 5. If A + B = C and C is 5 more than A, x + ( y + z) = (x + y) + z. By the
then A + 5 = C. commutative property of addition,
(f ) 4 or 8. B could be 1 and A must then be 3; (x + y) + z = z + (x + y).
or B could be 2 and then A must be 6.
(b) (There is a possible typo in the text.)
(g) 9. B must be 2 and A must be 7.
By the commutative property of addition,
x + ( y + z) = ( y + z) + x.
13. Since the way the domino is positioned doesn’t
By the associative property of addition,
matter, i.e., is the same domino as
( y + z) + x = y + (z + x).
, each number put on the right side gets By the commutative property of addition,
paired with each of the 9 choices for the right y + (z + x) = y + (x + z).
(a) Take away:

1 8
2 7
3 6
4 5
(b) Missing addend:
5 4
+5=8 = 3.
6 3
7 2
(c) Comparison:
8 1

Assessment 3-1B 47
(b) False. n( A) = 3; n(B) = 3; n( A) + n(B) = 6.

A È B = {a, b, c, d}; n( A È B) = 4.
n( A) + n(B) ¹ n( A È B) because the sets
(d) Number line: are not disjoint.
(c) True. n( A) = 1; n(B) = 0; n( A) + n(B) = 1.
A È B = {a}; n( A È B) = 1.
n( A) + n(B) = n( A È B) because the sets
are disjoint.
2. The sets are not disjoint because n( A Ç B) ¹ 0.

19. (a) 3 + (4 + 7) = (3 + x) + 7 n( A È B) must therefore equal n( A) + n(B) -
(3 + 4) + 7 = (3 + x) + 7 n( A Ç B) = 3 + 5 - 1 = 7. In the following
3+4 =3+ x Venn diagram:
4 = x.
(b) 8 + 0 = x x = 8.
(c) 5 + 8 = 8 + x
5+8= x+8
5 = x.
(d) x + 8 = 12 + 5 n( A) = 3, n(B) = 5, n( A Ç B) = 1, and

x + 8 = 17 n( A È B) = 7.
x + 8 - 8 = 17 - 8
x = 9. 3. If A Ç B ¹ /0, the elements in the intersection
(e) x + 8 = 5 + (x + 3) would be counted twice in the operation n( A) +

n(B). In general, n( A È B) = n( A) + n(B) -
x+8 = x+8
n( A Ç B). This method subtracts the number of
x = 0. elements that are counted twice. Thus,
(f) x-2=9 n( A) + n(B) = n( A È B) if and only if
x = 11. A Ç B = Æ.
(h) x - 3 = x + 1
4. (a) Since n( A È B) = 6 and n(B) = 4, A could

-3=1
contain 2 elements not in B or A could contain
There are no solutions some or all of the elements of B. For example,
in set of natural numbers. if B Ì A, then A would have 6 elements. So
(f) 0 + x = x + 0 there could be 2, 3, 4, 5, or 6 elements in A.
x = x. (b) If n( A Ç B) = 0, then A Ç B = /0.
All natural numbers A È B = {a, b, d, e}; n( A È B) = 4.

are solutions. n( A) + n(B) = n( A È B) because the sets
are disjoint.
20. Kelsey has a - (b + c) more marbles than Gean
and Noah combined.
Assessment 3-1B
1. (a) True. n( A) = 2; n(B) = 2; n( A) + n(B) = 4.
4

So A would have only 2 elements.
5. (a) Not Closed. 1 + 1 = 2, and 2 Ï {0,1}.

(b) Closed. Assuming the arithmetic sequence
0, 4,8, . . ., any element of T added to any
otherelement in T is whole and divisible by 4.
(c) Closed. Any element of E added to any other
element of E is > 5 and is thus Î E.
(d) Closed. W is the set of whole numbers and
any whole number greater than 100 added to
anyother whole number greater than 100 is Î
W.

6. (a) Answers may vary. For example, if (d) 2. A must be 9; B must be 3.

A = {2, 5, 7, 8, 9, 10, 11, 12, 13,...},
then possible sums of 2, 5, and 8 13. (a) The number 0 can be paired with all digits from
would be elements of the set. 0 to 6 (7 pairs), the number 1 can additionally
(b) The set must contain the rest of the whole be paired with all digits from 1 to 6 (6 pairs),
numbers greater than 1 to be closed. then 2 can be paired with all digits from 2 to
6, . . ., 6 is paired with 6. The total of unique
7. (a) 3 + 4 = 4 + 3; commutative property of pairings is thus 7 + 6 + 5 + 4 + 3 +
addition. 2 + 1 = 28.
(b) If the domino is horizontal and the sum of the
(b) 5 + (4 + 3) = (4 + 3) + 5; commutative dots in the right square plus the sum of the dots
property of addition. in the left square is known, and the domino is
(c) 8 + 0 = 8; identity property of addition. then turned 180 , the sum is the same.
(d) 3 + (4 + 5) = (3 + 4) + 5; associative
property of addition. 14. A strategy would be to construct a number line with
the information.
(e) 3 + 4 is a unique whole number; closure
property of addition.
8. (a) Commutative property of addition; i.e., if

So, a, b, c, e, d are ordered from least to greatest.
a and b are any whole numbers, then a + b =
b + a.
15. (a) Add 3 to each side: 9 = x + 3.
(b) Identity property of whole numbers; i.e., for
any whole numbers a + b,(a + b) + 0 = (b) Add 5 to each side: x = 8 + 5.
a + b. (c) Add x to each side: 11 = 2 + x.

(c) Commutative property of addition;
i.e., (6 + 8) = (8 + 6). 16. (a) For b - a to be a whole number, b ³ a.
(d) Associative property of addition; i.e., if a, b, (b) If we assert that the expression a - 3 must be
and c are any whole numbers, then (a + b) + a whole number, then a ³ 3. Then, b must be
c = a + (b + c). greater than or equal to a - 3, b ³ a - 3.
9. In this chapter we are only considering whole 17. (a) a + (b + c) = (a + b) + c: Associative

numbers a and b. So k must be a whole number. property of
addition.
10. a ³ b if and only if a - b is a whole number. (a + b) + c = c + (a + b): Commutative
Alternative: a ³ b if and only if a - k = b property of
for some whole number k. addition.
(b) a + (b + c) = a + (c + b): Commutative
11. (a) Each term is found by adding 7 to the previous property of
term. Thus the next three are 33 + 7 = 40, addition.
40 + 7 = 47, 47 + 7 = 54. a + (c + b) = (c + b) + a: Commutative
(b) Each term is found by subtracting 4 from property of
the previous term. Thus the next three are addition.
47 - 4 = 43, 43 - 4 = 39, 39 - 4 = 35.
18. (a) Take-away:

12. (a) 1. Addition of any two different single-digit
numbers will result in a sum no greater than 17.

(b) No. C = 1 and D must be different.
(c) 9 or 8. If A is 9. B must be 8; if A is 8,
B must be 9.

Assessment 3-2A 49
(g) x + 3 = x - 1
x + 3 - x = x -1- y
3 = -1 No solution.
(h) 0 + x = x - 0
x= x All whole numbers.
20. The number of Kelly’s pencils must be

(b) Missing addend: subtracted from the number of Rob’s
+3=7 = 4 pencils, or (iii ), 11 - 5 = 6.
(c) Comparison: Assessment 3-2A

Algorithms for Whole Number Addition
and Subtraction
1. (a) In the units column, 1 + 1 = 2.
In the tens column, 8 + 2 = 10 (regroup).
(d) Number line:
In the hundreds column, 1 + 9 + 4 = 14 .
9 8 1
+ 4 2 1
1 4 0 2
(b) In the units column, 5 + 6 + 8 = 19 (regroup).
In the tens column, 1 + 2 + 9 + 4 =
19. (a) 12 - x = x + 6 16 (regroup).
12 - x + x = x + x + 6 In the hundreds column, 1 + 0 + 1 + 1 = 3.
12 = 2x + 6 In the thousands column, 2 + 1 + 3 = 6.
12 - 6 = 2x + 6 - 6
2 0 2 5
6 = 2x 6
= 2
x x = 3. 1 1 9 6
2 2
+ 3 1 4 8
(b) 9 - x - 6 = 1 6 3 6 9
3- x =1
3- x + x =1+ x
2. Base ten blocks:
3 =1+ x
3-1 = 1-1+ x x = 2.
(c) 3 + x = x + 3
x+3= x+3
All whole numbers.
(d) 11 - x = 0
11 - x + x = 0 + x
11 = x x = 11
(e) 14 - x = 7 - x
14 - x + x = 7 - x + x 3. (a) Answers may vary: for the unique greatest sum,
14 = 7 No solution. the larger numbers must be in the hundreds
(f ) x - 3 = 17 x = 20 column:
x - 3 + 3 = 17 + 3

+ 8 5 3
1

(b) Answers may vary; for the unique least sum (ii ) 3 5 9
the smaller numbers must be in the hundreds
+ 6 7 3
column:
1 2
2 6 7
1 2
+ 3 5 8 9
6 2 5 1 0 3 2
(b) The algorithm works because the placement of

4. The ones digit must be a sum of 9, so the partial sums under their addends accounts for
options are 3-6, 4-5, or 8-1. There is no way that place value.
a regrouping will take place, so the tens column
must sum to 5 or 15. But 15 is not an option with 7. Answers may vary; some possibilities are:
the given digits, so it must sum to 5; the only options (a) 8 + 5 = 13 and 13 was written down with
are 4-1 and 2-3. Since 15 was not an option, there is
no regrouping. 2 + 7 = 9 and 9 was simply
no regrouping into the hundreds column, meaning
placed in front of the 13.
the sum must be 10. The only option for the hundreds
column is 4-6. Placing these values in the correct (b) 8 + 5 = 13, but instead of writing 3 and
boxes eliminates the options for the ones and tens regrouping with the 1, the 1 was written
columns, so the ones column must be 8-1 and the and the 3 was regrouped.
tens column must be 2-3. This leaves only 3-5 for (c) Only the difference in the units (9 - 5 = 4),
the thousands column. tens (5 - 0 = 5), and the hundreds
(3 - 2 = 1) was recorded, without taking
into account the signs of the numbers.
+ 5 6 3 1 (d) Three hundreds was regrouped as 2 hundreds
and 10 tens, but 10 tens was not regrouped as
9 0 5 9 9 ⋅ 10 + 15 in order to obtain 15 - 9 = 6 in
the ones place.
5. (a) 93 93 + 3 96
8. By dinner time Tom had consumed 90 + 120 +
- 37 - 37 + 3 - 40
119 + 185 + 110 + 570 = 1194 calories.
56 Subtracting 1194 from 1500 gives 1500 -
321 321 + 2 323 1194 = 306. Tom may have fish or salad, but
(b) not both. (He may have tea with either.)

- 38 - 38 + 2 - 40
9. Step 1 → Expanded form;

323 + 60 383 Step 2 → Commutative and associative properties
- 40 + 60 - 100 of addition;
283 Step 3 → Distributive property of multiplication
over addition;
Step 4 → Closure property of addition
6. (a) (i ) 6 8 7
Step 5 → Expanded form condensed.
+ 5 4 9
1 6
10. (a) 68 + 23 = (6 ⋅ 10 + 8) + (2 ⋅ 10 + 3)
1 2
= (6 ⋅ 10 + 2 ⋅ 10) + (8 + 3)
1 1
= (6 + 2) ⋅ 10 + (8 + 3)
1 2 3 6
= 8 ⋅ 10 + 11
= 9 ⋅ 10 + 1
= 91.
10

Assessment 3-2A 51
(b) 174 + 285 = (1 ⋅ 100 + 7 ⋅ 10 + 4) 1 1

(c) 4 3 2 five
+ (2 ⋅ 100 + 8 ⋅ 10 + 5)
= (1 ⋅ 100 + 2 ⋅ 100)
+ 2 3 five
+ (7 ⋅ 10 + 8 ⋅ 10) + (4 + 5) 1 0 1 0 five
= (1 + 2) ⋅ 100 + (7 + 8) ⋅ 10
+ (4 + 5)
= 3 ⋅ 100 + 15 ⋅ 10 + 9 (d) 3 12
/4 /2 five
= 4 ⋅ 100 + 5 ⋅ 10 + 9
- 2 3 five
= 459.
1 4 five
11. (a) 4 3 5 8 (e) 1

+ 3 8 6 4 1 1 0 two
0 1 1 1 + 1 1 two
7 1 1 2 1 0 0 1 two
8 2 2 2
(b) 4 9 2 3
(f ) 1 1
+ 19 8 9 7
3
1
7
1 1
0 /1 /0
10 /0
10 /0
10 1 two
1
1 4 8 2 0 - 1 1 1 two
1 0 1 0 two
12. Remember that in base five the number 11, for

example, means 1 ⋅ 5 + 1, corresponding to 6 in
13. For an example of how to use the table, move down
base ten. the rows in the + column to 3 and then across that
(a) 1 row to the column headed by 6 . This will give the
4 3 five sum of 3 + 6, or 11eight.

