(eBook PDF) Developmental

Mathematics: Basic Mathematics and

Algebra 4th Edition
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 Contents

Preface xi

Chapter 1 Whole Numbers 1 Chapter 3 Adding and Subtracting

Fractions 191
Study Skills Your Brain Can Learn Mathematics 2
3.1 Adding and Subtracting Like Fractions 192
1.1 Reading and Writing Whole Numbers 4
Study Skills Managing Your Time 197
Study Skills Using Your Text 10
3.2 Least Common Multiples 199
1.2 Adding Whole Numbers 12
3.3 Adding and Subtracting Unlike Fractions 209
1.3 Subtracting Whole Numbers 22
3.4 Adding and Subtracting Mixed Numbers 217
1.4 Multiplying Whole Numbers 32
Study Skills Making a Mind Map 229
1.5 Dividing Whole Numbers 42
1.6 Long Division 55 3.5 Order Relations and the Order of Operations 231
1.7 Rounding Whole Numbers 63 Study Skills Preparing for Tests 239
1.8 Exponents, Roots, and Order of Operations 74
Summary 241 ● Review Exercises 245 ● Mixed
Study Skills Taking Lecture Notes 80 Review Exercises 249 ● Test 251
1.9 Reading Pictographs, Bar Graphs,
and Line Graphs 82
1.10 Solving Application Problems 88 Chapter 4 Decimals 253
Summary 96 ● Review Exercises 101 ● Mixed 4.1 Reading and Writing Decimal Numbers 254
Review Exercises 107 ● Test 109 4.2 Rounding Decimal Numbers 265
4.3 Adding and Subtracting Decimal Numbers 272
Chapter 2 Multiplying and Dividing
4.4 Multiplying Decimal Numbers 280
Fractions 111
4.5 Dividing Decimal Numbers 286
2.1 Basics of Fractions 112 4.6 Fractions and Decimals 296
Study Skills Homework: How, Why, and When 117 Study Skills Analyzing Your Test Results 304
2.2 Mixed Numbers 119
Summary 306 ● Review Exercises 309 ● Mixed
2.3 Factors 124 Review Exercises 312 ● Test 313
2.4 
Writing a Fraction in Lowest Terms 130
Study Skills Using Study Cards 136
Chapter 5 Ratio and Proportion 315
2.5 Multiplying Fractions 138
2.6 Applications of Multiplication 148 5.1 Ratios 316
2.7 Dividing Fractions 155 5.2 Rates 325
Study Skills Using Study Cards Revisited 164 5.3 Proportions 333
5.4 Solving Proportions 338
2.8 Multiplying and Dividing Mixed Numbers 166
5.5 
Solving Application Problems
Study Skills Reviewing a Chapter 177 with Proportions 344
Study Skills Tips for Taking Math Tests 179 Summary 351 ● Review Exercises 356 ● Mixed
Summary 181 Review Exercises 185
● ● Mixed Review Exercises 358 ● Test 359
Review Exercises 188 ● Test 189

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 viii Contents

Chapter 6 Percent 361 9.6 Multiplying and Dividing Real Numbers 644
9.7 Properties of Real Numbers 656
6.1 Basics of Percent 362 9.8 Simplifying Expressions 666
6.2 Percents and Fractions 373 Summary 673 ● Review Exercises 677 ● Mixed
6.3 
Using the Percent Proportion and Identifying Review Exercises 682 ● Test 683
the Components in a Percent Problem 384
6.4 Using Proportions to Solve Percent Problems 392
6.5 Using the Percent Equation 405 Chapter 10 Equations, Inequalities,
6.6 Solving Application Problems with Percent 413 and Applications 685
6.7 Simple Interest 423 10.1 The Addition Property of Equality 686
6.8 Compound Interest 429 10.2 The Multiplication Property of Equality 693
Study Skills Preparing for Your Final Exam 437 10.3 More on Solving Linear Equations 700
10.4 An Introduction to Applications
Summary 439 ● Review Exercises 444 ● Mixed of Linear Equations 712
Review Exercises 448 ● Test 451 10.5 Formulas and Additional Applications
from Geometry 726
10.6 Solving Linear Inequalities 739
Chapter 7 Geometry 453
Summary 753 ● Review Exercises 757 ● Mixed
7.1 Lines and Angles 454 Review Exercises 760 ● Test 761
7.2 Rectangles and Squares 468
7.3 Parallelograms and Trapezoids 478
Chapter 11 Graphs of Linear Equations and
7.4 Triangles 484 Inequalities in Two Variables 763
7.5 Circles 491
11.1 Linear Equations and Rectangular Coordinates 764
7.6 Volume and Surface Area 501
11.2 Graphing Linear Equations in Two Variables 777
7.7 Pythagorean Theorem 511
11.3 The Slope of a Line 791
7.8 Congruent and Similar Triangles 519
11.4 Slope-Intercept Form of a Linear Equation 804
Summary 529 ● Review Exercises 539 ● Mixed
11.5 Point-Slope Form of a Linear Equation
Review Exercises 544 ● Test 547 and Modeling 814
11.6 Graphing Linear Inequalities in Two Variables 822
Chapter 8 Statistics 549 Summary 829 ● Review Exercises 833 ● Mixed
Review Exercises 836 ● Test 837
8.1 Circle Graphs 550
8.2 Bar Graphs and Line Graphs 560
8.3 Frequency Distributions and Histograms 569 Chapter 12 Exponents and Polynomials 839
8.4 Mean, Median, and Mode 575 12.1 The Product Rule and Power Rules
Summary 583 ● Review Exercises 589 ● Mixed for Exponents 840
Review Exercises 593 ● Test 595 ● Cumulative 12.2 Integer Exponents and the Quotient Rule 848
Review Exercises Chapters 1–8 599 12.3 An Application of Exponents: Scientific
Notation 857
12.4 Adding and Subtracting Polynomials 865
Chapter 9 The Real Number System 603
12.5 Multiplying Polynomials 875
9.1 Exponents, Order of Operations, and Inequality 604 12.6 Special Products 882
9.2 Variables, Expressions, and Equations 612 12.7 Dividing a Polynomial by a Monomial 889
9.3 Real Numbers and the Number Line 619 12.8 Dividing a Polynomial by a Polynomial 893
9.4 Adding Real Numbers 628 Summary 900 ● Review Exercises 903 ● Mixed
9.5 Subtracting Real Numbers 635 Review Exercises 906 ● Test 907

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 Contents ix

Chapter 13 Factoring and Applications 909 16.3 Adding and Subtracting Radicals 1135
16.4 Rationalizing the Denominator 1140
13.1 Greatest Common Factors; Factor by Grouping 910 16.5 More Simplifying and Operations
13.2 Factoring Trinomials 920 with Radicals 1146
13.3 Factoring Trinomials by Grouping 927 16.6 Solving Equations with Radicals 1153
13.4 Factoring Trinomials Using the Summary 1163 ● Review Exercises 1167 ● Mixed
FOIL Method 931
Review Exercises 1170 ● Test 1171
13.5 Special Factoring Techniques 937
13.6 Solving Quadratic Equations Using the
Zero-Factor Property 947 Chapter 17 Quadratic Equations 1173
13.7 Applications of Quadratic Equations 956
17.1 Solving Quadratic Equations by the Square
Summary 968 ● Review Exercises 972 ● Mixed Root Property 1174
Review Exercises 976 ● Test 977 17.2 Solving Quadratic Equations by Completing
the Square 1181
Chapter 14 Rational Expressions 17.3 Solving Quadratic Equations by the
and Applications 979 Quadratic Formula 1189

14.1 T  he Fundamental Property of Rational

17.4 Graphing Quadratic Equations 1196
Expressions 980 17.5 Introduction to Functions 1202
14.2 Multiplying and Dividing Rational Summary 1209 ● Review Exercises 1212 ● Mixed
Expressions 990 Review Exercises 1214 ● Test 1215 ● Cumulative
14.3 Least Common Denominators 996 Review Exercises Chapters 9–17 1217
14.4 Adding and Subtracting Rational
Expressions 1002
14.5 Complex Fractions 1012 Appendices
14.6 Solving Equations with Rational Expressions 1020 Appendix A Measurement AP-1
14.7 Applications of Rational Expressions 1032
A.1 Problem Solving with U.S.
14.8 Variation 1044 Measurement Units AP-2
Summary 1050 ● Review Exercises 1055 ● Mixed A.2 The Metric System—Length AP-12
Review Exercises 1058 ● Test 1059 A.3 The Metric System—Capacity and
Weight (Mass) AP-19
Chapter 15 Systems of Linear Equations A.4 Metric–U.S. Measurement Conversions
and Inequalities 1061 and Temperature AP-29
15.1 S olving Systems of Linear Equations
by Graphing 1062 Appendix B I nductive and Deductive
Reasoning AP-37
15.2 Solving Systems of Linear Equations
by Substitution 1072 Other Appendices:
15.3 Solving Systems of Linear Equations Set Operations and Compound Inequalities *
by Elimination 1080
Absolute Value Equations and Inequalities *
15.4 Applications of Linear Systems 1088
Writing Equations of Parallel and Perpendicular Lines *
15.5 Solving Systems of Linear Inequalities 1100
The Distance and Midpoint Formulas *
Summary 1105 ● Review Exercises 1108 ● Mixed Rational Exponents *
Review Exercises 1110 ● Test 1111
Answers to Selected Exercises A-1
Chapter 16 Roots and Radicals 1113 Photo Credits P-1
16.1 Evaluating Roots 1114
Index I-1
16.2 Multiplying, Dividing, and
Simplifying Radicals 1125 *Available in MyMathLab

