Contemporary Mathematics For Business and Consumers 9Th Edition Robert A Brechner Full Chapter

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Robert A. Brechner
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9th Edition
Contemporary Mathematics
f o r Bu sine ss a nd C o ns umers
Robert Brechner and George Bergeman
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
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and Consumers, 9th Edition
Robert A. Brechner, George W. Bergeman
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Print Number: 01 Print Year: 2019
Contemporary Mathematics, 9e
Real Business. Real Math. Real Life.
Contemporary
Mathematics, 9e
ercome
helps students ov
d nfidently
co
math anxiety an
ness and
master key busi
mathem icsat
concepts!
F rom M otivation to M astery

Brechner’s accessible and engaging style begins
with a business-oriented review of basic math
operations, including whole numbers, fractions,
and decimals. After students master these
operations, they move to basic equations and
S tep into the R eal B usiness W orld
their use in solving business problems. These tools Brechner’s unique modular approach breaks each chapter
form a strong foundation enabling students to into separate learning components, allowing you to
succeed as they study the wide range of business customize the material and order of coverage to meet the
math topics presented in subsequent chapters. specific learning needs of your students.
R eflecting the L atest

in R eal B usiness
Brechner incorporates numerous realistic and
current problems that are designed to develop
problem-solving and critical thinking skills.
E nhance Y our L earning
• Coverage of personal finances addresses the
Built by educators and very widely used, the WebAssign
newest ways to manage finances, including
course management system includes components that
online bills and banking, debit cards, and
provide the tools you need to master topics in your course
e-management of accounts.
efficiently. Features such as Read It, Watch It (videos by
• Realistic business and government forms, author George Bergeman), and Master It provide extra help
checks, bank statements, financial state- if and when you need it.
ments, credit card statements, and invoices
are featured throughout.
• Stock, bond, and mutual fund tables are
taken from The Wall Street Journal Online.
iii
A Proven Step-by-step Learning
System Powers Learning
Each chapter is broken into discrete performance objectives. For each objective, the text guides students to mastery by
way of a carefully designed learning system that includes these components:
An E xplanation of the topic
A S tep B ox clearly describing the

solution steps
An E xample with a complete step-by-step

solution
A T ry -I t E xercise with solution

so students can immediately test their
understanding
iv
Step into the Real Business World
Special features engage students and connect business math topics to issues and concerns encountered in everyday life as
well as in business settings.
I n T he B usiness W orld
Useful and interesting notes provide connections
to the real business world. Many have useful
information to help students manage their own
personal finance situations.
L earning T ips
Helpful mathematical hints,
shortcuts, and reminders
enhance students’
understanding of the
chapter material.
B usiness P rofiles
Accompanying selected exercises, photos and brief business-
related profiles provide perspective, historical data, and other
information to connect problems to the real world.
B usiness M ath J ournal

Appearing every three chapters, these pages provide current
news items, cartoons, famous business and inspirational
quotes, career information, and many other interesting facts
and figures related to business topics.
D ollars and S ense

This feature stimulates student curiosity with current news items
and statistics related to chapter topics. “Dollars and Sense” provides
students with numerous personal finance and business money tips.
v
Additional Features and Tools Further
Prepare You for the Real World
E nd - of -C hapter F eatures
• A Chapter Summary Chart provides a
comprehensive review of each performance
objective. The chart emphasizes important
chapter concepts, steps, formulas, and illus-
trative examples with worked-out solutions.
• Concept Review fill-in questions test students’

comprehension of the basic concepts and
important vocabulary of each chapter.
Also at the end of each chapter…

• An Assessment Test includes exercises with
multiple parts that build on previous answers and
previously-learned material to encourage critical
thinking and problem-solving.
• A Collaborative Learning Activity provides
practice working in teams while enhancing stu-
dents’ comprehension of the chapter topics and
their relevance in real-world scenarios.
S upplemental T ools for S tudents

• Jump Start Solutions provide worked-out solutions • Author Videos (new for this edition) by George
to the first question in each new topic set in the sec- Bergeman accompany each objective and walk students
tion exercises. through detailed step-by-step solutions to sample
• Excel® Templates corresponding to problems in the problems.
text are presented at three levels of difficulty. • A Financial Calculator Guide and Workbook provides
• An Excel® Guide and Workbook helps students learn keystroke-by-keystroke instruction on using a business
spreadsheet basics. calculator.
Students access these tools by going to www.cengage.com/decisionsciences/brechner/cmbc/9e.
vi
Acknowledgments
Contemporary Mathematics for Business and Consumers benefited from the valuable input of
instructors throughout the country. We would like to especially thank those who responded
to our questions about how they teach business math and those who reviewed various parts
of the manuscript and/or allowed this book to be tested by their classes.
Reviewers:
Alton Amidon, Barry Bunn, J.D. Dulgeroff, Paul Grutsis,
Pamlico Community College Professor, Business, Valencia San Bernardino Valley San Bernardino Valley College
Community College Community College
Carol Baker, Julie Hall,
Napa Valley Celestino Caicoya, Donna N. Dunn, Napa Valley
Community College Miami Dade Community Beaufort County Community College
College Education Community College
Sara Barritt, Giselle Halpern,
Northeast Community College Natalie Card, Michael E. Durkee, El Camino Community College
Utah Valley State College San Diego Miramar
Michael J. Batali, Ronnie R. Hector,
Community College
Yakima Valley Jesse Cecil, Briarcliff College
Community College College of the Siskiyou Acie B. Earl,
Black Hawk John Heinsius,
Leon G. Bean, Janet P. Ciccarelli, Modesto Junior College
Community College
International Business College Professor, Herkimer County
El Paso, Texas Community College Susan Emens, Brenda Henry,
Kent State University – McLennan
Christine F. Belles, Milton Cohen, Community College
Trumbull Campus
Macomb Community College Fairfax Community Adult
Education Gregory G. Fallon, Jana Hosmer,
Robert Bennett, Blue Ridge
College of St. Joseph in
Delaware County Ron Cooley, Community College
Vermont
Community College South Suburban College
Jan Ivansek,
Ellen A. Benowitz, F. Bruce Creech, Marty Franklin,
Lakeland
Mercer Country Sampson Community College Wilkes Community College
Community College
Community College Robert S. Frye,
Sue Courtney, Diane Jacobson,
George H. Bernard, Business Professor, Polk State College
Ridley-Lowell Business &
Professor, Seminole Kansas City, Rene Garcia, Technical Institute
Community College Kansas Community College Miami-Dade Community
Ed Kavanaugh,
Tom Bilyeu, Samantha Cox, College, Wolfson Campus
Schoolcraft College
Southwestern Wake Technical Patricia Gardner,
Illinois College Community College Deanna R. Knight,
San Bernardino Valley College Daytona State College
Yvonne Block, Toby F. Deal, Glen Gelderloos,
College of Lake County Patrick Henry Community Dr. Harry T. Kolendrianos,
Grand Rapids Danville Community College,
College, Martinsville, VA Community College
Don Boyer, Danville, VA
Jefferson College Frank DiFerdinando, Cecil Green,
Hudson County Sky Kong,
Cindy Brown, Riverside Community College PRCC
Community College
South Plains College Stephen W. Griffin,
Mary Jo Dix, Phil C. Kopriva,
Sylvia Brown, Tarrant County Junior College, San Francisco Community
Jamestown Business College South Campus
Mountain Empire College District
Community College Elizabeth Domenico, James Grigsby,
Gaston College Jeffrey Kroll,
Steven Bruenjes, Lake Sumter Assistant Professor,
Dover Business College Gary M. Donnelly Community College Brazosport College
vii
Marlyce Johnson, Linda Mosley, Versha Shah, Phone Survey
Milwaukee Area Coordinator/Instructor of Montgomery County Respondents:
Technical College Business Programs, Community College
Tarrant County College, Jeffrey Abrams,
Sherry Jones, Catherine Skura, Newport Business Institute
Southeast Campus
Glenville State College Sandhills Community College
Kathleen A. Murphrey, Terry Alexander,
Jeanette Landin, Amy Perry Smith, Denver Technical College
Empire College San Antonio College
Pearl River Community
Jack L. Nelson, College Charles Anderson,
Janis Lawrence, TN Technology Center at
Northwestern Ferris State University
Kent Smith, Livingston
Business College Angela Nino, Texas State Technical College
Rosemarie LeFebvre, Richland College West Texas David Blum,
Mohave Community College Moraine Park Technical
Wayne A. Paper, Natalie E. Smith, College
Darien Leiker, Hawkeye Institute of Okaloosa Walton
Coastal Bend College Technology Community College Rita Boetell,
Pleasanton Campus Bakersfield College
Tatyana Pashnyak, Louise M. Stephens,
Linda C. Lohman, Bainbridge College Volunteer State Barry Brandbold,
Jefferson Community and Community College Aaker’s Business College
Richard P. Paur,
Technical College Milwaukee Area Carl J. Sonntag, Norma Broadway,
Diana Lee Lloyd, Technical College Pikes Peak Community Hinds Community College
Hesser College Pam Perry, College
Howard Bryan,
Gwendolyn Loftis, Hinds Community College David D. Stringer, Santa Rosa Junior College
Rose State College Cynthia Phipps, DeAnza College
Bob Bulls,
David Loiacono, Lake Land College Tyrrell Taplin, J.S. Reynolds County
Benedictine University El Centro College College
Lana L. Powell,
Joyellen Lottie, Valencia Community College Lynette Teal, Roy Bunek,
Glendale Community Western WI Fugazzi College
Wayne Price,
College Technical College
Napa Valley Community Patricia Calloway, East
Peter Lotto, College Steven Teeter, Mississippi County College
Pikes Peak Community College Utah Valley State
Robert Reagan,
College Lisa Campenella,
David H. Lydick, Western Dakota Tech ICSI (Allentown, PA)
Paul D. Camp Kari L. Toms
Community College David Rice,
John H. Carpenter,
Ilisagvik College Randall Watts,
Marvin Mai, Polk Community College
Barbara Rosenthal, Big Sandy Community and
Empire College Roger D. Chagnon,
Miami-Dade Community Technical College
Paul H. Martin, Jamestown Business College
College, Wolfson Campus Charles Webb,
Business, Aim Community Victor Clearsuas,
College, Greeley, CO Ben Sadler, Miami-Dade Community
College, Wolfson Campus Holyoke Community College
Miami-Dade Community
Loretta A. McAdam, College, Wolfson Campus Carol Coeyman,
Professor Information Systems, Mark A. Wells,
Big Sandy Community & Yorktown Business Institute
Business and Legal Studies, Kim Saunders,
Seminole Community College Tarrant County College Technical College George Converse,
Andrea Williams, Stone Academy
Sharon M. Meyer, Charles R. Shatzer,
Pikes Peak Solano College Shasta College Ron Cooley,
Community College Gregory J. Worosz, South Suburban College
Jane C Shatzer,
Zo Miller, Solano Community College Schoolcraft College William S. Dahlman,
Rose State College Premier Career College
Jo-Anne Sheehan, James T. Yamamoto,
Sakeena Mirza, Briarcliffe College Hawaii Business College Nancy Degnan,
Benedicine University Sawyer School
Amy Shinoki, Mary D. Zajac,
Karen Mozingo, Kapiolani Montgomery County Karen Desele,
Pitt Community College Community College Community College Gillette
viii
Joe D. DiCostanzo, Michael Hlebik, Mary Jo McKinney, Chuck Sherryll,
Johnson County Erie Business School American School of Business Community College of Aurora
Community College
Bill Holbrook, Hugh McNiece, Forrest Simmons,
Stephen Ernest, Owensboro Junior College of Lincolnland County College Portland Community College
Baton Rouge School of Business
Computers Rose Miller, Eileen Snyder,
Brenda Holmes, Milwaukee Area Harrisburg Area
Carol Ferguson, Northwest Mississippi Technical College Community College
Rock Valley College Community College Charlene Mulleollan, Adina Solomon,
Mark Finger, John Hudson, Dubois Business College Vatterott College
Madison Area National Business College
Technical College Jim Murray, Walter Soroka,
Jared Jay, Western WI Technical College Newcastle School of Trade
Dennis Franklin, American Commercial College
Culinary Arts Institute Steve O’Rourke, Teresa Stephenson,
Joanne Kaufman, Newcastle Business School Indianapolis Business
Rachael Freuche, Metro Business College School
Indiana Business College Peggy Peterson,
Patti Koluda, Rasmussen College Mary Susa,
Rick Gallardo, Mid-State Technical
Yakima Valley County College Barbara Portzen,
International Business College
Mid State Technical College College
Janice Lawrence,
Miriam Gateley,
Northwestern Business Edward Pratowski, Kermit Swanson,
Valencia Community
College Dorsey Business School Rasmussen College
College
Cynthia Gerber, Suzann Lewison, Rose Ramirez, Paula Terrones,
Indiana Business College Southwestern WI MTL Business College of College of Office
Technical College Stockton Technology
Jeff Gordon,
San Joaquin Valley College Marvin Mai, Bill Rleodarmer, Arthur Walter,
Empire College Haywood County College Suffolk Community College
Carolyn Green,
Universal Business & Media Jackie Marshall, Linda Rockwall, Winston Wrenn,
School Ohio Business College Ridley Lowell Business & Draughton Junior College
Faye Massey, Technical Institute
Bob Grenier, Gaylon Wright,
Vatterott College Northwest Mississippi Steve Shaw, Angelina College
Community College Tidewater Tech
Ray Hale, Sandra Young,
Rets Medical & Business Cheryl McGahee, Susan Shaw, Business Institute of
Institute Guilford Community College Southwestern Business College Pennsylvania
Many thanks to the academic, business, and other professionals who have provided contributions and support for the development
of this text and package over many years:
Nancy Aiello Martha Cavalaris Abdul Hamza Joseph Moutran

