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The Miller/O’Neill/Hyde
Developmental Math Series
Julie Miller, Molly O’Neill, and Nancy Hyde originally wrote their developmental math series because
students were entering their College Algebra course underprepared. The students were not mathematically
mature enough to understand the concepts of math, nor were they fully engaged with the material. The
authors began their developmental mathematics offerings with intermediate algebra to help bridge that gap.
This in turn developed into several series of textbooks from Prealgebra through Precalculus to help students
at all levels before Calculus.
What sets all of the Miller/O’Neill/Hyde series apart is that they address course issues through an author-
created digital package that maintains a consistent voice and notation throughout the program. This
consistency—in videos, PowerPoints, Lecture Notes, and Group Activities—coupled with the power of
ALEKS and Connect Hosted by ALEKS, ensures that students master the skills necessary to be successful
in Developmental Math through Precalculus and prepares them for the calculus sequence.
Developmental Math Series (Hardback)

The hardback series is the more traditional in approach, yet balanced in its treatment of skills and
concepts development for success in subsequent courses.
Beginning Algebra, Fifth Edition
Beginning & Intermediate Algebra, Fifth Edition
Intermediate Algebra, Fifth Edition
Developmental Math Series (Softback)

The softback series includes a stronger emphasis on conceptual learning through Skill Practice
features and Concept Connections, which are intended to help students with the conceptual
meaning of the problems they are solving.
Basic College Mathematics, Third Edition
Prealgebra, Second Edition
Prealgebra & Introductory Algebra, First Edition
Introductory Algebra, Third Edition
Intermediate Algebra, Third Edition
College Algebra/Precalculus Series

The Precalculus series serves as the bridge from Developmental Math coursework to setting the
stage for future courses, including the skills and concepts needed for Calculus.
College Algebra, Second Edition
College Algebra and Trigonometry, First Edition
Precalculus, First Edition
vii
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Acknowledgments
The author team most humbly would like to thank all the people who have contributed to
this project.
Special thanks to our team of digital contributors for their thousands of hours of work: to
Kelly Jackson, Andrea Hendricks, Jody Harris, Lizette Hernandez Foley, Lisa Rombes, Kelly
Kohlmetz, and Leah Rineck for their devoted work on the integrated video and study guides.
Thank you as well to Lisa Rombes, J.D. Herdlick, Adam Fischer, and Rob Brieler, the masters of
ceremonies for SmartBook with Learning Resources. To Donna Gerken, Nathalie Vega-Rhodes,
and Steve Toner: thank you for the countless grueling hours working through spreadsheets to
ensure thorough coverage of Connect Math content. To our digital authors, Jody Harris, Linda
Schott, Lizette Hernandez Foley, Michael Larkin, and Alina Coronel: thank you for spreading
our content to the digital world of Connect Math. We also offer our sincerest appreciation
to the outstanding video talent: Jody Harris, Alina Coronel, Didi Quesada, Tony Alfonso, and
Brianna Kurtz. So many students have learned from you! To Hal Whipple, Carey Lange, and
Julie Kennedy: thank you so much for ensuring accuracy in our manuscripts.
Finally, we greatly appreciate the many people behind the scenes at McGraw-Hill without
whom we would still be on page 1. First and foremost, to Luke Whalen, our product developer
and newest member of the team. Thanks for being our help desk. You’ve been a hero filling
some big shoes in the day-to-day help on all things math, English, and editorial. To Amber
Van Namee, our brand manager and team leader: thank you so much for leading us down this
path. Your insight, creativity, and commitment to our project has made our job easier.
To the marketing team, Sally Yagan and Annie Clark: thank you for your creative ideas in
making our books come to life in the market. Thank you as well to Mary Ellen Rahn for
continuing to drive our long-term content vision through her market development efforts.
To the digital content experts, Rob Brieler and Adam Fischer: we are most grateful for your
long hours of work and innovation in a world that changes from day to day. And many thanks
to the team at ALEKS for creating its spectacular adaptive technology and for overseeing
the quality control in Connect Math.
To the production team: Peggy Selle, Carrie Burger, Emily Windelborn, Lora Neyens, and
Lorraine Buczek—thank you for making the manuscript beautiful and for keeping the train
on the track. You’ve been amazing. And finally, to Ryan Blankenship, Marty Lange, and Kurt
Strand: thank you for supporting our projects for many years and for the confidence you’ve
always shown in us.
Most importantly, we give special thanks to the students and instructors who use our series
in their classes.
Julie Miller
Molly O’Neill
Nancy Hyde
viii
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Contents
Chapter R Review of Basic Algebraic Concepts 1

R.1 Study Skills 2
Group Activity: Becoming a Successful Student 3
R.2 Sets of Numbers and Interval Notation 5
R.3 Operations on Real Numbers 16
R.4 Simplifying Algebraic Expressions 31
Chapter R Summary 39
Chapter R Review Exercises 41
Chapter R Test 42
Chapter 1 Linear Equations and Inequalities in One Variable 43

1.1 Linear Equations in One Variable 44
Problem Recognition Exercises: Equations versus Expressions 56
1.2 Applications of Linear Equations in One Variable 57
1.3 Applications to Geometry and Literal Equations 68
1.4 Linear Inequalities in One Variable 76
1.5 Compound Inequalities 85
1.6 Absolute Value Equations 97
1.7 Absolute Value Inequalities 103
Problem Recognition Exercises: Identifying Equations and Inequalities 113
Group Activity: Understanding the Symbolism of Mathematics 114
Chapter 1 Summary 115
Chapter 1 Review Exercises 122
Chapter 1 Test 125
Chapter 2 Linear Equations in Two Variables and Functions 127

2.1 Linear Equations in Two Variables 128
2.2 Slope of a Line and Rate of Change 145
2.3 Equations of a Line 157
Problem Recognition Exercises: Characteristics of Linear Equations 171
2.4 Applications of Linear Equations and Modeling 171
2.5 Introduction to Relations 183
2.6 Introduction to Functions 192
2.7 Graphs of Functions 204
Problem Recognition Exercises: Characteristics of Relations 217
Group Activity: Deciphering a Coded Message 218
Chapter 2 Test 230
Chapters 1–2 Cumulative Review Exercises 233
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Chapter 3 Systems of Linear Equations and Inequalities 235

3.1 Solving Systems of Linear Equations by the Graphing Method 236
3.2 Solving Systems of Linear Equations by the Substitution Method 246
3.3 Solving Systems of Linear Equations by the Addition Method 253
Problem Recognition Exercises: Solving Systems of Linear Equations 260
3.4 Applications of Systems of Linear Equations in Two Variables 261
3.5 Linear Inequalities and Compound Inequalities in Two Variables 270
3.6 Systems of Linear Equations in Three Variables and Applications 283
3.7 Solving Systems of Linear Equations by Using Matrices 293
Group Activity: Creating a Quadratic Model of the Form y = at 2 + bt + c 302
Chapter 3 Test 314
Chapter 4 Polynomials 319
4.1 Properties of Integer Exponents and Scientific Notation 320
4.2 Addition and Subtraction of Polynomials and Polynomial Functions 329
4.3 Multiplication of Polynomials 340
4.4 Division of Polynomials 350
Problem Recognition Exercises: Operations on Polynomials 359
4.5 Greatest Common Factor and Factoring by Grouping 360
4.6 Factoring Trinomials 368
4.7 Factoring Binomials 382
Problem Recognition Exercises: Factoring Summary 392
4.8 Solving Equations by Using the Zero Product Rule 394
Group Activity: Investigating Pascal’s Triangle 408
Chapter 4 Test 418
Chapter 5 Rational Expressions and Rational Equations 421

5.1 Rational Expressions and Rational Functions 422
5.2 Multiplication and Division of Rational Expressions 432
5.3 Addition and Subtraction of Rational Expressions 437
5.4 Complex Fractions 447
Problem Recognition Exercises: Operations on Rational Expressions 454
5.5 Solving Rational Equations 454
Problem Recognition Exercises: Rational Equations vs. Expressions 462
5.6 Applications of Rational Equations and Proportions 463
5.7 Variation 474
Group Activity: Computing the Future Value of an Investment 483
Chapter 5 Test 492
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Chapter 6 Radicals and Complex Numbers 495

6.1 Definition of an nth Root 496
6.2 Rational Exponents 508
6.3 Simplifying Radical Expressions 515
6.4 Addition and Subtraction of Radicals 522
6.5 Multiplication of Radicals 528
Problem Recognition Exercises: Simplifying Radical Expressions 536
6.6 Division of Radicals and Rationalization 536
6.7 Solving Radical Equations 546
6.8 Complex Numbers 556
Group Activity: Margin of Error of Survey Results 566
Chapter 6 Test 577
Chapter 7 Quadratic Equations, Functions, and Inequalities 581

7.1 Square Root Property and Completing the Square 582
7.2 Quadratic Formula 592
7.3 Equations in Quadratic Form 606
Problem Recognition Exercises: Quadratic and Quadratic Type Equations 611
7.4 Graphs of Quadratic Functions 612
7.5 Vertex of a Parabola: Applications and Modeling 626
7.6 Polynomial and Rational Inequalities 636
Problem Recognition Exercises: Recognizing Equations and Inequalities 648
Group Activity: Creating a Quadratic Model of the Form y = a(x − h)2 + k 649
Chapter 7 Test 658
Chapter 8 Exponential and Logarithmic Functions and Applications 663

8.1 Algebra of Functions and Composition 664
8.2 Inverse Functions 671
8.3 Exponential Functions 680
8.4 Logarithmic Functions 690
Problem Recognition Exercises: Identifying Graphs of Functions 703
8.5 Properties of Logarithms 704
8.6 The Irrational Number e and Change of Base 712
Problem Recognition Exercises: Logarithmic and Exponential Forms 725
8.7 Logarithmic and Exponential Equations and Applications 726
Group Activity: Creating a Population Model 738
Chapter 8 Test 748
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Chapter 9 Conic Sections 753

9.1 Distance Formula, Midpoint Formula, and Circles 754
9.2 More on the Parabola 765
9.3 The Ellipse and Hyperbola 774
Problem Recognition Exercises: Formulas and Conic Sections 783
9.4 Nonlinear Systems of Equations in Two Variables 784
9.5 Nonlinear Inequalities and Systems of Inequalities in Two Variables 791
Group Activity: Investigating the Graphs of Conic Sections on a Calculator 800
Chapter 9 Test 809
Chapter 10 Binomial Expansions, Sequences, and Series 813

10.1 Binomial Expansions 814
10.2 Sequences and Series 820
10.3 Arithmetic Sequences and Series 829
10.4 Geometric Sequences and Series 835
Problem Recognition Exercises: Identifying Arithmetic and Geometric Series 843
Group Activity: Investigating Mean and Standard Deviation 844
Chapter 10 Test 849
Chapter 11 Transformations, Piecewise-Defined Functions, and Probability 1

(Online)
11.1 Transformations of Graphs and Piecewise-Defined Functions 2
11.2 Fundamentals of Counting 15
11.3 Introduction to Probability 24
Chapter 11 Test 36
Additional Topics Appendix A-1

