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Index of Applications
Business and Economics Company transfers, 594 E-readers, 82, 973

Acquisitions, 1117 Competition, 391–392, 639 Estimating student population trends,
Adjustable rate mortgages, 243 Compound interest, 74–75, 213–215, 1185–1189
Advertising costs, 101, 416, 431, 432, 218 Factory location, 372–373
811, 812, 844, 811, 812, 844, 927 Computer codes, 524 Feeding schedules, 308
Agriculture costs, 450, 464 Computer hard drives, 79, 83, 188 Fees, 211, 239
Air bag safety, 611, 622 Computer network traffic, 309 Financial stocks, 416, 432
Aircraft purchases, 294–295, 299 Computer performance testing, 665 Fixed-line telephone subscriptions, 111
Airline costs, 300 Computer usage, 1050 Foreign investments, 1117
Airline empty seat volume predictions, Constant dollars, 217–218, 222 Foreign trade, 735
1227–1231 Construction cost, 1171 Freon production, 158, 160, 792
Airline net income, 101 Consumer Price Index, 957–958 Funding for NASA, 61, 733
Airline profits and the price of oil, 112 Consumers’ surplus, 1087–1088 Future income, 1096
Airline stocks, 735 Continuous compounding, 153–154 Future sales, 1099
Allocation of labor, 925–926, 963–964 Continuous income stream, 1091–1092 Future value, 213–214, 220, 225,
Amortization schedule, 232 Corporate bonds, 206 1092–1093
Annuities, 228–231, 1096 Corporate spying, 392 General Electric’s net income, 142,
Arts funding, 769 Corporations, 530 143, 834–835
Asset appreciation, 931, 932–933, 950 Cost, 390, 424–426 Gold prices, 675, 829
Australia economy, 387 Cost changes, 897 Health expenditures, 155, 1001, 1084
Auto theft, 612 Cost function, 65–68, 92, 99, 424–426 High-dividend stocks, 416, 432
Automobile lifespan, 684–685 Cost overruns, 872 Highway safety, 658, 666, 677
Average cost, 841–843, 919, 927, 958, Cover charges, 144 Home loans, 421–422
962, 965, 1152, 1163 Crude oil prices, 770, 792, 833, 870 Home mortgages, 231
Average profit, 931 Crude oil production, 60 Home prices, 159, 330, 734
Average revenue, 1177–1178 Customer interests, 499, 501–502 Home sales, 159, 609, 872
Boat sales, 506 Customer online IDs, 543 Hospital staffing, 467
Bond funds, 415 Cyclical employment patterns, 1198 Housing construction expenditures,
Bonds, 210, 216–217, 221, 223, 234, Day trading, 539 1050–1054
1096 Debt analysis, 634 Housing costs, 846, 894, 1143
Book sales, 116 Deflation, 1207, 1214 Housing starts, 60, 516, 733, 956, 1014,
Bottled water for pets, 1008–1009 Demand, 68–71, 80–82, 84, 99, 111, 1044, 1086, 1206
Bottled water sales, 805–806, 944, 1001, 118, 138–139, 791, 894, 965, 966 Humanitarian aid, 1105
1015, 1031, 1043, 1068, 1086 Dental plans, 82 Hybrid car development, 310–312
Box design, 930, 978–979 Depreciation, 170, 221, 223 Hybrid cars, 563–564, 573–574
Brand loyalty, 1151–1152, 1162 Development assistance, 1104–1105 Hybrid loans, 244–245
Break-even analysis, 79–80, 118 Doubling time, 170–171 Hybrid vehicle sales, 563, 573–574
Bridge loans, 205 Early Internet services, 793 Imports amounts, 100
Broadband connections, 178, 186–187, eBay transactions, 564 Income distribution, 635, 656, 676,
729–730, 785–786 Econometrics, 304 677, 690, 691
Business loans, 239 Economic growth in Mexico, 1014, Income elasticity of demand, 971–972
Business retreats, 309–310 1044 Income taxes, 62
Car dealership data, 503 Education expenditure, 142, 144, 766 Income, 101, 345, 682
Car leasing, 239 Effective interest rate, 218–219, 221 Industrial output, 948
Car loans, 238 Elasticity of demand, 968–972, 975 Inflation, 217–218, 222, 937–938,
Car rental locations, 297–298 Electric rates, 735 944–945, 1207, 1214
Cash flows into stock funds, Emission control costs, 846 Initial public offerings (IPOs), 309
1201–1202 Employee IDs, 525 Input-output to meet demand, 387
Cellphone revenue, 887, 930, 1104 Employment figures, 102, 610, 621, Installment loans, 231
Cigarette sales, 1104 634, 691 Insurance schemes, 679, 706
Client databases, 505 Equilibrium price, 69–71, 81–82, 269, Interest-only loans, 244
Company retreats, 1184 273 Internet advertising, 117, 1184
Internet audience, 301 Monorail service, 928 Projected profit, 929
Internet commerce, 686–687, 688 Monthly compounding, 165 Projected revenue, 928, 972
Internet connectivity, 611, 621 Mortgage delinquencies, 102 Projected sales, 1049, 1050
Internet investments, 585 Mortgages, 231, 567, 580, 584, 665, Publishing, 515, 560, 568, 610
Internet stock boom, 665 700–701 Publishing costs, 116
Internet use, 181, 182 Movie advertising in newspapers, 755 Purchasing, 273, 299, 308, 415, 430,
Inventory control, 301–302, 330–331, Municipal bond funds, 415 449, 459–462, 464, 466, 481
390, 543, 638–639 Music sales, 464–465, 566–567 Quality control, 666, 699–700
Inverse ETFs (Exchange Traded Mutual funds, 416 Rate of return, 233
Funds), 356 Negative amortization loans, 244 Real estate, 344, 345
Inverse mutual funds, 300–301 Net income, 61, 100, 242, 834–835 Recycling, 451
Investment comparison, 222–223 Nightclub management, 144 Refinancing, 238, 239
Investment growth, 74–75, 84, Normal curve, 1034 Research and development, 883, 931
170–171, 221, 223 Oil consumption, 1034 Resource allocation, 267–268, 271,
Investment growth time, 219 Oil expenditures, 965 299, 308, 356, 413–414, 415,
Investment percentage return, 223 Oil imports from Mexico, 142, 791, 419–421, 427, 430, 431,
Investments, 84, 159, 170, 305, 306, 805, 858, 949 432–433, 444–445, 449–450,
392, 416, 421–422, 432, 452, Oil production in Mexico, 142, 791, 464, 482, 486
486, 884, 1084, 1116, 1117, 1153 766, 767, 791, 805 Resource optimization, 923–925
iPod sales, 50, 145, 1205, 1206 Oil revenues, 965 Retail discounting, 372
Job training by gender, 665 Oil spill, 1017 Retirement account, 226, 235, 236–237
Kenya economy, 384–385 Online auctions, 564, 1031, 1045 Retirement planning, 222, 226,
Labor negotiations, 376 Online bookstore revenue, 1142 230–231, 239, 243–245
Layaway fees, 211 Online cosmetics, 709 Returns on investment, 949
Legal costs, 1050 Online payments, 1031, 1044, 1085 Revenue, 96, 143, 158, 187, 330, 334,
Linear cost function, 92 Online sales, 708 338, 344–345, 390, 857, 858,
Linear demand function, 93 Operating expenses, 100, 112 897, 928–929, 933, 965, 978,
Linear regression, 1159 Overdrawn accounts, 467 1014, 1043, 1068, 1095–1096,
Loan planning, 451, 452 Package dimensions, 930, 1163, 1171, 1104, 1116–1117, 1162, 1163,
Loans, 239, 451–452, 700–701 1172 1171, 1180, 1181, 1226
Long-term investments, 170 Panic sales, 1105 Risk management, 433, 482, 634, 678
Luggage dimensions, 930, 1163 Pasta imports, 1086 Sales, 182, 188, 308–309, 325, 326, 340,
Manufacturing, 665, 677 Pensions, 237 372, 464, 639, 896, 897, 899,
Marginal cost, 837–838, 846, 860, 995, Per capita gross domestic product, 948, 979–980, 1015, 1044, 1048,
1000, 1036, 1142, 1146–1149, 107–108 1049, 1067, 1085, 1104, 1112,
1151, 1152 Personal bankruptcy, 609 1142–1143, 1214, 1220, 1226
Marginal loss, 845 Petroleum and natural gas, 379–381 Sales acceleration, 935–936
Marginal product, 840–841, 845, 847, Point of diminishing returns, 939 Sales fluctuations, 1206, 1207
860, 865–866 Present value, 216, 220, 221, 228, 1093 Sales growth, 94–95, 881
Marginal profit, 839, 845 Pressure gauge testing, 699 Savings accounts, 205, 213, 215–216,
Marginal revenue, 839–840, 845, 846, Price elasticity of demand, 968–970 221, 230, 239, 884, 1080, 1117
871, 872, 1152 Price elasticity of supply, 976 Scheduling, 433, 452–453, 466–467,
Market growth, 898–901 Price wars, 374 487
Market index, 770 Price-to-earnings ratio, 897 Scientific research, 181, 182, 733, 945,
Marketing, 372, 488, 609, 633, 639, Pricing, 858 946, 1015, 1031, 1045, 1141,
704, 708 Processor speeds, 62, 101, 755 1151
Marketing strategy, 931, 488, 609, 633, Producers’ surplus, 1089–1090 Shipping, 310, 487
639, 704, 708, 931 Product design, 527, 541, 544–545, 596 Silver prices, 676
Market saturation, 1113, 1114 Production costs, 117 Simple interest, 204, 206, 210, 212
Market share, 301, 393–396, 585, 635, Production levels, 838, 842 Simple loans, 210, 211, 239
835, 836, 1142 Production lot size management, Sinking funds, 226
Market surveys, 621 981–983 Spending on paper, 1116
Market volatility, 769 Productivity, 524, 611, 893, 894, Spending on shipping, 1116
Maximum revenue, 922–923 1143, 1169–1170, 1172, 1180, Staff cutbacks, 373
Medicare spending, 1086 1183–1184 Stock dividend yields, 538
Military spending, 859 Profit, 66–67, 80, 112, 118, 330, 345, Stock investments, 211, 223, 242,
Minimizing average cost, 919 346, 928, 929, 948, 978, 1030, 305–306, 309, 357, 391, 416,
Money stock, 873, 894 1043, 1112, 1171, 1185 486, 810
Stock market, 657, 675, 690 Area maximization, 920–921 Displacement, 1067
Stock market gyrations, 568, 657, 675, Area minimization, 1168–1169 Doctorates in Mexico, 113, 733
690 Astrology software package, 585 Donations to causes, 300
Stock percentage return, 223 Athletics, 516 DVD discs, 524
Stock portfolio management, 452, 678 Auctions on eBay, 564 Eccentricity of Earth’s orbit, 1216
Stock portfolios, 524, 678 Average speed, 1078–1079 Education and employment, 610–611
Stock prices, 187, 188, 242, 516, 538, Aviation crashes, 705 Electric current, 1113, 1197, 1224
560, 650, 1080–1081, 1085 Balloons, 964 Electric grid stress, 693–694
Student intern costs, 1050 Baseball batting averages, 704 Electrostatic repulsion, 1153
Subprime mortgages, 180, 767, 793, Baseball runner speeds, 966 Elevator, descending, 965
794, 886–887, 932, 947, 958, Basketball confidence level, 634 Employment, 634
1001–1002 Betting, 372 Employment value of students, 894,
Subsidies, 466 Blending, 268–269, 293 967
Supermarket checkout lanes, 676, 692 Bodybuilding supplements, 430–431, End of the Earth, 770, 957, 965
Supply, 69–70, 300, 965 451, 466 End of Venus, 965
Supply and demand, 273 Building blocks, 527–528 Energy efficiency, 430
Tax fraud, 710–712 Bungee jumping, 117 Engineering and technology graduates,
Tax refunds, 208 Calendars, 527 1023
Tax revenue estimations, 1117–1121 Camping, 658, 677 Entertainment, 516
Taxation schemes, 846 Campus food demand, 386 Exams, 521, 673
Television advertising, 144, 806, 1084 Candy, 561 Exposés run by newspaper, 273
Television ratings, 362–363, 705 Car engine cylinders, 527 Facebook membership, 1000, 1033,
Time management, 433 Car leasing/renting, 610 1043
Total cost, 298, 1067 Car purchases, 657–658 Faculty salaries, 1128
Total revenue, 1067 Cat on the piano, 594 Falling ladder, 961–962
Total sales, 995–996 Checkout lanes at supermarkets, 676, Feeding schedule for tropical fish, 308
Tow ratings of SUVs, 656 692 Fences, 928, 928
Toxic waste treatment, 82 Cheese production, 345 Fiber optic connections, 114
Transportation scheduling, 310, Chocolates, 561 Fitness tests, 612
452–453, 466–467, 487 Class scheduling, 271 Food items consumed, 273
Treasury bills, 207–209 Coin tosses, 513–514, 572, 602–603, Food vs. education expenditures, 834,
Tree plantation management, 931, 950 649–650, 652, 655, 702–703 871
Trust fund, 229–230 College basketball, 182–183, 768–769 Food vs. recreation, 834, 871
T-shirt profit, 143 College degree requirements, 309, 487, Football team ratings, 595
Unemployment figures, 689–690 544 Fuel economy, 846, 858, 871
Utility function, 1143, 1153, 1226 College major switching, 633 Gambling, 585, 631–632
Variable sales, 1105 College tuition, 973, 976, 1095 Games, 359–360, 365–368, 371,
Varying cost, 1223 Combination locks, 527, 541 482–483, 521, 534–537, 594,
Vehicle sales, 563 Committee selection, 591–593, 596 597–598
Video arcades, 676 Committees, 596 Gamma function, 588
Vidphone revenue, 1104 Comparing IQ tests, 705 Garden fencing, 79
Wealth distribution, 692–693, 704 Computer codes, 524 Gas heating demand, 1212–1213
Website crashes, 1050 Computer programming, 527 Gas mileage of SUVs, 690
Website popularity, 60, 83, 756 Computer programs, 527 Gasoline consumption in the United
Website profit, 143 Conical vessel, 967 States, 1026–1027, 1067
Website stability, 116 Credit card numbers, 525 Geometry, 1171, 1172
Website traffic, 116, 186, 308, 1183 Credit card payments, 238 GMAT exam, 594
Zero coupon bonds, 217, 221 Crop choice, 373 Grade complaints, 621
Cylinders, 967 Grade-point averages, 657
General Interest Dairy products consumption, 345 Graduation rate of high schools, 1045
Academic testing, 620 Data encryption, 357 Grant spending rate, 1045
Acceleration due to gravity, 935 Degree requirements, 309, 487, 544 Graph searching, 595–596
Acceleration on Mars, 943 Demand for Freon, 792 Ground speed of airliner, 1002
Acceleration on the Moon, 944 Desserts, 518–519 Guessing on exams, 673
Acidity of solution, 173 Dice rolling, 497–498, 538, 542, 549, Gummy bears, 561
Air travel, 1207 551–552, 557–558, 574–576, Harmonic motion, 1215
Amusement, 515 599, 637, 638, 655, 658, 707 Home prices, 330, 656–657, 734
Area expansion rate, 959–960, 964 Diet, 488–491 Horse races, 561
Household income, 1001 Nutrition, 271–272, 356, 415, 430, 465, Sound intensity, 173
Housing prices, 656–657 480–481 Soybean production, 112
HTML colors, 526 Odd-number digits, 528 Spam email, 1202–1203
Ice cream, 345, 523 Oil pollution, 872, 1034, 1144 Sports, 595
Income and expenses, 1075 Oil recovery, 111 Sports gear, 82–83
Income brackets of first-year lawyers, Organic produce, 569 Sports injuries, 671–672, 714, 716
674 Padlock code design, 527, 596 Standardized tests, 665
Incomes of lawyers, 674 Pasta imports, 100 State lotteries, 594
Internet connections, 568 Perfume blending, 300 Student admissions, 586
Internet use, 611, 621, 705 Personal bankruptcy, 609 Student pastimes, 690
Intramural sports, 273 Plagiarism among students, 386 Study techniques, 373, 488
Investment lottery, 588–589 Planning for income maximization, 432 Study time, 79, 846
IQ scores, 665, 704–705, 706 Poker, 536, 543, 590–591, 593, 638 Sunspots, 964
Isotherms, 1145 Poker hands, 536–537, 538, 543, Swimming pool area, 1034
Itineraries, 538 590–591, 593 Symmetries of stars, 524–525
Job preferences, 530 Polls, 586, 706 Teenage marketing, 692
Juice blending, 293, 419–421 Pollution control, 927, 928, 1162 Teenage pastimes, 665, 677,
Kinetic energy, 1046 Popularity ratings, 689 691–692
Laplace transforms, 1106 Prisoners’ dilemma, 375 Teenage spending, 669
Latin music sales, 299, 464–465, Processor speeds, 62, 101, 755 Telephone numbers, 525
566–567 Product reliability, 610 Television ratings, 362–363, 705
Laundry detergent switching, 624–625 Production function, Cobb-Douglas, Temperature, 1181
Laundry items discarded, 273 892–893 Tenure, 300
Legal argument, 606–607 Protein supplement mixtures, 272 Test scores, 657
License plates, 526 Publishing, 273–274, 515, 560, 568, Tests, 524, 593, 657
Lie detectors, 569, 617–618 610 Textbook adoption, 634
Logistic models, 949 Puddles, 964 Textbook sizes, 100, 112
Lorentz contraction, 794 Pump filling water tank, 1030 Textbook writing, 374
Loss of Odyssia, 957 Purchasing, 273 Theater casting, 528–529
Lotteries, 594 Radar detectors, 524 Theft rates, 171
Lotto, 534–535 Reading lists, 512 Theory of linear programming, 541
Love potion blending, 268 Real estate, 344–345 Tides, 1207, 1214, 1224
Mac versus Windows, 709 Restaurant inspection, 475–477 Tilt of Earth’s axis, 1215–1216
Marbles, 535–536, 537, 588 Restaurant menus, 515 Time dilation, 794
Market surveys, 621 Retirement planning, 222, 236 Tourism, 302, 331, 332, 346
Mazes, 526–527 Reward choices, 524 Tournaments, 525, 539, 594
Mercury imports, 100 Richter scale, 172 Traffic flow, 295–296, 303–304
Meteor impacts, 1105 Rising rocket, 965 Traffic management, 304, 309
Minimalist art, 527 Road safety, 610 Transportation, 297–298, 388
Mobile broadband subscriptions, 111 Roulette, 606, 672, 677 Travel, 610
Monkey at the typewriter, 594 SAT scores, 704, 706 Traveling salesperson, 540
Monty Hall problem, 640–641 SAT scores by income, 733, 734, 756, Unfair coins, 572, 602–603, 661
Morse code, 528 771, 772, 806, 835, 885 University admissions, 620–621, 639
Motion along a graph, 966 School and work survey, 550, 552–553, Variables in VISUAL BASIC, 525
Motion around a circle, 966 578, 600, 618–619 Velocity, 95–96, 100, 781–782, 792,
Motion in a straight line, 944, 958, School enrollments, 676 800–801, 805, 834
996–998, 1002, 1015 Scientific research articles, 181–182, Vertical motion under gravity,
Motor vehicle safety, 567 733, 945, 946, 1015, 1031, 1045, 998–999, 1002
Movie theaters in malls, 690 1141, 1151 Video arcades, 676, 692
Movie watching time, 79 Scrabble, 521–522 Villains slain by warrior, 300
Movies, 540 Semifinalist selection, 540, 594 Volume, 1143
Multiple-choice tests, 524 Side-impact hazard, 620 Voting, 273, 305, 375
Music downloading, 619 Soap bubble expansion rate, 872–874 War battles, 375
Musical sounds, 1207–1208 Soccer field, 79 Weather prediction, 554–555, 605, 610,
MySpace membership, 1076, 1084 Social Security, 586, 609 619–621
New York City housing costs, 114, Social Security numbers, 525 Web searching, 515
160, 883 Software testing, 705 Wind speeds, 1002
Newton’s Law of Cooling, 1111, 1112 Solar emissions, 1205, 1214, 1223 Wrestling tournaments, 374
Newton’s Law of Heating, 1113 Sorority admissions, 586 YouTube uploads, 1001, 1033, 1043
Life Sciences Pest control, 633 Hospital staffing, 467
Aging, 662–663, 693 Pet’s velocity while running, 1223 Household income, 1001
Agricultural yields, 450, 464 Plant diseases, 1206, 1223 Humanitarian aid, 1105
Agriculture, 933 Pollen counts, 709 Immigration to Ireland, 767
Air temperature, 775–776 Protein amount consumed during Mars Incarceration rate, 932
Alcohol in bloodstream, 158, 171 missions, 1226 Income gap, 1152
Alien intelligence, 1144 Radioactive decay, 171, 887 Internet addiction, 664
Animal psychology, 560–561 Radium decay, 84 IQ scores, 665, 704–706
Aspirin in bloodstream, 158, 171 Reproductive rate, 859 Juvenile delinquency, 621
Body mass index, 1129–1130 SARS, 159, 770–771, 793, 884 Language acquisition, 62, 756
Carbon dating, 75–76, 84, 170, 883 Sea levels, 812 Law enforcement, 755
Carbon dioxide concentration, Spider bites, 677 Medicare spending, 1086
140–141, 761–762 Steroids testing, 569, 614–615 Medicine, 516
CAT scans, 304–305 Sulfur emissions, 812–815 Murder rate, 872
Climate change, 160 Tumor growth, 1114 Politics, 464, 481, 482, 622
Creatine supplements, 431, 451, 466 Polls, 706
Social Sciences Population age, 567, 656, 676
Cricket chirping, 118
Diet, 273, 488–491 Aging, 662–663, 693 Population density, 1178, 1181
DNA chains, 525–526 Aging population, 172 Population growth, 183, 212, 887,
Drug tests, 612 AIDS epidemic, 223 1068–1069
Ebola, deaths from, 771, 793, 885 Alcohol use, 302 Population movement, 330–331, 346,
Embryo development, 794, 859, 932, Comparing IQ tests, 705 357
944, 946–947, 1044 Computers and income, 967 Population of the United States, 158
Epidemics, 150–151, 176–177, 182, Consumer satisfaction, 1035 Population of the world, 158
880, 886, 947, 1114 Corrections spending, 82 Population studies, 949
Exercise benefits, 622 Crime and preschool, 621 Prison population, 791–792, 932, 1142
Fitness tests, 612, 620 Crime statistics, 622 Public health, 569, 587
Fly population, 158 Development assistance, 1104–1105 Reading acquisition, 793
Food product testing, 665–666 Divorce rates, 968 Retirement age, 664
Food safety, 612–613 Education and crime, 948, 967–968 SAT scores, 704, 706
Forest harvesting, 933, 950 Educational level and income, School and work, 550, 552–553,
Freezing temperature of water, 100 966–967 578–579, 600, 618–619
Frog population, 158 Emigration from Ireland, 768 Shadow costs, 473–474
Greenhouse gases, 653–654 Employment in the 1980s, 621 Social Security, 586, 609
Half-life, 166–167, 171 Estimating student population trends, Speaking acquisition, 793
Iodine dating, 883 1185–1189 Student visitors to the United States
Lobster harvest, 187 Ethnic diversity, 584–585 after 9/11, 1032
Mad cow disease, 666 Fertility and age, 885–886 Toxic waste treatment, 82
Manatee mortality rates, 771, 806, 835 Foreclosures, 331, 345–346 Unemployment, 689–690
Mold culture growth rate, 872 Graduate degrees, 1032 University admissions, 620–621, 639
Mood swings, 1226 Health care spending, 506 Voting, 273, 305
Nutrient diffusion, 1154 Health expenditures, 155, 1001, 1084 Wealth distribution, 692
Nutrition, 271, 272, 356, 415, 430, 465, High school graduates, 1104 Wiretaps authorized in the United
480–481 Hispanic employment, 691 States, 884, 1033, 1044, 1076
finite mathematics
and Applied Calculus
Finite Mathematics
Seventh Edition
Stefan Waner
Hofstra University
Steven R. Costenoble
Hofstra University
Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Finite Mathematics and © 2018, 2014 Cengage Learning
Applied Calculus, Seventh Edition WCN: 02-300
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Brief Contents
chapter 0 Precalculus Review 1
chapter 1 Functions and Applications 45
chapter 2 Nonlinear Functions and Models 133
chapter 3 The Mathematics of Finance 201
chapter 4 Systems of Linear Equations and Matrices 247
chapter 5 Matrix Algebra and Applications 321
chapter 6 Linear Programming 405
chapter 7 Sets and Counting 495
chapter 8 Probability 547
chapter 9 Random Variables and Statistics 647
chapter 10 Introduction to the Derivative 719
chapter 11 Techniques of Differentiation with Applications 821
chapter 12 Further Applications of the Derivative 903
chapter 13 The Integral 987
chapter 14 Further Integration Techniques and