Santiago Alan Gilbert S. Cohen Lionel Howard Sylvia Ratner
Bob Albrecht Patricia Conroy Scott Isenberg Cheryl Robinson
John Aldrich Dave Cook Al Kahn Brian Rochlin
John Anderson Ralph Covert Joseph Kreutle Michael Rohrer
Vince Arenas Nancy De La Vega Kimberly Lipscomb Joyce Samuels
Marcie Bader Elliott Denner Jaime Lopez Howard Schoninger
Christine Balmori George DiOrio Marvin Mai Steven Steidel
Robert Barton John Dunham Jane Mangrum Bill Taylor
Charlie Beavin Ivan Figueroa Jim McHugh Richard Waldman
Jessica Bergeman Mario Font Noemi McPherson Joseph Walzer
Ed Blakemore Butch Gemin Sharon Meyer Kathryn Warren
Joan Braverman John Godlewski Rolando Montoya Larry Zigler
ix
Also, thanks to the corporate and government organizations that were used as examples and sources of information in preparing and
developing this book:
7-Eleven Dow Jones, Inc., New York Times Toys “R” Us, Inc.
AAMCO The Wall Street Journal Nike Transamerica Life Companies
Ace Hardware eBay Nissan Transocean
Aetna Federal Express Office Depot Travelocity.com
Amazon.com General Motors/Saturn Olive Garden Tribune
AMR Corporation Goodrich On the Border TruValue Hardware
Ann Taylor Google Panasonic Tupperware
Apple Harley-Davidson Pizza Hut U. S. Census Bureau
Arthur Andersen & Company Home Depot Popular Bank of Florida U.S. Department of Commerce
AutoZone Hotels.com Radio Shack U.S. Department of Housing
Bank of America Insurance Information Institute Red Lobster and Urban Development
Baskin & Robbins Internal Revenue Service Reebok, Inc. U.S. Government Printing
Best Buy Jiffy Lube Ryder Office, Statistical Abstract of
Board of Governors, Federal Kellogg Sea Ray Boats the United States
Reserve System KFC Sirius Satellite Radio U.S. Postal Service
Brinker International Kinko’s Smith Barney Shearson U.S. Timber
Bureau of Labor Statistics Kodak Sony U-Haul
CarMax Long John Silver Sprint/Nextel USA Today
Center Lowe’s Home Improvement Starbucks Wall Street Journal
Chili’s Center State of Florida, Department of Wall Street Journal Online
Circuit City Macaroni Grill Revenue Wal-Mart, Inc.
Citicorp Financial Services Macy’s Taco Bell Walt Disney Company
Dairy Queen MasterCard International Target Wendy’s
Darden Restaurants McDonald’s Time, Inc., Fortune Magazine West Marine
Dell The Miami Herald Town & Country XM Satellite Radio
Domino’s Pizza Microsoft Toyota Motors Yum Brands
I would like to gratefully acknowledge and thank the editorial, production, and marketing teams at Cengage Learning for their
insights and skillful support of the ninth edition. It has been a great pleasure working with them.
Special thanks to Aaron Arnsparger, Senior Product Manager; Brandon Foltz, Senior Learning Designer; Chris Walz, Senior
Marketing Manager; Chris Doughman, Designer; Nancy Marchant, Associate Subject Matter Expert; and Jessica Galloway,
Associate Program Manager (WebAssign). D. Jean Bora, Senior Content Manager, was my daily connection to Cengage, and
I very much appreciate the care and speedy efficiency Jean provided throughout the entire development process.
Thanks to Thivya Nathan, Senior Executive (SPi Global) for her excellent support in the production phase of this text.
Thanks also to Mike Gordon and Fernando Rodriquez for their creativity, business acumen, and wonderful research.
I wish to convey my love and thanks to my daughter, Jessy Bergeman, for her assistance with the development of the
software components to accompany each of the past editions as well as her help with various aspects of the current edition of
the text itself.
Bob Brechner worked tirelessly to develop the first six editions of this text, and he was both a good friend and an esteemed
colleague. He is keenly missed, and I very much appreciate my good fortune in having had the opportunity to collaborate with
him for more than sixteen years. I am also grateful to have the continuing support and friendship of Bob’s wife, Shari Brechner,
who has positively impacted this text from its very first edition.
Finally, I wish to express my love and gratitude to my wife, Clarissa. She has provided encouragement and support over
many years, and I offer her my heartfelt thanks.
George Bergeman
November, 2018
x
About the Authors
Robert Brechner
Robert Brechner was Professor Emeritus, School of Business, at Miami Dade
College. For 42 years he taught business math, principles of business, market-
ing, advertising, public relations, management, and personal finance. He was also
Adjunct Professor at Florida Atlantic University, Boca Raton, International Fine
Arts College, Miami, and Florida International University School of Journalism
and Mass Communications.
In professional work outside the classroom, he consulted widely with indus-
trial companies. In addition to authoring the first six editions of Contemporary
Mathematics, Professor Brechner authored several other successful texts highlight-
Photo by Shari Brechner

ing annuities, management, business math, and applied math.
Bob and his wife, Shari, were avid travelers and enjoyed a wide range of activi-
ties together and in the company of friends. In many ways, both professional and
otherwise, Bob’s legacy remains an enduring inspiration for his colleagues, his
friends, and his students.
George Bergeman
George Bergeman’s teaching career of over twenty-five years began at a small col-
lege in West Africa as a Peace Corps Volunteer and continued at Northern Virginia
Community College, one of the largest multi-campus colleges in the country.
Teaching awards included Faculty Member of the Year honors at his campus.
George is the author of numerous packages developed to provide targeted
and e ffective support for instruction. His first package was a statistics software/
workbook combination published in 1985, and since then he has developed a
variety of software packages to support statistics, calculus, developmental math,
Photo by Clarissa Bergeman
and finite math including math of finance. Developing the software components
formerly known as MathCue.Business for use with Contemporary Mathematics for
Business and Consumers has been a focal point for George for more than eighteen
years. During that time, he worked closely with Bob Brechner to develop and refine
the package, and he coauthored the text beginning with the seventh edition.
George lives with his wife, Clarissa, near Washington, D.C. Their daughter, Jessy,
completed grad school in Colorado and lives in Denver after previously working in
San Francisco, Boston, and Brazil. In his free time, George enjoys accompanying his wife and their young corgi, Simon, on vari-
ous adventures and on training sessions in preparation for dog shows. Other hobbies include photography and videography, and
these activities frequently intersect with dog training and dog shows. Along those lines, George and his wife produced a dog-sport
training video which has been distributed throughout the United States and several other countries.
xi
B r i e f Co n t e n ts
Chapter 1 Chapter 13
Whole Numbers 1 Consumer and Business Credit 420
Fractions 32 Mortgages 467
Decimals 67 Financial Statements and Ratios 499
Checking Accounts 95 Inventory 552
Using Equations to Solve Business Problems 128 Depreciation 587
Percents and Their Applications in Business 161 Taxes 617
Invoices, Trade Discounts, and Cash Insurance 650
Discounts 196
Chapter 20
Chapter 8 Investments 685
Markup and Markdown 237
Chapter 21
Chapter 9 Business Statistics and Data Presentation 726
Payroll 270
Appendix A
Chapter 10 Answers to Odd-Numbered Exercises A-2
Simple Interest and Promissory Notes 312
Index I-1
Chapter 11
Compound Interest and Present Value 350
Chapter 12
Annuities 380
xii
Co n t e n ts
Chapter 1: Whole Numbers 1 Chapter 4: Checking Accounts 95

Section I: The Decimal Number System: Whole Numbers 2 Section I: Understanding and Using
1-1 Reading and writing.5 whole numbers in numerical and Checking Accounts 96
word form 2 4-1 Opening a checking account and understanding how various
1-2 Rounding whole numbers to a specified place value 4 forms are used 96
4-2 Writing checks in proper form 98
Section II: Addition and Subtraction of Whole Numbers 7
4-3 Endorsing checks by using blank, restrictive, and full
1-3 Adding whole numbers and verifying your answers 7 endorsements 99
1-4 Subtracting whole numbers and verifying your answers 9 4-4 Preparing deposit slips in proper form 101
Section III: Multiplication and Division 4-5 Using check stubs or checkbook registers to record account
of Whole Numbers 14 transactions 103
1-5 Multiplying whole numbers and verifying your answers 15 Section II: Bank Statement Reconciliation 109
1-6 Dividing whole numbers and verifying your answers 17 4-6 Understanding the bank statement 109
4-7 Preparing a bank statement reconciliation 111
Chapter 2: Fractions 32
Section I: Understanding and Working with Fractions 33 Chapter 5: Using Equations
2-1 Distinguishing among the various types of fractions 33 to Solve Business Problems 128
2-2 Converting improper fractions to whole or mixed numbers 34 Section I: Solving Basic Equations 129
2-3 Converting mixed numbers to improper fractions 35 5-1 Understanding the concept, terminology, and rules of
equations 129
2-4 Reducing fractions to lowest terms 36
5-2 Solving equations for the unknown and proving the solution 130
2-5 Raising fractions to higher terms 38
5-3 Writing expressions and equations from written
Section II: Addition and Subtraction of Fractions 41 statements 136
2-6 Determining the least common denominator (LCD) of two or more
Section II: Using Equations to Solve Business-
fractions 41
Related Word Problems 139
2-7 Adding fractions and mixed numbers 42
5-4 Setting up and solving business-related word problems by
2-8 Subtracting fractions and mixed numbers 44 using equations 139
Section III: Multiplication and Division of Fractions 50 5-5 Understanding and solving ratio and proportion problems 143
2-9 Multiplying fractions and mixed numbers 51
2-10 Dividing fractions and mixed numbers 53 Chapter 6: Percents and Their
Applications in Business 161
Chapter 3: Decimals 67 Section I: Understanding and Converting Percents 162
6-1 Converting percents to decimals and decimals to percents 162
Section I: Understanding Decimal Numbers 68
6-2 Converting percents to fractions and fractions to percents 164
3-1 Reading and writing decimal numbers in numerical and
word form 68 Section II: Using the Percentage Formula
3-2 Rounding decimal numbers to a specified place value 70 to Solve Business Problems 167
6-3 Solving for the portion 168
Section II: Decimal Numbers and the
Fundamental Processes 73 6-4 Solving for the rate 170
3-3 Adding and subtracting decimals 73 6-5 Solving for the base 172
3-4 Multiplying decimals 74 Section III: Solving Other Business
3-5 Dividing decimals 75 Problems Involving Percents 177
6-6 Determining rate of increase or decrease 177
Section III: Conversion of Decimals to
Fractions and Fractions to Decimals 81 6-7 Determining amounts in increase or decrease situations 180
3-6 Converting decimals to fractions 81 6-8 Understanding and solving problems involving percentage
points 183
3-7 Converting fractions to decimals 82
xiii
xivContents
Chapter 7: Invoices, Trade Discounts, Chapter 9: Payroll 270

and Cash Discounts 196 Section I: Employee’s Gross Earnings
Section I: The Invoice 197 and Incentive Pay Plans 271
7-1 Reading and understanding the parts of an invoice 197 9-1 Prorating annual salary on the basis of weekly, biweekly,
semimonthly, and monthly pay periods 271
7-2 Extending and totaling an invoice 200
9-2 Calculating gross pay by hourly wages, including regular
Section II: Trade Discounts—Single 204 and overtime rates 272
7-3 Calculating the amount of a single trade discount 205 9-3 Calculating gross pay by straight and differential piecework
7-4 Calculating net price by using the net price factor, schedules 273
complement method 205 9-4 Calculating gross pay by straight and incremental commission,
7-5 Calculating trade discount rate when list price and net salary plus commission, and drawing accounts 275
price are known 206 Section II: Employee’s Payroll Deductions 281
Section III: Trade Discounts—Series 210 9-5 Computing FICA taxes, both social security and medicare, withheld
from an employee’s paycheck 281
7-6 Calculating net price and the amount of a trade discount by using
a series of trade discounts 210 9-6 Calculating an employee’s federal income tax (FIT) withholding by
the percentage method 283
7-7 Calculating the net price of a series of trade discounts by
using the net price factor, complement method 211 9-7 Determining an employee’s total withholding for federal income
tax, social security, and Medicare using the combined wage
7-8 Calculating the amount of a trade discount by using a
bracket tables 286
single equivalent discount 212
Section III: Employer’s Payroll Expenses and
Section IV: Cash Discounts and Terms of Sale 216 Self-Employed Person’s Tax Responsibility 291
7-9 Calculating cash discounts and net amount due 217 9-8 Computing FICA tax for employers and self-employment
7-10 Calculating net amount due, with credit given for partial tax for self-employed persons 291
payment 218 9-9 Computing the amount of state unemployment tax (SUTA)
7-11 Determining discount date and net date by using various and federal unemployment tax (FUTA) 293
terms of sale dating methods 220 9-10 Calculating employer’s fringe benefit expenses 294
9-11 Calculating quarterly estimated tax for self-employed
persons 295
Chapter 8: Markup and Markdown 237
Section I: Markup Based on Cost 238
Chapter 10: Simple Interest and
8-1 Understanding and using the retailing equation to find
cost, amount of markup, and selling price of an item 240
Promissory Notes 312
8-2 Calculating percent markup based on cost 240 Section I: Understanding and Computing
Simple Interest 313
8-3 Calculating selling price when cost and percent markup
based on cost are known 241 10-1 Computing simple interest for loans with terms of years
or months 313
8-4 Calculating cost when selling price and percent markup
based on cost are known 242 10-2 Calculating simple interest for loans with terms of days by
using the exact interest and ordinary interest methods 314
Section II: Markup Based on Selling Price 245 10-3 Calculating the maturity value of a loan 316
8-5 Calculating percent markup based on selling price 245 10-4 Calculating the number of days of a loan 317
8-6 Calculating selling price when cost and percent markup 10-5 Determining the maturity date of a loan 318
based on selling price are known 246
Section II: Using the Simple Interest Formula 321
8-7 Calculating cost when selling price and percent markup
based on selling price are known 247 10-6 Solving for the principal 322
8-8 Converting percent markup based on cost to percent 10-7 Solving for the rate 323
markup based on selling price, and vice versa 248 10-8 Solving for the time 323
10-9 Calculating loans involving partial payments before maturity 325
Section III: Markdowns, Multiple Operations,
and Perishable Goods 252 Section III: Understanding Promissory
8-9 Determining the amount of markdown and the markdown Notes and Discounting 331
percent 252 10-10 Calculating bank discount and proceeds for a simple
8-10 Determining the sale price after a markdown and the discount note 332
original price before a markdown 252 10-11 Calculating true, or effective, rate of interest for a simple discount
8-11 Computing the final selling price after a series of markups note 333
and markdowns 254 10-12 Discounting notes before maturity 333
8-12 Calculating the selling price of perishable goods 256 10-13 Purchasing U.S. Treasury bills 335
Contents xv
Section II: Closed-End Credit—Installment Loans 435

Chapter 11: Compound Interest
13-4 Calculating the total deferred payment price and the amount of
and Present Value 350 the finance charge of an installment loan 436
Section I: Compound Interest—The 13-5 Calculating the regular monthly payments of an installment loan
Time Value of Money 351 by the add-on interest method 437
11-1 Manually calculating compound amount (future value) and 13-6 Calculating the annual percentage rate of an installment loan by
compound interest 352 APR tables and by formula 438
11-2 Computing compound amount (future value) and compound 13-7 Calculating the finance charge and monthly payment
interest by using compound interest tables 353 of an installment loan by using the APR tables 443
11-3 Creating compound interest table factors for periods beyond the 13-8 Calculating the finance charge rebate and the payoff for loans paid
table 356 off early by using the sum-of-the-digits method 444
11-4 Calculating annual percentage yield (APY) or effective
interest rate 357
11-5 Calculating compound amount (future value) by using the Chapter 14: Mortgages 467
compound interest formula 358
Section I: Mortgages—Fixed-Rate
Section II: Present Value 363 and Adjustable-Rate 468
11-6 Calculating the present value of a future amount by using present 14-1 Calculating the monthly payment and total interest paid
value tables 364 on a fixed-rate mortgage 469
11-7 Creating present value table factors for periods beyond the 14-2 Preparing a partial amortization schedule of a
table 366 mortgage 471
11-8 Calculating present value of a future amount by using the present 14-3 Calculating the monthly PITI of a mortgage loan 473
value formula 367 14-4 Understanding closing costs and calculating the amount due
at closing 474
14-5 Calculating the interest rate of an adjustable-rate mortgage
Chapter 12: Annuities 380 (ARM) 477
Section I: Future Value of an Annuity: Section II: Second Mortgages—Home
Ordinary and Annuity Due 381 Equity Loans and Lines of Credit 483
12-1 Calculating the future value of an ordinary annuity by using 14-6 Calculating the potential amount of credit available to a
tables 381 borrower 483
12-2 Calculating the future value of an annuity due by using 14-7 Calculating the housing expense ratio and the total
tables 385 obligations ratio of a borrower 484
12-3 Calculating the future value of an ordinary annuity and an annuity
due by formula 386
Section II: Present Value of an Annuity: Chapter 15: Financial Statements