A.1 Determinants and Cramer’s Rule A-1
Student Answer Appendix SA-1
Index I-1
xii
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To the Student
Take a deep breath and know that you aren’t alone. Your instructor, fellow students, and we, your
authors, are here to help you learn and master the material for this course and prepare you for future
courses. You may feel like math just isn’t your thing, or maybe it’s been a long time since you’ve had a
math class—that’s okay!
We wrote the text and all the supporting materials with you in mind. Most of our students aren’t
really sure how to be successful in math, but we can help with that.
As you begin your class, we’d like to offer some specific suggestions:
1. Attend class. Arrive on time and be prepared. If your instructor has asked you to read prior to
attending class—do it. How often have you sat in class and thought you understood the material,
only to get home and realize you don’t know how to get started? By reading and trying a couple
of Skill Practice exercises, which follow each example, you will be able to ask questions and gain
clarification from your instructor when needed.
2. Be an active learner. Whether you are at lecture, watching an author lecture or exercise video, or
are reading the text, pick up a pencil and work out the examples given. Math is learned only by
doing; we like to say, “Math is not a spectator sport.” If you like a bit more guidance, we encourage
you to use the Integrated Video and Study Guide. It was designed to provide structure and
note-taking for lectures and while watching the accompanying videos.
3. Schedule time to do some math every day. Exercise, foreign language study, and math are three
things that you must do every day to get the results you want. If you are used to cramming and
doing all of your work in a few hours on a weekend, you should know that even mathematicians
start making silly errors after an hour or so! Check your answers. Skill Practice exercises all
have the answer at the bottom of that page. Odd-numbered exercises throughout the text have
answers at the back of the text. If you didn’t get it right, don’t throw in the towel. Try again, revisit
an example, or bring your questions to class for extra help.
4. Prepare for quizzes and exams. At the end of each chapter is a summary that highlights all the
concepts and problem types you need to understand and know how to do. There are additional
problem sets at the end of each chapter: a set of review exercises, a chapter test, and a cumulative
review. Working through the cumulative review will help keep your skills fresh from previous
chapters—one of the key ways to do well on your exams. If you use ALEKS or Connect Hosted by
ALEKS, use all of the tools available within the program to test your understanding.
5. Use your resources. This text comes with numerous supporting resources designed to help you
succeed in this class and your future classes. Additionally, your instructor can direct you to
resources within your institution or community. Form a student study group. Teaching others is a
great way to strengthen your own understanding and they might be able to return the favor if you
get stuck.
We wish you all the best in this class and your educational journey!
Julie Miller Molly O’Neill Nancy Hyde

julie.miller.math@gmail.com molly.s.oneill@gmail.com nhyde@montanasky.com
xiii
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Student Guide to the Text

Clear, Precise Writing
Learning from our own students, we have written this text in simple and accessible language. Our goal is to keep you
engaged and supported throughout your coursework.
Callouts
Just as your instructor will share tips and math advice in class, we provide callouts throughout the text to offer tips
and warn against common mistakes.
∙ Tip boxes offer additional insight to a concept or procedure.
∙ Avoiding Mistakes help fend off common student errors.
Examples
∙ Each example is step-by-step, with thorough annotation to the right explaining each step.
∙ Following each example is a similar Skill Practice exercise to give you a chance to test your understanding. You
will find the answer at the bottom of the page—providing a quick check.
∙ When you see this in an example, there is an online dynamic animation within your online materials.
Sometimes an animation is worth a thousand words.
Exercise Sets
Each type of exercise is built for your success in learning the materials and showing your mastery on exams.
∙ S tudy Skills Exercises integrate your studies of math concepts with strategies for helping you grow as a student
overall.
∙ Vocabulary and Key Concept Exercises check your understanding of the language and ideas presented within
the section.
∙ Review Exercises keep fresh your knowledge of math content already learned by providing practice with
concepts explored in previous sections.
∙ Concept Exercises assess your comprehension of the specific math concepts presented within the section.
∙ Mixed Exercises evaluate your ability to successfully complete exercises that combine multiple concepts
presented within the section.
∙ Expanding Your Skills challenge you with advanced skills practice exercises around the concepts presented
within the section.
∙ Problem Recognition Exercises appear in strategic locations in each chapter of the text. These will require you
to distinguish between similar problem types and to determine what type of problem-solving technique to apply.
Calculator Connections
Throughout the text are materials highlighting how you can use a graphing calculator to enhance understanding
through a visual approach. Your instructor will let you know if you will be using these in class.
End-of-Chapter Materials
The features at the end of each chapter are perfect for reviewing before test time.
∙ ection-by-section summaries provide references to key concepts, examples, and vocabulary.
S
∙ Chapter review exercises provide additional opportunities to practice material from the entire chapter.
∙ Chapter tests are an excellent way to test your complete understanding of the chapter concepts.
∙ Cumulative review exercises are the best preparation to maintain a strong foundation of skills to help you move
forward into new material. These exercises cover concepts from all the material covered up to that point in the
text and will help you study for your final exam.
xiv
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Get Better Results

How Will Miller/O’Neill/Hyde Help Your
Students Get Better Results?
Better Clarity, Quality, and Accuracy!
Julie Miller, Molly O’Neill, and Nancy Hyde know what students need to be successful in mathematics.
Better results come from clarity in their exposition, quality of step-by-step worked examples, and
accuracy of their exercises sets; but it takes more than just great
authors to build a textbook series to help students achieve success “The most complete text at this level in its
in mathematics. Our authors worked with a strong thoroughness, accuracy, and pedagogical
mathematical team of instructors from around the country to soundness. The best developmental
ensure that the clarity, quality, and accuracy you expect from mathematics text I have seen.”
the Miller/O’Neill/Hyde series was included in this edition. —Frederick Bakenhus, Saint Phillips College
Better Exercise Sets!

Comprehensive sets of exercises are available for every student level. Julie Miller, Molly O’Neill, and
Nancy Hyde worked with a board of advisors from across the country to offer the appropriate depth
and breadth of exercises for your students. Problem Recognition Exercises were created to improve
student performance while testing.
Practice exercise sets help students progress from skill development to conceptual understanding.
Student tested and instructor approved, the Miller/O’Neill/Hyde exercise sets will help your students get
better results.
▶ Problem Recognition Exercises “This series was thoughtfully constructed with students’
▶ Skill Practice Exercises needs in mind. The Problem Recognition section was
▶ Study Skills Exercises extremely well designed to focus on concepts that students
▶ Mixed Exercises often misinterpret.”
—Christine V. Wetzel-Ulrich, Northampton Community College
▶ Expanding Your Skills Exercises
▶ Vocabulary and Key Concepts Exercises
Better Step-By-Step Pedagogy!

Intermediate Algebra provides enhanced step-by-step learning tools to help students get better results.
▶ Worked Examples provide an “easy-to-understand” approach, clearly guiding each student
through a step-by-step approach to master each practice exercise for better comprehension.
▶ TIPs offer students extra cautious direction to
help improve understanding through hints and
further insight. “The book is designed with both instructors and students
▶ Avoiding Mistakes boxes alert students in mind. I appreciate that great care was used in the
to common errors and provide practical placement of ‘Tips’ and ‘Avoiding Mistakes’ as it creates a
ways to avoid them. All three learning aids lot of teachable moments in the classroom.”
will help students get better results by showing —Shannon Vinson, Wake Tech Community College
how to work through a problem using a clearly
defined step-by-step methodology that has
been class tested and student approved.
xv
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Get Better Results

Formula for Student Success
Step-by-Step Worked Examples
▶ Do you get the feeling that there is a disconnection between your students’ class work and homework?
▶ Do your students have trouble finding worked examples that match the practice exercises? Confirming Pages
▶ Do you prefer that your students see examples in the textbook that match the ones you use in class?
Miller/O’Neill/Hyde’s Worked Examples offer a clear, concise methodology that replicates the mathematical
processes used in the authors’ classroom lectures! Section 1.2 Applications
Confirmingof Linear Equations in One Variable
Pages 59
Example 2 Solving a Linear Equation Involving Classroom Example: p. 66,

Consecutive Integers Exercise 24
Three times the sum of two consecutive odd integers is 516. Find the integers.
276 Chapter 4 Systems of Linear Equations in Two Variables
Solution:
Classroom Example: p. 282, StepExample Solving
1: Read 2the problem a System of Linear Equations by Graphing
carefully.
Exercise 32
Solve2:theLabel
Step systemtheby
unknowns:
the graphing method. y = 2x
Let x represent the first odd integer. y = 2
“As always, MOH’s Worked Examples Then x + 2 represents the next odd integer.
are so clear and useful for the students.
Solution:
Step 3: Write an equation in words.
All steps have wonderfully detailedThe equation
3[(firsty = 2xinteger)
odd is written in slope-intercept
+ (second form
odd integer)] as y = 2x + 0. The line passes
= 516
explanations written with wordingthrough
that the origin, with a slope of 2.
3[x + (x + 2)] = 516 Step 4: Write a mathematical equation.
the students can understand. MOH isThe line3(2x y = 2 is a horizontal line and has a
+ 2) = 516 Step 5: Solve for x. 5
y
slope of 0.
also excellent with arrows and labels 6x + 6 = 516
4
y = 2x
Because the lines have different slopes, the lines “yE=asy
2 to read step-by-step solutions to
3
making the Worked Examples extremely 6x = 510
must be different and nonparallel. From this, we know
2
(1, 2) Point of
sample 1
textbook
intersection problems. The ‘why’
clear and understandable.” that the lines must intersect
x = 85 at exactly one point. Graph −5 −4 −3 −2 −1 1 2 3 4 5
x
the lines
—Kelli Hammer, Broward College–South to find the point of intersection (Figure 4-2). is provided
−1 for students, which is
Step 6: Interpret your results. −2
The point (1, 2) appears to be the point of intersec- invaluable
−3 when working Avoiding Mistakes
exercises
tion. This can
The beodd
first confirmed byx :substituting x = 1 and
integer is 85 −4
After completing a word problem,
y = 2 intoThe
both original without
−5 available teacher/tutor
second oddequations.
integer is x + 2 : it is always a good idea to check
2x + 2(2) =? 2(1) ✓ True 87
y = 85
assistance.”
Figure 4-2 that the answer is reasonable.
Notice that 85 and 87 are
—Arcola Sullivan,
Answer: The integers are 85 and y =87.
2 (2) =? 2 ✓ True consecutive odd integers, and three
Copiah-Lincoln Community College
times their sum is 3(85 + 87),
The solution set is {(1, 2)}. which equals 516.
Skill Practice
Skill Practice
2. Four Solve
times the sumtheof system by the graphing
three consecutive method.
integers is 264. Find the integers.
3. y = −3x
x = −1
3. Applications Involving Percents and Rates
In many real-world applications, percents are used to represent rates.
Classroom Example: p. 282, Example
∙ The 3 rate Solving
sales tax a System
for a certain county isof Linear Equations by Graphing
6%.
Exercise 30 282 Chapter 4 Systems of Linear Equations in Two Variables
∙Solve
An the
ice system by the graphing
cream machine method.
is discounted 20%.
∙ A real estate sales broker receives a 4_12x%−commission
2y = −2 on sales. 30. x + y = −1 31. 2x + y = 6
∙ A savings account earns 7% simple interest.
−3x + 2y = 6 2x − y = −5 {(−2, 1)} x = 1 {(1, 4)}
The following models are used to compute sales tax, commission, and simple interest. y
y
In each case the value is found by multiplying the base by the percentage.
Solution: 2x − y = −5 6
Classroom Examples One method to graph thetax
Sales lines is to write
= (cost each
of merchandise)(tax rate) y
5
4 5
4 (1, 4)
y= 3
+3 3
2x
equationalso
To ensure that the classroom experience in slope-intercept
matches form,
the y = mx
examples + b.in the text
Commission = (dollars in sales)(commission rate)5 2 3
2x + y = 6
4 (−2, 1) 2
1 1
y=2x+1
and the practice exercises, we haveEquation
included references
1Simple to(principal)(annual
= even-numbered
interestEquation 2 interest rate)(time
Point of
3 in years)
−5 −4 −3 −2 −1 1 2 3 4 5
x 1
2 x
−1
exercises to be used as Classroom Examples.
x − 2y = −2 These exercises
I = Prt
−3x + 2y =are
6 highlighted(−2, 0)
intersection
1 −2
x + y = −1 −5 −4 −3 −2 −1
−1
1 2 3 4 5
−2
in the Practice Exercises at the end of−2y
each
= −xsection.
−2 2y = 3x + 6 −5 −4 −3 −2 −1
−1
1 2 3 4 5
x −3
−4
−3
Answer x=1
−2 −5 −4
3. {(−1, 3)} −2y ___
____ −x ___
2 2y ___
___ 3x __
6 −3 −5
y = − = +
5
−2 −2 −2 2 2 2 −4
4
−5
33. − 6x − 3y =Answer
0 No solution; 34. 2x − 6y = 12 No solution;
1 3
xvi (−1, 3) 3 y = __ x + 1 y = __x + 3 Figure 4-3
4x + 2y = 4
2. The{ integers
}; are 21, 22, and 23.
−3x + 9y = 12
{ };
2 2 2 inconsistent system inconsistent sy
1 y y
−5 −4 −3 −2 −1 1 2 3 4 5
x From their slope-intercept forms, we see that the lines have different slopes, indicating 5 5
−1
−2
that the lines are different and nonparallel. Therefore, the lines must intersect at exactly 4 4
−3x + 9y = 12
x = −1
−3
y = −3x one point. Graph the lines to find that point (Figure 4-3). −6x − 3y = 0
3 3
2 2
−4
1 1
−5
x x
miL10233_fm_i-xxx xvi miL10233_ch01_057-068.indd 59 −5 −4 −3 −2 −1 1 11/03/16
2 3 4 5 07:19 PM
10/31/16 05:17
−5PM
−4 −3 −2 −1 1 2 3 4 5
−1 −1
−2 −2
4x + 2y = 4
432 Chapter 5 Rational Expressions and Rational Equations
Section 5.2 Multiplication and Division of Rational Expressions
Concepts 1. Multiplication of Rational Expressions

