Calculation of Drug Dosages A Work Text 10E Tenth Edition Sheila J Ogden RN MSN Full Chapter

Calculation of Drug Dosages: A Work
Text, 10e Tenth Edition Sheila J. Ogden

Rn Msn
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CONTENTS
PART ONE
Review of Mathematics
REVIEW OF MATHEMATICS PRETEST, 3
CHAPTER 1 Fractions, 7
CHAPTER 2 Decimals, 31
CHAPTER 3 Percents, 53
CHAPTER 4 Ratios, 71
CHAPTER 5 Proportions, 87
REVIEW OF MATHEMATICS POSTTEST, 101
PART TWO
Units and Measurements for the Calculation of Drug Dosages
CHAPTER 6 Metric and Household Measurements, 109
CHAPTER 7 Calculations Used in Patient Assessments, 133
PART THREE
Preparation for Calculation of Drug Dosages
CHAPTER 8 Safety in Medication Administration, 152
CHAPTER 9 Interpretation of the Physician’s Orders, 165
CHAPTER 10 Reading Medication Labels, 175
PART FOUR
Calculation of Drug Dosages
CHAPTER 11 Oral Dosages, 186
CHAPTER 12 Parenteral Dosages, 269
CHAPTER 13 Dosages Measured in Units, 356
CHAPTER 14 Reconstitution of Medications, 394
CHAPTER 15 Intravenous Flow Rates, 421
CHAPTER 16 Intravenous Flow Rates for Dosages Measured in Units, 459
CHAPTER 17 Critical Care Intravenous Flow Rates, 479
CHAPTER 18 Pediatric Dosages, 503
CHAPTER 19 Obstetric Dosages, 549
Comprehensive Posttest, 571
Glossary, 597
Appendix A: Apothecary System of Measure, 598

CALCULATION
OF DRUG DOSAGES
A Work Text
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A
extensive menu of various topic areas within drug calculations, such
as oral, parenteral, pediatric, and intravenous calculations. It contains
over 600 practice problems covering ratio and proportion, formula,
and dimensional analysis methods.
• tudent Practice Problems and Learning
S
Activities
rovides additional practice and
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ey formulas and other material are provided
K
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CALCULATION
OF DRUG DOSAGES
A Work Text
TENTH EDITION
Sheila J. Ogden, MSN, RN

President and CEO
SJOgden Consulting, Inc.
Indianapolis, Indiana
Linda K. Fluharty, MSN, RN

Professor
School of Nursing
Ivy Tech Community College
3251 Riverport Lane
St. Louis, Missouri 63043
CALCULATION OF DRUG DOSAGES: ISBN: 978-0-323-31069-7

A WORK TEXT, TENTH EDITION
Copyright © 2016 by Mosby, an imprint of Elsevier Inc. All rights reserved.

Copyright © 2012, 2007, 2003, 1999, 1995, 1991, 1987, 1980, 1977 by Mosby, Inc., an affiliate of
Elsevier Inc.
No part of this publication may be reproduced or transmitted in any form or by any means, electronic
or mechanical, including photocopying, recording, or any information storage and retrieval system,
without permission in writing from the publisher. Details on how to seek permission, further
information about the Publisher’s permissions policies and our arrangements with organizations such
as the Copyright Clearance Center and the Copyright Licensing Agency, can be found at our website:
www.elsevier.com/permissions.
This book and the individual contributions contained in it are protected under copyright by the
Publisher (other than as may be noted herein).
Details on how to seek permission, further information about the Publisher’s permissions policies and
our arrangements with organizations such as the Copyright Clearance Center and the Copyright
Licensing Agency, can be found at our website: www.elsevier.com/permissions.
This book and the individual contributions contained in it are protected under copyright by the
Publisher (other than as may be noted herein).
Notices
Knowledge and best practice in this field are constantly changing. As new research and experience
broaden our understanding, changes in research methods, professional practices, or medical
treatment may become necessary.
Practitioners and researchers must always rely on their own experience and knowledge in
evaluating and using any information, methods, compounds, or experiments described herein. In
using such information or methods they should be mindful of their own safety and the safety of
others, including parties for whom they have a professional responsibility.
With respect to any drug or pharmaceutical products identified, readers are advised to check the
most current information provided (i) on procedures featured or (ii) by the manufacturer of each
product to be administered, to verify the recommended dose or formula, the method and duration
of administration, and contraindications. It is the responsibility of practitioners, relying on their
own experience and knowledge of their patients, to make diagnoses, to determine dosages and the
best treatment for each individual patient, and to take all appropriate safety precautions.
To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors,
assume any liability for any injury and/or damage to persons or property as a matter of products
liability, negligence or otherwise, or from any use or operation of any methods, products,
instructions, or ideas contained in the material herein.
International Standard Book Number: 978-0-323-31069-7
Senior Content Strategist: Yvonne Alexopoulos

Traditional Content Development Manager: Jean Sims Fornango
Senior Content Development Specialist: Danielle M. Frazier
Publishing Services Manager: Deborah L. Vogel
Senior Project Manager: Jodi M. Willard
Design Direction: Julia Dummitt
Printed in Canada
Last digit is the print number: 9 8 7 6 5 4 3 2 1

To David, my husband and best friend, for your patience, support, and love;
and to our wonderful family, John, Shannon, Kate, Claire,
Amy, Ryan, Connor, Justin, Maya, and Celeste.
Love, Sheila, Mom, and Nana.
S.J.O.
To my parents, Richard and Arlene Duke,

for their love and support when I said I wanted to be a nurse.
Love, Linda.
L.K.F.
This page intentionally left blank
CONTENT AND MATH REVIEWERS
Bret Alan Barker, MSN, RN, CCRN, PHN

Adjunct Faculty, Nursing Instructor
Gavilan College
Gilroy, California
Pricilla Clark, MSN, RN

Nursing Programs Coordinator/Professor
Central Texas College
Killeen, Texas
Janie Corbitt, RN, MLS

Former Instructor, Health Technology Core
Central Georgia Technical College
Milledgeville, Georgia
Marge Gingrich, RN, MSN, CRNP

Professor, Nursing
Harrisburg Area Community College
Harrisburg, Pennsylvania
Jessica Gonzales ARNP, MSN, RN

Nursing Instructor
Lake Washington Institute of Technology
Redmond, Washington
Bobbi Steelman, B.S. Ed, MA. Ed, CPhT

Adjunct Allied Health Instructor
Daymar Colleges Group
Bowling Green, Kentucky
Ann Thurman, BSN, RN

Coordinator, Allied Health/Practical Nursing
Tennessee Technology Center at Hartsville
Hartsville, Tennessee
Laura Warner, MSN, RN, CNE

Associate Professor of Nursing
Ivy Tech Community College
Copyright © 2016 by Mosby, an imprint of Elsevier Inc. vii

ACKNOWLEDGMENTS
We are grateful to the students and instructors who have chosen to use this book; we continue to
learn so much from each of you. You have helped us understand the problems that students have
with basic mathematics and with the calculation of drug dosages. We appreciate the physicians,
nurses, pharmacists, and representatives of various health care agencies who took the time to
discuss topics with us. We hope this book will provide readers with a feeling of confidence when
working with a variety of mathematical problems.
We want to give special thanks to the reviewers of this text. Your sincere evaluation and cri-
tique played an integral part in the revision of this edition, and your attention to detail was most
helpful.
We would also like to acknowledge Danielle Frazier and Yvonne Alexopoulos for their help
and support during the writing of this tenth edition. Danielle supplied answers to many questions,
pushed to meet deadlines, and offered her services as needed. She also remained calm and offered
guidance during the entire revision process. Yvonne has been diligent in providing clarity on the
needs of students, faculty, and hospitals as the scope and use of the book continue to grow.
Thank you all so much!
Sheila J. Ogden
Linda K. Fluharty
Copyright © 2016 by Mosby, an imprint of Elsevier Inc. ix

PREFACE TO INSTRUCTORS
This work text is designed for students in professional and vocational schools of nursing and for
nurses returning to practice after being away from the clinical setting. It can be used in the class-
room or for individual study. The work text contains an extensive review of basic mathematics to
assist students who have not mastered the subject in previous educational experiences. It can also
be used by those who have not attended school for a number of years and feel a lack of confi-
dence in the area of mathematics computations.
ORGANIZATION OF MATERIAL
A pretest precedes each chapter in Parts One and Two and may be used for evaluating present
skills. For those students who are comfortable with basic mathematics, a quick assessment of each
area will confirm their competency in the subject matter.
Part Two begins with the use of the metric system, which is predominant in the medical field.
The apothecary system continues to decline in use to the point of being almost extinct. However,
in remembering that differences in practice exist throughout the United States and the world, it
was felt that some of that content should remain in the book. Therefore it has been placed in the
Appendix for reference. A new Chapter 7 has been added with the emphasis on calculations used
in patient assessments.
Part Three helps students prepare for the actual calculation of drug dosages. The new
Chapter 8 has combined material from all previous chapters and discusses various points con-
cerning patient safety as it relates to medication administration. This chapter also includes safety
issues for the nurse in the dispensing of medication. The case scenarios really emphasize the
importance of delivering the correct medication to the patient as ordered. Chapter 9 provides an
emphasis on the interpretation of the physician’s orders, and Chapter 10 explains how to read
medication labels.
Part Four has been renamed the Calculation of Drug Dosages. As students begin their clinical
experiences, they start with basic medical surgical patients. Therefore the content moves from
oral to parenteral, units, reconstitution and, finally, intravenous flow rates. Beginning in Part Four,
we have added substantial content on dimensional analysis as a method for solving problems of
drug calculations. This method has become the preferred method of use by numerous schools of
nursing.
However, many schools are remaining with the ratio/proportion or formula methods. Exam-
ples of each type of calculation are now shown first with dimensional analysis followed by the
proportion and formula methods. The division of the three methods will allow instructors to
target the area of study they prefer for their students and/or schools.
The actual drug labels have been updated and increased in number in all chapters that discuss
the calculation of drug dosages. Also in Part Four, we have separated and expanded the content
for dosages measured in units (Chapter 13) and the reconstitution of medications (Chapter 14).
These are two separate concepts and are sometimes difficult for students to understand. This sep-
aration allows for extended practice and attention to each chapter’s content.
More medications are being delivered to patients via the intravenous route, not only in inten-
sive care units, but in progressive care and medical surgical areas as well. Therefore, in addition
to Chapter 15, Intravenous Flow Rates, a new Chapter 16, Intravenous Flow Rates for Dosages
Measured in Units, has been added. Chapter 17 remains focused on Critical Care Intravenous
Flow Rates. Chapter 18, Pediatric Dosages, continues to include oral, parenteral, and intravenous
flow rate problems. Chapter 19, Obstetric Dosages, remains to address the calculation in regards
to obstetric patients.
The majority of the calculation problems relating to drug dosages continue to represent actual
physicians’ orders in various health care settings.
Copyright © 2016 by Mosby, an imprint of Elsevier Inc. xi

xii Preface to Instructors
FEATURES IN THE TENTH EDITION

• Learning objectives are listed at the beginning of each chapter so students will know the goals
that must be achieved.
• Chapter work sheets provide the opportunity to practice solving realistic problems.
• Almost every chapter contains two posttests designed to evaluate the student’s learning.
• A comprehensive posttest at the end of the book will help students assess their total
understanding of the process of calculation of drug dosages.
• A glossary is included to define important terms.
• Numerous full-color drug labels continue to provide a more realistic representation of
medication administration.
• NEW! Chapter 13, Dosages Measured in Units, and Chapter 14, Reconstitution of
Medications, have been divided into two separate chapters.
ANCILLARIES
Evolve resources for instructors and students can be found online at http://evolve.elsevier.com/
Ogden/calculation/
The instructor resources are designed to help instructors present the material in this text and
include the following:
• Drug Label glossary
• TEACH Lesson Plan
• TEACH Lecture Outlines
• TEACH PowerPoint Slides
• Test Bank
NEW VERSION! Drug Calculations Comprehensive Test Bank, version 4. This generic test-
bank contains over 700 questions on general mathematics, converting within the same system of
measurements, converting between different systems of measurement, oral dosages, parenteral
dosages, flow rates, pediatric dosages, IV calculations, and more.
Student Resources provide students with additional tools for learning and include the
following:
• Student Practice Problems and Learning Activities
• Flash Cards
NEW VERSION! Drug Calculations Companion, version 5. This is a completely updated,

interactive student tutorial that includes an extensive menu of various topic areas within drug
calculations, such as oral, parenteral, pediatric, and intravenous calculations. it contains over
600 practice problems covering ratio and proportion, formula, and dimensional analysis methods.
Copyright © 2016 by Mosby, an imprint of Elsevier Inc.