Ordinary and Annuity Due 391 and Ratios 499
12-4 Calculating the present value of an ordinary annuity by using Section I: The Balance Sheet 500
tables 392
15-1 Preparing a balance sheet 501
12-5 Calculating the present value of an annuity due by using tables 393
15-2 Preparing a vertical analysis of a balance sheet 504
12-6 Calculating the present value of an ordinary annuity and an annuity
15-3 Preparing a horizontal analysis of a balance sheet 506
due by formula 396
Section II: The Income Statement 513
Section III: Sinking Funds and Amortization 400
15-4 Preparing an income statement 513
12-7 Calculating the amount of a sinking fund payment by table 400
15-5 Preparing a vertical analysis of an income statement 516
12-8 Calculating the amount of an amortization payment by table 401
15-6 Preparing a horizontal analysis of an income statement 518
12-9 Calculating sinking fund payments by formula 402
12-10 Calculating amortization payments by formula 403 Section III: Financial Ratios and Trend Analysis 523
15-7 Calculating financial ratios 524
15-8 Preparing a trend analysis of financial data 527
Chapter 13: Consumer and Business Credit 420
Section I: Open-End Credit—Charge Accounts, Chapter 16: Inventory 552
Credit Cards, and Lines of Credit 421
13-1 Calculating the finance charge and new balance by using the Section I: Inventory Valuation 553
unpaid or previous month’s balance method 422 16-1 Pricing inventory by using the first-in, first-out (FIFO) method 554
13-2 Calculating the finance charge and new balance by using the 16-2 Pricing inventory by using the last-in, first-out (LIFO) method 556
average daily balance method 426 16-3 Pricing inventory by using the average cost method 558
13-3 Calculating the finance charge and new balance of business and 16-4 Pricing inventory by using the lower-of-cost-or-market
personal lines of credit 428 (LCM) rule 559
xviContents
Section II: Inventory Estimation 565 19-6 Understanding coinsurance and computing compensation due in
16-5 Estimating the value of ending inventory by using the retail the event of a loss 665
method 565 19-7 Determining each company’s share of a loss when liability is
16-6 Estimating the value of ending inventory by using the gross profit divided among multiple carriers 666
method 567 Section III: Motor Vehicle Insurance 670
Section III: Inventory Turnover and Targets 571 19-8 Understanding motor vehicle insurance and calculating typical
premiums 670
16-7 Calculating inventory turnover rate at retail 571
19-9 Computing the compensation due following an accident 673
16-8 Calculating inventory turnover rate at cost 572
16-9 Calculating target inventories based on industry standards 573
Chapter 20: Investments 685
Chapter 17: Depreciation 587 Section I: Stocks 686
20-1 Understanding stocks and distributing dividends on preferred and
Section I: Traditional Depreciation—Methods common stock 686
Used for Financial Statement Reporting 588
20-2 Reading a stock quotation table 689
17-1 Calculating depreciation by the straight-line method 588
20-3 Calculating current yield of a stock 691
17-2 Calculating depreciation by the sum-of-the-years’ digits
20-4 Determining the price-earnings ratio of a stock 692
method 590
20-5 Computing the cost, proceeds, and gain (or loss) on a stock
17-3 Calculating depreciation by the declining-balance method 592
transaction 693
17-4 Calculating depreciation by the units-of-production method 594
Section II: Bonds 699
Section II: Asset Cost Recovery Systems—IRS- 20-6 Understanding bonds and reading a bond quotation table 699
Prescribed Methods for Income Tax Reporting 600
20-7 Calculating the cost of purchasing bonds and the proceeds from
17-5 Calculating depreciation by using the Modified Accelerated Cost the sale of bonds 702
Recovery System (MACRS) 600
20-8 Calculating the current yield of a bond 704
17-6 Calculating the periodic depletion cost of natural resources 604
Section III: Mutual Funds 707
20-9 Understanding mutual funds and reading a mutual fund quotation
Chapter 18: Taxes 617 table 707
Section I: Sales and Excise Taxes 618 20-10 Calculating the sales charge and sales charge percent of a mutual
18-1 Determining sales tax by using sales tax tables 618 fund 709
18-2 Calculating sales tax by using the percent method 620 20-11 Calculating the net asset value of a mutual fund 710
18-3 Calculating selling price and amount of sales tax when total 20-12 Calculating the number of shares purchased of a mutual fund 710
purchase price is known 621 20-13 Calculating return on investment 711
18-4 Calculating excise tax 621
Section II: Property Tax 624 Chapter 21: Business Statistics

18-5 Calculating the amount of property tax 625
and Data Presentation 726
18-6 Calculating tax rate necessary in a community to meet budgetary Section I: Data Interpretation and Presentation 727
demands 628 21-1 Reading and interpreting information from a table 727
Section III: Income Tax 631 21-2 Reading and constructing a line chart 729
18-7 Calculating taxable income for individuals 631 21-3 Reading and constructing a bar chart 733
18-8 Using the Tax Rate Tables to calculate tax liability 633 21-4 Reading and constructing a pie chart 739
18-9 Calculating an individual’s tax refund or amount of tax owed 635 Section II: Measures of Central Tendency and
18-10 Calculating corporate income tax and net income after taxes 636 Dispersion—Ungrouped Data 747
21-5 Calculating the arithmetic mean of ungrouped data 748
21-6 Determining the median 748
Chapter 19: Insurance 650 21-7 Determining the mode 750
Section I: Life Insurance 651 21-8 Determining the range 751
19-1 Understanding life insurance and calculating typical premiums for Section III: Frequency Distributions—Grouped Data 754
various types of policies 652
21-9 Constructing a frequency distribution 754
19-2 Calculating the value of various nonforfeiture options 655
21-10 Calculating the mean of grouped data 755
19-3 Calculating the amount of life insurance needed to cover
dependents’ income shortfall 657 21-11 Preparing a histogram of a frequency distribution 756
Section II: Property Insurance 661 Appendix A: Answers to Odd-Numbered

19-4 Understanding property insurance and calculating typical fire Exercises A-2
insurance premiums 661
Index I-1
19-5 Calculating premiums for short-term policies and the refunds due
on canceled policies 663
Chapter
1 Whole Numbers
Performance Objectives
Section I: The Decimal Number System: 1-4: Subtracting whole numbers
Whole Numbers and verifying your answers (p. 9)
1-1: Reading and writing whole numbers

Section III: Multiplication and Division
in numerical and word form (p. 2)
of Whole Numbers
1-2: Rounding whole numbers
1-5: Multiplying whole numbers
to a specified place value (p. 4)
and verifying your answers (p. 15)
Section II: Addition and Subtraction 1-6: Dividing whole numbers and
of Whole Numbers verifying your answers (p. 17)
1-3: Adding whole numbers

and verifying your answers (p. 7)
Sebastian Duda/Shutterstock.com
2 Chapter 1 • Whole Numbers
Section I
1 The Decimal Number System: Whole Numbers
Numbers are one of the primary tools used in business. The ability to read, comprehend, and manip-
ulate numbers is an essential part of the everyday activity in today’s complex business world. To
be successful, business students should become competent and confident in dealing with numbers.
We will begin our study of business mathematics with whole numbers and their basic
operations—addition, subtraction, multiplication, and division. The material in this chapter is
based on the assumption that you have a basic working knowledge of these operations. Our
goal is to review these fundamentals and build accuracy and speed. This arithmetic review
will set the groundwork for our study of fractions, decimals, and percentages. Most business
math applications involve calculations using these components.
1-1 Reading and Writing Whole Numbers

in Numerical and Word Form
The number system most widely used in the world today is known as the Hindu-Arabic
decimal number system A numeral system, or decimal number system. This system is far superior to any other for
system using the 10 Hindu-Arabic today’s complex business calculations. It derives its name from the Latin words decimus,
symbols 0 through 9. In this place
meaning 10th, and decem, meaning 10. The decimal system is based on 10s, with the starting
value system, the position of a digit
to the left or right of the decimal point marked by a dot known as the decimal point. The decimal system uses the 10 familiar
point affects its value. Hindu-Arabic symbols or digits:
0, 1, 2, 3, 4, 5, 6, 7, 8, 9
decimal point A dot written in a
decimal number that separates the The major advantage of our decimal system over previous systems is that the position of
whole number part from the frac- a digit to the left or right of the decimal point affects its value. This enables us to write any
tional part of the number. number with only the 10 single-digit numbers, 0 through 9. For this reason, we have given
names to the places or positions. In this chapter, we work with places to the left of the decimal
whole numbers Any numbers point, whole numbers. The next two chapters are concerned with the places to the right of the
0 or greater that do not contain a decimal point, fractions, and decimals.
decimal or fraction. Whole numbers
When whole numbers are written, a decimal point is understood to be located on the right
are found to the left of the decimal
point. Also known as an integer. For of the number. For example, the number 27 is actually
example, 6, 25, and 300 are whole 27.
numbers.
The decimal point is not displayed until we write a decimal number or dollars and cents,
such as 27.25 inches or $27.25.
Pressmaster/Shutterstock.com
Skills you acquire in this course

will be applied frequently in
your roles as a consumer and a
businessperson.
Section I • The Decimal Number System: Whole Numbers 3
Exhibit 1-1 illustrates the first 15 places, and five groups, of the decimal number system.
Note that our system is made up of groups of three places, separated by commas, each with
its own name. Whole numbers start at the understood decimal point and increase in value
from right to left. Each group contains the same three places: ones, tens, and hundreds. Note
that each place increases by a factor of “times 10.” The group names are units, thousands,
millions, billions, and trillions.
E x h i b i t 1 - 1
GROUPS Whole Number Place Value Chart
Trillions Billions Millions Thousands Units
ds
ns n s ns s an
o o i o s t
i
ill ns lli s ill ns ou nd in
ES
Tr i
B n M h
T s a s o
d llio s ed llio s d illio s ed ou and eds
C lP
re i
r o n r i n re n r h s r A a
PL
o d m
nd n T illi nd n B llio nd n M illi un n T ou nd ns nes i
Hu Te Tr Hu Te Bi Hu Te M H Te Th Hu Te O ec
D
Steps For Reading and Writing Whole Numbers

STEP 1. Beginning at the right side of the number, insert a comma after every three
B-A-C-O/Shutterstock.com
digits to mark the groups.
STEP 2. Beginning from left to right, name the digits and the groups. The units group Whole numbers with four digits
may be written with or without
and groups that have all zeros are not named. a comma. For example, 3,400 or
STEP 3. When writing whole numbers in word form, the numbers from 21 to 99 are 3400 are both correct.
hyphenated, except for the decades (e.g., thirty). For example, 83 would be
written as eighty-three.
iStock.com/Nikada
Note: The word and should not be used in reading or writing whole numbers. It represents
the decimal point and will be covered in Chapter 3.
Example1 Reading and Writing

Whole Numbers
Read and write the following whole numbers in numerical and word form.
a. 14296 b. 560
c. 2294857 d. 184910
e. 3004959001 f. 24000064
Sol utionStrategy
Following the steps above, we insert the commas to mark the groups, then read and write the
numbers from left to right.
Number Numerical Form Word Form

a. 14296 14,296 fourteen thousand, two hundred ninety-six In text, large numbers, in the
rtguest/Shutterstock.com
b. 560 560 five hundred sixty millions and greater, may be

c. 2294857 2,294,857 two million, two hundred ninety-four easier to read by writing the
thousand, eight hundred fifty-seven “zeros portion” in words. For
d. 184910 184,910 one hundred eighty-four thousand, nine example, 44,000,000,000,000 may
hundred ten be written as 44 trillion.
e. 3004959001 3,004,959,001 three billion, four million, nine hundred
fifty‑nine thousand, one
f. 24000064 24,000,064 twenty-four million, sixty-four
Try ItExerci s e 1
a. 49588 b. 804 c. 1928837
d. 900015 e. 6847365911 f. 2000300007
C H E C K Y O U R A N S W E R S W I T H T H E S O L U T I O N S O N P A G E 2 5.
1-2 Rounding Whole Numbers to a Specified

Place Value
In many business applications, the use of an approximation of an exact number may be more
rounded numbers Numbers that desirable than using the number itself. Approximations, or rounded numbers, are easier to
are approximations or estimates of refer to and remember. For example, if a grocery store carries 9,858 items on its shelves, you
exact numbers. For example, 50 is
would probably say that it carries 10,000 items. If you drive 1,593 miles, you would say that
the rounded number of the exact
number 49. the trip is 1,600 miles. Another rounding application in business involves money. If your
company has profits of $1,302,201, you might refer to this exact amount by the rounded
estimate To calculate
a pproximately the amount or value number $1,300,000. Money amounts are usually rounded to the nearest cent, although they
of something. The number 50 is an could also be rounded to the nearest dollar.
estimate of 49. Rounded numbers are frequently used to estimate an answer to a problem before that
rounding all the way A process problem is worked. Estimation approximates the exact answer. By knowing an estimate of an
of rounding numbers to the first answer in advance, you will be able to catch many math errors. When using estimation to
(i.e., the leftmost) digit. Used to prework a problem, you can generally round off to the first (i.e., the leftmost) digit, which is
prework a problem to an estimated
called rounding all the way.
answer. For example, 2,865 rounded
all the way is 3,000. Once you have rounded to the first digit, perform the indicated math procedure. This can
often be done quickly and will give you a ballpark or general idea of the actual answer. In the
example below, the estimated answer of 26,000 is a good indicator of the “reasonable-
ness” of the actual answer.
Estimated Solution
Original Calculation (rounding all the way) Actual Solution
Pricey Diplomas 19,549 20,000 19,549
In the past five decades, college
costs1 have increased nearly
+ 6,489 + 6,000 + 6,489
tenfold at private schools and 26,000 26,038
sixfold at public ones.
Private four-year
If, for example, you had mistakenly added for a total of 23,038 instead of 26,038,
Public (in-state) four-year
your estimate would have immediately indicated that something was wrong.
1978–79
$4,610
$2,145
Steps
1988–89
$11,660 for rounding whole numbers
$4,455
to a specified place value
1998–99
$20,462 STEP 1. Determine the place to which the number is to be rounded.
$7,769 STEP 2a. If the digit to the right of the place being rounded is 5 or more, increase
2008–09 the digit in that place by 1.
$34,132
STEP 2b. If the digit to the right of the place being rounded is 4 or less, do not
iStock.com/Nikada
$14,333
change the digit in the place being rounded.
2016–17
$45,370 STEP 3. Change all digits to the right of the place being rounded to zeros.
iStock.com/vreemous
$20,090
1. Figures include tuition, fees, and room and
board and are not adjusted for inflation.
Source: The College Board
Section I • The Decimal Number System: Whole Numbers 5
Example2 Rounding Whole

Numbers
Round the following numbers to the indicated place.

a. 1,867 to tens b. 760 to hundreds
c. 129,338 to thousands d. 293,847 to hundred thousands
e. 97,078,838,576 to billions f. 85,600,061 all the way
Sol utionStrategy
Following the steps on page 4, locate the place to be rounded, use the digit to the right of that place
to determine whether to round up or leave it as is, and change all digits to the right of the place
being rounded to zeros.
Place Rounded
Indicated Number
a. 1,867 to tens 1,867 1,870
b. 760 to hundreds 760 800
c. 129,338 to thousands 129,338 129,000
d. 293,847 to hundred thousands 293,847 300,000
e. 97,078,838,576 to billions 97,078,838,576 97,000,000,000
f. 85,600,061 all the way 85,600,061 90,000,000
Tr yIt Exerc ise 2

a. 51,667 to hundreds b. 23,441 to tens c. 175,445,980 to ten thousands

d. 59,561 all the way e. 14,657,000,138 to billions f. 8,009,070,436 to ten millions
Review Exercises
1 SECTION i
1. 22938 22,938 Twenty-two thousand, nine hundred thirty-eight

2. 1573
3. 184
4. 984773
5. 2433590
6. 49081472
Write the following whole numbers in numerical form.
7. One hundred eighty-three thousand, six hundred twenty-two 183,622

8. Two million, forty-three thousand, twelve
9. According to Globo’s G1 website, expenses in preparation for the 2014
World Cup in Brazil reached forty billion dollars. Write this number in
numerical form.
Match the following numbers in word form with the numbers in numerical form.
10. One hundred two thousand, four hundred seventy b a. 12,743

11. One hundred twelve thousand, seven hundred forty-three b. 102,470
12. Twelve thousand, seven hundred forty-three c. 11,270
13. Eleven thousand, two hundred seventy d. 112,743
14. Write the word form: 790,324
15. 1,757 to tens 1,760

16. 32,475 to thousands
17. 812,461 to hundreds
18. 6,971,506 to hundred thousands
19. 25,812,922 to millions
20. 45,699 all the way
21. 1,325,669,226 to hundred millions
23. According to the American Wind Energy Association, Texas has
the highest operating wind capacity, 8,797 megawatts. Iowa is
second with 3,053 megawatts capacity.
a. Write each of these numbers in word form.
b. Round each of these numbers to the nearest hundred.
24. According to the Financial Times, in a recent recession, outstanding

consumer credit in the United States fell to $2,460,000,000,000—
the seventh straight monthly decline. Most of the drop came as a
result of consumers paying down revolving debt
such as credit cards.
a. Write this number in word form.
b. Round this number to the nearest hundred billion.
SECTION Ii • Addition and Subtraction of Whole Numbers 7
Business Decision: Up or Down?
iStock.com/
MarsBars
25. You are responsible for writing a monthly stockholders’ report about your company. Your boss
has given you the flexibility to round the numbers to tens, hundreds, thousands, and so on, or not
at all, depending on which is most beneficial for the company’s image. For each of the following
monthly figures, make a rounding choice and explain your reasoning.
a. 74,469—number of items manufactured
b. $244,833—your department’s net sales for the month
c. 5,648—defective items manufactured
d. $649,341—total company profit
e. 149 new customers
Addition and Subtraction of Whole Numbers

