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Contents vii
7-3 Repeating Decimals 357

a
Repeating Decimals • Writing a Repeating Decimal in the Form , where a, b ∈ I, b ≠ 0 • A Surprising
b
Result • Ordering Repeating Decimals
7-4 Percents and Interest 366
Applications Involving Percents • Mental Math with Percents • Estimations with Percents • Computing
Interest • Compound Interest
Chapter 7 Review 386
Chapter 8 Real Numbers and Algebraic Thinking 387
8-1 Real Numbers 388

Square Roots • Other Roots • Irrationality of Square Roots and Other Roots • Estimating a Square Root
• The System of Real Numbers, Operations, and Their Properties • Order of Operations • Radicals and
Rational Exponents • More about Properties of Exponents
8-2 Variables 400
Generalizations for Arithmetic Sequences • Generalizations for Geometric Sequences • The Fibonacci
Sequence • More Algebraic Thinking
8-3 Equations 411
Solving Equations with One Variable • Application Problems
8-4 Functions 421
Functions as Rules Between Two Sets • Functions as Machines • Functions as Equations • Functions as Arrow
Diagrams • Functions as Tables and Ordered Pairs • Functions as Graphs • Sequences as Functions • Sums of
Sequences as Functions • Composition of Functions • Calculator or Computer Representation of a Function
• Relations • Properties of Relations
8-5 Equations in a Cartesian Coordinate System 442

Equations of Vertical and Horizontal Lines • Equations of Lines • Determining Slope • Systems of Linear
Equations • Substitution Method • Elimination Method • Solutions to Various Systems of Linear Equations
* Module B: Using Real Numbers in Equations—online
Chapter 9 Probability 468
9-1 Determining Probabilities 469

Determining Probabilities • Mutually Exclusive Events • Complementary Events • Non-Mutually Exclusive
Events • Other Views of Probability • Geometric Probability (Area Models)
9-2 Multistage Experiments and Modeling Games 484
More Multistage Experiments • Independent Events • Conditional Probabilities • Modeling Games
9-3 Simulations and Applications in Probability 506
Simulations • Odds: An Application of Probabilities • Expected Value Using Probabilities
9-4 Permutations and Combinations in Probability 519
Permutations of Unlike Objects • Permutations Involving Like Objects • Combinations
Chapter 10 Data Analysis/Statistics: An Introduction 536
10-1 Designing Experiments/Collecting Data 537

Variability • Underlying Issues in Designing Studies
10-2 Displaying Data: Part I 545
Data: Categorical and Numerical • Pictographs • Dot Plots (Line Plots) • Stem-and-Leaf Plots • Back-to-
Back Stem and Leaf Plots • Grouped Frequency Tables • Histograms and Bar Graphs • Other Bar Graphs
• Circle Graphs (Pie Charts)
* MyMathLab or www.pearsonhighered.com/mathstatsresources
viii Contents
10-3 Displaying Data: Part II 564

Line Graphs • Scatterplots • Multiple-Line Graphs • Choosing a Data Display
10-4 Measures of Central Tendency and Variation 577
Means • Medians • Modes • Choosing the Most Appropriate Measure of Central Tendency • Measures of
Spread • Box Plots • Outliers • Comparing Sets of Data • Variation: Mean Absolute Deviation, Variance, and
Standard Deviation • Mean Absolute Deviation • Variance and Standard Deviation • Normal Distributions
• Application of the Normal Curve • Percentiles
10-5 Abuses of Statistics 601

Misuses Based on Samples/Population • Misuses Based on Graphs • Misuses with Numbers Representing
Data
Chapter 11 Introductory Geometry 620
11-1 Basic Notions 622

Planar Notions • Angles • Angle Measurement • Types of Angles • Circles and Angle Measurement • Circles
and Arcs • Perpendicular Lines • A Line Perpendicular to a Plane • Perpendicular Planes and Dihedral
Angles
11-2 Curves, Polygons, and Symmetry 640
More About Polygons • Congruent Segments and Angles • Regular Polygons • Triangles and Quadrilaterals
• Hierarchy Among Selected Polygons • Symmetry and Its Relation to Planar Figures • Turn (Rotational)
Symmetries • Point Symmetry • Classification of Polygons by Their Symmetries
11-3 More About Angles 656
Constructing Parallel Lines • The Sum of the Measures of the Angles of a Triangle • The Sum of the
Measures of the Interior Angles of a Convex Polygon with n Sides • The Sum of the Measures of the Exterior
Angles of a Convex n-gon
11-4 Geometry in Three Dimensions 670
Simple Closed Surfaces • Regular Polyhedra • Cylinders and Cones
* Module C: Networks—online
Chapter 12 Congruence and Similarity with Constructions 690
12-1 Congruence Through Constructions 691

Geometric Constructions • Constructing Segments • Triangle Congruence • Side, Side, Side Congruence
(SSS) • Side, Angle, Side Congruence (SAS) • Isosceles Triangle Theorems • Altitudes of a Triangle
• Construction of the Perpendicular Bisector of a Segment • Construction of a Circle Circumscribed About
a Triangle • Circle Circumscribed About Some Quadrilaterals
12-2 Additional Congruence Theorems 711
Angle, Side, Angle Congruence (ASA) • Congruence of Quadrilaterals
12-3 Additional Constructions 723
Constructing Parallel Lines • Constructing an Angle Bisector • Constructing Perpendicular Lines • Properties
of Angle Bisectors • Constructing the Incircle of a Triangle
12-4 Similar Triangles and Other Similar Figures 735
Properties of Proportion • Midsegments of Triangles • Indirect Measurements
* Module D: Trigonometry Ratios via Similarity—online
Contents ix
Chapter 13 Congruence and Similarity with Transformations 756
13-1 Translations and Rotations 757

Translations • Constructions of Translations • Coordinate Representation of Translations • Rotations
• Applications of Rotations
13-2 Reflections and Glide Reflections 774

Reflections • Constructing a Reflection by Using Tracing Paper • Constructing a Reflection on Dot Paper or a
Geoboard • Reflections in a Coordinate Grid • Applications of Reflections • Glide Reflections • Congruence via
Isometries
13-3 Dilations 788
Applications of Dilations
13-4 Tessellations of the Plane 798
Tessellations with Regular Polygons • Tessellating with Other Shapes • Creating Tessellations with
Translations • Creating Tessellations with Rotations
Chapter 14 Area, Pythagorean Theorem, and Volume 812
14-1 Linear Measure 813

The English System • Converting Units of Measure • Dimensional Analysis (Unit Analysis) • The Metric
System • Distance Properties • Perimeter of a Plane Figure • Circumference of a Circle • Arc Length
• Comparing Linear Measurements of Similar Figures
14-2 Areas of Polygons and Circles 827

Areas on a Geoboard • Converting Units of Area • Land Measure • Area of a Rectangle • Area of a
Parallelogram • Area of a Triangle • Area of a Kite • Area of a Trapezoid • Area of a Regular Polygon • Area
of a Circle • Area of a Sector • Finding the Areas of Other Shapes • Comparing Areas of Similar Figures
14-3 The Pythagorean Theorem, Distance Formula, and Equation of a Circle 847
Special Right Triangles • Converse of the Pythagorean Theorem • The Distance Formula: An Application of
the Pythagorean Theorem • Using the Distance Formula to Develop the Equation of a Circle
14-4 Surface Areas 863
Surface Area of Right Prisms • Surface Area of a Cylinder • Surface Area of a Pyramid • Surface Area of a
Cone • Surface Area of a Sphere
14-5 Volume, Mass, and Temperature 874
Volume of Right Rectangular Prisms • Converting Metric Measures of Volume • Converting English
Measures of Volume • Volumes of Prisms and Cylinders • Volumes of Pyramids and Cones • Volume of a
Sphere • Comparing Volumes of Similar Figures • Mass • Relationships Among Metric Units of Volume,
Capacity, and Mass • Temperature
Technology Modules
* Module E: Spreadsheets—online
* Module F: Graphing Calculators—online
* Module H: GeoGebra—online
Credits 901
Answers to Problems 905

* Answers to Mathematical Connections problems—online
Index I-1
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Preface
The twelfth edition of A Problem Solving Approach to Mathematics for Elementary School Teachers is designed
to prepare outstanding future elementary and middle school teachers. This edition continues to be heavily
concept- and skill-based, with an emphasis on active and collaborative learning. The content has been
revised and updated to better prepare students to become teachers in their own classrooms.
National Standards for Mathematics

• Common Core State Standards for Mathematics The National Governors Association spearheaded
the effort to develop the Common Core Standards (2010); they have been adopted by many states and are
used in this text to highlight concepts. The complete text of the Common Core Standards is found at
www.corestandards.org.
• Principles and Standards The National Council of Teachers of Mathematics (NCTM) publication,
Principles and Standards of School Mathematics (2000) continues to be a guide for the course. The complete
text of the NCTM Principles and Standards can be found online at www.nctm.org.
Our Goals
• To present appropriate mathematics in an intellectually honest and mathematically correct manner.
• To use problem solving as an integral part of mathematics.
• To approach mathematics in a sequence that instills confidence and challenges students.
• To provide opportunities for alternate forms of teaching and learning.
• To provide communication and technology problems to develop writing skills that allow students to
practice reasoning and explanation through mathematical exposition.
• To provide core mathematics for prospective elementary and middle school teachers in a way that
challenges them to determine why mathematics is done as it is.
• To provide core mathematics that allows instructors to use methods integrated with content.
• To assist prospective teachers with connecting mathematics, its ideas, and its applications.
• To assist future teachers in becoming familiar with the content and philosophy of the national standards
listed above.
The twelfth edition gives instructors a variety of approaches to teaching, encourages discussion and col-
laboration among future teachers and with their instructors, and aids the integration of projects into the
curriculum. Most importantly, it promotes discovery and active learning.
New to This Edition