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 Preface
In the fourth edition of Developmental Mathematics: Basic Mathematics and Algebra, we
have addressed the diverse needs of today’s students by creating a tightly coordinated text
and technology package that includes integrated activities to help students improve their
study skills, an attractive design, updated applications and graphs, helpful features, and care-
ful explanations of concepts. We have also expanded the supplements and study aids. We
have revamped the video series into a complete Lial Video Library with expanded video
coverage and new, easier navigation. We have also responded to the suggestions of users and
reviewers and have added many new examples and exercises based on their feedback.
The text is designed for students who need to review basic mathematics and learn intro-
ductory algebra topics before moving on to an intermediate algebra course. This book begins
with basic mathematics concepts, and then introduces geometry, statistics, and introductory
algebra topics. Students will benefit from the text’s student-oriented approach. Of particular
interest to students and instructors will be the Guided Solutions in margin problems and
exercises and the Concept Check exercises.
This text is part of a series that also includes the following books:
• Basic College Mathematics, Tenth Edition, by Lial, Salzman, and Hestwood
• Prealgebra, Sixth Edition, by Lial and Hestwood
• Introductory Algebra, Eleventh Edition, by Lial, Hornsby, and McGinnis
• Intermediate Algebra, Eleventh Edition, by Lial, Hornsby, and McGinnis
• Introductory and Intermediate Algebra, Sixth Edition, by Lial, Hornsby, and McGinnis

What’s New in This Edition

We are pleased to offer the following new textbook features and supplements.
▶ Examples and Exercises Throughout the text, examples and exercises have been adjusted
or replaced to reflect current data and practices. Applications have been updated and cover a
wider variety of topics, such as the fields of technology, ecology, and health sciences.
▶ Relating Concepts Exercises Conceptual exercise sets have been expanded to help stu-
dents tie concepts together and develop higher-level problem-solving skills as they compare
and contrast ideas, identify and describe patterns, and extend concepts to new situations.
These exercises make great collaborative activities for pairs or small groups of students.
Additionally, each of these exercise sets is now covered and assignable in MyMathLab and
tagged for easy location and assignment.
▶ Dedicated Mixed Review Exercises Each chapter review has been expanded to include
more Mixed Review Exercises to help students further synthesize concepts.
▶ Improved Study Skills Many of these special activities now include a Now Try This sec-
tion to increase student involvement. Each is designed independently to allow flexible
use with individuals or small groups of students, or as a source of material for in-class
­discussions.
▶ Learning Catalytics Learning Catalytics is an interactive student response tool that uses
students’ own mobile devices to engage them in the learning process. Learning Catalytics
is accessible through MyMathLab and is designed to be customized to each instructor’s
specific needs. Instructors can use Learning Catalytics to generate class discussion and
promote peer-to-peer learning, and they can employ the real-time data generated to adjust

xi

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 xii Preface
their instructional strategy. As an introduction to this exciting new tool, we have provided
questions drawing on prerequisite skills at the start of each section to check students’
preparedness for the new material. Learn more about Learning Catalytics in the Instructor
Resources tab in MyMathLab.
▶ What Went Wrong Earlier editions of the text included exercises designed to help stu-
dents find and fix errors, but in this edition these exercises have been updated and expanded
with explicit instructions to emphasize the importance of this aspect of the learning process.
When students can find and correct errors, they are demonstrating a higher level of under-
standing and conceptual knowledge.
▶ Concept Teaching Tips These tips point out the underlying mathematical concepts pre-
sented to students through the worked examples and margin problems. They highlight
the importance of covering certain topics and suggest ways to help students deepen their
understanding of key concepts. The Concept Teaching Tips are printed in the margins of
the Annotated Instructor’s Edition but are enclosed in a box to set them apart from regular
Teaching Tips.
▶ Enhanced MyMathLab Features and Lial Video Workbook Videos have been updated
and expanded throughout the course, including many new worked-through Solution Clips
for exercises in every section. The corresponding workbook guides students through the
videos for conceptual reinforcement - providing extra practice and Guided Examples linked
to the videos.
▶ Data Analytics We analyzed aggregated student usage and performance data from
­ yMathLab for the previous edition of this text. The results of this analysis helped us im-
M
prove the quality and quantity of exercises that matter the most to instructors and students.

Hallmark Features
We believe students and instructors will welcome these familiar hallmark features.
▶ Chapter Openers The new and engaging Chapter Openers portray real-life situations that
make math relevant for students.
▶ Figures and Photos Today’s students are more visually oriented than ever. Thus, we
have made a concerted effort to include mathematical figures, diagrams, tables, and graphs
whenever possible. Many of the graphs appear in a style similar to that seen by students in
today’s print and electronic media. Photos have been incorporated to enhance applications
in examples and exercises.
▶ Emphasis on Problem Solving Introduced at the end of Chapter 1 and reinforced in
Chapter 10, our six-step process for solving application problems is integrated throughout
the text. We also provide students with Problem-Solving Hint boxes that feature helpful
problem-solving tips and strategies.
▶ Learning Objectives Each section begins with clearly stated, numbered objectives, and
the material within sections is keyed to these objectives so that students know exactly what
concepts are covered.
▶ Guided Solutions Selected exercises in the margins and in the exercise sets, marked with
a GS icon, show the first few solution steps. Many of these exercises can be found in the
MyMathLab homework, providing guidance to students as they start learning a new concept
or procedure.
▶ Pointers More pointers have been added to examples to provide students with important
on-the-spot reminders and warnings about common pitfalls.

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 Preface xiii
▶ Cautions and Notes One of the most popular features of previous editions, we include
information marked ! Caution and Note to warn students about common errors
and emphasize important ideas throughout the exposition. The updated text design makes
them easy to spot.
▶ Calculator Tips These optional tips, marked with a red calculator icon, offer helpful in-
formation and instruction for students using calculators in the course.
▶ Margin Problems Margin problems, with answers immediately available at the bottom
of the page, are found in every section of the text. This key feature allows students to im-
mediately practice the material covered in the examples in preparation for the exercise sets.
▶ Ample and Varied Exercise Sets The text contains a wealth of exercises to provide stu-
dents with opportunities to practice, apply, connect, and extend the skills they are learning.
Numerous illustrations, tables, graphs, and photos help students visualize the problems they
are solving. Problem types include skill building, writing, estimation, and calculator exer-
cises, as well as applications and correct-the-error problems. In the Annotated Instructor’s
Edition of the text, the writing exercises are marked with an icon so that instructors may
assign these problems at their discretion. Exercises suitable for calculator work are marked
in both the student and instructor editions with a calculator icon . Students can watch an
instructor work through the complete solution for all exercises marked with a Play Button
icon in MyMathLab.
▶ Teaching Tips Although the mathematical content in this text is familiar to instructors,
they may not all have experience in teaching the material to adult students. The Teaching
Tips provide helpful comments from colleagues with successful experience at this level and
offer cautions about common trouble spots. The Teaching Tips are printed in the margins of
the Annotated Instructor’s Edition.
▶ Solutions Solutions to selected section exercises are included in MyMathLab. This
provides students with easily accessible step-by-step help in solving the exercises that are
most commonly missed. Solutions are provided for the exercises marked with a square of
blue color around the exercise number, for example, 15.
▶ Summary Exercises All chapters now include this helpful mid-chapter review. These ex-
ercises provide students with the all-important mixed practice they need at these critical
points in their skill development.
▶ Ample Opportunity for Review Each chapter ends with a Chapter Summary featuring
Key Terms with definitions and helpful graphics, New Formulas, New Symbols, Test Your
Word Power, and a Quick Review of each section’s content with additional examples. Also
included is a comprehensive set of Chapter Review Exercises keyed to individual sections,
a set of Mixed Review Exercises, and a Chapter Test. Students can watch an instructor work
out the full solutions to the Chapter Test problems in the Chapter Test Prep Videos.
▶ Test Your Word Power This feature, incorporated into each Chapter Summary, helps
students understand and master mathematical vocabulary. Key terms from the chapter are
­presented, along with three possible definitions in a multiple-choice format. Answers and
examples illustrating each term are provided.
▶ Written with developmental readers in mind. A significant proportion of developmental
math students are also developmental reading students. With this in mind, we are thrilled to
be working with a developmental reading instructor on this text, making sure that the ma-
terial is as accessible as possible to our developmental students. This not only helps those
students with weak reading skills, but helps all students by ensuring that the mathematics is
accurate, but not obscured by unnecessarily complex writing.