1 SECTION Ii
Addition and subtraction are the most basic mathematical operations. They are used in almost
all business calculations. In business, amounts of things or dollars are often combined or
added to determine the total. Likewise, subtraction is frequently used to determine an amount
of something after it has been reduced in quantity.
Adding Whole Numbers 1-3

and Verifying Your Answers
Addition is the mathematical process of computing sets of numbers to find their sum, or total. addition The mathematical process
The numbers being added are known as addends, and the result or answer of the addition is of computing sets of numbers to
known as the sum, total, or amount. The “+” symbol represents addition and is called the find their sum, or total.
plus sign. addends Any of a set of n umbers
being added in an addition p roblem.
1,932 addend For example, 4 and 1 are the
2,928 addend addends of the addition p
roblem
4 + 1 = 5.
+ 6,857 addend
11,717 total sum, total, or amount The result
or answer of an addition problem.
The number 5 is the sum, or total, of
Steps For Adding Whole Numbers 4 + 1 = 5.
plus sign The symbol “+”

STEP 1. Write the whole numbers in columns so that you line up the place values— represents addition.
units, tens, hundreds, thousands, and so on.
STEP 2. Add the digits in each column, starting on the right with the units column.
iStock.com/Nikada
STEP 3. When the total in a column is greater than nine, write the units digit and carry
the tens digit to the top of the next column to the left.
Once you become proficient
at verifying addition, you can
speed up your addition by
Verifying Addition recognizing and combining two
numbers that add up to 10,
Generally, when adding the digits in each column, we add from top to bottom. An easy and such as 1 + 9, 2 + 8, 6 + 4, and
commonly used method of verifying your addition is to add the numbers again, but this time 5 + 5. After you have mastered
from bottom to top. By adding the digits in the reverse order, you will reduce the chance of combining two numbers, try
making the same error twice. combining three numbers
that add up to 10, such as
For illustrative purposes, addition verification will be rewritten in reverse. In actuality,
3 + 3 + 4, 2 + 5 + 3, and
you do not have to rewrite the numbers; just add them from bottom to top. As mentioned 4 + 4 + 2.
earlier, you will achieve speed and accuracy with practice.
Addition Verification
8 6
3 3
+ 6 + 8
17 17
A Word about Word Problems

In business math, calculations are only a part of the story! Most importantly, business math
requires the ability to (1) understand and analyze the facts of business situations, (2) determine
what information is given and what is missing, (3) decide what strategy and procedure is
required to solve for an answer, and (4) verify your answer. Business application word problems
are an important part of each chapter’s subject matter. As you progress through the course, your
ability to analyze and solve these business situations will improve. Now start slowly and relax!
Example3 Adding Whole

Numbers
Add the following sets of whole numbers. Verify your answers by adding in reverse.
a. 40,562 b. 2,293 + 121 + 7,706 + 20 + 57,293 + 4
29,381
+ 60,095
c. Galaxy Industries, a furniture manufacturing company, has 229 employees in the design and cut-
ting department, 439 employees in the assembly department, and 360 employees in the finishing
department. There are 57 warehouse workers, 23 salespeople, 4 bookkeepers, 12 secretaries,
and 5 executives. How many people work for this company?
So lutio nS tr a te gy
a. Step 1. Write the numbers in columns so that the place values line up. In this
example, they are already lined up.
40,562 Step 2. Add the digits in each column, starting with the units column.
29,381 Units column: 2 + 1 + 5 = 8 Enter the 8 under the units column.
+ 60,095 Tens column: 6 + 8 + 9 = 23 Enter the 3 under the tens column
130,038 and carry the 2 to the hundreds column.
Hundreds column: 2 + 5 + 3 + 0 = 10 Enter the 0 under the
Verification: hundreds column and carry the 1 to the thousands column.
Thousands column: 1 + 0 + 9 + 0 = 10 Enter the 0 under the
60,095 thousands column and carry the 1 to the ten thousands column.
29,381 Ten thousands column: 1 + 4 + 2 + 6 = 13 Enter the 3 under the
ten thousands column and the 1 under the hundred thousands column.
+ 40,562
130,038
b. Addition Verification c. Addition Verification
2,293 4 229 5
121 57,293 439 12
rtguest/Shutterstock.com
Basic math proficiency without 7,706 20 360 4

calculators is important.
20 7,706 57 23
Calculators are not permitted on
most employment tests and Civil 57,293 121 23 57
Service exams. + 4 + 2,293 4 360
67,437 67,437 12 439
+ 5 + 229
1,129 1,129
T r yIt Exerc is e 3
Add the following sets of whole numbers and verify your answers.
a. 39,481 b. 6,948 + 330 + 7,946 + 89 + 5,583,991 + 7 + 18,606
5,594
+ 11,029
c. Anthony’s Italian Restaurant served 183 meals on Monday, 228 meals on Tuesday, 281 meals
on Wednesday, 545 meals on Thursday, and 438 meals on Friday. On the weekend, it served
1,157 meals. How many total meals were served that week?
Subtracting Whole Numbers 1-4

Subtraction is the mathematical computation of taking away, or deducting, an amount from subtraction The mathematical
a given number. Subtraction is the opposite of addition. The original or top number is the process of taking away, or deducting,
an amount from a given number.
minuend; the amount we are subtracting from the original number is the subtrahend; and the
answer is the difference (sometimes called the “remainder” although “difference” is preferred). minuend In subtraction, the
The “−” symbol represents subtraction and is called the minus sign. riginal number. The amount
o
from which another number, the
2,495 minuend subtrahend, is subtracted. For
− 320 subtrahend example, 5 is the minuend of the
subtraction problem 5 − 1 = 4.
2,175 difference
subtrahend The amount being
taken or subtracted from the
Steps For Subtracting Whole Numbers minuend. For example, 1 is the
subtrahend of 5 − 1 = 4.
STEP 1. Write the whole numbers in columns so that the place values line up. difference The number obtained
when one number is subtracted
STEP 2. Starting with the units column, subtract the digits.
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from another. The answer or result

STEP 3. When a column cannot be subtracted, you must “borrow” a digit from the of subtraction. For example, 4 is the
column to the left of the one you are working in. difference of 5 − 1 = 4.
minus sign The symbol “−”

represents subtraction.
Verifying Subtraction
An easy and well-known method of verifying subtraction is to add the difference and the
subtrahend. If you subtracted correctly, this total will equal the minuend.
Subtraction Verification
200 minuend 150 difference
− 50 subtrahend + 50 subtrahend
150 difference 200 minuend
Example4 Subtracting Whole

Numbers
Subtract the following whole numbers and verify your answers.

a. 4,968 b. 189,440 – 1,347
− 192
c. On Monday morning, Appliance Depot had 165 microwave ovens in inventory. During the
week, the store had a clearance sale and sold 71 of the ovens. How many ovens remain in
stock for next week?
Solu tio nS tr a te gy
a. Write the numbers in columns so that the place values are lined up. In this
4,968 problem, they are already lined up.
Because each place value
− 192 Starting with the units column, subtract the digits.
increases by a factor of 10 as we
move from right to left (units,
4,776 Units column: 8 – 2 = 6. Enter the 6 under the units column.
tens, hundreds, etc.), when we Tens column: 6 – 9 can’t be subtracted, so we must borrow a digit, 10, from
Verification: the hundreds column of the minuend. This reduces the 9 to an 8 and gives
borrow a digit, we can think of it
as borrowing a 10. us a 10 to add to the 6, making it 16.
4,776 Now we can subtract 9 from 16 to get 7. Enter the 7 under the tens column.
+ 192 Hundreds column: 8 – 1 = 7. Enter the 7 under the hundreds column.
4,968 Thousands column: This column has no subtrahend, so just bring down the 4
from the minuend to the answer line.
b. Subtraction Verification c. Subtraction Verification
189,440 188,093 165 94

− 1,347 + 1,347 − 71 + 71
188,093 189,440 94 165
Try ItExerci s e 4
Subtract the following whole numbers and verify your answers.
a. 98,117 b. 12,395 − 5,589
− 7,682
c. Joe Montgomery has $4,589 in his checking account. If he writes a check for $344, how much
will be left in the account?
SECTION II
1 Review Exercises
Add the following numbers.

1. 45 2. 548 3. 339 4. 2,359 5. 733
27 229 1,236 8,511 401
+ 19 4,600 5,981 + 14,006 1,808
91 + 62,660 3,597 24,111
+ 8,790 + 10,595
6. 2,339 + 118 + 3,650 + 8,770 + 81 + 6 =
7. 12,554 + 22,606 + 11,460 + 20,005 + 4,303 =
Estimate the following by rounding each number all the way; then add to find the exact answer.
Estimate Rounded Estimate Exact Answer
8. 288 300 6,800 6,694
512 500
3,950 4,000
+ 1,944 + 2,000
6,694 6,800
9. 27,712
5,281
+ 368
10. 318,459
+ 283,405
11. City traffic engineers in Canmore are doing an intersection traffic survey. On Tuesday, a counter
placed at the intersection of Armstrong Place and Three Sisters Blvd. registered the following
counts: morning, 2,594; afternoon, 2,478; and evening, 1,863.
a. Round each number to the nearest hundred and add to get an estimate of the traffic count for
the day.
b. What was the exact amount of traffic for the day?
12. A service station’s record of gallons of gasoline sold per day over a 4-day period produced the
figures below. What was the total number of gallons sold?
717; 1,389; 1,226; 1,029
13. The following chart shows the April, May, and June sales figures by service categories for
Pandora’s Beauty Salon. Total each row to get the category totals. Total each column to get the
monthly totals. Calculate the grand total for the 3-month period.
Romaset/Shutterstock.com
Pandora’s Beauty Salon

Category
Service Category April May June Totals
Cutting, Styling, Coloring $13,515 $12,350 $14,920
Manicure, Pedicure, Waxing 5,418 7,640 5,756
Service Sector According to the
Facials and Makeup 4,251 6,125 6,740 CIA World Factbook, service sector
Beauty Supplies 8,690 7,254 10,346 businesses such as beauty salons
and dry cleaners account for
Monthly Grand
79.6% of the U.S. economy’s gross
Totals Total domestic product. Other sectors
include industrial at 19.2% and
agriculture at 1.2%.
14. At Cherry Valley Farms, a farmer plants 350 acres of soybeans, 288 acres of corn, 590 acres
of wheat, and 43 acres of assorted vegetables. In addition, the farm has 9 acres for grazing and
4 acres for the barnyard and farmhouse. What is the total acreage of the farm?
15. Service Masters Carpet Cleaners pays its sales staff a salary of $575 per month, plus commissions.
Last month Alex Acosta earned commissions of $129, $216, $126, $353, and $228. What was
Alex’s total income for the month?
Subtract the following numbers.

16. 354 17. 5,596 18. 6,309 −2,229 19. 339,002 20. 2,000,077
− 48 − 967 6,309 − 60,911 − 87,801
306 − 2,229
21. $185 minus $47 22. 67,800 – 9,835 23. $127 less $33
24. Subtract 5,868 from 10,918 25. Subtract 8,906,000 from 12,396,700
26. The beginning inventory of the Designer Shoe Salon for August was 850 pairs of shoes. On the
9th, it received a shipment from the factory of 297 pairs. On the 23rd, another shipment of 188
pairs arrived. When inventory was taken at the end of the month, there were 754 pairs left. How
many pairs of shoes were sold that month?
27. An electrician, Sparky Wilson, starts the day with 650 feet of wire on his truck. In the morning,
he cuts off pieces 26, 78, 45, and 89 feet long. During lunch, he goes to an electrical supply
warehouse and buys another 250 feet of wire. In the afternoon, he uses lengths of 75, 89, and
The American Association of 120 feet. How many feet of wire are still on the truck at the end of the day?
Retired Persons offers financial
advice targeted at those in their
20s and 30s at www.aarp.org/
iStock.com/vreemous
money. The site contains tips

from financial experts as well as
calculators to help you budget and
determine ways to reduce debt.
28. Use the U.S. Postal Service Mail Volume graph on the next page to answer
the following questions. U.S. Postal Service
a. How many pieces were delivered in 2005 and 2006 combined? Plunging Mail Volume
215 212 213 212

210
Delivered (in Billions)

Total Pieces of Mail
205 203
b. How many fewer pieces were delivered in 2009 than in 2007?
200
195
190
185
c. Write the number of pieces of mail for 2008 in numerical form. 180
180
175
2005 2006 2007 2008 2009
29. Eileen Townsend is planting her flower beds. She initially bought 72 Year
bedding plants at Home Depot.
a. If she plants 29 in the front bed, how many plants remain unplanted? Rapidly Decreasing Postal
Volume This chart illustrates the
dramatic decrease in U.S. postal mail
volume as e-mail and other electronic
transfers of information became more
widely used.
b. Eileen’s remaining flower beds have room for 65 bedding plants.
Source: U.S. Postal Service
How many more plants must she buy to fill up the flower beds?
c. How many total plants did she buy?
30. An Allied Vans Lines moving truck picks up loads of furniture weighing 5,500 pounds,
12,495 pounds, and 14,562 pounds. The truck weighs 11,480 pounds, and the driver weighs
188 pounds. If a bridge has a weight limit of 42,500 pounds, is the truck within the weight limit
to cross the bridge?
Business Decision: Personal Balance Sheet

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MarsBars
31. A personal balance sheet is the financial picture of how much “wealth” you have accumulated
as of a certain date. It specifically lists your assets (i.e., what you own) and your liabilities (i.e.,
what you owe). Your current net worth is the difference between the assets and the liabilities.
Net worth = Assets – Liabilities
Tom and Carol Jackson have asked for your help in preparing a personal balance sheet. They
have listed the following assets and liabilities: current value of home, $144,000; audio/video
equipment, $1,340; automobiles, $17,500; personal property, $4,350; computer, $3,700; mutual
funds, $26,700; 401(k) retirement plan, $53,680; jewelry, $4,800; certificates of deposit,
$19,300; stock investments, $24,280; furniture and other household goods, $8,600; balance on
Walmart and Sears charge accounts, $4,868; automobile loan balance, $8,840; home mortgage
balance, $106,770; Visa and MasterCard balances, $4,211; savings account balance, $3,700;
Carol’s night school tuition loan balance, $2,750; checking account balance, $1,385; signature
loan balance, $6,350.
Use the data provided and the personal balance sheet on page 14 to calculate the following
for the Jacksons.
Andrey_Popov/Shutterstock.com
a. Total assets d. Explain the importance of the personal balance
b. Total liabilities sheet. How often should this information be
updated?
c. Net worth
PERSONAL BALANCE SHEET
Just as with corporate ASSETS LIABILITIES

statements, personal financial
statements are an important CURRENT ASSETS CURRENT LIABILITIES
indicator of your financial
position. The balance sheet, Checking account Store charge accounts
income statement, and cash flow
Savings account Credit card accounts
statement are most commonly
used. When compared over a Certificates of deposit Other current debt
period of time, they tell a story of
where you have been and where Other Total Current Liabilities
you are going financially. Total Current Assets LONG-TERM LIABILITIES
LONG-TERM ASSETS Home mortgage
Investments Automobile loan
Retirement plans Education loan
Stocks Other loan
Bonds Other loan
Mutual funds Total Long-Term Liabilities
Other TOTAL LIABILITIES
Personal
Home
Automobiles
Furniture
Personal property
Jewelry
Other NET WORTH
Other Total Assets
Total Long-Term Assets Total Liabilities
TOTAL ASSETS NET WORTH
SECTION III
1 Multiplication and Division of Whole Numbers
Multiplication and division are the next two mathematical procedures used with whole
numbers. Both are found in business as often as addition and subtraction. In reality, most
business problems involve a combination of procedures. For example, invoices, which are
a detailed list of goods and services sold by a company, require multiplication of items by
the price per item and then addition to reach a total. From the total, discounts are frequently
subtracted or transportation charges are added.
SECTION III • Multiplication and Division of Whole Numbers 15
Multiplying Whole Numbers 1-5