• At reviewers’ suggestions, we moved topics related to logic from Chapter 1 to Chapter 2, where sets
and the operations of union and intersection are covered.
• Learning Objectives are listed at the beginning of every section to focus student attention on the
key ideas.
• This text has always reflected the content and processes set forth in today’s new state mathematics
standards and the Common Core State Standards (CCSS). In the twelfth edition, we have
further tightened the connections to the standards and made them more explicit in the narrative and
exercises:
• CCSS are cited within sections to focus student attention and provide a springboard for discussion
of their content.
• More exercises that address the CCSS have been added, particularly in the Mathematical
Connections portion of the exercise sets.
• The treatment of many topics has been enhanced to reflect a tighter connection to the CCSS.
Examples include:
• Chapter 1: Expanded the Four-Step Polya Problem solving process with input from Standards for
Mathematical Practice. The process is referred to in examples throughout the chapter.
• Chapter 2: Moved the logic section from Chapter 1 to emphasize the connections to sets and
language. Logical reasoning is now an integral part of Chapter 2.
• Chapter 5: Now includes a definition of addition for integers that uses absolute value—included
because it is one of the techniques used in operations on integers in CCSS.
xi
xii Preface
• Chapter 6: The section on ratio and proportion now uses the types of diagrams to set up the
proportions that are mentioned in CCSS.
• Chapter 8: Algebraic Thinking is extended to real numbers with greater emphasis on multistep
word problems, as described in CCSS.
• Chapter 13: Following CCSS emphasis on transformations and symmetry, these topics are expanded
in exposition and in problem sets. New engaging problems were added.
• Chapter 14: All measurement topics are now together in this chapter. Linear measure had been
separated out, but because of measurement being highlighted in CCSS, all of the topics are in the
same chapter.
• The text has been streamlined to help students focus on what’s really needed. We made judicious cuts
with the student in mind.
• Some of the chapter opener scenarios and exercises have been revised to make them more relevant and
engaging.
• The chapter summary charts have been revised to make them more comprehensive resources for
students as they prepare for tests.
Content Highlights
Chapter 1 An Introduction to Problem Solving
This chapter has been reorganized and shortened to make it friendlier. Much of the detail work on series
has been moved to later chapters to allow students to gain a knowledge of problem-solving techniques with
less algebraic manipulation at this stage.
Chapter 2 Introduction to Logic and Sets
This chapter has been reorganized to include a section on logic. It works hand in hand with the ideas of set
operations and enhances reasoning. Set theory and set operations with properties are introduced as a basis
for learning whole number concepts.
Chapter 3 Numeration Systems and Whole Number Operations
This chapter models addition and subtraction of whole numbers. It emphasizes the missing-addend model, the
definition of subtraction in terms of addition, and discusses various algorithms for addition and subtraction
including those in different bases. Models for multiplication and division of whole numbers, properties of
these operations with emphasis on the distributive property of multiplication over addition, and various algo-
rithms are covered in depth. Mental mathematics and estimation with whole numbers feature prominently.
Chapter 4 Number Theory
In the twelfth edition, a separate chapter on number theory does not depend on integers, which are intro-
duced in Chapter 5. Concepts of divisibility with divisibility tests are discovered. Prime numbers, prime
factorization, greatest common divisor and least common multiple as well as the Euclidean Algorithm are
explored with many new exercises added. A module on Clock Arithmetic is available online.*
Chapter 5 Integers
This chapter concentrates only on integers, their operations, and properties.
Chapter 6 Rational Numbers and Proportional Reasoning
This chapter has been revised to follow many recommendations in the Common Core Standards. Videos
showing elementary students learning fraction concepts are included so that future teachers can observe
what happens when elementary students absorb what is taught and how they work with those concepts.
Proportional reasoning, one of the most important concepts taught in middle school mathematics, is
covered in great depth in its natural setting.
Chapter 7 Rational Numbers as Decimals and Percent
This chapter focuses on decimal representation of rational numbers. Discussion of percent includes the
computing of simple and compound interest as well as estimation involving percents.
Chapter 8 Real Numbers and Algebraic Thinking
With an introduction to real numbers in the opening sections, the chapter combines knowledge of real
numbers with algebraic skills to give a review of algebra needed to teach in grades K through 8. This
includes work in the coordinate plane and with spreadsheets. A module on Using Real Numbers in
Equations is available online.*
*Online modules are availale in MyMathLab or at www.pearsonhighered.com/mathstatsresources

Preface xiii
Chapter 9 Probability
This chapter has been reorganized with odds now as an application of probability. Common Core Standards
have been addressed with content designed to accompany these standards.
Chapter 10 Data Analysis/Statistics: An Introduction
Chapter 10 opens with Designing Experiments/Collecting Data, a section based on Guidelines for Assessment
and Instruction in Statistics Education (GAISE) Report: A preK–12 Curriculum Framework (2005) by the
American Statistical Association. This section, aligned with the Common Core Standards, focuses on design-
ing studies and surveys. In the following sections, data, graphs, examples, and assessment exercises have
been updated and new material added.
Chapter 11 Introductory Geometry
This chapter has been reorganized to allow students to explore some of the ramifications of different
definitions in mathematics used in schools. Linear measure is introduced to emphasize its importance
in the curriculum. Also symmetries are now introduced as an early concept that could be used to form
geometrical definitions. The Networks module is now offered online.*
Chapter 12 Congruence and Similarity with Constructions
Congruence and constructions sections have been expanded to allow more exploration of circles and
quadrilaterals. The concept of similarity is used to reintroduce slope of a line and its properties. Many
new exercises have been added. A module on Trigonometric Ratios via Similarity is available online.*
Chapter 13 Congruence and Similarity with Transformations
Because of the prominence of motion geometry in the Common Core Standards, this chapter appears earlier
among the geometry sections. It focuses on connections among transformations and dilations in congru-
ence and similarity.
Chapter 14 Area, Pythagorean Theorem, and Volume
Chapter 14 continues a reorganization of the geometry chapters. Concepts of linear measure is included
with the topics of area, the Pythagorean theorem, and volume. Many topics have been shifted and new
material added, for example, the subsection Comparing Volumes of Similar Figures. Assessment sets and
examples have been updated.
Technology Usage
Virtually all mathematics standards have included the use of technology as a tool for learning mathematics,
yet the manner and type of usage in classrooms is as varied as the classrooms and teachers themselves. We
strongly support the use of technology as a learning tool and have since the inception of this book. In this
edition, online modules discuss the use of technology*. These modules are designed for a brief introduction
to the use of spreadsheets and graphing calculators as indicated but it is expected that many instructors
using the text will naturally incorporate those tools in their teaching. Additionally, a module on the
use of GeoGebra is available.
References to the online geometry module problems and lab activities are included in the
Mathematical Connections section of the assessments under the heading GeoGebra Activities. It is
noted that there are more problems and activities in the online modules than are listed in the text. This
is purposefully done to allow instructors to use them in the manner that is most pedagogically and
mathematically desirable for their courses.
Features
In creating the 12th edition of this text, we have built upon the strengths of the previous editions, incor-
porating feedback from users and making extensive improvements to help prepare future teachers for new
state standards and the Common Core.
Learning the Mathematics in the New Standards

• New! In this edition we have made judicious cuts to even more effectively bring key ideas to the forefront.
A streamlined narrative keeps students focused on the important ideas.
• Preliminary Problems open every chapter with a thought-provoking question that sets the tone and
prepares students for the material ahead.
• New! Learning Objectives are listed at the beginning of every section to focus student attention on
the key ideas.
*Online modules are available in MyMathLab or at www.pearsonhighered.com/mathstatsresources

xiv Preface
• Problem-Solving Strategies are highlighted in italics, and Problem-Solving Boxes throughout the
text help students put these strategies to work.
• Chapter Summaries are organized in a student-friendly chart format, for easy exam preparation.
These summaries also provide specific pages references for additional help on individual concepts.
• Chapter Review questions allow students to test themselves when preparing for an exam.
Focusing on the Standards for Mathematical Practice

• The Activity Manual includes classroom-tested activities and a pouch of perforated, printed color
manipulatives.
• Activity Manual annotations in the Annotated Instructor’s Edition clarify when specific activities
should be used for each lesson, making it easier to teach a more hands-on course.
• The manual is available as a value-pack option. Ask your Pearson representative for details.
• Now Try This exercises, which follow key examples, help students become actively involved in their
learning, facilitate the development of critical thinking and problem-solving skills, and stimulate class
discussion. Answers are in both the Annotated Instructor’s Edition and student text.
• 21 eManipulatives, available in MyMathLab, allow students to investigate, explore, practice, build con-
ceptual understanding, and solve specific problems, without the mess or cost of physical manipulatives.
Annotations in the student edition indicate where these eManipulatives are relevant. Exercises related to
the eManipulatives are assignable within MyMathLab.
• Integrating Mathematics and Pedagogy (IMAP) videos, available in MyMathLab, feature elementary
school children working problems. Annotations in the student edition indicate where these videos are
relevant. Exercises related to the IMAP videos are assignable within MyMathLab.
Teaching the Mathematics in the New Standards

C C S S • New! Common Core State Standards (CCSS) are cited within sections to focus student attention
and provide a springboard for discussion of their content.
• New! More exercises have been added that address the CCSS, particularly in the Mathematical
Connections portions of the exercise sets.
• Connecting Mathematics to the Classroom exercises require interpretation and analysis of the
thinking of typical K-8 students.
• School book pages are included to show how various topics are introduced to the K-8 pupil. Icons
within the text link the narrative to the appropriate school book page. Students are asked to complete
many of the activities on the student pages so they can see what is expected in elementary school.
• Historical Notes add context and humanize the mathematics.
• New! Enhanced Common Core State Standards (CCSS) coverage in MyMathLab encourages
students to become familiar with important content and procedures. The view by standard functionality
in MyMathLab also includes CCSS.
Assessing the New Standards

