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1 9 9
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PA N '

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 WO R L D
N
N
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N BO O K CO M PA Y
Q p
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N
T HE H O U SE OF A P P L IE D K O W LE D G E
W H o d g so n
E s ta bli s h e d , 1 9 0 5 , by C a s p a r .

q
YO K E R S-O -
H U D SO , EW YO RK
21 26 PRA IR IE A VE UE, C H IC A G O

T h e p ur p o s e o f th i s h o u s e i s to p ubli s h
b o o k s th a t a p p ly th e wo r ld s k n o wle d g e to
’

th e wo r ld s n e e d s Pub li c -s c h o o l te x ts i n
’
.

m a th e m a ti c s s h ou ld b e d e s ig n e d i n te r m s of
c a r e ful s tu d i e s o f s o c i a l n e e d s a s we ll a s i n

M
te r m s o f m e th o d s b y wh i c h p u p i ls le a r n
’

T h i s b o ok o n g e n e r a l m a th e m a ti c s i s th e r s t fi
o f th e R ug g - C la r k a th e m a ti c s T e x ts , a n d

i t will b e fo llowe d b y te x ts for Ju n i or H ig h

Sc h oo ls a n d for E le m e n ta ry Sc h o o ls E a c h .

o f th e s e te x ts wi ll e m b o d y th e r e s u lt o f y e a r s
fi
of s c i e n ti c i n v e s tig a ti o n a n d e x p e r i m e n ta l
te a c h i n g

N OV 0 19 19

RC M M T : FHS -
3

C op y r i g h t, 19 1 8 , 1 9 1 9 , by Wo rld B ook C om p a n y

C o p y r ig h t i n G r e a t B r i ta i n
0
“
SC IE N NNNT IF IC

T h e tra d i t i onal
M ET HO D I

O F SC H O O L T E X T B O O KS

cour s e of s tud y
THE CO

i n h i gh s ch ool
ST R U C T IO

ma th emat i cs need s

t o be com p let ely recon st ruct ed Fi v e y e a r s of i n te n s i v e i n v e s ti

.

g a ti o n
*
h av e es ta b li s h e d s tr i ki n g i n a d e q u a c i e s i n th e fi r s t- i-
n
Sar y
c o ur s e : b oth wh a t we te a c h a nd h o w we tea c h i t . Fi r s t . m or e
th a n h a lf of th e i
co n v e n t o n a l fi r s t-
y ear c o u rs e wi ll ne v er be us ed

Of p wh i c h
“
by th e v ast m a j or i ty Ou r up ils Second th e c la i m s
‘

. :

we m a ke th a t we a re tr a 1 n 1 n g p up ils to th i n k i n te lli ge n tly

M
wi ll ,
b e d iffi c ult, if n ot i m p os s ib le , to s ub s ta n ti a te . T he v e ry

c o n ten t a n d or ga n i z a ti o n Of th e c ours e t e n d s to i n h ib it th i s .

p
“
ost O f i t p r ov id e s li ttle o r n o y f o r tr a i n i n
g i n O p o r tu n i t
”
p rob le m s o lv i n -
O u of
r c o u r s es s tu d e m p h a s i z e ha b i t
g .
y
fo r m a ti on a n d r ote m e mory , a n d th e s e c o u r se s a r e a lm os t e x a c tly
d ete r mi n e d by th e te xtboo k F i na lly s t a n d a r d i z e d te s ts
.
g i v en

to m or e th a n 1 0 0 h igh s c h ools Sh ow c lea r ly th a t n e i th e r i n

s e c ur i n g form a l s ki ll n o r i n d e v e lo p in g p owe rs of an a l
y ti c al

th i n k i n g is o ur i n str uc ti on s a ti sfa c to ry
Str ik i ng n eed s :
( )
1 cour s es of stud y ba s ed '
on a clea r -cut p ro

N
'

g r am
“
2
; ( ) a r ea l p s y ch olog y of h ow ch i l d r en lea r n m a t h emat i cs ,
exp res s ed t h r oug h new ty p es o f w or d y t ext book s a nd ma nua ls
m eth od
“h i
of . C o urs es m u s t b e c o n s tr u c te d o n
p r in c i
p les of Soc i a l
”
worth and t n ki n
g o utc o m es th a t h a ve be e n d e fi n ite ly
e s ta bli s h e d . C u rr e n t c o ur s e s ha v e n ot be e n so or ga n i z e d .

T he Sla te Sh o uld be wi p e d c le a n a n d a n e w c ou r s e o r a n i ze d on
g
a c le a r- c u t r
p o g ra m . O m a te r i a l Sh o u ld b e i nc lud e d wh ic h

M *

a nd ] R
The
etfi oa"
e v id e n c e whi c h wa s
i n til e R econ s tr u cti on f [Vi n e/i Gm o’e
.
o a t/
c o lle c te d

zem o tzcs , b
is

y H O R ug g
C la r k , D e p a rtm e n t of E d u c a ti o n Bu r e a u of Publi c a ti o n s Un i
.
.
M
r e p o r te d i n d e ta i l i n Sci en tifi c
. .

v e rs it
y o f C h ic ag o, 1 9 1 8 .
iv Sci en tifi c Method i n C on s tr ucti on of Textbooks

b ra i c s y m b oli s m wh i c h c h a r a c te r i z e s th e th i n ki n g of m a th e ma
”
ti c i a n s .
.
C h i ld r e n , h owe v e r , d o th e i r thi n ki n g i n te r m s of

d e ta i le d word sy m b ols ;
-
on l
y la bo r i o u s l
y d o th e
y ta ke o n t h e

m or e a bb rev i a te d m e th o d s of sy mb o li c th i n ki n g wh i c h a r e t p i c a l
y
of m a th e m a ti c a l m a n i p u la ti o n T he so luti o n is we
“
. c le a r : n ee d

w or d
y tex tb ooks — textb oo ks i n wh ic h th e tr a n s i ti on from
th in ki n g i n d e ta i le d wo r d -
s
y m b o ls to th a t i n a bb r e v i a te d le tte r
or algeb r a i c s
y m b o ls and i n th e i r m a n i p u la ti on i s m a d e so

gra d ua lly as to k e e p , s te p by s te p ,
j us t a h e a d of th e p up i l s ’

m en ta l a d va n ce . G r a d a ti on Of s ub j e c t m a tte r m us t r ec e i v e

a re a l
y ps c h olo gic a l Si gn i fic a n c e i n th e m i n d of th e te xtb ook

wr i te r and of th e tea c h e r . Ba s i c to a ll th e s e s ta te m e n ts , how

ev er , i s th e need for th e d e v e lop m e n t of a re a l p s
y c h o lo gical
a n a ly s i s o f h ow c hild r e n le a r n m a th e m a ti c s .

T h es e fa c ts , c o up le d wi th th e a c c um ula ti o n of d i ss a ti sfa c ti o n

NN
and d e n un c i a ti on th e p a r t of bo th s c h oo l a d m i n i s tr a tor s a n d

N N
on

N N N
la y c r i ti c s of c urr e n t m a th e m a ti c a l co u r s e s , p o i n t to th e p r ess i n g

N NN
n e e d o f s e tti n g in m o ti o n a p rog ra m fo r c om p le te ly r e c o n s truc t
i ng wh o le sc h em e O f m a th e m a ti c a l i n s tr uc ti o n

M M MM
o ur .

M
'
FU D A E T A L S O F H IG H SC H O O L AT H E AT IC S IS A

-
TRA
EED

G R AD E
SIT IO
FO R RE
B O O K, I T E
Q UIR E D MM D ED
AT H E
TO F ILL A

AT IC S I
I
T HE
E D IAT E
I TH

T h e p res s i ng need i s fo r a c o m p le te r e b u i ld i n g of th e m a te r ia l

“
of th e n i n th s c h o o l y e a r T h e re is m u c h e v i d e n c e th a t th e
.

r e ui r e d m a th e m a ti c s o f th e fu tu r e h i g h s c h oo l c o u rs e w i ll
q
s to p with th e n i n th y e a r . H e n ce , th e co ur s e of s tud y s ub mi tte d

h e r ewi th i s b a sed on th e a s s um p ti o n th a t th e m a th e m a ti c s of

th e n i n th g r a d e wi ll
b e th e las t y e a r r e q ui r e d of a ll c h ild re n .