1. Multiplication of Rational Recall that to multiply fractions, we multiply the numerators and multiply the denomina-
Expressions tors. The same is true for multiplying rational expressions.
2. Division of Rational
Expressions
Multiplication Property of Rational Expressions
Let p, q, r, and s represent polynomials, such that q ≠ 0 and s ≠ 0. Then
p _r __
__ pr
⋅ =
q s qs
For example:
Better Learning Tools Multiply

__
2 __
__
the Fractions
5 10
⋅ = ___
3 7 21
Multiply
___ the Rational Expressions
2x __
___
3y 7
5z 10xz
⋅ = ____
21y
Sometimes it is possible to simplify a ratio of common factors to 1 before multiplying. To
TIP and Avoiding Mistakes Boxes do so, we must first factor the numerators and denominators of each fraction.
1 1 1
___ 15
7 ___ Factor. 7 ____
____ 3⋅5 7⋅3⋅5
_________ 1
__
⋅ ⋅ = =
TIP and Avoiding Mistakes boxes 10 21 have been 2 ⋅ 5 3 created
⋅ 7 2 ⋅ 5 ⋅ 3 ⋅ based
7 2 on the authors’ classroom experiences—they have also been
Worked
integrated into theThe same processExamples. These
is also used to multiply rationalpedagogical
expressions. tools will help students get better results by learning how to
work through a problem using a clearly defined step-by-step methodology.
Multiplying Rational Expressions
Step 1 Factor the numerator and denominator of each expression.
Step 2 Multiply the numerators, and multiply the denominators.
Step 3 Reduce the ratios of common factors to 1 or −1 and simplify.
Avoiding Mistakes Boxes

Example 1 Multiplying Rational Expressions Avoiding Mistakes boxes are integrated
Rev Confirming Pages
5a − 5b 2
Multiply. _______ ⋅ ______
10 a2 − b2
throughout the textbook to alert students to
Solution: common errors and how to avoid them.
5a − 5b _____
______ 2
⋅
10 a2 − b2 342 Chapter 4 Polynomials
5(a − b) 2
= ______ ⋅ __________
5⋅2 (a − b)(a + b)
Factor numerator and denominator. “MOH presentation of reinforcement concepts builds
Multiplying Polynomials
Classroom Example: p. 347, Example 4
5(a − b)
= _______________
⋅ 2 Exercise 18
Multiply.
students’ confidence and provides easy to read
Multiply the polynomials. (3y + 2)(7y − 6)
5 ⋅ 2 ⋅ (a − b)(a + b)
Avoiding Mistakes guidance in developing basic skills and understanding
If all factors in the numerator sim-
1 1 1 Solution:
5(a − b) ⋅ 2 1
= _________________ = ____ Reduce common factors and simplify.
plify to 1, do not forget to write the
factor of 1 in the numerator.
5 ⋅ 2 ⋅ (a − b)(a + b) a + b concepts. I love the visual clue boxes ‘Avoiding
(3y + 2)(7y − 6) Multiply each term in the
Mistakes.’ Visual clue boxes provide
first polynomial by each tips and advice to
term in the second.
assist students in
= (3y)(7y) + (3y)(−6) + (2)(7y) + (2)(−6)
avoiding common
Apply the distributive
mistakes.”
—Arcola Sullivan, Copiah-Lincoln Community College
property.
= 21y2 − 18y + 14y − 12 Simplify each term.
miL10233_ch05_432-436.indd 432 = 21 y2 −05:19
10/31/16 4y −PM12 Combine like terms.
TIP: The acronym, FOIL (first outer inner last) can be used as a memory device to
TIP Boxes multiply the two binomials.
Outer terms First Outer Inner Last
Teaching tips are usually revealed only in the
classroom. Not anymore! TIP boxes offer First terms
students helpful hints and extra direction to (3y + 2)(7y − 6) = (3y)(7y) + (3y)(−6) + (2)(7y) + (2)(−6)
help improve understanding and provide Inner terms = 21y 2 − 18y + 14y − 12
further insight. Last terms = 21y 2 − 4y − 12

Note: It is important to realize that the acronym FOIL may only be used when finding
the product of two binomials.
Skill Practice Multiply the polynomials.

5. (4t + 5)(2t + 3)
Better Exercise Sets! Better Practice! Better Results!

2. Special Case Products: Difference of Squares
and Perfect Square Trinomials
▶ Do your students have trouble with problem solving?
In some cases, the product of two binomials takes on a special pattern.
▶ Do you want to help students overcome mathI. anxiety?

The first special case occurs when multiplying the sum and difference of the same two
terms. For example:
▶ Do you want to help your students improve performance
(2x + 3)(2x − 3) on⎫ mathopposites.
assessments?
Notice that the “middle terms” are
⎪
= 4x2 − 6x + 6x − 9 ⎬
This leaves only the difference
⎪ between the square of the first term and the
2
= 4x − 9 ⎭ square of the second term. For this reason,
the product is called a difference of squares.
Note: The binomials 2x + 3 and 2x − 3 are called conjugates. In one expression, 2x and 3
are added, and in the other, 2x and 3 are subtracted. In general, a + b and a − b are
conjugates of each other.
Answer
5. 8t 2 + 22t + 15
miL10233_ch04_340-349.indd 342 10/31/16 05:21 PM
xvii
miL10233_fm_i-xxx xvii 11/03/16 07:19 PM

Confirming Pages
Get Better Results 648 Chapter 7 Quadratic Equations, Functions, and Inequalities
Graphing Calculator Exercises
Problem Recognition
96. To solve theExercises
inequality
x
_____
x−2
>0 97. To solve the inequality
x
_____
x−2
<0
enter Y1 as x/(x
Problem Recognition Exercises − 2) andadetermine
present where
collection ofthe graph
problems enter
that look Y1 as x/(x
similar to −a 2) and determine
student uponwhere
firstthe graph but are
glance,
is above the x-axis. Write the solution in interval is below the x-axis. Write the solution in interval
actually quite differentnotation.
in the manner of their individual solutions. Students
(−∞, 0) ∪ (2, ∞) notation. sharpen
(0, 2) critical thinking skills and better
develop their “solution recall” to help them distinguish the method needed to solve an exercise—an essential skill in
98. To solve the inequality x2 − 1 < 0, enter Y1 as 99. To solve the inequality x2 − 1 > 0, enter Y1 as
developmental mathematics.
x2 − 1 and determine where the graph is below the x2 − 1 and determine where the graph is above the
Write the solution in interval notation. Write the solution in interval notation.
Problem Recognition x-axis.
Exercises
(−1, 1)
were tested “The PREs arex-axis.
an−1)excellent
(−∞, ∪ (1, ∞) source of additional mixed problem
in the authors’ developmental mathematics
For Exercises 100–103, sets.theFrequently
determine the solution by graphing inequalities. students have questions/comments like
classes and were created 2 to improve student
100. x + 10x + 25 ≤ 0 {−5} ‘Where do 101.I start?’
−x2 + 10xor ‘I know
− 25 ≥ 0 {5}what to do once I get started,
performance on tests. but I have trouble getting started.’ Perhaps with these PREs,
8 −6
102. _____ <0 { } 103. _____ > 0 { }
x2 + 2 students willxbe
2
+ 3able to overcome this obstacle.”
—Erika Blanken, Daytona State College
Problem Recognition Exercises
Recognizing Equations and Inequalities

At this point, you have learned how to solve a variety of equations and inequalities. Being able to distinguish the type of
problem being posed is the first step in successfully solving it.
For Exercises 1–20,

a. Identify the problem type. Choose from
∙ linear equation ∙ polynomial equation
∙ quadratic equation ∙ linear inequality
∙ rational equation ∙ polynomial inequality
∙ absolute value equation ∙ rational inequality
∙ radical equation ∙ absolute value inequality
∙ equation quadratic in form ∙ compound inequality
b. Solve the equation or inequality. Write the solution to each inequality in interval notation if possible.
1. (z2 − 4)2 − (z2 − 4) − 12 = 0 2. 3 + ∣4t − 1∣ < 6 3. 2y(y − 4) ≤ 5 + y
_______ 5 3
4. 3
√ 11x − 3 +4=6 5. −5 = −∣w − 4∣ 6. _____ + _____ = 1
x−2 x+2
7. m3 + 5m2 − 4m − 20 ≥ 0 8. −x − 4 > −5 and 2x − 3 ≤ 23 9. 5 − 2[3 − (x − 4)]≤ 3x + 14

“These are so important to test whether a student can
recognize different 3
10. types
∣2x − 6∣of
= ∣xproblems
+ 3∣ and the11.
method
_____ ≤ 1of 12. 9 < ∣x + 4∣
x−2
solving each. They seem ____
very unique—I have not noticed
√t + 8 − 6 = t
13. other
this feature in many texts or at least your 14. (4x − 3)2 = −10
presentation 15. −4 − x > 2 or 8 < 2x
of the problems is very1 organized

3 5 and unique.” 2 10
16. __x − 2 = __ + __x 17. x − 10x ≤ −25 18. _____ <0
3 —Linda
4 6 Kuroski, Erie Community College x2 + 1
__
19. x − 13√x + 36 = 0 20. x4 − 13x2 + 36 = 0
Confirming Pages
Student-Centered Applications! Writing Translating Expression Geometry Scientific Calculator Video
The Miller/O’Neill/Hyde Board of Advisors partnered with our authors to bring the best applications from every
region in the country! These applications include real data and topics that are more relevant and interesting to
Section 3.4 Applications of Systems of Linear Equations in Two Variables 269
today’s student.
miL10233_ch07_637-649.indd 648 10/31/16 05:25 PM
37. A rowing team trains on the Halifax River. It can 38. In her kayak, Taylor can travel 31.5 mi downstream
row upstream 10 mi against the current in 2.5 hr with the current in 7 hr. The return trip against the
and 16 mi downstream with the current in the same current takes 9 hr. Find the speed of the kayak in
amount of time. Find the speed of the boat in still still water and the speed of the current.
water and the speed of the current.
© Karl Weatherly/Getty Images RF

© JupiterImages/Comstock RF
xviii 39. There are two types of tickets sold at the Cana- 40. A basketball player scored 19 points by shooting
dian Formula One Grand Prix race. The price of 6 two-point and three-point baskets. If she made a
grandstand tickets and 2 general admissions tickets total of eight baskets, how many of each type did
is $2330. The price of 4 grandstand tickets and 4 she make? The player made 5 two-point baskets and
general admission tickets is $2020. What is the 3 three-point baskets.
price of each type of ticket? Grandstand tickets cost
$330 each and general admission tickets cost $175 each.
miL10233_fm_i-xxx xviii 41. A bank offers two accounts, a money market 42. Angelo invested $8000 in two accounts: one that 11/03/16 07:19 PM
account at 2% simple interest and a regular savings pays 3% and one that pays 1.8%. At the end of
account at 1.3% interest. If Svetlana deposits $3000 the first year, his total interest earned was $222.
Group Activities! Confirming Pages

Each chapter concludes with a Group Activity to promote classroom discussion and collaboration—helping students not
only to solve problems but to explain their solutions for better mathematical mastery. Group Activities are great for both
full-time and adjunct instructors—bringing a more interactive approach to teaching mathematics! All required materials,
activity time, and suggested group sizes are provided in the end-of-chapter material.Group Activity 483
Group Activity
Computing the Future Value of an Investment
Materials: Calculator
Estimated time: 15 minutes
Group Size: 3
Suppose you are able to save $100 per month. If you invest the money in an account that pays 6% annual interest, how much
money would you have at the end of 10 yr? This question can be answered by using the following formula.
S is the future value of the investment.