Multiplication of whole numbers is actually a shortcut method for addition. Let’s see how multiplication The combination
this works. If a clothing store buys 12 pairs of jeans at $29 per pair, what is the total cost of of two numbers in which the num-
the jeans? One way to solve this problem is to add $29 + $29 + . . . , 12 times. It’s not hard ber of times one is represented is
to see how tedious this repeated addition becomes, especially with large numbers. By using determined by the value of the other.
multiplication, we get the answer in one step: 12 × 29 = $348. multiplicand In multiplication, the
Multiplication is the combination of two whole numbers in which the number of times umber being multiplied. For example,
n
one is represented is determined by the value of the other. These two whole numbers are 5 is the multiplicand of 5 × 4 = 20.
known as factors. The number being multiplied is the multiplicand, and the number by which multiplier The number by which the
the multiplicand is multiplied is the multiplier. The answer to a multiplication problem is the ultiplicand is multiplied. For example,
m
product. Intermediate answers are called partial products. 4 is the multiplier of 5 × 4 = 20.
258 multiplicand or factor product The answer or result of
× 43 multiplier or factor ultiplication. The number 20 is the
m
product of 5 × 4 = 20.
774 partial product 1
10 32 partial product 2
11,094 product
In mathematics, the times sign—represented by the symbols “×” or “·” or “( )”—is used times sign The symbol “×”
to indicate multiplication. For example, 12 times 18 can be expressed as represents multiplication. Also rep-
resented by a raised dot “·” or paren-
12 × 18 12 · 18 (12)(18) 12(18) theses “( )”.
Note: The raised symbol · is not a decimal point.
STEPS For Multiplying Whole Numbers

STEP 1. Write the factors in columns so that the place values line up.
STEP 2. Multiply each digit of the multiplier, starting with units, times the multipli-
cand. Each will yield a partial product whose units digit appears under the
corresponding digit of the multiplier.
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STEP 3. Add the digits in each column of the partial products, starting on the right with
the units column.
Multiplication Shortcuts
The following shortcuts can be used to make multiplication easier and faster.
1. When multiplying any number times 0, the resulting product is always 0. For example,
573 × 0 = 0 0 × 34 = 0 1,254,779 × 0 = 0
2. When multiplying a number times 1, the product is that number itself. For example,
1,844 × 1 = 1,844 500 × 1 = 500 1 × 894 = 894
3. When a number is multiplied by 10, 100, 1,000, 10,000, 100,000, and so on, simply
attach the zeros of the multiplier to the end of that number. For example,
792 × 100 = 79,200 9,345 × 1,000 = 9,345,000
4. When the multiplier has a 0 in one or more of its middle digits, there is no need to write
a whole line of zeros as a partial product. Simply place a 0 in the next partial product row
directly below the 0 in the multiplier and go on to the next digit in the multiplier. The next
partial product will start on the same row one place to the left of the 0 and directly below
its corresponding digit in the multiplier. For example, consider 554 times 103.
Shortcut: 554 Long way: 554
× 103 × 103
1 662 1 662
55 40 0 00
57,062 55 4
57,062
5. When the multiplicand and/or the multiplier have zeros at the end, multiply the two
numbers without the zeros and attach that number of zeros to the product. For example,
130 × 90 = 11,700
Note: 13 × 9 = 117, and we attach two zeros (and include a comma).
5,800 × 3,400 = 19,720,000
Note: 58 × 34 = 1,972, and we attach four zeros (and adjust the commas).
Verifying Multiplication
o check your multiplication for accuracy, divide the product by the multiplier. If the multi-
T
plication was correct, this will yield the multiplicand. For example,
Multiplication Verification Multiplication Verification

48 527
× 7 × 18
336 336 ÷ 7 = 48 4 216
5 27
9,486 9,486 ÷ 18 = 527
Example5 Multiplying Whole

Numbers
Multiply the following numbers and verify your answers by division.
a. 2,293 b. 59,300 c. 436 × 2,027 d. 877 × 1 e. 6,922 × 0

× 45 × 180
In multiplication, the factors are f. Maytag Industries has a new aluminum parts molding machine that produces 85 parts per
interchangeable. For example, 15 minute. How many parts can this machine produce in an hour? If a company has 15 of these
times 5 gives the same product as
machines and they run for 8 hours per day, what is the total output of parts per day?
5 times 15.
Multiplication is usually
expressed with the larger factor
on top as the multiplicand and
So lutio nS tr a te gy
the smaller factor placed under it
as the multiplier. a. 2,293 This is a standard multiplication problem with two partial
× 45 products. Always be sure to keep your columns lined
11 465 up. The answer, 103,185, can be verified by division:
103,185 ÷ 45 = 2,293
91 72
103,185
b. 593 In this problem, we remove the three zeros, multiply,
× 18 and then add back the zeros.
4 744 Verification: 10,674 ÷ 18 = 593
5 93
10,674 + “000” = 10,674,000
c. 2,027 This is another standard multiplication problem. Note
× 436 that the larger number was made the multiplicand (top)
12 162 and the smaller number became the multiplier. This
makes the problem easier to work.
60 81
Verification: 883,772 ÷ 436 = 2,027
810 8
883,772
d. 877 × 1 = 877 Remember, any number multiplied by 1 is that number.
e. 6,922 × 0 = 0 Remember, any number multiplied by 0 is 0.
f. 85 parts per minute × 60 minutes per hour = 5,100 parts per hour
5,100 parts per hour × 15 machines = 76,500 parts per hour, all machines
76,500 parts per hour × 8 hours per day = 612,000 parts per day, total output
Tr yIt Exerc ise 5

Multiply the following numbers and verify your answers.
a. 8,203 b. 5,400 c. 3,370 d. 189 × 169
× 508 × 250 × 4,002
e. Howard Martin, a plasterer, can finish 150 square feet of interior wall per hour. If he works
6 hours per day
• How many square feet can he finish per day?
• If a contractor hires four plasterers, how many feet can they finish in a 5-day week?
Dividing Whole Numbers 1-6

Just as multiplication is a shortcut for repeated addition, division is a shortcut for repeated
subtraction. Let’s say while shopping you want to know how many $5 items you can pur-
chase with $45. You could get the answer by finding out how many times 5 can be subtracted
from 45. You would begin by subtracting 5 from 45 to get 40, then subtracting 5 from 40
to get 35, subtracting 5 from 35 to get 30, and so on, until you get 0. Quite tedious, but it
does give you the answer, 9. By using division, we simply ask how many $5 are contained
in $45. By dividing 45 by 5, we get the answer in one step (45 ÷ 5 = 9) . Because division is
the opposite of multiplication, we can verify our answer by multiplying 5 times 9 to get 45.
Division of whole numbers is the process of determining how many times one number is division The mathematical process
contained within another number. The number being divided is called the dividend, the num- of determining how many times one
number is contained within another
ber doing the dividing is called the divisor, and the answer is known as the quotient. When
number.
the divisor has only one digit, as in 100 divided by 5, it is called short division. When the
divisor has more than one digit, as in 100 divided by 10, it is known as long division. dividend In division, the quantity
The “÷” symbol represents division and is known as the division sign. For example, being divided. For example, 20 is the
dividend of 20 ÷ 5 = 4.
12 ÷ 4 is read “12 divided by 4.” Another way to show division is
divisor The quantity by which
12 another quantity, the dividend, is
4 being divided. The number doing
the dividing. For example, 5 is the
This is also read as “12 divided by 4.” To actually solve the division, we use the sign q . divisor of 20 ÷ 5 = 4.
The problem is then written as 4q12. As in addition, subtraction, and multiplication, proper
quotient The answer or result of
alignment of the digits is very important. division. The number 4 is the quo-
Dividend Quotient tient of 20 ÷ 5 = 4.
= Quotient
Divisor Divisor qDividend division sign The symbol ”÷”
represents division.
When the divisor divides evenly into the dividend, it is known as even division. When
the divisor does not divide evenly into the dividend, the answer then becomes a quotient plus
a remainder. The remainder is the amount left over after the division is completed. This is remainder In uneven division, the
known as uneven division. In this chapter, a remainder of 3, for example, is expressed as R 3. amount left over after the division
In Chapter 2, remainders will be expressed as fractions, and in Chapter 3, remainders will be is completed. For example, 2 is the
remainder of 22 ÷ 5 = 4, R 2.
expressed as decimals.
Verifying Division
o verify even division, multiply the quotient by the divisor. If the problem was worked cor-
T
rectly, this will yield the dividend. To verify uneven division, multiply the quotient by the
divisor and add the remainder to the product. If the problem was worked correctly, this will
yield the dividend.
Even Division Illustrated

34
850 (dividend)
= 34 (quotient) 25q850 Verification: 34 × 25 = 850
25 (divisor)
75
100
100
0
Uneven Division Illustrated
42 R 10
850 (dividend)
= 42 R 10 (quotient) 20q850 Verification: 42 × 20 = 840
20 (divisor)
80 + 10
50 850
40
10
STEPS For Dividing Whole Numbers

STEP 1. Determine the first group of digits in the dividend that the divisor will divide
into at least once. Divide and place the partial quotient over the last digit in
that group.
STEP 2. Multiply the partial quotient by the divisor. Place it under the first group of
digits and subtract.
STEP 3. From the dividend, bring down the next digit after the first group of digits.
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STEP 4. Repeat Steps 1, 2, and 3 until all of the digits in the dividend have been
brought down.
Example6 Dividing Whole

Numbers
Divide the following numbers and verify your answers.

1,508 14,000
a. 210 ÷ 7 b. 185 ÷ 9 c. d.
6 3,500
e. On an assembly line, a packing machine uses rolls of rope containing 650 feet. How many
8-foot pieces can be cut from each roll?
Solu tio nS tr a te gy
a. 30 This is an example of even division. Note that there is no
7q210 remainder.
21 Verification: 30 × 7 = 210
00
b. 20 R 5 This example illustrates uneven division. Note that there is a
9q185 remainder.
5 + 5
185
c. 251 R 2 This is another example of uneven division. Be sure to keep

6q1508 the digits properly lined up.
12 Verification: 251 × 6 = 1,506
30 + 2
30 1,508
08
6
2
d. 4 Here is another example of even division.
3500q14000 Verification: 4 × 3,500 = 14,000
14000
0
e. 81 R 2 In this word problem, we want to know how many 8-foot
8q650 pieces of rope are contained in a 650-foot roll. The dividend
64 is 650, and the divisor is 8. The quotient, 81 R 2, means that
81 whole pieces of rope can be cut from the roll with some
10
left over, but not enough for another whole piece.
8
+ 2
650
Tr yIt Exerc ise 6

Divide the following numbers and verify your answers.
a. 910 ÷ 35 b. 1,503 ÷ 160

c. 3,358 d. 175
196 12
e. Delta Industries has 39 production line workers, each making the same amount of money. If
last week’s total payroll amounted to $18,330, how much did each employee earn?
Review Exercises
1 SECTION IIi
Multiply the following numbers and verify your answers.

1. 589 2. 1,292 3. 327 4. 76,000 5. 56,969
× 19 × 158 × 900 × 45 × 1,000
11,191
6. $4 by 501. 7. 6,702 × 82 8. What is 475 times 12?
Estimate the following by rounding each number all the way; then multiply to get the exact
answer.
9. 202 200 100,000 98,980

× 490 × 500
98,980 100,000
10. 515
× 180
11. 17
× 11
12. Dazzling Designs made custom drapery for a client using 30 yards of material.
a. At $5 per yard, what is the cost of the material?
b. If the company received 4 more orders of the same size, how much material will be needed to
fill the orders?
13. The U.S. Department of Transportation has a rule designed to reduce passenger discomfort and
inconvenience. It states that airlines must let passengers off domestic flights when they have waited
3 hours without taking off. Airlines that don’t comply can be fined up to $27,500 per passenger.
If a Premium Airlines 767 aircraft with 254 passengers on board was fined the maximum
Xavier MARCHANT/Shutterstock.com
penalty for waiting 4 hours on the tarmac at JFK before takeoff last Tuesday, what was the amount
of the fine?
14. There are 34 stairs from bottom to top in each of 5 stairways in the football bleachers at
Waycross Stadium. If each track team member is to run 4 complete sets up and down each stair-
way, how many stairs will be covered in a workout?
15. To earn extra money while attending college, you work as a cashier in a restaurant.
a. Find the total bill for the following food order: 3 sirloin steak dinners at $12 each; 2 baked
chicken specials at $7 each; 4 steak burger platters at $5 each; 2 extra salads at $2 each;
6 drinks at $1 each; and tax of $7.
b. How much change will you give back if the check is paid with a $100 bill?
16. Bob Powers, a consulting electrical engineer, is offered two different jobs. Abbott Industries has
a project that pays $52 per hour and will take 35 hours to complete. Micro Systems has a project
that pays $44 per hour and will take 45 hours to complete. Which offer has a greater gross
income and by how much?
Divide the following numbers.
6,000 2,365
17. 4,500 ÷ 35 18. 1,317 ÷ 16 19. 20.
25 43
128 R 20
35q4500
35
100
70
300
280
20
Estimate the following by rounding each number to hundreds; then divide to get the
exact answer.

900
21. 890 ÷ 295 3 3R5
300
22. 1,499 ÷ 580
23. 68,246 ÷ 112
24. Tip-Top Roofing has 50,640 square feet of roofing material on hand. If the average roof requires
8,440 square feet of material, how many roofs can be installed?
25. A calculator uses 8 circuit boards, each containing 450 parts. A company has 421,215 parts in
stock.
a. How many calculators can it manufacture?
b. How many parts will be left over?
26. Eric Shotwell borrows $24,600 from the Mercantile Bank and Trust Co. The interest charge
amounts to $8,664. What equal monthly payments must Eric make in order to pay back the loan,
with interest, in 36 months?
27. A 16-person college basketball team is going to a tournament in Boston. As the

Hotel Choice Factors team manager, you are trying to find the best price for hotel rooms. The Windsor
49.57% Hotel is quoting a price of $108 for 2 people in a room and $10 for each extra
50
person. The Royale Hotel is quoting a price of $94 for 2 people in a room and
$15 for each extra person. If the maximum number of people allowed in a room
40
is 4, which hotel would be more economical?
30
23.61%
20 16.52%
10.30%
10
0
ice
s
tie
tio
in
Pr
at
28. You have just purchased a 65-acre ranch for a price of $780 per acre.
i
ca
en
R
Lo
Am
ar
In addition, the house was valued at $125,000 and the equipment amounted to
St
Hotels.com Survey When selecting $22,300.