U nd er th e r es e n t o r ga n i z a ti o n o f the s e v e n th a n d ei g gr a d e
h th -
p
c o ur s e s , th e r e fo r e , th i s n e w n i n th - gr a d e c o ur s e m ust i n c lud e a ll

th e fu n d a m e n ta l m a th e ma ti c al n o ti o n s a nd d ev i c e s wh i ch c a n
be ta ught i n on e sc h ool y e a r and to c h i ld r e n O f th a t gr a d e of
 Sci entifi c Method i n C onstructi on of Textbooks V

m a tur ity Furth e r m or e , it is b as e d on th e a ss um p ti o n es, th e

.
y
— ; th a t t/ ma t/zema tics
d em a n d zer e be one
y ea r o f éey ond a r i tfi meti c

“
r eq ui r ed o f zi ld r en
a ll c/ wh o re m a in to o ur n i n th gr a d e .

Alth o ug h th e i mm e d i a te n ee d 1 5 a n a c c e p ta b le tr a n s i ti n o
c o urs e for th e n i n th g ra d e ,
t/ze p er ma nen t need is f or a sci enti fi ca lly

con s tr ucted u ni t cou r se o f s tudy f or t/ze j u n i or l ug lz s c/zool g r a des ,

sec en t/ ig h t/z a nd ni ntn T he a uth o r s a r e c on d u c ti n g i n v es ti

N
z, e , .

g a tio n s wh i c h a re b a s i c to th e d e v e lop m e n t of s u c h a c our se of

'

M
s tu d y . The c ourse wi ll b e p ub li s h e d o n ly a fte r th orou h g scien

ti fi c s tu d a n d e x p e r i m e n ta ti on i n th e c la s s r oom T h e p r e se n t
y .

b ook , F und a men ta ls f fl iglz Sclzool tlzenza ti cs , the r efor e , th ey

“
o a
”

N
re gar d as a tr a n s i ti o n b ook to fi ll x
a p r ess n i g n ee d in fir s t

NNN
”
wi ll

N
y e ar m a th e m a ti c s , m uch of th e m a te r i a l of wh i c h Sh or tl
y
be fo un d d i str i b ute d with oth e r m a te r i a ls ov er th e e i g h th a n d

n i n th s c h oo l gra d e s

NNN
N
.

M MM
N
FU DA E T ALS O F H IG H SC H O O L AT H E AT IC S IS

M
CO STR U C T E D O A D E F I IT E SE T O F PR I C IPLE S

I . T HE
TE RIA OF SOC IAL
§ ELE C T IO OE SUB E CT
WOR TH A
J
D
ATTE R O
T HI KI G
T HE C RI
OUT CO M ES

It i s th e j ud gm e n t of th e p r es e n t wr ite r s th a t a c o ur s e of

s tu d d e fi n i te ly fo u n d e d p r ogra m of
s h o u ld r e s t up o n a selecti on
y
a n d a r r a ng emen t o f s ubj e c t m a tte r C o ur s e s of s tud y . Sh o uld ,

p e r i o d i c a ll at le a st, b e r ec a st, n ot by e li m i n a ti on fr om or
y
a c c r e ti on to th e s toc k c o ur s e , b ut r a th e r by Sp r e a d i n g o ut a ll

th e c urr i c u lum m a te r i a ls ( m a th e m a ti c a l i n th i s ca se
) i n fu ll
Vi e w , and ta ki n g th e m i n to th e c o u rs e i n th e d e gr e e to wh i c h
th e y s a ti sfy th e c r i te r i a wh i c h h a v e been s e t up . D oi n g th is in
wh i c h
‘

m a th e m a ti c s , on e i n c lud es , fi r s t, s e le c te d m a te r i a l is n ow

i n th e tr a d i ti on a l fi r s t-y e a r c o ur se , and s econd , ad ds m uc h

m a te r i a l wh i c h i s e i th e r n ot ta u h tg at a ll g
to h i h s c h oo l s tu

d e n ts or i s ta ugh t to on ly a li m i te d p o rti on i n s om e a d va nced

y e a r ,
vi Sci en tifi c M etkod
f
i n C on structi on o f Textbooks

Two p r i n ci p les s h oul d contr ol th e s el ect i on of s ub ect j m atter

fi r s t, s oci a l wor tlz m a te r i a l to b e i n c lud e d m us t p ro v e of so c i a l
worth ( i n s c h oo l, i n th e h om e , In th e oc c u a
p ti o n , o r i n le i su re

“ )
a c ti v i ti es d e fi n i te p o r ti on o f o ur s tu d e n t b o d
to a s econd ,
y ;
tbi nki ng v a lue — i t m us t b e
p os s i b le to Sh ow fo r m a te r i a l
whose so ci a l uti lity is d oub tful th a t a th or ough gra s p of th os e
q u a n ti ta ti v e p ri n c i
p le s wh i c h a re n ee d ed for s o un d and c om

p le te th i n k i n g i n li fe wi ll b e ha mp e re d by th e i r e xc lus i on .

Ac ti n g the se two c r i te r i a , th e a uth ors i n v e s tig a ti on s of

’
on

h o w m uc h ma th e m a ti c s s h ou ld be e xp e r i m e n te d wi th i n th e
c la ss r oom a nd fi n a lly i n c lud e d i n th e c o ur s e , h a v e d e ma n d ed
th e e x c lus i on o f a t le a st 35 p e r c e n t of th e m a te r i a l of c ur r e n t
,

fi r st-y e a r g
a l ebr a T h e ti m e us ua lly gi v e n to for m a l s k ill in

N
.
.

h a n d li n g p o ly n om i a ls ( wi th th e fo ur fun d a m e nta l op e r a tion s) ,

'

h i gh e s t c ommon fa c tor , le a st com m on m ulti p le , th e m a s te ry of

7 to 1 7 c a ses in “ps eci a l
p r o d uc ts
”
a nd fa c tor i n g , Ski ll in
ma n ip ula ti n g c o m p li c a te d fo r m s of fr a c ti on s a nd fra c ti on a l
e q ua ti o n s , c a n have no j ustific a tion i n te r m s of tb i s cr i ter i on o f

“h i
soci a l wor th
doe s ”

“
e i th e r it fi nd a p la c e b ec a u s e of i ts t n ki n g v a lue .
”
T h is i s a ll f m or a l s ki ll m a te r i a l, p r ov i d e s n o o p p or tun i ty for
g of r e a so n i n g , a n d
“
tr a i n i n i n th e te c h n i q ue c e rta i n ly d oes n ot
”
c o ntr i b ute to a gra s p of i s c e n tifi c la w .

1 . Wh at t o i nclud e i n th e new cour s e on th e cr i t er i on of s oci al

worth . The c o ur s e m us t i n c lu d e , ev en on th e b a s i s of soc i a l

worth a lon e , tr a i n i n g in ( ) a th e u s e of le tte r s to r e p r e se n t n u m

be r s ; ( )
b th e use o f th e s i m p le e q ua ti o n ; () c th e c o n str u c ti on

and e v a lu a ti on of fo r m ula s ; ( d ) th e fi n d i n g of un kn own d i s

by m e a n s of ( 1 ) s c a le d r a wi n g s , (2 e p ri nc i p le of
ta n c e s ) th
s i m i la r i ty i n tr i a n gle s , ( 3 ) th e us e of th e p p
ro e r ti es o f th e ri gh t
tr i a n le g ( i
r a t os of th e Si d e s as e xp r e s se d i n th e H y p oten us e
R ule , a n d i n th e '
c o s i ne . a nd th e ta n g e n t of an an gle) ; (e) th e

p re
p a r a ti o n a n d use of s tati sti c a l ta b les and gra p h s to r e p r esen t
and co m p a r e q u a n ti ti e s ( th i s In c lud e s th e gra sp of e le me n ta ry
s ta ti sti c a l m e a sure s) .
 Sci en tific Method i n C on structi on of Textbooks V1]

2 . Th e a p p li cati on of th e
“ thi nk i ng cri ter i on . So m uc h from
‘

th e soc i a l c r i te r io n . The wr i te rs a re of th at group ,

h owe v e r ,
ga r d
“
th a t re thi nhi ng ou tcomes a s coor d i na te i n i mp or ta nce wi th
”
the mor e com monly a cce p te d i soc a l u ti li ty .