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 Resources for Success
MyMathLab Online Course for Lial/Hornsby/
McGinnis/Salzman/Hestwood Developmental Mathematics,
4th edition
The corresponding MyMathLab course tightly integrates the authors’ approach,
giving students a learning environment that encourages conceptual understanding
and engagement.
NEW! Learning Catalytics
Integrated into MyMathLab, Learning Catalytics use students’ mobile
devices for an engagement, assessment, and classroom intelligence system
that gives instructors real-time feedback on student learning. LC annotations
for instructors in the text provide corresponding questions that they
can use to engage their classrooms.

LC LEARNING CATALYTICS
1. Which digit in the number 40,163 is in the ones
place?
2. Identify the place value of 8 in the number 9875.

Expanded! Conceptual Exercises

In addition to MyMathLab’s hallmark interactive
exercises, the Lial team provides students with
exercises that tie concepts together and help students
problem-solve. Guided Solutions exercises, marked
with a “GS” in the Assignment Manager, test student
understanding of the problem-solving steps while
guiding them through the solution process. Relating
Concepts exercises in the text help students make
connections and problem-solve at a higher level.
These sets are assignable in MyMathLab, with
expanded coverage.

NEW! Workspace Assignments

These new assignments allow students to naturally
write out their work by hand, step-by-step, showing
their mathematical reasoning as they receive
instant feedback at each step. Each student’s work
is captured in the MyMathLab gradebook so
instructors can easily pinpoint exactly where in the
solution process students struggled.

www.mymathlab.com
xiv

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 Resources for Success
NEW! Adaptive Skill Builder
When students struggle on an exercise, Skill Builder
assignments provide just-in-time, targeted support
to help them build on the requisite skills needed
to complete their assignment. As students progress,
the Skill Builder assignments adapt to provide
support exercises that are personalized to each
student’s activity and performance
throughout the course.

Instructor Resources Student Resources

Annotated Instructor’s Edition
ISBN 10: 0-13-454192-8 ISBN 13: 978-0-13-454192-1
The AIE provides annotations for instructors, includ-
ing answers, Learning Catalytics suggestions, and
vocabulary and teaching tips.
The following resources can be downloaded from
www.pearsonhighered.com or in MyMathLab:
Instructor’s Solutions Manual
This manual provides solutions to all exercises in
the text.
Instructor’s Resource Manual
This manual includes Mini-Lectures to provide
new instructors with objectives, key examples, and
teaching tips for every section of the text.
PowerPoints
These slides, which can be edited, present key con-
cepts and definitions from the text.
Student Solutions Manual
ISBN 10: 0-13-454136-7 ISBN 13: 978-0-13-454136-5
This manual contains completely worked-out solu-
tions for all the odd-numbered exercises in the text.
Lial Video Workbook
ISBN 10: 0-13-454135-9 ISBN 13: 978-0-13-454135-8
This workbook/note-taking guide helps students
develop organized notes as they work along with
the videos. The notebook includes
• Guided Examples to be used in conjunction with
the Lial Section Lecture Videos and/or Objective-
Level Video clips, plus corresponding Now Try
This Exercises for each text objective.
• Extra practice exercises for every section of the
text, with ample space for students to show their
work.
• Learning objectives and key vocabulary terms for
every text section, along with vocabulary practice
problems.

TestGen
TestGen® (www.pearsoned.com/testgen) enables
instructors to build, edit, print, and administer tests
using a computerized bank of questions developed
to cover all the objectives of the text.

www.mymathlab.com
xv

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 xvi Preface
Acknowledgments
The comments, criticisms, and suggestions of users, nonusers, instructors, and students have
positively shaped this textbook over the years, and we are most grateful for the many responses
we have received. The feedback gathered for this revision of the text was particularly helpful,
and we especially wish to thank the following individuals who provided invaluable suggestions
for this and the previous edition:
Mary Kay Abbey, Montgomery College
Carla Ainsworth, Salt Lake Community College
George Alexander, University of Wisconsin College
Randall Allbritton, Daytona State College
Sonya Armstrong, West Virginia State University
Jannette Avery, Monroe Community College
Sarah E. Baxter, Gloucester County College
Linda Beattie, Western New Mexico University
Linda Beller, Brevard Community College
Solveig R. Bender, William Rainey Harper College
Carla J. Bissell, University of Nebraska at Omaha
Jean Bolyard, Fairmont State University
Vernon Bridges, Durham Technical Community College
Barbara Brown, Anoka-Ramsey Community College
Kim Brown, Tarrant County College—Northeast Campus
Hien Bui, Hillsborough Community College
Gail Burkett, Palm Beach State College
Tim C. Caldwell, Meridian Community College
Russell Campbell, Fairmont State University
Ernie Chavez, Gateway Community College
Janis M. Cimperman, St. Cloud State University
Shawn Clift, Eastern Kentucky University
John Close, Salt Lake Community College
Terry Joe Collins, Hinds Community College
Dawn Cox, Cochise College
Jane Cuellar, Taft College
Martha Daniels, Central Oregon Community College
Ky Davis, Zane State College
Julie Dewan, Mohawk Valley Community College
Bill Dunn, Las Positas College
Lucy Edwards, Las Positas College
Morris Elsen, Cape Fear Community College
Scott Fallstrom, Shoreline Community College
Rob Farinelli, Community College of Allegheny—Boyce Campus
Matthew Flacche, Camden Community College
Donna Foster, Piedmont Technical College
Randy Gallaher, Lewis and Clark Community College
Shelley Getty, Taft College
Mark Gollwitzer, Greenville Technical College
Lourdes Gonzalez, Miami-Dade College
J. Lloyd Harris, Gulf Coast Community College
Terry Haynes, Eastern Oklahoma State College
Edith Hays, Texas Woman’s University
Anthony Hearn, Community College of Philadelphia
Karen Heavin, Morehead State University
Lance Hemlow, Raritan Valley Community College
Elizabeth Heston, Monroe Community College
Joe Howe, St. Charles County Community College
Matthew Hudock, St. Phillip’s College
Sharon Jackson, Brookhaven College
Rose Kaniper, Burlington County College
A01_LIAL1921_04_AIE_FM_i-xviii.indd 16
Rosemary Karr, Collin College
Amy Kauffman, Ivy Tech Community College
Harriet Kiser, Georgia Highlands College
Jeffrey Kroll, Brazosport College
Babara Krueger, Cochise College
Valerie Lazzara, Palm Beach State College
Christine Heinecke Lehmann, Purdue University–North Central
Douglas Lewis, Yakima Valley Community College
Sandy Lofstock, California Lutheran University
Lou Ann Mahaney, Tarrant County College–Northeast Campus
Valerie H. Maley, Cape Fear Community College
Susan McClory, San Jose State University
Gary McCracken, Shelton State Community College
Judy Mee, Oklahoma City Community College
Pam Miller, Phoenix College
Wayne Miller, Lee College
Jeffrey Mills, Ohio State University
Marguerite Morris, Northeast Texas Community College
Wendi Morris, Rio Salado College
Elizabeth Morrison, Valencia Community College—West Campus
Linda J. Murphy, Northern Essex Community College
Celia Nippert, Western Oklahoma State College
Elizabeth Olgilvie, Horry-Georgetown Technical College
Enyinda Onunwor, Stark State College
Ted Panitz, Cape Cod Community College
Claire Peacock, Chattanooga State Technical Community College
Kathy Peay, Sampson Community College
Faith Peters, Miami-Dade College
Thea Philliou, Santa Fe University of Art and Design
Larry Potanski, Pueblo Community College
Manoj Raghunandanan, Temple University
Serban Raianu, California State University—Dominguez Hills
Janice Rech, University of Nebraska at Omaha
Janalyn Richards, Idaho State University
Tom Rittweger, Georgia Northwestern Technical College
Jane Roads, Moberly Area Community College
Diann Robinson, Ivy Tech State College–Lafayette
Richard D. Rupp, Del Mar College
Ellen Sawyer, College of DuPage
Rachael Schettenhelm, Southern Connecticut State University
Lois Schuppig, College of Mount St. Joseph
Mary Lee Seitz, Erie Community College—City Campus
Jonathan Shands, Cape Fear Community College
Julia Simms, Southern Illinois University—Edwardsville
Sounny Slitine, Palo Alto College
Dwight Smith, Big Sandy Community and Technical College
Lee Ann Spahr, Durham Technical Community College
Julia Speights, Shelton State Community College
Theresa Stalder, University of Illinois—Chicago
Carol Stewart, Fairmont State University
Steven Stoddard, Augusta Technical College
07/04/17 10:46 am