Applications of the Integral 1059
chapter 15 Functions of Several Variables 1125
chapter 16 Trigonometric Models 1193

ix
Contents
chapter 0 Precalculus Review 1

Introduction 2
0.1 Real Numbers 2
0.2 Exponents and Radicals 7
0.3 Multiplying and Factoring Algebraic Expressions 17
0.4 Rational Expressions 22
0.5 Solving Polynomial Equations 24
0.6 Solving Miscellaneous Equations 30
0.7 The Coordinate Plane 34
0.8 Logarithms 38
chapter 1 Functions and Applications 45

Introduction 46
1.1 Functions from the Numerical, Algebraic, and Graphical Viewpoints 46
1.2 Functions and Models 63
1.3 Linear Functions and Models 85
1.4 Linear Regression 103
KEY CONCEPTS 115
REVIEW EXERCISES 115
CASE STUDY Modeling Spending on Mobile Advertising 119
■ TECHNOLOGY GUIDES 122
chapter 2 Nonlinear Functions and Models 133

Introduction 134
2.1 Quadratic Functions and Models 134
2.2 Exponential Functions and Models 146
2.3 Logarithmic Functions and Models 161
2.4 Logistic Functions and Models 174
KEY CONCEPTS 185
CASE STUDY Checking up on Malthus 188
xi
xii Contents
chapter 3 The Mathematics of Finance 201

Introduction 202
3.1 Simple Interest 202
3.2 Compound Interest 213
3.3 Annuities, Loans, and Bonds 224
KEY CONCEPTS 241
CASE STUDY Adjustable Rate and Subprime Mortgages 243
chapter 4 Systems of Linear Equations and Matrices 257

Introduction 258
4.1 Systems of Two Equations in Two Unknowns 258
4.2 Using Matrices to Solve Systems of Equations 274
4.3 Applications of Systems of Linear Equations 292
KEY CONCEPTS 307
CASE STUDY Hybrid Cars—Optimizing the Degree of Hybridization 310
chapter 5 Matrix Algebra and Applications 321

Introduction 322
5.1 Matrix Addition and Scalar Multiplication 322
5.2 Matrix Multiplication 332
5.3 Matrix Inversion 347
5.4 Game Theory 358
5.5 Input-Output Models 376
KEY CONCEPTS 389
CASE STUDY Predicting Market Share 393
Contents xiii
chapter 6 Linear Programming 405

Introduction 406
6.1 Graphing Linear Inequalities 406
6.2 Solving Linear Programming Problems Graphically 417
6.3 The Simplex Method: Solving Standard Maximization Problems 434
6.4 The Simplex Method: Solving General Linear Programming Problems 453
6.5 The Simplex Method and Duality 468
KEY CONCEPTS 484
CASE STUDY The Diet Problem 488
chapter 7 Sets and Counting 495

Introduction 496
7.1 Sets and Set Operations 496
7.2 Cardinality 507
7.3 Decision Algorithms: The Addition and Multiplication Principles 517
7.4 Permutations and Combinations 528
KEY CONCEPTS 542
CASE STUDY Designing a Puzzle 544
chapter 8 Probability 547

Introduction 548
8.1 Sample Spaces and Events 458
8.2 Relative Frequency 562
8.3 Probability and Probability Models 570
8.4 Probability and Counting Techniques 587
8.5 Conditional Probability and Independence 597
8.6 Bayes’ Theorem and Applications 613
8.7 Markov Systems 622
KEY CONCEPTS 637
CASE STUDY The Monty Hall Problem 640
xiv Contents
chapter 9 Random Variables and Statistics 647

Introduction 648
9.1 Random Variables and Distributions 648
9.2 Bernoulli Trials and Binomial Random Variables 659
9.3 Measures of Central Tendency 667
9.4 Measures of Dispersion 680
9.5 Normal Distributions 695
KEY CONCEPTS 707
CASE STUDY Spotting Tax Fraud with Benford’s Law 710
chapter 10 Introduction to the Derivative 719