• Extensive Problem Sets are organized into three categories for maximum instructor flexibility when
assigning homework that address the standards.
• Assessment A has problems with answers in the text, so that students can check their work.
• Assessment B contains parallel problems to those in Assessment A, but answers are not given in the
student text.
• Mathematical Connections problems include the following categories: Reasoning, Open-Ended,
Cooperative Learning, Connecting Mathematics to the Classroom, Review Problems, and NAEP
sample questions.
• Hundreds of assignable, algorithmic exercises. The MyMathLab courses for the Twelfth Edition
contains even more assignable exercises to meet students’ needs. Assignable exercise types include the
following:
• Textbook exercises—over 2,000 algorithmically generated exercises parallel those in the text
• New! Common Core Assessment Analysis exercises require analysis and interpretation of sample
CCSS exercises.
• eManipulative exercises require use of the eManipulatives within MyMathLab so students can be
familiar with this important teaching and learning tool.
• Integrating Mathematics and Pedagogy (IMAP) video exercises require analysis of student work.
• Assessment exercises include hundreds of exercises from the test bank.
Preface xv
Student and Instructor Resources

For the Student
Activities Manual
Mathematics Activities for Elementary School Teachers: A Problem Solving Approach, 12th edition
Dan Dolan, Project to Increase Mastery of Mathematics and Science, Wesleyan University; Jim Williamson,
University of Montana; and Mari Muri, Project to Increase Mastery of Mathematics and Science, Wesleyan
University
ISBN 0-321-97708-4 | 978-0-321-97708-3
• Provides hands-on, manipulative-based activities keyed to the text that involve future elementary school
teachers discovering concepts, solving problems, and exploring mathematical ideas.
• Colorful, perforated paper manipulatives in a convenient storage pouch.
• Activities can also be adapted for use with elementary students at a later time.
• References to these activities are in the margin of the Annotated Instructor’s Edition.
Student’s Solutions Manual

Barbara Boschmans, Northern Arizona University and Brian Beaudrie, Northern Arizona University
ISBN 0-321-99056-0 | 978-0321-99056-3
• Provides detailed, worked-out solutions to all of the problems in Assessment A, odd Mathematical
Connections Review problems, and all Chapter Review exercises.
For the Instructor

Annotated Instructor’s Edition
ISBN 0-321-99044-7 | 978-0-321-99044-0
• This special edition includes answers to the text exercises on the page where they occur and includes
answers to the Preliminary Problems, Now Try This activities, and Mathematical Connections questions.
• Annotations referencing the Activities Manual are included in the margins.
Online Supplements
The following instructor material is available for download from Pearson’s Instructor Resource Center
(www.pearsonhighered.com/irc) or within MyMathLab.
Instructor’s Solutions Manual
Barbara Boschmans, Northern Arizona University and Brian Beaudrie, Northern Arizona University
• Provides detailed, worked-out solutions to all of the problems in Assessments A and B, Mathematical
Connections Review problems, and Chapter Review exercises.
Instructor’s Testing Manual
• Comprehensive worksheets contain two forms of chapter assessments with answers for each.
Instructor’s Guide for
Mathematics Activities for Elementary School Teachers: A Problem Solving Approach, 12th edition
Dan Dolan, Project to Increase Mastery of Mathematics and Science, Wesleyan University; Jim Williamson, Uni-
versity of Montana; and Mari Muri, Project to Increase Mastery of Mathematics and S
cience, Wesleyan University
• Contains answers for all activities, as well as additional teaching suggestions for some activities.
PowerPoint® Lecture Slides
• Fully editable slides provide section-by-section coverage of key topics and concepts along with examples.
• An Image Resource Library is also available within MyMathLab and contains art files from the text
enabling further customization of the PowerPoint lectures.
TestGen®
• 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.
• TestGen is algorithmically based, allowing instructors to create multiple but equivalent versions of the
same question or test with the click of a button. Instructors can also modify test bank questions or add
new questions.
xvi Preface
Online Learning
MyMathLab® Online Course (access code required)
MyMathLab from Pearson is the world’s leading online resource in mathematics, integrating interactive
homework, assessment, and media in a flexible, easy to use format.
MyMathLab delivers proven results in helping individual students succeed.
• MyMathLab has a consistently positive impact on student retention, subsequent success, and overall
achievement. MyMathLab can be successfully implemented in any environment—lab-based, hybrid, fully
online, or traditional.
• MyMathLab has a comprehensive online gradebook that automatically tracks your students’ results on
tests, quizzes, homework, and in the study plan. You can use the gradebook to quickly intervene if your
students have trouble, or to provide positive feedback on a job well done.
MyMathLab provides engaging experiences that personalize, stimulate, and measure learning for each
student.
• Personalized Learning: MyMathLab’s personalized homework and adaptive study features allow your
students to work more efficiently, spending time where they really need to.
• Exercises: The homework and practice exercises in MyMathLab are correlated to the exercises in the
textbook, and they regenerate algorithmically to give students unlimited opportunity for practice and
mastery. The software offers immediate, helpful feedback when students enter incorrect answers.
Assignable exercise types include the following:
• Textbook exercises—over 2,000 algorithmically generated exercises parallel those in the text
• New! Common Core Assessment Analysis exercises in MyMathLab require analysis and
interpretation of sample CCSS exercises.
• eManipulatives exercises require use of the eManipulatives within MyMathLab so students can be
familiar with this important teaching and learning tool.
• Integrating Mathematics and Pedagogy (IMAP) video exercises require analysis of student work.
• Assessment exercises include hundreds of exercises from the test bank.
• Multimedia Learning Aids: Exercises include guided solutions, sample problems, videos, and access to
the complete eText access.
• Complete eText is available to students for the life of the edition, giving students unlimited access to
the eBook within any course that uses that edition of the textbook.
• eManipulatives allow students to investigate, explore, practice, build conceptual understanding, and
solve specific problems, without the mess or cost of physical manipulatives.
• New! Enhanced Common Core State Standards (CCSS) coverage in MyMathLab encourages
students to become familiar with important content and procedures. The view by standard functionality
in MyMathLab also includes CCSS.
• New! Study Skills resources help students develop good time management skills and deal with stress
management.
• A wide array of videos meets the unique needs of future teachers.
• Integrating Mathematics and Pedagogy (IMAP) videos feature elementary school children working
problems. Exercises related to these videos are assignable within MyMathLab.
• New! Section Lecture videos are revised for this edition—ideal for studying and reviewing.
• New! Common Core in Action videos featuring experienced faculty shedding light on what the
CCSS really mean for the classroom and for teachers.
• Classroom videos show experienced teachers teaching key topics, with commentary by the teacher
and college faculty.
• Responding to Student Work videos contain analysis and helpful responses to elementary school
children’s work.
• Accessibility: MyMathLab is compatible with the JAWS screen reader and enables multiple-choice and
free-response problem types to be read and interacted with via keyboard controls and math notation
input. MyMathLab also works with screen enlargers, including ZoomText, MAGic, and SuperNova. And
all MyMathLab videos in this course are closed captioned. More information on this functionality is
available at http://mymathlab.com/accessibility.
And, MyMathLab comes from an experienced partner with educational expertise and an eye on the future.
• Whether you are just getting started with MyMathLab, or have a question along the way, we’re here
to help.
• Contact your Pearson representative directly or at www.mymathlab.com.
Preface xvii
MyMathLab® Ready to Go Course (access code required)

These new Ready to Go courses provide students with all the same great MyMathLab features that you’re
used to, but make it easier for instructors to get started. Each course includes pre-assigned homeworks and
quizzes to make creating your course even simpler. Ask your Pearson representative about the details for
this particular course or to see a copy of this course.
MathXL® Online Course (access code required)

MathXL® is the homework and assessment engine that runs MyMathLab. (MyMathLab is MathXL plus a
learning management system.) With MathXL, instructors can:
• Create, edit, and assign online homework and tests using algorithmically generated exercises correlated
at the objective level to the textbook.
• Create and assign their own online exercises.
• Maintain records of all student work tracked in MathXL’s online gradebook.
With MathXL, students can:
• Take chapter tests in MathXL and receive personalized study plans and/or personalized homework
assignments based on their test results.
• Use the study plan and/or the homework to link directly to tutorial exercises for the objectives they need
to study.
• Access supplemental animations and video clips directly from selected exercises.
MathXL is available to qualified adopters. For more information, visit the website at www.mathxl.com or
contact a Pearson representative.
Acknowledgments
For past editions of this book, many noted and illustrious mathematics educators and mathematicians have
served as reviewers. To honor the work of the past as well as to honor the reviewers of this edition, we list
all but place asterisks by this edition’s reviewers.
Leon J. Ablon Sandy Geiger Dennis Parker