1 “
Th e p ri ma ry functi on of m a th ema ti ca l i ns tr uct i on . T he i r
th e s i s i n c on s tr uc ti n g th i s c ourse of stu d y i s th i s : Th e centr a l

elem ent i n hu man t h i nk i ng i s th e abi li ty to s ee r elati ons h i p s

clea r ly . In th e sa me wa y t h e p r i ma r y functi on of a h i g h s ch ool

u i n math emati cs i s t o gi v e abili ty to r ecogni ze

co rs e r ela t i ons hi p s

between ma g ni t ud es t o rep res ent such r elat i ons hi p s econom i ca lly

N
,

by mea ns of s y mbols, a nd to d eter mi ne such r el a t i on s h i p s . To

c a r ry o ut th i s a im th e c our se of s tud y , th e r efor e , Sh o u ld be
g
or a n iz ed in s uc h a wa y as to d evelop a bi li ty i n the i ntellig ent u e
s
f
o th e eq ua ti on , th e for mula , m ethod s o f g r ap h ic re p r esenta ti on ,
a nd

the p r op er ti es of the mor e i mp or ta n t sp a ce f or ms i n th e exp r es s i on

a nd d etermi na t i on of r ela t i on s h i p s .

“
ote th e i m p orta n c e of th a t la s t p h r a se i n th e ex p r ess i on
”
a nd d eter mi na ti on o f i
r ela t onsh i p s i . e. o f l w a . T he c o ur s e

of s tud y i n m a th e m a ti c s m ust n ot on l
y c o n ta i n so c i a lly wor th
wh i le m a te r i a l b ut i t must wi th j
“

cOOp e r a te o th e r s ub e c ts i n th e

N
c ur r i c ulu m i n p rov i d i n g tr a i n i n g i n th e d e v e lop m e n t of th e s c i
e n tifi c a ttitud e T h i s , i n tur n , c a n c om e o n ly th r o ugh c on sta n t
.

r a c ti c e i n m e e ti n g m i in gra sp
“
re a l b l tu ti-
nd of
-

p r o e s n s
p a o , a a
” ”
th e p r i n c i p le of fun c ti on a lity , i . e . of d e p e n d e n ce or , mo r e
c on c r e te ly , of R E LAT IO SH IP .

B ut p r a c ti c e i n m ee ti n g p rob le m-s itua tion s d e m a n d s th a t th e

wh ole c ours e b e c on s tr ucte d a roun d a cor e of p rob le m s olv i ng -

g r
“i
U n for tun a te ly , a l eb r a c ou s e s h a v e b ee n d e p r i v e d of m ost of
”
th e i r tr a n i n g v a lue . An e m p h a s i s u p o n fo rm a li s m , d r i ll, th e

r o uti n e p r a c ti ce i n m a n i p ula ti o n of m e a n i ng le s s s y m b o ls , and

la c k of ge n uin e moti v e a re ty p i c a l e xa m p le s of th e wa y i n wh i c h
we h a v e h a m p e re d te a c h e rs i n th e d e v e lop m e n t of p r ob le m ;

s o lv i n
g a b iliti e s . The gene ra l p r a c ti c e of d e v oti n g 8 0 p e r c e n t
of th e exe rc i se-m a te ri a l to th ese fo r ma l d ri ll e xa m p le s , le a v i n g
v iii Scien tific M ethod i n C onstructi on of Textbooks

on l 2 0 wh i c h
“h i
y p e r c e nt f or t h e v e r b a l p ro b le m ,
— of a ll ty p e s

p r ov i d e s m o s t c o m p le te ly o p p o r tu n i ty f o r t n ki n g ,
— h as
b een ra d i c a ll
y m o d i fi e d i n th e c o ur s e s ub m i tte d i n th i s b ook .

Th e enti r e cour s e h as been org a ni z ed ar ound a centra l cor e of

”
bl m-s l i n
E v e n th e p u r e ly for m a l m a te r i a ls th e mse lv es
’

p r o e ov g .

h a v e b e en so o rga n i z e d , wh e re v er p oss i b le , a s to p ro v id e a n

O p p o r tun i ty fo r r e a l th i n ki n g a n d n ot m e r e h a b it for m a ti on
“
.

“
”
Tea ch i ng chi
ldr en t o und ers ta nd a nd ex p r es s l w a . O ur
c our s es o f s tu d y h a v e fa ile d , ge n er a lly , to th e p r e s en t ti m e , to

gi v e o ur

s c i e n tifi c
'

“
h igh
la w,
sc h ool s tud e n ts
”
an d h ow to
a
g
e x p re s s
ra s
p
it .
of fun c ti on a lity , i
T h us , b oth th e b a s i c
. e . of

m a th e m a ti ca l p u rp os e
“
of th e c o urs e and th e foun d a ti on a l

N
”
thi n kin g u
p pr ose of th e co ur s e h av e n ot b ee n fulfi lle d .

H e n c e th e i m p or ta n c e , i n th i s c o m p le te r e c a s ti n g of th e c ours e ,

of a tte m p ti n g to b ui ld i t i n s uc h a wa y as to c o ntr ib ute con

s ta n tl to a b i li t i n th e e xp res s i o n a n d d e te r m i n a ti on of R E LA
y y
T IO SH IP . C h a p te rs V III a nd X VI a nd s c a tte r e d p r ob le m

N MN
m a te ri a l th rough o ut ro v i d e of d e fi n i te

N
e v e ry c h a p te r p th e ty p e
tr a i n i n g th a t th e wri te r s ’
e x p e r i m e n ta ti on has sh o wn is n e c es

sar
y a nd ca n be gi v e n to h e lp b r i ng a b ou t th e d es i re d outc om e
in

M
a o e y e a r c o u r se
n -

II . T HE AR R A GE E T OF T HE SUB E CT J ATTE R I X
A TE TB OOK

Th e p sy ch olog i cal cri t er i on a n d th e p r i nci p le of ma th ema ti ca l

s eq uence cont r ol t h e a rra ng em ent. T wo p r i n c i p le s o n ly s h ou ld

c on tr o l th e Seq ue n c e a n d gra d a tion o f s ub j ec t m a tte r : ( 1 ) m a th

e m a ti c a l s e q ue n c e ; ( )
2 l e a r n i n g d i f
fi c u lty T h e t w o p r i n
. c i p les

o p e r a te to c on tr o l th e o r g a n i z a ti on o f th e m a te ri a l i n th i s b ook .

T wo s tr i ki n g i llus tra ti on s ca n be g iv e n of th e a p p li c a tion of th e

p s
y c h olo gi c a l c ri te r i on . T he fi rs t h a s to d o with th e te a ch i n g
of s p e c i a l p r o d uc ts and fa c tor i ng ; th e sec o n d , th a t of s i gn e d
“
n u mb e rs . A furth e r a nd ba sic e x a mp le can b e foun d i n th e
new m e th od of writi ng a m a th e m a ti cs book i . e . th e w o rd y

te xtbook .
 Sci en tific Method i n C onstructi on of Textbooks ix

The wri te rs h av e e xp e ri m e n te d i n th e c la ss r oom with th i s

r e c o n s tr uc te d c o u r se of s tud y . Ea ch h a s g
ta u h t fi r st-y e a r
un d e r c r i ti c a l o b se rv a ti on a nd c o mm en t i th e
c la s s es th e
w or k
o
“ x

“
o th e r . . The has e v e n tua te d in an i m p or ta n t b o y o d f

M
m a te r i a l c on c e r n i n g h w o c h i ld r e n le a r n m a th e m a ti c s ( T h.i s

ma te ri a l wi ll b e p r e s en te d in a b ook , Th e P sy cholog y a nd Tea ch

i ng of j un i or H igh School a thema ti cs , so m e ti m e d uri n g th e

s c h oo l y e ar 1 91 9 It h a s b e e n c lea r l
y d e m o n s tr a te d

tha t sp ec ia l p r o d u c ts a n d fa c to r i n g ca n be s a ti s fa c tor il
y t a ugh t

a nd h a b i tua te d i n 7 p c la ss e ri od s , -th e s e c o n tra s te d wi th th e

3 0 c la ss p e r i o d s of th e c om m on p r a c ti c e of th e d a y .