+ 2 3 five + 0 1 2 3 4 5 6 7
0 0 1 2 3 4 5 6 7
1 1 2 3 4 5 6 7 10
1 2 1 five 2 2 3 4 5 6 7 10 11
3 3 4 5 6 7 10 11 12
Alternative approach: An example of a different 4 4 5 6 7 10 11 12 13
algorithm for checking our answers would be 5 5 6 7 10 11 12 13 14
to write in expanded form. 6 6 7 10 11 12 13 14 15
7 7 10 11 12 13 14 15 16
43 five + 23 five = (4 ⋅ 5 + 3 ⋅ 50 )
+ (2 ⋅ 51 + 3 ⋅ 50)
= 6 ⋅ 5 1 + 6 ⋅ 50
4 16 13
(a) /5 /7 /3
= (5 + 1)51 + (5 + 1)50 eight
= 5 + 5 + 5 +1
2
- 7 7 eight
= 1⋅ 5 + 2 ⋅ 5 +1⋅ 5
2 0 4 7 4 eight.
= (121) five
We used the table to complete the subtraction.
(b) 4 3 For example 13eight - 7eight can be found by
five
11

- 2 3 observing that 4eight + 7eight = 13eight in the
five
table.
2 0 five
12

(b) 6 15 15 3
/7 /6 /5 eight
3
/31 2 five
- 7 6 eight 1 /30 five

6 6 7 eight 2 2 five
/43 /30 five

14. (a) 1 1 /20 3 five
3 hours 36 minutes 58 seconds + 1 /2
+ 5 hours 56 minutes 27 seconds

0 five
3 1 0 five
9 hours 33 minutes 25 seconds
95
(b) 1 33 98 17. There is no numeral 5 in base five; 2 five + 3 five =

/5 hours /3/6 minutes /3/8 seconds
10 five; 22 five + 33 five = 110 five.

- 3 hours 56 minutes 58 seconds
1 hour 39 minutes 40 seconds
18. (a) Subtract 2132 five from 3423 five.
15. (a) The sum of each row, column, and diagonal 3 4 2 3 five
is 34. For example, the sum of the entries in
- 2 1 3 2
row 1 is 1 + 15 + 14 + 4 = 34. five
(b) 6 + 7 + 10 + 11 = 34. 1 2 4 1 five
(c) 1 + 4 + 16 + 13 = 34. (b) Subtract 11011two from100, 000two.
(d) Yes. Adding five to each number in the square

1 0 0 0 0 0 two
will increase the sum of any four numbers in
the square by 20. - 1 1 0 1 1 two
(e) Yes. Subtracting 1 from each number in the 1 0 1 two
square will decrease the sum of any four
(c) Subtract 1 from TEEtwelve :
numbers in the square by 4.
T E E twelve
16. (a) Using the scratch algorithm, whenever a sum is - 1 twelve
10 or more, scratch a line through the last digit T E T twelve
added and write the number of units next to the
scratched digit; count the number of scratches (d) Subtract 1000 five from10, 000 five.
in each column and add to the column to the left.
1 1
1 0 0 0 0 five
4 3 2
- 1 0 0 0 five
/94 /71 6 4 0 0 0 five
+ 1
1 4 1 8 0 0 1 2 3 4
2 8 2 6 1 1 2 3 4 10
2 2 3 4 10 11
(b) A base five addition table might be helpful: 3 3 4 10 11 12
+ 0 1 2 3 4 4 4 10 11 12 13
13

19. The information in (a) and (b) complete
the firstcolumn.
Teams 1
Hawks 14
Elks 18 = 14 + 4
The information in (c) and (d ) complete the

secondcolumn.
14

Assessment 3-2B 53
(b) The three {1, 5, 9} are the only numbers that can
Teams 1 2 be placed in the middle. To observe that 2, for
Hawks 14 31 = 23 + 8 example, can’t be placed in the middle, pair 9
Elks 18 23 = 18 + 5 with each of the remaining numbers and
observe that there is no way to pair the other
numbers to form a common sum.
The information in (g) and (h) complete the third

21. (a ) 93 + 39 = 132; 132 + 231 = 363, which is
column.
a palindrome.
(b) 588 + 885 = 1473; 1473 + 3741 = 5214;
Teams 1 2 3 5214 + 4125 = 9339, which is a palindrome.
Hawks 14 31 36 = 2(18) (c) 2003 + 3002 = 5005, which is a palindrome.
Elks 18 23 45 = 14 + 31
Assessment 3-2B
The information in ( f ) tells us that 14 + 22 + 1. (a) In the units column, 13 - 9 = 4 (trade from
36 + (4th quarter score) = 120. the tens column).
So the 4th quarter score for the Hawks is 39. The In the tens column, 7 - 5 = 2, (1 has been
information in (g) tells us that the Elks scored traded from 8).
48 + 6 points in the 4th quarter.
In the hundreds column, 3 - 1 = 2.
Quarter 3 8 3
Teams 1 2 3 4 Final - 1 5 9
Hawks 14 31 36 39 120
Elks 18 23 45 45 131 2 2 4
(b) In the units column, 10 has been traded from
the tens column.
20. (a) If 1 is placed in the middle then we can pair the In the tens column, 8 - 0 = 8 but 1 has been
numbers 2 through 9 to sum to eleven so that traded from 9.
the sum in each of the four directions is twelve. In the hundreds column, 12 - 3 = 9 (trade
1000 from the thousands column).
In the thousands column, 12 - 8 = 4, (1 has
been traded from 3).
1 3 2 9 6
- 8 3 0 9
Similar arrangements can be made for 5 and 9
in the middle. 4 9 8 7
2. Base ten blocks:
15

3. If whole numbers are used: (c) The units minuend is subtracted from the units
subtrahend.
(a) 8 7 6
(d) One tens value should have been traded from
the 5 in the minuend’s ten position.
6 4 1
8. 75 minutes + 18 minutes + 45 seconds +
(b) 6 2 3 30 seconds = 93 minutes + 75 seconds =
93 minutes + 1 minute + 15 seconds =
3 6 94 minutes + 15 seconds = 1 hour +
34 minutes + 15 seconds. George’s meal required
1 hour 34 minutes 15 seconds cooking time.
4. 4 and 5 can be used in the units column to sum to 9.
He must start at 2 : 25 : 45 pm.
8 and 4 can then be used in the tens column; they sum
to 12 with the 1 regrouped to the hundreds column.
The two 3’s can be used in the hundreds column to 9. Step 1 → Expanded form;
sum, with the regrouped 1, to 7. The only remaining Step 2 → Commutative and associative properties
numbers, to be placed in the thousands column, are of addition;
5 and 6. Step 3 → Distributive property of multiplication
5 3 8 4 over addition;
+ 6 3 4 5 Step 4 → Closure property of addition, one digit

addition facts;
11 7 2 9
Step 5 → Expanded form condensed.
5. (a) 86 86 + 2 88 10. (a) 46 + 32 = (4 ⋅ 10 + 6) + (3 ⋅ 10 + 2)
- 38 - 38 + 2 - 40
= (4 ⋅ 10 + 3 ⋅ 10) + (6 + 2)
48
= (4 + 3) ⋅ 10 + (6 + 2)
(b) 582 582 + 6 588 = 7 ⋅ 10 + 8
- 44 - 44 + 6 - 50 = 78
538
(b) 3214 + 783 = (3 ⋅ 103 + 2 ⋅ 102 + 1 ⋅ 10 + 4)
+ (7 ⋅ 102 + 8 ⋅ 10 + 3)
6. (a) 9 8 7
= (3 ⋅ 103) + (2 + 7) ⋅ 102
+ 3 5 6
+ (1 + 8) ⋅ 10 + (4 + 3)
1 3
1 3 = 3 ⋅ 103 + 9 ⋅ 102 + 9 ⋅ 10 + 7
1 2 = 3997
1 3 4 3
11. (a) 2 3 4 5
(b) 4 1 5 + 8 8 8 8
+ 7 9
1 4 1 1 1 1
0 1 2 3
4 8 1 1 2 3 3
4 9 4 (b) 8 7 1 3
+ 4 2 1 4
7. Answers may vary, for example: 1 0 0 0
2 9 2 7
(a) A tens digit was not regrouped as 1 ten when
1 2 9 2 7
the sum of the units digits was more than 9.
16

(b) Partial sums are not in the correct place value
position.
17

Assessment 3-2B 55
12. Remember that in base five the number 11, for 1 12 1

example, means 1 ⋅ 5 + 1, whereas in base ten it /2 /3 /1 six
means 1 ⋅ 10 + 1.
- 1 4 4 six
4 3 six
(a) 3 13
4 3 Check:
five
1 1
- 2 4 five
1 4 4 six
1 4 five
+ 4 3 six
(b) 1 1 2 3 1 six
1 4 3 five
+ 2 3 five 2 13 12
2 2 1 five
/3 /4 /2 six
- 1 4 4 six
(c) 2 12
1 5 4 six
/3 /2 five
Check:
- 2 3 five 1 1
4 five 1 5 4 six
(d) 1 1 + 1 4 4 six
2 3 2 3 4 2 six
five
+ 4 3 five
14. (a) 2 cups = 1 pint and 2 pints = 1 quart. This is
essentially operating in base two:
3 3 0 five
1 1
(e) 1 1 1 quart 1 pint 1 cup
1 1 0 two + 1 pint 1 cup
+ 1 1 1 two 2 quarts 1 pint 0 cup
1 1 0 1 two
(b) Again in base two; 2 pints must be traded from
(f ) 1 1 quart in order to subtract 1 pint:
/1/0 10 2
/1 quart 0 pint 1 cup
/1 /0 /0 0 1 two - 1 pint 1 cup
- 1 0 1 two 1 pint 0 cup
1 1 0 0 two
(c) 4 cups = 1quart and 4 quarts = 1gallon. This

13. For an example of use of the table, moving down 5 5 10 11 12 13 14
the rows in the + column to 3 and then across the
row to the column headed by 4 will give the sum of
3 + 4, or 11six.
+ 0 1 2 3 4 5
0 0 1 2 3 4 5
1 1 2 3 4 5 10
2 2 3 4 5 10 11
3 3 4 5 10 11 12
4 4 5 10 11 12 13
18

is essentially operating in base four:
6
0 2 5
/1 gallon /3 quarts /1 cup
- 4 quarts 2 cups
2 quarts 3 cups
(or 2 quarts, 1 pint, 1 cup)
15. (a) Each row, column, and diagonal sums to 34.

(b) The sum is 34.
(c) The sum is 34.
19

(d) Yes. All rows, columns, and diagonals still E 0 8 twelve

contain four numbers; adding 11 to each adds - 9 twelve
44 to all sums and they are still equal (to 78).
T E E twelve
(e) Yes. This subtracts 44 from all sums and they
are still equal (to -10). (d) Subtract 100two from 10, 000two.
1 0 0 0 0 two
16. (a) Use the scratch algorithm. Whenever a sum is
10 or more, scratch a line through the last digit - 1 0 0 two
added and write the number of units next to the 1 1 0 0 two
scratched digit; count the number of scratches in
each column and add to the column to the left.
19. • The Hawks scored 15 points in the first quarter,

1 2 so 15 goes in that block.
5 3 7 • The Hawks were behind by 5 points at the end
3 1 8/5 of the first quarter, so 20 goes to the Elks in the
+ 2 /32
1 /40 5/0 first.
• The Elks scored 5 more points in the second

3 2 0 0
quarter than in the first, so 25 goes in that
block.
• The Hawks scored 7 more points than the Elks
(b) A base six addition table might be helpful in the second quarter, so 32 goes to the Hawks
(see problem 13): in the second.
• The Hawks scored twice as many points in the
2/ 1 six third quarter as the Elks did in the first, so 40
40
3 2 six goes in that block.
2 2 six • The Hawks scored 120 points in the game,
so 120 - (15 + 32 + 40) = 33 goes to
/43 /32 six
the Hawks in the fourth quarter.
2 2 six
• The Elks outscored the Hawks by 6 points in
+ /54 /42 six the fourth quarter, so 39 goes in that block.
3 4 2 six
• The Elks scored as many points in the third
quarter as the Hawks did in the first two;
15 + 32 = 47 goes in that block.
17. There is no numeral 6 in base six. 23six + 43six =
• The Elks scored a total of 20 + 25 + 47 +
110six.
39 = 131 in the game. Thus:
18. (a) Subtract 213 five from 342 five.