Paul Ache Glenadine Gibb *Priti Patel
G.L, Alexanderson Don Gilmore Clyde Paul
Haldon Anderson Diane Ginsbach Keith Peck
Bernadette Antkoviak Elizabeth Gray Barbara Pence
Renee Austin *Lorraine Gregory Glen L. Pfeifer
Richard Avery *Jerrold Grossman Debra Pharo
Sue H. Baker Alice Guckin Jack Porter
Jane Barnard Jennifer Hegeman Edward Rathnell
Joann Becker Joan Henn *Mary Beth Rollick
Cindy Bernlohr Boyd Henry Sandra Rucker
James Bierden Linda Hintzman Jennifer Rutherford
Jackie Blagg Alan Hoffer Helen R. Santiz
*Carol Bobbins E. John Hornsby, Jr. Sharon Saxton
Jim Boone Patricia A. Jaberg Sherry Scarborough
Sue Boren Judith E. Jacobs Jane Schielack
*James Brandt *Jay M. Jahangiri Barbara Shabell
Barbara Britton Donald James M. Geralda Shaefer
Beverly R. Broomell Thomas R. Jay Nancy Shell
Anne Brown Jeff Johannes Wade H. Sherard
Jane Buerger Jerry Johnson Gwen Shufelt
Maurice Burke Wilburn C. Jones Julie Sliva
David Bush Robert Kalin Ron Smit
Laura Cameron Sarah Kennedy Joe K. Smith
Karen Cannon Steven D. Kerr William Sparks
Louis J. Chatterley Leland Knauf Virginia Strawderman
Phyllis Chinn Margret F. Kothmann Mary M. Sullivan
*Jose Contreras-Francia Kathryn E. Lenz Viji Sundar
Donald J. Dessart Hester Lewellen Sharon Taylor
Ronald Dettmers Ralph A. Liguori Jo Temple
Jackie Dewar Richard Little C. Ralph Verno
Nicole Duvernoy Susan B. Lloyd Hubert Voltz
Amy Edwards Don Loftsgaarden John Wagner
Lauri Edwards Sharon Louvier *Catherine Walker
Margaret Ehringer Carol A. Lucas Edward Wallace
Rita Eisele Stanley Lukawecki Virginia Warfield
*Rachel Fairhurst Lou Ann Martin Lettie Watford
Albert Filano Judith Merlau Mark F. Weiner
Marjorie Fitting Barbara Moses Grayson Wheatley
Michael Flom Cynthia Naples Bill D. Whitmire
Pari L. Ford Charles Nelson Teri Willard
*Marie Franzosa Glenn Nelson Jim Williamson
Martha Gady Kathy Nickell Ken Yoder
Edward A. Gallo *Bethany Noblitt Jerry L. Young
Dwight Galster Dale Oliver Deborah Zopf
*Heather C. Gamel Mark Oursland
Melinda Gann Linda Padilla
xix
The Best Preparation for
New State Standards & Assessments
Section 4-2 Prime and Composite Numbers 189
4-2 Prime and Composite Numbers NEW! Relevant excerpts from the
4-2 Objectives Common Core State Standards are
Students will be able to
understand and explain
CC SS The grade 4 Common Core Standards states that students should be able to: incorporated throughout the text so that
Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is
• Prime and composite a multiple of each of its factors. Determine whether a given whole number in the range 1–100 students see how the standards relate to
numbers. is a multiple of a given one-digit number. Determine whether a given whole number in the range
• The number of 1–100 is prime or composite. (p. 29) what they are learning.
divisors of any whole
number.
• The Fundamental One method used in elementary schools to determine the positive factors of a nonzero whole
Theorem of number is to use squares of paper or cubes to represent the number as a rectangle. Such a rect-
Arithmetic.
• The factorization of
angle resembles a candy bar formed with small squares. The dimensions of the rectangle are divi-
sors or factors of the number. For example, Figure 5 shows rectangles to represent 12.
NEW! Learning objectives are provided
whole numbers.
214 Number Theory for every section to focus student attention
1
12 on the key ideas.
20. Determine how many complete revolutions each gear in the 21. Kobe has collected 300 football cards and 264 baseball cards.
following diagram must make before the red arrows are lined He wants to divide them into piles so that each pile has only
2
3 up again. one type of card, there is the same number of cards in each
6 pile, and each pile has the greatest possible number of cards.
Gear 3 How many cards will be in each pile?
4 Gear 1
Gear 2
Figure 5
As seen in Figure 5, the number 12 has six positive divisors: 1, 2, 3, 4, 6, and 12. If we use rectangles
to find the divisors of 7, then we would find only a 1 * 7 rectangle, as shown in Figure 6. Thus,
24 teeth
40 teeth
7 has exactly two divisors: 1 and 7. 60 teeth
Extensive problem sets contain many 7

Figure 6 Mathematical Connections 4-3
types of exercises that reflect the rigor of
Table 1 illustrates the number of positive divisors of a nonzero whole number. Below each number
Reasoning 13. Eleanor claims that the GCD10, a2 = 0. Is she correct?
the new CCSS assessments.
listed across the top, we identify the numbers less than or1.equal
Canto 37nonzero
two that have thatnumbers
whole numberhave
of a greatest common What does she understand about GCD? What does she not
understand?
whole number divisors. For example, 12 is in the 6 column because it has
multiple? six divisors,
Explain and 7 is in
your answer.
the 2 column because it has only two divisors. 2. Is it true that GCD1a, b, c2 # LCM1a, b, c2 = abc? Explain 14. Aiko says to find the LCM you can just multiply the two
Each problem set has three parts: your answer. numbers. As a teacher, how do you respond?
3. Suppose that GCD1a, b, c2 = 1. Is it necessarily true that 15. A student wants to know how many whole numbers between
NOw TRy ThiS 3
1. Assessment A – focused on skills from GCD1a, b2 = GCD1b, c2 = 1? Explain your reasoning.
a. Will there be other entries in the 1 column? Why? 4. Suppose that GCD1a, b2 = GCD1b, c2 = 2. Does that
1 and 10,000 inclusive are either multiples of 3 or multiples
of 5. She wonders if it is correct to find the number of those
whole numbers that are multiples of 3 and add the number of
the section b. What are the next three numbers in the 3 column?
c. What is the next number in the 5 column?
always imply that GCD1a, b, c2 = 2? Justify your answer.
5. Is it true that every common divisor of two nonzero whole those that are multiples of 5. How do you respond?
d. Find an entry for the 7 column. numbers a and b is a divisor of the GCD1a, b2? Explain your Review Problems
2. Assessment B – parallels Assessment
e. What kinds of numbers have an odd number of factors? Why? answer.
6. How can you tell from the prime factorization of two
16. Find the greatest digit that makes the following statements
f. What other patterns do you see in Table 1? true.
A, with no answers provided in the numbers if their LCM equals the product of the numbers?
Explain your reasoning.
a. 3 83_51 b. 11 8_691 c. 23 103_6
17. Find the prime factorization of the following numbers.
student text 7. Can the LCM of two nonzero whole numbers ever be
The numbers in the 2 column in Table 1 are of particulargreater
importance:
than thethey have of
product exactly two
the two numbers? Explain your
a. 17,496 b. 32,715 c. 24 # 82 # 273
positive divisors, namely, 1 and themselves. Any positive integer with exactly two distinct, positive 18. Is 2223 prime? Justify your answer.
reasoning.
3. Mathematicaldivisors
Connections
is a prime number, or–a prime.
rich Any whole numberOpen-Ended
greater than 1 that has a positive factor
19. Find a number that has exactly five prime factors.
20. Find the least positive number that is divisible by 2, 4, 6, 8,
conceptual exercises of a variety 8. Find three pairs of numbers for which the LCM of the
numbers in a pair is less than the product of the two
and 10.
21. What is the greatest prime that must be used to determine if
3359 is prime?
of types that require students to numbers.
9. Describe infinitely pairs of numbers whose GCD is equal to
communicate mathematically the following numbers. National Assessments
M04_BILL7297_12_AIE_C04.2.indd 189 a. 2 b. 6 c. 91 26/09/14 1:12 PM
10. A large gear is used to turn a smaller gear. If the larger gear National Assessment of Educational Progress
makes 72 revolutions per minute and the smaller gear makes (NAEP) Question
1500 revolutions per minute, how many teeth does each gear
have? Give three different possibilities. What is the least The least common multiple of 8, 12, and a third number is 120.
number of teeth possible? Which of the following could be the third number?
A. 15
Cooperative Learning b. 16
11. a. In your group, discuss whether the Euclidean algorithm C. 24
for finding the GCD of two numbers should be D. 32
introduced in middle school (To all students? To some?). E. 48
Why or why not? NAEP, Grade 8, 1990
b. If you decide that it should be introduced in middle
school, discuss how it should be introduced. Report
your group’s decision to the class.
Connecting Mathematics to the Classroom

12. Describe to a sixth-grade student the difference between a
divisor and multiple.
The Best Online Resource —
Videos
• NEW! Common Core in Action – expert faculty shed light
on what the standards really mean for classroom teachers
• UPDATED! Section Lectures – address the math topics in
each section. Students can navigate directly to specific examples
within the video.
• Integrating Mathematics and Pedagogy (IMAP) – feature
elementary school children working problems
• Classroom Videos - experienced teachers teaching key topics,
with commentary by the teacher and college faculty
• Responding to Student Work – analysis and helpful responses
to elementary school children’s work
Assignable Exercises
• Textbook exercises - over 2000 algorithmically
generated exercises that parallel those in the text
• E-manipulatives exercises – require use of
electronic manipulatives
• Integrating Mathematics and Pedagogy (IMAP)
video exercises – require analysis of student work
• NEW! Common Core Assessment Analysis
exercises – require analysis and interpretation of
sample CCSS exercises
• Assessment exercises – hundreds of exercises from
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Chapter
1
An Introduction to
Problem Solving
1-1 Mathematics and Problem Solving
1-2 Explorations with Patterns and Algebraic Thinking
Preliminary Problem
Jill received 10 boxes of coins, each box
containing 10 identical looking coins. She
knows that one box has 10 counterfeit
coins, while all the other coins are genuine.
She also knows that each fake coin weighs
1 ounce, while a real coin weighs 2 ounces.
Jill has a scale and claims it is possible to
determine which is the box with fake coins,
in one weighing, as follows:
“Number the boxes 1 through 10,
and take 1 coin from the first box,
2 from the second, 3 from the third,
and so on until 10 are taken from the
last box. Next, I weigh all the coins
taken out, and I can determine which
box has the fake coins.”
Explain why Jill’s scheme would work.
If needed, see Hint on page 35.