Introduction 720
10.1 Limits: Numerical and Graphical Viewpoints 720
10.2 Limits and Continuity 735
10.3 Limits and Continuity: Algebraic Viewpoint 742
10.4 Average Rate of Change 757
10.5 The Derivative: Numerical and Graphical Viewpoints 773
10.6 The Derivative: Algebraic Viewpoint 797
KEY CONCEPTS 808
CASE STUDY Reducing Sulfur Emissions 812
chapter 11 Techniques of Differentiation with Applications 821

Introduction 822
11.1 Derivatives of Powers, Sums, and Constant Multiples 822
11.2 A First Application: Marginal Analysis 837
11.3 The Product and Quotient Rules 847
11.4 The Chain Rule 860
11.5 Derivatives of Logarithmic and Exponential Functions 874
11.6 Implicit Differentiation 888
KEY CONCEPTS 895
CASE STUDY Projecting market Growth 898
Contents xv
chapter 12 Further Applications of the Derivative 903

Introduction 904
12.1 Maxima and Minima 904
12.2 Applications of Maxima and Minima 919
12.3 Higher Order Derivatives: Acceleration and Concavity 934
12.4 Analyzing Graphs 951
12.5 Related Rates 959
12.6 Elasticity 968
KEY CONCEPTS 977
CASE STUDY Production Lot Size Management 981
chapter 13 The Integral 987

Introduction 988
13.1 The Indefinite Integral 988
13.2 Substitution 1004
13.3 The Definite Integral: Numerical and Graphical Viewpoints 1016
13.4 The Definite Integral: Algebraic Viewpoint and the Fundamental Theorem
of Calculus 1035
KEY CONCEPTS 1047
CASE STUDY Spending on Housing Construction 1050
chapter 14 Further Integration Techniques and

Applications of the Integral 1059
Introduction 1060
14.1 Integration by Parts 1060
14.2 Area between Two Curves and Applications 1069
14.3 Averages and Moving Averages 1078
14.4 Applications to Business and Economics: Consumers’ and Producers’
Surplus and Continuous Income Streams 1087
14.5 Improper Integrals and Applications 1097
14.6 Differential Equations and Applications 1106
KEY CONCEPTS 1115
CASE STUDY Estimating Tax Revenues 1117
xvi Contents
chapter 15 Functions of Several Variables 1125

Introduction 1126
15.1 Functions of Several Variables from the Numerical, Algebraic, and Graphical
Viewpoints 1126
15.2 Partial Derivatives 1145
15.3 Maxima and Minima 1154
15.4 Constrained Maxima and Minima and Applications 1163
15.5 Double Integrals and Applications 1173
KEY CONCEPTS 1182
CASE STUDY Modeling College Population 1185
chapter 16 Trigonometric Models 1193

Introduction 1194
16.1 Trigonometric Functions, Models, and Regression 1194
16.2 Derivatives of Trigonometric Functions and Applications 1208
16.3 Integrals of Trigonometric Functions and Applications 1216
KEY CONCEPTS 1225
CASE STUDY Predicting Airline Empty Seat Volume 1227
Appendix 1235
Answers to Selected Exercises A1
Index I1
Preface
Finite Mathematics and Applied Calculus, Seventh Edition, is intended for a one-
or two-term course for students majoring in business, the social sciences, or the lib-
eral arts. Like the earlier editions, the seventh edition of Finite Mathematics and
Applied Calculus is designed to address the challenge of generating enthusiasm and
mathematical sophistication in an audience that is often underprepared and lacks
motivation for traditional mathematics courses. We meet this challenge by focusing
on real-life applications that students can relate to, many on topics of current interest;
by presenting mathematical concepts intuitively and thoroughly; and by employing a
writing style that is informal, engaging, and occasionally even humorous.
The seventh edition goes farther than earlier editions in implementing support
for a wide range of instructional paradigms. On the one hand, the abundant peda-
gogical content available both in print and online, including comprehensive teaching
videos and online tutorials, now allows us to be able to offer complete customizable
courses for approaches ranging from on-campus and hybrid classes to distance learn-
ing classes. In addition, our careful integration of optional support for multiple forms
of technology throughout the text makes it adaptable in classes with no technology,
classes in which a single form of technology is used exclusively, and classes that
incorporate several technologies.
We fully support three forms of technology in this text: TI-83/84 Plus graphing
calculators, spreadsheets, and powerful online utilities we have created for the book.
In particular, our comprehensive support for spreadsheet technology, both in the text
and online, is highly relevant for students who are studying business and economics,
in which skill with spreadsheets may be vital to their future careers.
New To This Edition

Content
• Chapter 0: We have added an entire new section on logarithms in the Precalculus
Review, up through solving for unknowns in the exponent. Students can refer to this
section for review when studying techniques involving the use of logarithms in the
mathematics of finance (Chapter 3).
• Chapter 1: In our revision of this important introductory chapter, we have down-
played the algebra sophistication somewhat so as not to present artificial barriers to
the mastery of the important new concepts we discuss.
• Chapter 2: The chapter on nonlinear functions and models has been moved earlier
in the book. It is now Chapter 2 rather than Chapter 9. Although this material is not
required for the finite mathematics chapters, it fits logically with Chapter 1, which
discusses functions in general and linear models, and many instructors prefer to
cover this material earlier rather than later.
• Chapter 3: The Mathematics of Finance chapter has been significantly revised: In
the sections on simple and compound interest, we state and use both the year-based
xvii
xviii Preface
formulas and the compounding period-based versions. In the compound interest

section, we now emphasize the latter formulation, as this helps with the segue to
annuities, in which the period-based approach is the standard formulation. T-bills and
zero coupon bonds are a bit esoteric, so the material on T-bills and further discus-
sion of bonds has been moved to the end of the section to a subsection marked as
“Optional.” The section on annuities has been substantially reorganized: First, we
have standardized the definition of “annuities” and now use more transparent and
standard terminology to distinguish accumulation and annuitization (or payout).
More important, we have added discussion, examples, and exercises on life insurance
and mortgage refinancing, including a formula for calculating principal outstanding.
The exercise sets have been radically reorganized and expanded, with numerous real-
data based applications that follow the new organization of the section text.
• Chapter 10: Rather than following other books that avoid discussing the important
distinction between discontinuities and domain singularities (for instance, the fact
that 1>x is continuous on its domain but singular at zero), we discuss this distinc-
tion carefully, providing lots of practice and figures.
Current Topics in the Applications

• We have added and updated numerous real data exercises and examples based on
topics that are either of intense current interest or of general interest to our students,
including many on social networks, and the 2009–2016 economic recovery, and
on the 2014 Ebola epidemic, while retaining those of important historical interest,
such as the 2008 economic crisis, the SARS outbreak of 2003, the 2010 stock mar-
ket “flash crash,” and many others.
Exercises
• We have added many new conceptual Communication and Reasoning exercises,
including many dealing with common student errors and misconceptions.
Online Visualization and Practice Examples

• We have created a variety of web-based interactive apps available both on
www.wanermath.com and in the new MindTap course that accompanies this edi-
tion. Instructors can use these to demonstrate important concepts such as the graph-
ical solution of linear programming problems, the slopes of secant and tangent
lines, and marginal and average cost.
• Many key examples in the text are mirrored by web-based randomizable practice
examples, which allow students to test their mastery of the textbook examples and
provide instructors with material for interactive presentation and class discussion.
Our Approach to Pedagogy

Real-World Orientation The diversity, breadth, and abundance of examples and
exercises included in this edition continue to distinguish our book from others. A
large number of these examples and exercises are based on real, referenced data from
business, economics, the life sciences, and the social sciences. Our updated examples
and exercises in the seventh edition are even more attuned to themes that students
can identify with and relate to, from the technology used in their phones and tablets
to the social networks in which they participate and many of the corporations they
will instantly recognize as important in their lives. Notable events, such as the 1990s
Preface xix
dot-com boom, the 2005–2006 real estate bubble, the resulting 2008 economic crisis
and stock market panic, and many more, are addressed in examples and exercises
throughout the book.
Adapting real data for pedagogical use can be tricky; available data can be
numerically complex, intimidating for students, or incomplete. We have modified
and streamlined many of the real-world applications, rendering them as tractable
as any “made-up” application. At the same time, we have been careful to strike a
pedagogically sound balance between applications based on real data and more tra-
ditional “generic” applications. Thus, the density and selection of real data-based
applications have been tailored to the pedagogical goals and appropriate difficulty
level for each section.
Readability We would like students to read this book. We would like students to
enjoy reading this book. Therefore, we have written the book in a conversational,
student-oriented style and have made frequent use of question-and-answer dialogues
to encourage the development of the student’s mathematical curiosity and intuition.
We hope that this text will give the student insight into how a mathematician devel-
ops and thinks about mathematical ideas and their applications to real life.
Pedagogical Aids We have included our favorite unique and creative approaches to
solving the kinds of problems that normally cause difficulties for students and head-
aches for instructors. To name just a few, we discuss a rewording technique in Chap-
ters 4 and 6 to show how to translate phrases such as “there are (at least/at most) three
times as many X as Y” directly into equations or inequalities, “decision algorithms”
in Chapter 7 that make calculations of real-life scenarios involving permutations and
combinations almost mechanical, verbal forms of the differentiation rules in Chapter
11 to avoid the tendency students often have to juggle multiple formulas they might
not really understand, “calculation thought experiments” to help the student decide
which rules of differentiation to apply and the order in which to apply them, and a
powerful tabular method for integration by parts in Chapter 14 that transforms what is
often an agonizingly complicated topic for students into almost a triviality.
Rigor Mathematical rigor need not be antithetical to the kind of applied focus and
conceptual approach that are hallmarks of this book. We have worked hard to
ensure that we are always mathematically honest without being unnecessarily for-
mal. Sometimes we do this through the question-and-answer dialogues and some-
times through the “Before we go on . . .” discussions that follow examples, but
always in a manner designed to provoke the interest of the student.
Five Elements of Mathematical Pedagogy to Address Different Learning
Styles The “Rule of Four” is a common theme in many texts. Implementing this
approach, we discuss many of the central concepts numerically, graphically, and
algebraically and clearly delineate these distinctions. The fourth element, verbal
communication of mathematical concepts, is emphasized through our discussions
on translating English sentences into mathematical statements and in our extensive
Communication and Reasoning exercises at the end of each section. A fifth ele-
ment, interactivity, is implemented through expanded use of question-and-answer
dialogues but is seen most dramatically in the eBook in the MindTap course that
accompanies this edition and at www.wanermath.com through our new practice and
learning modules. These are small interactive apps that help a student visualize new
concepts or practice examples similar to those in the text. In addition, the wanermath
.com website offers interactive tutorials in the form of games, interactive chapter sum-
maries and chapter review exercises, and online utilities that automate a variety of
tasks, from graphing to regression and matrix algebra.
lim f 1x2 5 5. The limit of f 1x2, as x approaches 3, equals 5.
xS3
✱ however, if you factor x 3 2 8,

Why all the fuss? Can’t we simply substitute x 5 3 and avoid having to use a table?
you will
xx Preface find that f 1x2 can be sim-
plified to a function that is
This happens to work for some functions but not for all functions. The following
defined at x 5 2. This point will
example illustrates this point.
Understand be discussed (and this example
redone) in section 3.3. The func-
Examples tion in Example 1(b) cannot be
simplified by factoring.
Examples are a cornerstone of ExaMPlE 1 estimating a Limit numerically
our approach. Many of the Use a table to estimate the following limits:
Using Technology
scenarios that we use in applica-
To automate the computations x3 2 8 e 2x 2 1
tion examples and1exercises
in Example using a graphing a. lim b. lim
xS2 x 2 2 xS0 x
are revisited several
calculator times
or a spreadsheet, see
the Technology guides at the
throughout the book. In this way, solution
end of the chapter. outline for
students will find1(a):
Example themselves x3 2 8
analyzingTI-83/84
the same application a. We cannot simply substitute x 5 2, because the function f 1x2 5 is not
Plus x22
from a variety of different
home screen: per-
Y1=(X^3-8)/(X-2)
✱
defined at x 5 2. (Why?) Instead, we use a table of values as we did above, with
spectives, 2such as graphing,
nd tblset Indpnt the x approaching 2 from both sides:
set to Ask and elasticity.
use of derivatives,
2nd tableand
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important x approaching 2 from the left→ ← x approaching 2 from the right
values of x from the example:
functions1.9,
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Spreadsheet
headings x, f 1x2 in A1–B1
are provided
228 withinevery example.
C1–d1.3 Introduction to the Derivative
and againChapter We notice that as x approaches 2 from either side, f 1x2 appears to be approaching
228
In Chapter
A2–A5 enter 3 Introduction to the
1.9, 1.99, 12.Derivative
This suggests that the limit is 12, and we write
Quick Examples
1.999, 1.9999.
In C1–C5 enter 2.1, 2.01, x3 2 8
Quick Example
Most definition boxes
2.001, 2.0001. include
Enter lim 5 12.
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x22
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in B2, and copy down to B5.
that a student can use to solidify 4. x 2 2 1 5 x 1 e12xfor
2 all
1 x except x 5 1. Write 2 as ,
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online utilities → Function valuexof a $2,500
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of time: x 2 2 4x 1 1 x 2 2 4x 1 1 x 2 2 4x 1 1
by supplementary discussions, a. lim1 x 2 2 4x 1 1 b. lim x 2 2 4x 1 1 c. lim x 22 2 4x 1 1
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Preface xxi
Lecture Videos
Developed with Principal Lecturer, Jay
Abramson, at Arizona State University,
these video clips are flexible in their use as
lecture starters in class or as an independent
resource for students to review concepts
on their own. Blending an introduction to
concepts with specific examples, the videos
let students quickly see the big picture of
key concepts they are learning in class.
Selected clips involve students and simulate
a classroom-type interaction that creates a
sense of the familiar and demystifies key concepts they are
learning in their course. Frequently asked questions appear
periodically throughout the video segments to further
enhance learning. All videos are closed captioned and
available in the new MindTap and Enhanced WebAssign
courses that accompany the text. The topics for the
lecture videos were carefully selected to accompany the
subject areas that are most frequently taught and target the
concepts that students struggle with most.
Online Visualization Visualize the derivative graphically