PREFACE TO STUDENTS
DESCRIPTION AND FEATURES

Calculation of Drug Dosages is an innovative drug calculation work text designed to provide you
with a systematic review of mathematics and a simplified method of calculating drug dosages. It
affords you the opportunity to move at a comfortable pace to ensure success. It includes informa-
tion on the dimensional analysis, ratio and proportion, and formula methods of drug calculation,
as well as numerous practice problems. Take a look at the following features so that you may
familiarize yourself with this text and maximize its value.
CHAPTER 3
Percents
Pretests evaluate your present skills in utilizing

__
_______________
_______________
PRETEST
NAME _____ ___
_______________
_______________
DATE _____ 38___
sCOre _____
ACCeptABLe
YOUr sCOre
________
of 38 out of 40
indicates an accep
table under-
may skip to
mathematics, units, and measurements.
nts Pretest. A score lations involving percents. You
Complete the Perce basic calcu letion of Chapter
3,
competency in 37 or below, comp
standing of and ver, if you score dosages.
s Prete st on p. 71. Howe succe ss in the calculation of drug
the Ratio continued
nts, will be helpful for your
Perce
to percents.
wing fractions ____________
Change the follo 3. 1 ⁄8 ________
DireC tiOns: ____________
___________
2. 5 ⁄7 ________
1. 1 ⁄60 ________
____ ________
___________
5. 4 ⁄3 ________
____
4. 3 ⁄10 ____
to percents.
wing decimals _________
Change the follo 8. 0.427 ____
____
DireC tiOns: ____ __________
_________ 7. 0.35 ____
____
6. 0.006 ____
____ ___________
____ _________ 10. 0.7 ____
9. 3.821 ____
ions.
to proper fract
wing percents _________
Change the follo 13. 91 ⁄2% ____
____
DireC tiOns: ____ _________
________ _____ 12. 75% ____
11. 0.5% ____
____ __________
15. 3 ⁄8% ____
14. 24.8%
____ ____________ Chapter 8
wing perce nts to decimals. ___

Change the follo ____________
DireC tiOns: ____ _________ 18. 133 ⁄10%
16. 11 ⁄6% ____

____ _________ 17. 7.5% ____
Safety in Med
ication
Administratio
pretest
53
n
an imprint of Elsevier Inc.
Copyright © 2016 by Mosby,
LEARNING OBJE
CTIVES 1 explain the fund
Upon completion amental need
of the materials 2 Describe the impa for patient safet
provided in this y programs
chapter, ct of medical error
you will be able 3 Describe strat
egies
s on patient outco
mes
to:
medication admi to maintain patient and staff
nistration safety during
4 Identify the spec
ial problems and
population relat issues of the elder
ed to medicatio ly
n administration
The concept of
safety in healt
Both groups are h care is applic
susceptible to injury able to both patie
the likelihood that unless measures nt populations
are taken that and health care
a medical error maximize preve workers.
personal safety or injury will occur ntion while minim
. . The following izing
sections relate
to both patient
and
PATIENT SAF
Patient safety
ETY
has never been
organization’s more important
ability to attra . It is linked direc
petitive, and to ct patients, to tly to a health
meet the requi fund care
Addi rements for accre services that are market com-
which are of inter tionally, it is important in ditation by regul
est to third-part the delivery of atory agencies.
quality. These
parties include y paye rs for reimbursem high-quality patient care outco
icaid Services the ent mes,
(CMS), the Joint federal government throu and to external agencies moni
All these agen gh the Centers
cies require reporCommission, the Leapfrog for Medicare toring
& Med-
The risk assoc ting of significan Group, and some
state governme
in the monitorin iated with delivery of healt t or sentinel events that resul nts.
g h services to patie t in patient harm
its ability to deliv of safety. Health care as an
Learning Objectives highlight key content and industry is consi nts creates a sense of urgen .
related to medi er safe patient care. In this cy
cations and proce people-to-peop dered at high risk in regard
manufacturing dures is great le business, the to
indus er likeli
care culture today try. This is believed to be than the likelihood of a prod hood of errors
goals that must be achieved.

, such as due to many facto uct error in the
rs that are prese
nt in the healt
• The fast-paced h
• Advanced technenvir onment in whic
ologies that requi h patient care activities
• Possible decreases in staffing in
re more atten
tion
occur
• A sicker and older critical positions, and skills
• Declining financial patient population such as nursing
and pharmacy
resources
n Content in
this chapter was writte
n by ruth anne
Burris, MBa, rN,
152 for previous edition
s of this text.

Copyright © 2016 by Mosby, an imprint of Elsevier Inc. xiii

xiv Preface to Students
168 PART 3 Prepa

ration for Calculation of
Drug Dosages
Alerts highlight potential and common drug calculation
RATION
THE SIX RIGHT
S OF MEDICATI
ON ADMINIST
nsible for ensur
is legally respo
ns are correctly
administered,
ing that medicatiobe diligently checked.
listed in Box 9-1
must
errors.
Because the nurse administration
of medication
the six rights RATION
ION ADMINIST
TS OF MEDICAT
BOX 9-1 SIX RIGH 4. Route
1. Drug 5. Time
2. Dose 6. Documentation
3. Patient of medications,
administration
preparation and
checked in the e. times:
rights are not legally responsibl order should be checked three
Anytime these h the nurse is
occur for whic tion, the
an error may ns are prepa red for administra
When medicatio drawer or shelf
from the
cine is taken
1. As the medi or opened
cine is prepared thrown out all calculation
s
2. As the medi or . It is critical that ving frac-
cine is replaced ed three times
3. As the medi should be check rtant to check calculations
invol
used, the label impo in medications
(e.g.,
If unit doses are check ed. It is especially s. In some institutions certa red to the
be done accur
ately and lator cine is administe
als. Man y nurses use calcuanother nurse before the medi
tions and decim in) are to be checked by ALWAYS
devices. or her name and
heparin and insul the appropriate measuring the patient his
patient. Alwa
ys use n, ALWAYS ask
ring the medicatioand and birth date.
When administe ion armb
nt’s identificat
check the patie
ALE RT .
or her name birth date.
the patient his armband and
ALWAYS ask identification
the patient’s must be
ALWAYS check s. However, they h
by various route r assume the route by whic
be administered
be ordered to ician’s order. Neve order, the physician must
Medications can the route included in the phys in the
only by been included be written also.
administered given . If the route has not clarif ying order needs to With all med-
n is to be sted. The een doses .
the medicatio to clarif y the route reque day and the interval betw medi catio n should
asked th the time of to whether the
be notified and important—bo are required as
Timing is very t by the nurse
ent and assessmen
ications, judgm eld.
be given or withh
ord (MA R) docu- CHAPTER 11
Remember that
inistration Rec important for legal purposes. of nt, Oral Dosages
Medication Adm drug, dose, patie
ment ation of
has become more
Documentation cations administered must
medi
It is also neces
and more
sary to docu
include the five
ment whether a medi
erning the full
components
document ation
nt’s MAR) varie
withheld or
cation has been cations. The
of medi
s in format
WORK SHEET
route, and time. ty has its own policy conc y called the patie that all docu -
refused. Each
facili record (commonl n. It is mandatory DIRECTIONS: The
n administration contains the same informatio from a computer. oral doses. Show medication order is listed
official medicatio er but ed out s to the at the beginning
ution to anoth black ink or print cribe the physician’s order indicate the corre your work. Shade each medi of
from one instit le, and it is written in s trans fic. The MAR ct dose. cine cup or oral each problem. Calculate the
legib nurse ty speci syringe when
mentation be s, personnel other
than are facili
s in use, and they to verify the transcription provided to
In most institution are many different MAR red ion
1. The physician
order
. (There Nurses are requi the transcript How many capsu s Minipress 2 mg po two
patient’s MAR book is only one example.) form indicating
initials on the les will the nurse times a day for
illustrated in this to place their
MAR. Notice
administer per Mr. Shaw’s high
ician’s order and B, a patient’s
dose? _______ blood pressure.
against the phys . ’s order and, medication
was correctly
comp leted a physician nt’s name, the
repre sents examples of, A, the MAR include the patie n schedule.
Figure 9-1 tions for medicatio
te drug interpreta n route, and the
that the appropria drug dosage, the medicatio Copyright © 2016 by Mosby,
the
name, the date,
2. Mrs. Taylor
has a long histo
ordered. How ry of seizures.
many milliliters Elixir of phen
will the nurse obarbital 30 mg
administer per po q 12 h is
dose? _______
NDC 0002-2
438-05
16 fl oz (1
pt) (473 mL)
Work Sheets provide you with the opportunity to ELIXIR No.

227
PHEN OBA RBITAL
practice solving realistic problems. ELIX IR, USP
Contains 20 mg
WARNING—May
Phenobarbital
per 5 mL
be habit forming.
Contains Alcohol
14 Percent
CAUTIO N—Fed
eral (U.S.A. )
prohibi ts dispens law
ing without
prescrip tion.
3. The physician
orders Crystodig
two times a day. in
You have Crys 0.2 mg po two times a day
give for each todigin 0.05-mg for 4
dose
thereafter? ____ the first 4 days? _______ tablets available. days, then 0.15 mg po
___ How many table How many table
ts will you give ts will you
for each dose
CHAPTER 11 Copyright © 2016 by Mosby,

Oral Dosages
__
_______________
_______________
POSTTEST 1
WORK SHEET
NAME _____ __ 201
_______________
_______________
DATE _____ 24___
PTAB LE SCORE _____
ACCE
________
YOUR SCORE
Calculate the
of each problem.
at the beginning provided to
n order is listed cine cup or oral syringe when
The medicatio e each medi
DIREC TIONS:
your work. Shad
oral doses. Show ct dose. had a mitral valve
indicate the corre a patie nt who
times a day for
975 mg po four _______
orders aspirin nister per dose?
1. The physicianmany tablets will the nurse admi
repair. How
l infection. How
a gastrointestina
times a day for
e 0.5 g po four
ves tetracyclin dose? _______
2. Mr. Clay recei will the nurse administer per
many capsules
Posttests are designed to assess your learning and

identify your strengths and weaknesses.
225
POST TEST 1

NEW VERSION! Drug Calculations Companion, version 5. This is a completely updated,

interactive student tutorial that includes an extensive menu of various topic areas within drug
calculations, such as oral, parenteral, pediatric, and intravenous calculations. it contains over 600
practice problems covering ratio and proportion, formula, and dimensional analysis methods.
Look for this icon at the end of the chapters. It will refer to Drug Calculations
Companion, version 5 for additional practice problems and content information.