Si m i la r ly o ur exp e r i m e n ta l te a c h i n g of th e c o u rsewith s ign e d

n um b e r s i n tro d u c e d b oth e a r ly a n d la te h a s s up p li e d wh a t
a p p e a r s to th e wr i te r s a n d to m ore th a n 5 0 c o Op e r a ti n g h igh
,

s c h oo ls to b e c on c lus i v e e v i d e n c e fo r us i n g n e ga ti v e n um b e r s
,

o n ly i n th e s e c on d h a lf of the co ur s e T h is n ece ss i ta te s th e
'
‘

c o m p lete r econ s tr u c ti on of th e or d e r a nd c o m p lex i t of th e

y
m a te r i a l of th e fi r s t h a lf y e a r , a n d le a d s to a ty p e o f gr a d a ti on

NNN
i '

th a t s a ti s fi e s th e b a s i c p sy c h o logi c a l c r i te r i on fo r a rr a n gi n g th e

N
j na m e ly , m e n ta l

NN
s ub e c t m a tte r of th e c o n te n t of th e

NNN N
c o ur s e m ust ke e p j us t on e s te p in ad vance of th e d e v e lop i n g
o n te n t of th e p up i l s m i nd

M
M MM
c
’
.

A SU AR Y OF D IST I C TI E V CO T R IB UT IO S TO THE

M M
.

T E AC H I G OF AT H E AT IC S ILL U ST R A T E D BY TH E
“U
CO
MM
TE
H IG H SC H O O L
T A D AR R A
AT H E
GE E
AT IC S
T OF
”
F DA E T AL S O F

A s c i e n ti fi c p r o gr a m h a s b ee n d e v e lop e d for c o n s tr uc ti n g

c our s es of s tu d y , th e s te p s of wh i ch a r e n e c e ss a r
y fo r th e s o u n d

d e s i gn of te xtb ooks th a t wi ll b e r e la ti v e l
y p e r m a n e n t i n o u r

gen e r a ti on . It h a s two str i ki n g c h a r a c te r i s ti c s

( A ) T h e content of t h e cour s e s el ect ed s o as to s a ti sfy r i g o r

“
worth
“h i
o us c r ite r i a of e i th e r soc i a l or d e fi n i te ly e s ta b li s h e d
”
t nk i n g v a lue , or b oth . Th i s p roc e d ure i s i n c o n tra st to
x Sci en tifi c Method i n C on structi on of Textbooks

th a t of e li m i n a ti o n fro m , a d d i ti o n to , o r rea rra n gem ent of a

'

s toc k of s tu d y In th is book i t h a s le d 1
c our s e . to ( ) v ast
“
ec o no my of ti m e by e xc lud i n g n on -es s e n ti a l o p e r a tio n s
.
an d

for m s ; ( 2) i n tr o d uc ti on of n e w m a te r i a l n ot c omm on ly at

te m p te d o r s uc cessfu lly ta ugh t i n th e fi rs t y ea r c ours e : ,

-
eg
. .

( )
a th e u s e of s ta ti s ti c a l m ea s ures , ta b le s , and gr a p h s to re p t e

se nt an d c om p a r e q u a n ti ti es ; ( )
b t h e org a ni za t i on of a wh olé
cours e a bout t h e cent ra l t h eme of r ela t i ons h i p functi ona li ty
a nd th e s y ste ma t i c org a n i za t i on of t h r ee m eth od s of r ep r es ent i ng

a nd d eter mi in ng r el at i on s h i p — th e gr a p h i c m e th o d , th e ta b ula r
m e th od , and th e e q ua ti on a l for m ula m e th o d ; (c) sy s te m a ti c
or

g of m eth od s
te a c h i n of i n d i r e c t m e a s ur e m e n t — i e th e fi n d i n g . .

of un kn own d i s tan c es by s c a le d r a w i n gs , Si m ila r g

tr i a n les , and

th e u s e of th e p r o p e r ti e s of th e ri gh t tri a ngle .

a rra ng em ent
( )
B P sy ch olog i ca l of t ex tbook s s ecur ed only by
m ex p eri m enta t i on a nd coo
'

r ea l cla s s roo p era ti v e t ea ch i ng by m a ny

tea ch ers For th e p r e se n t v e ry ge n e r a l p r a c ti c e of m a ki n g
.

s c h oo l te xtb ooks a t th e d esk a n d w i th o ut c a r e fu l c la ss room

s tu d i e s of how ch i ld r e n le a r n , th e a uth o r s s ub s ti tute d a un i q ue

e x p e r im e n tal p r o c e d ure . Fo llowi n g a

y e ar of d e ta i le d e xp e r i

m e n ta ti oni n th e i r own c la s s es w
th e te n ta ti v e c o u r s e
y as o f s tu d

r i n te d , s o ld a t c o s t b y th e a uth or s , a n d ta ug h t b y te a c h e r s o f
p
t i l e x e r i e n c e a n d t r a i n i n g i n 6 2 h i h s c h oo ls F r om
v er
y yp c a p g .

th e s e te a c h e r s a m o st se a r c h i n g c r i ti c i s m o f th e or ga n i z a ti on of

th e book wa s ob ta i n e d . In th e li g h t of th i s d e ta i le d a n a l s is
y
the b ook h as be e n c o m p le te ly r e b u i lt . The write rs s ub m it i t

n ow for ge n e r a l us e i n th e b e li ef th a t i t i s c o n stru c te d in a c
c o rd a n c e wi th th e wa ys i n wh i c h c h i ld r e n le a r n and th a t i t fits

th e n e c e ssa ry a d m i n i s tr a ti v e d em a n d s of th e c la ss r oo m . Se v e r a l
i llus tr a ti on s ca n be gi v e n of th e c on tr ib uti on s th a t ca n be m a d e
by th i s ty p e of e xp e r i m e nta ti on :
”
1
( ) A n e w ty p e o f te xtb oo k — a word y textb ook — on e
“
th a t wi ll te a c h i tse lf . T h ere i s m u c h ev i d e n c e for th e c on c lus i o n

th a t th e e xp o s i ti o n of th e text d e v e lop s so gr a d ua lly in a c c or d

 Sci en tifi c Method i n C on str ucti on of Textbooks xi

a n ce wi th th e wa y i n wh i c h c h ild re n le a r n th a t th e r a nk a nd

file of u
p p ils c a n re a d it and work th e
p rob le m s u n a i d e d . T hi s

p r ov i d e s n ot o n ly a h e lp ful a nd c om p le te gu i d e for th e i n ex

p erien ce d te a c h e r ( wh i ch i s m os t p e rti n e n tly n e e d e d i n a ll th e

s c h oo l s ub e c tsj ) b ut le a v es th e c la ss r oom ti m e of th e ex p e r i e n c e d

te a c h e r fr ee for th e i n tro d uc ti on of i m p orta n t s up p le

r e la ti v e l
y
m e n ta ry m a te ri a l .

( )
2 T h e p os t p o n e m e n t o f s i gn e d n u m b e r s to th e s e c o n d h a lf
'

of th e c o u r se , p r o v i d i n
g fo r a v e ry g r a d ua l a n d u n i ue
q d e v e lo p
m ent of th e s ub e c tj m a tte r of th e fi r s t h a lf .

( )
3 T h e d e v e lo p m e n t of a n ew m e th o d of te a c h i n g s p ec i a l

p ro d ucts and fa c to r i ng wh i c h s a v es at le a s t 20 s c h oo l d ays in

th e c o ur s e .

N
( )
4 G ra p h i c re
p r e s e n ta ti on is i n tegr a l p a rt of th e c o ur s e ,
an

a nd i s tre a te d th r o ug h o ut as a m eth od of r e p r ese n ti n g q ua n tity

— n ot a s a n i s o la te d o p e r a ti on .

H O W T H E C O U R SE P R E PA R E S F O R T H E ST U D
AD VA CED MM AT H E AT IC S
Y OF

A so un d c ou rs e of s tu d y in n i n th
g
-
ra d e
-

m a th e m a ti c s m u st
p re
p a r e a d e q u a te l y for c on v e n ti o n a l th i r d -
g
se m e s te r a l e b r a a n d

p la n e a n d so li d
y g eo mg o n o m e tr
e tr y wand
h i c h w tr i
ill b e t a k e n

b y a n i n c r e a s i n g n um b e r of s tu d e nts T h e s tr iki n g fa c t i s th a t
.

t h e c on s tr uc ti o n of a te xt on a sc i e n ti fi c p r ogra m r e s u lts i n a

c o ur s e th a t p re
p a r es fo r s uc h c o ur s e s e v en m ore c om p le te ly

th a n th e c o n v e n ti on a l fi r st-y e a r al
g e b ra .