and Practice Examples
We have created a variety of web-based
interactive apps that are available both
on the wanermath.com website and in
the new MindTap course accompanying
this edition. Instructors can use these to
demonstrate important concepts such as
the graphical solution of linear program-
ming problems, the slopes of secant
and tangent lines, and marginal and
average cost.
Many key examples in the text are
mirrored by web-based randomizable
practice examples that allow students
to test their mastery of the textbook
examples and provide instructors with
material for interactive presentation and
class discussion.
INT 5 PVrt,
INT 5 PVin?
xxii Preface
3.3
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x12 if x , 0
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U.S. critical reading SAT scores as a function of household 100. 2Acquisition years. of Language The percentage q1t2 of children respectively, w
each answer. [hinT: See Example 3.]
income: 24 who can speak in sentences of five or more words by the P1t2
13. b.An
age
Isinvestment
the functionearns
ofmodel,
t months
v continuous
can 7%approximated
be per year at t and
5 15?
by
According
is worth
the $1,000
equation
to
28after
2015: lim
2
tS1q C1t2
the
6 months. was there any abrupt change in processor
600 525 529 536 542
488 503 517 speeds during the period 5.27 1996–2010?
3 1017 [hinT: See Exa
Critical reading SAT
500 434 462 14. An investment

q1t2 5 100a1 earns 2 1% per month b and 1t $is302.worth $5,000
90. Processor Speeds The processor t 12 speeds, in megahertz 94. Company AT&T
400 after 3 months.
(MHz), of Intel processors during the period 1970–2000
300 If pbe isapproximated
the function Time to
15. canAn investment earnsreferred
0.03%
by to in
per
the following week the function
preceding
and of exercise,
is worth $15,000
time t in
200 Maturity
calculate
after 15 lim
weeks.
years since thetS1q 3 p1t2
start of 1970: 2 q1t2
18 4, and interpret the result. (years)
100 [hinT: See Example 4.] P1t2 5 1.745t
16. An investment earns 6% per year and is worth $30,000 after Annual
0 3t if 0 # t , 20 C1t2 5 1.097t
Communication
0–20 and Reasoning
40–60 80–100 Exercises 120–140 160–200 v1t2 5 b
20 months. Rate (%)
Communication and 174t Reasoning
2 3,420 Exercises if 20 # t # 30.
These exercises are designed Family income to help
($1,000)students articu- J1t2 5 1.919t
101. Describe the algebraic method of evaluating limits as dis-
late mathematical concepts, broaden the student’s a.cussed
Compute limsection,
tS202 v1t2 and limat 1 v1t2, and interpret respectively, w
These data can be modeled by in this and give tS20least one disadvantage
grasp of the mathematical concepts, and develop each answer.
2
P
20.0151x of this method. lim
modeling skills. S1x2
They5 550 2 136e
include exercises, in which the b. Is the function v continuous at t 5 20? According to tS1q P1t2 1 C
student 102. What is a closed-form function?
abruptWhat canin we say about
whereisS1x2 asked to provide
is the average his or her
critical own examples
reading SAT score of the model,
such functions?
was there any change processor pret the result.
to students
illustratewhose a point or design an application
household income is x thousand dollars per with a speeds during the period 1970–2000?
given
year.solution.
CalculateThey limxS1q alsoS1x2,includeand “fill
interpretin the theblank”
answer. 103. Your friends Rita and Richard are arguing. Rita claims that 19
type exercises, exercises that invite discussion and closed-form functions cannot have points of discontinuity,
97. Social Website Popularity The following models approxi- but Richard retorts, “Ever heard of f 1x2 5 1>x?” On whose 20 Ibid.
debate,
mate the and—perhaps
popularity ofmost Twitter important—exercises
and LinkedIn among in social side (if any)
74203_ch03_201-256.indd 210 of the argument should you be? Explain.
which
mediathe sitesstudent
from 2008 musttoidentify
2013, as and ratedcorrect common :
by StatCounter.com
21
17
errors. These exercises 2often have no single correct 104. Yourmodel
A rough otherbased friends, on the Andrewfastest and Dorothy,
processors are also
produced by arguing.
Intel.
Twitter:
answer. W1t2 5 0.33t 2 2t 1 8.7 percentage points SourceAndrew
18
for data: www.intel.com.
claims that a function cannot be singular at a Statistics/New York T
LinkedIn: L1t2 5 0.04t 2 2 0.26t 1 0.67 percentage points. Ibid.point of discontinuity, but Dorothy retorts, “Ever heard of 22 Ibid.
f 1x2 5 1>x?” On whose side (if any) of the argument
(t is the number of years since the start of 2008.)25 Calcu- should you be? Explain.
Copyright 2018 Cengage Learning. All Rights W1t2
Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
late
Editorial lim deemed and
W1t2
review has lim content doesalgebraically,
that any suppressed not materially affect the interpret
overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
4,000 a. Compute the derivative function wr1t2.
Chapter 2
2,000 review b. According to the model, what was the rate of increase
of sales at the beginning of the second week 1t 5 12?
0 t (week)
0 1 2 3 4 5 6 c. If we extrapolate the model, what would be the rate of
key concepts increase of weekly sales at the beginning of the eighth
Use the graph to answer the following questions: week 1t 5 72?
www.WanerMath.com
a. What was the average rate of change of cost 2.2
over compound
the interest Preface
Payments to accumulate xxiii
a future value:
entire
Go to6-week period?
the Website to find a Future value for 58. Sea Levels
compound Marjory Duffin fit the curve
interest: i
n PMT 5 FV [p. 159]
b. What was the average
comprehensive rate of change of cost over
and interactive FV 5thePV11 1 i2 [p. 145] s1t2 5 0.002t 1 3t 2 6.4 10 #11t 1
2 n
# i21252 21
period 32, 64?summary of Chapter 2.
Web-based Present value for compound interest: Annuitization: present value:
Review c. Which of the following is correct? Over the period 32, 64FV
2.1 simple interest
to her sea level figures from Exercise 54, as shown
1 2 11 1 i2 2n
in the
(A) the rate of change of cost increased and the PVcost
5 [p.following
148] graph: PV 5 PMT [p. 161]
11 1 i2 n
At the end of every chapter Simpleincreased.
interest: INT 5 PVrt [p. 134] i
Inflation, constant dollars [p. 149]s (sea level) Withdrawals to annuitize a present
is a comprehensive list of Chapter 3
General interest periods: INT
review
5 PVin
(B) the rate of change of cost decreased and the cost
[p. 135]
increased.
Nominal and effective interest rates 400
350 value: PMT 5 PV
i
[p. 151]
the key concepts that were Future value:
(C) the rateFV 5 PV11of1cost
of change rt2,increased and the
How
cost
long to invest [p. 151] 300
1 2 11 1 i2 2n
key
FV 5 concepts
PV11 1 in2 [p. 136]
decreased. [p. 162]
covered in each section. (D) the rate of change FVof cost decreased and theAnnuities,
2.3 cost Loans, and Bonds
250
Amortization: loans and mortgages
Present value: PV 5
www.WanerMath.com , 3.2 compound interest 200 Payments
decreased. 1 1 rt Annuities [p. 156] [p. 163] to accumulate a future value:
Go to the 150 i [p. 165]
57. Sales FVWebsite to find
OHaganBooks.com fits
a
the curve
Future value for compound interest:
Accumulation: futuren value Mortgage
PMT 5refinancing
FV [p. 227]
PV
comprehensive
5 [p.and
138]interactive FV 5 PV11 1 i2 n[p. 213] 100 n
1 1 in2 11 1 i2 2 1 Bonds [p. 165]11 1 i2 2 1
Web-based
w1t2 5 36tsummary
1 250t 1 of 6,240
Chapter 10 3. # t #Present
62FV 5value
PMT for compound [p. 50
interest:
157] Annuitization: present value:
Treasury bills [p. 140] FV i 0 t1(year)
to3.1 simplesales
its weekly interest
figures from Exercise 53, as shown 2 11 1 i2 2n
PV 5in the n [p. 216] 0 25 50 PV 75 5 100
PMT125 [p. 229]
Review exercises provide a Simple interest:
following graph: INT 5 PVrt [p. 202] 11 1 i2 i
Review exeRcises Inflation, constant dollarsa. Compute
[p. 217]the derivative function sr1t2.
Withdrawals to annuitize a present
great way to consolidate and General interest periods: INT 5 PVin
[p. 203] 1–6, find the future value of the investment. Nominal and effective b. interest
Accordingratesto the model, what was the rate of increase i
In Exercises 15.ofThe monthly withdrawals
2000 value: possible
PMT 5 over PV 5 years from an
check understanding and Future value: FV 5 PV11 1 rt2,
1.FV$6,000 for 5 years at 4.75% simple annual
[p. 219]
interest c. If
the sea
account
we
level in
earningthe
extrapolate 4.75%
1t 5 1002?
model,compounded
what would be
1 2 11and
monthly the rate of
2n
1 i2starting
How long to invest [p. 219]
prepare for exams. 5 PV11 1 in2 [p. 204]
2. $10,000 for 2.5 years
with $6,000
increase of the sea110 [p. Chapter
230]
level in 2100 1t 5 2002? 1 Functions and Applic
FVat 5.25% simple annual interest
3.3 Annuities, Loans, and Bonds Amortization: loans and mortgages
Present value: PV 5 ,
3. $6,000 for 5 years1 at14.75% rt compoundedAnnuities
monthly [p. 224] [p. 231]
Case Studies 4.PV$10,000 FVfor 2.5
[p.years
206] at 5.25% compounded Accumulation:
semiannually future value Mortgage refinancing [p. 233]
5
1 1 instudy 11 1 i2 n 2 1 Bonds [p. 233] Exam
5. $100Casedeposited at the end of each monthFV for55 PMT
years at
Each chapter ends with a sec- Treasury
4.75%bills [p. 208]
interest compounded monthly
Reducing Sulfur Emissions i
[p. 225]
tion entitled “Case Study,” an 6. $2,000 deposited at the endThe Environmental

of each Protection
half-year for 2.5 yearsAgency (EPA) wishes to formulate a policy that will
extended application that uses Review exeRcises
at 5.25% interest compounded semiannually
encourage utilities to reduce sulfur emissions. Its goal is to reduce annual emissions of
110 Chapter 1 Functions and Applic
Solutio
Norbert Schaefer/CORBIS/Getty Images
sulfur dioxide by a total of 10 million tons from the current level of 25 million tons by
In Exercises
Exercises 7–12,
1–6, find
findthethefuture value of of
thethe
investment. 15. The monthly withdrawals possible over 5 years from an
and illustrates the central ideas In present value investment.
imposing a fixed charge for every ton of sulfur earning
account released4.75%
into the environment
compounded per year.
monthly andAsstarting
1. Worth
7. $6,000$6,000
for 5 years
after at 4.75%aatsimple
5 years 4.75%annual to interest
simple annual
EPA,interest
of the chapter, focusing on the consultant the you must determine the amount to be charged per ton of sulfur
with $6,000
Using Technology
2. Worth
8. $10,000$10,000
for 2.5 years
after at
2.55.25%
yearssimple annual
at 5.25%
emissions. interest
simple annual
16. The semiannual withdrawals possible over 2.5 years from Exam
development of mathematical 3. interest
$6,000 for 5 years at 4.75% compounded monthly See the
an account earning 5.25%Technology
compoundedGuides at the
semiannually and
Youcompounded
would semiannually
like monthly
first to know the cost with
to the utility industry of reducing sulfur
models appropriate to the top- 9.
4. Worth
$10,000$6,000
for 2.5after
years5 years at 4.75%
at 5.25% compounded
emissions. In other words, you would
starting
like to have
end
$10,000
a
of the chapter for detailed
cost function of the form
10.
5. Worth $10,000 at after
the 2.5
end years at month
5.25% for compounded
5 years at 17. The monthly instructions on how on to obtain theof
ics. These applications are ideal $100 deposited
semiannually
of each
4.75% interest compounded monthly C1q2 5 Cost of removing q$10,000 tons ofatsulfur
payments necessary
4.75%dioxide.
a 5-year loan
correlation coefficient in Example Solutio
for assignment as projects. 11.
6. Funding $100 withdrawals
$2,000 deposited at the end atof the
eachend of eachformonth
half-year for 18. The semiannual payments necessary on a 2.5-year loan of
2.5 years 3 using a TI-83/84 Plus or a
5atyears
5.25% at interest
4.75% interest
compoundedcompounded monthly
semiannually $15,000 at 5.25%
12. Funding $2,000 withdrawals at the end of each half-year for
spreadsheet.
Using Technology Here is an outline:
In Exercises In Exercises 19–24, find the time requested, to the nearest
2.5 years7–12, find interest
at 5.25% the present value of the
compounded investment.
semiannually
0.1 year. TI-83/84 plus
See the Technology Guides at the
Focus on Technology 7. Worth $6,000 after 5 years at 4.75% simple annual interest
In Exercises 13–18, find the amounts indicated.
8. Worth
19. The time it would 2nd
end of the
take chapter
catalog
$6,000 to grow tofor$10,000
detailed
at 4.75%
91248_ch03_201-302.indd 294 $10,000 after 2.5 years at 5.25% simple annual simple annualDiagnosticOn
interest 9/27/16 5:18 PM
13. The monthly deposits necessary to accumulate $12,000 after
interest instructions on how to obtain the
Marginal Technology Notes 5 years in an account earning 4.75% compounded monthly 20. The time it would take
correlation
Then $10,000 to grow
statcoefficient to
CALC option $15,000 at
in Example
#4: 5.25%
9. Worth $6,000 after 5 years at 4.75% compounded monthly
14. The semiannual deposits necessary to accumulate $20,000 simple annual interest
We give brief marginal technology notes to outline the use of graphing calculator,
10. after
Worth2.5$10,000
years inafter 2.5 years
an account at 5.25%
earning compounded
5.25% compounded
3 using a TI-83/84 [More
LinReg(ax+b) Plus ordetails
a
21. The time it would take $6,000 to grow to $10,000 at 4.75%
in
spreadsheet, and website technology in appropriate examples. When necessary, thesemiannually
semiannually spreadsheet.
the
interest compounded Technology
monthly
Here is an outline:
Guide.]
11. Funding $100 withdrawals at the end of each month for
reader is referred to more detailed discussion in the end-of-chapter Technology Guides.
5 years at 4.75% interest compounded monthly
22. The time it would take $10,000
TI-83/84
Spreadsheet plusto grow to $15,000 at 5.25%173
interest compounded semiannually
12. Funding $2,000 withdrawals at the end of each half-year for 2nda trendline
Add catalog and select the
23. The time it would take to accumulate $10,000 by deposit-
End-of-Chapter Technology Guides 2.5 years at 5.25% interest compounded semiannually option
DiagnosticOnto “Display R-squared
ing $100 at the end of each month in an account earning
In Exercises 13–18, find the amounts indicated. Then
4.75% interestvalue on
stat
compounded chart.CALC
” option #4:
monthly
We continue to include detailed TI-83/84 Plus and Spreadsheet Guides at the end [Moretakedetails
LinReg(ax+b)
13. The monthly deposits necessary to accumulate $12,000 after 24. The time it would and [More
to accumulateother
$15,000 details
alterna- in
by deposit-
of each chapter. These Guides are referenced liberally
5 years in in marginal
80426_ch02_133-188.indd 173
an account earning technology
4.75% compounded monthly notes the
ing $2,000 at tivesTechnology
the endinofthe Guide.]
eachTechnology
half-year in an Guide.]
account earn-
10/26/16 1:46 PM
ing 5.25% compounded semiannually