TEAMS QUARTERS FINAL SCORE
3 4 2 five 1 2 3 4
- 2 1 3 five Hawks 15 32 40 33 120
Elks 20 25 47 39 131
1 2 4 five
(b) Subtract 1011two from 1011two.

1 1 0 1 two 20. Answers may vary
- 1 0 1 1 two (a)
1 0 two
(c) Subtract 9 from E08twelve :

20

Assessment 3-3A 57
1. (a) Use the repeated addition model: 3 + 3 + 3 +

3 + 3 = 15; there are five threes, so 3 ⋅ = 15.
(b) 18 - 6 = 6 - 6 + 3 ⋅ (note the order of
operations specifying that 6 + 3 is not
permitted) 12 = 3 ⋅ . Now use the
repeated addition model: 3 + 3 + 3 + 3 = 12;
there are four threes, so 18 = 6 + 3 ⋅ 4 .
(c) The distributive property of multiplication over
addition, where n is any whole number,
(b) Three. Let the sum of all three terms in a line specifies that a(b + c) = ab + ac. Thus
be s. There are four lines in the completed ⋅ (5 + 6) = ⋅5+ ⋅ 6.

shape, so adding them all is 4s. This is the
same, however, as adding all the terms together
(i.e., 24, 25,…, 32) with one number used four 2. (a) Closed. 0 ⋅ 0 = 0, 0 ⋅ 1 = 0, 1 ⋅ 0 = 0, and
times. Call the number in the middle x . So 1 ⋅ 1 = 1 are all products contained in {0,1}.
24 + 25 + + 32 + 3x = 4s, where x is already (b) Closed. The product of any two even numbers
used once in the sum of all the numbers 24 to is also an even number.
32. This reduces to 9⋅56 = 252,
2 making the (c) Closed. Since the set can be written as
equation 252 + 3x = 4s. Solving for x {3n +1 n ÎW } , for any whole numbers
yields: 3x = 4s - 252 = 4(s - 63). Thus m and n, (3m +1)(3n +1) = 3(3mn + m + n) +1
x must be a multiple of 4, the only options for is in the set since the whole numbers are closed
which are 24, 28, and 32. under multiplication and addition.
Review Problems 3. (a) No. 2 + 3 = 5.

14. No. For example, 2 + 3 = 5, which is not an (b) Yes. There will be no numbers in the set that
element of the set {1, 2, 3}. will multiply to give a product of 5.
15. For example, (2 + 3) + 4 = 2 + (3 + 4). 4. (a) Applying the distributive property gives
(a + b)(c + d ) = a(c + d ) + b(c + d ) =
ac + ad + bc + bd.
(b) ( D+ ) = ⋅D + ⋅ O.
16. (a) 20 - x = x
20 - x + x = x + x (c) a(b + c) - ac = ab + ac - ac = ab.
20 = 2x 5. (a) (5 + 6) ⋅ 3 = 33. Without parentheses, the
10 = x x = 10. result would be 23.
(b) 20 - x - 6 = 0 (b) No parentheses are needed; the order of

operations specifies that addition and
20 - 6 = x subtraction are performed in order from
14 = x left to right.
x = 14. (c) No parentheses are needed; the order of
(c) x + 4 = 3 + x + 1 operations specifies that division is performed

before addition or subtraction.
x+4= x+4
(d) (9 + 6) ¸ 3 = 5. Without parentheses, the
x = x.
result would be 11.
All whole numbers solve the equation.
21

6. (a) xy + y2 = y( x + y), factoring y from each
Assessment 3-3A
term.
Multiplication and Division
of Whole Numbers
22

(b) xy + x = x( y + 1), factoring x from each (ii ) 12 ⋅ 32 = 32(10 + 2) = 32 ⋅ 10 +

term. 32 ⋅ 2 = 320 + 64 = 384.
(c) a b + ab = ab(a + b), factoring ab from
2 2
each term. 13. (a) 9(10 - 2) = 9 ⋅ 10 - 9 ⋅ 2 = 90 - 18 = 72.

(b) 20(8 - 3) = 20 ⋅ 8 - 20 ⋅ 3 =
7. (a) 18 ¸ 3 = (since 3 ⋅ 6 = 18). 160 - 60 = 100.
(b) ¸ 76 = 0 (since 0 ⋅ 76 = 0).

14. (a) (a + b)2 = (a + b)(a + b) = a(a + b) +
(c) 28 ¸ = 7 (since 7 ⋅ 4 = 28). b(a + b) = a2 + ab + ba + b2 =

a2 + 2ab + b2.
8. Use the Cartesian-product model, where s is shirts,
p is pants, and  is vests. Then n(s) = 6, n( p) = 4, (b)
a b
and n() = 3. The Fundamental Counting
Principle indicates that the number of ordered a a2 ab
triplets in s ´ p ´  = n(s) ⋅ n( p) ⋅ n() = a b
b ba b2
6 ⋅ 4 ⋅ 3 = 72 possible outfits.
9. (a) Illustrated is 4 groups of 2 xs: 4 ⋅ 2.

(b) Illustrated is a 4 by 2 array or a 2 by 4 array: The area of a square with sides a + b can be
2 ⋅ 4 or 4 ⋅ 2. expressed as (a + b) ⋅ (a + b), and also as the
sum of areas of the four regions: two squares,
10. (a) Associative property of multiplication of a ⋅ a and b ⋅ b, and two rectangles a ⋅ b and
whole numbers; i.e., (a ⋅ b) ⋅ c = a ⋅ (b ⋅ c). b ⋅ a. Thus:
(b) Commutative property of multiplication of (a + b)2 = a ⋅ a + a ⋅ b + b ⋅ a + b ⋅ b
whole numbers; i.e., a ⋅ b = b ⋅ a. = a2 + 2ab + b2.
(c) Commutative property of multiplication.
(d) Identity property of multiplication of whole 15. The question is really to show that the area of the
numbers; i.e., 1 ⋅ a = a. large square minus the area of the small square is
(e) Zero multiplication property of whole the same as the area of the four rectangles.
numbers; i.e., a ⋅ 0 = 0. The area of the large square is (a + b)2. The area
(f ) Distributive property of multiplication over of the small square is (a - b)2. The difference
addition for whole numbers; i.e., (a + b) between the two areas is the four rectangles, each
(c + d ) = (a + b) ⋅ c + (a + b) ⋅ d. with area ab; the total area of the four is 4ab.
11. (a) Closure property of multiplication of whole Therefore (a + b)2 - (a - b)2 = 4ab.
numbers; i.e., for any whole numbers a and b,

16. (a) 49 ⋅ 51 = 51 ⋅ 49 = (50 + 1)(50 - 1) =
a ⋅ b is a unique whole number.
(b) Zero multiplication property of whole 502 - 1 = 2500 - 1 = 2499
numbers; i.e., a ⋅ 0 = 0. (b) 98 ⋅ 102 = 102 ⋅ 98 = (100 + 2)(100 - 2) =
(c) Identity property of multiplication of whole 1002 - 22 = 10000 - 4 = 9996
numbers; i.e., a ⋅ 1 = a.
(c) 26 ⋅ 14 = (20 + 6)(20 - 6) = 202 - 62 =
12. (a) Distributive property of multiplication over 400 - 36 = 364
addition for whole numbers; i.e., a(b + c) =
(d) 1002 - 982 = (100 + 98)(100 - 98) =
ab + ac.
(198)(2) = 396
(b) (i ) 12 ⋅ 32 = 12(30 + 2) = 12 ⋅ 30 +
12 ⋅ 2 = 360 + 24 = 384, or
23

Assessment 3-3A 59
17. (a) (i ) (ab)c = c(ab) by the commutative (i) ) Put all the marbles in one bag. There
willbe a + b marbles and each boy will
property of multiplication of whole
numbers. receive (a + b) ¸ c marbles.
(ii ) c(ab) = (ca)b by the associative (ii) ) Divide the marbles in the first bag
property of multiplication of whole first and then the second. Each boy
numbers. would receive (a ¸ c) + (b ¸ c)
marbles.
(b) (i ) (a + b)c = c(a + b) by the commutative (b) Let a ¸ c = x and b ¸ c = y.
property of multiplication.
Then a = cx and b = cy.
(ii ) c(a + b) = c(b + a) by the commutative
property of addition. So a + b = cx + cy = c(x + y).

By the definition of division:
18. To factor is to reverse the process of the (x + y) = (a + b) ¸ c.
distributive property of multiplication over
addition or subtraction. The result is to find the Substituting for x and y :
factors which, when multiplied together, will (a ¸ c) + (b ¸ c) = (a + b) ¸ c.
yield a given product.
(a) xy - y2 = y( x - y); i.e., if y and x - y 23. (a) 5x + 2 = 22 5x + 2 - 2 = 22 - 2
were to be multiplied, using the distributive

5x = 20 5x
5
= 205 x = 4.
property of multiplication over subtraction,
the product would be xy - y2. (b) 3x + 7 = x + 13 3x - x + 7 =
(b) 47 ⋅ 101 - 47 = 47(101 - 1). i.e., 47 is x - x + 13 2x + 7 = 13
a factor of both 47 ⋅ 101 and 47 ⋅ 1. 2x + 7 - 7 = 13 - 7 2x = 6
(c) ab2 - ba2 = ab(b - a). 2 x=

6 x = 3.
2 2
(c) 3(x + 4) = 18 3x + 12 = 18
19. (a) 40 ¸ 8 = 5 40 = 8 ⋅ 5. 3x + 12 - 12 = 18 - 12 3x = 6
(b) 326 ¸ 2 = x 326 = 2 ⋅ x. 3 x= 6 x = 2.

3 3
20. The process always results in the original numbers. (d) (x - 5) ¸ 10 = 9 ( x-510)10 = 9(10)
Step 1: “Think of a number.” Name this number x . x - 5 = 90 x - 5 + 5 = 90 + 5
Step 2: 5x x = 95.
Step 3: 5x + 5
Step 4: 5x+5
5
= x +1
22. (a) Suppose there are two bags of marbles containing
Step 5: x + 1 - 1 = x. a marbles in one and b marbles in the other. It
is desired to divide the marblesequally among c
21. Answers may vary, but for example: boys. Then the number of marbles that each boy
(a) There is no associative property in division; receives can be found in two different ways:
e.g., (8 ¸ 4) ¸ 2 ¹ 8 ¸ (4 ¸ 2).
(b) There is no distributive property in division;
e.g., 8 ¸ (2 + 2) ¹ (8 ¸ 2) + (8 ¸ 2).
24

24. Answers may vary; one possibility is:
Resulting in 4 ⋅ 3 = 12 color schemes.
25. (a) 28 ¸ 5 = 5.6 5 ´ 5 = 25 28 - 25 = 3

(the remainder is 3).
(b) 32 ¸ 10 = 3.2 10 ´ 3 = 30
32 - 30 = 2 (the remainder is 2).
25