S = R[_]
(1 + i)n − 1 R is the amount saved per period.
where
i i is the interest rate per period.
n is the total number of periods.
In this example, R = $100 (amount invested per month)

0.06
i = ____ = 0.005 (annual interest rate divided by 12 months)
12 Instructor Note: Remind students to use
n = (12)(10) = 120 (12 months per year times 10 years) the decimal form of the percent for the
interest rate. Students should also be
careful to note that i is the interest rate
[ ]
(1 + 0.005)120 − 1
Therefore, S = $100 _______________ per compound period (not necessarily
0.005 per year).
S = $16,387.93
1. Compute the future value of an account if you save $150 per month for 30 yr at an annual interest rate of 6%.
“This is one part ofRthe

= book that would have me “MOH’s group activity involves true
adopt the MOH book. i=
Many books just haveS = participation and interaction; fun with
problems for this, but the MOH book provides fractions!”
an actual activity.”n = —Monika Bender, Central Texas College
—Sharon
2. Compute Giles,
the future Grossmont
value College
of an account given the monthly saving, interest rate, and time period given in the table.
With your group members, discuss how the value of the account varies with the interest rate and time the money
is invested.
Monthly Savings Annual Interest Rate Years Future Value

$100 6% 20 $46,204.09
$150 6% 20 $69,306.13
$200 6% 20 $92,408.18
Monthly Savings Annual Interest Rate Years Future Value

$200 2.4% 20 $61,529.99
$200 3.6% 20 $70,148.00
$200 4.8% 20 $80,335.01
miL10233_ch05_474-484.indd 483 10/31/16 05:24 PM
xix
miL10233_fm_i-xxx xix 11/03/16 07:19 PM

Get Better Results

Dynamic Math Animations
The Miller/O’Neill/Hyde author team has developed a series of animations to illustrate difficult
concepts where static images and text fall short. The animations leverage the use of on-screen movement
and morphing shapes to enhance conceptual learning.
Through their classroom experience, the authors recognize that such media assets are great
teaching tools for the classroom and excellent for online learning. The Miller/O’Neill/Hyde animations
are interactive and quite diverse in their use. Some provide a virtual laboratory for which an application is
simulated and where students can collect data points for analysis and modeling. Others provide interactive
question-and-answer sessions to test conceptual learning. For word problem applications, the animations ask
students to estimate answers and practice “number sense.”
The animations were created by the authors based on over 75 years of combined teaching
experience! To facilitate the use of the animations, the authors have placed icons in the text to indicate
where animations are available. Students and instructors can access these assets online in either the
ALEKS 360 Course product or Connect Math Hosted by ALEKS.
Additional Supplements
SmartBook. . . NOW with Learning Resources!
SmartBook is the first and only adaptive reading experience available for the world of higher education, and facilitates
the reading process by identifying what content a student knows and doesn’t know. As a student reads, the material
continuously adapts to ensure the student is focused on the content he or she needs the most to close specific knowledge
gaps. Additionally, new interactive Learning Resources now allow students to explore connections between different
representations of problems, and also serve as an added resource right at the moment when a student answers a probe
incorrectly and needs help. These Learning Resources—such as videos, interactive activities, and kaleidoscopes—are
available at all times to provide support for students, even when they are working late at night or over the weekend and
therefore do not have access to an instructor.
NEW Integrated Video and Study Workbooks

The Integrated Video and Study Workbooks were built to be used in conjunction with the Miller/O’Neill/Hyde Developmental
Math series online lecture videos. These new video guides allow students to consolidate their notes as they work through
the material in the book, and provide students with an opportunity to focus their studies on particular topics that they are
struggling with rather than entire chapters at a time. Each video guide contains written examples to reinforce the content
students are watching in the corresponding lecture video, along with additional written exercises for extra practice. There
is also space provided for students to take their own notes alongside the guided notes already provided. By the end
of the academic term, the video guides will not only be a robust study resource for exams, but will serve as a portfolio
showcasing the hard work of students throughout the term.
Student Resource Manual

The Student Resource Manual (SRM), created by the authors, is a printable, electronic supplement available to students
through Connect Math Hosted by ALEKS Corp. Instructors can also choose to customize this manual and package with
their course materials. With increasing demands on faculty schedules, this resource offers a convenient means for both
full-time and adjunct faculty to promote active learning and success strategies in the classroom.
This manual supports the series in a variety of different ways:

• Discovery-based classroom activities written by the authors for each section
• Worksheets for extra practice written by the authors
xx
miL10233_fm_i-xxx xx 11/03/16 07:19 PM

Excel activities that not only provide students with numerical insights into algebraic concepts, but also teach
•
simple computer skills to manipulate data in a spreadsheet
Additional fun group activities
•
• Lecture Notes designed to help students organize and take notes on key concepts
• Materials for a student portfolio
Lecture Videos Created by the Authors (Available in ALEKS and Connect Math Hosted
by ALEKS Corp.)
Julie Miller began creating these lecture videos for her own students to use when they were absent from class. The
student response was overwhelmingly positive, prompting the author team to create the lecture videos for their entire
developmental math book series. In these new videos, the authors walk students through the learning objectives using
the same language and procedures outlined in the book. Students learn and review right alongside the author! Students
can also access the written notes that accompany the videos.
All videos are closed-captioned for the hearing-impaired, and meet the Americans with Disabilities Act Standards for
Accessible Design. These videos are available online through Connect Math Hosted by ALEKS Corp. as well as in ALEKS 360.
Exercise Videos (Available in ALEKS and Connect Math Hosted by ALEKS Corp.)
The authors, along with a team of faculty who have used the Miller/O’Neill/Hyde textbooks for many years, have created new
exercise videos for designated exercises in the textbook. These videos cover a representative sample of the main objectives
in each section of the text. Each presenter works through selected problems, following the solution methodology employed in
the text.
Annotated Instructor’s Edition

In the Annotated Instructor’s Edition (AIE), answers to all exercises appear adjacent to each exercise in a color used only
for annotations. The AIE also contains Instructor Notes that appear in the margin. These notes offer instructors assistance
with lecture preparation. In addition, there are Classroom Examples referenced in the text that are highlighted in the
Practice Exercises. Also found in the AIE are icons within the Practice Exercises that serve to guide instructors in their
preparation of homework assignments and lessons.
Powerpoints (Available in the Resources of Connect Math Hosted by ALEKS Corp.)

The Powerpoints present key concepts and definitions with fully editable slides that follow the textbook. An instructor may
project the slides in class or post to a website in an online course.
McGraw-Hill Connect Math Hosted by ALEKS Corp.

Connect Math Hosted by ALEKS Corp. is an exciting new assignment and assessment ehomework platform. Instructors can
assign an AI-driven ALEKS Asssessment to identify the strengths and weaknesses of each student at the beginning of the
term rather than after the first exam. Assignment creation and navigation is efficient and intuitive. The gradebook, based on
instructor feedback, has a straightforward design and allows flexibility to import and export additional grades.
ALEKS Prep for Developmental Mathematics

ALEKS Prep for Intermediate Algebra focuses on prerequisite and introductory material for this text. The prep products
can be used during the first 3 weeks of a traditional course or in a corequisite course where students need to quickly
narrow the gap in their skill and concept base.
ALEKS Prep Course Products Feature:

• Artificial Intelligence Targeting Gaps in Individual Student’s Knowledge
• Assessment and Learning Directed Toward Individual Student’s Needs
• Open Response Environment with Realistic Input Tools
• Unlimited Online Access—PC and Mac Compatible
Free trial at www.aleks.com/free_trial/instructor
xxi
miL10233_fm_i-xxx xxi 11/03/16 07:19 PM

Get Better Results

Instructor’s and Student’s Solutions Manuals (Available in the Resources of
Connect Math Hosted by ALEKS Corp., the Online Learning Center, and at www.
mcgrawhillcreate.com, our print-on-demand book-building website)
The Instructor’s Solutions Manual provides comprehensive, worked-out solutions to all exercises in the Chapter Openers,
the Practice Exercises, the Problem Recognition Exercises, the end-of-chapter Review Exercises, the Chapter Tests,
and the Cumulative Review Exercises. The Student’s Solutions Manual provides answers to the odd-numbered exercises
in the text.
lnstructor’s Test Bank (Available in the Resources of Connect Math Hosted by ALEKS Corp.)
Among the supplements is a computerized test bank utilizing algorithm-based testing software to create customized exams
quickly. Hundreds of text-specific, open-ended, and multiple-choice questions are included in the question bank. Sample
chapter tests are also provided.
Loose-Leaf Text
This three-hole punched version of the traditional printed text allows students to carry it lightly and comfortably in a binder,
integrated with notes and workbook pages as desired.
Acknowledgments and Reviewers

Paramount to the development of Intermediate Algebra was the invaluable feedback provided by the
instructors from around the country that reviewed the manuscript or attended a market development event
over the course of the several years the text was in development.
Reviewers of Miller/O’Neill/Hyde Developmental Mathematics Series

Maryann Faller, Adirondack Community College Adedoyin Adeyiga, Cheyney University of Pennsylvania
Albert Miller, Ball State University Dot French, Community College of Philadelphia
Debra Pearson, Ball State University Brad Berger, Copper Mountain College
Patricia Parkison, Ball State University Donna Troy, Cuyamaca College
Robin Rufatto, Ball State University Brianna Kurtz, Daytona State College–Daytona Beach
Melanie Walker, Bergen Community College Jennifer Walsh, Daytona State College–Daytona Beach
Robert Fusco, Bergen Community College Marc Campbell, Daytona State College–Daytona Beach
Latonya Ellis, Bishop State Community College Richard Rupp, Del Mar College
Ana Leon, Bluegrass Community College & Technical College Joseph Hernandez, Delta College
Kaye Black, Bluegrass Community College & Technical College Randall Nichols, Delta College
Barbara Elzey, Bluegrass Community College & Thomas Wells, Delta College
Technical College Paul Yun, El Camino College
Cheryl Grant, Bowling Green State University Catherine Bliss, Empire State College–Saratoga Springs
Beth Rountree, Brevard College Laurie Davis, Erie Community College
Juliet Carl, Broward College Linda Kuroski, Erie Community College
Lizette Foley, Broward College David Usinski, Erie Community College
Angie Matthews, Broward College Ron Bannon, Essex County College
Mitchel Levy, Broward College David Platt, Front Range Community College
Jody Harris, Broward College Alan Dinwiddie, Front Range Community College
Michelle Carmel, Broward College Andrea Hendricks, Georgia Perimeter College
Antonnette Gibbs, Broward College Shanna Goff, Grand Rapids Community College
Kelly Jackson, Camden Community College Betsy McKinney, Grand Rapids Community College
Elizabeth Valentine, Charleston Southern University Cathy Gardner, Grand Valley State University
xxii
miL10233_fm_i-xxx xxii 11/15/16 04:21 AM