at appropriate points in the chapter, so14.instructors
The semiannualand students
deposits necessary tocan easily
accumulate use this
$20,000
after 2.5 years in an account earning 5.25% compounded 25. How much would Spreadsheet
Website
you
Technology Guide 253
pay for a $10,000, 5-year, 6% bond
material or not, as they prefer. semiannually if you want awww.Wanermath.com
Add
returna of
trendline andthat
7%? (Assume select the pays
the bond
The column labeled X gives the month, the column 8. To seeinterest
later months, use the down arrow. As you can
every 6 months.)
option
The to “Display
following two R-squared
utilities will
labeled Y1 gives the interest payment for each month, see, some of the values will be rounded in the table, 241 2
the column labeled Y2 gives the payment on principal value
show onthechart.
but by selecting a value (asregression ” linesprincipal
outstanding and alsoat r
for each month, and the column labeled Y3 (use the [More
(link todetails
either and
from other
Math
the end of the first month is selected in the second alterna-
Tools for
right arrow button to make it visible) gives the out- screen), you can seetives
Chapter in the
its exact 1): Technology
value at the bottomGuide.]
of the
standing principal. screen. As r
TI-83/84 Plus Technology Guide
74203_ch03_201-256.indd 241
Simple Regression Utility
Website 11/29/16 2:34 PM
Function Evaluator and Grapher
www.Wanermath.com
Section 3.2 (such as the future value of your deposit, which the
bank will give back to you) will be a positive number. The following two utilities will
Example 1 (page 215) In December 2015, Radius show regression lines and also r 2
• PMT is not used in this example (it will be used in the
Bank was paying 1.10% annual interest on savings
next section) and should be 0. (link to either from Math Tools for
accounts with balances of $2,500 and up. If the interest
is compounded quarterly, find the future value of a • FV is the future value, which we shall compute in a Chapter 1):
moment; it doesn’t matter what you enter now. As
Simple Regression Utility r
$2,500 deposit after 6 years. What is the total interest
Spreadsheet Technology Guide
paid over the time of the investment? • P>Y and C>Y stand for payments per year and com-
pounding periods per year, respectively. They should
1.4 ExErCiSES
Function Evaluator and Grapher
Solution Section 3.2 both be set to the number of compounding periods =FV(i,n,PMT,PV)
per
We could calculate the future value using theExample TI-83/841 (page year
215)for compound
In December interest
2015, problems.
Radius (Setting P>Y i 5 Interest per ▼period
more advanced
We use B2/B7 for ◆ challenging
Plus by entering Bank was payingautomatically1.10% annual setsinterest
C>Y to the on same
savings value.) the interest.
accounts with balances • PMT:of END$2,500 and up.isIfnot
or BEGIN theused
interest
in this example, and n 5 Number of periods We use B3*B7
2500(1+0.011/4)^(4*6)
is compounded quarterly, it doesn’t find
matter thewhich
futureyouvalue
select.of a for the number of
periods.
1.4
in the Home screen and pressing [ENTER].$2,500 However, deposit after
2. To6 compute
years. What the isfuture
the total interest hand for the given set of data and linear mod
the TI-83/84 Plus has this and other useful calculations paid over the time ofarrow the investment?
value, use the up or down
to put the cursor on the FV line, then PMT press5 Payment per period The payment is 0
[hint: See Example (cell B4). 1.] ExErCiSES
built into its TVM (Time Value of Money) Solver. alpha solve .
Solution PV 5 Present value. 1.▼ 11, 12,
12,advanced
The 22,
present 13,
value42;
is y 5 x 2 1
1. Press apps , then choose item 1:Finance..., and more in cell B5. ◆ challenging
Copyright 2018 Cengage Learning.item
then choose All Rights
1:TVMReserved. May not be This
Solver.... You
copied, canup
scanned,
brings either compute
or duplicated, compound
in whole interest
or in part. Due directly
to electronic rights,or
some third party content may be suppressed from the eBook and/or eChapter(s).
the TVM Solver window as shown on the use left.financial functions built into your spreadsheet. The
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at
Instead of using the any time 10, 12,FV11,
2. built-in
if subsequent 12, 12,we22;
rights restrictions
function, y5
require
could it. x 1 1
xxiv Preface
Instructor Resources
MindTap: Through personalized paths of dynamic assignments and applications, MindTap
is a digital learning solution and representation of your course that turns cookie cutter into
cutting edge, apathy into engagement, and memorizers into higher-level thinkers.
The Right Content: With MindTap’s carefully curated material, you get the precise
content and groundbreaking tools you need for every course you teach. This course
includes a dynamic Pre-Course Assessment that tests students on their prerequisite skills,
an eBook, algorithmic assignments, and new lecture videos.
Personalization: Customize every element of your course—from rearranging the learn-
ing path to inserting videos and activities.
Improved Workflow: Save time when planning lessons with all of the trusted, most
current content you need in one place in MindTap.
Tracking Students’ Progress in Real Time: Promote positive outcomes by tracking
students in real time and tailoring your course as needed based on the analytics.
Learn more at www.cengage.com/mindtap.
WebAssign: Exclusively from Cengage Learning, Enhanced WebAssign combines the excep-
tional mathematics content that you know and love with the most powerful online homework
solution, WebAssign. Enhanced WebAssign engages students with immediate feedback, rich
tutorial content, and eBooks, helping students to develop a deeper conceptual understanding
of their subject matter. Quick Prep and Just In Time exercises provide opportunities for
students to review prerequisite skills and content, both at the start of the course and at the
beginning of each section. Flexible assignment options give instructors the ability to release
assignments conditionally on the basis of students’ prerequisite assignment scores. Visit us at
www.cengage.com/ewa to learn more.
Cognero: Cengage Learning Testing Powered by Cognero is a flexible, online system that
allows you to author, edit, and manage test bank content; create multiple test versions in an
instant; and deliver tests from your LMS, your classroom, or wherever you choose.
Instructor Companion Site: This collection of book-specific lecture and class tools is avail-
able online at www.cengage.com/login. Access and download PowerPoint presentations,
complete solutions manual, and more.
Student Resources
Student Solutions Manual (ISBN: 978-1-337-27597-2): Go beyond the answers—see what
it takes to get there and improve your grade! This manual provides worked-out, step-by-step
solutions to the odd-numbered problems in the text. You’ll have the information you need to
truly understand how the problems are solved.
MindTap: MindTap (assigned by the instructor) is a digital representation of your course that
provides you with the tools you need to better manage your limited time, stay organized, and
be successful. You can complete assignments whenever and wherever you are ready to learn,
with course material specially customized for you by your instructor and streamlined in one
proven, easy-to-use interface. With an array of study tools, you’ll get a true understanding
of course concepts, achieve better grades, and lay the groundwork for your future courses.
Learn more at www.cengage.com/mindtap.
WebAssign: Enhanced WebAssign (assigned by the instructor) provides you with instant
feedback on homework assignments. This online homework system is easy to use and
includes helpful links to textbook sections, video examples, and problem-specific tutorials.
CengageBrain: Visit www.cengagebrain.com to access additional course materials and
companion resources. At the cengagebrain.com home page, search for the ISBN of your title
(from the back cover of your book) using the search box at the top of the page. This will take
you to the product page where free companion resources can be found.
Preface xxv
The Author Website

The authors’ website, accessible through www.wanermath.com, has been evolving
for close to two decades with growing recognition. Students, raised in an environ-
ment in which computers suffuse both work and play, can use their web browsers
to engage with the material in an active way. The following features of the authors’
website are fully integrated with the text and can be used as a personalized study
resource:
• Interactive Tutorials Highly interactive tutorials are included on major topics,
with guided exercises that parallel the text and a great deal of help and feedback to
assist the student.
• Game Versions of Tutorials More challenging tutorials with randomized ques-
tions that work as games (complete with “health” scores, “health vials,” and an
assessment of one’s performance at the end of the game) are offered alongside the
traditional tutorials. These game tutorials, which mirror the traditional “more gen-
tle” tutorials, randomize all the questions and do not give the student the answers
but instead offer hints in exchange for “health points,” so that just staying alive (not
running out of health) can be quite challenging.
• Learning and Practice Modules These interactive demos illustrate important
concepts and randomizable “practice examples” that mirror many examples and
quick examples in the text.
• Detailed Chapter Summaries Comprehensive summaries with randomizable in-
teractive elements review all the basic definitions and problem-solving techniques
discussed in each chapter. These are a terrific pre-test study tool for students.
• Downloadable Excel Tutorials Detailed Excel tutorials are available for almost
every section of the book. These interactive tutorials expand on the examples given
in the text.
• Online Utilities Our collection of easy-to-use online utilities, referenced in the
marginal notes of the textbook, allow students to solve many of the technology-
based application exercises directly on the web. The utilities include a function
grapher and evaluator that also graphs derivatives and does curve-fitting, regression
tools, a time value of money calculator for annuities, a matrix algebra tool that also
manipulates matrices with multinomial entries, a linear programming grapher that
automatically solves two-dimensional linear programming problems graphically, a
powerful simplex method tool, an interactive Riemann sum grapher with a numeri-
cal integrator, and a multifunctional line entry calculator on the main page. These
utilities require nothing more than a standard web browser.
• Chapter True-False Quizzes Randomized quizzes that provide feedback for
many incorrect answers based on the key concepts in each chapter assist the student
in further mastery of the material.
• Supplemental Topics We include complete interactive text and exercise sets for
a selection of topics that are not ordinarily included in printed texts but are often
requested by instructors.
• Spanish A parallel Spanish version of almost the entire website is now deployed,
allowing the user to switch languages on specific pages with a single mouse-click.
In particular, all of the chapter summaries and most of the tutorials, game tutorials,
and utilities are available in Spanish.
xxvi Preface
Acknowledgments
This project would not have been possible without the contributions and sugges-
tions of numerous colleagues, students, and friends. We are particularly grateful to
our colleagues at Hofstra and elsewhere who used and gave us useful feedback on
previous editions and suggestions for this one, and to everyone at Cengage for their
encouragement and guidance throughout the project. Specifically, we would like to
thank Rita Lombard and Morgan Mendoza for their unflagging enthusiasm, Scott
Barnett of Henry Ford Community College for his meticulous check of the math-
ematical accuracy, and Martha Emry and Teresa Trego for whipping the book into
shape. Additionally, we would like to thank the creative force of Jay Abramson of
Arizona State University for developing the new lecture videos that accompany our
text, and Scott Barnett of Henry Ford Community College, Joe Rody of Arizona State
University, Nada Al-Hanna of University of Texas at El Paso, and Kaat Higham of
Bergen Community College for their thoughtful reviews and input into the scripts.
We would also like to thank Dario Menasce at CERN who helped us understand
the fascinating new cover art, and the numerous reviewers and proofreaders who
provided many helpful suggestions that have shaped the development of this book
over time:
Christopher Brown, California Lutheran University

Melinda Camarillo, El Paso Community College
Nathan Carlson, California Lutheran University
Scott Fallstrom, University of Oregon
Irene Jai, Raritan Valley Community College
Latrice Laughlin, University of Alaska Fairbanks
Gabriel Mendoza, El Paso Community College
Charles Mundy-Castle, Central New Mexico Community College
Patrick Mutungi, University of South Carolina
Michael Price, University of Oregon
Christopher Quarles, Everett Community College
Leela Rakesh, Central Michigan University
Tom Rosenwinkel, Concordia University Texas
Bradley Stewart, State University of New York at Oswego
Larry Taylor, North Dakota State University
Daniel Wang, Central Michigan University
Stefan Waner
Steven R. Costenoble
finite mathematics
0 Precalculus Review
0.1 Real Numbers
0.2 Exponents and
Radicals
0.3 Multiplying and
Factoring Algebraic
Expressions
0.4 Rational
Expressions
0.5 Solving Polynomial
Equations
0.6 Solving Miscellaneous
Equations
0.7 The Coordinate Plane
0.8 Logarithms
DreamPictures/Taxi/Getty Images
www.WanerMath.com
2 Chapter 0 Precalculus Review
Introduction
In this chapter we review some topics from algebra that you need to know to get the
most out of this book. This chapter can be used either as a refresher course or as a
reference.
There is one crucial fact you must always keep in mind: The letters used in alge
braic expressions stand for numbers. All the rules of algebra are just facts about the
arithmetic of numbers. If you are not sure whether some algebraic manipulation you
are about to do is legitimate, try it first with numbers. If it doesn’t work with num
bers, it doesn’t work.
0.1 Real Numbers

The real numbers are the numbers that can be written in decimal notation, includ
ing those that require an infinite decimal expansion. The set of real numbers
includes all integers, positive, negative, and zero; all fractions; and the irrational
numbers, that is, those with decimal expansions that never repeat. Examples of
irrational numbers are
!2 5 1.414213562373 . . .
and
p 5 3.141592653589 . . .
2 1 0 1 2 It is very useful to picture the real numbers as points on a line. As shown in Figure 1,
larger numbers appear to the right, in the sense that if a , b, then the point corre
Figure 1
sponding to b is to the right of the one corresponding to a.
Intervals
Some subsets of the set of real numbers, called intervals, show up quite often, so we
have a compact notation for them.
Interval Notation
Here is a list of types of intervals along with examples.
Interval Description Picture Example

Closed 3a, b4 Set of numbers x 30, 104
with a # x # b a b
(includes end points)
Open 1a, b2 Set of numbers x 121, 52
with a , x , b a b
(excludes end points)
Half-Open 1a, b4 Set of numbers x 123, 14
with a , x # b a b
3a, b2 Set of numbers x 30, 52

with a # x , b a b
0.1 Real Numbers 3
Infinite 3a, 1q 2 Set of numbers x 310, 1q 2

with a # x a
1a, 1q 2 Set of numbers x 123, 1q 2
a
with a , x
12q, b4 Set of numbers x 12q, 234

b
with x # b
12q, b2 Set of numbers x 12q, 102

b
with x , b
12q, 1q 2 Set of all real 12q, 1q 2
numbers
Operations
There are five important operations on real numbers: addition, subtraction, multipli
cation, division, and exponentiation. “Exponentiation” means raising a real number
to a power; for instance, 32 5 3 # 3 5 9; 23 5 2 # 2 # 2 5 8.
A note on technology: Most graphing calculators and spreadsheets use an
asterisk * for multiplication and a caret ^ for exponentiation. Thus, for instance,
3 3 5 is entered as 3*5, 3x as 3*x, and 32 as 3ˆ2.
When we write an expression involving two or more operations, such as
2#314
or
2 # 32 2 5
,
4 2 1212
we need to agree on the order in which to do the operations. Does 2 # 3 1 4 mean
12 # 32 1 4 5 10 or 2 # 13 1 42 5 14? We all agree to use the following rules for the
order in which we do the operations.
Standard Order of Operations