Kathryn Taylor, Santa Ana College
Sharon Testone, Onondaga Community College
Shae Thompson, Montana State University
Mike Tieleman-Ward, Anoka Technical College
Mark Tom, College of the Sequoias
Fariheh Towfiq, Palomar College
Sven Trenholm, North Country Community College
Bettie A. Truitt, Black Hawk College
Diane P. Veneziale, Rowan College at Burlington County
Preface xvii
Paul Visintainer, Augusta Technical College
Ingrid Wallace, Lee College
Cora S. West, Florida State College at Jacksonville
Cheryl Wilcox, Diablo Valley College
Johanna Windmueller, Seminole State College of Florida
Jackie Wing, Angelina College
Gabriel Yimesghen, Community College of Philadelphia
Kevin Yokoyama, College of the Redwoods
Karl Zilm, Lewis and Clark Community College

Our sincere thanks go to the dedicated individuals at Pearson who have worked hard to make
this revision a success: Chris Hoag, Michael Hirsch, Matt Summers, Sherry Berg, Shana
Siegmund, Alicia Frankel, and Ruth Berry.
Jim Baugh, Professor of Mathematics at Gateway Community College, Phoenix,
Arizona, and Alicia Gordon helped us with manuscript preparation. Special thanks go to
Jill Owens, Linda Russell, Sara Van Asten, Callie Daniels, and Shannon d’Hemecourt for
their many contributions.
We are also grateful to Marilyn Dwyer and Carol Merrigan of Cenveo Publisher Ser-
vices for their excellent production work; Connie Day for her copyediting expertise; Alicia
Gordon, Sarah Sponholz, and Paul Lorczak for their accuracy checking; and Lucie Haskins
for the index.
The ultimate measure of this textbook’s success is whether it helps students master basic
skills, develop problem-solving techniques, and increase their confidence in learning and using
mathematics. In order for us, as authors, to know what to keep and what to improve for the next
edition, we need to hear from you, the instructor, and you, the student. Please tell us what you like
and where you need additional help by sending an e-mail to math@pearson.com. We appreciate
your feedback!
John Hornsby
Terry McGinnis
Stanley A. Salzman
Diana L. Hestwood

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 1

Whole Numbers
The Panama Canal, an American-built waterway, connects the Atlantic and Pacific
Oceans. Completed over 100 years ago, the canal cut 8000 miles off the voyage between
oceans by eliminating the need to sail around South America. The expansion of the
50-mile canal in 2016 required 32,000 workers. Now the canal can handle today’s much
larger cargo vessels that carry 14,000 containers (nearly three times the original
number). In this chapter we discuss whole numbers, which are used daily in our lives.

Study Skills Your Brain Can Learn Mathematics 1.6 Long Division
1.1 Reading and Writing Whole Numbers 1.7 Rounding Whole Numbers
Study Skills Using Your Text 1.8 Exponents, Roots, and Order of Operations
1.2 Adding Whole Numbers Study Skills Taking Lecture Notes
1.3 Subtracting Whole Numbers 1.9 Reading Pictographs, Bar Graphs, and Line Graphs
1.4 Multiplying Whole Numbers 1.10 Solving Application Problems
1.5 Dividing Whole Numbers
1

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 Your Brain Can Learn Mathematics

Y
Objectives our brain knows how to learn, just as your lungs know how to breathe; how-
ever, there are important things you can do to maximize your brain’s ability to
1 Describe how practice fosters
 do its work. This short introduction will help you choose effective strategies for
dendrite growth. learning mathematics. This is a simplified explanation of a complex process.
2 Explain the effect of anxiety on
 Your brain’s outer layer is called the neocortex, which is where higher-level
the brain. thinking, language, reasoning, and purposeful behavior occur. The neocortex has
about 100 billion (100,000,000,000) brain cells called neurons.

Learning Something New

▶ As you learn something new, threadlike branches grow out of each neuron. These
branches are called dendrites.
▶ When the dendrite from one neuron grows close enough to the dendrite from
another neuron, a connection is made. There is a small gap at the connection
point called a synapse. One dendrite sends an electrical signal across the gap to
another dendrite.
▶ Learning 5 growth and connecting of dendrites.

Remembering New Skills

▶ When you practice a skill just once or twice, the connections between neurons are
very weak. If you do not practice the skill again, the dendrites at the connection
points wither and die back. You have forgotten the new skill!

Brain Cell Dendrites

(neuron)

Myelin coating

Synapse

A neuron with several dendrites: one dendrite has

developed a myelin coating through repeated practice.
First Dendrite Second Dendrite

Synapse

An electrical signal travels to the end

of one dendrite. Then chemicals carry
the signal across the synapse to
another dendrite.

A close-up view of the connection (synapse) between

two dendrites.
2

M01_LIAL1921_04_AIE_C01_001-110.indd 2 09/03/17 11:30 AM

 ▶ When you practice a new skill many times, the dendrites for that skill become
coated with a fatty protein called myelin. Each time one dendrite sends a signal
to another dendrite, the myelin coating becomes thicker and smoother, allowing
the signals to move faster and with less interference. Thinking can now occur
more quickly and easily, and you will remember the skill for a long time because
the dendrite connections are very strong.

Become an Effective Student

▶ You grow dendrites specifically for the thing you are studying. If you practice
dividing fractions, you will grow specialized dendrites just for dividing fractions.
If you watch other people solve fraction problems, you will grow dendrites for
watching, not for solving. So, be sure you are actively learning and practicing.
▶ If you practice something the wrong way, you will develop strong dendrite
connections for doing it the wrong way! So, as you study, check frequently that
you are getting correct answers.
▶ As you study a new topic that is related to things you already know, you will grow
new dendrites, but your brain will also send signals throughout the network of
dendrites for the related topics. In this way, you build a complex neural network
that allows you to apply concepts, see differences and similarities between ideas,
and understand relationships between concepts.
In the first few chapters of this text you will find “brain friendly” activities that are
designed to help you grow and develop your own reliable neural networks for
mathematics. Since you must grow your own dendrites (no one can grow them
for you), these activities show you how to
▶ develop new dendrites,
▶ strengthen existing ones, and
▶ encourage the myelin coating to become thicker so signals are sent with less ­effort.
When you incorporate the activities into your regular study routine, you will discover
that you understand better, remember longer, and forget less.
Also remember that it does take time for dendrites to grow. Trying to cram in
several new concepts and skills at the last minute is not effective. Your dendrites simply
can’t grow that quickly. You can’t expect to develop huge muscles by lifting weights
for just one evening before a body-building competition! In the same way, practice
the study techniques throughout the course to facilitate strong growth of dendrites.

When Anxiety Strikes

If you are under stress or feeling anxious, such as during a test, your body secretes
adrenaline into your system. Adrenaline in the brain blocks connections between
neurons. In other words, you can’t think! If you’ve ever experienced “blanking out”
on a test, you know what adrenaline does. You’ll learn several solutions to that
problem in later activities.

Start Your Course Right!

▶ Attend all class sessions (especially the first one).
▶ Gather the necessary supplies.
▶ Carefully read the syllabus for the course, and ask questions if you don’t understand.
3

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 4 Chapter 1 Whole Numbers

1.1 Reading and Writing Whole Numbers

Objectives Knowing how to read and write numbers is important in mathematics.

1
Identify whole numbers. Objective 1 Identify whole numbers. The decimal system of writing
numbers uses the ten digits
2
Identify the place value of a digit.
3 Write a number in words or digits. 0, 1, 2, 3, 4, 5, 6, 7, 8, 9
4 Read a table. to write any number. These digits can be used to write the whole numbers:
0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 p
The three dots indicate that the list goes on forever.

Objective 2 Identify Give the place value of a digit. Each digit in a whole
number has a place value, depending on its position in the whole number.
The following place value chart shows the names of the different places used
most often and has the whole number 402,759,780 entered.

hun sand nds nds

Vocabulary Tip
s

s
s
tril trillio rillion

mil millio illion

bill billionbillion

a
tho thousthous
Place value In our decimal number system,
hun ns ns
lion ns

hun ons s
m

a
t

s
each place has a value of 10 times the
ten dred-
ten dred-

ten eds
ten dred-
ten dred-
hun s

place to its right. r

o

d
i

s
hun

ones
-
i

-
l
-

, , 4 0 2, 7 5 9, 7 8 0

1 Identify the place value of the

4 in each whole number. The United States is the leading consumer of coffee in the world. Each
day we drink 402,759,780 cups of coffee. Each of the 7s in 402,759,780
GS (a) 342 represents a different amount because of its position, or place value, within
3 4 2 the number. The place value of the 7 on the left is 7 hundred-thousands
(700,000). The place value of the 7 on the right is 7 hundreds (700).
2 ones
4
3 hundreds Example 1 Identifying Place Values
Identify the place value of 8 in each whole number. Each “8” has a
different value.
(b) 714 (a) 28 (b) 85 (c) 869
8 ones 8 tens 8 hundreds
Notice that the value of 8 in each number is different, depending on its
­location (place) in the number.
Work Problem 1 at the Side.