USING THIS WORK TEXT
A pretest precedes each chapter in Parts One and Two to assess previous learning. If your grade
on the pretest is acceptable (an acceptable score is noted at the top of the test), you may continue
to the next pretest. If your score on the pretest indicates a need for further study, read the intro-
duction to the chapter, study the method of solving the problems, and complete the work sheet. If
you have difficulty with a problem, refer to the examples in the introduction.
On completion of the work sheet, refer to the answer key at the end of each chapter to verify
that your answers are correct. Rework all the incorrect problems to find your errors. It may be
necessary to refer again to the examples in each chapter. Then proceed to the first posttest and
grade the test. if your grade is acceptable, as indicated at the top of the test, continue to the next
chapter. If your grade is less than acceptable, rework all incorrect problems to find your errors.
Review as necessary before completing the second posttest. Again, verify that your answers are
correct. At this point, if you have followed the system of study, your grade on the second posttest
should be more than acceptable. Follow the same system of study in each of the chapters.
When all the chapters in the work text are completed with acceptable scores (between 95%
and 100%), you should be proficient in solving problems relating to drug dosages; more impor-
tant, you will have completed the first step toward becoming a safe practitioner of medication
administration.
On completion of the material provided in this work text, you will have mastered the fol-
lowing mathematical concepts for use in the accurate performance of computations:
1. Solving problems using fractions, decimals, percents, ratios, proportions, and dimensional
analysis
2. Solving problems involving the apothecary, metric, and household systems of measurements
3. Solving problems measured in units and milliequivalents
4. Solving problems related to oral and parenteral dosages
5. Solving problems involving intravenous flow rates and critical care intravenous flow rates
6. Solving problems confirming the correct dosage of pediatric medications
7. Solving problems confirming the correct dosages of OB medications
8. Solving problems by using the or dimensional analysis, ratio and proportion, and formula
methods.
You are now ready to begin Chapter 1!
Copyright © 2016 by Mosby, an imprint of Elsevier Inc. xv

CONTENTS
PART ONE
REVIEW OF MATHEMATICS PRETEST, 3
CHAPTER 1 Fractions, 7
CHAPTER 2 Decimals, 31
CHAPTER 3 Percents, 53
CHAPTER 4 Ratios, 71
CHAPTER 5 Proportions, 87
REVIEW OF MATHEMATICS POSTTEST, 101
PART TWO
Units and Measurements for the Calculation of Drug Dosages
CHAPTER 6 Metric and Household Measurements, 109
CHAPTER 7 Calculations Used in Patient Assessments, 133
PART THREE
Preparation for Calculation of Drug Dosages
CHAPTER 8 Safety in Medication Administration, 152
CHAPTER 9 Interpretation of the Physician’s Orders, 165
CHAPTER 10 Reading Medication Labels, 175
PART FOUR
Calculation of Drug Dosages
CHAPTER 11 Oral Dosages, 186
CHAPTER 12 Parenteral Dosages, 269
CHAPTER 13 Dosages Measured in Units, 356
CHAPTER 14 Reconstitution of Medications, 394
CHAPTER 15 Intravenous Flow Rates, 421
Copyright © 2016 by Mosby, an imprint of Elsevier Inc. xvii

xviii CONTENTS
CHAPTER 16 Intravenous Flow Rates for Dosages Measured in Units, 459

CHAPTER 17 Critical Care Intravenous Flow Rates, 479
CHAPTER 18 Pediatric Dosages, 503
CHAPTER 19 Obstetric Dosages, 549
Comprehensive Posttest, 571
Glossary, 593
Appendix A Apothecary System of Measure, 594

PART ONE
REVIEW of MATHEMATICS
REVIEW OF MATHEMATICS PRETEST

CHAPTER 1 Fractions
CHAPTER 2 Decimals
CHAPTER 3 Percents
CHAPTER 4 Ratios
CHAPTER 5 Proportions
REVIEW OF MATHEMATICS POSTTEST
A solid knowledge base of general mathematics is necessary before you will be able to use these con-
cepts in the more complicated calculations of drug dosages. It is this knowledge that allows for the
safe administration of medications to your patients and prevents medication errors.
For students who have been away from basic mathematics awhile, please take the time and
effort to review the multiplication tables of one through twelve. These tables must be memorized to
allow ease in the computation of all problems found in this textbook.
As you prepare to learn how to calculate drug dosages, an assessment of your current basic
mathematics understanding and competency is essential. A general mathematics pretest is provided.
Allow 1 to 2 hours in a quiet study area to complete the pretest without the use of a calculator. This
is your opportunity to assess your true capability of performing basic math problems. Calculators are
very useful tools. In most areas of health care, the use of a calculator is actually required to ensure
accuracy in the delivery of medications. Follow the direction of your instructor as to the acceptable
use of calculators while using this text on your path to safe administration of medications.
The pretest allows you to assess your need for a more extensive review. After completion of the
test, check your answers with the key provided. A score of 95%, or 48 out of 50 problems correct,
indicates a firm foundation in basic mathematics. You may then skip to Part II, Units and Measure-
ments for the Calculation of Drug Dosages. However, a score of 47 or below indicates a need to

2 PART 1 Review of Mathematics
review fraction, decimal, percent, ratio, and/or proportion calculations. Chapters 1 through 5 allow you to
work on these basic mathematical skills at your leisure.
The pretest and review chapters are provided to ensure your success in the calculation and adminis-
tration of your future patients’ medications. Begin now, and good luck!

NAME _____________________________________
DATE _____________________________________
48
ACCEPTABLE SCORE ________
YOUR SCORE ________
PRETEST
DIRECTIONS: Perform the indicated computations. Reduce fractions to lowest terms.
1. 3⁄8 1 1⁄3 5 ________________ 2. 23⁄7 1 12⁄3 5 _____________ 3. 13⁄5 1 7⁄8y1⁄3 5 _____
4. 1.03 1 2.2 1 1.134 5 _____ 5. 1.479 1 28.68 1 4.5 5 ____ 6. 14⁄15 2 1⁄6 5 ________
7. 21⁄3 2 1⁄2 5 _______________ 8. 2.04 2 0.987 5 __________ 9. 8.53 2 7.945 5 ____
10. 3 3 4⁄7 5 ________________ 11. 21⁄2 3 33⁄5 5 _____________ 12. 0.315 3 5.8 5 _____
13. 4.884 3 6.51 5 __________ 14. 3⁄5 4 5⁄6 5 ________________ 15. 1⁄150 4 1⁄20 5 _______
16. 23⁄4 4 62⁄3 5 _____________ 17. 241.73 4 3.6 5 __________ 18. 22.68 4 4.2 5 _____
DIRECTIONS: Circle the decimal fraction that has the least value.
19. 0.3, 0.03, 0.003 20. 0.9, 0.45, 0.66 21. 0.72, 0.721, 0.0072
DIRECTIONS: Circle the decimal fraction that has the greatest value.
22. 0.1, 0.15, 0.155 23. 0.249, 0.1587, 0.00633 24. 2.913, 2.99, 2.9
Copyright © 2016 by Mosby, an imprint of Elsevier Inc. PRETEST 3

4 PRETEST
DIRECTIONS: Change the following fractions to decimals.
25. 5⁄8 5 __________________ 26. 17⁄25 5 _________________
DIRECTIONS: Change the following decimals to fractions reduced to lowest terms.
27. 0.375 5 _______________ 28. 0.05 5 ________________
DIRECTIONS: Perform the indicated computations.
29. Express 0.432 as a percent. 30. Express 65% as a proper fraction

and reduce to the lowest terms.
31. Express 0.3% as a ratio. 32. What percent of 2.5 is 0.5?
33. What is 1⁄4% of 60? 34. What is 65% of 450?
DIRECTIONS: Change the following fractions and decimals to ratios reduced to lowest terms.
35. 9⁄42 5 __________________ 36. 11⁄2y22⁄3 5 ______________ 37. 0.34 5 ______________
DIRECTIONS: Find the value of x.
38. 7  7⁄100 < x ; 4 39. x  40 < 7  56 40. 2.5  6 < 10  x
41. x  1⁄4% < 9.6  1⁄300 42. 1⁄150  1⁄100 < x  30 43. 0.10  0.20 < x  200

PRETEST 5
44. 1⁄200  1⁄40 < 100  x 45. x  85 < 6  10 46. 1⁄20y1⁄5  5 < x  50
47. 100  5 < x  3.4 48. 75  x < 36  6 49. 1⁄3  2⁄5 < x  30
50. x  9 < 98  7
ANSWERS ON P. 6.

ANSWERS
REVIEW OF MATHEMATICS PRETEST, pp. 3–5
1. 17⁄24 14. 18⁄25 27. 3⁄8 40. 24
2. 42⁄21 15. 2⁄15 28. 1⁄20 41. 71⁄5 or 7.2
3. 49⁄40 16. 33⁄80 29. 43.2% 42. 20
4. 4.364 17. 67.14722 30. 13⁄20 43. 100
5. 34.659 18. 5.4 31. 3;1000 44. 500
6. 23⁄30 19. 0.003 32. 20% 45. 51
7. 15⁄6 20. 0.45 33. 0.15 46. 21⁄2 or 2.5
8. 1.053 21. 0.0072 34. 292.5 47. 68
9. 0.585 22. 0.155 35. 3;14 48. 12.5
10. 15⁄7 23. 0.249 36. 9;16 49. 25
11. 9 24. 2.99 37. 17;50 50. 126
12. 1.827 25. 0.625 38. 400
13. 31.79484 26. 0.68 39. 5
ANSWERS

NAME _____________________________________ CHAPTER 1
Fractions
DATE ______________________________________
29
YOUR SCORE ________
PRETEST
Complete the Fractions Pretest. A score of 29 out of 30 indicates an acceptable under-
standing of and competency in basic calculations involving fractions. You may skip to the
Decimals Pretest on p. 31. However, if you scored 28 or below, completion of Chapter 1, Frac-
tions, will be helpful for your continued success in the calculation of drug dosages.
DIRECTIONS: Perform the indicated calculations and reduce fractions to lowest terms.
1. 5⁄7 1 4⁄9 5 _____________ 2. 21⁄2 1 81⁄6 5 ___________ 3. 313⁄20 1 13⁄10 1 44⁄5 5 ___
4. 25⁄16 1 31⁄4 5 __________ 5. 56⁄11 1 31⁄2 5 __________ 6. 32⁄3 1 42⁄9 5 ___________
7. 13⁄4 1 23⁄8 1 15⁄6 5 _____ 8. 9⁄10 2 3⁄5 5 _____________ 9. 21⁄4 2 13⁄8 5 ___________
10. 61⁄8 2 31⁄2 5 ___________ 11. 45⁄6 2 21⁄8 5 ___________ 12. 33⁄4 2 111⁄12 5 __________
13. 71⁄2 2 57⁄10 5 __________ 14. 61⁄2 2 42⁄3 5 ___________ 15. 4⁄5 3 1⁄12 5 _____________
16. 11⁄3 3 33⁄4 5 ___________ 17. 32⁄7 3 22⁄9 5 ___________ 18. 5⁄8 3 15⁄7 5 ____________
19. 1⁄1000 3 1⁄10 5 __________ 20. 24⁄9 3 13⁄4 5 ___________ 21. 41⁄6 3 29⁄10 5 __________
22. 11⁄8 3 24⁄7 5 ___________ 23. 1⁄4 4 4⁄5 5 _____________ 24. 21⁄6 4 15⁄8 5 ___________
Copyright © 2016 by Mosby, an imprint of Elsevier Inc. PRETEST 7

8 PRETEST
25. 1⁄3 4 1⁄100 5 ____________ 26. 13⁄4 4 2 5 _____________ 27. 4⁄5y3⁄5 5 _______________
28. 1⁄3y3⁄5 5 _______________ 29. 25⁄6y12⁄3 5 _____________ 30. 41⁄2y21⁄4 5 _____________
ANSWERS ON P. 29.