a hotel, what do you consider most a. What was the total price of your purchase?
important?
Source: Hotels.com
b. Since the owner was anxious to sell, he offered to finance the ranch for you with a no-interest
mortgage loan. What would your monthly payments be to pay off the loan in 10 years?
c. Besides the mortgage payment, you are required to make monthly property tax and insurance
payments. If property tax is $3,000 per year and insurance is $2,400 per year, how much
would these items add to your monthly expenses for the ranch?
29. As the IT manager for FastNet Enterprises, you have maintained records of the average prices
you’ve paid for PCs over the years, and you are reviewing your records from the first 7 years
during your company’s initial growth phase. In year 1, you purchased 12 laptop computers and
15 desktop computers for your office staff. Using the graph Average PC Prices, answer the
following:
a. What was the total amount of the purchase for these computers
in year 1?
Average PC Prices
$2,000 $1,826
$1,600
Laptop
b. I n year 7, you replaced all of the computers with new
$1,200 ones. What was the total amount of the purchase for these
$811
computers?
$1,218
$800
Desktop
PC
$400 $688
c. In total, how much did you save in year 7 compared to year 1
because of falling computer prices?
0
Year 1 Year 7
Source: By Julie Snider, USA TODAY
Business Decision: Estimating a Tile Job
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30. You are the owner of Decorama Flooring. Todd and Claudia have asked you to give them an
estimate for tiling four rooms of their house. The living room is 15 feet × 23 feet, the dining
room is 12 feet × 18 feet, the kitchen is 9 feet × 11 feet, and the study is 10 feet × 12 feet.
a. How many square feet of tile are required for each room? (Multiply the length by the width.)
b. What is the total number of square feet to be tiled?
c. If the tile for the kitchen and study costs $4 per square foot and the tile for the living and din-
ing rooms costs $3 per square foot, what is the total cost of the tile?
d. If your company charges $2 per square foot for installation, what is the total cost of the tile job?
e. If Todd and Claudia have saved $4,500 for the tile job, by how much are they over or under
the amount needed?
Chapter Summary
Section I: The Decimal Number System: Whole Numbers
Topic Important Concepts Illustrative Examples
Reading and Writing Whole 1. Insert the commas every three digits to Write each number in numerical and word
Numbers in Numerical and mark the groups, beginning at the right side form. The number 15538 takes on the
Word Form of the number. numerical form 15,538 and is read, “fifteen
2. From left to right, name the digits and the thousand, five hundred thirty-eight.”
Performance Objective 1-1, units group. The units group and groups The number 22939643 takes on the numerical
Page 2 that have all zeros are not named. form 22,939,643 and is read, “twenty-two
3. When writing whole numbers in word form, million, nine hundred thirty-nine thousand,
the numbers from 21 to 99 are hyphenated, six hundred forty-three.”
except for the decades (e.g., thirty). The number 1000022 takes on the numerical
form 1,000,022 and is read, “one million,
Note: The word and should not be used in
twenty-two.”
reading or writing whole numbers.
Rounding Whole Numbers to 1. Determine the place to which the number is Round as indicated.
a Specified Place Value to be rounded. 1,449 to tens = 1,450
2a. If the digit to the right of the one being 255 to hundreds = 300
Performance Objective 1-2, rounded is 5 or more, increase the digit in 345,391 to thousands = 345,000
Page 4 the place being rounded by 1. 68,658,200 to millions = 69,000,000
2b. If the digit to the right of the one being 768,892 all the way = 800,000
rounded is 4 or less, do not change the digit
in the place being rounded.
3. Change all digits to the right of the place
being rounded to zeros.
Section II: Addition and Subtraction of Whole Numbers
Adding Whole Numbers and 1. Write the whole numbers in columns so that Add
Verifying Your Answers the place values line up. 2 11
2. Add the digits in each column, starting on 1,931 addend
Performance Objective 1-3, the right with the units column.
2,928 addend
Page 7 3. When the total in a column is greater
than 9, write the units digit and carry the + 5,857 addend
tens digit to the top of the next column to 10,716 sum
the left. Verification:
To verify addition, add the numbers in reverse, 2 11
from bottom to top. 5,857
2,928
+ 1,931
10,716
Subtracting Whole Numbers 1. Write the whole numbers in columns so that Subtract
and Verifying Your Answers the place values line up. 34,557 minuend
2. Starting with the units column, subtract − 6,224 subtrahend
Performance Objective 1-4, the digits.
28,333 difference
Page 9 3. When a column cannot be subtracted,
borrow a digit from the column to the left Verification:
of the one you are working in. 28,333
To verify subtraction, add the difference and + 6,224
the subtrahend; this should equal the minuend. 34,557
Try It: Exercise Solutions for Chapter 1 25
Section III: Multiplication and Division of Whole Numbers
Multiplying Whole Numbers 1. Write the multiplication factors in columns Multiply 258 × 43
and Verifying Your Answers so that the place values are lined up. 258 multiplicand or factor
2. Multiply each digit of the multiplier, × 43 multiplier or factor
Performance Objective 1-5, starting with units, times the multiplicand.
774 partial product 1
Page 15 Each will yield a partial product whose
units digit appears under the corresponding 10 32 partial product 2
digit of the multiplier. 11,094 product
3. Add the digits in each column of the partial
Verification:
products, starting on the right, with the
units column. 11,094
= 258
43
To verify multiplication, divide the product by
the multiplier. If the multiplication is correct, it
should yield the multiplicand.
Dividing Whole Numbers and 1. The number being divided is the dividend. Divide 650 by 27
Verifying Your Answers The number by which we are dividing 24 R 2
is the divisor. The answer is known as the 650
650 ÷ 27 = = 27q650
Performance Objective 1-6, quotient. 27
54
Page 17
Quotient 110
DivisorqDividend 108
2. If the divisor does not divide evenly into 2
the dividend, the quotient will have a
remainder.
To verify division, multiply the divisor by the
quotient and add the remainder. If the division Verification:
is correct, it will yield the dividend. 27 × 24 = 648 + 2 = 650
Try It: Exercise Solutions for Chapter 1

Numerical Form Word Form
1a. 49,588 Forty-nine thousand, five hundred eighty-eight
1b. 804 Eight hundred four
1c. 1,928,837 One million, nine hundred twenty-eight thousand, eight hundred thirty-seven
1d. 900,015 Nine hundred thousand, fifteen
1e. 6,847,365,911 Six billion, eight hundred forty-seven million, three hundred sixty-five thousand, nine hundred eleven
1f. 2,000,300,007 Two billion, three hundred thousand, seven
2a. 51,700 2b. 23,440 2c. 175,450,000 2d. 60,000 2e. 15,000,000,000 2f. 8,010,000,000
3a. 39,481 Verify: 11,029 3b. 6,948 Verify: 18,606 3c. 183 Verify: 1,157
5,594 5,594 330 7 228 438
+ 11,029 + 39,481 7,946 5,583,991 281 545
56,104 56,104 89 89 545 281
5,583,991 7,946 438 228
7 330 + 1,157 + 183
+ 18,606 + 6,948 2,832 Meals 2,832 Meals
5,617,917 5,617,917
4a. 98,117 Verify: 90,435 4b. 12,395 Verify: 6,806 4c. $4,589 Verify: $4,245
− 7,682 + 7,682 − 5,589 + 5,589 − 344 + 344
90,435 98,117 6,806 12,395 $4,245 Left in account $4,589
5a. 8,203 5b. 5,400 5c. 3,370 5d. 189 × 169

× 508 × 250 × 4,002
65 624 270 000 6 740 189
4 101 50 1 080 00 13 480 00 × 169
4,167,124 1,350,000 13,486,740 1 701
11 34
18 9
31,941
Verify: Verify: Verify: Verify:
4,167,124 1,350,000 13,486,740 31,941
= 8,203 = 5,400 = 3,370 = 189
508 250 4,002 169
5e. 150 900 3,600
× 6 × 4 Plasterers × 5 Days
900 sq ft per day 3,600 sq ft per day 18,000 sq ft in 5 days
6a. 26 6b. 9 R 63 6c. 17 R 26 6d. 14 R 7

35q910 160q1,503 196q3,358 12q175
70 1 440 1 96 12
210 63 1 398 55
210 1 372 48
0 26 7
Verify: Verify: Verify: Verify:
26 × 35 = 910 160 × 9 = 1,440 196 × 17 = 3,332 12 × 14 = 168
+ 63 + 26 + 7
1,503 3,358 175
18,330 470 Verify: 39 × 470 = 18,330
6e. = $470 Per employee
39 39q18,330
15 6
2 73
2 73
0
Concept Review
1. The number system most widely used in the world today is known as 8. When performing addition, we write the addends in columns
the Hindu-Arabic numeral system, or ________ number system. (1-1) so that the place values are aligned ___________. (1-3)
2. Our number system utilizes the 10 Hindu-Arabic symbols 9. The mathematical process of taking away, or deducting, an
________ through ________ to write any number. (1-1) amount from a given number is known as ___________. (1-4)
3. The set of numbers 1, 2, 3, 4, . . . are known as 10. In subtraction, when a column cannot be subtracted, we must
____________ numbers. (1-1) ________ a digit from the column to the left. (1-4)
4. On the place value chart, whole numbers appear to the 11. In multiplication, the product of any number and 0 is
_________ of the decimal point. (1-1) ____________. (1-5)
5. A(n) _________ number is an approximation or estimate of an 12. In multiplication, the product of any number and
exact number. (1-2) _____________ is the number itself. (1-5)
6. Rounding all the way is a process of rounding numbers to the 13. The amount left over after division is completed is known as
______ digit. (1-2) the ___________. (1-6)
7. In addition, the numbers being added are known as ___________; 14. Show four ways to express 15 divided by 5. (1-6)
the answer is known as the ___________________. (1-3)
Assessment Test 27
Assessment Test chapter

1
1. 200049
2. 52308411
Write the following whole numbers in numerical form.

3. Three hundred sixteen thousand, two hundred twenty-nine
4. Four million, five hundred sixty thousand

5. 18,334 to hundreds
7. 256,733 to ten thousands
Perform the indicated operation for the following.

8. 1,860 9. 927 10. 207 11. 42q1876
2,391 − 828 × 106
133
+ 1,009
12. 3,505 13. 6,800 14. 150,000 ÷ 188 15. 1,205 − 491
× 290 919
201
+ 14,338
16. The following chart shows the number of meals served at the Gourmet Diner last week. Use
addition and subtraction to fill in the blank spaces. What is the week’s grand total?
Gourmet Diner
Monday Tuesday Wednesday Thursday Friday Saturday Total Units
Breakfast 82 68 57 72 92 427
Lunch 29 69 61 82 75
Dinner 96 103 71 108 112 159
mewini/Shutterstock.com
Daily Grand
Totals 223 Total
17. You are the bookkeeper for the Gourmet Diner in Exercise 16. If breakfasts average $6 each, lunches
average $9 each, and dinners average $13 each, calculate the total dollar sales for last week.
Although the peak years for
diners have long since passed,
many diners still exist and other
restaurants have taken the
inspiration from the original
diners.
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rauhassa. Ennen ensi kierrosta etsin vasikan taas käsiini, ja jos se
nyt on kyllin suuri erotettavaksi lehmästä, ei minun tarvitse muuta
kuin muuttaa sen korvamerkit ja polttaa oma merkkini sen lonkkaan.
Minä en tietystikään saa kaikkia merkkipuoliani, mutta ainakin
suurimman osan. Jos karjankierroksessa ilmestyy kovin paljon
merkkipuolia, on hyvin luultavaa, että joku on liian ahkerasti
käyttänyt veistään. Me saimme viime kierroksessa koko joukon
merkkipuolia aitaukseen», hän päätti tyynesti.
Muistaen pikku Billyn sanat Nick Cambertista ja Yavapai Joesta ja

vieraiden ratsastajien keskustelun kartanossa Patches huomasi
edistyvänsä tiedoissaan maasta ja sen asujamista.
Tullessaan laitumelle huomasivat miehet, että suuri osa karjasta

kärsi Arizonan pahinta karjatautia, pattimatoja. Nämä ovat, kuten
Phil selitti Patchesille heidän juottaessaan hevosiaan lähteellä, erään
likakärpäsen toukkia, jotka elävät karjan ihossa ja varsinkin
haavoissa. Lukemattomat vasikat, jotka eivät vielä olleet täysin
parantuneet polttoraudan jäljeltä, kärsivät niistä, ja jollei niitä hoidettu
huolellisesti, tuotti tauti karjanomistajille suurta tappiota.
»Kuulkaahan, Patches», sanoi paimen hänen tottuneen silmänsä

heti huomatessa apua tarvitsevat eläimet. »Sanonpa teille, mitä
meidän on tehtävä. Ajamme lauman aitaukseen ja te voitte kehittää
lassovyyhtinne.»
Ja niin Patches sai oppia sekä puhdistamaan toukkien

saastuttamat haavat kloroformilla että käyttämään paimenen
välttämättömintä työkapinetta, lassoa.
»Mitä nyt?» kysyi Patches viimeisen vasikan syöksyessä hänen

avaamastaan veräjästä etsimään emoansa.
Phil katsahti kumppaniinsa ja nauroi. Honourable Patches osoitti
ilmeisiä merkkejä epätoivoisista pyrkimyksistä oppia heittämään
lassoa. Hänen kasvonsa olivat tomun ja mullan tahraamat, hiukset
sekaiset ja vaatteet yltä päältä likaiset. Mutta hänen silmänsä
loistivat ja hänen ryhtinsä oli reipas ja hilpeä.
»Mikä nyt on?» hän kysyi hymyillen onnellisena. »Mitä nyt taas
olen tehnyt hullusti?»
»Te olette kunnostautunut tänään», vastasi Phil. »Tulin vain

ajatelleeksi, että ette kovinkaan muistuta sitä miestä, jonka tapasin
Metsärajalla muuanna iltana.»
»Enpä voi sanoa omasta mielestänikään paljon muistuttavani

häntä», vastasi Patches.
Phil katsahti aurinkoa kohden. »Mitä arvelette päivällisestä?

Eiköhän jo liene aika.»
»Päivällisestä?»
»Niin juuri. Satulastani löydätte hiukan evästä. Laitumen reunassa

pitäisi olla vanha kasari. Muutamat pojat eivät piittaa ruoasta
ollessaan ratsastamassa, mutta minä en kernaasti ole ilman, ellei se
ole välttämätöntä.» Hän ei selittänyt ottaneensa ruokaa mukaansa
etupäässä kumppaniaan ajatellen.
»Uh!» huudahti Patches, äskeinen homma vielä tuoreessa

muistissa. »Minä en ainakaan voi syödä palaakaan!»
»Niin luulette», vastasi Phil, »mutta menkääpä tuonne lähteelle,

juokaa niin paljon kuin jaksatte, peseytykää ja saattepa nähdä,
kuinka pian muutatte mieltänne tuntiessanne kahvin hajun.»
Ja niin Patches sai vielä yhden tärkeän opetuksen — miten on
opittava nopeasti unohtamaan epämiellyttävinkin työ — opetus, joka
on välttämätön jokaiselle, joka tekee ahkeraa työtä, olipa se mitä
laatua hyvänsä.
Päätettyään yksinkertaisen ateriansa ja ojentauduttuaan

ruohikkoon ikivanhan puun varjoon he keskustelivat asioista, jotka
olivat kaukana tavallisesta työstä. Kuten miehet, jotka tuntevat
salaperäisen ja selittämättömän toveruuden yhdistävän, he juttelivat
puoliääneen ja miltei suljetuin silmin elämästä, sen arvoituksista ja
tarkoituksesta. Ja Phil, joka tavallisesti vaikeni keskustelun johtuessa
häneen itseensä, salli Patchesin nähdä hänen ajatusmaailmaansa,
jonka hän harvoin paljasti. Vain hänen suuri unelmansa, hänen
elämänsä rohkein haave — jäi hänen omaksi salaisuudekseen. Sen
aika ei ollut vielä tullut.
»Kesken kaiken, Phil», sanoi Patches heidän viimein noustessaan

ja lähtiessään hevostensa luo, »missä olette käynyt koulunne? Sitä
en luule vielä kuulleeni.»
»En ole käynyt koulua», vastasi tämä naurahtaen, ja Patchesista

tuntui, että hänen äänessään oli katkera sointu. »Olen vain tavallinen
paimen, siinä kaikki.»
»Anteeksi», vastasi Patches, »mutta ajattelin siitä päättäen, mitä

sanoitte kirjoista —»
»Kirjoista! Niin, katsokaahan, muutamia vuosia takaperin tänne tuli

muuan kirjatoukka etsimään parannusta ja toi tahallaan tautinsa
tänne mukanaan.»
»Tautinsa?» kysyi Patches.