2 An Introduction to Problem Solving
P roblem solving has long been central in the learning of mathematics at all levels. George Pólya
(1887–1985), a great mathematician of the twentieth century, is the father of mathematical prob-
lem solving. He pointed out that “solving a problem means finding a way out of difficulty, a way
around an obstacle, attaining an aim which was not immediately attainable.” (Pólya 1981, p. ix)
Polya developed a four-step problem solving process which has been adopted by many. A
▲
IMAP Video
Watch Elsie talk about modified version is given here.
problem-solving with her
students.
1. Understanding the problem
2. Devising a plan
3. Carrying out the plan
4. Looking back
CCSS The Common Core State Standards for Mathematics (hereafter referred to as Common Core
Standards and abbreviated as CCSS) were developed in 2010 through the work of the National
Governors Association and the Council of Chief State School Officers. The Common Core Stan-
dards are built around its Standards for Mathematical Practice seen in Table 1.
Table 1
1. Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to
its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of
the solution and plan a solution pathway rather than simply jumping in to a solution attempt.
2. Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and their relationships in problem situations.
3. Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in
constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their con-
jectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples.
4. Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and
the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades,
a student might apply proportional reasoning to plan a school event or analyze a problem in the community.
5. Use appropriate tools strategically.
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might in-
clude pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical
package, or dynamic geometry software.
6. Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with
others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consist-
ently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with
quantities in a problem.
7. Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that
three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how
many sides the shapes have. Later, students will see 7 * 8 equals the well remembered 7 * 5 + 7 * 3, in preparation for learn-
ing about the distributive property. In the expression x 2 + 9x + 14, older students can see the 14 as 2 * 7 and the 9 as 2 + 7.
8. Look for and express regularity in repeated reasoning.
Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Up-
per elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again,
and conclude they have a repeating decimal.
The Standards for Mathematical Practice are used in this book to enhance Polya’s four-step
process as seen in Table 2.
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Thy high-peaked head-dress of snowy white[15]
Reaching the cloudless sky;
Or the crystal rivers
Which sparkle in the sunshine;
And the bright blue heavens
Over the jökul’s brow.
V.
Old land of ice,