Parentheses and Fraction Bars First, calculate the values of all expressions
inside parentheses or brackets, working from the innermost parentheses out,
before using them in other operations. In a fraction, calculate the numerator
and denominator separately before doing the division.
Quick Examples
1. 612 1 33 2 54 2 42 5 612 1 1222 2 42 5 61242 5 224
14 2 22 2 2 2
2. 5 5 52
3122 1 12 31212 23 3
3 3 1
3. 3> 12 1 42 5 5 5
214 6 2
4. 1x 1 4x2> 1y 1 3y2 5 15x2> 14y2
Exponents Next, perform exponentiation.
Quick Examples
5. 2 1 42 5 2 1 16 5 18
r Note the difference.
6. 12 1 42 2 5 62 5 36
2
3 3 2
7. 2a b 5 2a b 5 21232 2 5 2 3 9 5 18
425 21
8. 211 1 1>102 2 5 211.12 2 5 2 3 1.21 5 2.42
Multiplication and Division Next, do all multiplications and divisions, from

left to right.
Quick Examples
9. 213 2 52>4 # 2 5 21222>4 # 2 Parentheses first
5 24>4 # 2 Leftmost product
5 21 # 2 5 22
Multiplications and
divisions, left to right
10. 211 1 1>102 2 3 2>10 5 211.12 2 3 2>10 Parentheses first
5 2 3 1.21 3 2>10 Exponent
5 4.84>10 5 0.484
Multiplications and
divisions, left to right
214 2 22 2122 4 16 8
11. 4 # 54 54 5 52
3122 52 312102 230 230 15
Addition and Subtraction Last, do all additions and subtractions, from left
to right.
Quick Examples
12. 213 2 52 2 1 6 2 1 5 21222 2 1 6 2 1 5 2142 1 6 2 1
5 8 1 6 2 1 5 13
2
1 1 3 13
13. a b 2 1212 2 1 4 5 2 1 1 4 5 2 1 4 5
2 4 4 4
14. 3>2 1 4 5 1.5 1 4 5 5.5
r Note the difference.
15. 3> 12 1 42 5 3>6 5 1>2 5 0.5
16. 4>22 1 14>22 2 5 4>22 1 22 5 4>4 1 4 5 1 1 4 5 5
17. 22^4 5 12122^4 5 216 A negative sign before an expression
means multiplication by 21.1
1
Spreadsheets and some programming languages interpret –2^4 (wrongly!) as (–2)^4=16.
So when working with spreadsheets, write –2^4 as (–1)*2^4 to avoid this issue.
0.1 Real Numbers 5
 indicates material discussing Entering Formulas

the use of technologies such as
graphing calculators, spread- Any good calculator or spreadsheet will respect the standard order of operations.
sheets, and web utilities. However, we must be careful with division and exponentiation and use parentheses
as necessary. The following table gives some examples of simple mathematical
expressions and their equivalents in the functional format used in most graphing
calculators, spreadsheets, and computer programs.
Mathematical
Expression Formula Comments
2 2/(3‑x) Note the use of parentheses instead of the fraction bar. If we omit the
32x parentheses, we get the expression shown next.
2 2/3‑x The calculator follows the usual order of operations.

2x
3
2 2/(3*5) Putting the denominator in parentheses ensures that the multiplication
335 is carried out first. The asterisk is usually used for multiplication in
graphing calculators and computers.
2 (2/x)*5 Putting the fraction in parentheses ensures that it is calculated
35 2
x first. Some calculators will interpret 2/3*5 as but 2/3(5)
2 3 3 5
as 3 5.
3
223 (2-3)/(4+5) Note once again the use of parentheses in place of the fraction bar.
415
23 2^3 The caret ^ is commonly used to denote exponentiation.

232x 2^(3-x) Be careful to use parentheses to tell the calculator where the exponent
ends. Enclose the entire exponent in parentheses.
23 2 x 2^3-x Without parentheses, the calculator will follow the usual order of
operations: exponentiation and then subtraction.
3 3 224 3*2^(-4) On some calculators, the negation key is separate from the
minus key.
22433 3 5 2^(-4*3)*5 Note once again how parentheses enclose the entire exponent.
0.05 60 100*(1+0.05/12)^60 This is a typical calculation for compound interest.
100a1 1 b
12
r mt PV*(1+r/m)^(m*t) This is the compound interest formula. PV is understood to be a sin

PV a1 1 b gle number (present value) and not the product of P and V (or else we
m
would have used P*V).
2322 3 5 2^(3-2)*5/(y-x) Notice again the use of parentheses to hold the denominator together.
y2x or We could also have enclosed the numerator in parentheses, although
(2^(3-2)*5)/(y -x) this is optional. (Why?)
2y 1 1 (2^y+1)/(2-4^(3*x)) Here, it is necessary to enclose both the numerator and the denomina
2 2 43x tor in parentheses.
1 2^y+1/2-4^(3*x) This is the effect of leaving out the parentheses around the numerator
2y 1 2 43x
2 and denominator in the previous expression.
Accuracy and Rounding

When we use a calculator or computer, the results of our calculations are often given
to far more decimal places than are useful. For example, suppose we are told that a
square has an area of 2.0 square feet and we are asked how long its sides are. Each
side is the square root of the area, which the calculator tells us is
!2 < 1.414213562.
However, the measurement of 2.0 square feet is probably accurate to only two digits,
so our estimate of the lengths of the sides can be no more accurate than that. There
fore, we round the answer to two digits:
Length of one side < 1.4 feet.
The digits that follow 1.4 are meaningless. The following guide makes these ideas
more precise.
Significant Digits, Decimal Places, and Rounding

The number of significant digits in a decimal representation of a number is the
number of digits that are not leading zeros after the decimal point (as in .0005) or
trailing zeros before the decimal point (as in 5,400,000). We say that a value is
accurate to n significant digits if only the first n significant digits are meaningful.
When to Round
After doing a computation in which all the quantities are accurate to no more
than n significant digits, round the final result to n significant digits.
Quick Examples
18. 0.00067 has two significant digits. he 000 before 67 are
T
leading zeros.
19. 0.000670 has three significant digits. The 0 after 67 is significant.
20. 5,400,000 has two or more significant digits. We can’t say how many of
the zeros are trailing.2
21. 5,400,001 has seven significant digits. The string of zeros is not
trailing.
22. Rounding 63,918 to three significant digits gives 63,900.
23. Rounding 63,958 to three significant digits gives 64,000.
24. p 5 3.141592653 . . . 22 22
7 5 3.142857142 . . . Therefore, 7 is an
approximation of p that is accurate to only three significant digits: 3.14.
25. 4.0211 1 0.022 1.4 < 4.13 We rounded to three
significant digits.
2
If we obtained 5,400,000 by rounding 5,401,011, then it has three significant digits because the zero
after the 4 is significant. On the other hand, if we obtained it by rounding 5,411,234, then it has only
two significant digits. The use of scientific notation avoids this ambiguity: 5.40 3 106 (or 5.40E6 on
a calculator or computer) is accurate to three digits, and 5.4 3 106 is accurate to two digits.
One more point, though: If, in a long calculation, you round the intermediate
results, your final answer may be even less accurate than you think. As a general rule,
When calculating, don’t round intermediate results. Rather, use the most accu-
rate results obtainable, or have your calculator or computer store them for you.
When you are done with the calculation, then round your answer to the appropriate
number of digits of accuracy.
0.1 Exercises
Calculate each expression in Exercises 1–24, giving the 321 3
29. 30. 3 1
answer as a whole number or a fraction in lowest terms. 816 229
1. 214 1 1212 2 12 # 242 2. 3 1 1 34 2 24 # 92 417 432
31. 3 2 32.
3. 20/(3*4)-1 4. 2-(3*4)/10 8 A 23 B
3 1 1 33 1 1252 4 2 12 2 11 2 42 2 31x
5. 6.
32232 215 2 12 # 2 2 1 33.
31x
2 xy2 34. 3 1
xy
7. (2-5*(-1))/1-2*(-1) 60 x2 2 3
35. 3.1x 3 2 4x 22 2 36. 2.1x 23 2x 21 1
8. 2-5*(-1)/(1-2*(-1)) 2
x 21 2
9. 2 # 1212 2>2 10. 2 1 4 # 32
A 23 B 2
11. 2 # 42 1 1 12. 1 2 3 # 1222 2 3 2 37. 38.
5 A 35 B
13. 3^2+2^2+1 14. 2^(2^2-2)
2
3 2 21232 2
1 2 211 2 42 2 39. 3425 3 6 40.
15. 16. 3 1 5729
2614 2 12 2 215 2 12 2 # 2
4 23 1 1 4 23
17. 10*(1+1/10)^3 18. 121/(1+1/10)^2 41. 3a1 1 b 42. 3a b
100 100
22 # 32 811 2 42 2 2
19. 3a b 20. 2a b 43. 32x21 1 4x 2 1 44. 2x 2 122x 2 2
214 2 12 2 2915 2 12 2 2 2
2 2 45. 22x 2x11 46. 22x 2x 1 1
1 2 1 2 2
21. 3q1 2 a2 b r 1 1 22. 3q 2 a b r 1 1 4e 22x e 2x 1 e 22x
2 9 3 47. 48.
2 2 3e 22x e 2x 2 e 22x
23. (1/2)^2-1/2^2 24. 2/(1^2)-(2/1)^2 2 2
1 2 1 2 2
Convert each expression in Exercises 25–50 into its technology 49. 3q1 2 a2 b r 1 1 50. 3q 2 a b r 1 1
2 9 3
formula equivalent as in the table in the text.
5
25. 3 3 12 2 52 26. 4 1
9
3 421
27. 28.
225 3
0.2 Exponents and Radicals

In Section 0.1 we discussed exponentiation, or “raising to a power”; for example,
23 5 2 # 2 # 2. In this section we discuss the algebra of exponentials more fully. First,
we look at integer exponents: cases in which the powers are positive or negative
whole numbers.
Integer Exponents
Positive Integer Exponents

If a is any real number and n is any positive integer, then by a n we mean the
quantity a # a # . . . # a (n times); thus, a 1 5 a, a 2 5 a # a, a 5 5 a # a # a # a # a.
In the expression a n the number n is called the exponent, and the number a is
called the base.
Quick Examples
32 5 9 23 5 8
034 5 0 1212 5 5 21
103 5 1,000 105 5 100,000
Negative Integer Exponents

If a is any real number other than zero and n is any positive integer, then we
define
1 1
a 2n 5 n 5 a # a # . . . # a (n times).
a
Quick Examples
1 1 1
223 5 3 5 1227 5 51
2 8 127
1 1 1 1
x 21 5 1 5 1232 22 5 2 5
x x 1232 9
1
y7y22 5 y7 5 y5 022 is not defined
y2
Zero Exponent
If a is any real number other than zero, then we define
a 0 5 1.
Quick Examples
30 5 1 1,000,0000 5 1
00 is not defined
When combining exponential expressions, we use the following identities.
Exponent Identity Quick Examples

1. a ma n 5 a m1n 2322 5 2312 5 25 5 32
1
x 3x 24 5 x 324 5 x 21 5
x
x3 1
5 x 3 22 5 x 3x 2 5 x 5
x 22 x
am 43
2. 5 a m2n if a ? 0 5 4322 5 41 5 4
an 42
x3
5 x 321222 5 x 5
x 22
32 1
5 3224 5 322 5
34 9
3. 1a n 2 m 5 a nm 132 2 2 5 34 5 81
12x 2 2 5 22x
4. 1ab2 n 5 a nb n 14 # 22 2 5 42 22 5 64
122y2 4 5 1222 4y4 5 16y4
n
a an 4 2 42 16
5. a b 5 if b ? 0 a b 5 25
b bn 3 3 9
x 3 x3 x3
a b 5 5 2
2y 12y2 3 y3
Caution
• In the first two identities, the bases of the expressions must be the same.
For example, the first identity gives 3234 5 36 but does not apply to 3242.
• People sometimes invent their own identities, such as a m 1 a n 5 a m1n,
which is wrong! (Try it with a 5 m 5 n 5 1.) If you wind up with some
thing like 23 1 24, you are stuck with it; there are no identities around to
simplify it further. (You can factor out 23, but whether or not that is a sim
plification depends on what you are going to do with the expression next.)
Example 1 Combining the Identities

2 3
1x 2 x6
5 By identity (3)
x3 x3
5 x 623 By identity (2)
5 x3
1x 4y2 3 1x 4 2 3y3
5 By identity (4)
y y
x 12y3
5 By identity (3)
y
5 x 12y321 By identity (2)
5 x 12y2
Example 2 Eliminating Negative Exponents

Simplify the following and express the answer using no negative exponents.
x 4y23 x 21 5
a. 5 2 b. a 2 b
x y x y
Solution
x 4y23 1
a. 5 x 425y2322 5 x 21y25 5 5
x 5y 2 xy
x 21 5 1x 21 2 5 x 25 1
b. a 2 b 5 2 5 5 10 5 5 15 5
x y 1x y2 x y x y
Radicals
If a is any nonnegative real number, then its square root is the nonnegative number
whose square is a. For example, the square root of 16 is 4, because 42 5 16. We write
the square root of n as !n. (Roots are also referred to as radicals.) It is important to
remember that !n is never negative. Thus, for instance, !9 is 3 and not 23, even
though 1232 2 5 9. If we want to speak of the “negative square root” of 9, we write
it as 2!9 5 23. If we want to write both square roots at once, we write 6 !9 5 63.
The cube root of a real number a is the number whose cube is a. The cube root of
3 3
a is written as ! a so that, for example, ! 8 5 2 (because 23 5 8). Note that we can
take the cube root of any number, positive, negative, or zero. For instance, the cube root
3
of 28 is ! 28 5 22 because 1222 3 5 28. Unlike square roots, the cube root of a
number may be negative. In fact, the cube root of a always has the same sign as a.
Higher roots are defined similarly. The fourth root of the nonnegative number a
4
is defined as the nonnegative number whose fourth power is a and is written ! a. The
fifth root of any number a is the number whose fifth power is a, and so on.
Note We cannot take an even-numbered root of a negative number, but we can take
an odd-numbered root of any number. Even roots are always positive, whereas odd
roots have the same sign as the number we start with. ■
Example 3 nth Roots