T h e for m al m a te r i a l th a t h a s b ee n e x c lud e d n ot o n l ha s
“i
no
y
.

”
s oc a l uti lit o u ts i d e th e s c h o o l, bu t it i s n ot u s e d i n th e se
‘

y
a dv a n c e d c o ur s e s . The n ew m a te r i a l th a t h a s b e e n a d d ed is
d i r e c t p r ep a r a ti o n fo r th e m For e x a mp le , th e th r e e c h a p te r s
.

th a t d is c us s th e fi n d i n g o f un kn own d i s ta n c e s , th e c h a p te r s on

e x p r es s i n g a nd d e te r m i n i n g r e la ti o n s h i
p ,
a nd d ire c t and i n v e r se
v a r i a ti on , d e v e lop i nte n s i v e ly c o n ce p ts a nd tools wh i c h a re in
X 11 S ci en tifi c M ethod i n C on stru cti on of Textbooks

d i s p e n s a b le to th e m a s te ry of ge ome try tr i g on o m e try ,

NN
a nd th e

N
,

N
h igh e r gi v e s

N
Fur th e r m o r e , s uc h d fa r

N
c o ur s e s . a p r oc e u r e a

m o re th or o ug h tr a i n i ng i n th e b a s i c a lg eb r a i c s ki lls T h us th e

N
.

c o ur se s a ti s fi e s th e n e c e s s a r y a d mi n i s tr a ti v e r e q ui r e m e n t th a t i t
m ust fi t in to a n e s ta b li s h e d s e q ue n c e o f s c h oo l c
.
ou rs e s

T H E R E L AT IO
T IO
LE G E S
TO E
O F SC IE
T RA CE RE
T IF IC
Q UIR E M
SC H O O LB O O K C O
E T S O F PR I AT E V
ST R U C
COL“

o book ca n sa ti s y f the cri ter i a o f soci a l wor th a nd thi n ki ng ou t

M
comes a nd a t the sa me ti me s a ti sf
y the en tr a nce r eq u i r emen ts f
o

a s mall g r ou p f p
o r i v a te colleg es . F u nd a men ta ls f
o H ig h School
a thema tics d oes n ot a tte m p t to d o th i s . T he e n tr a n ce r e q ui r e

m e n ts for a group of p ri v a te c o lleges m us t n ot be p e r

s m a ll

M
m i tte d lon g e r to thwa rt th e s o un d c o n s tr u c ti o n o f p ub li c
s e c on d a ry s c h oo l tex tb ook s
-
F or a n y s c h oo l wh i c h wi sh e s to
.

us e F u nd a menta l s of H i gh School a thema ti cs , a n d a ls o p r e p a re

for co lle ge e n tr a n ce , th e a uth o r s a re i s s ui n g a s up p le m e n t ry a

p a m h l
p et wh i ch will c o n ta i n mt a er i a l n eed ed to d o the la tter bu t
w hich “
w i ll b f li ttle o e or n o s er v i ce in f u r th er colleg e wor k or in
ma th ema ti ca l wor k ou tsi d e the school . It i s so d e s ign e d a s e i th e r

to fit i n to th e re gula r c o ur s e a t v a r i o us p la c e s or to b e us e d a s
a r ev i e w a nd e la b o r a tio n of th e fo r m a l m a te r i a l th a t i s n ow
i n c lud ed i n th e g
n i n th - r a d e c o u r s e .

THE T E A C H E R S T E ST S F O R
’
A TE X T BO O K
T ex tb oo ks Sh o u ld be s e le c te d for use in o ur s c h o ols , wh ic h
wi ll s a ti sfy th e fo llowi n g te s ts

( )
1 D oes th e j
s ub e c t m a tte r p r ese n te d i n th e b ook s uffi c i e n tly
j ustify i ts e lf fr om th e p o i n t of V i e w o f i ts u s e o r i m p or ta n c e

e i th e r i n la te r sc h ool co u r s e s , in s i tu a ti o n s outs i d e th e s c h oo l,

or i n th e th i n ki n g o utc o m e s ob ta i n e d fro m i ts s tud y ?

( )
2 Is th e j m a tte r p r e s e n te d i n th e te xtb ook o rga n iz e d
sub e ct

i n te rm s o f th e w a s i n wh i c h c h i ld r e n n a tur a lly le a r n ; th a t i s
y ,
 Sci en tifi c Method i n C on structi on of Textbooks xiii

h a s the p sy c h o logi c a l c r ite r i o n b e e n ke p t c o n s ta n tl

y and a de

u a te l i n mind ?
q y
s th e p up i l wh o ta kes th e c o ur s e p e r m i tte d to d o r e a l a n d
( )
3 I
ge n ui n e th i n kin g ? D oes h e h a v e a m p le op p or tun i ty for p rae
“ ”
j e ct
“
ti c e i n p bl m
ro e s o lv i n g , th a t i s , i s th e s ub m a tte r of th e
”
c o u rs e o rg a n i z e d p m
ria r il
y a r o u nd a c o r e o f p b l m
ro e s olv i n g

Si tua ti on s ?

T he a p p li c a ti on of th es e c r i te ri a i n th e i
c o n s tr t c ti on a n d se le c

N
tio n of s c h o o l textb ook s goes fa r to b r i n g a bout th e ty p e of

N
r e co n s tr u c ti o n fo r wh i c h th e wr i te r s i n v e sti g a ti o n
’
Sh o ws th e re
is a real d em a nd .

H A R O LD O . R UGG

JOH R . C LA R K
C H IC A G O , ILLI O IS

Aug u s t 2, 1 9 1 9
 N N
N
T H O SE WH O
THE

o s c h oo lb o ok c a n
M CO

m a n y te a c h e r s
T R IBU T E D
A K I G O F T H IS B O O K

b e m a d e to fi t c la s s
E SPE C IA LL Y T O

n eed s

a d m i n i s tr a to r s
wi th out th e c o Op

e r a ti on of and .
- T he s u p e ri n

te n d e n ts , p r i n c i p a ls , and s e le c te d te a c h e r s of 62 h i gh s c h ools

N
m a d e it p os s ib le , b y th e i r p rogre s s i v e i n te r e st a n d h e a rty c o Op

M
e r a ti o n , to fi t th e m a te r i a l of th e c ou r s e to th e p r a c ti c a l n eed s

MM
of th e ty p i c a l fi rs t y e a r
-
m a th e m a ti c s c la s s .

an
y gg es ti o n s fo r i m p r ov e me n t a n d p r a c ti c a l a d j us tm e n t
su

M
of th e m a te r i a l we r e m a d e b y

M
r J A F ob e r C r a n e H igh
g . . .
,

Wi lli a m Be tz E a st

M
Sc h oo l a n d Jun i or C o lle ge C hi c a go ; r , .
,

M M
H igh Sc h ool R oc h e s te r
,
e w Y o rk ; ,
r L E e n se n ka m p . . .
,

M
H igh Sc h oo l Free p ort Illi n o i s ;
, ,
i s s L i lli a n Ba r n es H igh ,

Sc h ool, D Illi n oi s ;
es p la in e s , i s s F lor e n c e o rg a n , H ig h
Sc h ool, H igh la n d Pa rk , Illi n oi s ; i s s Flo r a E . Ba lc h , T own
sh i p H igh Sc h oo l, E v a n ston Illi n o i s ,
. T h ese te ac h e rs ga v e of

g
th e i r i n s i h t a nd e ne r gy un s p a r i n gly ,
and th e i r c on tri b uti on h as

M
b een v e ry la rg e .

T h e i n i ti a l c la ss r o om e xp e r i me n ta ti on of th e a uth or s would
h a v e b e e n i m p os s ib le with out th e c o Op e r a ti o n of r . C . W .

Fr e nc h , Pri n c 1 p a l of th e Pa r ke r H i g h Sc h oo l, C h i c a go . By h i s
i n te r e s t i n th e wor k a nd hi s h e lp i n a r ra n g i n g c la s s p ro
g r a m s ,

th e a uth o rs
’
p a i r e d -
te a c h e r p la n of e x p e r i m e n ta l te a c h i n g wa s
m a d e p oss i b le .
 NN
N NN
N N CO TE TS

N N
C H A PT E R PA G E

I Ho w TO U SE L E T T E R S TO R E PR E SE T U MB E R S I

N
.

SO L V I G PR O B L E MS

NN
NNN N
II H ow TO U SE T HE E Q U A T IO

N
.