(c) 29 ¸ 3 = 9.6 3 ´ 9 = 27 29 - 27 = repeated addition model: 6 + 6 + 6 + 6 =

2 (the remainder is 2). 24; there are four sixes, so 28 = 4 + 6 ⋅ 4 .
(d) 41 ¸ 7 = 5.857142 7 ´ 5 = 35 (c) The distributive property of multiplication
over addition, where n is any whole number,
41 - 35 = 6 (the remainder is 6).
specifies that a(b + c) = ab + ac. Thus
(e) 49382 ¸ 14 = 3527.285714 14 ´ 3527 =
n ⋅ (8 + 6) = n ⋅ 8 + n ⋅ 6.
49378 49382 - 49378 = 4 (the
remainder is 4).
2. (a) No, 2 ⋅ 2 = 4 which is not in {1, 2}.
26. Yes. The natural numbers must be14, 24, 34,…, 94 (b) Yes, the expression 2k + 1, k Î W , represents
to leave a remainder of 4 when divided by 10.
any odd number.
Then 64 ¸ 47 = 1 with a remainder of 17.
Let 2𝑙 + 1 be another odd number, then
(2k + 1)(2𝑙 + 1) = 4k𝑙 + 2k + 2𝑙 =
27. There were 10 teams with 12 on each team. So, there
were 10(12) = 120 people. Divide them into teams 2(k𝑙 + k + 𝑙) + 1 which is an odd number.
of 8 people and there are 120 ¸ 8 = 15 teams. (c) Yes, a power of 2 multiplied by a power of 2 is
still a power of 2.
28. (a) Subtract 18 from 45. Order of operations
specifies multiplication before addition or 3. (a) No, 1 + 1 = 2.
subtraction. (b) Yes, the product of two whole numbers greater
(b) Divide 54 by 9. Order of operations specifies than 1 is greater than one and still a whole
operations within parentheses first. number.
(c) Add 11 to 48. Operations within parentheses
first. 4. (a) 3(x + y + 5) = 3x + 3y + 3 ⋅ 5 =
(d) Add 8 to 61. Multiplication or division before 3x + 3 y + 15.
addition.
(b) (x + y)(x + y + z) = x(x + y + z) + y(x
29. These numbers will be multiples of 4 plus 1, + y + z) = xx + xy + xz + yx + yy +
{4m + 1| m Î W } or {1, 5, 9,13,…}. yz = x2 + 2xy + xz + y2 + yz.
(Note: xy = yx.)
(c) x( y + 1) - x = xy + x - x = xy.
30. (a) Yes, since only elements at {a, b, c} appear in 5. (a) (4 + 3) ⋅ 2 = 14. Without parentheses the
the table.
result would be 4 + 6 = 10.
(b) Yes, a c = c a; a b = b a; and (b) 9 ¸ 3 + 1 = 4. Parentheses are unnecessary.
b c = c b. (c) (5 + 4 + 9) ¸ 3 = 6. Without parentheses
(c) Yes, the first row and first column tell us that the result would be 5 + 4 + 3 = 12.
a b, for example, is b. (d) 3 + 6 - 2 ¸ 1 = 7. Parentheses are
(d) Answers vary. For example (a b) c = unnecessary.
b c = a and a (b c) = a a = a.
All combinations would have to be checked to 6. (a) 47 ⋅ 99 + 47 = 47 ⋅ 99 + 47 ⋅ 1 =
prove the operation is associative. 47 ⋅ (99 + 1)
(b) (x + 1) y + (x + 1) = (x + 1) y + (x + 1)1 =
Assessment 3-3B ( x + 1)( y + 1)
1. (a) Use the repeated addition model: 8 + 8 + 8 = (c) x2 y + zx3 = x2( y + zx)
24; there are three eights, so 8 ⋅ = 24.
(b) 28 - 4 = 4 - 4 + 6 ⋅ (note the order of
operations indicates that multiplication is 7. (a) 27 ¸ 9 = (since 3 ⋅ 9 = 27).

26
52
performed before addition, so that 4 + 6 is (b) ¸ 52 = 1 (since 1 ⋅ 52 = 52).
not permitted) 24 = 6 ⋅ . Now use the
27

Assessment 3-3B 61
15. The first two figures on the left illustrates a2,

(c) 13 ¸ 1 = 13 (since 13 ⋅ 1 = 13).
viewed as the area of the large square, minus b2,
viewed as the area of the small square on the
8. 5 exterior colors ´3 interior colors 5⋅3 = bottom right. The figure on the right illustrates
15 possibilities. how the pieces can be rearranged to form a
rectangle with height a + b and length a - b.
9. (a) Fred has four bags of marbles, and each bag
contains three marbles. How many marbles
does Fred have? 16. (a) 19 ⋅ 21 = 21 ⋅ 19 = (20 + 1)(20 - 1) =

(b) Mary has three piggy banks, each with seven 202 - 1 = 400 - 1 = 399.
quarters. How many quarters does Mary have?
(b) 25 ⋅ 15 = (20 + 5)(20 - 5) = 202 - 52 =
10. (a) Zero multiplication property of whole 400 - 25 = 375.
numbers; i.e., a ⋅ 0 = 0. (c) 99 ⋅ 101 = 101 ⋅ 99 = (100 + 1)(100 - 1) =
(b) Commutative property of multiplication of 1002 - 12 = 10000 - 1 = 9999.
whole numbers; i.e., a ⋅ b = b ⋅ a.
(d) 1012 - 992 = (101 + 99)(101 - 99) =
(c) Commutative property of multiplication;
i.e., a(bc) = (bc)a. (200)(2) = 400.
(d) Identity property of multiplication of whole
numbers; i.e., a ⋅ 1 = a. 17. (a) (i ) (ab)c = (ba)c by the commutative

(e) Distributive property of multiplication over property of multiplication of whole
numbers.
addition for whole numbers; i.e. (a + b)c =
ac + bc. (ii ) (ba)c = b(ac) by the associative
property of multiplication of whole
(f ) Distributive property of multiplication
numbers.
over addition for whole numbers; i.e.,
(a + b)(c + d ) = (a + b) ⋅ c + (a + b) ⋅ d. (b) (i ) a(b + c) = ab + ac by the distributive
property of multiplication over addition.
11. (a) Commutative property of multiplication of (ii) ) ab + ac = ac + ab by the

whole numbers; i.e., a ⋅ b = b ⋅ a. commutative property of addition.
(b) Distributive property of multiplication over
addition for whole numbers; i.e., 9 ⋅ 6 = 18. To factor is to reverse the process of the distributive
property of multiplication over addition or
9 ⋅ 5 + 9 ⋅ 1 = 45 + 9 = 54. subtraction. The result is to find the factors which,
12. (a) Distributive property of multiplication over when multiplied together, will yield a given product.
addition for whole numbers; i.e., a(b + c) = (a) xy - y = y( x - 1). Note that xy - y can be
ab + ac. written as xy - 1 ⋅ y.
(b) 8 ⋅ 34 = 8(30 + 4) = 8 ⋅ 30 + 8 ⋅ 4 = (b) (x + 1) y - (x + 1) = ( x + 1)( y - 1).
240 + 32 = 272.
(x + 1) is a factor of both (x + 1) y and
13. (a) 15(10 - 2) = 15 ⋅ 10 - 15 ⋅ 2 (x + 1) ⋅ 1.
= 150 - 30 = 120. (c) a2b3 - ab2 = ab2(ab - 1). a and b2 are

(b) 30(9 - 2) = 30 ⋅ 9 - 30 ⋅ 2 factors of each term.
= 270 - 60 = 210.
19. (a) 48 ¸ x = 16 48 = x ⋅ 16.

14. The area of the shaded region is a(b - c), but (b) x ¸ 5 = 17 x = 5 ⋅ 17.
it can also be expressed as the area of the large
28

rectangle minus the area of the small rectangle 20. (i ) The original number is returned.
a(b - c) = ab - ac. (ii ) Yes.
29

(iii) ) Let n be the original number. (b) 42 - 10(4) = 2.

2n + 2
Then - 1 = 2(n + 1) - 1 = (c) 29 - 13(2) = 3.
2 2
n + 1 - 1 = n. (d) 45 - 7(6) = 3.
So n is returned, regardless of the value of n. (e) 59382 - 14(4241) = 8.
21. Answers may vary, but for example: 26. If Jonah adds the borrowed 5 marbles to his last
(a) There is no commutative property in division; row, he will have a row of 13 marbles. Then
e.g., (8 ¸ 4) ¹ (4 ¸ 8). 13 - 5 = 8, the remainder when his original
(b) There is no commutative property in subtraction; number is divided by 13.
e.g., 8 - 4 ¹ 4 - 8.
27. 8 teams ´ 9 players per team = 72 players
22. Write (a - b) ¸ c = d, where d is a whole 72 players ¸ 6 players per team = 12 teams.
number. This can be written as a multiplication
problem a - b = cd. Similar, b ¸ c can be 28. (a) Add 2 to 30 - 12. Order of operations
written as a multiplication problem b = ck. specifies multiplication before addition or
Combining this, we have a - b = cd a = subtraction.
cd + b a = cd + ck a = c(d + k) (b) Add 7 to 3. Order of operations specifies
a ¸ c = d + k. multiplication and division before addition or
Recall that b ¸ c = k. So, subtraction.
a¸c=d +k a¸c-k = d (c) Subtract 12 from 15. 6 ¸ 2 ⋅ 4 = 12.
a ¸ c - b ¸ c = d = (a - b) ¸ c. (d) Add 18 to 5. Operations within parentheses
first, then multiplication.
23. (a) 5x + 8 = 28 5x + 8 - 8 = 28 - 8
29. Given any whole numbers a and b(b ¹ 0), there
5x = 20 5
5
x = 205 x = 4.
exist unique whole numbers q (quotient) and
(b) 5x + 6 = x + 14 5x - x + 6 = x - x + r (remainder) such that a = bq + r 5n +
14 4x + 6 = 14 4x + 6 - 6 = 14 - 6 3 Î W . Those numbers are 3, 8,13,… .
4x = 8 4
4x = 8 4 x = 2.
(c) 5(x + 3) = 35 5x + 15 = 35 30. (a) Yes. x y ÎS for any values of x Î S
5x + 15 - 15 = 35 - 15 5x = 20 and y Î S.
5x = 205 x = 4. (b) Yes. a b = b a, a c = c a,… for

5 all possible combinations of terms.
(d) (x - 6) ¸ 3 = 1 x-6 = 3 x = 9. (c) Yes. Since x a = x and a x = x forall
24. Look for a pattern: x in S, a is the identity on S.
2 nails on each axis 1 intersection. (d) Yes. a (b c) = (a b) c for all

3 nails on each axis 3 intersections 2 new. 4 possible combinations of terms.
nails on each axis 6 intersections 3 new. 5
nails on each axis 10 intersections 4 new. Review Problems
⁝ 8 nails 28 intersections.
6 nails 15 intersections. 9 nails 36 intersections.
7 nails 21 intersections. 10 nails 45 intersections.
30

14. Answers may vary; an example would be
25. (a) 28 - 8(3) = 4. {2, 6, 10, 14,…}.
15. No. For example, 5 - 2 ¹ 2 - 5.

16. (a) When 7 and 6 were added the regrouping was
not performed and so the tens value was one
less than it should be.
(b) The student likely regrouped when the 5 and
the 7 were added, but the student appears to
have not added this tens to the other tens and
31

Assessment 3-4A 63
mistakenly place the sum of 30 and 40 in the

hundredths place.
(c) It appears that in the ones place the 6 was
subtracted from the nine.
(d) It is likely that when a tens value was
exchange to the ones value, the digit 4 was not
reduced by 1.
3. (a) On average, the U.S. consumes 310, 000, 000 ´

160 = 49, 600, 000, 000 lbs of sugar per year.
Assessment 3-4A
1 metric ton
Algorithms for Whole-Number 49, 600, 000, 000 lbs ´ 2205 lbs »
Multiplication and Division
22, 494, 331 metric tons/year.
1. (a) Start with multiplication of 4_6 by 3. The _ must 120 teaspoons
be 2, since 1 must be regrouped from 3 ⋅ 6 and (b) 160 lbs/year ´ 1 lb
=
only 3 ⋅ 2 + 1 = 7. Then 3 ⋅ 4 = 12 for 2 in 19, 200 teaspoons/year.
the _ of the first partial product. Similar
(c) 4 lbs/year ´ =
120 teaspoons
reasoning gives: 1 lb
4 2 6 480 teaspoons/year.
´ 7 8 3 (d) The average American consumer
1 2 7 8
´ ´ 365 days »
lbs 454 grams 1 year
160year 1 lb
3 4 0 8
199 grams/day. This is 5 times the
2 9 8 2
recommended amount.
3 3 3 5 5 8
(b) The _ in the multiplier must be 4, since only 4. (a) There are 7 + 12 = 19 factors of 5.
4 ⋅ 7 gives 8 in the units place of the second Thus 57 ⋅ 512 = 57+12 = 519.
partial product. Similar reasoning gives:
3 2 7 (b) 610 ⋅ 62 ⋅ 63 = 610+2+3 = 615.
´ 9 4 1 (c) 10296 ⋅ 1017 = 10296+17 = 10313.
3 2 7 (d) 27 ⋅ 105 ⋅ 57 = 27 ⋅ 57 ⋅ 105 = (2.5)7.105 =

1 3 0 8 107 ⋅ 105 = 107+5 = 1012.
2 9 4 3
3 0 7 7 0 7
5. (a) 2100 is greater. 280 + 280 = 280(1 + 1) =
280 ⋅ 2 = 281 < 2100.
2. (a) 728 ´ 94 = 68, 432:

(b) 2102 is greatest. 2102 = 22 ⋅ 2100 > 3 ⋅ 2100 >
2101 = 2 ⋅ 2100.
6. (a) The following partial products are

obtained through the distributive property of
multiplication over addition. The parenthetical
computations below illustrate the
corresponding area notions from the model:
(b) 306 ´ 24 = 7344:
32

2 2 (b) Annexation can be interpreted as append. In base

´ 1 3 two, two is 10two. To illustrate the property
6 (3 ´ 2) consider a three digit number in base two:
abctwo ⋅ 10two = (a ⋅ 102 + b ⋅ 10two +
6 0 (3 ´ 20) two
2 0 (10 ´ 2) c ⋅ 1two ) ⋅ 10two = a ⋅ 103 + b ⋅ 102 +
two two
2 0 0 (10 ´ 20) c ⋅ 10two + 0 ⋅ 1two = abc0two. So multiplying
2 8 6 abctwo by 10two “annexed” the numeral abctwo
with a 0 in the “ones” place.
(b) 1 5
(c) In base two, 4 can be expressed as 10two ⋅ 10two.
´ 2 1
Thus, given what we learned in (b), multiplying
5 (1 ´ 5)
by 4 in base two “annexes” a base two numeral
1 0 (1 ´ 10) by 00 by annexing the original number by
1 0 0 (20 ´ 5) 0 twice.
2 0 0 (20 ´ 10) (d) 110two ⋅ 11two = 110two (10two + 1two )
3 1 5 = 110two ⋅ 10two +
Which is illustrated by: 110two ⋅ 1two
= 1100two + 110two
= 10010two.
8. Halves Doubles
17 ´ 63
Halve 17 8 126 Double 63
(c) The numbers in the doubles column paired with odd

numbers in the halves column are 63 and 1008; and
63 + 1008 = 17 ´ 63 = 1071.
9. (a) 3 hrs skiing ´ 444 calories/hr = 1332 calories.