Dearly beloved native land,
Fair maid of the mountains!
The best luck attend thee
Ever, we pray,
As long as shall last
All the years of the world!
One or two old Icelandic airs linger amongst the people, but are seldom heard;
and as there was—so I understood the Governor to say—no musical notation
to hand them down, little reliance can be placed on their accurate
transmission.
I was introduced to the Compte d’Ademas of the Artemise frigate, an officer
who speaks English well. He is Lord Dufferin’s cousin. There were several
other French officers present. After leaving the Governor’s, we called for M.
Randröp, the state’s apothecary, who received us in the wonted hospitable
Icelandic manner. Madam Randröp kindly played to us on the piano-forte
“Robin Adair,” “Cheer Boys,” “Fin chan dal vino,” “Hear me, Norma,” a
Danish dance, and an Icelandic song. Her two daughters, the Misses Müller,
are learning English, and her son is going south by our steamer to attend the
university at Copenhagen.
The Arcturus having left the bay and gone somewhere for cargo, and the few
bedrooms upstairs at the hotel being all occupied, as it was late, we resolved to
sleep down stairs on the narrow sofa-seat which runs round the assembly
room.
Through a large door, that opened into the billiard-room, came the loud
clicking of ivory balls, noisy vociferations from the French sailors, and strong
fumes of tobacco; notwithstanding which, we somehow contrived to fall
asleep, and knew no more till the morning, when we beheld blue-eyed flaxen-
haired Thea, the maid-of-all-work, standing before us. She was clad in a close
fitting dress of home-made stuff, wore the common little jaunty black cap with
its silver ornament and long silk tassel flowing down at the side of her head,
and her waist-belt was covered with richly-wrought filigreed bossy silver
ornaments.
She brought in a cup of coffee and milk and a biscuit, depositing them on a
little table which she placed beside my long narrow couch. This good old
Norse custom is called “the little breakfast;” and, from the experience of years,
I can testify that in no way does it interfere with or spoil the regular breakfast
which follows, while the benefit at the time is undeniable.
Then followed water, soap and towels, indicating that we were expected to get
up; and as breakfast was to be served in the apartment where we lay, Thea’s
hint was speedily taken.
After breakfast I called for Mr. Sivertsen, who procured for me some coarse
mits, made with two thumbs but no finger-divisions. These are the customary
wear of the fishermen, who, when the line cuts the one side, are thus enabled
to turn them and use the other. I also obtained a curious snuff box like a
bottle,[16] made of walrus-tooth; a collection of stuffed birds, with a large black
skua, a pair of Richardson’s skua-gulls, a pair of jer-falcons, an eider duck and
drake, a puffin, an arctic gull, and a pair of pheasant-tailed ducks among them;
also silver bracelets and brooches of exquisite workmanship. These trinkets are
made of Danish dollars by native silver-smiths, who have certainly arrived at
great proficiency in their art.
I found that the few English Testaments I had brought with me to give away,
were greatly prized by those who were acquiring our language; the cheapest
edition of the New Testament in Icelandic costs between three and four
shillings.
Last night Captain Launay, of the Agile French war brig, had called at the hotel
and invited us to visit him, on board his vessel, to-day at 11 o’clock. At the
appointed time we went down to the jetty and found a ten-oared boat waiting
for us. Our party consisted of Dr. Mackinlay, Captain Forbes, Mr. Haycock,
Rector Jonson and his daughter, Professor Chadbourne, and myself. We were
kindly received and shown over the brig; everything on board was neat and
clean; the sailors were, for the most part, diminutive in size, like Maltese, and,
although lithe and agile, wanted the physical build and stamina of British
sailors. The men were at mess and seemed to be well cared for.
In the captain’s cabin, cakes, bonbons, and champagne were produced, and we
were entertained by the officers with that frank and graceful hospitality
peculiar to the French. Captain Launay showed us collections of geological
specimens from Faröe, from the east of Iceland, and also from the
neighbourhood of Reykjavik; all kept distinctly separated, and laudably labelled
as such specimens ever ought to be. He offered me what of them I wished,
and then addressing Professor Chadbourne, added, “Take all, and leave me
one, I am only an amateur”! He gave me some Faröese sea-weeds of his own
preserving, and I also accepted one or two little geological specimens as
mementos of a pleasant hour spent with one who is deservedly a favourite
with all who know him.
The sailors, he told me, called him Captain Long-life, because he has been five
years in the north without losing a man. His present crew is a hundred, but
during that period, he has, one way and another, passed a thousand men
through his hands. This happy result he attributes partly to the regular use of
lime juice, which he flavours and renders palatable by mixing it with a little
brandy or rum. The addition of the spirits adds nothing to its virtue, probably
the reverse, but the sailors like it so, and are thus induced to take it. In many
ships, he added, the men, if not watched, throw it over their heads into the sea.
A boat came alongside with an invitation from Captain Véron for us also to
visit his frigate the Artemise. It has a crew of 250. The men were at mess
between-decks; and, both seats and tables being swung, the perpendicular
ropes made the whole look not unlike the floor of a great factory. An officer
took me over the ship and through the stores. What an immense establishment
is a war ship!
The French officers are well paid, and have a handsome allowance per day for
mess, over and above their pay. On this station they have double pay, are put to
little expense, consequently save money fast, and get leave of absence now and
again to go home and spend it. Here we were again offered champagne but
declined it; and, at half-past one P.M., were rowed ashore in a ten oared gig,
much pleased with the kind frank attentions of all the officers.
When we landed I called for Mr. Sivertsen, and afterwards visited the library
with Dr. Mackinlay. The Rev. Olaf Pálsson dean and rector of the cathedral,
and Mr. Jón Arnason, secretary to the Bishop and also librarian, were there
before us by appointment and kindly gave us every information we required.
There were no manuscripts to be seen here older than the fifteenth century,
and these were chiefly genealogies, or translations of mediæval tales or
romances such as “Charlemagne.” We saw a fine folio edition of Snorro
Sturleson’s writings, and hastily looked over the work on Iceland got up by the
French expedition under Gaimard. It embraces views of places, natural history,
manners and customs, costumes &c. Some views of localities we had visited
were very good, but others were inaccurate and careless, being only modified
compositions instead of faithful representations of the places indicated. Ere
leaving, I received several original little works, in Icelandic, both from the dean
and the librarian; those from the former were inscribed in English “with the
author’s best respects;” and those from the latter with a legend of similar
import in Icelandic.
As the althing or parliament, which ceased to meet at Thingvalla in A.D. 1800,
was now assembled here, we went to see it. The place of meeting is an oblong
hall in the same building as the college. You enter by the side, and see, facing
you, a raised platform where the president and two or three officials sit at a
table covered with papers and writing materials. Portraits in oil of the King and
Queen of Denmark hung behind them. On two rows of seats, like school
forms with simple spar backs, sit the members, forming an oblong square
around the table; visitors find places outside this square. There are several
writing desks and other conveniencies in the room.
The most of the deputies were sturdy intelligent looking men—peasant-
farmers dressed in brass buttoned wadmal jackets, and wearing cow-skin
shoes. On rising to speak, many of them expressed themselves in an animated
manner, which seemed to us, with the aid of Mr. Brynjúlfsson’s explanations
and interpretations, to be at once fluent, pointed, eloquent, and effective.
The population of Iceland is, as already stated, 64,603. Parliament meets every
second year, and is composed of a deputy from each of the eighteen syssels or
counties into which the island is divided, and six deputies, generally officials,
nominated by the King. The members are elected by household suffrage, but,
on account of the great distances, and the bad roads, few people care to vote.
Dr. Mackinlay mentioned one case, at last election, where a member had only
one single vote—and that his own!! This indifference to matters political, as
contrasted with the stirring old times when the Althing was supreme—being
then both deliberative and executive, “parliament and high court of justice in
one”—may be accounted for, by the fact that it does not now possess
legislative power. The result of its deliberations is merely a petition to the
King, suggesting that certain things should be done; and only under certain
circumstances, can they levy taxes or recommend them.
The island is divided into three governments, each government being in civil
matters quite independent of the others. The governor or stiftsamptsman who
resides at Reykjavik, is at the head of the civil administration, “conducts all
public affairs, presides in the supreme courts of justice, watches over the
execution of the laws, the collecting and expenditure of the public revenue,
and, along with the Bishop, directs the school, and appoints the clergy”
throughout the whole island. The governor is sometimes a native of the island,
though oftener a Dane. “He continues in office five years, with a salary of
about £300 per annum, and is entitled to promotion on his return to
Denmark. Under him are the amptmen, of whom there ought to be four, but
as the governor holds this office in the southern province, and the northern
and eastern are united, there are only two others. These have the
superintendence of the inferior officers, and nearly the same duties in their
province as the governor exercises in relation to the whole island. Subordinate
to them are the sysselmen or sheriffs, nineteen in number, who are empowered
to hold courts, appoint justices of the peace and notaries, and to administer
the laws concerning inheritances. They are chosen by the crown from among
the principal proprietors in the district. Under these are the hrepp-stiorar or
bailiffs, who assist the sheriff in preserving the peace and public order, and
have at the same time, the charge of the poor.
“All causes civil and criminal, come in the first instance before the sysselman
in the Heradsthing, one of which is held regularly, once in twelve months,
though extraordinary sessions are also called. This court consists of the sheriff
as judge, with four assistants named meddomsmen. The landfoged or steward,
who is receiver-general of the island, and police-master of Reykjavik, holds a
similar court in that town. From their decision there is an appeal to the highest
tribunal, instituted in A.D. 1800, on the suppression of the althing, and which
consists of the governor as president, who takes no part in the proceedings, a
chief-justice, two assessors, a secretary, and two public pleaders. Cases are here
decided according to the native laws, or Jonsbook, introduced in A.D. 1280, and
the latter royal ordinances; and from their judgment the last appeal lies to the
supreme court of Copenhagen. The high moral character of the people
renders the last court nearly a sinecure,—not more than six or eight cases,
public or private, occurring annually. The crimes are mostly sheep-stealing and
small thefts, and the only punishments inflicted in the country are whipping or
fines. Those condemned to hard labour are sent to Copenhagen; and a
peasant, being capitally convicted many years ago, for murdering his wife, it
was found necessary to carry him to Norway for execution.
“The taxes collected in the island, being very inconsiderable, impose little
burthen on the inhabitants. They are principally levied on property according
to several old customs; and payment is chiefly made in produce of various
kinds, which is converted into money by the sysselman, and transmitted, after
deducting a third for his own salary, to the landfoged or treasurer. The whole
amount does not exceed 50,000 rix-dollars, and does not even suffice for the
support of the civil government of the island.”[17]
The machinery of civil government is well arranged; but the people are
peaceable, and to a large extent govern themselves; thus rendering the duties
of the officials very light. In reference to this pleasant state of matters, Dr.
Mackinlay quaintly remarked, “Each country is presided over by a sysselman or
sheriff, who, besides his judicial duties, has to discharge the duties of lord
lieutenant and revenue officer, postmaster, poorlaw guardian and head
constable. As the average population of each syssel is only 3700, he has, after
discharging all his duties, time enough on hand to be his own clerk and
message boy!”
At five o’clock, Dr. Mackinlay, Mr. Haycock, Dr. Livingston, Professor
Chadbourne, and myself, dined at the hotel, with Gísli Brynjúlfsson, Mr.
Bushby, and Captain Forbes; it was our last dinner at Reykjavik. The Arcturus is
to sail with us to-night at ten o’clock for the east of the island. All last things
have a touch of sadness about them; we have been happy together, and shall
not likely all meet again.
Mr. Murray and Mr. Cleghorn have not yet returned from Krisuvik. Gísli
Brynjúlfsson the poet is an M.P., and at present here to attend the althing. He
is employed, as already mentioned, by the government at Copenhagen in
connection with Icelandic antiquities and literature, and has a work on these
subjects in preparation. He speaks English fluently, and gave us much
interesting information.
After dinner Dr. Mackinlay called with me for Mr. Jón Gudmundsson, editor
of the “Thióthólfr,” a Reykjavik newspaper—a quarto sheet of 8 pp.—in
which, along with other news, the proceedings of the althing now sitting are
reported in a condensed form. No particular time is fixed for publication, so
that it appears at irregular intervals when there is news to communicate. Mr.
Gudmundsson is an advocate, and holds an official appointment in the althing.
He presented us with several numbers of his paper. The type is clear and the
paper good, so that it and another Reykjavik newspaper the “Islendingur,” a
folio of 8 pp.,—both printed at the same government office—are without
exception the most beautifully printed newspapers I ever saw anywhere.
In Mr. Gudmundsson’s house we saw medallions of Finn Magnusen, Finnsen,
and other distinguished Icelanders. He was exceedingly polite and courteous,
but, as we knew he must be much occupied at present, we made our visit a
short one.
We then saw Dr. Hjaltalin, chief physician of the island, and well known for his
antiquarian and scientific acquirements. He and Rector Jonson are good, tall,
portly specimens of humanity. The latter good-naturedly told me that when
some one called him a John Bull, although he did not quite understand the
phrase, he knew that it somehow associated him with England, and, for that
reason, felt “flattered—very much flattered!”
Our friends returned while we were making calls, and describe their moonlight
ride of thirty miles to Krisuvik as more like a wild dream of chaos than a
reality. Their path lay among lava chasms, along the tops of narrow lava ridges,
irregularly jugged like a saw; through huge lava blocks, like ten thousand
Stonehenges huddled together; over volcanic sand and cinder heaps; over
hollow lava domes, and through great burst lava bubbles, or extinct craters.
Lava everywhere, parts seemed like a troubled sea which had been suddenly
spelled into stone, and then roasted, baked and cracked. This scene has been
aptly characterized by an old traveller as “a congealed pandemonium.” In a
boggy valley were seen several boiling mud-caldrons, which exhale sulphurious
fumes. These gases condense in the atmosphere and deposit a crust of
sulphur, in layers of various thickness, on the coloured clay banks on the side
of the hill. Many jets of steam and smoke rose around; while on their right lay
the lovely blue lake of Kleifervatn. Mr. Bushby had kindly furnished them with
a letter to his agent, which procured for them such shelter and creature
comforts as his iron house could afford.
It was now about 9 o’clock; and, not without sincere regret, on pushing off
from the shore, did we bid adieu to those kind-hearted, learned, yet simple-
minded gentlemen at Reykjavik, who had done so much to make our visit to
their island a pleasant one.
While some ponies were being taken on board from a large boat alongside, the
steam was suddenly blown off; the noise frightening them, one jumped into
the sea and swam ashore, a distance of a mile, with a boat after it. However it
was got on board again, none the worse for its adventure. It turned out to be a
pony which Mr. Murray had purchased, and was taking south with him to
Long-yester.
Mr. Brynjúlfsson had accompanied me to the steamer, and, before starting, Mr.
Arnason also came on board to bid us another adieu!
ORÆFA JÖKUL, THE HIGHEST MOUNTAIN IN ICELAND.
JÖKUL-RANGES AND VOLCANOES ON
THE SOUTH COAST.
At ten o’clock P.M., August 3, the anchor was heaved and we sailed for the east
of the island.
The bay at Reykjavik is very lovely. Every crevice of the Essian mountains is
distinctly shown; while the positive colours and delicate tints of these and
other heights rising far inland, which the eye takes in, in sweeping round the
semicircle from Snæfell to Skagi, are bright, varied, and beautiful beyond
description. Deep indigoes dashed with purple, violet peaks, pale lilac ranges;
and, relieved against them, cones of dazzling snow and ice glittering like silver,
side by side with rosy pinks and warm sunny browns, all rising over a
foreground of black lava. The sky overhead is blue; and the northern horizon
lit up with a mellow glow of golden light.
The frigate Artemise, the brig Agile, the Danish schooner Emma, and several
trading vessels lying at anchor, animate the scene.
Snæfell Jökul—rising to the north-west on the extreme of yonder narrow ridge
that runs out due west into the sea for nearly fifty miles, separating the Faxa
from the Breida fiord—dome-shaped, isolated and perpetually covered with
snow, is now touched with living rosy light.
At its foot lie the singular basaltic rocks of Stappen, somewhat like the Giant’s
Causeway, or the island of Staffa in the Hebrides. Indeed, stapp is the same
word as staff, and indicates the character of the columnar formation.
SNÆFELL JÖKUL—FROM FIFTY MILES AT SEA.
For the first time, since leaving home, we see the stars. One or two, only, are
shining in the quivering blue overhead, with a quiet, subdued, pale golden
light. I made a sketch of Snæfell as it appeared from the quarter deck of the
steamer at a distance of fifty miles; it seemed a low cone rising from the sea.
As the evening was calm and beautiful, ere retiring, we walked the deck till a
late hour, musing on the structure and marvellous phenomena of this half-
formed chaotic island, where Frost and Fire still strive for the mastery before
our very eyes.
August 4.—On getting upon deck, I found we were past Cape Reykjanes, and
making for the Westmanna Islands. Eldey—the rock like a meal-sack—lies, in
the distance, far astern.
My place at table is between Dr. Mackinlay and Mr. Haycock, the latter being
next the chairman Rector Jonson who is going to Copenhagen; Mr. Murray,
Mr. Cleghorn, Professor Chadbourne and Dr. Livingston sit opposite. The
Danes are all congregated at the other end of the table with the captain.
Half-past three P.M. Saw Eyafialla Jökul, and Godalands Jökul, Myrdals Jökul,
and Kötlugjá. These form part of the most southern range of snow-mountains
in the island, and rise distinctly over a dark greenish and purple range of hills,
away to the east on our port bow. Eyafialla is the second highest mountain in
Iceland, being next in height to Oræfa Jökul. It has a distinct crater. Only one
violent eruption, that of A.D. 1612, is recorded previous to A.D. 1821. “But on
the night between the 20th and 21st December, of that year, the lofty Eyafialla
Jökul, of which the movement of A.D. 1612, was the only one formerly known,
burst its icy covering, and began to cast out ashes, stones, and dust,
accompanied with a strong flame. It continued till January throwing out great
quantities of pumice ashes, which covered all the surrounding fields; and in
February 1822, a lofty pillar of smoke still rose from the crater. In June of the
following year it again began to burn, and on the 26th of the same month,
destroyed a part of the adjacent land; but after pouring out some streams of
water, in the beginning of July, it was once more quiet. In this month also the
Kötlugjá, after sixty-eight years repose, threw out sand and ashes, covering
nearly one hundred square miles of ground.”[18]
Kötlugjá—the gjá, fissure, or chasm of Kötlu—is not a separate mountain