III HO W TO CO ST R U C T A D U SE AL G E B R A IC E xP R E S

M NNNNM
.

N N N
SIO S

NM W
"

H ow TO FI D U K O D IST A CE S BY EA S OF

NN
NN N
SC AL E D RA WI GS : T H E FIR ST E T HO D

N
A SE C O D E T HO D OF FI D I G U K O W D IS AT CES

NN
M
N
T HE USE OF M IL AR T R IA G L E S
SI

MNN N
HO W To FI D U K O W S BY EA S OF T HE R IG H T

N N
NN N
T R IA G LE

N
N N
N
H ow TO R E P R E SE T A D CO M PA R E Q UA T IT IE S B Y

N
EA S OF ST A TIST IC A L T A BLE S A D G R AP H S

N
V III . HOW TO R E P R E SE T A D D E TER MI E T HE R E L A T IO

N
SHIP B E T WE E QUA T IT IE S T H AT C HA GE T O GE T HE R

NMN
NN
T H E U SE O F PO SIT I VE A D V
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N NNN
T H E FU R T H E R U SE_OF M P LE E Q UA T IO
T HE SI

H ow T O SO L V E G RA P H IC AL L Y E Q UA T IO S W H IC H C O

NNN
T AI T wo U K O W S 2 29

H o w T O SO L VE E Q UA T IO S W IT H T wo U K O W S B Y

N N N
AL G E B R AIC E T HO D S

N N N
HO W TO FI D PR O D UC T S A D F AC T O R S

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T H E U SE OF WITH LE T TE R S
F R AC T IO S

LIT E R AL A D F R A C T IO AL E Q UA T IO S

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H ow T O SH O W T H E W A Y I W HIC H O E V A R YI G
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SQ U AR E R O O T S A D R A D IC AL S

H o w T o SO L VE E Q UAT IO S O F T H E SE C O D D E G R E E
2 Fund a m en ta ls f
o Hi gh School M a them a ti cs

U si n g d for 1 2 h ow m a n y
’

, egg s In 2d + 3 d
e gg s ?
Ho w ma ny s h ee ts of p ap er in 5 R 3R 6R
s h e e ts ?

C h a n ge 5 m 4m — 6m m to s m a lle r ti m e
”
u n i ts , th a t i s , to d ay s, if m 30 d a y s .

C ha n g e 7 y ( y a r d s ) 6 f ( fee t) to s m a lle r un i ts ,

th a t i s , to i n che s .

If y = 3 fi h ow m a n y f i n 4 y + 6 y — 2y ?

If h ( h o u r
) q
e u a ls 6 0 m ( m i n ut e s ), an d m e q ua ls

60 s ( s e c o n d s
) ,
h o w m a n
y s i n 2 h 3 m ?

MMMM
If c = 1 00, wh a t is th e v a lu e of 2c + 4 c + c ?

M
A p ri n te r u se s fo r 1 0 0 0 . H ow m a ny en
‘

v e lo p e s a r e t h e r e in 5 3 What
w ou ld th e y c os t a t p er ?

H ow ma n y c e n ts in 4 q 6 d , i f q a n d a s ta n d ’

for th e n um be r o f c e n ts i n a q u a r te r a n d d i m e

re s p e c ti v e l
y
If x = 8 , wh a t i s th e v a lue of 5 x + 3 x + 2x
4x?

In th e s e e xa m p le s , y ou h av e u s e d a bbr ev i a ti ons or s i n gl e
l etter s to r e p re sen t n um b e r s or kn o wn q u a n ti ti e s We .

m a ke u se of a b br e v i a ti o n s or s i n g le le tte rs i n s te a d of

bec a us e
Sta te the re a son h e re

n ee d a gre a t d e a l of p ra cti ce in d oi n g thi s T he n e xt e x .

e rc i se will g iv e m ore p r a c ti c e i n r e p r e s e n ti n g n um b ers b y

lette r s i n d iffe re n t ki n d s Of e xa m p lx
és .
 A N
N
N
NN
ew Wa y to R ep r esen t umber s

N
X E R C ISE
M
E 2

F UR THE R PRACTICE I USI G LETT ER S F OR U B ERS

C ha n g e 1 0 y 4 f to i n c h e s ( s m a lle r U IT S) if

y a n d f s ta n d fo r t h e n u mb e r of i n c h e s i n a

y a r d a n d In a foot ,
r e s p e c ti v e l
y .

2 . E xp r e s s 2 h 5 m in s e c on d s .

3 . W ha t wi ll 4R SR R s h e e ts of p p
a e r c os t
at p e r Sh e e t ?

At i t z
ea ch , wh a t will 7 d 2d e gg s c o st ?

T h e l ength of th e rec

ta n g le in Fi g . 1 is
r e p r e se n te d by th e

e x p r e s s i on 3f , and th e

W i d th by th e e xp r e s
si o n 2f W ha t e x .

—
i will r ep r e s e n t
‘

p r e s s o n
F IG . 1
th e p eri m eter ? H ow
m a n y i n c h e s i n th e p er i met er i f f = 1 2 i n c h e s ?

C h a n ge 7p + 5 p 8 p + 3 p to o u n c e s , i f p
—

s ta n d s fo r th e n u m b e r o f o un c e s i n o n e p o u n d .

The e xp r e s s i o n 1 4y 8 m 5d r e p r e se n ts th e

age of a u
p p i l i n y ou r c la s s . E xp r e s s th i s
i l g i n d ay s in n u m be r
’
u
p p s a e or a s a cer ta o
f d .

Fi n d th e c os t of 4% T of c o a l a t 30 c e n ts p er

c wt .
, u si n g th e r ela ti on , T 20 c wt .

If d = 4 q , fin d h o w m a n y q i n 3 d + 5 d .
4
‘

Fu nd a men ta ls o f H i gh School Ma thema ti cs

A b oy e a r ned 27 d o lla r s i n m o n th ; h i s fa th e r
a

e a rn e d it d olla r s . H o w m a n y d o lla r s w ould

b oth e a rn i n 3 m o nth s , i f i t s ta n d s fo r 6 0 d o lla r s ?

Wh a t i s th e n u m e r i c a l v a lu e o f 4 b whe n b is
: 5?
When b is 8
T h e si d e of a sq ua re is r e p r e s e n te d a s s in c he s
lon g . W h a t wi ll r e p re se n t
'

i ts p e ri m e te r ?

If b r e p re se n ts th e n u m b e r of fe e t i n th e b a se
of a r e c ta n g le a n d h r e p r e s e n ts th e n umbe r of
,

fe e t i n i ts h e i g h t wh a t wi ll r e p re s e n t i ts p e ri m
,

e te r ? W h a t w i ll re p r e se n t i ts a r ea ?
If p e n c ils c os t c c e n ts e a c h , wh a t wi ll n
p e n c i ls
’

c o st ?

Wh a t w i ll re p r e s e n t th e c os t o f one ta ble t i f n

ta b le ts c os t c c e ts
n ?

If n r ep re s e n ts b oy w i ll
’
a s ag e, What r e p r e se n t

h i s fa th e r i f t h e fa th e r i s 25 y e a r s
’
s a g e, .
o ld e r

th a n th e so n ?

NN
T he w i d th o f a r e c ta n g le is r e p re s e n te d by w .

If i ts le n g th i s 6 i n c h e s lo n g e r t h a n i ts w i d th ,

wh a t wi ll re p r e se n t th e le n th ? g Wh a t e xp r e s

s i on wi ll s ta n d for th e p e r i m e te r ?

P R AC T IC A L U SE
FO R
OF

M
LE T T E R S F O R

U LAS
U M BE R S I

Secti on 2 . F urth er n eed for a bbr ev i a ted la ng ua g e Sh ort

h and r ules of comp uta ti on . Pe op le wh o h a v e fo un d i t
n e ce ss ar
y to c o m p ute ov e r a nd ov e r a ga in th e a r ea s or

p ri me te rs
e of s u c h fig ur e s a s r e c ta n g le s ,
g
tri a n le s , c i r c le s ,

e tc h a v e fo u n d i t c on v e n i e n t to a bb r e v i a te th e r u le s
.
,
v er
y
for s o lv i n g th ese p rob le m s i n to a ki n d o f s h or tha n d exp res
s i on
A

te n o f s p oke n th a n th e

F or
NN ew

w h i c h c a n b e m or e

e x a m p le , s u p p os e
Wa y

y
e a si l

lo n g
ou
to R ep r es en t

y wri t

r ule s

wa n te d
.
u m bers 5

to m a ke a c om p le te s ta te m en t ,

e i th e r In wri ti n g or o r a ll
y ,
c o n ce r n

i n g h ow to fi n d th e a re a of th e
_
.

r e c ta n g le w h i c h 1 3 re p r e s e n te d by b fi l
.