(b) Jane: 2 hrs ´ 462 calories/hr = 924 calories.
Carolyn: 3 hrs ´198 calories/hr =
594 calories.
To find 43 five ⋅ 23 five count the number of flats,
Thus Jane burned 924 - 594 = 330 more.
longs, and ones. There are 4.2 flats, 2 ⋅ 3 +
(c) Lyle: 3 hrs ´ 708 calories/hr = 2124 calories.
3 ⋅ 4 longs, and 3 ⋅ 3 units. 5 units = 1 long,
5 longs = 1 flat, and 5 flats = 1 block, thus Maurice: 5 hrs ´ 444 calories/hr =
2220 calories.
43 five ⋅ 3 five = 2 blocks, 1flat, 4 longs, and
Thus Maurice burned 2220 - 2124 =
4 units, or 2144 five.
96 more.
7. (a) 1 1 0 two 10. 2 hrs ´ 666 calories/hr = 1332 calories/day
´ 1 1 two swimming.
1 1 0 two 1500 - 1332 = 168 calories/day increased intake.
1 1 0 0 two 168 ´14 = 2352 excess calories consumed.
1 0 0 1 0
2352 < 3500, so he gained less than 1 pound.
two
33

Assessment 3-4A 65
11. Assuming the price is $30 per $1000 per year, there 15. (a) Answers may vary. One such is 36 ⋅ 84 = 3024
are $50, 000 ¸ $1, 000 = 50 installments of $30. and 63 ⋅ 48 = 3024.
Each quarter, the cost is 50 ⋅ $30 ¸ 4 = $375. (b) Let the digits be a, b, c and d. Then
(10a + b) ⋅ (10c + d ) = (10b + a) ⋅
12. (a) Repeated subtraction (10d + c) 100ac + 10bc + 10ad +
8 6 2 3 bd = 100bd + 10bc + 10ad + ac
5 6 0 70 eights 99ac = 99bd ac = bd.
6 3 So if a ⋅ c = b ⋅ d then the products will
5 6 7 eights always be the same when the digits are reversed

7 77 reminder 7 (e.g., in part (a) above, a ⋅ c = b ⋅ d
3 ⋅ 8 = 6 ⋅ 4).
Standard algorithm
7 7 remainder 7 16. Let p be the number of pennies in box 3. Then 3 p is
8 6 2 3 the number of pennies in box 1 and 2(3 p) = 6 p is
the number of pennies in box 2. Thus 3 p + 6 p +p
5 6 0
= 4520 10 p = 4520 p = 452.
6 3
So box 1 = 3(452) = 1356 pennies;
5 6
box 2 = 6(452) = 2712 pennies;
7 box 3 = 452 pennies.
(b) Repeated subtraction
3 6 2 9 8 17. 36 apples ´ 50 boxes = 1800 apples, or 600
2 8 8 8 36 's 3-apple bags. She had 18 ¸ 3 = 6 bags left over,

1 0 8 remainder 10 so she sold 600 - 6 = 594 bags at $1 per bag.
Thus her profit was $594 - $452 = $142.
Standard algorithm
8 remainder 10
18. (a) 5 was multiplied by 6 to obtain 30. The 3
3 62 9 8 was regrouped, then 3 was multiplied by 2
2 8 8 to obtain 6. The regrouping was added to
1 0 obtain 9 which was recorded in the tens place.
(c) Repeated subtraction (b) When 1 was brought down the quotient of
0 was not recorded.
3 9 1 4 0 0 1
3 9 1 0 10 391's
19. 56 ⋅ 10
9 1 10 remainder 91
= (5 ⋅ 10 + 6) ⋅ 10 expanded form.
Standard algorithm = (5 ⋅ 10) ⋅ 10 + 6 ⋅ 10 distributive
1 0 reminder 91 property.
3 9 1 4 0 0 1 = 5(10 ⋅ 10) + 6 ⋅ 10 associative
3 9 1 property.
9 1 = 5 ⋅ 10 + 6 ⋅ 10
2
definition of an.
13. (a) The division will be the least digit value and the = 5 ⋅ 102 + 6 ⋅ 10 + 0 ⋅ 1 additive identity.
dividend will be arranged so that the greatest is = 560 place value.

placed for the greatest place value. 3 754
(b) The thinking in (a) is reversed. 7 345

34

20. (a) The division algorithm tells us that these
numbers, n, are of the form, n = 4g + 3,
14. Reverse the operation: 300 ¸ 10 = 30 where 4 is the divisor and 3 is the remainder.
and 30 ¸ 10 = 3. We can describe this collection (set) as
{4q + 3|q Î w}.
35

(Note: q can be replaced with any letter.) 24. In each case it may be helpful to generate a
multiplication table in the appropriate base;
(b) 3, 7, 11, 15, 19,…
e.g. in base 5:
(c) Arithemetic. Each subsequent term is the
result of adding 4 to the previous term. ´ 0 1 2 3 4
Proof: (4q + 3) + 4 = 4q + 4 + 3 = 0 0 0 0 0 0
4(q + 1) + 3, which is a term in the sequence. 1 0 1 2 3 4
2 0 2 4 11 13
3 0 3 11 14 22
21. (a) Base nine. In the units column 3 + 8 = 12 4 0 4 13 22 31
with the two brought down and the 1 regrouped,
so (3 + 8)nine = 12nine.
(a) 1
(b) Base six. 2 ⋅ 3 produced 0 in the units column,
3 2 five
so (2 ⋅ 3)six = 10six.
´ 4 five
2 3 3
22. (a) 323 five ⋅ 42 five = 30221 five : five
(b) 4 five remainder 1 five
4 five 3 2 five
3 1
1
4 3
(c) six
´ 2 3 six
(b) 32a = 23b 3a + 2 = 2b + 3 2 1 3
b= 3a-1 .
2 The smallest value of a(a > 1) for 1 3 0
b to be whole is a = 3 a = 3 and b = 4. 1 5 1 3 six
But 32three is not possible because there is no 3 1 five

numeral 3 in base three. The smallest possible (d)
3 five 1 4 3 five
solution is thus a = 5 and b = 7, or
1 4
32 five = 23seven.
0 3
0 3
23. (a) The greatest product requires the largest

multiplicands which can be formed using the 0
four numbers: 8 ´ 763 > 7 ´ 863 because (e) 1 1 0 two
8 ´ 700 = 7 ´ 800 but 8 ´ 63 > 7 ´ 63.

11two 1 0 0 1 0 two
Thus:
1 1
7 6 3 1 1 0
 8 1 1 0
6 1 0 4 0
(b) The least product requires the smallest 1 0 1 1 0 two
multiplicands which can be formed using the (f )
four numbers; 3 ´ 678 < 6 ´ 378 because ´ 1 0 1 two
3 ´ 600 = 6 ´ 300 but 3 ´ 78 < 6 ´ 78. 1 0 1 1 0
Thus: 1 0 1 1 0
1 1 0 1 1 1 0 two
36

7 6 8
 3
2 0 3 4 Assessment 3-4B
37

Assessment 3-4B 67
(c) 6 ⋅ 2 ⋅ 3 = 6 ⋅ (2 ⋅ 3) =
2 2 2 2 2
1. Start by multiplication of 4_4 by 7. The _ must be 8
since the 2 must be regrouped from 7 ⋅ 4 and only
62 ⋅ 62 = 64 = (2 ⋅ 3)4.
7 ⋅ 8 + 2 yields an 8 in the tens column. Now that
(c) 4 ⋅ 8 ⋅ 32 = 2 ⋅ 2 ⋅ 2 =
the factors are 484 and 327, compute the partial 8 4 5 16 12 25
products in the usual way to solve for the other
missing terms. 253.
4 8 4
´ 3 2 7 5. (a) 220 + 220 = 220(1 + 1) = 220 ⋅ 2 = 221,
3 3 8 8 so they are equal.
9 6 8
(b) 9 ⋅ 330 = 32 ⋅ 330 = 332,
1 4 5 2
so 331 < 9 ⋅ 330 < 333.
1 5 8 2 6 8
6. (a) The following partial products are obtained
through the distributive property of multiplication
2. (a) 327 ´ 43 = 14061: over addition, as shown below:
1 3
´ 1 2
6 (2 ´ 3)
2 0 (2 ´ 10)
3 0 (10 ´ 3)
1 0 0 (10 ´ 10)
(b) 2618 ´137 = 358, 666: 1 5 6
(b) 1 2
´ 2 2
4 (2 ´ 2)
2 0 (2 ´ 10)
4 0 (20 ´ 2)
2 0 0 (20 ´ 10)
2 6 4
Which is illustrated by:

3. (a) Answers may vary. Assume the daily averages
for taking a shower, toilet flushing, washing of
hands and face, drinking, and brushing teeth, and
assume three dish washes and two cookings
(have cold cereal for breakfast). Then 75 +
22 + 7 + 1 + 1 + (3 ⋅ 30) + (2 ⋅ 18) =
232 liters.
(b) The hypothetical person in (a) uses slightly
more water than average.
(c) About 310,000,000 people ´ 200 liters per day =
about 62,000,000,000 liters per day.
4. (a) There are 8 + 4 = 12 factors of 3.

Thus 38 ⋅ 34 = 38+4 = 312.
(b) 52 ⋅ 54 ⋅ 52 = 52+4+2 = 58. 7. (a)
38

9. (a) 444 calories per hour⋅ 4 hours = 1776 calories.