!4 5 2 Because 22 5 4
!16 5 4 Because 42 5 16
!1 5 1 Because 12 5 1
If x $ 0, then "x 2 5 x. Because x 2 5 x 2
!2 < 1.414213562 !2 is not a whole number.
!1 1 1 5 !2 < 1.414213562 First add, then take the square root.3
!9 1 16 5 !25 5 5 Contrast with !9 1 !16 5 3 1 4 5 7.
1 !2
5 Multiply top and bottom by !2.
!2 2
3
In general, !a 1 b means the square root of the quantity 1a 1 b2. The radical sign acts as a pair of
parentheses or a fraction bar, telling us to evaluate what is inside before taking the root. (See the Caution
on the next page.)
3
! 27 5 3 Because 33 5 27
3
! 264 5 24 Because 1242 3 5 264
4
!16 5 2 Because 24 5 16
4
! 216 is not defined. Even-numbered root of a negative number
5
!21 5 21, since 1212 5 5 21. Odd-numbered root of a negative number
n
! 21 5 21 if n is any odd number.
In the example we saw that "x 2 5 x if x is nonnegative. What happens if x is

negative?
I f x is negative, then x 2 is positive, so "x 2 is still defined as the nonnegative number
whose square is x 2. This number must be 0 x 0 , the absolute value of x, which is the
nonnegative number with the same size as x. For instance, 0 23 0 5 3, while
0 3 0 5 3, and 0 0 0 5 0. It follows that
"x 2 5 0 x 0
for every real number x, positive or negative. For instance,
"1232 2 5 !9 5 3 5 0 23 0
and "32 5 !9 5 3 5 0 3 0 .
In general, we find that

n n
"x n 5 x if n is odd and "x n 5 0 x 0 if n is even.
We use the following identities to evaluate radicals of products and quotients.
Radicals of Products and Quotients

If a and b are any real numbers (nonnegative in the case of even-numbered
roots), then
n n n
! ab 5 ! a! b Radical of a product 5 Product of radicals
n
n a !a
5 n if b ? 0. Radical of a quotient 5 Quotient of radicals
Äb !b
Notes
• The first rule is similar to the rule 1a # b2 2 5 a 2b 2 for the square of a prod
a 2 a2
uct, and the second rule is similar to the rule a b 5 2 for the square of
b b
a quotient.
• Caution There is no corresponding identity for addition. In general,

!a 1 b is not equal to !a 1 !b.
(Consider a 5 b 5 1, for example.) Equating these expressions is a common
error, so be careful! ■
Quick Examples
1. "9 # 4 5 "9 "4 5 3 3 2 5 6 Alternatively, "9 # 4 5 "36 5 6.

9 !9 3
2. 5 5
Ä4 !4 2
!2 !2 !5 !10
3. 5 5
!5 !5 !5 5
4. !413 1 132 5 !41162 5 !4 !16 5 2 3 4 5 8
3 3 3 3
5. ! 2216 5 ! 122728 5 ! 227 ! 8 5 12322 5 26
6. "x 3 5 "x 2 # x 5 "x 2 !x 5 x!x if x $ 0
x 2 1 y2 "x 2 1 y2 "x 2 1 y2
7. 5 5 We can’t simplify the numerator
Å z2 "z 2 0z0 any further.
Rational Exponents
We already know what we mean by expressions such as x 4 and a 26. The next step is
to make sense of rational exponents: exponents of the form p>q with p and q integers
as in a 1>2 and 322>3.
What should we mean by a1>2?
T he overriding concern here is that all the exponent identities should remain true.
In this case the identity to look at is the one that says that 1a m 2 n 5 a mn. This identity
tells us that
1a1>2 2 2 5 a1 5 a.
That is, a1>2, when squared, gives us a. But that must mean that a1>2 is the square
root of a, or
a1>2 5 !a.
A similar argument tells us that if q is any positive whole number, then

q
a1>q 5 ! a, the qth root of a.
Notice that if a is negative, this makes sense only for q odd. To avoid this problem,
we usually stick to positive a.
If p and q are integers (q positive), what should we mean by ap>q?
By the exponent identities, a p>q should equal both 1a p 2 1>q and 1a1>q 2 p. The first is the
qth root of a p, and the second is the pth power of a1>q.
These arguments give us the following formulas for conversion between rational
exponents and radicals.
Conversion Between Rational Exponents and Radicals

If a is any nonnegative number, then
q
q
a p>q 5 "a p 5 1 ! a 2 p.
↑ ↑ ↑
Using exponents Using radicals
In particular,
q
a 1>q 5 ! a, the qth root of a.
Notes
• If a is negative, all of this makes sense only if q is odd.
• All of the exponent identities continue to work when we allow rational expo
nents p>q. In other words, we are free to use all the exponent identities even
though the exponents are not integers. ■
Quick Examples
8. 43>2 5 1 !4 2 3 5 23 5 8
3
9. 82>3 5 1 ! 8 2 2 5 22 5 4
1 1 1 1
10. 923>2 5 3>2 5 3 5 3 5
9 1 !9 2 3 27
!3 31>2 6
11. 3 5 1>3 5 31>221>3 5 31>6 5 ! 3
!3 3
12. 2227>2 5 222311>2 5 222321>2 5 2521>2 5 25 !2
Example 4 Simplifying Algebraic Expressions

Simplify the following.
1x 3 2 5>3 4 6 1xy2 23y23>2
a. b. "a c.
x3 x 22 !y
Solution
1x 3 2 5>3 x5
a. 3 5 3 5 x2
x x
b. " a 5 a 6>4 5 a 3>2 5 a # a 1>2 5 a!a
4 6
1xy2 23y23>2 x 23y23y23>2 1 1

c. 5 5 2213 1>21313>2 5 5
22
x !y x 22y1>2 x y xy
Radical Form, Positive Exponent Form, and Power Form

In calculus we must often convert algebraic expressions involving powers of x, such as
3 3 22
2 , into expressions in which x does not appear in the denominator, such as x . Also,
2x 1 2
we must often convert expressions with radicals, such as 2
, into expressions
"1 1 x
with no radicals and all powers in the numerator, such as 11 1 x 2 2 21>2. In these cases,
we are converting from positive exponent form or radical form to power form.
Radical Form
An expression is in radical form if it is written with integer powers and roots only.
Quick Examples
2 2
13. 3 1 is in radical form.
5! x x
21>3
2x
14. 1 2x 21 is not in radical form because x 21>3 appears.
5
1
15. 2
is in radical form, but 11 1 x 2 2 21>2 is not.
"1 1 x
Positive Exponent Form

An expression is in positive exponent form if it is written with positive expo
nents only.
Quick Examples
2
16. is in positive exponent form.
3x 2
2x 21
17. is not in positive exponent form because the exponent of x is
3
negative.
x 6
18. 1 is in positive exponent form.
6 x
Power Form
An expression is in power form if there are no radicals and all powers of
unknowns occur in the numerator. We write such expressions as sums or differ
ences of terms of the form
1 23>2
Constant 3 1Expression with x2 p. As in x
3
Quick Examples
2 4
19. x 2 3x 21>3 is in power form.
3
x 6
20. 1 is not in power form because the second expression has x in
6 x
the denominator.
3
21. ! x is not in power form because it has a radical.
1
22. 11 1 x 2 2 21>2 is in power form, but is not.
"1 1 x 2
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confess to a feeling of relief when I reached the point where
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running at slow speed, and knowing that I was soon to be out
of range of the enemy’s deadly fire.
“In this bombardment my machine was made almost
entirely of steel tubing with a 140-horse-power engine,
capable of carrying a load of bombs weighing from four to
seven hundred pounds. As an arm of defense it carried a
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the duty I had to perform and to flying with the spectacle of
shells bursting all around me, at the same time keeping on
the lookout for the ’planes of the enemy. We made seventeen
bombardments during the ensuing month of June and we got
to be old hands at this kind of warfare. It is never quite
agreeable to be shelled up in the air or elsewhere, and those
who make the boast of liking it do not tell the exact truth.
“To illustrate how well the French military aviation service is
organized and supplied with machines, let me tell you of my
experience at the front in Lorraine, where one day I had the
misfortune to break one of the wings of my machine. Instead
of stopping to have it repaired, all I had to do was to turn it
into a supply station near by where it was at once dismantled
and sent to the rear. I was then promptly supplied with a new
machine. A change of aeroplanes by an aviator in action in
France is like a cavalryman changing his horse. If there is
anything the matter with the animal, even if it is only a corn, a
new one is at once forthcoming. There is no suggestion of
parsimony or niggardliness in giving out the supplies
necessary for efficient fighting.
“On another occasion, when we were making a raid on the
railway station at Douai, which was about twenty-five
kilometres within the enemy’s lines, we started with a
squadron of some twenty machines. There happened to be
that day a great many German machines out. Somehow or
other they knew we were coming. We had four or five brisk
engagements with them. Our planes had only machine guns
with which to defend themselves, while the Germans used
regular fighting machines. This aerial engagement resulted in
four of our machines coming back riddled with bullets, my
lieutenant being hit in the leg.
“I was fortunate enough that day to escape the range of the
German flying machines by going farther north and passing
through the clouds, though I was shelled from a long distance
all the way. I succeeded in dropping my bombs on a railroad
station, one of which I saw explode in a bunch of freight cars
in the railroad yard. As I was returning within our lines the
Englishmen, by mistake, opened a brisk fire on me which
necessitated my going up into the clouds again. I proceeded
due west until I ran out of gasoline and I then descended in
the dark near the headquarters of the English. It was my good
fortune to land safely and on my arrival at my post I was
brought before the English commander, who asked me to tell
my story. Mine being one of the four machines out of twenty
that had reached Douai in the raid, I was awarded a citation
and given the right to wear a War Cross—my first decoration.
“My squadron spent a month in the east and during this
time I went farther into the enemy’s territory than I had been
before. I think the longest distance was when we made the
raid on two localities over one hundred kilometres within the
enemy’s lines in Bocherie, as we called it. During this month
General Joffre came to review our four squadrons of
bombarding machines. With him came the President of
France and the King of the Belgians. These distinguished
visitors witnessed the departure of a squadron of some ninety
of our machines on a bombarding raid loaded with bombs and
flying four abreast. They were highly complimentary in their
salutations to us Americans.
“During this month in Lorraine I experienced the hardest
knock I had received up to that time. One day six German
machines, fully equipped, bombarded Nancy and our aviation
field. To retaliate, my squadron was sent out to bombard their
field on the same afternoon. We started with thirty machines
to a designated rendezvous and fifty minutes later, after
getting grouped, we proceeded to our ultimate destination. I
had a very fast machine, and reached the German flying field
without being hit. When about to let go my bombs and while
my observer was aiming at the hangars of the Germans my
machine was attacked by them—one on the left and two on
the right. I shouted to my observer to drop his bombs, which
he did, and we immediately straightened out for home. While I
was on the bank the Germans opened fire on me with their
machine guns which were even more perilous than their
shells. My motor stopped a few moments afterwards. It had
given out and to make matters worse a fourth German
machine came directly at us in front. My observer, who was
an excellent shot, let go at him with the result that when last
seen this German aeroplane was about four hundred feet
below and quite beyond control. The other Germans behind
kept bothering us. If they had possessed ordinary courage,
they might have got us. Flying without any motive power
compelled me to stand my machine on end to keep ahead of
them. As we were nearing the French lines these Germans
left us, but immediately batteries from another direction
opened fire on us. As I was barely moving I made an
excellent target. One shell burst near enough to put shrapnel
in my machine. It is marvelous how hard we can be hit by
shrapnel and have no vital part of our equipment injured. I
knew I was now over the French lines, which I must have
crossed at a height of about four hundred metres. I finally
landed in a field covered with white crosses marking the
graves of the French and German soldiers who had fallen the
previous September at this point. This was the battle the
Kaiser himself came to witness, expecting to spend that night
in Nancy.
“Thousands fell that day, but the Kaiser did not make his
triumphal entry. Looking back on this latter experience of mine
I think myself most fortunate in having been able to return to
the French lines without a scratch. I got home safely because
the German aviators lacked either courage or skill or both.
They had me with my engine dead, four against one, and
twenty kilometres within their lines.”
Portrait as exhibited at Allied Fairs
Alluding to the occasion of the telling of this story, William Roscoe

Thayer, who presided at the dinner, said when the tidings of
Norman’s death came from France: “I shall never forget that
Christmas night at the Tavern Club when Norman sat next to me and
told me many details of his service and then arose and gave that
wonderfully simple, impressive story. To have had such a service
and to die fighting for the cause which means the defense of
civilization—what nobler career could he have had? I can think of no
one who more thoroughly enjoyed the life of continuous peril which
he led. The honors which it brought him showed that France
recognized as heroism that which he took as a matter of course.”
III
LETTERS
The following letters of Norman Prince, although chiefly of an

intimate and personal character, are here published as a part of the
record of his experiences in the service of France and as further
testimony to his tenderly affectionate nature and his constant
thoughtfulness and solicitude for those he left at home.
With his Superior Officer Lieutenant de Laage de Mœux
Havre, Jan. le 29, 1915.

Dear Mamma,—I have just put foot ashore in France after a
disagreeable crossing, 2nd class. Here in Havre there are
troops and troops always passing. French troops, chiefly of
the reserve; thousands of English troops in khaki, Belgian
troops without uniform. They all say, not at all in a boastful
way, that they will be back home again by the end of the year.
Will they?
Dear Mamma, I hope you are well and that papa has not
taken too much at heart my leaving home at this time. I
believe I can find a place to do some efficient and useful work
for the cause to which I am so deeply devoted. My love to you
all. I shall write often.
Affectionately your son,
Norman.
Esc N. 124, Secteur 24, May 15, 1915.

Dear Governor,—Arrived en escadrille par la voie des airs
to replace a disabled pilot until the Escadrille Américaine is
formed.
I saw the battle lines and heard for the first time the never-
ending boom of guns. This is war in dead earnest and right at
hand. Will write more fully later.
Affectionately,
Norman.
V. B. 108-B. 103, May 20, 1915.