Fi g 2 . . Y ou m i g h t e xp r e s s i t, as n e w
ou d id i n a r i th m e ti c , a s follo ws
y
(1) Th e n um ber of s q ua re uni ts i n th e a re a of

a re cta n g l e i s th e num b er of uni ts i n i ts ba se

ti m es th e num b er of un i ts i n i ts h ei g h t .

T h i s lo n g w or d r u le ca n be g re a tly sh o rte n e d by us in g
a bbr e v i a ti o n s o r s u gg e s ti v e le tte rs to r e p r e se nt th e n u m be r

o f u n i ts In e a c h o f i ts d i m e n s IO n s . T h u s, a s h o r te r wa y of

e xp r e s s i n g th i s r u le is
2) Ar ea ba Se x h ei gh t .

N
A thi rd an d s till m or e a bbr e v i a te d wa y of e x p r e s s i n g it is

3
( ) A h,

i n wh i c h A , b, and h m ean , r e s p e c ti v e l
y , th e n umber of
U IT S i n th e a re a , b a se , and h eight . An d fi n a lly ,
re me m

b e r i n g th a t b x h i s u s ua ll
y w ri tte n as bh , t h e e n ti r e s ta te

m e n t be c o m e s
( ) A
4 bh .

T h i s la s t sta te m e n t te lls us ev er
y th i n g th a t th e fir st

M
s ta te m e n t d id, and re ui re s m u c h le s s ti m e to rea d or to
q
w r i te . Su c h al g e br a i c e xp r e s s i o n s a r e c a lle d F OR ULAS .

Secti on 3 . Wh a t is a for mula ? F r o m th e p r e v i ou s i llu s

tra ti on we se e th a t a for mul a i s a s h or th a n d , a bb r e v i a te d

r u le for c o m p u ti n g . We m us t re me m b e r , h o we v e r , th a t
th e form ula A = bh i s , at th e sa m e ti m e , a n eq ua ti on.
6 Fund a men ta ls

M
M N
o

N
f H i gh School Ma thema ti cs

M
N N
H ow T O AR E A S
M
'

CO PU T E A D PE R I E T E R S BY
EA S OF F OR U LA S

X E R C ISE
M
E 3

CO PUT ATIO OF T HE ARE A OF R E C T A GLES B Y T HE F OR M ULA

1 . Illustr a ti v e ex a mp le . Fi nd
th e a re a of a re cta n g le ( Fi g . 3) in
wh i ch b 10 a nd h us i n g

th e f ormula

Soluti on ( ) A
I bh .

( 2) A 10 x
FIG 3
( 3) A 75 .
.

2 . Fi n d A w he n b a nd h 4 .

3 . Fi n d A w h e n h and b 12 .

4 . F in d b wh e n A 50 and h 5;
5 . Wh a t i s A if b = a nd h

e . Wh a t i s h i f A = 4 o a n d b= 6 § >

7 . Fin d A if h a nd b

8 . Wh a t i s b if A 45 0 and h

9 . If A 20 0 a nd b wh a t d oe s h e q ua l ?

10 . If A 6 25 a nd h 5 0 , wh a t d oe s b e q ua l ?

11 .
Wha t i s A if b 40 a n d h i s twi c e as la r g e as b?

Fi n d A if h an d b= of h .

13 . b 12 a nd h g b . Wha t is A ?

“
14 . F in d A if h 20 a nd h b 32

15 .
Wri te a for m ula for fi n d in g th e b a s e o f a n y r ec ta n g le .

Secti on 4 . Per i meters of recta ng l es . In Se c ti o n 3 we

sa w th a t i t wa s c on v e n i e n t to u s e a for m ula for th e ,

a rea
of a

th e p eri
r e c ta n
A

g le
i t i s h e lp fu l to h a v e
mt e er o f a n
NN .
ew Wa y
In th e

y
a
to R ep r es en t

sa m e

for mul a for

r e c ta n g le
wa y
umbers 7

Si n ce th e p e r i m e te r of an
y
gle i s th e s um of th e b a se s
'

r e cta n

a n d a lti tu d e s , th e s h or te s t w a y to
l b I
FIG . 4
e xp r e s s th i s Is

1
( ) Pe r i m e te r 2 x ba se p lu s 2 x h e i g h t,

N N
or by th e for mula

X E R C ISE
M M M
E 4

CO PUT ATIO OF THE PE RI ET ER S OF RE CTA GLE S B Y THE F OR ULA

1 . Illus tr a ti v e ex a mp le . Fi n d th e p eri meter th e b ase

is 1 3 a nd th e h ei g h t i s 9
or, m ore br i e fly , fin d E H b 13 and h 9 .

Soluti on :
( 2) P 2 2 0
13 + 2 0
9 o

( )
3

2 . Fi n d P if h a nd b 9 .

3 . Fi n d P if h and b
4 . Wh a t i s h if P = 40 and b= 10 ?

W hat i s b i f P = 60 a nd h = 14 ?
Fi n d h i f R and b
If R 110 and h what i s b?
W ha t i s P if h = 1 8 a nd b= 2h ?
P : 1 00 . F i nd 6 an d e if t _h .

Wh a t i s P b=
'

10 . h if 1 20 and
% P ?

Secti on 5 . Th e for mula for th e a r ea of a ny tri an g le .

What i s th e a r e a of g
thi s tr i a n l e if i ts b a s e i s 1 2 ft . and i ts
 8 Fund a m en ta ls f H i gh School Ma thema ti cs
‘

o
.

h e i g h t i s 8 ft . H o w d o y ou fi n d

N
t he ar e a of a n
'
y tr i a n g le i f y ou
k n o w i ts ba s e a n d a lti tu d e ?

Sh o w th a t th e m os t e c on o m i

ca l
'

way to s ta te th i s r u le , o r R E

LAT IO ,
b e twe e n th e a re a , th e
ba s e, and th e h e i g ht i s by th e
l
,
,

b
for m u la A F IG 5
2
. ,

N N
T he e xa m p le s i n th e followm g e xe r c i s e will g Iv e y o u p r a e
t i c e i n u si n g th i s i m p o r ta n t for m ula .

X E R C ISE
M M
E 5

CO PUTATIO OF T HE ARE A OF T R IA GLE S B Y T HE F O R ULA

1 . Illustr a ti v e ex a mp l e .

Fi n d th e v a l ue of A if b 22 and h 12 .

bh
Soluti on ( 1) A
a
.

22 x 1 2 26 4
( ) A
2
2 2

Wr i te y ou r work in a n ea t, sy stema ti c form .

2 . Fi n d th e v a lu e of A if b 18 a nd h 6%
Wh 20 ?
“
3 . at i s th e v a lu e of A if b and h
E If h and b 28 , wha t d oes A e q ua l ?
’

P Wh a t is th e v a lu e o f b if A 30 0 and h 50 ?

F in d h i f A 24 0 a nd b 20
’

R .

e te r m i n e b if A 1 00 a nd h 15
‘

S D .

Q W ha t i s A if h and b
P F i n d th e v a lu e o f A if b 22 and h :
6
TT
b .

Wha t i s b if A and h A
Wh a t d oe s A
'
1 1 . h 20 a nd b g h . . e q ua l ?
 Fund a men ta ls f Hi gh School Ma themati cs
’

IO o

T h us , th e fo u r th m e th o d , n + 5 = 1 8 , illu s tr a te s the v er
y
g rea t s av i n g th a t i s obta i n e d by th e u s e of s i ng le le tter s
for n umbe r s . T h i s m e th o d wi ll b e u se d g
th r ou h ou t a ll

o ur la te r wo r k . O ne of th e a i m s of th i s c ou r s e i s to h e lp
y o u s olve p r o ble ms by better m e th od s th a n y ou kn e w m
a r i th m e ti c .

E X E R C ISE 6

E xp r e s s th e followi n g wor d s ta te m e n ts i n th e br i efest

p os si bl e wa y , us i n ga si n gle l etter to r e p re sen t th e q ua n ti ty

y o u a re try i n g to fi n d .