»Niin, kirjansa, tarkoitan. Ne tappoivat hänet — hän oli muuten
hyvä mies, mutta liiaksi koulumestari. Olin ensin utelias näkemään,
mitä hän oikeastaan oli löytävinään kirjoistaan, joita ilman hän ei
saattanut elää, ja vähitellen kiinnyin niihin itsekin. Mutta enpä luule
niistä minulle olevan samaa vaaraa kuin hänelle», hän lopetti
naurahtaen. »Hän se ensiksi antoi Will-sedälle Rovastin nimen.»
»Se nimi sopii hänelle hyvin», huomautti Patches, »ei ihme, että
kaikki sitä käyttävät. Ja te olette varmaan saanut omanne
ratsastamisesta?»
»Omani?»
»Niin, Villihevos-Philin, tarkoitan», hymyili toinen.
Phil nauroi. »Ettekö ole vielä kuullut sitä juttua? No, saatanhan
yhtä hyvin kertoa sen teille. Meillä on hyvää aikaa. Ratsastakaamme
eteläistä tietä, niin kenties voin näyttääkin sen teille.»
Heidän ratsastaessaan ylös selänteelle Patches ihmetteli

kumppaninsa sanoja, mutta tämä ei suostunut selittämään mitään,
vaan pudisti päätään hänen kysymyksilleen ja käski hänen odottaa.
Ja Patches huomasi, että hänen asentoonsa tuli jotakin erikoisen
valpasta ja joustavaa, ja hän näytti tarkasti pitävän silmällä
vuorenrinnettä, jota pitkin he ratsastivat.
He olivat jo päässeet miltei vuorenrinteen harjalle, kun Phil äkkiä

käänsi hevosensa vasemmalle ja ratsasti ylös melkein äkkijyrkkää
kallionseinämää. Patchesista tuntui, että hevosen olisi mahdotonta
saada siitä jalansijaa, mutta hän ei sanonut mitään, vaan antoi
Snipin seurata Philiä. He olivat jo miltei aivan lähellä harjaa, kun Phil
pysähdytti hevosensa ja laskeutui satulasta. Patches teki samoin ja
muutaman silmänräpäyksen kuluttua he seisoivat selänteen harjalla,
josta oli laaja näköala yli ympäröivien laaksojen.
Patches päästi ihastuksen huudahduksen, mutta Phil tarttui häntä

lujasti käsivarteen ja tukahdutti enemmät sanat.
»Näettekö niitä?» hän kuiskasi.
Patches loi häneen kysyvän katseen. Hän oli niin syventynyt

ihailemaan maiseman suurenmoisuutta, ettei lainkaan huomannut,
mikä hänen kumppaninsa miellä kiinnitti.
»Tuolla», kuiskasi Phil kärsimättömästi, »tuon vuoren rinteellä —

ne ovat tuskin neljänsataa yardia meistä ja liikkuvat tännepäin.»
»Tarkoitatteko noita hevosia?» kysyi Patches ihmeissään

toverinsa äänensävystä.
Phil nyökkäsi.
»Kuuluvatko ne Risti-Kolmiolle?»
»Risti-Kolmiolle!» Phil nauroi äänettömästi. Sitten hän lisäsi

vakavalla ja miltei kunnioittavalla äänellä: »Ne kuuluvat Jumalalle,
herra Honourable Patches.»
Silloin Patches käsitti. »Villihevosia!» hän huudahti puoliääneen.
»Niitä on kaksikymmentäkahdeksan tuossa joukossa», kuiskasi

Phil. »Näettekö tuota mustaa oritta — tuota, joka vähän väliä
kohottaa päätään katsoakseen ympärilleen?»
Patches nyökkäsi. Philin osoittama hevonen oli ilmeisesti lauman

valpas johtaja.
»Se se oli, joka antoi minulle arvonimeni», nauroi Phil. »Tulkaahan
nyt, niin saamme nähdä niiden lähtevän liikkeelle. Sitten kerron teille
koko jutun.»
Hän solahti alas kalliolta ja laskeutui Patchesin seuraamana

hevosten luo, nousten uudelleen satulaan ja ratsastaen hevosia
kohden.
Ratsastajien lähestyessä hevoslaumaa kohotti sen johtaja ylvään

päänsä päästäen ilmoille varoitushirnunnan. Seisten hetkisen
liikkumattomana, pitkä musta harja ja häntä heiluen tuulessa, joka
puhalsi Blair Pasista yli selänteen, se sysimustan, silkinhienon
karvan kiiltäessä auringossa näytti ruhtinaalta vertaistensa joukossa
— koskemattoman lakeuden vapaudessa kasvaneelta kuninkaalta.
Patches kääntyi kumppaninsa puoleen sanoakseen hänelle

jotakin, mutta vaikeni nähdessään ilmeen paimenen kasvoilla. Phil
nojautui hiukan eteenpäin satulassaan, vartalossaan sama siron
voimakkuuden ja valppauden ilme kuin hevosella, jota hän tarkasteli
kiinnostuneena. Hänen poskillaan hehkui tumma puna, hänen
silmänsä loistivat kiihkosta ja hänen huulillaan karehti ihastuksen ja
kunnioituksen hymy eläintä kohtaan, jota itse tietämättään suuresti
muistutti.
Ja Patches — syntyneenä ja kasvaneena kaukana näiden

vapaiden ja turmeltumattomien olentojen maailmasta — tunsi
vaistomaisesti katsoessaan Philistä hevoseen ja hevosesta jälleen
mieheen, että hän näiden elämää, terveyttä ja kauneutta uhkuvien
olentojen läheisyydessä oli lähempänä elämän jumalaisia voimia
kuin milloinkaan ennen.
»Katsokaa sitä, katsokaa sitä, Patches!» kuiskasi Phil äkkiä ja
kannusti hevosensa laumaa kohden Patchesin pysytellessä aivan
hänen vieressään.
Heidän liikahtaessaan ori hirnahti uudelleen varoituksen joukolleen

ja otti muutaman askelen läheneviä miehiä kohden. Sitten se äkkiä
käännähti sirosti kuin lintu ja kiiti laumaansa niin nopeasti ja
keveästi, että jalat tuskin näyttivät koskettavan maata. Kiertäen
joukkoaan puolelta toiselle se pakotti sen pakenemaan vaaran tieltä
pysytellen itse koko ajan lauman ja vihollisen välissä, kunnes arveli
toisten olevan turvassa. Sitten se pysähdytti lauman ja jäi seisomaan
liikkumattomana odottaen vihollisen lähestymistä.
Uudelleen Phil pysähdytti hevosensa. »Hyvä Jumala!» hän

huudahti. »Onpa tämä suurenmoinen näky!»
Mutta Patchesia liikutti vähemmän oriin ylväs kauneus kuin se

kiihkeä hartaus, joka värisi kumppanin äänessä.
Ratsastajat kannustivat uudelleen hevosiaan, ja kuten äskenkin,

ajoi ori joukkonsa turvallisen välimatkan päähän jääden itse
lähemmäksi vihollista.
Silloin paimen nauroi ääneen — vilpittömän ilon helakkaa naurua.

»Hyvä, vanha veikko, nyt annan sinulle hiukan vauhtia», hän sanoi
ääneen hevoselle, selvästikin unohtaen kumppaninsa läsnäolon.
Patches näki hänen nykäisevän ohjaksista, kohottautuvan

satulassa ja kiitävän täyttä vauhtia hevoslaumaa kohden, jättäen
toverinsa odottamaan paluutaan.
Mutta ori seisoi hetkisen katsoen vihurina kiitävään ratsastajaan.
Sitten se hirnahti ja kuin ymmärtäen Philin tarkoituksen suhahti
nuolen nopeana laumansa ohitse ja asettuen sen etunenään johti
sen vinhaa vauhtia Granite Mountainia kohden.
Phil pysähtyi, ja Patches näki hänen katselevan, miten hevoset

hulmuavin harjoin ja häntä suorana seurasivat johtajaansa, joka
näkyi juoksevan vain puolella nopeudellaan. Viimein lauma hävisi
pieninä mustina pilkkuina taivaanrannan taa.
»Eikö se ollut suurenmoisia?» huusi Phil palatessaan toverinsa

luo. »Näittekö, kuinka se sivuutti lauman aivan kuin toiset olisivat
seisseet paikallaan?»
»Eipä olisi ollut helppoa saada sitä kiinni», arveli Patches.
»Saada sitä kiinni!» huudahti Phil. »Luuletteko, että koetinkaan

saada sitä kiinni? Tahdoin vain nähdä sen juoksevan. Sitä hevosia ei
ole, joka veisi miehen lassonkantaman päähän noista hevosista, ja
musta ori saattaa juosta ympyrässä koko lauman ympärillä. Mutta
kerran olen saanut sen kiinni.»
»Te saitte sen kiinni?» toisti Patches epäluuloisesti.
Phil hymyili. »Niin, kerran pitelin sitä hetkisen.»
Heidän ratsastaessaan kotikartanoa kohti kertoi Phil

kumppanilleen tapauksen, joka oli kuulu kautta koko maan.
»Musta ori oli silloin vuoden vanha», hän alkoi. »Minä olin ihaillut
sitä koko vuoden ja niin olivat kaikki muutkin pojat, jotka olivat
nähneet lauman, johon se kuului, sillä siitä näki jo varsana, mikä siitä
tulee. Vapaina elävät hevoset olivat hiukan liian lukuisia sinä vuonna,
ja me suunnittelimme ajojahtia vähentääksemme niitä hiukan, kuten
meillä on tapana tehdä vuoden tai parin väliajoin. Jokainen ajoi takaa
tuota mustaa oritta, ja eräänä päivänä, kun olimme jo hajoittaneet
monta laumaa, yllätin sen aivan sattumalta. Ajoin juuri takaa erästä
harmaata hevosia ja ratsastin samaa tietä, jota tänäänkin kuljimme,
kun se äkkiä tuli vastaani selänteen harjalla. Se tapahtui niin äkkiä,
että ori ja minä hämmästyimme kumpikin yhtä suuresti. Voitte uskoa,
että värisin kuin haavanlehti. Mutta toinnuin yhtäkaikki
ensimmäisenä hämmästyksestäni ja heitin lassoni sen kaulaan,
ennen kuin se ehti paeta. Mutta se taisteli kuin paholainen, niin etten
lopulta tiennyt, minäkö pitelin sitä vai se minua. Mutta se oli silloin
vielä varsa, ja minä sain sen lopuksi pysähtymään.»
Phil vaikeni omituinen ilme kasvoillaan. Patches odotti

kärsivällisenä.
»Tiedättekö», sanoi paimen viimein empien, »en voi selittää sitä —

enkä siitä kernaasti puhukaan, sillä se on ihmeellisin asia, mitä
minulle koskaan on tapahtunut — mutta kun katsoin tuota mustaa
oritta silmiin ja kun se katsoi minua, tuli minun paha olla. Häpesin —
niin kuin — niin kuin olisin aikonut tehdä pyhäinhäväistyksen tai
jotakin sen tapaista. Me olimme aivan kahden, se ja minä, ja meidän
tuijottaessamme toisiimme tulin ajatelleeksi, mitä sille merkitsi
kahlitseminen ja kouluttaminen — ja — ymmärrätte. Ja ajattelin,
minkälainen hevonen siitä tulisi, jos se saisi jäädä elämään, niin kuin
Jumala oli sen luonut, ja niin — niin —» Hän vaikeni jälleen
naurahtaen hämillään.
»Te päästitte sen irti?» huudahti Patches.
»Se on totinen tosi, Patches. En voinut tehdä muuta — en

suorastaan voinut. Muuan pojistamme tuli paikalle juuri, kun päästin
sen irti, ja miehet nostivat siitä tietysti hitonmoisen elämän. Sillä
katsokaahan, meillä on tapana myydä enimmän tarjoavalle kaikki
hevoset, jotka tuollaisessa ajojahdissa saamme kiinni, ja hinta
jaetaan tasan miesten kesken. Pojat käsittivät, että tuo musta oli
enemmän arvoinen kuin viisi muuta yhteensä, jotka olimme saaneet,
ja olihan ymmärrettävää, että he olivat siitä minulle vihaisia. Mutta
rauhoitin heitä luopumalla osuudestani, niin ettei heillä ollut mitään
sanomista. Sitä varten minusta tuntuu, että tuo ori tavallaan kuuluu
minulle, ja koetan aina pitää siitä hiukan huolta. Viime kierroksessa
meillä oli eräs mies, joka yritti ampua sitä, mutta — hän lähti täältä
pian sen jälkeen eikä ole sen jälkeen palannut.»
Paimen hymyili Patchesin nauraessa ääneen.
»Tiedättekö», jatkoi Phil hetkisen kuluttua, »minusta tuntuu, että

ori tuntee minut vieläkin. Jos vain olen näillä main, käyn katsomassa
sitä, ja minusta tuntuu, että se pitää minun käynneistäni yhtä paljon
kuin minäkin. Te pidätte minua varmaan hulluna», hän lopetti jälleen
murahtaen, »mutta siltä minusta tuntuu — ja siitä olen saanut nimen
Villihevos-Phil.»
He ratsastivat hetkisen vaieten, sitten Patches virkkoi vakavasti:

»En osaa sanoa, miltä minusta tuntuu, mutta ymmärrän teidät ja
kadehdin teitä sydämeni pohjasta.»
Ja kääntyessään toverinsa puoleen paimen näki hänen

ilmeessään jotakin, joka muistutti oriin silmiä sinä päivänä, jolloin
hän oli päästänyt sen vapauteen. Oliko Patcheskin joskus menneinä
päivinä joutunut olosuhteiden tai ympäristön silmukkaan ja
menettänyt suurimman, jumalaisimman perintönsä? Phil hymyili
omille ajatuksilleen, mutta tunsi hymyillessään niiden sanovan
totuuden, ja hän tunsi myös, että tämä mies saattoi sillä voimalla,
joka asui syvimmällä hänen sielussaan, saavuttaa takaisin sen, mikä
häneltä oli riistetty.
Ja niin lujittui tänä päivänä, jolloin laajojen laidunmaiden poika ja

kaupungin mies ratsastivat yhdessä, se yhteistunne, jonka he
aavistuksena olivat tunteneet kohdatessaan toisensa ensimmäisen
kerran. He tunsivat, että harvinainen ymmärtämys, jota eivät
minkään maan eikä minkään kielen sanat saattaneet ilmaista, liitti
heitä toisiinsa.
Muutamia päiviä myöhemmin sattui tapahtuma, joka — niin he

ainakin silloin luulivat — lujitti heidän ystävyytensä ikuisiksi ajoiksi.
IX LUKU.
Tailholt Mountainin miehet.
Eräänä päivänä Phil ja Patches ratsastivat Old Campin seudulla.

Varhain iltapäivällä he kuulivat vasikan herkeämättä huutavan ja
löysivät, ääntä kohden ratsastaessaan sen setripuulehdosta. Sen
kyljessä oli äsken, Philin arvelun mukaan kenties edellisenä iltana
poltettu Tailholtin merkki. Vasikka-raukka kutsui nyt tuskissaan emoa
apuun.
»Ihmeellistä, ettei lehmää näy missään», sanoi Patches.
»Olisi ihmeellisempää, jos se näkyisi», vastasi paimen lyhyesti ja

käänsi katseensa vasikasta Tailholt Mountainiin päin, ikäänkuin
miettien jotakin, jota ei syystä tai loisesta halunnut selittää
toverilleen.
»Ei hyödytä ruveta etsimään sitä», hän lisäsi ääni murtuneena.