Reviewers of the Miller/O’Neill/Hyde Developmental Mathematics Series

Jane Mays, Grand Valley State University Lydia Gonzalez, Rio Hondo College
John Greene, Henderson State University Mark Littrell, Rio Hondo College
Fred Worth, Henderson State University Matthew Pitassi, Rio Hondo College
Ryan Baxter, Illinois State University Wayne Lee, Saint Philips College
Angela Mccombs, Illinois State University Paula Looney, Saint Philips College
Elisha Van Meenen, Illinois State University Fred Bakenhus, Saint Philips College
Teresa Hasenauer, Indian River State College Lydia Casas, Saint Philips College
Tiffany Lewis, Indian River State College Gloria Guerra, Saint Philips College
Deanna Voehl, Indian River State College Sounny Slitine, Saint Philips College
Joe Jordan, John Tyler Community College Jessica Lopez, Saint Philips College
Sally Copeland, Johnson County Community College Lorraine Lopez, San Antonio College
Nancy Carpenter, Johnson County Community College Peter Georgakis, Santa Barbara City College
Susan Yellott, Kilgore College Sandi Nieto-Navarro, Santa Rosa Junior College
Kim Miller, Labette Community College Steve Drucker, Santa Rosa Junior College
Michelle Hempton, Lansing Community College Jean-Marie Magnier, Springfield Tech Community College
Michelle Whitmer, Lansing Community College Dave Delrossi, Tallahassee Community College
Nathalie Vega-Rhodes, Lone Star College Natalie Johnson, Tarrant County College South
Kuen Lee, Los Angeles Trade Tech Marilyn Peacock, Tidewater Community College
Nic Lahue, MCC-Longview Community College Yvonne Aucoin, Tidewater Community College
Jason Pallett, MCC-Longview Community College Cynthia Harris, Triton College
Janet Wyatt, MCC-Longview Community College Jennifer Burkett, Triton College
Rene Barrientos, Miami Dade College—Kendall Christyn Senese, Triton College
Nelson De La Rosa, Miami Dade College—Kendall Jennifer Dale, Triton College
Jody Balzer, Milwaukee Area Technical College Patricia Hussey, Triton College
Shahla Razavi, Mt. San Jacinto College Glenn Jablonski, Triton College
Shawna Bynum, Napa Valley College Myrna La Rosa, Triton College
Tammy Ford, North Carolina A & T University Michael Maltenfort, Truman College
Ebrahim Ahmadizadeh, Northampton Community College Abdallah Shuaibi, Truman College
Christine Wetzel-Ulrich, Northampton Community College Marta Hidegkuti, Truman College
Sharon Totten, Northeast Alabama Community College Sandra Wilder, University of Akron
Rodolfo Maglio, Northeastern Illinios University Sandra Jovicic, University of Akron
Christine Copple, Northwest State Community College Edward Migliore, University of California–Santa Cruz
Sumitana Chatterjee, Nova Community College Kelly Kohlmetz, University of Wisconsin—Milwaukee
Charbel Fahed, Nova Community College Leah Rineck, University of Wisconsin—Milwaukee
Ken Hirschel, Orange County Community College Carolann Van Galder, University of Wisconsin—Rock County
Linda K. Schott, Ozarks Technical Community College Claudia Martinez, Valencia College
Matthew Harris, Ozarks Technical Community College Stephen Toner, Victor Valley Community College
Daniel Kopsas, Ozarks Technical Community College David Cooper, Wake Tech Community College
Andrew Aberle, Ozarks Technical Community College Karlata Elliott, Wake Tech Community College
Alan Papen, Ozarks Technical Community College Laura Kalbaugh, Wake Tech Community College
Angela Shreckhise, Ozarks Technical Community College Kelly Vetter, Wake Tech Community College
Jacob Lewellen, Ozarks Technical Community College Jacqui Fields, Wake Tech Community College
Marylynne Abbott, Ozarks Technical Community College Jennifer Smeal, Wake Tech Community College
Jeffrey Gervasi, Porterville College Shannon Vinson, Wake Tech Community College
Stewart Hathaway, Porterville College Kim Walaski, Wake Tech Community College
Lauran Johnson, Richard Bland College Lisa Rombes, Washtenaw Community College
Matthew Nickodemus, Richard Bland College Maziar Ouliaeinia, Western Iowa Tech Community College
Cameron English, Rio Hondo College Keith McCoy, Wilbur Wright College
Also, a special thanks to all instructors who have reviewed previous editions of this series.
xxiii
miL10233_fm_i-xxx xxiii 11/03/16 07:19 PM

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Our Commitment to Market
Development and Accuracy
McGraw-Hill’s Development Process is an ongoing, never-ending, market-oriented approach to building
accurate and innovative print and digital products. We begin developing a series by partnering with authors
that desire to make an impact within their discipline to help students succeed. Next, we share these ideas
and manuscript with instructors for review for feedback and to ensure that the authors’ ideas represent the
needs within that discipline. Throughout multiple drafts, we help our authors adapt to incorporate ideas and
suggestions from reviewers to ensure that the series carries the same pulse as today’s classrooms. With any
new series, we commit to accuracy across the series and its supplements. In addition to involving instructors
as we develop our content, we also utilize accuracy checks through our various stages of development and
production. With our commitment to this process, we are confident that our series has the most developed
content the industry has to offer, thus pushing our desire for quality and accurate content that meets the
needs of today’s students and instructors.
New and Updated Content for Miller/O’Neill/Hyde

Intermediate Algebra, Fifth Edition:
∙ New Chapter Openers focused on contextualized learning that introduce the main idea of each chapter
in an applied setting
∙ New SmartBook with Learning Resources digital resource added for students that includes over 1,400
student learning resources, over 500 learning objectives, and over 1,300 student activity probes
∙ New Integrated Video & Study Guide workbook to accompany the online lecture video series created by
the Miller/O’Neill/Hyde author team
∙ Updated Applications to be timely in all instances where appropriate
∙ Modularized content for easier course customization and flexibility in a digital or traditional classroom
environment
∙ Over 200 new algorithmic exercises added to Connect Math to better cover developmental math content
for students
∙ New online chapter added to provide students with additional targeted instruction on transformations,
piecewise-defined functions, and probability
xxiv
miL10233_fm_i-xxx xxiv 11/03/16 07:19 PM

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Students lacking confidence in math? Looking for a
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Because learning changes everythingTM mheducation.com

miL10233_fm_i-xxx xxv 11/03/16 07:19 PM

How can ConnectMath + SmartBook help solve How can ConnectMath + SmartBook help solve
How can
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I like to learn by __________. I need meaningful data to measure student success!

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miL10233_fm_i-xxx xxx 11/03/16 07:19 PM

Review of Basic
Algebraic Concepts R
CHAPTER OUTLINE
R.1 Study Skills 2
Group Activity: Becoming a Successful Student 3
R.2 Sets of Numbers and Interval Notation 5
R.3 Operations on Real Numbers 16
R.4 Simplifying Algebraic Expressions 31
Mathematics and Consistency

Many of the activities we perform every day follow a
natural order. For example, we would not put on our
shoes before putting on our socks, nor would a doctor
begin surgery before giving an anesthetic.
In mathematics, it is also necessary to follow a
prescribed order of operations to simplify an algebraic
expression. This is important, for example, because
we would not want two different engineers working
on a space probe to Mars to interpret a mathematical
statement differently.
Suppose that the high temperature for a summer
day near the equator of Mars is 20°C. To convert this to
degrees Fahrenheit F, we would substitute 20 for C in
the equation.
9 S
ubstitute 20 for C 9
F = __
   C + 32 F = __
(20) + 32
5 5
In this expression, the operation between _95 and 20 is

implied multiplication, and it is universally understood
that multiplication is performed before addition. Thus, © Digital Vision/Getty Images RF
9
F = __
   (20) + 32 = 36 + 32 = 68. The temperature in Fahrenheit is 68° F.
5
If an engineer had erroneously added 20 and 32 first and then multiplied by _95 ,a different temperature of 93.6°F would
result. This illustrates the importance of a prescribed order for mathematical operations.
miL10233_chR_001-005.indd 1 08/03/16 02:13 AM

2 Chapter R Review of Basic Algebraic Concepts
Section R.1 Study Skills
Concepts In taking a course in algebra, you are making a commitment to yourself, your instruc-
tor, and your classmates. Following some or all of the study tips below can help you be
1. Before the Course successful in this endeavor. The features of this text that will assist you are printed in blue.
2. During the Course
3. Preparation for Exams
4. Where to Go for Help 1. Before the Course
∙ Purchase the necessary materials for the course before the course begins or on the first
day.
∙ Obtain a three-ring binder to keep and organize your notes, homework, tests, and any
other materials acquired in the class. We call this type of notebook a portfolio.
∙ Arrange your schedule so that you have enough time to attend class and to do h omework.
A common rule is to set aside at least 2 hours for homework for every hour spent
in class. That is, if you are taking a 4-credit-hour course, plan on at least 8 hours a
week for homework. If you experience difficulty in mathematics, plan for more time.
A 4-credit-hour course will then take at least 12 hours each week—about the same as a
part-time job.
∙ Communicate with your employer and family members the importance of your success
in this course so that they can support you.
∙ Be sure to find out the type of calculator (if any) that your instructor requires. Also
determine if there will be online homework or other computer requirements.
© Blend Images/Getty Images RF
2. During the Course
∙ To prepare yourself for the next day’s class, read the section in the text before coming
to class. This will help you familiarize yourself with the material and terminology.
∙ Attend every class and be on time.
∙ Take notes in class. Write down all of the examples that the instructor presents. Read
the notes after class, and add any comments to make your notes clearer to you. Use an
audio recorder to record the lecture if the instructor permits the recording of lectures.
∙ Ask questions in class.
∙ Read the section in the text after the lecture, and pay special attention to the Tip boxes
and Avoiding Mistakes boxes.
∙ After you read an example, try the accompanying Skill Practice exercise. The skill
practice exercise mirrors the example and tests your understanding of what you have
read.
∙ Do homework every night. Even if your class does not meet every day, you should still
do some work every night to keep the material fresh in your mind.
∙ Check your homework with the answers that are supplied in the back of this text.
Analyze what you did wrong and correct the exercises that do not match. Circle or star
those that you cannot correct yourself. This way you can easily find them and ask your
instructor the next day.
∙ Be sure to do the Vocabulary and Key Concepts exercises found at the beginning of the
Practice Exercises.
∙ The Problem Recognition Exercises are found in each chapter. These provide additional
practice distinguishing among a variety of problem types. Sometimes the most difficult
part of learning mathematics is retaining all that you learn. These exercises are e xcellent
tools for retention of material.
miL10233_chR_001-005.indd 2 08/03/16 02:13 AM

Group Activity 3
∙ Form a study group with fellow students in your class, and exchange phone numbers.
You will be surprised by how much you can learn by talking about mathematics with
other students.
∙ If you use a calculator in your class, read the Calculator Connections boxes to learn how
and when to use your calculator.
∙ Ask your instructor where you might obtain extra help if necessary.
3. Preparation for Exams