(b) Jane burned 462 ⋅ 3 = 1386 calories and
Carolyn burned 198 ⋅ 4 = 792 calories.
Jane burned more calories.
(c) Lyle burned 708 ´ 4 = 2832 calories and
Maurice burned 444 ´ 5 = 2220 calories.
Lyle burned more calories.
There are 2 ⋅ 1 blocks, (2 ⋅ 4 + 3 ⋅ 1)

10. Each day Glenn burned 666 ´ 3 = 1998 calories.
longs, and 4 ⋅ 3 units = 2 blocks +
(2 blocks + 1 long) + (2 longs + 2 units) = He burned more calories working out than he
consumed in additional calories. Assuming that the
4 blocks + 3 longs + 2 units = 432 five. three hour swims were not part of his usual daily
(b) Use a three-digit number in base five, abc five. routine, he did not gain weight.
abc five ⋅ 10 five = (a ⋅ 102 + b ⋅ 101 +
11. $24/thousand ´ 30 thousands = $720 annual

c ⋅ 100) five ⋅ 10 five = (a ⋅ 103 + b ⋅ 102 +
premiums. $720 ¸ 12 months = $60/month in
c ⋅ 101) five = abc0 five. installment payments.
(c) Multiplying by 100 five is the same as 12. (a) Repeated subtraction
multiplying twice by 10 five (i.e., 7 3 9 2
10 five ⋅ 10 five = 100 five ). Since a zero 3 5 0 50 sevens
is annexed each time a number is multiplied 4 2
by 10, multiplication by 100 will result in
annexation of two zeros (this is true for 4 2 6 sevens
multiplying by 100 in any base, not just 0 56 reminder 0
base five).
Standard algorithm
(d) 14 five ⋅ 23 five = (10 + 4) five ⋅ 23 five =
5 6 remainder 0
(10 ⋅ 23 + 4 ⋅ 23) five = (230 + 202) five =
7 3 9 2
432 five. 3 5
Observe that in base five notation 4 2
4 five ⋅ 23 five = [4 ⋅ (2 ⋅ 10 + 3)] five 4 2
= (130 + 22) five = 202 five. 0
(b) Repeated subtraction
8. Halves Doubles 3 7 9 2 5
31 ´ 69 7 4 0 20 37's
Halve 31 15 138 Double 69 1 8 5
Halve 15 7 276 Double 138 1 8 5 5 37's
Halve 7 3 552 Double 276 0 25 remainder 0

Halve 3 1 1104 Double 552 Standard algorithm
552
69
1104
138
2139 which is the product of 31 ´ 69.
276
39

2 5
remainder 03 7
9 2 5
7 4
1 8 5
1 8 5
0
40

Assessment 3-4B 69
(c) Repeated subtraction &Y = 2

4 2 3 5 0 0 2 1 1
4 6 5 3 11 423's 9 5 6 7
3 4 9 11 remainder 349 1 0 8 5
Standard algorithm 1 0 6 5 2
1 1 remainder 349
4 2 3 5 0 0 2 16. Let x represent the number of dimes in the second
4 2 3 box. Then 4x + x + 3(4x) = 340. Solving we find
7 7 2 that x = 20 dimes. Convering to a dollar value, the
4 2 3 second box contains 20  $0.10 = $2. Thus the
3 4 9 boxes contain 8, 2, and 24 dollars respectively.
13. (a) The greatest quotient follows from dividing
the smallest number possible into the largest 17. $5340 - (12 months ´$95 per month) = $4200
number possible (876 ¸ 3 = 292): saved in the final two years. $4200 ¸ 24 months =
$175 per month.
3 8 7 6 18. (a) Regrouping was not used. Place value was not
(b) The least quotient follows from dividing the observed.
largest number possible into the smallest (b) 4 was multiplied by 6 to obtain 24. The 2 was
number possible (367 ¸ 8 = 45 remainder 7): regrouped; then 6 and 3 were added instead of
multiplied and the 2 was added to obtain 11.
3 6 7
19. 35 ⋅ 100 = (3 ⋅ 10 + 5) ⋅ 100 expanded form
14. 5 ⋅ x = 250 x = 50, the original number. = (3 ⋅ 10 + 5) ⋅ 102 definition of an
The answer should have been 50 ¸ 5 = 10.
= (3 ⋅ 10) ⋅ 102 +
15. Because sum of two numbers less than 10,000 is 5 ⋅ 102 distributive property
less than 20,000, M must be 1. To produce an = 3(10 ⋅ 102) +
exchange (carry), S must be 8 or 9. Since S + M
is 9 or 10, O must be 0 or 1. But M is 1, so O is 0. 5 ⋅ 102 associative property
At this point we have of multiplication
S E N D = 3 ⋅ 103 + 5 ⋅ 102
+ 1 0 R E + 0 ⋅ 10 + 0 ⋅ 1
1 0 N E Y = 3500 place value
and we know that S is 8 or 9.
If there is an exchange from column three to four, 20. (a) Let n be a whole number. Then n = 4q + 1,
then E = 9 (since E + 0 = E) and the N = 0. But q Î W , will produce all the whole numbers
with remainder of 1 when divided by 4.
O = 0. So there is no exchange from column three
to four and thus, S = 9. (b) q n
0 1
If there is no exchange from column two to column
three, then E = N , which is not possible. There is 1 5
a carry and thus E = N + 1. 2 9
We have 9 E E +1 D etc
+ 1 0 R E (c) This is an arithmetic sequence with a1 = 1
1 0 E +1 E Y and d = 4.
41

If there were no exchange from column 1, then R is 9.
But S is 9. So R = 8. 21. (a) Base four. In the units column it was necessary
to regroup to subtract; since 6 - 3 = 3, a 4
Similar reasoning results in E = 5, N = 6, D = 7,
42

must have been regrouped. Then (4 + 2)ten = (a) 1

12 four and (12 - 3) four = 3 four. 4 2 five
´ 3 five
(b) Any base ³ two would yield this quotient.
2 3 1 five
22. (a) 423 five ⋅ 23 five = 21334 five :
(b) 3 five
4 five 2 2 five
2 2
0
(b) Form the equation 4a + 1 = b + 4 4a -

3 = b. When a = 2, b = 5, which is a (c) 3 2 five
solution to the equation but not a solution to ´ 4 2
five
the problem since a = 2 cannot be the base 1 1 4

for 41a. Continuing, the first useable value
for a is 5, which leads to a base of 17 for b. 2 3 3
Thus the solution is a = 5, b = 17, or 2 4 4 4 five
41 five = 14seventeen.
(d) 3 1 five
23. (a) The greatest product requires the largest
multiplicands which can be formed using the 2 3 five 1 3 1 3 five
five numbers; 83 ´ 762 > 73 ´ 862 because
1 2 4
80 ´ 700 = 70 ´ 800 but 83 ´ 62 > 73´62:
2 3
2 3
0
6 3 2 4 6
(e) 1 0 1 two
(b) The least product requires the smallest
multiplicands which can be formed using the ´ 1 0 1 two
five numbers; 26 ´ 378 < 36 ´ 278 because 1 0 1
20 ´ 300 = 30 ´ 200 but 26 ´ 78 < 36 ´ 78: 1 0 1
1 1 0 0 1 two
´ 2 6
(f ) 1 1 two
9 8 2 8
11 two 10 01 01 1 two
24. In each case it may be helpful to generate 1 1

a multiplication table in the appropriate base; 1 1
e.g. in base 5: 0
´ 0 1 2 3 4
0 0 0 0 0 0
1 0 1 2 3 4 Review Problems
2 0 2 4 11 13 14. Answers may vary; for example, 3 + 0 =
3 0 3 11 14 22
4 0 4 13 22 31 43

3 = 0 + 3.
15. (a) ax + bx + 2x = (a + b + 2)x.
44

Assessment 3-5A 71
(b) 3(a + b) + x(a + b) = (3 + x)(a + b). (i) ) 567 + 30 = 597 (add 567 to the tens
value of 38).
(ii) 597 + 8 = 605 (add 597 to the units
16. 59, 260 miles - 52, 281 = 6979 miles traveled. value of 38).
(b) 321 ⋅ 3:
17. (a) 36 ¸ 4 = 9 36 = 4  9. (i) ) 300 ⋅ 3 = 900
(b) 112 ¸ 2 = x 112 = 2x. (multiply the hundredsvalue of 321 by
(c) 48 ¸ x = 6 48 = x6. 3).
(d) x ¸ 7 = 17 x = 7  17.
(ii) ) 20 ⋅ 3 = 60 (multiply the tens
value of 321 by 3).
Assessment 3-5 A (iii) ) 1 ⋅ 3 = 3 (multiply the units value of 321
Mental Mathematics and Estimation by 3).
for whole-Number Operations (iv) 900 + 60 + 3 = 963 (add partial
products).
1. Answers may vary; possibilities include:
5. (a) 85 - 49 (85 + 1) - (49 + 1) =
(a) 180 + 97 - 23 + 20 - 140 + 26
86 - 50 = 36.
= 180 + 97 + 20 + 26 - 23 - 140
(b) 87 + 33 (87 + 3) + (33 - 3) =
= (180 + 90 + 20 + 20 + 7 + 6)
90 + 30 = 120.
- 23 - 140
(c) 143 - 97 = (143 + 3) - (97 + 3) =
= (310 + 13) - 23 - 140
146 - 100 = 46.
= 323 - 23 - 140 = 300 - 140 = 160.
(d) 58 + 39 (58 + 2) + (39 - 2) =
(b) 87 - 42 + 70 - 38 + 43
60 + 37 = 97.
= 87 + 70 + 43 - 42 - 38
= (80 + 70 + 40 + 7 + 3) 6. (a) 28 + 2 = 30; 30 + 20 = 50; 50 + 3 = 53.
- 40 - 30 - 2 - 8 Then 2 + 20 + 3 = 25.
= (190 + 10) - 70 - 10 (b) 47 + 3 = 50; 50 + 10 = 60; 60 + 3 = 63.
= 200 - 80 = 120. Then 3 + 10 + 3 = 16.
2. Answers may vary; possibilities include: 7. 8 hours ´ 62 mph = (8 ⋅ 60) + (8 ⋅ 2) =

(a) Rearrange as (9 ⋅ 6) ⋅ (2 ⋅ 5) = 54 ⋅ 10 = 540. 480 + 16 = 496 miles (i.e., the front-end
(b) Rearrange as (8 ⋅ 7) ⋅ (25 ⋅ 4) = 56 ⋅ 100 = multiplying method).
5600.
8. Methods may vary.
3. (a) Answers may vary; possibilities include: (a) 86 + 37 = 80 + 30 + 6 + 7 =
Compatible numbers 110 + 13 = 123 (adding from the left).
(b) 97 + 54 = (97 + 3) + (54 - 3) = 100 + 51 =
151 (trading off).
(c) 230 + 60 + 70 + 44 + 40 + 6 = 230 +
60 + 70 + 44 + 6 + 40 = 230 + 60 +
70 + 50 + 40 = 230 + 130 + 90 = 450
(using compatible numbers).
(b) Answers may vary; possibilities include:
Breaking up and bridging 9. (a) 5280: The number is between 5200 and
375 - 76 = 375 - 75 - 1 5300;
= 300 - 1 = 299. The midpoint is 5250;
The number is greater than the
midpoint;
4. (a) 567 + 38:
So it rounds up to 5300.
45

(i) ) Front-end: 0 + 1 + 0 + 2 = 3; place

(b) 1 15, 234: The number is between 100,000 value 3000; adjust by 500 + 500 + 100 +
and 200,000; 400 = 1500; estimate 3000 + 1500 =
The midpoint is 150,000; 4500.
The number is less than the
midpoint; Grouping to nice numbers: 474 + 1467 »
So it rounds down to 100,000. 2000; 64 + 2445 » 2500; sum » 2000 +
(c) 115, 234: The number is between 110,000 2500 = 4500.
and 120,000; Rounding: Sum » 500 + 1500 + 100 +
The midpoint is 115,000; 2400 = 4500.
The number is greater than the (ii ) Front-end: 4 + 4 + 5 + 5 + 5 = 23;
midpoint;
place value 2300; adjust by 80 + 80 +
So it rounds up to 120,000.
30 + 0 + 30 = 220; estimate 2300 +
(d) 2325: The number is between 2320
220 = 2520.
and 2330;
The midpoint is 2325; Grouping to nice numbers: 483 + 475 »
When the number is at the midpoint 1000; 530 + 528 » 1000; 503 » 500;
it is conventional to round up sum » 1000 + 1000 + 500 = 2500.
(to 2330). Rounding: sum » 500 + 500 + 500 +
500 + 500 = 2500.
10. Answers may vary:
(a) 878 ¸ 29 » 900 ¸ 30 = 30. 13. (a) The range is 20 ⋅ 30 = 600 to 30 ⋅ 40 = 1200.
(b) 25, 201 - 19, 987 » Then 600 < (22 ⋅ 38) < 1200.
25, 000 - 20, 000 = 5000. (b) The range is 100 + 600 = 700 to 200 + 700 =
(c) 32 ⋅ 28 » 30 ⋅ 30 = 900. 900. Then 700 < (145 + 678) < 900.
(d) 2215 + 3023 + 5967 + 975 » 2000 + (c) The range is 200 + 0 = 200 to 300 + 100 =
3000 + 6000 + 1000 = 12, 000. 400. Then 200 < (278 + 36) < 400.
11. (a) 2215 + 3023 + 5987 + 975: 14. Answers may vary; e.g., 3300 - 100 - 300 -
(i) ) 2 + 3 + 5 + 0 = 10 400 - 500 = 2000. The estimate is high because
(add front-enddigits); the amounts were rounded to the hundreds place. $8
(ii) ) 10, 000 (place value); was taken away from the check amounts while $13
was added to the $3287.
(iii ) 215 + 23 + 987 + 975 » 200 +
0 + 1000 + 1000 = 2200 (adjust); 15. Estimates may vary. The range would be from
(iv) 10, 000 + 2200 = 12, 200 (adjusted 30 ⋅ 20 = 600 to 40 ⋅ 30 = 1200. Rounding,
estimate). 38 » 35 or 40 and 23 » 20 or 25, thus about 35
⋅ 20 = 700 seats, or 40 ⋅ 25 = 1000 seats.
(b) 234 + 478 + 987 + 319 + 469:
700 would be low (rounded down) and 1000
(i ) 2 + 4 + 9 + 3 + 4 = 22 would be high (rounded up).
(add front-end digits)
(ii ) 2200 (place value); 16. Answers may vary:
(iii ) 34 + 78 + 87 + 19 + 69 » (a) Different. One factor is the same in each and
30 + 80 + 90 + 20 + 70 = 290 the other is 4 times larger.
(adjust); (b) Same. 22 was divided by 2 to obtain 11 while
(iv) 2200 + 290 = 2490 (adjusted estimate). 32 was multiplied by 2 to obtain 64. The result
is to multiply the original computation by
2 = 1 which does not change it.
12. (a) (i ) No. The numbers are not clustered. 2
(ii ) Yes. The numbers are clustered around 500. (c) Same. 13 was multiplied by 3 and 33 was
(b) Estimate may vary: divided by 3, thus the original computation
was multiplied by 1.
46