CHAPTER 1
Fractions
LEARNING OBJECTIVES 1 Changing an improper fraction to a mixed number
Upon completion of the materials

2 Changing a mixed number to an improper fraction
provided in this chapter, you will 3 Changing a fraction to an equivalent fraction with the lowest
be able to perform computations common denominator
accurately by mastering the
following mathematical concepts: 4 Changing a mixed number to an equivalent fraction with the
lowest common denominator
5 Adding fractions having the same denominator, having
unlike denominators, or involving whole numbers and unlike
denominators
6 Subtracting fractions having the same denominator, having
unlike denominators, or involving whole numbers and unlike
denominators
7 Multiplying fractions and mixed numbers
8 Dividing fractions and mixed numbers
9 Reducing a complex fraction
10 Reducing a complex fraction involving mixed numbers
Study the introductory material for fractions. The processes for the calculation of
fraction problems are listed in steps. Memorize the steps for each type of calculation
before beginning the work sheet. Complete the work sheet at the end of this chapter,
which provides extensive practice in the manipulation of fractions. Check your
answers. If you have difficulties, go back and review the steps for that type of calcu-
lation. When you feel ready to evaluate your learning, take the first posttest. Check your answers.
An acceptable score (number of answers correct) as indicated on the posttest signifies that you are
ready for the next chapter. An unacceptable score signifies a need for further study before you
take the second posttest.
Copyright © 2016 by Mosby, an imprint of Elsevier Inc. 9

A fraction indicates the number of equal parts of a whole. For example, 3⁄4 means three of
four equal parts.
The denominator indicates the number of parts into which a whole has been divided. The
denominator is the number below the fraction line. The numerator designates the number of parts
that you have of a divided whole. It is the number above the fraction line. The line also indicates
division to be performed and can be read as “divided by.” The example 3⁄4, or three fourths, can
therefore be read as “three divided by four.” In other words the numerator is “divided by” the
denominator. The numerator is the dividend, and the denominator is the divisor. When numbers
are multiplied, the answer is the product. When numbers are divided, the answer is the quotient.
A fraction can often be expressed in smaller numbers without any change in its real value.
This is what is meant by the direction “Reduce to lowest terms.” The reduction is accomplished
by dividing both numerator and denominator by the same number.
EXAMPLE 1: 6⁄8 EXAMPLE 2: 3⁄9 EXAMPLE 3: 4⁄10
a. 6 4 2 5 3 a. 3 4 3 5 1 a. 4 4 2 5 2
b. 8 4 2 5 4 b. 9 4 3 5 3 b. 10 4 2 5 5
6 3 3 1 4 2
c. 5 c. 5 c. 5
8 4 9 3 10 5
There are several different types of fractions. A proper fraction is one in which the numerator
is smaller than the denominator. A proper fraction is sometimes called a common or simple
fraction.
EXAMPLES: 2⁄3, 1⁄8, 5⁄12
An improper fraction is a fraction in which the numerator is larger than or equal to the
denominator.
EXAMPLES: 8⁄7, 6⁄6, 4⁄2
A complex fraction is one that contains a fraction in its numerator, its denominator, or both.
EXAMPLES: 21⁄3y3, 2y1⁄2, 3⁄4y3⁄8
Sometimes a fraction is seen in conjunction with a whole number. This combination is called
a mixed number.
EXAMPLES: 23⁄8, 41⁄3, 61⁄2

Fractions CHAPTER 1 11
IMPROPER FRACTIONS
Changing an Improper Fraction to a Mixed Number
1. Divide the numerator by the denominator.
2. Place any remainder over the denominator and write this proper fraction beside the whole
number found in step 1.
EXAMPLE 1: 5⁄3 EXAMPLE 2: 7⁄2
2 1
1 remainder 2 5 1 3 remainder 1 5 3
3) 5 3 2) 7 2
3 6
2 1
When an improper fraction is reduced, it will always result in a mixed number or a whole
number.
Changing a Mixed Number to an Improper Fraction

1. Multiply the denominator of the fraction by the whole number.
2. Add the product to the numerator of the fraction.
3. Place the sum over the denominator.
EXAMPLE 1: 31⁄4 EXAMPLE 2: 13⁄8 EXAMPLE 3: 27⁄10
a. 4 3 3 5 12 a. 8 3 1 5 8 a. 10 3 2 5 20
b. 12 1 1 5 13 b. 8 1 3 5 11 b. 20 1 7 5 27
1 13 3 11 7 27
c. 3 5 c. 1 5 c. 2 5
4 4 8 8 10 10
ALERT
If fractions are to be added or subtracted, it is necessary for their denominators
to be the same.
LOWEST COMMON DENOMINATOR

Computations are facilitated when the lowest common denominator is used. The term lowest
common denominator is defined as the smallest whole number that can be divided evenly by all
denominators within the problem.
When trying to determine the lowest common denominator, first observe whether one of the
denominators in the problem is evenly divisible by each of the other denominators. If so, this will
be the lowest common denominator for the problem.
EXAMPLE 1: 2⁄3 and 5⁄12
You find that 12 is evenly divisible by 3; therefore 12 is the lowest common
denominator.
EXAMPLE 2: 1⁄2 and 3⁄8
You find that 8 is evenly divisible by 2; therefore 8 is the lowest common
denominator.
EXAMPLE 3: 2⁄7 and 5⁄14 and 1⁄28
You find that 28 is evenly divisible by 7 and 14; therefore 28 is the lowest
common denominator.

Changing a Fraction to an Equivalent Fraction with the Lowest Common

Denominator
1. Divide the lowest common denominator by the denominator of the fraction to be changed.
2. Multiply the quotient by the numerator of the fraction to be changed.
3. Place the product over the lowest common denominator.
EXAMPLE 1: 2⁄3 5 ?⁄12 EXAMPLE 2: 1⁄2 5 ?⁄8 EXAMPLE 3: 2⁄7 5 ?⁄14
a. 12 4 3 5 4 a. 8 4 2 5 4 a. 14 4 7 5 2
b. 4 3 2 5 8 b. 4 3 1 5 4 b. 2 3 2 5 4
2 8 1 4 2 4
c. 5 c. 5 c. 5
3 12 2 8 7 14
Changing a Mixed Number to an Equivalent Fraction with the Lowest

Common Denominator
1. Change the mixed number to an improper fraction.
2. Divide the lowest common denominator by the denominator of the fraction.
3. Multiply the quotient by the numerator of the improper fraction.
4. Place the product over the lowest common denominator.
EXAMPLE 1: 13⁄4 and 5⁄12 EXAMPLE 2: 32⁄3 and 4⁄9
3 ? 2 ?
a. 1 5 a. 3 5
4 12 3 9
43154
33359

41357
9 1 2 5 11

7 ? 11 ?
b. 5 b. 5
4 12 3 9
12 4 4 5 3
94353

c. 3 3 7 5 21 c. 3 3 11 5 33
3 21 2 33
d. 1 5 d. 3 5
4 12 3 9
If one of the denominators in the problem is not the lowest common denominator for all, you
must look further. One suggestion is to multiply two of the denominators together and if possible
use that number as the lowest common denominator.
EXAMPLE: 31⁄2 and 2⁄3
Multiply the two denominators: 2 3 3 5 6
1 ? 2 ?
a. 3 5 a. 5
2 6 3 6
23356
b. 6 4 3 5 2
61157
c. 2 3 2 5 4
7 ? 2 4
b. 5 d. 5
2 6 3 6
c. 6 4 2 5 3
d. 3 3 7 5 21
1 21
e. 3 5
2 6
Another method is to multiply one of the denominators by 2, 3, or 4. Determine whether the

resulting number can be used as a common denominator.
EXAMPLE: 3⁄4 and 1⁄8 and 5⁄12
Multiply the denominator 8 by 3: 8 3 3 5 24
3 ? 1 ? 5 ?
a. 5 a. 5 a. 5
4 24 8 24 12 24
b. 24 4 4 5 6 b. 24 4 8 5 3 b. 24 4 12 5 2
c. 6 3 3 5 18 c. 3 3 1 5 3 c. 2 3 5 5 10
3 18 1 3 5 10
d. 5 d. 5 d. 5
4 24 8 24 12 24
ADDITION OF FRACTIONS
Addition of Fractions with the Same Denominator
1. Add the numerators.
2. Place the sum over the common denominator.
3. Reduce to lowest terms.
EXAMPLE 1: 1⁄7 1 2⁄7 5 _______ EXAMPLE 2: 1⁄8 1 3⁄8 5 _______
1 2 1 3
a. 1 5 a. 1 5
7 7 8 8
11 2 11 3
b. 5 b. 5
7 8
3 4 1
c. c. 5
7 8 2
Addition of Fractions with Unlike Denominators

1. Change the fractions to equivalent fractions with the lowest common denominator.
3. Place the sum over the lowest common denominator.
EXAMPLE 1: 2⁄3 1 1⁄5 5 _______
To find the lowest common denominator, multiply the two denominators together.
3 3 5 5 15

Change each fraction to an equivalent fraction with 15 as the denominator.
2 ? 1 ?
a. 5 a. 5
3 15 5 15
15 4 3 5 5
15 4 5 5 3

5 3 2 5 10
33153

2 10 1 3
5 5
3 15 5 15
10 3
b. 1 5
15 15
10 1 3 13
c. 5
15 15
EXAMPLE 2: 1⁄6 1 1⁄4 1 1⁄3 5 _______

To find a common denominator, try multiplying two of the denominators together and check
to see whether that number is divisible by the other denominator.
4 3 3 5 12

Is 12 divisible by the other denominator, 6? The answer is YES.
1 ? 1 ? 1 ?
a. 5 a. 5 a. 5
6 12 4 12 3 12
12 4 6 5 2
12 4 4 5 3
12 4 3 5 4

23152
33153
43154

1 2 1 3 1 4
5 5 5
6 12 4 12 3 12
2 3 4
b. 1 1 5
12 12 12
2 1 31 4 9
c. 5
12 12
9 3
d. 5 (reduced to lowest terms)
12 4
Addition of Fractions Involving Whole Numbers

and Unlike Denominators
3. Place the sum over the lowest common denominator.
5. Write the reduced fraction next to the sum of the whole numbers.
EXAMPLE 1: 11⁄3 1 23⁄8 5 _______
To find the lowest common denominator, multiply the two denominators together.
3 3 8 5 24

Change the fractions 1⁄3 and 3⁄8 to equivalent fractions with 24 as their denominators.
1 ? 3 ?
a. 5 a. 5
3 24 8 24
24 4 3 5 8
24 4 8 5 3

83158
33359

1 8 3 9
5 5
3 24 8 24
8 9
b. 1 12 5
24 24
8
c. 1
24
9
12
24
17
d. 3
24
EXAMPLE 2: 51⁄2 1 33⁄10 5 _______

Because 10 is evenly divisible by 2, 10 is the lowest common denominator. Therefore 1⁄2 needs
to be changed to an equivalent fraction with 10 as the denominator.
1 ? 5 3
a. 5 b. 5 13 5
2 10 10 10
10 4 2 5 5
5
c. 5
53155
10
3
1 5 13
5 10
2 10
8 4
8 5 8 (reduced to lowest terms)