∙ Look over your homework and rework exercises that gave you trouble. Pay special
attention to the exercises you have circled or starred to be sure that you have learned
that concept.
∙ Read through the Summary at the end of the chapter. Be sure that you understand each
concept and example. If not, go to the section in the text and reread that section.
∙ Give yourself enough time to take the Chapter Test uninterrupted. Then check the
answers. For each problem you answered incorrectly, go to the Review Exercises and
do all of the problems that are similar.
∙ To prepare for the final exam, complete the Cumulative Review Exercises at the end of
each chapter. If you complete the cumulative reviews after finishing each chapter, then
you will be preparing for the final exam throughout the course. The Cumulative Review
Exercises are another excellent tool for helping you retain material.
4. Where to Go for Help

∙ At the first sign of trouble, see your instructor. Most instructors have specific office
hours set aside to help students. Don’t wait until after you have failed an exam to seek
assistance.
∙ Get a tutor. Most colleges and universities have free tutoring available.
∙ When your instructor and tutor are unavailable, use the Student Solutions Manual for
step-by-step solutions to the odd-numbered problems in the exercise sets.
∙ Work with another student from your class.
∙ Work on the computer. Many mathematics tutorial programs and websites are available
on the Internet, including the website that accompanies this text. © PhotoDisc/Getty Images RF
Group Activity
Becoming a Successful Student
Materials: Computer with Internet access
Estimated time: 15 minutes
Group Size: 4
Good time management, good study skills, and good organization will help you be successful in this course.
Answer the following questions and compare your answers with your group members.
1. To motivate yourself to complete a course, it is helpful to have clear reasons for taking the course. List your goals for
taking this course and discuss them with your group.
miL10233_chR_001-005.indd 3 08/03/16 02:13 AM

4 Chapter R Review of Basic Algebraic Concepts
2. Taking 12 credit-hours is the equivalent of a full-time job. Often students try to work too many hours while taking
classes at school.
a. Write down the number of hours you work per week and the number of credit-hours you are taking this term.
Number of hours worked per week _____________
Number of Maximum Number of
Number of credit-hours this term _____________ Credit-Hours Hours of Work per Week
b. The table gives a recommended limit to the number of hours you 3 40

should work for the number of credit-hours you are taking at school. 6 30
(Keep in mind that other responsibilities in your life such as your 9 20
family might also make it necessary to limit your hours at work even 12 10
more.) How do your numbers from part (a) compare to those in the
15 0
table? Are you working too many hours?
c. It is often suggested that you devote two hours of study and homework time outside of class for each credit-hour you
take at school. For example:
12 credit-hours
+    24 study hours
  
  
36 total hours          full-time job!
Based on the number of credit-hours you are taking, how many study hours should
you plan for? _____________
What is the total number of hours (class time plus study time) that you should devote
to school? _____________
3. For the following week, write down the times each day that you plan to study math.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
4. Write down the date of your next math test. _____________
5. Look through a chapter and find the page number corresponding to each feature in the book. Discuss with your group
members how you might use each feature.
Problem Recognition Exercises: page _____________
Chapter Summary: page _____________
Chapter Review Exercises: page _____________
Chapter Test: page _____________
Cumulative Review Exercises: page _____________
miL10233_chR_001-005.indd 4 08/03/16 02:13 AM

Another random document with
no related content on Scribd:
DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
Newala, too, suffers from the distance of its water-supply—at least

the Newala of to-day does; there was once another Newala in a lovely
valley at the foot of the plateau. I visited it and found scarcely a trace
of houses, only a Christian cemetery, with the graves of several
missionaries and their converts, remaining as a monument of its
former glories. But the surroundings are wonderfully beautiful. A
thick grove of splendid mango-trees closes in the weather-worn
crosses and headstones; behind them, combining the useful and the
agreeable, is a whole plantation of lemon-trees covered with ripe
fruit; not the small African kind, but a much larger and also juicier
imported variety, which drops into the hands of the passing traveller,
without calling for any exertion on his part. Old Newala is now under
the jurisdiction of the native pastor, Daudi, at Chingulungulu, who,
as I am on very friendly terms with him, allows me, as a matter of
course, the use of this lemon-grove during my stay at Newala.
FEET MUTILATED BY THE RAVAGES OF THE “JIGGER”
(Sarcopsylla penetrans)
The water-supply of New Newala is in the bottom of the valley,

some 1,600 feet lower down. The way is not only long and fatiguing,
but the water, when we get it, is thoroughly bad. We are suffering not
only from this, but from the fact that the arrangements at Newala are
nothing short of luxurious. We have a separate kitchen—a hut built
against the boma palisade on the right of the baraza, the interior of
which is not visible from our usual position. Our two cooks were not
long in finding this out, and they consequently do—or rather neglect
to do—what they please. In any case they do not seem to be very
particular about the boiling of our drinking-water—at least I can
attribute to no other cause certain attacks of a dysenteric nature,
from which both Knudsen and I have suffered for some time. If a
man like Omari has to be left unwatched for a moment, he is capable
of anything. Besides this complaint, we are inconvenienced by the
state of our nails, which have become as hard as glass, and crack on
the slightest provocation, and I have the additional infliction of
pimples all over me. As if all this were not enough, we have also, for
the last week been waging war against the jigger, who has found his
Eldorado in the hot sand of the Makonde plateau. Our men are seen
all day long—whenever their chronic colds and the dysentery likewise
raging among them permit—occupied in removing this scourge of
Africa from their feet and trying to prevent the disastrous
consequences of its presence. It is quite common to see natives of
this place with one or two toes missing; many have lost all their toes,
or even the whole front part of the foot, so that a well-formed leg
ends in a shapeless stump. These ravages are caused by the female of
Sarcopsylla penetrans, which bores its way under the skin and there
develops an egg-sac the size of a pea. In all books on the subject, it is
stated that one’s attention is called to the presence of this parasite by
an intolerable itching. This agrees very well with my experience, so
far as the softer parts of the sole, the spaces between and under the
toes, and the side of the foot are concerned, but if the creature
penetrates through the harder parts of the heel or ball of the foot, it
may escape even the most careful search till it has reached maturity.
Then there is no time to be lost, if the horrible ulceration, of which
we see cases by the dozen every day, is to be prevented. It is much
easier, by the way, to discover the insect on the white skin of a
European than on that of a native, on which the dark speck scarcely
shows. The four or five jiggers which, in spite of the fact that I
constantly wore high laced boots, chose my feet to settle in, were
taken out for me by the all-accomplished Knudsen, after which I
thought it advisable to wash out the cavities with corrosive
sublimate. The natives have a different sort of disinfectant—they fill
the hole with scraped roots. In a tiny Makua village on the slope of
the plateau south of Newala, we saw an old woman who had filled all
the spaces under her toe-nails with powdered roots by way of
prophylactic treatment. What will be the result, if any, who can say?
The rest of the many trifling ills which trouble our existence are
really more comic than serious. In the absence of anything else to
smoke, Knudsen and I at last opened a box of cigars procured from
the Indian store-keeper at Lindi, and tried them, with the most
distressing results. Whether they contain opium or some other
narcotic, neither of us can say, but after the tenth puff we were both
“off,” three-quarters stupefied and unspeakably wretched. Slowly we
recovered—and what happened next? Half-an-hour later we were
once more smoking these poisonous concoctions—so insatiable is the
craving for tobacco in the tropics.
Even my present attacks of fever scarcely deserve to be taken
seriously. I have had no less than three here at Newala, all of which
have run their course in an incredibly short time. In the early
afternoon, I am busy with my old natives, asking questions and
making notes. The strong midday coffee has stimulated my spirits to
an extraordinary degree, the brain is active and vigorous, and work
progresses rapidly, while a pleasant warmth pervades the whole
body. Suddenly this gives place to a violent chill, forcing me to put on
my overcoat, though it is only half-past three and the afternoon sun
is at its hottest. Now the brain no longer works with such acuteness
and logical precision; more especially does it fail me in trying to
establish the syntax of the difficult Makua language on which I have
ventured, as if I had not enough to do without it. Under the
circumstances it seems advisable to take my temperature, and I do
so, to save trouble, without leaving my seat, and while going on with
my work. On examination, I find it to be 101·48°. My tutors are
abruptly dismissed and my bed set up in the baraza; a few minutes
later I am in it and treating myself internally with hot water and
lemon-juice.
Three hours later, the thermometer marks nearly 104°, and I make
them carry me back into the tent, bed and all, as I am now perspiring
heavily, and exposure to the cold wind just beginning to blow might
mean a fatal chill. I lie still for a little while, and then find, to my
great relief, that the temperature is not rising, but rather falling. This
is about 7.30 p.m. At 8 p.m. I find, to my unbounded astonishment,
that it has fallen below 98·6°, and I feel perfectly well. I read for an
hour or two, and could very well enjoy a smoke, if I had the
wherewithal—Indian cigars being out of the question.
Having no medical training, I am at a loss to account for this state
of things. It is impossible that these transitory attacks of high fever
should be malarial; it seems more probable that they are due to a
kind of sunstroke. On consulting my note-book, I become more and
more inclined to think this is the case, for these attacks regularly
follow extreme fatigue and long exposure to strong sunshine. They at
least have the advantage of being only short interruptions to my
work, as on the following morning I am always quite fresh and fit.
My treasure of a cook is suffering from an enormous hydrocele which
makes it difficult for him to get up, and Moritz is obliged to keep in
the dark on account of his inflamed eyes. Knudsen’s cook, a raw boy
from somewhere in the bush, knows still less of cooking than Omari;
consequently Nils Knudsen himself has been promoted to the vacant
post. Finding that we had come to the end of our supplies, he began
by sending to Chingulungulu for the four sucking-pigs which we had
bought from Matola and temporarily left in his charge; and when
they came up, neatly packed in a large crate, he callously slaughtered
the biggest of them. The first joint we were thoughtless enough to
entrust for roasting to Knudsen’s mshenzi cook, and it was
consequently uneatable; but we made the rest of the animal into a
jelly which we ate with great relish after weeks of underfeeding,
consuming incredible helpings of it at both midday and evening
meals. The only drawback is a certain want of variety in the tinned
vegetables. Dr. Jäger, to whom the Geographical Commission
entrusted the provisioning of the expeditions—mine as well as his
own—because he had more time on his hands than the rest of us,
seems to have laid in a huge stock of Teltow turnips,[46] an article of
food which is all very well for occasional use, but which quickly palls
when set before one every day; and we seem to have no other tins
left. There is no help for it—we must put up with the turnips; but I
am certain that, once I am home again, I shall not touch them for ten
years to come.
Amid all these minor evils, which, after all, go to make up the
genuine flavour of Africa, there is at least one cheering touch:
Knudsen has, with the dexterity of a skilled mechanic, repaired my 9
× 12 cm. camera, at least so far that I can use it with a little care.
How, in the absence of finger-nails, he was able to accomplish such a
ticklish piece of work, having no tool but a clumsy screw-driver for
taking to pieces and putting together again the complicated
mechanism of the instantaneous shutter, is still a mystery to me; but
he did it successfully. The loss of his finger-nails shows him in a light
contrasting curiously enough with the intelligence evinced by the
above operation; though, after all, it is scarcely surprising after his
ten years’ residence in the bush. One day, at Lindi, he had occasion
to wash a dog, which must have been in need of very thorough
cleansing, for the bottle handed to our friend for the purpose had an
extremely strong smell. Having performed his task in the most
conscientious manner, he perceived with some surprise that the dog
did not appear much the better for it, and was further surprised by
finding his own nails ulcerating away in the course of the next few
days. “How was I to know that carbolic acid has to be diluted?” he
mutters indignantly, from time to time, with a troubled gaze at his
mutilated finger-tips.
Since we came to Newala we have been making excursions in all
directions through the surrounding country, in accordance with old
habit, and also because the akida Sefu did not get together the tribal
elders from whom I wanted information so speedily as he had
promised. There is, however, no harm done, as, even if seen only
from the outside, the country and people are interesting enough.
The Makonde plateau is like a large rectangular table rounded off
at the corners. Measured from the Indian Ocean to Newala, it is
about seventy-five miles long, and between the Rovuma and the
Lukuledi it averages fifty miles in breadth, so that its superficial area
is about two-thirds of that of the kingdom of Saxony. The surface,
however, is not level, but uniformly inclined from its south-western
edge to the ocean. From the upper edge, on which Newala lies, the
eye ranges for many miles east and north-east, without encountering
any obstacle, over the Makonde bush. It is a green sea, from which
here and there thick clouds of smoke rise, to show that it, too, is
inhabited by men who carry on their tillage like so many other
primitive peoples, by cutting down and burning the bush, and
manuring with the ashes. Even in the radiant light of a tropical day
such a fire is a grand sight.
Much less effective is the impression produced just now by the
great western plain as seen from the edge of the plateau. As often as
time permits, I stroll along this edge, sometimes in one direction,
sometimes in another, in the hope of finding the air clear enough to
let me enjoy the view; but I have always been disappointed.
Wherever one looks, clouds of smoke rise from the burning bush,
and the air is full of smoke and vapour. It is a pity, for under more
favourable circumstances the panorama of the whole country up to
the distant Majeje hills must be truly magnificent. It is of little use
taking photographs now, and an outline sketch gives a very poor idea
of the scenery. In one of these excursions I went out of my way to
make a personal attempt on the Makonde bush. The present edge of
the plateau is the result of a far-reaching process of destruction
through erosion and denudation. The Makonde strata are
everywhere cut into by ravines, which, though short, are hundreds of
yards in depth. In consequence of the loose stratification of these
beds, not only are the walls of these ravines nearly vertical, but their
upper end is closed by an equally steep escarpment, so that the
western edge of the Makonde plateau is hemmed in by a series of
deep, basin-like valleys. In order to get from one side of such a ravine
to the other, I cut my way through the bush with a dozen of my men.
It was a very open part, with more grass than scrub, but even so the
short stretch of less than two hundred yards was very hard work; at
the end of it the men’s calicoes were in rags and they themselves
bleeding from hundreds of scratches, while even our strong khaki
suits had not escaped scatheless.
NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAHUTA
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.
MAKONDE LOCK AND KEY AT JUMBE CHAURO