Assessment 3-5B 73
17. (a) False. Sweden would be estimated to be about 3. Step 1: Associative property of addition.
44,000 square miles larger than Finland. Step 2: Commutative property of addition.
(b) False. Twice Norway’s size would be about Step 3: Associative property of addition.
250,000 square miles. Step 4: Closure property of whole-number
(c) False. France would be estimated to be about addition.
85,000 square miles larger than Norway.
(d) True. About 195,000 square miles to about 4. (a) 997 - 32:
174,000 square miles.
(i) ) 997 - 30 = 967 (subtract
the tens valueof 32 from 997).
18. The clustering strategy yields 6 ⋅ (about 70,000) »
(ii) ) 967 - 2 = 965 (subtract the units
420, 000 in attendance. value of 32 from 967).
(b) 56 ⋅ 30:
19. Note that in parts (b) through (d), a larger divisor
(i) ) 50 ⋅ 30 = 1500 (multiply
produces a lower quotient when the dividend stays
the tens value of 56 by 30).
the same and a larger dividend produces a higher
quotient when the divisor stays the same. (ii) ) 6 ⋅ 30 = 180 (multiply the units
(a) High. 299 ⋅ 300 < 300 ⋅ 300. value of 56 by 30).
(iii) ) 1500 + 180 = 1680 (add the
(b) Low. 6001 ¸ 299 > 6000 ¸ 300.
partial products).
(c) Low. 6000 ¸ 299 > 6000 ¸ 300.
(d) Low. 10 ⋅ 99 = 990 < 999 999 ¸ 99 > 10. 5. (a) 75 - 38 (75 + 2) - (38 + 2) =
77 - 40 = 37.
20. Answers may vary. One strategy to find (n5)2 would (b) 57 + 35 (57 + 3) + (35 - 3) =
be to write n(n + 1) and append 25 (because 52 is
60 + 32 = 92.
always 25); e.g., 652 = (6 ⋅ 7 = 42) and append
25 = 4225 and 752 = (7 ⋅ 8 = 56) and append (c) 137 - 29 (137 + 1) - (29 + 1) =
25 = 5625. 138 - 30 = 108.
(d) 78 + 49 (78 + 2) + (49 - 2) =
Assessment 3-5B 80 + 47 = 127.

6. (a) 63 + 7 = 70; 70 + 4 = 74. Then 7 + 4 = 11.
(a) 160 + 92 - 32 + 40 - 18
(b) 57 + 3 = 60; 60 + 10 = 70; 70 + 3 = 73.
= 160 + 92 + 40 - 32 - 18
Then 3 + 10 + 3 = 16.
= (160 + 90 + 40 + 2) - 32 - 18
= (290 + 2) - 32 - 18 7. Methods may vary.
= 292 - 32 - 18 = 292 - 50 = 242. (a) 81 - 46 = (81 - 1) - (46 - 1) = 80 - 45 =
(b) 36 + 97 - 80 + 44 35 (trading off).
= 36 + 97 + 44 - 80 (b) 98 - 19 19 + 1 = 20; 20 + 70 = 90;
= (30 + 90 + 40 + 6 + 7 + 4) - 80 90 + 8 = 98. Then 1 + 70 + 8 = 79
= (160 + 17) - 80 (cashier’s algorithm).
= 177 - 80 = 97. (c) 9700 - 600 97 - 6 = 91 9100
(drop the zeros).

8. Mentally multiply 7 ´ 70 = 490 miles
(a) Rearrange as (11 ⋅ 3) ⋅ (5 ⋅ 20) = 33 ⋅ 100 =
and compensate by subtracting 7 miles for an
3300. anwser of 483 miles .
(b) Rearrange as (82 + 18) + (37 + 13) = 7 hrs(69 miles/hr) = 7(70 - 1) miles =
100 + 50 = 150. 7(70) - 7 miles.
47

9. (a) 3587: The number is between 3500 12. (a) (i ) No. The numbers are not clustered.
and 3600; (ii ) Yes. The numbers are clustered around
The midpoint is 3550; 2000.
The number is greater than the
(b) Estimates may vary:
midpoint;
So it rounds up to 3600. (i) ) Front-end: 0 + 2 + 0 + 3 = 5; place
(b) 1 48, 213: The number is between 100,000 value 5000; adjust by 300 + 300 + 100 +
and 200,000; 500 = 1200; estimate 5000 + 1200 =
The midpoint is 150,000; 6200.
The number is less than the Grouping to nice numbers: 318 + 2314 »
midpoint;
So it rounds down to 100,000. 2600; 57 + 3489 » 3600; sum » 2600
+ 3600 = 6200.
(c) 23, 785: The number is between 23,000
and 24,000; Rounding: sum » 300 + 2300 + 100 +
The midpoint is 23,500; 3500 = 6200.
The number is greater than the (ii) ) Front-end: 2 + 1 + 2 + 2 + 1 = 8;
midpoint;
place
So it rounds up to 24,000.
value 8000; adjust by 400 + 1000 + 0 +
(d) 2357: The number is between 2350
100 + 900 = 2400; estimate 8000 +
and 2360;
The midpoint is 2355; 2400 = 10, 400.
The number is greater than the Grouping to nice numbers:
midpoint; 2350 + 1987 » 4000; 2036 + 2103 »
So it rounds up to 2360. 4000; 1890 » 2000; sum » 4000 +
4000 + 2000 = 10, 000.
10. Estimates may vary. Rounding: sum » 2000 + 2000 +
(a) 937 ¸ 38 » 900 ¸ 30 = 30. 2000 + 2000 + 2000 = 10, 000.
(b) 32, 285 - 18, 988 » 32, 000 - 19, 000 =
13, 000. 13. Estimates may vary:
(c) 52 ⋅ 49 » 50 ⋅ 50 = 2500. (a) The range is 30 ⋅ 40 = 1200 to 40 ⋅ 50 = 2000.
(d) 3215 + 3789 + 5987 » 3000 + 4000 + Then 1200 < (32 ⋅ 47) < 2000.
6000 = 13, 000. (b) The range is100 + 700 = 800 to 200 + 800 =
1000. Then 800 < (123 + 780) < 1000.
11. Estimates may vary.
(c) The range is 400 + 200 = 600 to 500 + 300 =
(a) 2345 + 5250 + 4210 + 910: 800. Then 600 < (482 + 246) < 800.
14. (ii ) 30  180. 30 and 180 are closer to the original

(i ) 2 + 5 + 4 + 0 = 11
two numbers than the other choices.
(add front-end digits);
(ii ) 11, 000 (place value);

15. About 21,000 calories. 3540 calories
(iii ) 345 + 250 + 210 + 910 » per pound is about 3500 calories, and 6 ⋅ 3500 =
350 + 250 + 200 + 900 = 1700 3 ⋅ (2 ⋅ 3500) = 3 ⋅ (7000) = 21, 000 calories.
(adjust); (Actual is 21,240.)
(iv) 11, 000 + 1700 = 12, 700 (adjusted
estimate). 16. Answers may vary:
(b) 345 + 518 + 655 + 270: (a) Different. The estimates are quite different.
14
(i ) 3 + 5 + 6 + 2 = 16 The second number (22) is the first number
(add front-end digits); (iii ) 50 + 20 + 60 + 70 = 200 (adjust);

(ii ) 1600 (place value);
(iv) 1600 + 200 = 1800 (adjusted estimate).
48

(88).
(b) Same. 93 was divided by 3 to obtain
31 and 15was multiplied by 3 to obtain
45.
49

Assessment 3-5B 75
(c) Different. 20 ⋅ 17 = 17 ⋅ 20; 12 < 17 and as ab(100 -1) = 100ab - ab.

18 < 20.
Review Problems
17. (a) Yes. Rounding, Josh plans to write checks for
about $40, $30, $60, and $250, or about $380. 12. Demonstrate using a three-digit number, abc, where
Since the check amounts were rounded up, he abc represents the number 100a + 10b + c. abc
will have enough.
⋅ 10 = (a ⋅ 102 + b ⋅ 10 + c) ⋅ 10 =a ⋅
(b) Yes. (assuming a non-negative beginning
balance). $981 + $1140 is greater than 103 + b ⋅ 102 + c ⋅ 10 + 0 ⋅ 1 = abc0.
$900 + $1100 = $2000.
(c) Alberto. He received 10 more votes than Juan 13. (a) Repeated subtraction:
from the first district, but only 1 less from the
1 8 6 2 3
second.
5 4 0 30 eighteens
(d) The second. Each dimension of the second
parcel is greater than the corresponding 8 3
dimension of the first. 7 2 4 eighteens
1 1 34 remainder 11
18. Answers may vary. Possibilities include:
Standard Algorithm:
Rounding 71, 000
3 4 remainder 11
65, 000
1 8 6 2 3
68, 000
5 4 0
73, 000
8 3
85, 000
7 2
+ 70, 000
1 1
432, 000
(b) Repeated subtraction:
Trading off
2 1 4 9 3
Observe that the high attendance on Friday
distributed among the other day’s attendence for 4 2 0 20 twenty ones
approximately 72,000 visitors per day. 72, 000 ´ 7 3
6 = 432, 000. 6 3 3 twenty ones
1 0 23 remainder 10
19. Note that in parts (a) through (d), a larger divisor
produces a lower quotient when the dividend stays
Standard algorithm:
the same and a larger dividend produces a higher
quotient when the divisor stays the same. 2 3 remainder 10
(a) High. 398 ⋅ 500 < 400 ⋅ 500. 2 1 4 9 3
(b) Low. 4 2 0
8001 ¸ 398 > 8001 ¸ 400 > 8000 ¸ 400. 7 3
(c) Low. 10, 000 ¸ 999 > 10, 000 ¸ 1000. 6 3
(d ) High. 1999 ¸ 201 < 2000 ¸ 200. 1 0
(c) Repeated subtraction:

20. Answers may vary. One strategy to mentally
find ab ⋅ 99, where ab represents the number 9 7 1 0 0 0
10a + b, would be to write (ab - 1) as the first from 100 - ab. E.g., to digits are 12
two digits and then append the digits obtained find 12 ⋅ 99 the first two - 1 = 11 and
50

the second two digits are 100 - 12 = 88, or 12 ⋅ 9 7 0 10 ninety sevens
99 = 1188. 3 0 10 remainder 30
Another method is to show ab ⋅ 99
Standard algorithm:
51

1 0 remainder 30 6. 2 slacks ´ 3 blouses ´ 2 sweaters = 12 outfits.