»Minulla on aina huono onni. Jospa olisimme eilen ratsastaneet
näillä main sen sijaan, että lähdimme Mint Washin puolelle — minä
tulen aina päivää liian myöhään.»
Hänen ilmeessään ja äänensävyssään oli jotakin, joka pidätti
Patchesin tekemästä hänelle kysymyksiä. Seuraavina tunteina Phil
ei puhunut paljon, ja kun hän puhui, olivat hänen sanansa lyhyitä ja
miltei nyreitä. Patches huomasi hänen silmäilevän maata
harvinaisen kiinnostuneena. Heidän syötyään päivällisensä
jotensakin synkän mielialan vallitessa Phil jälleen hypähti satulaan jo
melkein ennen kuin Patches oli valmis.
Iltapäivä oli jo kulunut pitkälle ja he olivat lähteneet kotimatkalle,

kun he näkivät erään Risti-Kolmion härän, joka ilmeisesti oli -
haavoittunut taistelussa toisten eläinten kanssa. Se kuului Rovastin
parhaimpaan Herefordkarjaan, ja haava oli pikaisen avun tarpeessa.
»Meidän täytyy puhdistaa haava», sanoi Phil, »tai siihen ilmestyy

pattimatoja.» Hän otti lassonsa pitäen tarkasti silmällä härkää, joka
mylvi syvällä, peloittavalla äänellä.
»Voinko auttaa?» kysyi Patches innokkaasti, katsellen

kunnioittavasti mahtavaa eläintä, sillä se oli ensimmäinen
täysikasvuinen eläin, jonka hän lyhyen kokemuksensa aikana oli
nähnyt tarvitsevan apua.
»Ei», vastasi Phil. »Pysykää vain tarpeeksi kaukana, se on

pääasia.
Tämä junkkari ei ole vasikka, ja haava on saanut sen vimmoihinsa.»
Seuraavat tapahtumat seurasivat toisiaan salamannopeina.
Paimenen hevonen ymmärsi nähtävästi pitkän kokemuksen

perusteella, ettei mylvivä eläin ollut hyvällä tuulella, ja vapisi
osallistuessaan sen kiinniottamiseen. Patches näki viuhuvan
silmukan lentävän Philin kädestä ja kiristyvän tämän pakottaessa
hevosensa heittäytymään härän painoa vastaan. Seuraavassa
hetkessä hänen silmissään välähti kauhea näky: kaatunut hevonen
ratsastajineen maassa hurjistuneen ja teräväsarvisen härän
hyökätessä sitä kohden niska kumarassa ja sarvet sojossa.
Patches ei ajatellut — hän ei ehtinyt ajatella. Kirkaisten kauhusta

hän painoi kannuksensa hevosen kylkiin, ja sävähtäen tuskasta
tämä syöksähti eteenpäin. Jälleen hän kannusti sitä kaikella
voimallaan, ja raivoisan hevosen seuraava syöksähdys sai nuo
peloittavat sarvet seivästämään sen. Patches kuuli kuin unessa
hirvittävän repeämisen ja hevosen kiljaisun, kun se hengenhädässä
karkasi pystyyn. Hänen oli mahdotonta sanoa, kuinka hänen onnistui
nousta jaloilleen pudottuaan taaksepäin satulasta, mutta hän näki
selvästi Philin heilauttavan itsensä jälleen satulaan ja pakottavan
vaivoin pystyyn kompuroineen ratsunsa suoraan härän eteen
kääntääkseen sen huomion pois Patchesista. Härkä kääntyi
todellakin uudelleen häntä kohden, ja ihaillen Philin kylmäverisyyltä
Patches huomasi hänen kehittävän auki lassoaan, hevosen
yrittäessä hurjin hypyin väistää uhkaavia sarvia. Härkä pysähtyi,
ravisti päätään raivoissaan ja aikoi jälleen syöstä jalkamiestä
kohden. Mutta taas ratsastaja tanssitti kiusoitellen hevostaan sen
edessä, ja samalla Philin lasso lensi kaaressa vangiten sen
silmukkaansa.
Kun härkä oli sidottu, meni Phil haavoittuneen hevosen luo ja

lopetti sen kärsimykset. Sitten hän katsahti miettiväisenä Patchesiin,
joka seisoi katuvaisen näköisenä katsellen kuollutta ratsuaan,
ikäänkuin tuntien olevansa syyllinen isäntänsä kärsimään vahinkoon.
Paimenen kasvoilla häilähti hyväntuulinen hymy hänen lukiessaan
kumppaninsa ajatuksen.
»Kylläpä tein kolttosen», sanoi Patches kuin odottaen hyvin
ansaitsemaansa moitetta.
Philin hymy levisi yli koko hänen kasvojensa. »Niin teittekin», hän
vastasi pyyhkiessään hikeä kasvoiltaan. »Olen teille siitä hyvin
kiitollinen.»
Patches katsahti häneen hämmästyksissään.
»Ettekö tiedä, että pelastitte henkeni?» kysyi Phil.
»Mutta — mutta minähän tapoin Rovastin hyvän hevosen», änkytti

Patches.
»Luulenpa Will-sedän kestävän sen tappion», nauroi Phil.
Tämä laukaisi jännityksen, ja molemmat nauroivat yhdessä.
»Mutta sanokaahan minulle muuan seikka, Patches», sanoi Phil

sitten uteliaana. »Miksi ette ampunut härkää, kun se hyökkäsi
päälleni?»
»Sitä en tullut ajatelleeksi», vastasi Patches. »En totisesti ehtinyt

ajatella mitään.»
Phil nyökkäsi hyväksymisen merkiksi. »Olen huomannut, että

mies, johon hädän tullen voi luottaa, ei ajattele. Tarkoitan, että hän
vaistomaisesti tekee oikein ja ajattelee vasta myöhemmin, kun siihen
on aikaa.»
Patches oli mielissään. »Tein siis oikein?»
»Se oli ainoa, mitä saatoitte tehdä minun pelastamisekseni»,

vastasi Phil vakavasti. »Jos olisitte koettanut käyttää ampuma-
asettanne, niin — vaikka olisittekin osunut siihen, ette olisi voinut
pysähdyttää sitä tarpeeksi ajoissa. Jos olisitte ollut niin lähellä, että
olisitte voinut ampua sitä suoraan otsaan, olisi se tietenkin auttanut,
mutta —», hän hymyili jälleen. »Olen iloinen siitä, ettette tullut sitä
ajatelleeksi. Sanokaahan vielä toinen seikka», hän lisäsi. »Tiesittekö
panevanne alttiiksi oman henkenne?»
Patches pudisti päätään. »En voi sanoa tienneeni muuta, kuin että
te olitte pahassa pälkähässä ja että minun oli nopeasti tehtävä
jotakin. Miten kaikki oikeastaan tapahtui?» kysyi hän innokkaana
kääntämään keskustelun toisaalle.
»Diamond kompastui tuohon kuoppaan», selitti Phil. »Kun se

kaatui, luulin viimeisen hetkeni tulleen. Uskokaa minua tätä en
unohda, Patches.»
Hetkisen molemmat vaikenivat hämillään. Sitten Patches virkkoi:

»Minua ihmetyttää, kun ette ampunut sitä päästyänne jälleen
jaloillenne, vaan panitte uudelleen henkenne alttiiksi yrittäessänne
ottaa kiinni sen lassollanne.»
»Ei ollut mitään syytä tappaa hyvää härkää niin kauan kuin oli
muita mahdollisuuksia. Minun tehtäväni on pitää se hengissä, — ja
sen minä yritin nyt tehdä.» Näin paimen muutamin sanoin luonnehti
ammattinsa perusohjeen, joka ei salli ottaa lukuun henkilökohtaista
vaaraa tai onnettomuutta, kun isännän omaisuus on kyseessä.
Heidän riisuttuaan kuolleelta hevoselta satulan ja suitset ja

puhdistettuaan haavan härän kyljessä sanoi Phil: »Nyt, herra
Honourable Patches, teidän on parasta pysytellä syrjässä ja
kernaimmin jonkin puun takana. Tämä junkkari hurjistuu varmasti
taas, kun päästän sen jaloilleen. Tulen noutamaan teidät, kun olen
valmis.»
Hiukan myöhemmin Philin ratsastaessa Patchesin luo kuului

hänen jättämällään paikalla syvä, peloittava mylvinä.
»Se ilmoittaa, mitä aikoo tehdä ensi kerralla nähdessään meidät»,

naureskeli Phil. »Hypätkää taakseni satulaan, niin lähdemme
painumaan kotiin päin.»
Tämä tapaus näytti kokonaan karkottaneen pilven, joka koko

päivän oli synkentänyt Philin kasvoja. Ratsastaessaan he juttelivat ja
nauroivat hilpeästi. Sitten paimen äkkiä muuttui synkäksi ja
vaiteliaaksi kuten aamulla.
Patches ihmetteli, mikä näin äkkiä oli muuttanut hänen

mielialansa, kun hän huomasi kaksi miestä, jotka ratsastivat
selänteen harjaa seuraten samaa virranuomaa kuin Risti-Kolmion
miehet, vaikka nämä ratsastivat lähempänä rantaa.
Patchesin kiinnittäessä Philin huomion ratsastajiin sanoi tämä

lyhyesti: »Olen katsellut heitä viimeiset kymmenen minuuttia.»
Sitten, ikäänkuin katuen vastauksensa sävyä, hän lisäsi
ystävällisemmin: »Jos he ratsastavat edelleen samaa tietä, niin me
kohtaamme heidät noin mailin päässä, missä selänne laskeutuu
laaksoon.»
»Tunnetteko heidät?» kysyi Patches uteliaana.
»He ovat Nick Cambert ja hänen koiransa Yavapai Joe.»
»Tailholt Mountainin miehet», mutisi Patches tarkastellessaan

miehiä yhä kiinnostuneempana. »Tiedättekö, Phil, minä olen
ennenkin nähnyt nuo miehet.»
»Tekö?» huudahti Phil. »Missä? Koska?»
»En osaa selittää missä», vastasi Patches, »mutta se oli sinä

päivänä, jolloin ratsastin pitkin juoksuaitaa. He olivat harjulla laakson
toisella puolen.»
»Se lienee ollut tämä sama hevosuittamo, jota nytkin

seuraamme», vastasi Phil, »se leviää hiukan alempana. Miksi
luulette miehiä juuri samoiksi?»
»Nuo miehet tuolla ylhäällä ovat saman näköisiä kuin ne, jotka
silloin näin, toinen kookas, toinen pienenläntä. He olivat samalla
etäisyydellä minusta, ja — niin — olen varma siitä, että nuo ovat
samat hevoset.»
»Hyvä, Patches, mutta teidän olisi pitänyt ilmoittaa siitä heti kotiin
tultuanne.»
»En tullut ajatelleeksi, että se olisi tärkeätä.»
»On kaksi sääntöä, joita teidän aina on noudatettava», sanoi

paimen, »jos aiotte oppia hyvin ammattinne. Ensimmäinen on:
nähdä kaikki, mikä on nähtävissä, ja nähdä kaikki kaikesta, mitä
näette. Ja toinen: muistaa kaikki. Voinhan kertoa teille, että Jim Reid
samana iltana löysi vasikan, joka oli juuri merkitty Tailholtin raudalla,
ja että hän meidän puolellamme tapasi Risti-Kolmion lehmän, joka oli
kadottanut vasikkansa. Mutta tuossahan ystävänne tulevat.»
Miehet ratsastivat alas rinnettä kulmauksessa, joka varmasti veisi

heidät Risti-Kolmion ratsastajien tielle. Ja Patches rikkoi heti Philin
antamaa sääntöä vastaan, sillä hän ei huomannut tulijoita
tarkastellessaan, että hänen kumppaninsa irroitti pistoolinsa
kotelosta.
Nick Cambert oli kookas mies, pitkä ja lihavahko. Hänellä oli

ruskea tukka ja omituiset vaaleansiniset silmät, jotka eivät olleet
omiaan herättämään luottamusta. Mutta Tailholtin miesten
pysähtyessä tervehtimään Philiä ehti Patches tuskin vilkaistakaan
Nickiin, niin suuressa määrin herätti Joe hänen mielenkiintoaan.
On tuskin toista miestä, jolle syntyperä, kasvatus, ympäristö,

olosuhteet tai kohtalo olisi antanut niin vähän miehekkyyttä kuin
Yavapai Joe-raukalle. Seisoen suorana hän olisi kenties ollut hiukan
alle keskimitan, mutta hänen istuessaan satulassa oli mahdotonta
pitää tätä laihaa, huonoryhtistä ja tylsäkatseista olentoa
täysikasvuisena. Mitätön leuka, suuri, puoliavoin suu, suorrukkeinen,
väritön tukka ja hänen elottomien silmiensä arka, pälyilevä katse
antoivat hänelle pelkurin ja hylkiön leiman.
Nick katsahti sivumennen Patchesiin tervehtiessään Risti-Kolmion

päällysmiestä. »Terve, Phil!»
»Terve, Nick!» vastasi Phil viileästi. »Päivää, Joe!»
Nuorempi mies tuijotti typerästi Patchesiin ja vastasi Philin

tervehdykseen epäselvästi mumisten ja jatkoi savukkeen
pyörittämistä sormissaan.
»Onko Risti-Kolmiossa puute hevosista?» kysyi Nick yrittäen

laskea leikkiä nähdessään kaksi miestä saman hevosen selässä.
»Jouduimme ottamaan kiinni erään härän», selitti Phil lyhyesti.

»Ne tekevät toisinaan pian lopun hevosesta», jatkoi Nick. »Olen
sillä tavoin menettänyt montakin. Jollei tästä olisi yhtä pitkä matka
minun talolleni kuin Risti-Kolmioon, auttaisin teitä kernaasti. Olette
tervetullut vieras, senhän tiedätte.»
»Paljon kiitoksia», vastasi Phil, »mutta kyllä me ratsastamme

suoraa päätä kotiin. Lienee parasta jatkaa matkaa. Näkemiin!»
»Hyvästi!»
Tämän lyhyen kohteliaisuuksien vaihdon aikana ei Joe ollut

liikahtanut paikaltaan eikä hetkeksikään kääntänyt katsettaan
Patchesista. Philin ja Patchesin lähdettyä hän istui yhä katsellen
poistuvien jälkeen, kunnes Nick tiukasti käski häntä panemaan
hevosensa liikkeelle.
»No, mitä pidätte tuosta parista?» kysyi Phil heidän päästyään

jonkin matkan päähän.
Patches kohautti olkapäitään ja vastasi tyynesti: »Kertoisitteko

minulle heistä, Phil?»
»Siinä ei ole paljonkaan kertomisia», vastasi paimen. »Kukaan ei

varmasti tiedä heistä mitään. Nick on syntynyt Yavapai Countyssa.
Hänen isänsä, vanha George Cambert, näytti kylläkin kunnialliselta
mieheltä, mutta hän kuului niihin, joiden hommat säännöllisesti
menevät myttyyn. He muuttivat täältä Etelä-Kaliforniaan, kun Nick oli
tullut täysi-ikäiseksi. Hän palasi kuusi vuotta sitten, asettui asumaan
Tailholt Mountainin juurelle ja perusti oman karjan, jolla on merkkinä
Neljä-Viiva-M polttomerkki. Tavalla tai toisella hänen onkin
onnistunut koota itselleen melkoinen lauma. Hänen menonsa ovat
varsin mitättömät. Hän ja Joe asuvat vanhassa mökissä, jonka joku

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Contemporary mathematics for

business and consumers 9th Edition

Robert Brechner and George Bergeman

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

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Printed in the United States of America

F rom M otivation to M astery

R eflecting the L atest

An E xplanation of the topic

A S tep B ox clearly describing the

An E xample with a complete step-by-step

A T ry -I t E xercise with solution

B usiness M ath J ournal

D ollars and S ense

• Concept Review fill-in questions test students’

Also at the end of each chapter…

S upplemental T ools for S tudents

Students access these tools by going to www.cengage.com/decisionsciences/brechner/cmbc/9e.

Nancy Aiello Martha Cavalaris Abdul Hamza Joseph Moutran

Photo by Shari Brechner

Chapter 1: Whole Numbers 1 Chapter 4: Checking Accounts 95

Chapter 7: Invoices, Trade Discounts, Chapter 9: Payroll 270

Section II: Closed-End Credit—Installment Loans 435

Section II: Present Value of an Annuity: Chapter 15: Financial Statements

Section II: Property Tax 624 Chapter 21: Business Statistics

Section II: Property Insurance 661 Appendix A: Answers to Odd-Numbered

1-1: Reading and writing whole numbers

1-3: Adding whole numbers

1-1 Reading and Writing Whole Numbers

Skills you acquire in this course

Trillions Billions Millions Thousands Units

Steps For Reading and Writing Whole Numbers

Example1 Reading and Writing

Number Numerical Form Word Form

b. 560 560 five hundred sixty millions and greater, may be

1-2 Rounding Whole Numbers to a Specified

Example2 Rounding Whole

Round the following numbers to the indicated place.

Tr yIt Exerc ise 2

a. 51,667 to hundreds b. 23,441 to tens c. 175,445,980 to ten thousands

1. 22938 22,938 Twenty-two thousand, nine hundred thirty-eight

Write the following whole numbers in numerical form.

7. One hundred eighty-three thousand, six hundred twenty-two 183,622

10. One hundred two thousand, four hundred seventy b a. 12,743

Round the following numbers to the indicated place.

15. 1,757 to tens 1,760

b. Round each of these numbers to the nearest hundred.

24. According to the Financial Times, in a recent recession, outstanding

b. Round this number to the nearest hundred billion.

Business Decision: Up or Down?

Addition and Subtraction of Whole Numbers

Adding Whole Numbers ﻿1-3

Steps For Adding Whole Numbers 4 + 1 = 5.

plus sign The symbol “+”

A Word about Word Problems

Example3 Adding Whole

b. Addition Verification c. Addition Verification

Adding Whole Numbers 1-3

Subtracting Whole Numbers 1-4