10 5
SUBTRACTION OF FRACTIONS
Subtraction of Fractions with the Same Denominator
1. Subtract the numerator of the subtrahend (the number being subtracted) from the numerator
of the minuend (the number from which another number is subtracted).
2. Place the difference over the common denominator.
EXAMPLE 1: 6⁄8 2 4⁄8 5 _______ EXAMPLE 2: 7⁄12 2 1⁄12 5 _______
6 4 7 1
a. 2 5 a. 2 5
8 8 12 12
624 7 21
b. 5 b. 5
8 12
2 1 6 1
c. 5 (reduced to lowest terms) c. 5 (reduced to lowest terms)
8 4 12 2
Subtraction of Fractions with Unlike Denominators

2. Subtract the numerator of the subtrahend from that of the minuend.
3. Place the difference over the lowest common denominator.
EXAMPLE 1: 2⁄3 2 1⁄6 5 _______
The lowest common denominator is 6, because 6 is evenly divisible by 3. Therefore the frac-
tion 2⁄3 needs to be changed to an equivalent fraction with 6 as the denominator.
2 ? 4 1
a. 5 b. 2 5
3 6 6 6
64352
4 21
c. 5
23254
6
2 4 3 1
5 d. 5 (reduced to lowest terms)
3 6 6 2

EXAMPLE 2: 7⁄10 2 3⁄5 5 _______

The lowest common denominator is 10, because 10 is evenly divisible by 5. Therefore the
fraction 3⁄5 needs to be changed to an equivalent fraction with 10 as the denominator.
3 ? 7 6
a. 5 b. 2 5
5 10 10 10
10 4 5 5 2
7 26 1
c. 5
23356
10 10
3 6
5
5 10
Subtraction of Fractions Involving Whole Numbers and Unlike

Denominators
2. Subtract the numerator of the subtrahend from that of the minuend, borrowing 1 from the
whole number if necessary.
3. Place the difference over the lowest common denominator.
5. Write the reduced fraction next to the difference of the whole numbers.
EXAMPLE 1: 32⁄3 2 11⁄4 5 _______
The lowest common denominator is 12 (determined by multiplying 3 3 4). Each fraction

needs to be changed to an equivalent fraction with 12 as the common denominator.
2 ? 1 ?
a. 5 a. 5
3 12 4 12
12 4 3 5 4
12 4 4 5 3

43258
33153

2 8 1 3
5 5
3 12 4 12
8 3
b. 3 21 5
12 12
8
c. 3
12
3
21
12
5

2
12

EXAMPLE 2: 81⁄2 2 34⁄7 5 _______
The lowest common denominator is 14 (determined by multiplying 2 3 7). Each fraction

needs to be changed to an equivalent fraction with 14 as the common denominator.
1 ? 4 ?
a. 5 a. 5
2 14 7 14
14 4 2 5 7
14 4 7 5 2

73157
23458

1 7 4 8
5 5
2 14 7 14
7 8
23 5 b. 8
14 14
To perform the subtraction, it is necessary to borrow 1 from the whole number. “One” for
14
this problem can be expressed as 14 . Therefore 8147
5 7 21 . Now the mathematics may be
14
completed.
7 21
c. 8
5 d. 7
14 14
8 8
23 23
14 14
13
4
14
MULTIPLICATION OF FRACTIONS
1. Multiply the numerators.
2. Multiply the denominators.
3. Place the product of the numerators over the product of the denominators.
EXAMPLE 1: 2⁄3 3 3⁄5 5 _______ EXAMPLE 2: 4⁄9 3 4⁄5 5 _______
2 3 4 4
3 5 3 5
3 5 9 5
a. 2 3 3 6 a. 4 3 4 16
5 5 (reduced to lowest terms)
3 3 5 15 b. 9 3 5 45
6 2
b. 5 (reduced to lowest terms)
15 5
The process of multiplying fractions may be shortened by canceling. In other words, numbers
common to the numerators and denominators may be divided or canceled out.
EXAMPLE 1: 2⁄3 3 3⁄5 5 _______ EXAMPLE 2: 7⁄20 3 2⁄5 3 3⁄14 5 _______
1 1 1
2 3 2 31 2 7 2 3
3 5 5 3 3 5
3 5 13 5 5 20 5 14

1 10
2
1313 3 3
5
10 3 5 3 2 100


EXAMPLE 3: 2⁄6 3 3⁄4 5 _______

1 1
2 3 1 31 1
3 5 5
6 4 232 4

2 2
Multiplication of Mixed Numbers

1. Change each mixed number to an improper fraction.
2. Multiply the numerators.
3. Multiply the denominators.
4. Place the product of the numerators over the product of the denominators.
ALERT
*Remember the denominator of a whole number is always 1.
6
65
1
12
12 5
1
EXAMPLE 1: 11⁄2 3 21⁄4 5 _______ EXAMPLE 2: 2 3 35⁄6 5 _______

3 9 2 23
a. 3 5 a. 3 5
2 4 1 6
3 3 9 27 3 (reduced to 1
b. 5 53 2 23
234 8 8 lowest terms) b. 3 5
1 6
3
13 23 23 2 (reduced to
c. 5 57
13 3 3 3 lowest terms)
DIVISION OF FRACTIONS
1. Invert (or turn upside down) the divisor.
2. Multiply the two fractions.
EXAMPLE 1: 2⁄3 4 6⁄8 5 _______ EXAMPLE 2: 3⁄4 4 8⁄9 5 _______
2 6 3 8
4 5 4 5
3 8 4 9
2 8 3 9
a. 3 5 a. 3 5
3 6 4 8
1 b. 3 3 9 27
b. 2 8 138 8 5
3 5 5 c. 4 38 32
c. 3 6 3 3 3 9
3

Division of Mixed Numbers

1. Change each mixed number to an improper fraction.
EXAMPLE 1: 13⁄4 4 21⁄8 5 _______ EXAMPLE 2: 1⁄7 4 7 5 _______
7 17 1 7
a. 4 5 a. 4 5
4 8 7 1
2 b. 1 1 131 1
b. 7 8 7 3 2 14 3 5 5
3 5 5 c. 7 7 7 3 7 49
c. 4 17 1317 17
1
REDUCTION OF A COMPLEX FRACTION

1. Rewrite the complex fraction as a division problem.
EXAMPLE 1: 3⁄8y1⁄4 5 _______ EXAMPLE 2: 1⁄2y2⁄7 5 _______
3 1 1 2
a. 4 5 a. 4 5
8 4 2 7
3 4 1 7
b. 3 5 b. 3 5
8 1 2 2
1
3 4 3 31 3 (reduced to c. 13 7 5 7 51 3 4 (reduced to
c. 3 5 5 51 1 2 232 4 lowest terms)
8 1 2 31 2 lowest terms)
2
Reduction of a Complex Fraction with Mixed Numbers

1. Rewrite the complex fraction as a division problem.
2. Change the mixed numbers to improper fractions.
EXAMPLE 1: 21⁄2y11⁄3 5 _______ EXAMPLE 2: 33⁄4y21⁄6 5 _______
1 1 3 1
a. 2 4 1 5 a. 3 4 2 5
2 3 4 6
5 4 15 13
b. 4 5 b. 4 5
2 3 4 6
5 3 15 6
c. 3 5 c. 3 5
2 4 4 13
5 3 3 15 7 (reduced to 3
d. 5 51 15 3 6 45 19
234 8 8 lowest terms) d. 5 5 1 (reduced to
4 313 26 26 lowest terms)
2

CHAPTER 1
Fractions
WORK SHEET
DIRECTIONS: Change the following improper fractions to mixed numbers.
1. 4⁄3 5 ___________ 2. 6⁄2 5 ___________ 3. 16⁄5 5 __________ 4. 13 ⁄ 4 5 _________
5. 15 ⁄ 10 5 _________ 6. 9⁄8 5 ___________ 7. 10⁄6 5 __________ 8. 26 ⁄ 12 5 ________
9. 21⁄6 5 __________ 10. 11⁄8 5 __________ 11. 7⁄2 5 ___________ 12. 112⁄100 5 _______
DIRECTIONS: Change the following mixed numbers to improper fractions.
1. 11⁄2 5 __________ 2. 33⁄4 5 __________ 3. 22⁄3 5 __________ 4. 25⁄6 5 _________
5. 13⁄5 5 __________ 6. 34⁄7 5 __________ 7. 47⁄8 5 __________ 8. 37⁄100 5 _______
9. 27⁄10 5 _________ 10. 65⁄8 5 __________ 11. 13⁄25 5 _________ 12. 41⁄4 5 _________
DIRECTIONS: Add and reduce fractions to lowest terms.
1. 2⁄3 1 5⁄6 5 _____________ 2. 2⁄5 1 3⁄7 5 _____________ 3. 31⁄8 1 2⁄3 5 ____________
4. 21⁄2 1 3⁄4 5 ____________ 5. 21⁄4 1 32⁄5 5 ___________ 6. 16⁄13 1 12⁄3 5 __________
Copyright © 2016 by Mosby, an imprint of Elsevier Inc. WORK SHEET 21

22 WORK SHEET
7. 11⁄2 1 33⁄4 1 23⁄8 5 _____ 8. 43⁄11 1 21⁄2 5 __________ 9. 22⁄3 1 37⁄9 5 ___________
10. 13⁄10 1 42⁄5 1 2⁄3 5 ______ 11. 31⁄2 1 25⁄6 1 22⁄3 5 _____ 12. 55⁄6 1 22⁄5 5 ___________
DIRECTIONS: Subtract and reduce fractions to lowest terms.
1. 2⁄3 2 3⁄7 5 _____________ 2. 7⁄8 2 5⁄16 5 ____________ 3. 9⁄16 2 5⁄12 5 ____________
4. 11⁄3 2 5⁄6 5 ____________ 5. 217⁄20 2 13⁄4 5 _________ 6. 51⁄4 2 35⁄16 5 __________
7. 53⁄8 2 43⁄4 5 ___________ 8. 31⁄4 2 111⁄12 5 _________ 9. 61⁄2 2 37⁄8 5 ___________
10. 41⁄6 2 23⁄4 5 ___________ 11. 52⁄3 2 37⁄8 5 ___________ 12. 25⁄16 2 13⁄8 5 __________
DIRECTIONS: Multiply and reduce fractions to lowest terms.
1. 1⁄3 3 4⁄5 5 _____________ 2. 7⁄8 3 2⁄3 5 _____________ 3. 6 3 2⁄3 5 ______________
4. 3⁄8 3 4 5 ______________ 5. 21⁄3 3 33⁄4 5 ___________ 6. 43⁄8 3 25⁄7 5 ___________
7. 25⁄12 3 51⁄4 5 __________ 8. 3⁄4 3 23⁄8 5 ____________ 9. 3⁄8 3 4⁄5 3 2⁄3 5 _________
10. 1⁄10 3 3⁄100 5 ___________ 11. 31⁄2 3 15⁄6 5 ___________ 12. 24⁄9 3 13⁄11 5 __________

WORK SHEET 23
DIRECTIONS: Divide and reduce fractions to lowest terms.
1. 12⁄3 4 31⁄2 5 ___________ 2. 51⁄2 4 21⁄2 5 ___________ 3. 31⁄2 4 21⁄4 5 ___________
4. 43⁄8 4 13⁄4 5 ___________ 5. 31⁄2 4 16⁄7 5 ___________ 6. 9⁄10 4 2⁄3 5 ____________
7. 3 4 15⁄6 5 _____________ 8. 62⁄3 4 17⁄10 5 __________ 9. 7⁄8y1⁄4 5 _______________
10. 61⁄2y25⁄6 5 _____________ 11. 51⁄2y22⁄3 5 _____________ 12. 22⁄3y17⁄9 5 _____________
ANSWERS ON P. 29.