(c) 479 Example 2 Identifying Place Values

Identify the place value of each digit in the number 725,283.
7 2 5, 2 8 3
3 ones
8 tens
2 hundreds
5 thousands
2 ten-thousands
Answers
7 hundred-thousands
1. (a) tens (b) ones (c) hundreds
Continued on Next Page

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 Section 1.1 Reading and Writing Whole Numbers 5
Notice the comma between the hundreds position and the thousands
­position in the number 725,283 in Example 2. 2 Identify the place value of each
digit.
Work Problem 2 at the Side. ▶
GS (a) 14,218
Using Commas
8 ones
tens
Commas are used to separate each group of three digits, starting from
hundreds
the right. This makes numbers easier to read. (An exception: Commas are
frequently omitted in four-digit numbers such as 9748 or 1329.) Each thousands
three-digit group is called a period. Some instructors prefer to just call ten-thousands
them groups.
Most Common Periods (Groups)
(b) 460,329
Trillions Billions Millions Thousands Ones
Period
s Period Period Period Period
usa and and
llio ns ns
s

s
tri rillio illion

bil billio illion

mi illio illio

tho thous hous

n nds s
llio ns

lio ns

-m m
tr

-t

ten dreds
ten ed-
ten red-

ten red-

ten dred
hu ns
hu ns

hu ns
r
nd
nd

nd

In the number 3,251,609,328

-t

3
es
s
-

-
n
hu

hu

on

Use commas to identify the digits in each period

8, 3 2 1, 4 5 6, 7 9 5 separate groups (periods). (group).
(a) billions period
Example 3 Knowing the Period or Group Names
Write the digits in each period of 8,321,456,795.
(b) millions period
8,321,456,795
8 billions
321 millions
456 thousands (c) thousands period
795 ones
Work Problem 3 at the Side. ▶
(d) ones period
Use the following rule to read a number with more than three digits.

Writing Numbers in Words

Start at the left when writing a number in words or saying it aloud. Write
or say the digit names in each period (group), followed by the name of
the period, except for the period name “ones,” which is not used.

Objective Write a number in words or digits. The following ­examples

3 Answers
show how to write names for whole numbers. 2. (a) 8 ones
1 tens
2 hundreds
Example 4 Writing Numbers in Words 4 thousands
1 ten-thousands
Write each number in words. (b) 4 hundred-thousands
(a) 57 6 ten-thousands
0 thousands
This number means 5 tens and 7 ones, or 50 ones and 7 ones. Write the 3 hundreds
number as 2 tens
9 ones
fifty-seven. 3. (a) 3 (b) 251 (c) 609 (d) 328
Continued on Next Page

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 6 Chapter 1 Whole Numbers
(b) 94
4 Write each number in words.
ninety-four Remember: Start at the
(a) 18 left to read a number.
(c) 874
eight hundred seventy-four
(b) 36
(d) 601

(c) 418 six hundred one

Work Problem 4 at the Side.
(d) 902
! Caution
The word and should never be used when writing whole numbers. You will
5 Write each number in words. often hear someone say, “five hundred and twenty-two,” but the use of
“and” is not correct since “522” is a whole number. When you work with
GS (a) 3104
decimal numbers, the word and is used to show the position of the deci-
three , mal point. For example, 98.6 is read as “ninety-eight and six tenths.”
one four
Example 5 Writing Numbers in Words by Using Period Names
GS (b) 95,372 Write each number in words.
ninety-five , (a) 725,283
three hundred seventy-two
seven hundred twenty-five thousand, two hundred eighty-three
(c) 100,075,002 Number in period Name of Number in period (not
period necessary to write “ones”)

(d) 11,022,040,000 (b) 7252 Careful: Do not use “and”

when reading a whole number.
seven thousand, two hundred fifty-two
6 Rewrite each number using Name of No period
digits. period name needed
(c) 111,356,075
(a) one thousand, four hundred
thirty-seven one hundred eleven million, three hundred
fifty-six thousand, seventy-five
The period name is not
(b) nine hundred seventy-one (d) 17,000,017,000 used for the ones period.
thousand, six seventeen billion, seventeen thousand
Work Problem 5 at the Side.
(c) eighty-two million, three
hundred twenty-five Example 6 Writing Numbers in Digits
Rewrite each number using digits.
Answers
4. (a) eighteen
(a) six thousand, twenty-two
(b) thirty-six With four digits or fewer,
6022 no comma is needed.
(c) four hundred eighteen
(d) nine hundred two (b) two hundred fifty-six thousand, six hundred twelve
5. (a) three thousand, one hundred four
(b) ninety-five thousand, three hundred 256,612
­seventy-two
(c) nine million, five hundred fifty-nine
(c) one hundred million, seventy-five
­thousand, two 9,000,559
(d) eleven billion, twenty-two million,
forty thousand Zeros indicate there are no thousands.
6. (a) 1437 (b) 971,006 (c) 82,000,325
Work Problem 6 at the Side.

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Another random document with
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CHOLELITHIASIS. BILIARY CALCULI. GALL
STONES.

In ruminants, omnivora, and carnivora, less often in horse, 1 to 1000, or more,

biliary sand to marble or more, casts; nucleus, bile pigment, blood mucus, etc.,
with concentric layers of cholesterine, pigment, salts and lime. Causes: idleness,
overfeeding, dry feeding, thickening of bile, colloids, bacteria, wintering in stable.
Colloids induce globular deposits. Parasites. Inflamed biliary epithelium secretes
excess of cholesterine and lime. Age. Acid bile, constipation. Diseased liver. Lack of
bile salts. In solipeds: all sizes and numbers, green, brown, yellow or white. Liver
disease. Symptoms: colic with depression, prostration, yellow or red urine, icterus,
sudden recovery. Treatment: sulphate of soda, olive oil, antispasmodics, warm
drinks, fomentations, salicylate of soda, chloroform, pasture, or succulent food,
and open air exercise. In cattle: musk odor; calculi dark green, yellowish green,
whitish or orange, dry red, all sizes and numbers. Causes: dry winter feeding, etc.
Lesions: dilated biliary ducts and bladder. catarrh, thickening, rupture, septic
peritonitis. Symptoms: relapsing colic, with icterus, prostration, and tender right
hypochondrium, in stalled animal on dry feeding. Suggestive: not pathognomonic.
Treatment: as in horse: succulent spring pasturage. In sheep: rare, musky odor;
concretions and casts common in distomatosis. Hypertrophied ducts. Symptoms of
distomatosis. Treatment: for distomatosis and calculi. In swine: rare: circular. In
carnivora: round, dark green, pin’s head to hazel nut. Symptoms: colics,
constipation, emesis, icterus, tender right hypochondrium, concurrent catarrh of
bowels, heart disease, dyspnœa, sudden relief. Mode of relief. Treatment: olive oil,
bile, sodium sulphate, or salicylate, antispasmodics, alkalies, enemata,
fomentations. Laxative food, exercise, open air.

Gall stones are most frequent in animals having a gall bladder.