9 7 1 0 0 0
9 7 0 7. Work backward from 93 using inverse operations:
3 0 Subtract 89, giving 4;
Add 20, giving 24;
Divide by 12, giving 2; then
14. (a) 623 = 18 ⋅ 34 + 11. Multiply by 13, giving 26 as the original number.
(b) 493 = 21 ⋅ 23 + 10.
(c) 1000 = 97 ⋅ 10 + 30. 8. $80 per person ´ 80 people = $6400. The $6000
package is less expensive.
Chapter 3 Review
9. 30 hours per week ´ $5 per hour + 8 hours
1. (a) Distributive property of multiplication over overtime ´$8 per overtime hour = $214.
addition.
(b) Commutative property of addition.
(c) Identity property of multiplication for whole 10. Let q be the amount from the first question.
numbers. Then winnings are q + 2q + 4q + which isa
(d) Distributive property of multiplication over geometric sequence with a1 = q, r = 2, and
addition. n = 5. 6400 = q(2)5-1 16q = 6400
(e) Commutative property of multiplication. q = $400.
(f ) Associative property of multiplication.
11. (a) Let n be the original number. Then
2. (a) 13 = 3 + 10. Since 10 is a natural number, 2[2(n + 17) - 4] + 20
- 20 =
3 < 13. 4
(b) 12 = 3 + 9. Since 3 is a natural number, 4(n + 17) - 8 + 20
- 20 =
12 > 9. 4
4n + 80
- 20 = n + 20 - 20 = n.
4
3. (a) 4 ⋅ 10 £ whole number £ 15 - 37 < 27.
(b) Answers may vary. For example, if n is the
(b) 398 = 10 ⋅ 37 + 28. original number:
n n n
(c) ⋅ (3 + 4) = ⋅3+ ⋅ 4, where n Î W 4(n + 18) - 7 = 4n + 65.
is any whole number.

Then two more steps might be:
(d) 42 - Any whole number £ 26 ³ 16. 4n + 65 - 65 (subtract 65);
4n (divide by 4).
4
4. (a) 3a + 7a + 5a = (3 + 7 + 5)a = 15a.
(c) Answers may vary; use the techniques of

(b) 3x2 + 7x2 - 5x2 = (3 + 7 - 5)x2 = 5x2.
parts (a) and (b).
(c) x(a + b + y) = xa + xb + xy.
(d) (x + 5)3 + (x + 5) y = 3x + 15 + xy + 5 y 12. Scratch:

1
or
(x + 5)3 + (x + 5) y = ( x + 5)(3 + y).
(e) (f )
52

3 1 6
/71 1 2
3x2 + 1). /91 1
+
x =
x(3x + 2x + x = x (2x + 1).
5 3 3 2 1 1 1 9
Traditional:
5. 60 people ´ 8 ounces = 480 ounces required.
480 ¸ 12 ounces per can = 40 twelve-ounce cans.
53

Chapter 3 Review 77
1 (c) Repeated subtraction:
3 1 6 2 3 five 3 3 1 2
five
7 1 2
2 3 0 0 (100-23's) five
+ 9 1
1 0 1 2
1 1 1 9
1 0 1 0 (20-23's) five
2 five (120-23's) five

13. Traditional:
6 1 3 120 five remainder 2 five
´ 9 8 Traditional:
4 9 0 4 1 2 0 five
5 5 1 7
2 3 five 3 3 1 2 five
6 0 0 7 4
2 3
Lattice: 1 0 1
1 0 1
0 2 five
120 five remainder 2 five
(d) Repeated subtraction:
1 1two 1 0 1 1two
1 1 0
(10-11's)two
14. (a) Repeated subtraction: 1 0 1
9 1 2 4 8 0 3 1 1 (1-11)two
4 5 6 0 5-912's 1 0two (11-11's)two

2 4 3 5-912's 5 r 243 11two remainder 10two
Traditional:
5 5 r 243 (d) Traditional:
9 1 2 4 8 0 3 1 1two
4 5 6 0 1 1two 1 0 1 1two
2 4 3 1 1
(b) Repeated subtraction: 1 0 1
1 1 1 0 1 1 1 1
9 9 0 90-11's 1 0 two
2 1 11two remainder 10two

1 1 1 - 11
Traditional: 1 0 91-11's
54

91 r 10 15. (a)
I
f
4
8
0
3
¸
9
1
2
=
5
r
e
m
a
i
n
d
e
r
2
4
3
T
h
e
n
9
1
2
⋅
5
+
2
4
3
=
4
8
0
3
.
9 1 91 r 10 (b) If 1011 ¸ 11 = 91 remainder 10 Then
1 1 1 0 1 1 11 ⋅ 91 + 10 = 1011.
9 9 0 (c) If (3312 ¸ 23) five = (120 remainder 2) five
2 1 Then (23 ⋅ 120) five + 2 five = 3312 five.
1 1
(d) If (1011 ¸ 11)two = (11 remainder 10)two
1 0
Then (11 ⋅ 11)two + 10two = 1011two.
55

16. (a) 19 ⋅ 5 ⋅ 194 ⋅ 2 = (19 ⋅ 194) ⋅ 10 = 36, 860. 0 0 0 0

(b) 379 ⋅ 4 ⋅ 193 ⋅ 25 = (379 ⋅ 193) ⋅ 100 = 1 0 0 1
7, 314, 700. 1 0 1 1 0 1 two
(c) 8 ⋅ 481 ⋅ 73 ⋅ 125 = (481 ⋅ 73) ⋅ 1000 =
35,113, 000. 22. 44 five ⋅ 34 five = (4 ⋅ 10 five + 4) ⋅ 34 five

(d) 374 ⋅ 200 ⋅ 893 ⋅ 50 = (374 ⋅ 893) ⋅ 10, 000 = = 4 ⋅ 34 five ⋅ 10 five + 4 ⋅ 34 five
3, 339, 820, 000. = 3010 five + 301 five
= 3311 five
17. ($320 ´ 6 mos) + ($410 ´ 6 mos) = $4380.
23. 4 five 434 five

18. 15, 600 cans per hour ¸ 24 cans per case =
650 cases per hour. Then 650 ´ 4 hours = - 400 five (100 ⋅ 4) five
2600 cases.
34 five
- 31 five (4 ⋅ 4) five
19. There are 8 groups of 3 in 24 (or two dozen)
apples. 8 ´ 69/c per group = 552/c on sale; 3 five
32/c each ´ 24 apples = 768/c regular price.

Thus, 434 five = 104 five ⋅ 4 five + 3 five
768/c - 552/c = 216/c saved (or $2.16).
20. Let b be the number of bicycles and t be the 24. Answers may vary; for example:
number of tricycles. Then (a) (26 + 24) + (37 - 7) = 50 + 30 = 80.
2b + 3t = 126 wheels (i ) (b) (7 ⋅ 9) ⋅ (4 ⋅ 25) = 63 ⋅ 100 = 6300.
2b + 2t = 108 pedals (ii )
Subtracting (ii) from (i ) t = 18 tricycles. 25. Methods may vary; for example:
Substituting t = 18 into (i ) b = 36 bicycles. (a) 63 ⋅ 7 = (7 ⋅ 60) + (7 ⋅ 3) = 420 + 21 =

21. (a) 1 1 441 (front-end multiplying).
1 2 3 five (b) 85 - 49 = (85 + 1) - (49 + 1) = 86 - 50 =

36 (trading off).
+ 3 4 five
(c) (18 ⋅ 5) ⋅ 2 = 18 ⋅ (5 ⋅ 2) = 18 ⋅ 10 = 180
2 1 2 five (using compatible numbers).
(b) 10 0 10 (d) 2436 ¸ 6 = (2400 ¸ 6) + (36 ¸ 6) =
/1 0 /1 0 two
400 + 6 = 406 (breaking up the dividend).
- 1 0 1 two
1 0 1 two
1
1
56

1 26. Answers may vary; for example:
(a) Front-end: 5 + 3 + 2 + 4 + 9 = 23; place
(c) 2 3 five value 2300; adjustments 40 + 100 + 60 +
´ 3 4 five 0 + 100 = 300; adjusted sum = 2300 +
2 0 2 300 = 2600.
1 2 4 (b) Rounding: 500 + 400 + 300 + 400 +
1 4 4 2 five 1000 = 2600.
In this case, both estimates give the same result
(d) 1 0 0 two (the actual sum is 2602, so both are reasonable).
´ 1 0 two
1 0 0 27. The addends cluster around 2400, so one would
estimate the sum to be 4 ⋅ 2400 = 9600.
57

Chapter 3 Review 79
28. (a) 999 ⋅ 47 + 47 = 47(999 + 1) =

47 ⋅ 1000 = 47, 000.
(b) 43 ⋅ 59 + 41 ⋅ 43 = 43(59 + 41) =
43 ⋅ 100 = 4300.
(c) 1003 ⋅ 79 - 3 ⋅ 79 = 79(1003 - 3) =
79 ⋅ 1000 = 79, 000.
(d) 1001 ⋅ 113 - 113 = 113(1001 - 1) =
113 ⋅ 1000 = 113, 000.
(e) 101 ⋅ 35 = (100 + 1) ⋅ 35 = 35 ⋅ 100 +
35 ⋅ 1 = 3500 + 35 = 3535.
(f ) 98 ⋅ 35 = (100 - 2) ⋅ 35 = 35 ⋅ 100 -
35 ⋅ 2 = 3500 - 70 = 3430.
29. (a) 3x3 + 4x2 + 7x + 8

+ + +
2
5x 2x 1
3x 3
+ 9x 2
+ 9x + 9
(b) Answers may vary. For example:
3⋅103 + 5 ⋅102 + 7 ⋅10 + 8
- 4 ⋅10 2
+ 2 ⋅10 + 1
3⋅10 3
+ 1⋅10 2
+ 5 ⋅10 + 7
Is equivalent (when x = 10 ) to:
3x3 + 5x2 + 7x + 8
- + +
2
4x 2x 1
3x3 + x2 + 5x + 7
(c) Answers may vary. For example:

25 ⋅ 102 = (2 ⋅ 10 + 5) ⋅ 102 = 2 ⋅ 103 +
5 ⋅ 102 + 0 ⋅ 10 + 0 = 2500.
Is equivalent to:
(2x + 5)x2 = 2x3 + 5x2.

35


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Test Bank: https://testbankpack.com/p/test-bank-for-problem-solving-

5. (a) Closed. 0 + 0 = 0, and 0 Î {0}. 7. (a) 1, commutative property of addition.

(f ) Associative property of addition.

(iv) n(B) = 6 if n( A Ç B) = 3. 9. No. If k = 0 (a whole number) and a = b = 0 ,

then the a = b + k a < b, which would imply

such that b - k = a (or equivalently, if and 2

only if b - a is a natural number).

(c) Add x to each side: 9 = x + 2.

two digits. 16. (a) a ³ b; if b > a then a - b would not be

(c) 3. A and B must be 1 and 2 (in any order); (b) a - (b - c) ³ 0 a ³ (b - c)

paired with each of the 9 choices for the right y + (z + x) = y + (x + z).

(a) Take away:

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Copyright © 2013 Pearson Education, Inc.

(b) False. n( A) = 3; n(B) = 3; n( A) + n(B) = 6.

2. The sets are not disjoint because n( A Ç B) ¹ 0.

(d) x + 8 = 12 + 5 n( A) = 3, n(B) = 5, n( A Ç B) = 1, and

x = 9. 3. If A Ç B ¹ /0, the elements in the intersection

(e) x + 8 = 5 + (x + 3) would be counted twice in the operation n( A) +

4. (a) Since n( A È B) = 6 and n(B) = 4, A could

x = x. (b) If n( A Ç B) = 0, then A Ç B = /0.

All natural numbers A È B = {a, b, d, e}; n( A È B) = 4.

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5. (a) Not Closed. 1 + 1 = 2, and 2 Ï {0,1}.

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6. (a) Answers may vary. For example, if (d) 2. A must be 9; B must be 3.

8. (a) Commutative property of addition; i.e., if

a + b. (c) Add x to each side: 11 = 2 + x.

9. In this chapter we are only considering whole 17. (a) a + (b + c) = (a + b) + c: Associative

18. (a) Take-away:

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Copyright © 2013 Pearson Education, Inc.

20. The number of Kelly’s pencils must be

(c) Comparison: Assessment 3-2A

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Copyright © 2013 Pearson Education, Inc.

(b) The algorithm works because the placement of

(b) not both. (He may have tea with either.)

9. Step 1 → Expanded form;

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(b) 174 + 285 = (1 ⋅ 100 + 7 ⋅ 10 + 4) 1 1

11. (a) 4 3 5 8 (e) 1

12. Remember that in base five the number 11, for

4 3 five sum of 3 + 6, or 11eight.

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Copyright © 2013 Pearson Education, Inc.

- 7 6 eight 1 /30 five

/43 /30 five

+ 5 hours 56 minutes 27 seconds

(b) 1 33 98 17. There is no numeral 5 in base five; 2 five + 3 five =

10 five; 22 five + 33 five = 110 five.

(b) 6 + 7 + 10 + 11 = 34. 1 2 4 1 five

(c) 1 + 4 + 16 + 13 = 34. (b) Subtract 11011two from100, 000two.

(d) Yes. Adding five to each number in the square

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The information in (c) and (d ) complete the

Copyright © 2013 Pearson Education, Inc.

The information in (g) and (h) complete the third

2. Base ten blocks:

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