NAME _____________________________________ CHAPTER 1
Fractions
DATE _____________________________________
29
YOUR SCORE ________
POSTTEST 1
DIRECTIONS: Perform the indicated calculations and reduce fractions to lowest terms.
1. 2⁄3 1 4⁄9 5 _____________ 2. 3⁄8 1 1⁄3 5 _____________ 3. 23⁄4 1 21⁄3 5 ___________
4. 22⁄3 1 3⁄7 5 ____________ 5. 3⁄4 1 3⁄100 5 ____________ 6. 42⁄5 1 33⁄4 5 ___________
7. 41⁄6 1 2⁄3 1 23⁄4 5 _______ 8. 13⁄10 2 2⁄5 5 ____________ 9. 21⁄2 2 12⁄3 5 ___________
10. 5⁄7 2 1⁄2 5 _____________ 11. 31⁄2 2 19⁄16 5 __________ 12. 25⁄7 2 12⁄9 5 ___________
13. 91⁄5 2 31⁄2 5 ___________ 14. 21⁄4 2 7⁄9y2⁄3 5 _________ 15. 3⁄4 3 6⁄7 5 _____________
16. 3 3 4⁄5 5 ______________ 17. 2⁄9 3 9 5 ______________ 18. 23⁄4 3 11⁄6 5 ___________
19. 11⁄4 3 22⁄3 5 ___________ 20. 101⁄2 3 12⁄5 5 __________ 21. 56⁄7 3 3⁄5 5 ____________
22. 1⁄4 3 31⁄2 5 ____________ 23. 2⁄3 4 5⁄8 5 _____________ 24. 1⁄5 4 1⁄50 5 _____________
Copyright © 2016 by Mosby, an imprint of Elsevier Inc. POSTTEST 1 25

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insincerity of the plank in the Republican national platform
for an Isthmian canal, in the face of the failure of the
Republican majority to pass the bill pending in Congress.
"We condemn the Hay-Pauncefote treaty as a surrender of

American rights and interests, not to be tolerated by the
American people.
"We denounce the failure of the Republican party to carry out

its pledges to grant statehood to the territories of Arizona,
New Mexico and Oklahoma, and we promise the people of those
territories immediate statehood, and home rule during their
condition as territories; and we favor home rule and a
territorial form of government for Alaska and Porto Rico.
"We favor an intelligent system of improving the arid lands of

the West, storing the waters for the purposes of irrigation,
and the holding of such lands for actual settlers.
{656}
"We favor the continuance and strict enforcement of the

Chinese exclusion law and its application to the same classes
of all Asiatic races.
"Jefferson said: 'Peace, commerce and honest friendship with

all nations, entangling alliances with none.' We approve this
wholesome doctrine and earnestly protest against the
Republican departure which has involved us in so-called world
politics, including the diplomacy of Europe and the intrigue
and land-grabbing in Asia, and we especially condemn the
ill-concealed Republican alliance with England, which must
mean discrimination against other friendly nations, and which
has already stifled the nation's voice while liberty is being
strangled in Africa.
"Believing in the principles of self-government and rejecting,

as did our forefathers, the claims of monarchy, we view with
indignation the purpose of England to overwhelm with force the
South African Republics. Speaking, as we believe, for the
entire American nation, except its Republican officeholders,
and for all free men everywhere, we extend our sympathy to the
heroic Burghers in their unequal struggle to maintain their
liberty and independence.
"We denounce the lavish appropriations of recent Republican

congresses, which have kept taxes high and which threaten the
perpetuation of the oppressive war levies. We oppose the
accumulation of a surplus to be squandered in such barefaced
frauds upon the taxpayers as the shipping subsidy bill, which,
under the false pretense of fostering American ship-building,
would put unearned millions into the pockets of favorite
contributors to the Republican campaign fund.
"We favor the reduction and speedy repeal of the war taxes,
and a return to the time-honored Democratic policy of strict
economy in governmental expenditures.
"Believing that our most cherished institutions are in great

peril, that the very existence of our constitutional Republic
is at stake, and that the decision now to be rendered will
determine whether or not our children are to enjoy those
blessed privileges of free government which have made the
United States great, prosperous and honored, we earnestly ask
for the foregoing declaration of principles the hearty support
of the liberty-loving American people, regardless of previous
party affiliations."
UNITED STATES OF AMERICA: A. D. 1900.

Silver Republican Platform and Nominations.
The Republicans who broke from their party in 1896 on the

silver question, and supported Mr. Bryan for the presidency,
were still in affiliation with him and his party, but
preserving a distinct organization, assuming the name of
Lincoln Republicans. Simultaneously with that of the Democrats
(July 6), they held a convention at Kansas City, and named Mr.
Bryan as their candidate for President. The nomination for
Vice President was referred to the national committee, which
ultimately placed Mr. Stevenson's name on the Silver
Republican ticket. The platform adopted differed little in
leading principles from that of the Democratic party, except
in the greater emphasis put on the monetary doctrines that
were common to both. It was as follows:
"We, the Silver Republican party, in National Convention

assembled, declare these as our principles and invite the
cooperation of all who agree therewith:
"We recognize that the principles set forth in the Declaration

of Independence are fundamental and everlastingly true in
their applications of governments among men. We believe the
patriotic words of Washington's farewell to be the words of
soberness and wisdom, inspired by the spirit of right and
truth. We treasure the words of Jefferson as priceless gems of
American statesmanship.
"We hold in sacred remembrance the broad philanthropy and

patriotism of Lincoln, who was the great interpreter of
American history and the great apostle of human rights and of
industrial freedom, and we declare, as was declared by the
convention that nominated the great emancipator, that the
maintenance of the principles promulgated in the Declaration
of Independence and embodied in the Federal Constitution,
'that all men are created equal; that they are endowed by
their Creator with certain inalienable rights; that among
these are life, liberty, and the pursuit of happiness; that to
secure these rights governments are instituted among men,
deriving their just powers from the consent of the governed,'
is essential to the preservation of our republican
institutions.
"We declare our adherence to the principle of bimetallism as
the right basis of a monetary system under our National
Constitution, a principle that found place repeatedly in
Republican platforms from the demonetization of silver in 1873
to the St. Louis Republican Convention of 1896. Since that
convention a Republican Congress and a Republican President,
at the dictation of the trusts and money power, have passed
and approved a currency bill which in itself is a repudiation
of the doctrine of bimetallism advocated theretofore by the
President and every great leader of his party.
"This currency law destroys the full money power of the silver
dollar, provides for the payment of all government obligations
and the redemption of all forms of paper money in gold alone;
retires the time-honored and patriotic greenbacks,
constituting one-sixth of the money in circulation, and
surrenders to banking corporations a sovereign function of
issuing all paper money, thus enabling these corporations to
control the prices of labor and property by increasing or
diminishing the volume of money in circulation, thus giving
the banks power to create panics and bring disaster upon
business enterprises. The provisions of this currency law
making the bonded debt of the Republic payable in gold alone
change the contract between the Government and the bondholders
to the advantage of the latter, and is in direct opposition to
the declaration of the Matthews resolution passed by Congress
in 1878, for which resolution the present Republican
President, then a member of Congress, voted, as did also all
leading Republicans, both in the House and Senate. We declare
it to be our intention to lend our efforts to the repeal of
this currency law, which not only repudiates the ancient and
time-honored principles of the American people before the
Constitution was adopted, but is violative of the principles
of the Constitution itself, and we shall not cease our efforts
until there has been established in its place a monetary
system based upon the free and unlimited coinage of silver and
gold into money at the present legal ratio of 16 to 1 by the
independent action of the United States, under which system
all paper money shall be issued by the Government and all such
money coined or issued shall be a full legal tender in payment
of all debts, public and private, without exception.
{657}
"We are in favor of a graduated tax upon incomes, and if

necessary to accomplish this we favor an amendment to the
Constitution.
"We believe that United States Senators ought to be elected by

direct vote of the people, and we favor such amendment of the
Constitution and such legislation as may be necessary to that
end.
"We favor the maintenance and the extension wherever

practicable of the merit system in the public service,
appointments to be made according to fitness, competitively
ascertained, and public servants to be retained in office only
so long as shall be compatible with the efficiency of the
service.
"Combinations, trusts, and monopolies contrived and arranged

for the purpose of controlling the prices and quantity of
articles supplied to the public are unjust, unlawful, and
oppressive. Not only do these unlawful conspiracies fix the
prices of commodities in many cases, but they invade every
branch of the State and National Government with their
polluting influence and control the actions of their employés
and dependents in private life until their influence actually
imperils society and the liberty of the citizen. We declare
against them. We demand the most stringent laws for their
destruction and the most severe punishment of their promoters
and maintainers and the energetic enforcement of such laws by
the courts.
"We believe the Monroe doctrine to be sound in principle and a
wise National policy, and we demand a firm adherence thereto.
We condemn acts inconsistent with it and that tend to make us
parties to the interests and to involve us in the
controversies of European nations and to recognition by
pending treaty of the right of England to be considered in the
construction of an interoceanic canal. We declare that such
canal, when constructed, ought to be controlled by the United
States in the interests of American nations.
"We observe with anxiety and regard with disapproval the

increasing ownership of American lands by aliens and their
growing control over our international transportation, natural
resources, and public utilities. We demand legislation to
protect our public domain, our natural resources, our
franchises, and our internal commerce and to keep them free
and maintain their independence of all foreign monopolies,
institutions, and influences, and we declare our opposition to
the leasing of the public lands of the United States whereby
corporations and syndicates will be able to secure control
thereof and thus monopolize the public domain, the heritage of
the people.
"We are in favor of the principles of direct legislation. In

view of the great sacrifice made and patriotic services
rendered we are in favor of liberal pensions to deserving
soldiers, their widows, orphans, and other dependents. We
believe that enlistment and service should be accepted as
conclusive proof that the soldier was free from disease and
disability at the time of his enlistment. We condemn the
present administration of the pension laws.
"We tender to the patriotic people of the South African

Republics our sympathy and express our admiration for them in
their heroic attempts to preserve their political freedom and
maintain their national independence. We declare the
destruction of these republics and the subjugation of their
people to be a crime against civilization. We believe this
sympathy should have been voiced by the American Congress, as
was done in the case of the French, the Greeks, the
Hungarians, the Poles, the Armenians, and the Cubans, and as
the traditions of this country would have dictated. We declare
the Porto Rican Tariff law to be not only a serious but a
dangerous departure from the principles of our form of
government. We believe in a republican form of government and
are opposed to monarchy and to the whole theory of
imperialistic control.
"We believe in self-government—a government by the consent of

the governed—and are unalterably opposed to a government based
upon force. It is clear and certain that the inhabitants of
the Philippine Archipelago cannot be made citizens of the
United States without endangering our civilization. We are,
therefore, in favor of applying to the Philippine Archipelago
the principle we are solemnly and publicly pledged to observe
in the case of Cuba.
"There no longer being any necessity for collecting war taxes,

we demand the repeal of the war taxes levied to carry on the
war with Spain.
"We favor the immediate admission into the union of States the
Territories of Arizona, New Mexico, and Oklahoma.
"We demand that our nation's promises to Cuba shall be

fulfilled in every particular.
"We believe the National Government should lend every aid,

encouragement, and assistance toward the reclamation of the
arid lands of the United States, and to that end we are in
favor of a comprehensive survey thereof and an immediate
ascertainment of the water supply available for such
reclamation, and we believe it to be the duty of the General
Government to provide for the construction of storage
reservoirs and irrigation works so that the water supply of
the arid region may be utilized to the greatest possible
extent in the interests of the people, while preserving all
rights of the State.
"Transportation is a public necessity and the means and

methods of it are matters of public concern. Railway companies
exercise a power over industries, business, and commerce which
they ought not to do, and should be made to serve the public
interests without making unreasonable charges or unjust
discriminations.
"We observe with satisfaction the growing sentiment among the

people in favor of the public ownership and operation of
public utilities.
"We are in favor of expanding our commerce in the interests of