Dear Freddy,—Arrived here at the Front last Tuesday
piloting two Voisins appareils de bombardement. On the way
we bombarded observation balloons, railway centers,
poudrières, aviation camps and other locations of Boche
activity—but not towns or cities or other localities where the
lives of helpless women and children might be endangered.
We are in the section where all the French advances have
lately been made. The vertical guns of the Boches are
particularly annoying to us. They have got two out of six of the
pilots of our Escadrille since our arrival. One got down within
our own lines; the other fell within the lines of the Boches—
whether he was killed or not we do not know.
(Eight miles from the German trenches.)
Been here a week and have become quite accustomed to
being shot at. We go out every day and the salutations we get
from the Boches are rapid and continuous when we are over
their lines. The Boches here have more vertical guns to aim at
us—more to the mile of front than anywhere else. There are
hundreds of French aeroplanes grouped here because it is in
the twenty miles north of Arras and south of the English
where all the recent French advances have taken place.
Attacks and counter attacks by day and night, and the bang of
artillery in the near distance never ceases. We often go out at
the same time as the infantry attack behind the artillery fire,
the artillery of both sides banging away at the trenches,
batteries and at us,—the avions in the air. It is a wonderful
spectacle and something frightful as well—until we get used
to it!
N. P.
Paris, September 6, 1915.

My dear Grandmamma,—I am in Paris on a few days’ leave
and just had luncheon with a friend who is leaving to-night for
Rome and I have asked him to mail this letter to you on his
arrival.
For the last four months I have been at the front—two
months in the North near Arras during the attacks of May and
June. After that we were stationed for a month near Nancy in
the East. Now we have returned to the north again where
there is increasing activity. I am happy and in the best of
health. I sleep under canvas on a stretcher bed and eat in the
shed of an old farm house near by. I have nothing to complain
of. I like it. There are ten American pilots with us in the French
service and twelve others in training with their number
constantly increasing. Some day soon we will all be united in
one escadrille—an Escadrille Américaine—that is my fondest
ambition. I am devoting all my spare energies to organizing it
and all the American pilots here are giving me every
encouragement and assistance in the work of preliminary
organization. As I have had so much to do in originating and
pushing the plan along, perhaps I shall be second in
command.
I would enjoy tremendously a letter. My address now is
Sergeant-Pilote Prince
Escadrille d’Avions Canon
3me Groupe de Bombardement
Secteur Postal 102.
I hope you are in Rome, not in Treviso, which must be dans
la Zone des Armées.
Your affectionate grandson,
Norman.
Application to ride a Breguet de Chasse
Cⁱᵉ Gˡᵉ Transatlantique, À bord, January 4, 1916.

My dear Mamma,—Just a line before the pilot leaves us to
tell you that Freddy and I appreciate your sorrow in having
your two boys go to the war. However, the greater the sorrow,
the greater the joy will be when they return!
Nothing was forgotten. Freddy and I have the same
stateroom and I shall immediately start to make him fit. I tell
him that in order to join the Flying Corps, one cannot weigh
more than 75 kilos.
Your most affectionate son,
Norman.
G. D. E. Div. Nieuport Secteur 92A, February 19, 1916.

Dear Governor,—Enclosed is a letter from Freddy. Notice
that he says the discipline at Pau is very strict.
I am a schoolboy again. I am training to fly the very fastest
appareil de chasse—quite a different instrument from the
avion canon which weighs three times more than these small
chasing appareils.
I am busy pushing matters, in regard to the formation of the
Escadrille Américaine. There is a possibility that St.-Saveur,
now a captain in the aviation, may command us. Although but
a short time on the front he has done finely as a pilot. We are
all disponible to go to the front and are only waiting for a
captain, the personnel—(chauffeurs, secretary, cook, etc.) our
avions and the motor cars. Orders for our formation will be
issued, I hope, next week. The weather has been very rainy
and windy here for a week, which is to be expected, during
the month of February. We are losing no time, however.
Those Lewis guns, if there is any way of getting hold of a
dozen, would be much appreciated by us here. The more you
can get for us the better, but I realize that it may be
impossible even for you to get hold of any.
How are the horses? Don’t overdo the schooling!
I hope you and Mamma are enjoying Aiken. The main thing
is to care for your health.
With love to Mamma, who, I trust, is not too anxious about
Freddy and me.
Your affectionate son,
Norman.
Esc. N. 124. Secteur 24, June 26, 1916.

Dear Mamma,—Oliver Wolcott, who has been cantoned
near by with the American Ambulance, is going home to serve
with the militia and is to take this letter with him.
No news of Freddy this past week. The training is so
thorough at these aviation schools that he risks but little while
there. Probably he won’t get to the front for another month.
Poor Victor Chapman! He had been missing for a week and
we knew there was only a very remote chance that he was a
prisoner. He was of tremendous assistance to me in getting
together the Escadrille. His heart was in it to make ours as
good as any on the front. Victor was as brave as a lion and
sometimes he was almost too courageous,—attacking
German machines whenever and wherever he saw them,
regardless of the chances against him. I have written to Mr.
Chapman—a rather difficult letter to write to a heart-broken
father. Victor was killed while attacking an aeroplane that was
coming against Lufberry and me. Another unaccounted for
German came up and brought Victor down while he was
endeavoring to protect us. A glorious death—face à l’ennemi
and for a great cause and to save a friend!
Norman.
Escadrille N. 124, Secteur 24, June 29, 1916.

Dear Mamma,—Enclosed is a photograph of Victor
Chapman and myself, taken two days before his death. It is a
print of what is probably the last photograph taken of him. I
have sent one to Mr. Chapman.
We are too busy and short of pilots at our Escadrille to think
of taking a permission at present. Tout va bien. Bonnes
nouvelles de Freddy.
Norman.
July 2, 1916.
Dear Mamma,—A few lines to tell you that tout va bien.
This letter will be taken over and mailed in New York by an
American Ambulance driver who dined with us last night.
To-day I am de garde all the morning—that is to say, from
dawn to noon. I must be by my avion ready to start as soon
as any Boches are signaled. None have been so far this
morning—worse luck!
Norman.
Esc. 124, Secteur 24.
Esc. N. 124, Secteur 24, July 6, 1916.
Dear Governor,—Enclosed is a letter which speaks of
Freddy. The Escadrille is running well. St.-Saveur lunched at
our popole last week and wished to be remembered to you
and Mamma; de R⸺, who was on our team at Bagatille,
was here for lunch to-day with R⸺; both wish to be
remembered; de P⸺ came last week looking very fit and
will write to you shortly.
The aviaphone for my helmet arrived in good shape and I
have lent it to my captain, as I am riding at present a single-
seated aeroplane.
Norman.
Memorandum of the bringing-down of his first German machine
Deauville, Sept. 2, 1916.

Dear Mamma,—I am down here with friends, passing part
of my permission. It is very pleasant and refreshing, the
change. One soon gets enough of Paris in summer and in
wartime. Here no one pays the slightest attention to the war.
There are few militaires—mostly civiles from Paris and their
amies. Good bathing,—golf in the afternoon—many good-
lookers, making the plage rather good fun.
Freddy is nearly through at Pau. He is now at the acrobacy
school learning to do stunts in the air. It is a part of the
training of a chasse pilot. I gave him some pointers before he
left and told him to do the least possible with the old machines
which are quite out of date and clumsy.
Monday I return to Paris and Tuesday back to the Front, my
eight days permission expiring on that day.
I was fortunate enough to run across a German the other
day who didn’t see me approaching. If you read the
communiqué aérien of the 23d or 24th you will find mention of
my Boche,—“un avion désemparé est tombé dans la forêt de
Spencourt.” Undoubtedly they will give me this time the
Médaille Militaire,—the chicest decoration in France. The
chief pleasure of having it will be the satisfaction of having
earned it many times and that my receiving it may please the
governor and you.
A bientôt, dear Mamma. Thanks for the socks and the
handkerchiefs.
Most affectionately,
Norman.
Escadrille Américaine, par Luxeuil-les-Bains,

Haute-Saône, September 24, 1916.
Dear little Mamma,—I am so afraid you will worry more
than ever when you hear of poor Kiffen Rockwell’s death. I
know how anxious you must be with the two of us over here.
Keep very busy, ride a lot, go out to dinners and get as many
other distractions as possible so that you will not have too
much time to think of us. As far as danger to us goes, we are
trying to take as few chances as possibly consistent with
playing the game.
Everybody tells me that Freddy is showing himself to be an
excellent pilot. Unfortunately he has not yet fully decided to
come with our Escadrille. He would prefer to go to another
which is commanded by St.-Saveur. I dare say he might be
happier if he did not come with us, but à point de vue of safety
it seems to me he would be better off with us. I could be a lot
of assistance to him, telling him all I have learned this spring
hunting Germans, and he would have an excellent mechanic
in Michel, who by the way, has been Rockwell’s mechanic
while waiting for Freddy’s arrival; and further, he could have
my machine to ride, which is the dernier cri in appareils de
chasse, with two machine guns. He would otherwise get one
as safe, but not so good for knocking down Boches. He would
have only one gun.
Did I write you that I had knocked down another Boche two
days before leaving the Verdun district? I enclose a clipping
giving the communiqué officiel, with mention also of my
Boche who fell at Dieppe.
Dear Mamma, I must stop writing now. We are going out to
try to avenge Rockwell. Don’t worry! I am doing my duty as
safely as I know how. With much love to you both,
Most affectionately,
Norman.
To his Mécanicien
Cher Michel,—En cas qu’un accident m’arrive—c’est à dire
que je suis tué, blessé ou que je reste chez les Boches—je
vous prie d’écrire quelques lignes à ces dames, les adresses
desquelles sont écrites sur les enveloppes (ci-incluses).
Dis leur que je t’avais dis d’écrire préférant qu’elles sachent
ce qu’il m’est arrivé plutôt que de rester dans l’angoisse au
sujet de mon sort.
Signe ton nom en mettant que tu avais été mon mécanicien
dévoué depuis mon arrivée sur le front.
Mes effets, papiers, lettres, etc., le tout, il faut mettre de
suite dans mes valises et les remettre personnellement à mon
frère.
Ci-inclus deux chèques comme cadeau en récompense du
boullot que vous et André ont fait si soigneusement sur les
appareils de Bibi et qui m’ont permis à gagner la Médaille
Militaire.
Ces chèques sont payables, à ma mort ou dans le cas que
je reste chez les Boches, à défaut de ce que cela m’arrive—
(espérons-le) à la démobilisation de vous deux.
En cas qu’un de vous devient civil avant l’autre, celui
devenu civil prends son chèque et le présente à la Banque—
où il sera payé.
Bonne poignée de main!
Norman Prince.
Esc. N 124, par Luxeuil-les-Bains, le 6 Septembre, 1916.
From his Mécanicien

Secteur 16, le 25 Octobre, 1916.
Monsieur et Madame Prince:—
Excusez-moi si je suis un peu en retard pour vous donner
quelques détails sur le malheur qui nous frappe en la perte de
Monsieur Norman.
Il m’avait laissé, juste huit jours avant sa chute fatale,
quelques enveloppes avec adresses écrites par sa main pour
que je vous écrive quelques mots ainsi qu’à quelques amis si
quelque chose lui arrivait. Je vous joins du reste la lettre qui
est un véritable souvenir.
Pauvre Monsieur Norman, les boches n’ont pas pu avoir
raison de lui et n’ont pas eu ce plaisir là.
Il a trouvé la mort après tant de combats affrontés, tant de
dangers, et il en est sorti avec les honneurs à son avantage.
Son dernier départ a été le 12 Octobre, avec son avion de
chasse Nieuport monté avec deux mitrailleuses et avec lequel
il avait abattu un boche le 10, deux jours avant: il est parti à 2
heures faire la protection d’un groupe d’avions de
bombardement très en avant dans les lignes ennemies. Il a
abattu un avion de chasse ennemi à 3 hrs. qui venait attaquer
le groupe et lui barrer la route. Comme toujours, faisant son
devoir avec conscience, il a attendu que tous les avions ont
repassé les lignes avant de rentrer lui-même et à la dernière
minute il pense à atterrir dans le champ d’aviation le plus près
vu que la nuit commençait à tomber.
Il était prêt à faire un atterrissage des plus normal, malgré
l’obscurité, quand le malheur a voulu qu’il touche un cable qui
était au bordure du champ, et dont il ne pouvait soupçonner la
présence et son avion est venu s’écraser sur le sol.
Il a été relevé et aussitôt transporté dans un Hôpital sans
une plainte et sans perdre un instant ses sens, causant avec
un de ses camarades d’escadrille.
Il avait deux jambes fracturées, la droite à la cuisse et la
gauche au-dessus la cheville. Il a été opéré aussitôt, non
sans recommander aux docteurs de bien s’assurer de ne pas
faire une jambe plus courte l’une que l’autre, car il faisait
beaucoup de sport.
On lui a arrangé ses deux jambes et tout était fini à minuit.

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chapter 0 Precalculus Review 1

chapter 1 Functions and Applications 45

chapter 2 Nonlinear Functions and Models 133

chapter 3 The Mathematics of Finance 201

chapter 4 Systems of Linear Equations and Matrices 247

chapter 5 Matrix Algebra and Applications 321

chapter 6 Linear Programming 405

chapter 7 Sets and Counting 495

chapter 8 Probability 547

chapter 9 Random Variables and Statistics 647

chapter 10 Introduction to the Derivative 719

chapter 11 Techniques of Differentiation with Applications 821

chapter 12 Further Applications of the Derivative 903

chapter 13 The Integral 987

chapter 14 Further Integration Techniques and

chapter 15 Functions of Several Variables 1125

chapter 16 Trigonometric Models 1193

chapter 0 Precalculus Review 1

chapter 1 Functions and Applications 45

chapter 2 Nonlinear Functions and Models 133

chapter 3 The Mathematics of Finance 201

chapter 4 Systems of Linear Equations and Matrices 257

chapter 5 Matrix Algebra and Applications 321

chapter 6 Linear Programming 405

chapter 7 Sets and Counting 495

chapter 8 Probability 547

chapter 9 Random Variables and Statistics 647

chapter 10 Introduction to the Derivative 719

chapter 11 Techniques of Differentiation with Applications 821

chapter 12 Further Applications of the Derivative 903

chapter 13 The Integral 987

chapter 14 Further Integration Techniques and

chapter 15 Functions of Several Variables 1125

chapter 16 Trigonometric Models 1193

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formulas and the compounding period-based versions. In the compound interest

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for the use of technology.

500 434 462 14. An investment

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0.1 Real Numbers

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chapter 14 Further Integration Techniques and

chapter 14 Further Integration Techniques and

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r mt PV(1+r/m)^(mt) This is the compound interest formula. PV is understood to be a sin

In the example we saw that "x 2 5 x if x is nonnegative. What happens if x is