Some medical writers say they are formed in the gall bladder only,
but the soliped which has no gall bladder has in particular instances
furnished hundreds of gall stones. Yet the ox, dog, sheep and pig are
the common victims of biliary calculi among our domestic animals.
In these the calculi appear to be mostly deposited from the stagnant
bile in the gall bladder, yet concretions on the biliary ducts and
hollow casts inside the ducts are by no means uncommon.
A gall stone may be single, or they may be multiple up to hundreds
or even thousands, and when very numerous they are individually
small, perhaps no larger than a pin’s head. They may, however,
attain the size of a marble or more, and by mutual pressure and wear
they assume various polygonal forms. If they lie apart in the gall
ducts or bladder they are regularly rounded. They are sometimes
mulberry shaped as if conglomerate. In other cases the solid masses
are so small as to have secured them the name of biliary sand. Casts
and incrustations in the ducts are not necessarily made up of smaller
globular masses.
On section a calculus shows a nucleus, composed of bile pigment,
blood, mucus, with the debris of parasites or bacteria. Around this
nucleus the calculus is deposited in concentric layers, of a hard
material consisting largely of cholesterine, but containing also bile
coloring matter, bile salts, and lime, in short all the constituents of
bile.
Causes. Various conditions contribute to the precipitation of
biliary solids in the form of calculi or encrustations. The most
prominent causes are: lack of exercise, overfeeding, dry feeding,
concentration of the bile, the presence of colloids and bacterian
infection.
Idleness is especially operative in cattle, which are quite subject to
biliary calculi and concretions, when shut up in the stall on
abundant, dry feeding for a long winter. They are not noticed in
stalled animals, that are fed watery or succulent rations, such as
green fodder, distiller’s or brewer’s swill, ensilage, brewer’s grains,
mashes, roots, potatoes, apples, pumpkins, and in case a tendency to
their formation is developed on the dry feeding of winter, the
concretions may be re-dissolved and entirely removed by the
succulent spring grass. A similar influence is noticed in the human
family, as the female sex living mostly indoors, and males pursuing
sedentary occupations furnish the greatest number of gall stones.
Concentration of bile results in part from muscular inactivity and
hepatic torpor, but also from overfeeding which loads the portal
blood and indirectly the bile with an excess of solids, and from dry
feeding which lessening the secretion of water leaves the bile more
dense and predisposed to precipitate its solids. The density of the
liquid, however, developed from a rich and dry ration and a
prolonged inactivity, may continue for a length of time, without the
occurrence of actual precipitation. It usually requires some
additional factor to make this predisposition a direct cause.
Presence of Colloids. This may be found in the presence of
solid or semi-solid particles. Just as the introduction of a thread into
a concentrated solution of sugar or salt will induce an instant
crystallization on the filament so the presence of solid bodies
determines a similar condensation in solid form of the solids of the
bile. But this tendency is increased materially if the solid body is
itself of a colloid or non-crystallizable material. Rainey and Ord have
shown experimentally that colloid bodies like mucus, albumen, pus,
blood, epithelial cells, not only determine the precipitation of
crystallizable salts from a strong solution, but that they cause the
precipitate to assume the form of globular or spherical particles,
which by gradual accretions on their surfaces tend to grow into
calculi. They found that salts which are deposited by mere chemical
reaction, without the intervention of colloids, appear in the form of
sharply defined angular crystals. The very fact that a precipitate
assumes a spherical form suggests the presence of colloids as an
active factor in the precipitation. Heat appears to intensify this
action, though probably the normal body temperature operates
mainly through the more active proliferation of bacteria.
Bacteridian infection. In connection with the action of colloids it
has been observed that when such bodies are in a condition of
fermentation they are much more potent as precipitants than if
inactive and sterile. But as all fermentations are the work of
microörganisms we are at once brought to the conclusion that
bacterial infection is one of the most potent causes of calculous
formations. The invading microbes operate upon the dissolved
solids, causing changes in their condition which reduce their
solubility, and thus determine the separation of calculi and
concretions in a manner allied to the precipitation of nitrates in the
soils.
But the same microbes operate in producing the colloids which
coöperate so effectively in the formation of calculi. The catarrhal
biliary ducts, or bladder, shed their epithelium, and transude white
and red globules, and form pus and an excess of mucus, all tending
to the separation of the biliary solids or forming nuclei on which
these solids may condense. The calculi and concretions tend in their
turn to maintain and advance the inflammation.
The access of the microbes to the biliary duct or bladder may be
effected through the blood of the portal vein or hepatic artery, or in
the new-born, through the umbilical vein from an infected navel. As
other modes of access may be named, a gradual advance from the
duodenum through the common bile duct, or more speedily on or in
the bodies of parasites (ascaris, strongylus, stephanurus, tænia,
echinococcus, distoma, fasciola, coccidia), etc.
Changes in the chemical composition of the bile have been
invoked as a cause of gall-stones, and Naunyn has found that the
inflamed biliary epithelium secretes an excess of cholesterine and
salts of lime. Thomas has also observed a great increase of
cholesterine in connection with a catarrhal angiocholitis in the dog.
Among other alleged causes of biliary calculi are advanced age
(Rigot, Hering), acidity of the bile (Zundel), constipation, and any
organic disease of the liver and bile ducts which interferes with
excretion of bile.
Age is supposed to act by inactivity, lessened secretion, hepatic
torpor, and the greater presumption of liver disease, acidity by the
precipitation of cholesterine and the dissolving of lime present in the
tissues, and constipation through hepatic inactivity, obstruction of
the flow of bile, and the tendency to infection through intestinal
fermentations.
It may be added that any diminution of glycocholate or
taurocholate of soda or potash, decreases the solubility of
cholesterine and bile acids and favors their precipitation.
 GALL STONES IN SOLIPEDS.
Characters. The biliary calculi of solipeds are of all sizes and
shapes. When numerous they are mostly the size of a pin’s head
(Lucet). Birnbaum found in one animal 400 like peas. Dieckerhoff
has repeatedly found four or five of the size of a hazelnut. Verheyen
found one as large as an apple and says one exists at the Berlin
Veterinary College which weighs several pounds. Rigot found 90 in
the biliary ducts of an old horse, and Zundel records the death of a
stallion of twenty-six years from multiple gall stones.
The calculi may be little larger than grains of coarse sand. When
larger and solitary they are mostly globular or mulberry shaped; if
many are together they have become polygonal by friction. In other
cases notably with distomata they form hollow tubular incrustations
on the bile ducts, and contain a thick grumous bile. They are usually
of a green color, but may be yellowish brown, yellow, or whitish.
When cut across they present a nucleus enclosed in successive layers,
each successive one often differing from the last in color. Their
specific gravity is low, some will even float in water when taken from
the ducts, and all float when dried. Their composition is variable but
chiefly cholesterine, bile acids, resin and pigments, an albumoid
matter, with lime salts, etc. The nucleus may be the remains of a
dead parasite, epithelial cells, blood, pus, mucus, etc. The outer
layers are usually the hardest.
There may be attendant hypertrophy of the liver, cirrhosis,
amyloid and other degenerations, catarrh of the biliary ducts, and
distension or (according to Birnbaum) rupture of the portal vein.
Symptoms. There are no reliable diagnostic symptoms apart from
the colics which accompany the obstruction of a bile duct by a
passing calculus. These in the main resemble the colic of ordinary
indigestion, but they may be complicated by unusual depression and
nervous prostration. There may be drooping of the head, ears and
eyelids, watery eyes, resting the head on the manger or pushing it
against the wall. The urine is liable to be red or reddish (Jobelot),
and if it or the mucosæ show a yellowish tinge it is strongly
suggestive. There may be constipation or diarrhœa. The colics are
severe and may last for several days (Seaman, Lucet, Burgoin)
without fever and recover abruptly when the stone passes into the
duodenum. They recur, however, with the impaction of another
stone, and this intermittent feature, with the marked prostration,
and the access of slight jaundice with each colic furnishes the best
means of diagnosis.
Treatment. During the access of colic give a full dose (1 to 2 lbs.)
sulphate of soda in warm water along with some active
antispasmodic (belladonna, lobelia, chloroform, ether), and foment
the loins and hypochondriac regions. Olive oil in large doses (1 to 2
quarts) has been found effective. Salicylate of soda in full doses is
beneficial in stimulating the biliary secretion, diluting the bile, and
securing some measure of antisepsis in both bowels and liver.
In the intervals between the colics, sodium salicylate, sodium or
potassium carbonate, or olive oil in continuous doses may assist in
disintegrating the calculi or passing them on. Chloroform tends to
break them up by dissolving the cholesterin. But any such treatment
must be accompanied by the abundant ingestion of water, and this is
often best secured by a run in a rich green pasture. In the absence of
pasturage, succulent fruits, and roots, ensilage, mashes, and gruels
may be advantageously substituted, and conjoined with systematic
exercise in the open air.
 GALL STONES IN CATTLE.
Characters. The biliary calculi of cattle are characterized by a faint
odor of musk, which becomes stronger on the addition of potassa
and the consequent disengagement of ammonia.
They are distinguished according to their color as dark green,
yellowish green, and orange, brownish or white. There are also the
sedimentary deposits (biliary sand).
The dark green calculi are the most frequent, and being found in
the gall bladder and larger bile ducts, they attain a larger size than
the others. Those in the gall bladder may be pear-shaped, and those
in the ducts, round, ovoid or cylindroid. They are often rough and
uneven on the surface with deep cracks and holes penetrating deeply
into their substance and often filled with cholesterin. The pigments
may change to a blood red when dried. The consistency of these
calculi varies, some being hard, resistant and heavy, while others are
soft and friable. All are composed of concentric layers around a
central nucleus as in those of the horse. They vary in weight up to
seven ounces in exceptional cases. They contain cholesterin, fat,
resin, pigments, and lime and magnesia salts.
The yellowish green calculi are usually spherical unless moulded
into polygonal shapes by mutual contact. In the last case they have
flattened surfaces. These have a firm consistency and are composed
of successive layers of nearly equal color and density surrounding the
central nucleus. They are on an average smaller than the dark green
variety but individual calculi have been found of three ounces.
The whitish or orange calculi are usually in the form of hollow
casts of the bile ducts having a dull white color externally and a
yellowish brown internally. They are usually thin, fragile and
crystalline and contain relatively more earthy salts than the two first
named varieties. From this cause also they have a higher specific
gravity. One specimen weighed 8 ounces.
The biliary sand or pulp, is made up of granules of a yellowish,
dark green or black color, forming with the bile a pultaceous mass
but drying into a consistent mass. It may be firmly adherent to the
mucosa of the gall bladder and require to be scraped off. These
granules may be looked on as the first step in the formation of calculi
or encrustations.
The causes of biliary calculi in cattle are mainly close confinement,
dry feeding, abundant rations, the presence of trematodes in the bile
ducts and finally microbian infection.
Lesions vary. With obstruction of the common bile duct or cystic
duct, there are usually dilatation of the bile ducts with fibrous
thickening of their walls so that they stand out as white branching
lines on the back of the liver. In extreme cases the common duct may
acquire the calibre of the small intestine. The gall bladder may
participate in this thickening (Chassaing) or may even rupture
(Proger, Shaw).
In connection with obstruction microbian infection extends
upward into the liver, and in rupture of the bladder an acute, diffuse
septic peritonitis follows (Chassaing). This only follows on infective
inflammation of the gall bladder. Aseptic bile causes little or no
irritation.
Symptoms. As in the horse, general symptoms of ill health or
hepatic disorder are not pathognomonic. The presence of
intermittent attacks of constipation, and colic, with icterus,
tympanies and violent efforts at expulsion are the diagnostic
symptoms of an acute attack. Pulsation and respiration are
accelerated, and the urine dense, high colored, oily and slightly
yellow. Reboul has noticed that symptoms are aggravated on
exposure to cold; there are great prostration and dullness, frequent
moaning and marked indications of tenderness when the right
hypochondrium is percussed. Charlot has observed that the only
symptoms may be persistent jaundice with scanty, high colored
urine, containing some sediment.
Treatment is essentially the same as in the horse. Vanswieten and
Verheyen draw special attention to the fact that whereas biliary
calculi are very common in cattle during winter, they are rarely
found in animals that have been for even a short period on the spring
grass. Spring pasture is therefore the best therapeutic agent. During
paroxysms of colic, Glauber salts, or olive oil, antispasmodics and
fomentations over the liver are to be tried. In the intervals salicylate
of soda, sodium and potassium carbonate, olive oil, chloroform, and
ether may be used. Abundance of water and aqueous rations are
essential.
 GALL STONES IN SHEEP.
Calculi are very rare. One described by Morton had a brownish
yellow color on its surface, and a white color spotted with green
internally; it had a bitter taste, colored saliva yellow, and melted
when heated, diffusing the odor of musk. It weighed twelve grains
and contained 70 per cent. of cholesterin, calcic phosphate and
carbonate and the usual biliary elements.
But if spherical calculi are rare, concretions and casts of the bile
ducts are common, especially in distomatosis. These are of a
yellowish, reddish, greenish or blackish brown, and form granular
plates, or veritable cylindroid casts often firmly adherent to the
mucous membrane of the duct.
In such cases the walls of the encrusted ducts are hypertrophied
and stand out on the back of the liver as white bands diverging from
the portal fissure.
Apart from the usual symptoms of distomatosis no special
indications have been observed.
Treatment is primarily that for distomatosis, to which the general
measures advised for calculi may be added.
 GALL STONES IN SWINE.