American labor and for the benefit of all our people by every
honest and peaceful means. Our creed and our history justify
the nations of the earth in expecting that wherever the
American flag is unfurled in authority human liberty and
political liberty will be found. We protest against the
adoption of any policy that will change in the thought of the
world the meaning of our flag.
"We are opposed to the importation of Asiatic laborers in

competition with American labor, and favor a more rigid
enforcement of the laws relating thereto.
"The Silver Republican party of the United States, in the

foregoing principles, seeks to perpetuate the spirit and to
adhere to the teachings of Abraham Lincoln."
{658}

Platform of the American League of Anti-Imperialists.
Republicans and others opposed to a policy of conquest, and to

the government of people, not as citizens, but as subjects of
the Republic of the United States, and who wished to make that
opposition distinct and emphatic in the presidential canvass,
met in convention at Indianapolis, on the 16th of August, as
the "Liberty Congress of the American League of
Anti-Imperialists." One party among them thought the best
demonstration of public opinion on this issue could be
obtained by the nomination of a third ticket; while another
and larger party deemed it expedient to indorse the candidacy
of William J. Bryan, as a pronounced opponent of the imperial
policy. The views of the latter prevailed, and the indorsement
of Mr. Bryan was carried in the convention; but many of the
former refused submission to the vote of the majority, and
subsequently held a Third Party convention at New York (see
below). The Indianapolis Declaration was as follows:
"This Liberty Congress of Anti-Imperialists recognizes a great

National crisis, which menaces the Republic, upon whose future
depends in such large measure the hope of freedom throughout
the world. For the first time in our country's history the
President has undertaken to subjugate a foreign people and to
rule them by despotic power. He has thrown the protection of
the flag over slavery and polygamy in the Sulu Islands. He has
arrogated to himself the power to impose upon the inhabitants
of the Philippines government without their consent and
taxation without representation. He is waging war upon them
for asserting the very principles for the maintenance of which
our forefathers pledged their lives, their fortunes and their
sacred honor. He claims for himself and Congress authority to
govern the territories of the United States without
constitutional restraint.
"We believe in the Declaration of Independence. Its truths,

not less self-evident to-day than when first announced by our
fathers, are of universal application and cannot be abandoned
while government by the people endures.
"We believe in the Constitution of the United States. It gives

the President and Congress certain limited powers and secures
to every man within the jurisdiction of our Government certain
essential rights. We deny that either the President or
Congress can govern any person anywhere outside the
Constitution.
"We are absolutely opposed to the policy of President

McKinley, which proposes to govern millions of men without
their consent, which in Porto Rico establishes taxation
without representation, and government by the arbitrary will
of a legislature unfettered by constitutional restraint, and
in the Philippines prosecutes a war of conquest and demands
unconditional surrender from a people who are of right free
and independent. The struggle of men for freedom has ever been
a struggle for constitutional liberty. There is no liberty if
the citizen has no right which the Legislature may not invade,
if he may be taxed by the Legislature in which he is not
represented, or if he is not protected by fundamental law
against the arbitrary action of executive power. The policy of
the President offers the inhabitants of Porto Rico, Hawaii and
the Philippines no hope of independence, no prospect of
American citizenship, no constitutional protection, no
representation in the Congress which taxes them. This is the
government of men by arbitrary power without their consent.
This is imperialism. There is no room under the free flag of
America for subjects. The President and Congress, who derive
all their powers from the Constitution, can govern no man
without regard to its limitations.
"We believe the greatest safeguard of liberty is a free press,

and we demand that the censorship in the Philippines, which
keeps from the American people the knowledge of what is done
in their name, be abolished. We are entitled to know the
truth, and we insist that the powers which the President holds
in trust for us shall not be used to suppress it.
"Because we thus believe, we oppose the reelection of Mr.

McKinley. The supreme purpose of the people in this momentous
campaign should be to stamp with their final disapproval his
attempt to grasp imperial power. A self-governing people can
have no more imperative duty than to drive from public life a
Chief Magistrate who, whether in weakness or of wicked
purpose, has used his temporary authority to subvert the
character of their government and to destroy their National
ideals.
"We, therefore, in the belief that it is essential at this

crisis for the American people again to declare their faith in
the universal application of the Declaration of Independence
and to reassert their will that their servants shall not have
or exercise any powers whatever other than those conferred by
the Constitution, earnestly make the following recommendations
to our countrymen:
"First, that, without regard to their views on minor questions

of domestic policy, they withhold their votes from Mr.
McKinley, in order to stamp with their disapproval what he has
done.
"Second, that they vote for those candidates for Congress in

their respective districts who will oppose the policy of
imperialism.
"Third, while we welcome any other method of opposing the

re-election of Mr. McKinley we advise direct support of Mr.
Bryan as the most effective means of crushing imperialism. We
are convinced of Mr. Bryan's sincerity and of his earnest
purpose to secure to the Filipinos their independence. His
position and the declarations contained in the platform of his
party on the vital issue of the campaign meet our unqualified
approval.
"We recommend that the Executive committees of the American

Anti-Imperialist League and its allied leagues continue and
extend their organizations, preserving the independence of the
movement; and that they take the most active part possible in
the pending political campaign.
"Until now the policy which has turned the Filipinos from warm
friends to bitter enemies, which has slaughtered thousands of
them and laid waste their country, has been the policy of the
President. After the next election it becomes the policy of
every man who votes to re-elect him and who thus becomes with
him responsible for every drop of blood thereafter shed.
"In declaring that the principles of the Declaration of

Independence apply to all men, this Congress means to include
the negro race in America as well as the Filipinos. We
deprecate all efforts, whether in the South or in the North,
to deprive the negro of his rights as a citizen under the
Declaration of Independence and the Constitution of the United
States."
{659}

The "Third Party" Anti-Imperialist Platform and Nominations.
The Anti-Imperialists who desired a Third Party ticket in the

field, called a convention which met in the city of New York,
September 5, and put in nomination for President and Vice
President Senator Donelson Caffery, of Louisiana, and
Archibald Murray Howe, of Massachusetts. The name "National
Party" was assumed, and its "aims and purposes" were thus
declared:
"We find our country threatened with alternative perils. On

the one hand is a public opinion misled by organized forces of
commercialism, that have perverted a war intended by the
people to be a war of humanity into a war of conquest. On the
other is a public opinion swayed by demagogic appeals to
factional and class passions, the most fatal of diseases to a
republic. We believe that either of these influences, if
unchecked, would ultimately compass the downfall of our
country, but we also believe that neither represents the sober
conviction of our countrymen. Convinced that the extension of
the jurisdiction of the United States for the purpose of
holding foreign people as colonial dependents is an innovation
dangerous to our liberties and repugnant to the principles
upon which our Government is founded, we pledge our earnest
efforts through all constitutional means:
"First, to procure the renunciation of all imperial or

colonial pretensions with regard to foreign countries claimed
to have been acquired through or in consequence of military or
naval operations of the last two years.
"Second, we further pledge our efforts to secure a single gold

standard and a sound banking system.
"Third, to secure a public service based on merit only.
"Fourth, to secure the abolition of all corrupting special

privileges, whether under the guise of subsidies, bounties,
undeserved pensions or trust breeding tariffs."
Within a few weeks after the holding of this convention,

Senator Caffery and Mr. Howe withdrew their names from the
canvass, and it was decided to appoint electors-at-large in as
many states as possible, to receive the votes of those
supporting the movement.

Social Democratic Party Platform and Nominations.
The last distinct movement of organization for the
presidential election was that of a "Social Democratic Party,"
whose convention, at Chicago, September 29, placed Eugene V.
Debs, of Illinois, in nomination for President, and Job
Harriman, of California, for Vice President, on principles
declared as follows:
"The Social Democratic party of America declares that life,

liberty, and happiness depend upon equal political and
economic rights.
"In our economic development an industrial revolution has

taken place, the individual tool of former years having become
the social tool of the present. The individual tool was owned
by the worker, who employed himself and was master of his
product. The social tool, the machine, is owned by the
capitalist, and the worker is dependent upon him for
employment. The capitalist thus becomes the master of the
worker, and is able to appropriate to himself a large share of
the product of his labor.
"Capitalism, the private ownership of the means of production,

is responsible for the insecurity of subsistence, the poverty,
misery, and degradation of the ever-growing majority of our
people; but the same economic forces which have produced and
now intensify the capitalist system will necessitate the
adoption of Socialism, the collective ownership of the means
of production for the common good and welfare.
"The present system of social production and private ownership

is rapidly converting society into two antagonistic classes—i.
e., the capitalist class and the propertyless class. The
middle class, once the most powerful of this great nation, is
disappearing in the mill of competition. The issue is now
between the two classes first named. Our political liberty is
now of little value to the masses unless used to acquire
economic liberty. Independent political action and the
trade-union movement are the chief emancipating factors of the
working class, the one representing its political, the other
its economic wing, and both must cooperate to abolish the
capitalist system.
"Therefore, the Social Democratic party of America declares

its object to be:
"First—The organization of the working class into a political

party to conquer the public powers now controlled by
capitalists.
"Second—The abolition of wage-slavery by the establishment of

a National system of cooperative industry, based upon the
social or common ownership of the means of production and
distribution, to be administered by society in the common
interest of all its members, and the complete emancipation of
the socially useful classes from the domination of capitalism.
"The working class and all those in sympathy with their

historic mission to realize a higher civilization should sever
connection with all capitalist and reform parties and unite
with the Social Democratic party of America. The control of
political power by the Social Democratic party will be
tantamount to the abolition of all class rule. The solidarity
of labor connecting the millions of class-conscious
fellow-workers throughout the civilized world will lead to
international Socialism, the brotherhood of man.
"As steps in that direction, we make the following demands:
"First-Revision of our Federal Constitution, in order to

remove the obstacles to complete control of government by the
people irrespective of sex.
"Second—The public ownership of all industries controlled by
monopolies, trusts, and combines.
"Third—The public ownership of all railroads, telegraphs, and

telephones; all means of transportation and communication; all
water-works, gas and electric plants, and other public
utilities.
"Fourth—The public ownership of all gold, silver, copper,

lead, iron, coal, and other mines, and all oil and gas wells.
"Fifth—The reduction of the hours of labor in proportion to

the increasing facilities of production.
{660}
"Sixth—The inauguration of a system of public works and

improvements for the employment of the unemployed, the public
credit to be utilized for that purpose.
"Seventh—Useful inventions to be free, the inventor to be

remunerated by the public.
"Eighth—Labor legislation to be National instead of local, and

international when possible.
"Ninth—National insurance of working people against

accidents, lack of employment, and want in old age.
"Tenth—Equal civil and political rights for men and women, and
the abolition of all laws discriminating against women.
"Eleventh—The adoption of the initiative and referendum,

proportional representation, and the right of recall of
representatives by the voters.
"Twelfth—Abolition of war and the introduction of

international arbitration."