This is the general way of closing a house. The Makonde at Jumbe
Chauro, however, have a much more complicated, solid and original
one. Here, too, the door is as already described, except that there is
only one post on the inside, standing by itself about six inches from
one side of the doorway. Opposite this post is a hole in the wall just
large enough to admit a man’s arm. The door is closed inside by a
large wooden bolt passing through a hole in this post and pressing
with its free end against the door. The other end has three holes into
which fit three pegs running in vertical grooves inside the post. The
door is opened with a wooden key about a foot long, somewhat
curved and sloped off at the butt; the other end has three pegs
corresponding to the holes, in the bolt, so that, when it is thrust
through the hole in the wall and inserted into the rectangular
opening in the post, the pegs can be lifted and the bolt drawn out.[50]
MODE OF INSERTING THE KEY
With no small pride first one householder and then a second

showed me on the spot the action of this greatest invention of the
Makonde Highlands. To both with an admiring exclamation of
“Vizuri sana!” (“Very fine!”). I expressed the wish to take back these
marvels with me to Ulaya, to show the Wazungu what clever fellows
the Makonde are. Scarcely five minutes after my return to camp at
Newala, the two men came up sweating under the weight of two
heavy logs which they laid down at my feet, handing over at the same
time the keys of the fallen fortress. Arguing, logically enough, that if
the key was wanted, the lock would be wanted with it, they had taken
their axes and chopped down the posts—as it never occurred to them
to dig them out of the ground and so bring them intact. Thus I have
two badly damaged specimens, and the owners, instead of praise,
come in for a blowing-up.
The Makua huts in the environs of Newala are especially
miserable; their more than slovenly construction reminds one of the
temporary erections of the Makua at Hatia’s, though the people here
have not been concerned in a war. It must therefore be due to
congenital idleness, or else to the absence of a powerful chief. Even
the baraza at Mlipa’s, a short hour’s walk south-east of Newala,
shares in this general neglect. While public buildings in this country
are usually looked after more or less carefully, this is in evident
danger of being blown over by the first strong easterly gale. The only
attractive object in this whole district is the grave of the late chief
Mlipa. I visited it in the morning, while the sun was still trying with
partial success to break through the rolling mists, and the circular
grove of tall euphorbias, which, with a broken pot, is all that marks
the old king’s resting-place, impressed one with a touch of pathos.
Even my very materially-minded carriers seemed to feel something
of the sort, for instead of their usual ribald songs, they chanted
solemnly, as we marched on through the dense green of the Makonde
bush:—
“We shall arrive with the great master; we stand in a row and have
no fear about getting our food and our money from the Serkali (the
Government). We are not afraid; we are going along with the great
master, the lion; we are going down to the coast and back.”
With regard to the characteristic features of the various tribes here
on the western edge of the plateau, I can arrive at no other
conclusion than the one already come to in the plain, viz., that it is
impossible for anyone but a trained anthropologist to assign any
given individual at once to his proper tribe. In fact, I think that even
an anthropological specialist, after the most careful examination,
might find it a difficult task to decide. The whole congeries of peoples
collected in the region bounded on the west by the great Central
African rift, Tanganyika and Nyasa, and on the east by the Indian
Ocean, are closely related to each other—some of their languages are
only distinguished from one another as dialects of the same speech,
and no doubt all the tribes present the same shape of skull and
structure of skeleton. Thus, surely, there can be no very striking
differences in outward appearance.
Even did such exist, I should have no time
to concern myself with them, for day after day,
I have to see or hear, as the case may be—in
any case to grasp and record—an
extraordinary number of ethnographic
phenomena. I am almost disposed to think it
fortunate that some departments of inquiry, at
least, are barred by external circumstances.
Chief among these is the subject of iron-
working. We are apt to think of Africa as a
country where iron ore is everywhere, so to
speak, to be picked up by the roadside, and
where it would be quite surprising if the
inhabitants had not learnt to smelt the
material ready to their hand. In fact, the
knowledge of this art ranges all over the
continent, from the Kabyles in the north to the
Kafirs in the south. Here between the Rovuma
and the Lukuledi the conditions are not so
favourable. According to the statements of the
Makonde, neither ironstone nor any other
form of iron ore is known to them. They have
not therefore advanced to the art of smelting
the metal, but have hitherto bought all their
THE ANCESTRESS OF
THE MAKONDE
iron implements from neighbouring tribes.
Even in the plain the inhabitants are not much
better off. Only one man now living is said to
understand the art of smelting iron. This old fundi lives close to
Huwe, that isolated, steep-sided block of granite which rises out of
the green solitude between Masasi and Chingulungulu, and whose
jagged and splintered top meets the traveller’s eye everywhere. While
still at Masasi I wished to see this man at work, but was told that,
frightened by the rising, he had retired across the Rovuma, though
he would soon return. All subsequent inquiries as to whether the
fundi had come back met with the genuine African answer, “Bado”
(“Not yet”).
BRAZIER
Some consolation was afforded me by a brassfounder, whom I

came across in the bush near Akundonde’s. This man is the favourite
of women, and therefore no doubt of the gods; he welds the glittering
brass rods purchased at the coast into those massive, heavy rings
which, on the wrists and ankles of the local fair ones, continually give
me fresh food for admiration. Like every decent master-craftsman he
had all his tools with him, consisting of a pair of bellows, three
crucibles and a hammer—nothing more, apparently. He was quite
willing to show his skill, and in a twinkling had fixed his bellows on
the ground. They are simply two goat-skins, taken off whole, the four
legs being closed by knots, while the upper opening, intended to
admit the air, is kept stretched by two pieces of wood. At the lower
end of the skin a smaller opening is left into which a wooden tube is
stuck. The fundi has quickly borrowed a heap of wood-embers from
the nearest hut; he then fixes the free ends of the two tubes into an
earthen pipe, and clamps them to the ground by means of a bent
piece of wood. Now he fills one of his small clay crucibles, the dross
on which shows that they have been long in use, with the yellow
material, places it in the midst of the embers, which, at present are
only faintly glimmering, and begins his work. In quick alternation
the smith’s two hands move up and down with the open ends of the
bellows; as he raises his hand he holds the slit wide open, so as to let
the air enter the skin bag unhindered. In pressing it down he closes
the bag, and the air puffs through the bamboo tube and clay pipe into
the fire, which quickly burns up. The smith, however, does not keep
on with this work, but beckons to another man, who relieves him at
the bellows, while he takes some more tools out of a large skin pouch
carried on his back. I look on in wonder as, with a smooth round
stick about the thickness of a finger, he bores a few vertical holes into
the clean sand of the soil. This should not be difficult, yet the man
seems to be taking great pains over it. Then he fastens down to the
ground, with a couple of wooden clamps, a neat little trough made by
splitting a joint of bamboo in half, so that the ends are closed by the
two knots. At last the yellow metal has attained the right consistency,
and the fundi lifts the crucible from the fire by means of two sticks
split at the end to serve as tongs. A short swift turn to the left—a
tilting of the crucible—and the molten brass, hissing and giving forth
clouds of smoke, flows first into the bamboo mould and then into the
holes in the ground.
The technique of this backwoods craftsman may not be very far
advanced, but it cannot be denied that he knows how to obtain an
adequate result by the simplest means. The ladies of highest rank in
this country—that is to say, those who can afford it, wear two kinds
of these massive brass rings, one cylindrical, the other semicircular
in section. The latter are cast in the most ingenious way in the
bamboo mould, the former in the circular hole in the sand. It is quite
a simple matter for the fundi to fit these bars to the limbs of his fair
customers; with a few light strokes of his hammer he bends the
pliable brass round arm or ankle without further inconvenience to
the wearer.
SHAPING THE POT
SMOOTHING WITH MAIZE-COB
CUTTING THE EDGE