Characters. The calculi are spherical, rough or on their opposed

surfaces flat, clear and glistening where they have become polished
by friction. They are found as a fine sand or as calculi the largest of
which have been 75 grains, and of a high density (1303 to 1484).
Bruckmüller found that they contained carbonate of lime and biliary
mucus. Verheyen found biliary resin, mucus, pigment, and a little fat.
They are rare in fat hogs in America. No diagnostic symptoms have
been observed.
 GALL STONES IN DOG AND CAT.
These are more or less spherical, dark brownish green, and usually
found in the gall bladder or larger bile ducts. They may vary in size
from a pea to a hazel nut. Their chemical analysis is wanting.
Symptoms. There may be evidence of biliary obstruction and if
this occurs intermittently and is associated with colic, it becomes
somewhat characteristic. Constipation, emesis, icterus, and
sometimes tenderness of the right hypochondrium would indicate
the source of the colic. A pre-existing and concurrent catarrh of the
bowels corroborates these indications.
Cadeac explains that the obstructing calculus is called on to resist
the impulse of the bile forced upon it by the spasmodic contraction of
the bile ducts, which distends the bile duct immediately back of the
stone to perhaps ten times its normal size. Then under a suspension
of the spasm or even an antiperistaltic contraction of the duct, the
calculus is forced back into the dilated portion or even into the gall-
bladder, and the attack is relieved. Under repeated irritations of this
kind the inflammation of the bile ducts extends into the liver and
determines cirrhosis. The irritation further through the sympathetic
produces a reflex constriction of the pulmonary capillaries, with the
natural results of increasing tension of the pulmonary artery and
right heart, and dilatation and degeneration of the walls of the latter
even in the best nourished animals. Thus dyspnœa and modified
heart sounds (murmurs) may be symptoms of biliary calculi.
Treatment. Three or four ounces of olive oil were found to greatly
increase the quantity and fluidity of the bile in from thirty to forty-
five minutes. Bile, sulphate of soda and salicylate of soda are
excellent cholagogues, and the latter at the same time an antiseptic.
Anti-spasmodics are especially indicated to relieve the colics, but
they must be used in relatively smaller doses than in the herbivora.
Potassic and sodic carbonates or tartrates (Vichy) may be used as
enemas if they cannot be administered by the mouth. Fomentations
may be resorted to. The food must be laxative and aqueous, and
exercise must be imposed as far as the animal can bear it.
 FOREIGN BODIES IN THE LIVER.
In horse: spikes of leguminosæ, barley awns. Symptoms: of internal
hemorrhage, pallor, weakness, vertigo, death; jaundice, prostration, stupor,
weakness, crossing of fore limbs, tender right hypochondrium. In cattle: bodies
passing from rumen. In swine, sand. In dog, sharp bodies from stomach.
Treatment: laparotomy.
Foreign bodies are rare in the liver in our domestic animals.
Horse. St. Cyr has found the spikes of leguminosæ and Megnin the
beards of barley. St. Cyr believed that he traced the passage followed
by the stalk through the walls of the duodenum, and portal vein
where it divided to be distributed through the liver. At the point of
supposed entrance the walls of the vena portæ were thickened and its
lumen filled with clots. The further course of the portal vein and its
branches showed similar thickening and clots, and on the branch
leading to the right lobe was a large abscess containing 4 decilitres of
pus. Clots extended into the splenic, omental and mesenteric veins,
and between the folds of the mesentery of the small intestine were a
number of minute ruptures and blood extravasations.
Megnin found traces of the passage of the barley beards through
the gastric walls and into the substance of the liver close to the portal
fissure. Around the centre where the barbs were implanted there was
an irregular hæmorrhagic extravasation in the liver, and in the
abdominal cavity an effusion of 8 or 10 quarts of blood.
Symptoms. In such a case the only definite symptoms are those of
internal hemorrhage, pallor of the mucous membranes, gradually
increasing weakness, vertigo, unsteady gait, and an early death. In
more protracted cases slight jaundice, dullness, prostration, stupor,
drooping of head, ears and eyelids, resting it on the manger or walls,
muscular weakness, crossing of the front limbs, and it may be
tenderness on percussion on the right side of the chest posteriorly. It
resembles the coma or immobility of the horse but the patient backs
more easily.
Cattle. In ruminants sharp pointed bodies passing from the rumen
will occasionally penetrate the liver, and give rise to symptoms of
hepatic disorder. Augenheister found in a cow dilatation of the larger
bile ducts, which contained about 10 quarts of sand, that had
apparently entered from the duodenum by the common bile duct
which had an orifice of an inch in diameter.
Pig. The gall ducts of a pig’s liver, in the Veterinary College of
Berlin contains a large amount of sand (Gurlt).
Dog. The liver is exceptionally perforated by sharp pointed bodies
coming from the stomach. Cadeac and Blanc report three cases of
needle in the liver. Blanc’s case had been killed because of old age;
one of Cadeac’s showed symptoms resembling rabies.
Treatment of these cases would be very hopeless as nothing short
of laparotomy and the removal of the foreign body would promise
success.
 TUMORS OF THE LIVER. NEW GROWTH.