with a crater, but simply a yawning rent, so large as to resemble an extensive
valley, situated on the north-west shoulder of Myrdals-Jökul, which is a lofty
ice-mountain. From its inaccessibility it has never been explored, having been
only examined from a distance. The rent is visible from the sea.
Records of volcanic eruptions occurring throughout the island have, in
general, been carefully kept by the Icelanders from the earliest times; but in
this case, from the proximity of numerous other volcanic vents, and the
distance of the spectators, along with the long continued and intermittent
nature of single eruptions—sometimes lasting for years—there appears to be
some confusion in the various accounts, which renders it difficult to reckon
the number of
KÖTLUGJÁ’S ERUPTIONS.
The first outbreak, which, by the way, is the earliest recorded date of an
eruption in the island—being before Eldborg to which that honour is usually
assigned—occurred in the year A.D. 894, and the last in A.D. 1823.[19] The
number of them during that period is reckoned by the best authorities at
fourteen, the longest interval between two eruptions being 311 years, and the
shortest 6. As its devastations have only been less terrible than those of
Skaptár, we shall now, after presenting a concise table of dates, glance at the
various eruptions of Kötlugjá, extracting or briefly condensing from reliable
sources, dwelling more particularly on those of A.D. 1625, and 1755, two of the
most fearful and destructive.
For the table, and the collecting of many of the facts and paragraphs which
follow relating to Kötlugjá, I am indebted to my friend Dr. Lauder Lindsay.
1st eruption A.D. 894. Interval since previous eruption.
2d ” 934. ” ” 40 years.
3d ” 1245. ” ” [20]311 ”
4th ” 1262. ” ” 17 ”
5th ” 1311. ” ” 49 ”
6th ” 1416. ” ” 105 ”
7th ” 1580. ” ” 164 ”
8th ” 1612. ” ” 32 ”
9th ” 1625. ” ” 13 ”
10th ” 1660. ” ” 35 ”
11th ” 1721. ” ” 61 ”
12th ” 1727. ” ” [21]6 ”
13th ” [22]1755. ” ” 28 ”
14th ” 1823. ” ” 68 ”
The first eruption, in A.D. 894, destroyed the pasture lands between the hill
called Hafrsey, and the Holmsá river. Eight farms were abandoned, and the
district of country in question is still almost entirely a sandy desert.
The second, A.D. 934, was also a formidable one, and formed the extensive
sandy desert now known as the Solheima-sand, a tract about twenty miles
long; and formed altogether of volcanic sand, ashes, or lapilli, and pumice.
The third, in A.D. 1245, covered a tract of country, though of what extent we
are not informed, with sand and ashes to the depth of six or eight inches.
The fourth, A.D. 1262, or, according to some writers, 1263, was attended by
such an ejection of dust and ashes, that the sun could not be seen at mid-day
in serene weather. During this eruption, the large river called Fulilækr, the
Jökulsá—or Jökul river—which divides the Skoga-sand from the Solheima-
sand, suddenly made its appearance.
The fifth, in A.D. 1311 (some say 1332), appears to have been more destructive
to life than any of the previous ones. Many farms were destroyed in the district
called Myrdals-sand; several sand-hills and other hills were formed, and several
marshes sprang into existence. It vomited ashes and sand during the greater
part of the winter, and, melting the ice about the crater, the inhabited tract in
the vicinity was inundated, and all the inhabitants except two perished in the
flood. Another account states that this eruption was known as “Sturluhlaup,”
from only one man of the name of Sturla having been saved, of those
overwhelmed by the volcanic ejections.
The sixth, A.D. 1416. The lava or water-floods took the direction of
Hjörleifshöfdi, an isolated hill and promontory on the coast of the Myrdals-
sand, considerably to the south-east of Kötlugjá.
The seventh, A.D. 1580. During this eruption it is stated that Myrdals Jökul was
rent asunder, and as the name Kötlugjá is now first given to the crater or
fissure of eruption, it is probable that at this date the chasm was first
recognised or discovered, if not formed. This eruption was characterized by
fire, darkness, and a rain of ashes, as well as by water-floods; one of which
latter went eastward toward the monastery of Thyckvaboe, and another
southward to Myrdal. Many farms were destroyed, but there appears to have
been no loss of human life.
The eighth, in 1612, was attended, it is conjectured, by a subsidence to some
extent of the Fall-Jökul, which is situated between Eyafialla and Myrdals Jökul,
as well as of the lower lands between Langanes and Thorsmerkr. The
accompanying fire was such, that the eruption was visible extensively in the
north of Iceland.
The ninth, in A.D. 1625, was “one of the grandest and most devastating
eruptions of Kötlugjá that has ever occurred.” Its historian is Thorsteinn
Magnússon, at the time sysselman or sheriff of Skaptafells-syssel (or district),
who lived in the monastery of Thyckvaboe. His account was published in
Copenhagen in A.D. 1627. According to him, ‘at daybreak on the second of
September it began to thunder in the Jökul; and about 8 o’clock A.M. floods of
water and ice were poured down upon the low country, and carried away
upwards of 200 loads of hay[23] which lay in the fields about Thyckvaboe.
These floods continued to be poured forth like a raging sea till past one
o’clock in the afternoon, when they gradually diminished, but were succeeded
by terrible darkness, earthquakes, thunder, flames, and showers of sand. Nor
was it in the immediate vicinity of the crater alone that the fire appeared, but
down in the inhabited tract, at the distance of nearly twenty miles from the
mountain, igneous vapours were seen attaching themselves to the clothes of
the inhabitants. (?) This dreadful scene continued, with little variation, till the
13th of the month. It was frequently so clear at night that the mountains, with
all their clefts and divisions, were seen as distinctly at the distance of twenty
miles as they were in the clearest day. Sometimes the flames were pure as the
sun, sometimes they were red, and at others they discovered all the colours of
the rainbow. The lightenings were visible now in the air, and now running over
the surface of the ground; and such as witnessed them were more or less affected in such
parts of their bodies as were uncovered. [!] These flashes were accompanied by the
loudest claps of thunder, and darted backwards and forwards; now to the
ground, and now into the air, dividing sometimes into separate bolts, each of
which appeared to be followed by a separate report; and after shooting in
different directions, they instantly collected again, when a dreadful report was
heard, and the igneous appearance fell like a waterspout to the ground, and
became invisible. While the showers of sand lasted, it was frequently so dark in
the day time that two individuals holding each other by the hand could not
discover each other’s face.’ Dr. Hjaltalin states that the water-floods, bearing
large masses of ice, ‘surrounded the monastery of Thyckvaboe, with its
adjacent farms, one of which was overflowed by the stream; but the people
saved themselves on a high hill, where the flood could not reach them. The
flood was followed by such heavy shots and continual thunder, that the people
thought the heavens would burst to pieces, and they were surrounded with
continual flashes of lightning. The pasturages were so covered with ashes and
pumice, that cattle, horses, and sheep could not get any food, and were seen
running about in wild confusion. During the eruption such a darkness
prevailed sometimes that days were darker than nights; and it is related that
showers of ashes from this eruption reached the town of Bergen in Norway,
which is the greatest distance to which volcanic ashes were ever thrown from
Iceland.’ The account in the ‘Islendingur’ of June 16, p. 45, mentions further,
that the mixed water and ice flood flowed in cascades and waves over Myrdals-
sand; that the inhabitants fled to the heights for safety; that the depth of the
water-flood, which surrounded the monastery of Thyckvaboe, was such that a
large ocean-vessel might have sailed between the byres and the principal
building, and that there was an excessive falling of sand in the district to the
north-east of Kötlugjá, called the Skaptártunga. This eruption thus lasted for
about twelve days, wholly destroying many farms, and partially destroying or
rendering temporarily useless others. The damage done was greatest in the low
lands to east, north-east, and south-east of Kötlugjá.
The tenth, A.D. 1660—commencing on 3d November—“appears scarcely to
have been less formidable than the preceding eruption. Water-floods
overwhelmed and destroyed the farm and church of Höfdabrekka, which latter
was cast into the sea immediately adjoining, apparently by an earthquake-
shock. Only such articles were saved from the building as could, at the
moment, be snatched away by the clergyman Jón Salamonsson. The quantity
of sand, ashes, and sulphur, thrown out and deposited on the coast about
Höfdabrekka was such, that what formerly was a depth of twenty fathoms of
sea water, became at once dry land. Such is the account in the ‘Islendingur.’ Dr.
Hjaltalin says the clouds of pumice, ashes, and sand, rendered the atmosphere,
in the vicinity of Kötlugjá, very dark during nine days. Many farms were
destroyed. Flames and ashes were ejected during the greater part of winter.
Henderson asserts, that ‘the quantity of ice, &c., carried down by the
inundation, was so great, that where it was deposited, it rose to the height of
forty-nine fathoms above the surface of the former depositions. The church of
Höfdabrekka’ constructed wholly of wood, and of limited dimensions, ‘was
observed to swim among the masses of ice, to a considerable distance in the
sea, ere it fell to pieces.’ The volcano appears, with some intermission, to have
erupted sand the two following years.”
The eleventh, A.D. 1721, began at nine A.M. on the 11th May. Dr. Hjaltalin says
“the narrative of this eruption proceeds from certain of the inhabitants of the
north of Iceland, who observed the phenomena from the distance of about 100
English miles! These distant witnesses, state that the eruption was preceded by
heavy shots, like shots of artillery, lasting less or more for several days, and
distinctly heard by them in the north of the island. These sounds were
followed by a heavy fire—which expression seems translateable as vivid flames
—also visible at the great distance above named. The flames or fire were
followed by clouds of ashes, so dense and so extensive, as to have produced
complete darkness for some hours, at the remoteness of 80 or 100 miles.”
“The ‘Islendingur’ refers to an earthquake chiefly felt in Myrdal, but extending
eastward to Lidu, and westward to Fljótshlíd. About noon of the same day—
11th May—the earth became fissured at various points; loud sounds were
heard, and lastly, flames, with steam or smoke, were seen to issue from
Kötlugjá. A water-flood now descended from the volcano, bearing huge pieces
of ice, resembling in bulk small islands; which icebergs sailed along as rapidly
as a ship in a good breeze. These icebergs were borne by the flood from
Höfdabrekka eastward to Hjörleifshöfdi and Hafrsey. One village was
destroyed in the east of the Myrdals-sand district.” Again, Henderson states, p.
213,[24] the “inundations lasted nearly three days, and carried along with them
such amazing quantities of ice, stones, earth, and sand, that the sea was filled
with them to the distance of three miles from the shore. The sun was darkened
by the smoke and ashes which were thrown into the air; sand and pumice were
blown over almost the whole island; and the ice and water desolated a
considerable tract of grass land, over which they flowed.”
The twelfth, A.D. 1727, is believed to have been of little intensity or
importance.
The eruption which follows—the thirteenth, that of 1755—is the “most
celebrated of all the outbreaks of Kötlugjá, on account alike of its grandeur, its
duration, and its frightful results—an eruption which has since caused
Kötlugjá to be dreaded by the Icelanders as one of their most dangerous
volcanoes, if not their most dangerous one.” It began about noon on the 17th
of October, and “continued, with intermissions, till 25th August 1756—its
duration, therefore, being nearly a year. The ‘Islendingur’ gives a very short
reference merely; but the accounts of Dr. Hjaltalin and of Henderson are
comparatively full. According to Dr. Hjaltalin, the eruption was preceded by a
series of earthquakes, beginning in September; they were especially severe in
the north-east of Iceland, near Cape Langanes, about 150 or 180 miles distant
from Kötlugjá. In this district they overthrew several farms; and in a milder
degree they were felt over a considerable extent of country. The eruption itself
began at ten A.M. of 17th October, about a fortnight prior to the earthquake
which destroyed Lisbon. Vivid flames shot towards the sky, accompanied by
severe earthquakes, sounds like thunder, and lightnings. The volcano was
enveloped in smoke or steam; showers of ashes and pumice fell constantly,
while volcanic bombs were hurled high into the air. The latter must have been
of great size, for they were seen bursting, and the accompanying detonating
reports were heard at a distance of upwards of a hundred miles. The days, it is
said, were darker than the nights; and the flames and bombs gave so unearthly
a character to the scene, that the poor inhabitants fancied that the day of
judgment had arrived, and that our globe was bursting into atoms. Over large
tracts of country, the soil was covered with sand and ashes to a depth of two
or three feet; cattle, horses, and sheep, consequently died in great numbers.
This devastation caused a famine and pestilence among the inhabitants, who
perished by the hundred. The eruption was violent for fourteen days. The
water-floods overflowed the district of Myrdals-sand, which is about twenty
miles long and sixteen broad. Five parishes were more or less devastated, and
fifty farms were destroyed. These were the more local disasters; but, in
addition to this, the sand and ashes were spread over a great portion of the
island, producing fatal epidemics and epizöotics,[25] and it is said even the wild-
fowl fled from many parts of the island. The earthquakes were characterized
by distinct wave-like motions of the land, which fluctuated like an agitated
ocean, and the same earthquake-waves were propagated from the coasts
outward to sea, to the serious damage of the shipping.” Henderson says—vol.
1. p. 314—“The inhabitants of the track about Kötlugjá were first apprised of
the impending catastrophe on the forenoon of the 17th October, by a number
of quick and irregular tremifactions, which were followed by three immense
floods, from the Jökul, that completely overflowed Myrdals-sand, and carried
before them almost incredible quantities of ice and gravel. Masses of ice,
resembling small mountains in size, pushed one another forward, and bore
vast pieces of solid rock on their surface. After the rocking had continued
some time, an exceedingly loud report was heard, when fire and water were
observed to be emitted alternately by the volcano, which appeared to vent its
rage through three apertures situated close to each other. At times the column
of fire was carried to such a height that it illuminated the whole of the
surrounding atmosphere, and was seen at the distance of one hundred and
eighty miles; at other times the air was so filled with smoke and ashes that the
adjacent parishes were enveloped in total darkness. Between these alternations
of light and obscurity, vast red-hot globes were thrown to a great height, and
broken into a thousand pieces. The following night presented one of the most
awful and sublime spectacles imaginable. An unremitting noise, like that
produced by the discharge of heavy artillery, was heard from the volcano. A
fiery column of variegated hues rose into the atmosphere; flames and sparks
were scattered in every direction, and blazed in the most vivid manner.”
“The eruption continued with more or less violence till the 7th of November,
during which period dreadful exundations of hot-water were poured forth on the
low country; and the masses of ice, clay, and solid rock, that they hurled into
the sea, were so great that it was filled to the distance of more than fifteen miles; and,
in some places, where it was formerly forty fathoms deep, the tops of the
newly deposited rocks were now seen towering above the water. A violent
eruption happened again, on the 17th of November, when the volcano
remained inactive till the following year, during which it emitted fire and water
five times—viz., on January 15, June 28 and 29, and August 12 and 25.”
“The principal damage occasioned by these eruptions, consisted in the
destruction of the pasture-grounds throughout the most part of the syssel—or
district. Numbers of the cattle were carried away by the deluge; and the
mephitic substances, with which everything was impregnated, brought on a
raging mortality in different parts of the country. On the breaking forth of the
water, a number of people fled for refuge to an insulated mountain called
Hafrsey, where they were obliged to stay seven days without either meat or
drink; and were exposed to the showers of stones, fire, and water which fell
around them. The lightning, which was very violent during the eruption,
penetrated through solid rocks, and killed two people and eleven horses, three
of which were in a stable. One of the persons killed was a farmer, whom it
struck dead as he left the door of his house. What is remarkable, his upper
clothes, which were of wool, bore no marks of fire, but the linen he had under
them was burned; and when he was undressed, it was found that the skin and
flesh of his right side were consumed to the very bone. [!] His maid-servant
was struck with the lightning at the same time; and though her clothes were
instantly changed, it continued to burn in the pores of her body, and singed
the clothes she put on. [!] She died a few days afterwards, having in the
meantime suffered inexpressible pain.”
This eruption, Henderson very truly remarks, becomes the more noteworthy
from “the terrible convulsions to which at the same time a great part of the
terrestrial globe was subjected. Not only were the British isles rocked by
repeated and violent shocks of an earthquake, houses thrown down, rocks
split, and the waters of the sea and lakes[26] heaved up; but in Norway, Sweden,
Germany, Holland, France, and Italy, the same phenomena were experienced.
Spain and Portugal, however, suffered most from the shocks. Numerous
villages, convents, and churches were demolished; the largest mountains
shaken from the foundations, and the low grounds inundated by the swelling
and overflowing of the rivers. Lisbon, in particular, exhibited a scene the most
tragical and melancholy. The most ponderous edifices were heaved up and
shaken; steeples, towers, and houses thrown down; the ground and streets
danced under the feet of the inhabitants; and many thousands of them were
buried in the ruins. Nor was the earthquake confined to Europe. It stretched
over into Barbary, and destroyed upwards of a dozen of cities on the coasts of
Africa. Its concussions were also felt in Persia, in the West Indies, and in
America.”[27] Sir George S. Mackenzie and Sir William Hooker[28] both also
describe this eruption in their respective works of travel, but the incidents do
not differ from those given above. The latter writer characterizes the sounds
accompanying the eruption as “most frightful and horrible roarings.” The
illuminations at night were so vivid, “that heaven and earth seemed to be
equally in a state of conflagration.” On the 19th of October a column of
smoke issued from the volcano, which column was black by day; but the
smoke was intermixed with balls and sparks of fire, which by night lighted up
the whole of the Myrdal district, while the country to the east thereof was in
darkness both day and night. “Ashes fell like rain” in Faröe, 300 miles distant,
and subterranean noises were heard as far as the Guldbringu and Kiosar
syssels—80 to 90 miles distant.
The fourteenth, A.D. 1823, began on the 1st and ended on the 26th July. The
phenomena were, as usual, chiefly water-floods, showers of ashes, slight
earthquakes, and vivid lightnings, which latter struck several persons. Only one
farm, Solheimar, was destroyed, and comparatively little damage was done
elsewhere; altogether the eruption was one of the mildest and most innocuous
hitherto recorded of Kötlugjá.
These glimpses of the recorded volcanic history of that one spot on which we
now gaze, will convey to the reader some idea of the terrific visitations to
which the islanders are exposed; even when there are not lava streams licking
up rivers, pastures, farms, and people in their fiery floods, filling up whole
valleys or rushing out into the sea and forming capes, hissing, the while, louder
than the Midgard Serpent, which encompasses the whole earth.
White fleecy clouds come and go, at times muffling the summit of these
jökuls, which are deemed the most picturesque in Iceland, if we except Snæfell
on the west coast, and Oræfa on the south-east.
After passing the Westmanna islands and the east-most mouth of the
Markarfliót river, which sweeps round the north and west sides of Eyafialla