FINISHING THE BOTTOM
LAST SMOOTHING BEFORE

BURNING
FIRING THE BRUSH-PILE

LIGHTING THE FARTHER SIDE OF
THE PILE
TURNING THE RED-HOT VESSEL
NYASA WOMAN MAKING POTS AT MASASI

Pottery is an art which must always and everywhere excite the
interest of the student, just because it is so intimately connected with
the development of human culture, and because its relics are one of
the principal factors in the reconstruction of our own condition in
prehistoric times. I shall always remember with pleasure the two or
three afternoons at Masasi when Salim Matola’s mother, a slightly-
built, graceful, pleasant-looking woman, explained to me with
touching patience, by means of concrete illustrations, the ceramic art
of her people. The only implements for this primitive process were a
lump of clay in her left hand, and in the right a calabash containing
the following valuables: the fragment of a maize-cob stripped of all
its grains, a smooth, oval pebble, about the size of a pigeon’s egg, a
few chips of gourd-shell, a bamboo splinter about the length of one’s
hand, a small shell, and a bunch of some herb resembling spinach.
Nothing more. The woman scraped with the
shell a round, shallow hole in the soft, fine
sand of the soil, and, when an active young
girl had filled the calabash with water for her,
she began to knead the clay. As if by magic it
gradually assumed the shape of a rough but
already well-shaped vessel, which only wanted
a little touching up with the instruments
before mentioned. I looked out with the
MAKUA WOMAN closest attention for any indication of the use
MAKING A POT. of the potter’s wheel, in however rudimentary
SHOWS THE a form, but no—hapana (there is none). The
BEGINNINGS OF THE embryo pot stood firmly in its little
POTTER’S WHEEL
depression, and the woman walked round it in
a stooping posture, whether she was removing
small stones or similar foreign bodies with the maize-cob, smoothing
the inner or outer surface with the splinter of bamboo, or later, after
letting it dry for a day, pricking in the ornamentation with a pointed
bit of gourd-shell, or working out the bottom, or cutting the edge
with a sharp bamboo knife, or giving the last touches to the finished
vessel. This occupation of the women is infinitely toilsome, but it is
without doubt an accurate reproduction of the process in use among
our ancestors of the Neolithic and Bronze ages.
There is no doubt that the invention of pottery, an item in human
progress whose importance cannot be over-estimated, is due to
women. Rough, coarse and unfeeling, the men of the horde range
over the countryside. When the united cunning of the hunters has
succeeded in killing the game; not one of them thinks of carrying
home the spoil. A bright fire, kindled by a vigorous wielding of the
drill, is crackling beside them; the animal has been cleaned and cut
up secundum artem, and, after a slight singeing, will soon disappear
under their sharp teeth; no one all this time giving a single thought
to wife or child.
To what shifts, on the other hand, the primitive wife, and still more
the primitive mother, was put! Not even prehistoric stomachs could
endure an unvarying diet of raw food. Something or other suggested
the beneficial effect of hot water on the majority of approved but
indigestible dishes. Perhaps a neighbour had tried holding the hard
roots or tubers over the fire in a calabash filled with water—or maybe
an ostrich-egg-shell, or a hastily improvised vessel of bark. They
became much softer and more palatable than they had previously
been; but, unfortunately, the vessel could not stand the fire and got
charred on the outside. That can be remedied, thought our
ancestress, and plastered a layer of wet clay round a similar vessel.
This is an improvement; the cooking utensil remains uninjured, but
the heat of the fire has shrunk it, so that it is loose in its shell. The
next step is to detach it, so, with a firm grip and a jerk, shell and
kernel are separated, and pottery is invented. Perhaps, however, the
discovery which led to an intelligent use of the burnt-clay shell, was
made in a slightly different way. Ostrich-eggs and calabashes are not
to be found in every part of the world, but everywhere mankind has
arrived at the art of making baskets out of pliant materials, such as
bark, bast, strips of palm-leaf, supple twigs, etc. Our inventor has no
water-tight vessel provided by nature. “Never mind, let us line the
basket with clay.” This answers the purpose, but alas! the basket gets
burnt over the blazing fire, the woman watches the process of
cooking with increasing uneasiness, fearing a leak, but no leak
appears. The food, done to a turn, is eaten with peculiar relish; and
the cooking-vessel is examined, half in curiosity, half in satisfaction
at the result. The plastic clay is now hard as stone, and at the same
time looks exceedingly well, for the neat plaiting of the burnt basket
is traced all over it in a pretty pattern. Thus, simultaneously with
pottery, its ornamentation was invented.
Primitive woman has another claim to respect. It was the man,
roving abroad, who invented the art of producing fire at will, but the
woman, unable to imitate him in this, has been a Vestal from the
earliest times. Nothing gives so much trouble as the keeping alight of
the smouldering brand, and, above all, when all the men are absent
from the camp. Heavy rain-clouds gather, already the first large
drops are falling, the first gusts of the storm rage over the plain. The
little flame, a greater anxiety to the woman than her own children,
flickers unsteadily in the blast. What is to be done? A sudden thought
occurs to her, and in an instant she has constructed a primitive hut
out of strips of bark, to protect the flame against rain and wind.
This, or something very like it, was the way in which the principle
of the house was discovered; and even the most hardened misogynist
cannot fairly refuse a woman the credit of it. The protection of the
hearth-fire from the weather is the germ from which the human
dwelling was evolved. Men had little, if any share, in this forward
step, and that only at a late stage. Even at the present day, the
plastering of the housewall with clay and the manufacture of pottery
are exclusively the women’s business. These are two very significant
survivals. Our European kitchen-garden, too, is originally a woman’s
invention, and the hoe, the primitive instrument of agriculture, is,
characteristically enough, still used in this department. But the
noblest achievement which we owe to the other sex is unquestionably
the art of cookery. Roasting alone—the oldest process—is one for
which men took the hint (a very obvious one) from nature. It must
have been suggested by the scorched carcase of some animal
overtaken by the destructive forest-fires. But boiling—the process of
improving organic substances by the help of water heated to boiling-
point—is a much later discovery. It is so recent that it has not even
yet penetrated to all parts of the world. The Polynesians understand
how to steam food, that is, to cook it, neatly wrapped in leaves, in a
hole in the earth between hot stones, the air being excluded, and
(sometimes) a few drops of water sprinkled on the stones; but they
do not understand boiling.
To come back from this digression, we find that the slender Nyasa
woman has, after once more carefully examining the finished pot,
put it aside in the shade to dry. On the following day she sends me
word by her son, Salim Matola, who is always on hand, that she is
going to do the burning, and, on coming out of my house, I find her
already hard at work. She has spread on the ground a layer of very
dry sticks, about as thick as one’s thumb, has laid the pot (now of a
yellowish-grey colour) on them, and is piling brushwood round it.
My faithful Pesa mbili, the mnyampara, who has been standing by,
most obligingly, with a lighted stick, now hands it to her. Both of
them, blowing steadily, light the pile on the lee side, and, when the
flame begins to catch, on the weather side also. Soon the whole is in a
blaze, but the dry fuel is quickly consumed and the fire dies down, so
that we see the red-hot vessel rising from the ashes. The woman
turns it continually with a long stick, sometimes one way and
sometimes another, so that it may be evenly heated all over. In
twenty minutes she rolls it out of the ash-heap, takes up the bundle
of spinach, which has been lying for two days in a jar of water, and
sprinkles the red-hot clay with it. The places where the drops fall are
marked by black spots on the uniform reddish-brown surface. With a
sigh of relief, and with visible satisfaction, the woman rises to an
erect position; she is standing just in a line between me and the fire,
from which a cloud of smoke is just rising: I press the ball of my
camera, the shutter clicks—the apotheosis is achieved! Like a
priestess, representative of her inventive sex, the graceful woman
stands: at her feet the hearth-fire she has given us beside her the
invention she has devised for us, in the background the home she has
built for us.
At Newala, also, I have had the manufacture of pottery carried on
in my presence. Technically the process is better than that already
described, for here we find the beginnings of the potter’s wheel,
which does not seem to exist in the plains; at least I have seen
nothing of the sort. The artist, a frightfully stupid Makua woman, did
not make a depression in the ground to receive the pot she was about
to shape, but used instead a large potsherd. Otherwise, she went to
work in much the same way as Salim’s mother, except that she saved
herself the trouble of walking round and round her work by squatting
at her ease and letting the pot and potsherd rotate round her; this is
surely the first step towards a machine. But it does not follow that
the pot was improved by the process. It is true that it was beautifully
rounded and presented a very creditable appearance when finished,
but the numerous large and small vessels which I have seen, and, in
part, collected, in the “less advanced” districts, are no less so. We
moderns imagine that instruments of precision are necessary to
produce excellent results. Go to the prehistoric collections of our
museums and look at the pots, urns and bowls of our ancestors in the
dim ages of the past, and you will at once perceive your error.
MAKING LONGITUDINAL CUT IN
BARK
DRAWING THE BARK OFF THE LOG
REMOVING THE OUTER BARK

BEATING THE BARK
WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

SOFT
MANUFACTURE OF BARK-CLOTH AT NEWALA

To-day, nearly the whole population of German East Africa is
clothed in imported calico. This was not always the case; even now in
some parts of the north dressed skins are still the prevailing wear,
and in the north-western districts—east and north of Lake
Tanganyika—lies a zone where bark-cloth has not yet been
superseded. Probably not many generations have passed since such
bark fabrics and kilts of skins were the only clothing even in the
south. Even to-day, large quantities of this bright-red or drab
material are still to be found; but if we wish to see it, we must look in
the granaries and on the drying stages inside the native huts, where
it serves less ambitious uses as wrappings for those seeds and fruits
which require to be packed with special care. The salt produced at
Masasi, too, is packed for transport to a distance in large sheets of
bark-cloth. Wherever I found it in any degree possible, I studied the
process of making this cloth. The native requisitioned for the
purpose arrived, carrying a log between two and three yards long and
as thick as his thigh, and nothing else except a curiously-shaped
mallet and the usual long, sharp and pointed knife which all men and
boys wear in a belt at their backs without a sheath—horribile dictu!
[51]
Silently he squats down before me, and with two rapid cuts has
drawn a couple of circles round the log some two yards apart, and
slits the bark lengthwise between them with the point of his knife.
With evident care, he then scrapes off the outer rind all round the
log, so that in a quarter of an hour the inner red layer of the bark
shows up brightly-coloured between the two untouched ends. With
some trouble and much caution, he now loosens the bark at one end,
and opens the cylinder. He then stands up, takes hold of the free
edge with both hands, and turning it inside out, slowly but steadily
pulls it off in one piece. Now comes the troublesome work of
scraping all superfluous particles of outer bark from the outside of
the long, narrow piece of material, while the inner side is carefully
scrutinised for defective spots. At last it is ready for beating. Having
signalled to a friend, who immediately places a bowl of water beside
him, the artificer damps his sheet of bark all over, seizes his mallet,
lays one end of the stuff on the smoothest spot of the log, and
hammers away slowly but continuously. “Very simple!” I think to
myself. “Why, I could do that, too!”—but I am forced to change my
opinions a little later on; for the beating is quite an art, if the fabric is
not to be beaten to pieces. To prevent the breaking of the fibres, the
stuff is several times folded across, so as to interpose several
thicknesses between the mallet and the block. At last the required
state is reached, and the fundi seizes the sheet, still folded, by both
ends, and wrings it out, or calls an assistant to take one end while he
holds the other. The cloth produced in this way is not nearly so fine
and uniform in texture as the famous Uganda bark-cloth, but it is
quite soft, and, above all, cheap.
Now, too, I examine the mallet. My craftsman has been using the
simpler but better form of this implement, a conical block of some
hard wood, its base—the striking surface—being scored across and
across with more or less deeply-cut grooves, and the handle stuck
into a hole in the middle. The other and earlier form of mallet is
shaped in the same way, but the head is fastened by an ingenious
network of bark strips into the split bamboo serving as a handle. The
observation so often made, that ancient customs persist longest in
connection with religious ceremonies and in the life of children, here
finds confirmation. As we shall soon see, bark-cloth is still worn
during the unyago,[52] having been prepared with special solemn
ceremonies; and many a mother, if she has no other garment handy,
will still put her little one into a kilt of bark-cloth, which, after all,
looks better, besides being more in keeping with its African
surroundings, than the ridiculous bit of print from Ulaya.
MAKUA WOMEN

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Chapter R Review of Basic Algebraic Concepts 1

Chapter 1 Linear Equations and Inequalities in One Variable 43

Chapter 2 Linear Equations in Two Variables and Functions 127

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Chapter 3 Systems of Linear Equations and Inequalities 235

Chapter 5 Rational Expressions and Rational Equations 421

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Chapter 6 Radicals and Complex Numbers 495

Chapter 7 Quadratic Equations, Functions, and Inequalities 581

Chapter 8 Exponential and Logarithmic Functions and Applications 663

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Chapter 9 Conic Sections 753

Chapter 10 Binomial Expansions, Sequences, and Series 813

Chapter 11 Transformations, Piecewise-Defined Functions, and Probability 1

Additional Topics Appendix A-1

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Julie Miller Molly O’Neill Nancy Hyde

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Student Guide to the Text

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7. m3 + 5m2 − 4m − 20 ≥ 0 8. −x − 4 > −5 and 2x − 3 ≤ 23 9. 5 − 2[3 − (x − 4)]≤ 3x + 14

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S is the future value of the investment.

In this example, R = $100 (amount invested per month)

“This is one part ofRthe

Monthly Savings Annual Interest Rate Years Future Value

Monthly Savings Annual Interest Rate Years Future Value

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“This is one part ofRthe

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In this expression, the operation between _95 and 20 is

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