Largely secondary, from stomach, intestine, lymph glands, spleen, pancreas; the
hepatic tumor may be disproportionately large. In horse: sarcoma rapidly growing
soft, succulent, slow-growing, fibrous, tough, stroma with round or spindle shaped
cells and nuclei. Symptoms: emaciation, icterus, enlarged liver, rounded tumors on
rectal examination. Melanoma, in old gray or white horses, with similar formations
elsewhere; not always malignant. Lymphadenoma. Angioma. Carcinoma.
Epithelioma, lesions, nodular masses, white or grayish on section, and having firm
stroma with alveoli filled with varied cells with refrangent, deeply staining, large,
multiple nuclei, cancerous cachexia and variable hepatic disorder. In cattle:
sarcoma, adenoma, angioma, cystoma, carcinoma, epithelioma. In sheep:
adenoma, carcinoma. In dog: lipoma, sarcoma, encephaloid, carcinoma,
epithelioma. Wasting and emaciation, yellowish pallor, temporal atrophy, ascites,
liver enlargement, tender right hypochondrium, dyspepsia, symptoms of primary
deposits elsewhere.

The great quantity of blood which passes through the liver lays it
open, in a very decided way, to the implantation of germs and
biological morbid products. Hence tumors of the liver are largely
secondary, the primary ones being found mostly in the stomach,
intestine, abdominal lymph glands, spleen and pancreas. The
primary neoplasm is often comparatively small, while the hepatic
one supplied with a great excess of blood may be by far the most
striking morbid lesion. The hepatic tumors are mostly of the nature
of angioma, sarcoma, melanoma, adenoma, lipoma, cystoma,
carcinoma, and epithelioma.
 NEOPLASMS IN HORSES LIVER.
Sarcoma. This is usually a secondary formation from the primary
tumors in the spleen and peritoneum, and it occurs as multiple
masses throughout the substance of the gland. The liver is greatly
increased in size, extending far beyond the last rib on the right side,
and weighing when removed as high as 70 ℔s. (Mason), or even 88
℔s. (Cadeac), in extreme cases.
The whole surface of the liver may show bulging, rounded masses,
and the morbid growth may have involved the capsule and caused
adhesion to the back of the diaphragm (Bächstädt). The cut surface
of the neoplasm is smooth, elastic, yellowish and circular or oval in
outline. It may have a variable consistency—friable or tough,
according to the activity of growth and the relative abundance of cells
and stroma. The portal glands are hypertrophied and thrombosis of
the portal vein is not uncommon.
Microscopic examination of the dark red scrapings shows
numerous blood globules, intermixed with the round or spindle
shaped cells and nuclei of the tumor. Sections of the tumor show
these cells surrounded by a comparatively sparse fibrillated stroma.
The round cells may vary from .005 to .05 m.m. They contain one or
more rather large nuclei and a number of refrangent nucleoli. The
nuclei are often set free by the bursting of the cells in the scrapings.
They become much more clearly defined when treated with a weak
solution of acetic acid. Small grayish areas in the mass of the tumor
represent the original structure of the liver, the cells of which have
become swollen and fatty.
A liquid effusion more or less deeply tinged with red is usually
found in the abdominal cavity.
Symptoms are those of a wasting disease, with some icterus,
sometimes digestive disorder, and a marked enlargement of the liver.
The last feature can be easily diagnosed by palpation and percussion.
If an examination through the rectum detects the enlargement and
irregular rounded swellings of the surface of the liver or spleen, or
the existence of rounded tumors in the mesentery or sublumbar
region, this will be corroborative. The precise nature of the
neoplasms can only be ascertained after death.
Melanoma. Melanosis of the liver is comparatively frequent,
especially in gray horses, and above all when they are aging and
passing from dark gray to white. In many cases a more certain
diagnosis can be made than in sarcoma for the reason that primary
melanotic neoplasms are especially likely to occur on or near the
naturally dark portions of the skin, as beneath the tail, around the
anus or vulva, in the perineum, sheath, eyelids, axilla, etc. The extent
of the disease is likely to be striking, the liver, next to the spleen,
being the greatest internal centre for melanosis. The whole organ
may be infiltrated so that in the end its outer surface is completely
hidden by melanotic deposit. The surface deposits tend to project in
more or less rounded, smooth masses of varying size according to the
age of the deposit and the rapidity of its growth. Individual deposits
may vary in size from a pea to a mass of 40 or 50 lbs. They are
moderately firm, and resistant, and maintain a globular or ovoid
outline. The color of the melanotic deposits is a deep black with a
violet or bluish tint. If the pigmentary deposit is in its early stage it
may be of a dark gray. The deposits are firmer than the intervening
liver tissue and rarely soften or suppurate.
Melanosis in the horse is not always the malignant disease that it
shows itself to be in man, and extensive deposits may take place
externally and considerable formations in the liver and other internal
organs without serious impairment of the general health. It is only in
very advanced conditions of melanosis of the liver that appreciable
hepatic disorder is observed. If, however, there is marked
enlargement of the liver, in a white or gray horse, which shows
melanotic tumors on the surface, hepatic melanosis may be inferred.
Lymphadenoma. Adenoid Tumor. Lienaux describes cases of this
kind in which the liver was mottled by white points which presented
the microscopical character of adenoid tissue, cells enclosing a
follicle and a rich investing network of capillaries.
Angioma. These are rare in the horse’s liver, but have been
described by Blanc and Trasbot as multiple, spongy tumors on the
anterior of the middle lobe, and to a less extent in the right and left,
of a blackish brown color, soft and fluctuating. The largest mass was
the size of an apple, and on section they were found to be composed
of vascular or erectile tissue. The tendency is to rupture and
extensive extravasation of blood (30 to 40 lbs.) into the peritoneum.
Carcinoma. Epithelioma. These forms of malignant disease are
not uncommon in the liver as secondary deposits, the primary
lesions being found in the spleen, stomach, intestine, or pancreas, or
more distant still, in the lungs. The grafting or colonization of the
cancer in the liver depends on the transmission of its elements
through the vena portæ in the one case, and through the pulmonary
veins, the left heart and hepatic artery in the other.
Lesions. The liver may be greatly enlarged, weighing twenty-seven
pounds (Benjamin) to forty-three pounds (Chauveau), hard, firm,
and studded with firm nodules of varying sizes. These stand out from
the surface, giving an irregular nodular appearance, and are
scattered through its substance where, on section, they appear as
gray or white fibrous, resistant, spheroidal masses shading off to a
reddish tinge in their outer layers. Microscopically these consist of a
more or less abundant fibrous stroma, enclosing, communicating
alveoli filled with cells of various shapes and sizes, with large nuclei
(often multiple) which stain deeply in pigments. The relative amount
of fibrous stroma and cells determines the consistency of the mass,
and whether it approximates to the hard cancer or the soft. In the
horse’s liver they are usually hard, and, on scraping off the cut
surface, yield only a limited quantity of cancer juice. In the epithelial
form, which embraces nearly all that have originated from primary
malignant growth in the walls of the intestine, the epithelioid cells,
flattened, cubical, polyhedral, etc., are arranged in spheroidal masses
or cylindrical extensions, which infiltrate the tissues more or less.
These seem in some cases to commence in the radical bile ducts
(Martin), and in others in the minor coats of the larger biliary ducts.
As the disease advances a brownish liquid effusion is found in the
abdomen, and nodular masses formed on the surface of the
peritoneum.
Symptoms. As in other tumors of the liver these are obscure. As
the disease advances there may be œdema of the legs and sheath,
indications of ascites, stiff movements, icterus, occasional colics,
tympanies, and diarrhœa. Nervous symptoms may also appear, such
as dullness, stupor, coma, vertigo and spasms. Emaciation goes on
rapidly and death soon supervenes.
 TUMORS OF THE LIVER IN CATTLE.

Sarcoma. Round or spindle shaped celled sarcomata have been

described by Sodero and Cadeac, leading in one case to perforation
of the vena portæ and death by hæmorrhage into the peritoneum.
Adenoma. Martin records a case of a hepatic tumor formed of
adenoid tissue which had extended into the vena portæ, and
microscopically presented a cylindroid character. In the advanced
stages it caused some jaundice, digestive disorder, obstinate
constipation, progressive and extreme emaciation, and weakness
which kept the animal constantly in a recumbent position.
Angioma. These are rarely seen in the young but are comparatively
common in old cows as they are in aged men. They form masses of a
dark red color and very variable size, and have a limiting sac of
connective tissue or merge into the adjacent hepatic structure.
Microscopically they consist of a series of irregular lacunæ filled with
liquid blood, blood clots, or leucocytes, and communicating with
small blood vessels in the walls and partitions. They are believed to
be formed by dilatation of the liver capillaries with subsequent
thickening of their distended walls, and atrophy of the nearest liver
cells. Cases of the kind have been recorded by Kitt, Martin,
McFadyean, Saake, Van der Sluys, Korevaar and others. Though
often seen in abattoirs, they seem to have little effect on the general
health, and no special symptoms have been noted as indicating their
existence.
Congenital Cysts. These are found on the anterior surface or lower
border of the liver in young calves. They have no connection with the
blood vessels, nor biliary canals, contain no head of larval tænia, and
do not constantly show the presence of any particular bacterium.
These walls are thin and their contents alkaline, with sometimes
slight blood extravasation, or a yellowish deposit in which cocci have