The Canvass and Election.
The canvass preceding the election was much less excited than
that of 1896. The confusion of issues greatly lessened the
intensity with which they were discussed. Mr. Bryan again took
the field in person, travelling widely through all parts of
the country, making great numbers of speeches to immense
audiences everywhere; and Governor Roosevelt did the same on
the Republican side, to a somewhat less extent.
The election, which occurred on the 6th of November, was

conducted with the quiet order that is rarely broken at such
times in America. About fourteen millions of votes were cast,
of which, according to the returns compiled for the Tribune
Almanac,
President McKinley received 7,214,027,
and Bryan, 6,342,514.
For the Prohibition ticket, 197,112 votes were cast;
for the Socialist Labor ticket, 32,433;
for the Social Democratic ticket, 82,904;
and 78,444 votes were scuttered among other candidates.
The States carried for McKinley were:
California, giving 9 electoral votes;
Connecticut, 6;
Delaware, 3;
Illinois, 24;
Indiana, 15;
Iowa, 13;
Kansas, 10;
Maine, 6;
Maryland, 8;
Massachusetts, 15;
Michigan, 14;
Minnesota, 9;
Nebraska, 8;
New Hampshire, 4;
New Jersey, 10;
New York, 36;
North Dakota, 3;
Ohio, 23;
Oregon, 4;
Pennsylvania, 32;
Rhode Island, 4;
South Dakota, 4;
Utah, 3;
Vermont, 4;
Washington, 4;
West Virginia, 6;
Wisconsin, 12;
Wyoming, 3;
Total, 292.
For Bryan, the electoral votes of the following States

were given:
Alabama, 11;
Arkansas, 8;
Colorado, 4;
Florida, 4;
Georgia, 13;
Idaho, 3;
Kentucky, 13;
Louisiana, 8;
Mississippi, 9;
Missouri, 17;
Montana, 3;
Nevada, 3;
North Carolina, 11;
South Carolina, 9;
Tennessee, 12;
Texas, 15;
Virginia, 12;
Total, 155.
President McKinley was re-elected by a majority of 137 votes

in the Electoral College, and by a majority of nearly half a
million of the popular vote.
" The popular vote for President shows three interesting

things:
"(1) Many men of each party abstained from voting, for the
total was only 45,132 greater than in 1896, whereas the
increase in population adds about a million to the electorate
every four years. The total vote last year was 13,970,234. Mr.
McKinley received only about 100,000 more than in 1896, and
Mr. Bryan 130,000 less. Many men in each party, then, were
dissatisfied with their candidate and platform.
"(2) Mr. Bryan's largest gains were in New England, because of

the anti-Imperialistic feeling, and in New York and New Jersey
and Illinois, because of a milder fear of financial
disturbance; and his losses were greatest in Utah, in
Colorado, and in the Pacific States, an indication of better
times and of less faith in free silver.
"(3) Twelve Southern States cast a smaller vote than in 1896,

partly because of the elimination of the Negroes, and partly
because many Gold Democrats abstained from voting."
The World's Work, February, 1901.

The Democratic candidate on "Imperialism."
The issue which ought to have been supreme in the Presidential

election, because fundamental principles of government and
lasting consequences of policy were bound up in it, but which
was unhappily confused by prevailing anxieties in the
sensitive region of commercial and industrial affairs, is more
broadly and adequately defined in the declarations of the two
leading candidates, on their formal acceptance of nominations
by the Democratic and Republican parties, than it is in the
party platforms quoted above. The first to speak was Mr.
Bryan. Responding to the committee which notified him of his
nomination, at Indianapolis, ou the 8th of August, he devoted
the greater part of his remarks to the policy of colonial
acquisition on which the government had been embarked. The
following passages are fairly representative of the view taken
by those who condemned what they termed "imperialism," in the
undertaking of the government of the American Republic to
impose its sovereignty upon the people of the Philippine
Islands, and to hold their country as a "possession:"
"When the president, supported by a practically unanimous vote

of the House and Senate, entered upon a war with Spain for the
purpose of aiding the struggling patriots of Cuba, the
country, without regard to party, applauded. Although the
Democrats realized that the administration would necessarily
gain a political advantage from the conduct of a war which in
the very nature of the case must soon end in a complete
victory, they vied with the Republicans in the support which
they gave to the President. When the war was over and the
Republican leaders began to suggest the propriety of a
colonial policy, opposition at once manifested itself.
"When the President finally laid before the Senate a treaty

which recognized the independence of Cuba, but provided for
the cession of the Philippine Islands to the United States,
the menace of imperialism became so apparent that many
preferred to reject the treaty and risk the ills that might
follow rather than take the chance of correcting the errors of
the treaty by the independent action of this country. I was
among the number of those who believed it better to ratify the

Calculation of Drug Dosages A Work Text 10E Tenth Edition Sheila J Ogden RN MSN Full Chapter

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Calculation of Drug Dosages A Work Text 10E Tenth Edition Sheila J Ogden RN MSN Full Chapter

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Calculation of Drug Dosages: A Work

Text, 10e Tenth Edition Sheila J. Ogden

Comprehensive Posttest, 571

Appendix A: Apothecary System of Measure, 598

Activate the complete learning experience that comes with each

You can now purchase Elsevier products on Evolve!

Sheila J. Ogden, MSN, RN

Linda K. Fluharty, MSN, RN

CALCULATION OF DRUG DOSAGES:  ISBN: 978-0-323-31069-7

Copyright © 2016 by Mosby, an imprint of Elsevier Inc. All rights reserved.

International Standard Book Number: 978-0-323-31069-7

Senior Content Strategist: Yvonne Alexopoulos

Last digit is the print number: 9 8 7 6 5 4 3 2 1

To my parents, Richard and Arlene Duke,

Bret Alan Barker, MSN, RN, CCRN, PHN

Pricilla Clark, MSN, RN

Janie Corbitt, RN, MLS

Marge Gingrich, RN, MSN, CRNP

Jessica Gonzales ARNP, MSN, RN

Bobbi Steelman, B.S. Ed, MA. Ed, CPhT

Ann Thurman, BSN, RN

Laura Warner, MSN, RN, CNE

Copyright © 2016 by Mosby, an imprint of Elsevier Inc. vii

Thank you all so much!

Copyright © 2016 by Mosby, an imprint of Elsevier Inc. ix

Copyright © 2016 by Mosby, an imprint of Elsevier Inc. xi

FEATURES IN THE TENTH EDITION

NEW VERSION! Drug Calculations Companion, version 5. This is a completely updated,

Copyright © 2016 by Mosby, an imprint of Elsevier Inc.

DESCRIPTION AND FEATURES

Pretests evaluate your present skills in utilizing

wing perce nts to decimals. ___

16. 11 ⁄6% ____

goals that must be achieved.

Copyright © 2016 by Mosby,

Copyright © 2016 by Mosby, an imprint of Elsevier Inc. xiii

168 PART 3 Prepa

Work Sheets provide you with the opportunity to ELIXIR No.

CHAPTER 11 Copyright © 2016 by Mosby,

Posttests are designed to assess your learning and

an imprint of Elsevier Inc.

NEW VERSION! Drug Calculations Companion, version 5. This is a completely updated,

Copyright © 2016 by Mosby, an imprint of Elsevier Inc.

Copyright © 2016 by Mosby, an imprint of Elsevier Inc. xv

Copyright © 2016 by Mosby, an imprint of Elsevier Inc. xvii

CHAPTER 16 Intravenous Flow Rates for Dosages Measured in Units, 459

Comprehensive Posttest, 571

Appendix A Apothecary System of Measure, 594

Copyright © 2016 by Mosby, an imprint of Elsevier Inc.

REVIEW OF MATHEMATICS PRETEST

Copyright © 2016 by Mosby, an imprint of Elsevier Inc.

Copyright © 2016 by Mosby, an imprint of Elsevier Inc.

1. 3⁄8 1 1⁄3 5 ________________ 2. 23⁄7 1 12⁄3 5 _____________ 3. 13⁄5 1 7⁄8y1⁄3 5 _____

7. 21⁄3 2 1⁄2 5 _______________ 8. 2.04 2 0.987 5 __________ 9. 8.53 2 7.945 5 ____

Copyright © 2016 by Mosby, an imprint of Elsevier Inc. PRETEST 3

DIRECTIONS: Change the following fractions to decimals.

25. 5⁄8 5 __________________ 26. 17⁄25 5 _________________

DIRECTIONS: Change the following decimals to fractions reduced to lowest terms.

27. 0.375 5 _______________ 28. 0.05 5 ________________

DIRECTIONS: Perform the indicated computations.

29. Express 0.432 as a percent. 30. Express 65% as a proper fraction

31. Express 0.3% as a ratio. 32. What percent of 2.5 is 0.5?

33. What is 1⁄4% of 60? 34. What is 65% of 450?

CALCULATION OF DRUG DOSAGES: ISBN: 978-0-323-31069-7

1. 3⁄8 1 1⁄3 5 ________ 2. 23⁄7 1 12⁄3 5 _ 3. 13⁄5 1 7⁄8y1⁄3 5 _

7. 21⁄3 2 1⁄2 5 _________ 8. 2.04 2 0.987 5 9. 8.53 2 7.945 5

25. 5⁄8 5 __ 26. 17⁄25 5 _

27. 0.375 5 _ 28. 0.05 5 __

35. 9⁄42 5 __ 36. 11⁄2y22⁄3 5 37. 0.34 5

4. 25⁄16 1 31⁄4 5 5. 56⁄11 1 31⁄2 5 6. 32⁄3 1 42⁄9 5 ___

28. 1⁄3y3⁄5 5 _________ 29. 25⁄6y12⁄3 5 _ 30. 41⁄2y21⁄4 5 _______

EXAMPLE 1: 11⁄2 3 21⁄4 5 _ EXAMPLE 2: 2 3 35⁄6 5 _

1. 4⁄3 5 _____ 2. 6⁄2 5 _ 3. 16⁄5 5 4. 13 ⁄ 4 5 ___

5. 15 ⁄ 10 5 ___ 6. 9⁄8 5 _ 7. 10⁄6 5 8. 26 ⁄ 12 5 __

1. 11⁄2 5 __ 2. 33⁄4 5 3. 22⁄3 5 4. 25⁄6 5 _

5. 13⁄5 5 ____ 6. 34⁄7 5 7. 47⁄8 5 8. 37⁄100 5 _

1. 2⁄3 1 5⁄6 5 _______ 2. 2⁄5 1 3⁄7 5 _ 3. 31⁄8 1 2⁄3 5 ______

4. 21⁄2 1 3⁄4 5 ______ 5. 21⁄4 1 32⁄5 5 _ 6. 16⁄13 1 12⁄3 5 ______

1. 2⁄3 2 3⁄7 5 _ 2. 7⁄8 2 5⁄16 5 3. 9⁄16 2 5⁄12 5

4. 11⁄3 2 5⁄6 5 ________ 5. 217⁄20 2 13⁄4 5 _ 6. 51⁄4 2 35⁄16 5 ______

7. 53⁄8 2 43⁄4 5 _______ 8. 31⁄4 2 111⁄12 5 _ 9. 61⁄2 2 37⁄8 5 _______

1. 1⁄3 3 4⁄5 5 _______ 2. 7⁄8 3 2⁄3 5 _ 3. 6 3 2⁄3 5 ________

4. 3⁄8 3 4 5 ________ 5. 21⁄3 3 33⁄4 5 _ 6. 43⁄8 3 25⁄7 5 _______

1. 12⁄3 4 31⁄2 5 _____ 2. 51⁄2 4 21⁄2 5 _ 3. 31⁄2 4 21⁄4 5 _______

4. 43⁄8 4 13⁄4 5 _____ 5. 31⁄2 4 16⁄7 5 _ 6. 9⁄10 4 2⁄3 5 ________

7. 3 4 15⁄6 5 _ 8. 62⁄3 4 17⁄10 5 9. 7⁄8y1⁄4 5 _____

10. 61⁄2y25⁄6 5 _______ 11. 51⁄2y22⁄3 5 _ 12. 22⁄3y17⁄9 5 _______

1. 2⁄3 1 4⁄9 5 _______ 2. 3⁄8 1 1⁄3 5 _ 3. 23⁄4 1 21⁄3 5 _____

4. 22⁄3 1 3⁄7 5 __ 5. 3⁄4 1 3⁄100 5 6. 42⁄5 1 33⁄4 5 _