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(Original PDF) A Problem Solving

Approach to Mathematics for

7-3 Repeating Decimals 357

Chapter 8 Real Numbers and Algebraic Thinking 387

8-1 Real Numbers 388

8-5 Equations in a Cartesian Coordinate System 442

Chapter 9 Probability 468

9-1 Determining Probabilities 469

Chapter 10 Data Analysis/Statistics: An Introduction 536

10-1 Designing Experiments/Collecting Data 537

10-3 Displaying Data: Part II 564

10-5 Abuses of Statistics 601

Chapter 11 Introductory Geometry 620

11-1 Basic Notions 622

Chapter 12 Congruence and Similarity with Constructions 690

12-1 Congruence Through Constructions 691

Chapter 13 Congruence and Similarity with Transformations 756

13-1 Translations and Rotations 757

13-2 Reflections and Glide Reflections 774

Chapter 14 Area, Pythagorean Theorem, and Volume 812

14-1 Linear Measure 813

14-2 Areas of Polygons and Circles 827

Answers to Problems 905

National Standards for Mathematics

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Learning the Mathematics in the New Standards

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Focusing on the Standards for Mathematical Practice

Teaching the Mathematics in the New Standards

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Leon J. Ablon Sandy Geiger Dennis Parker

Extensive problem sets contain many 7

Connecting Mathematics to the Classroom

1-1 Mathematics and Problem Solving

1-2 Explorations with Patterns and Algebraic Thinking

If needed, see Hint on page 35.

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