Il l ustr a ti v e ex a mp l e . Wri te , as b ri efly as p oss i b le : A

certa i n number i ncrea se d by 7 g i v es as a result 1 6 .

T h i s ma y be most b ri efly ex p re sse d :

n + 7 = 1 6,

1 . T h ere i s a c e r ta i n n u m b e r s u c h th a t i f y o u a dd

1 2 to i t, th e r e s ult wi ll b e 27 . Wha t i s th e
n um be r ?
If J oh n h a d 7 m or e m a rb le s h e w ould h a v e 1 8 ,
.

H ow m a n y h a s h e ?
If th e le n g th o f a r e c ta n g le w e r e 5 i n c h e s le ss ,

i t w ou ld b e 1 i n c h e s lon g
2 W a t i s ts e g t
h i l n h ?
.

A c e r ta i n n um b er i n c r e a s e d by 1 2 g i v e s as a

s um 35 . W ha t i s th e n u m b e r ?

T he s u m o f a c e r ta i n n u m be r a n d 7 is 1 8 ; F ind
th e n u m b e r .

T hr ee ti m e s a c e r ta i n n u m b e r i s 21 . F i n d th e
nu mber
E xp la na ti on : Ag a i n , to sa v e ti m e we a g ree th a t
,

3 ti me s 71 ( 8 ti mes or 1 2 ti m es x, etc ) s h a l l be .
.

wri tten 3 n or , more bri efly , 3 n Un d ersta nd ,

.
 A

th erefore ,
NN
ev e n th oug h no
ew Wa y
th a t

ti me s ” “
to R ep r esen t

wh enev er y ou m eet
l ik e 8 p , 1 2 x, 1 7 y , etc th ey mea n multi p li ca ti on ,
.

s i g n ( x ) i s p ri nted
nmber s

exp re s s i ons
,

.
II

_
In th e s a me way g of a certa i n num be r i s wr itten
2
-
n or
2n 1 of a certa i n number , 2 or 1n .

3 3 3 2 2 2

7 . T wo th i r d s of a c e r ta i n n u m b e r is 1 0 . F i n d th e
n u m ber .

T h r e e fou r th s o f a c e r ta i n n u m b e r is 1 5 . Fi n d
th e n u m b e r .

9 . T h re e fifth s of a c e r ta i n n u m be r i s 27 . What
i s th e n u m ber ?

10 . T h e d iffe r e n c e be tw e e n a c er ta i n n um be r and

5 is 9 . Wh a t i s th e n u m be r ?
T h e d ifference b et ween two numb ers m ea ns
”
th e first numb er m i nus th e s econd n um b e r .

T h e d i ffer e n c e b etwe e n a c e rta i n n u m b e r a n d

1 2 is 1 3 . W ha t i s th e n umbe r ?

12 . The s um of 16 a nd a c e r ta i n n u m be r i s 29 .

F in d th e n um be r .

T h e p r od u c t of 1 1 and a c e r ta i n n u m be r i s 77 .

F i n d th e n um b e r .

If y ou r te a c h e r h a d $ 5 0 le s s, h e Wou ld hav e
$ 1 5 H
. o w m u c h h a s h e ?

T h e q u oti e n t o f a n u m be r and 7 is 3 . W ha t i s
th e n u m b e r ?

If th e a re a of a r e c ta n g le we r e i n c r e a se d
1 2 s q ft , i t w ou ld
. . c on ta i n 40 sq . ft . What is
i ts a re a ?
1 2 Fund a menta ls of Hi gh School Ma thema ti cs

1 7 . 18 e xc e e d s a c e r ta i n n u m be r by 4 . W ha t is
th e n u m b e r ?

Exp la na ti on mea n th a t 1 3 i s la rg er, or

D oes th i s
s ma ller, th a n th e certa i n num b er How d o y ou
d eterm i ne h ow much larg er one number i s th a n
a noth er

18 . T w o th i r d s of th e n u m be r of u
p p i ls in a c la ss

18 28 . H ow la r g e i s th e c la s s ?

19 . T o m la c k e d $ 7 o f hav in g e n ou gh to buy a $ 50
L i ber ty B on d . H ow m u c h d i d h e h a v e ?

20 T h r e e ti me s a c e r ta i n n u mb e r lus twi c e th e
.

p
s a m e n um be r i s 90 . Fi n d th e n u mb e r .

21 . T h e di ffere n ce be twe e n 20 an d a c e rta i n num

b er i s 4 W h a t i s th e n um be r ?
.

22 T he n um ber o f p e n n i es H a r r h e xc e e d s 80
.
y as

by 7 . Ho w m a n y h a s h e ?

23 . T he Su m of two n u m b e r s i s 4 0 . O ne of th e m
i s 27 . Wh a t i s th e o th e r ?

24 . T he di ffe r e n c e b e twee n tw o n u mb e r s i s 21 .

T he la r g e r i s 60 . W ha t is th e s m a lle r ?

25 T h e p r o d u c t of t wo n u mb e rs is 9 5 O ne i s 5
'

. . .

W t i s t e oth e r
h a h ?

26 . T h e q u oti e n t of tw o n u m be r s i s 1 3 . T he d i
v rs or i s 5 Fi n d th e d iv i d e n d
.

In th ese e xe r c i s e s y ou h a v e b ee n ch a n g i n g , or tr a n sla t
i n g , fr om th e la n g u a g e o f or d i na r y word s i n to a lgebr a i c

la n gua g e ; y ou h a v e b ee n m a ki n g a lg ebr a i c s ta te m e n ts o u t
of wor d s ta te m e n ts T h e e s s e n ti a l thi n g i n thi s tr a n s la
.

ti o n i s th e r epr esentati on of n umber s by l etter s . Y ou sh ou ld

n ote ca re fu ll
y a ls o th a t
y ou h a v e b e g u n th e p ra c ti c e o f
u sm g a le tte r to s ta n d fo r a n um b e r wh i c h i s u nk n own .
 NNN
N
NN N
A ew Wa y to R epresen t u mbers I
3

HOW TO “
SO LV E A E Q UAT IO

Secti on 7 . Th e mos t i mp orta n t thi ng i n ma th emati cs

th e E QUAT IO . In a ll the e x a m p le s i n E xe r c i s e 6 y o u
h av e tr a n s la ted word se n te n c e s i n to a lg e br a i c s e n te n ce s .

T h e se al g e br a i c sente n ce s a r e c a lle d E UATIO S Q .

T hey a re c a lle d Q
E UATIO S b e c a u s e th e y Sh o w th a t on e

n u m be r e xp r e ss i on 1 8 e q ual to a n oth e r n u m b e r e xp re ssi o n .

F or e xa m p le , y o u have s ta te d th a t n + 5 = 18 . T his

N
s ta te m e n t m e r e ly e xp r e s s e s e q u a li t
y b e twe e n th e
“
n u mb e r

e x p r e s si o n n 5 , on th e le ft Si de of th e Si gn ,
and th e

N
n u m b e r e xp r e s si on 18, on th e ri ght Sid e .

N
F u r th e r mo r e , y o u h a v e b e e n fi nd i ng th e v a lu e o f th e um
kn ow n n u m b e r i n e a c h of th e se E Q UAT IO Fro m n ow
“
S .

i n s te a d of s a y i n g fi d the v a lu e f the u n h n ow n i n
“V
on , n o
”
an e
q u a ti o n, we Sh a ll s a
y : SOL E T HE Q
E UAT IO . F or
e xa m p le , if y o u V
SOL E T HE E UAT IO Q
7 s + s = 32

N
y ou fi n d th e v a lue of s na mel
y ,
s 4 .

E X E R C ISE 7

SO L V E th e followi n g Q
E UAT IO S

1 .
p + T h i s m i g h t be wr i tte n : W h at no .

or

2 . x 5 10 . T h i s m i g h t b e wr itte n Wh a t n o .

5 : 10 , or ?

3 . 2 n = 25 . T h is mi g h t b e w ritte n 2 ti m e s 25 .

4 . 5 a = 275 . T hi s m i g h t b e wri tte n : 5 tim e s

5 .
-
r =7 . Th i s m i g h t be w ri tte n ti mes
1 4 Fund a men ta ls f
o Hi g h School Ma thema ti cs

6 .
% $ c 12 . T h is m i g h t be wr i tte n

It i s al way s h elp ful to th i nk Of a n e q ua ti on a s

a s ki ng a q ues ti on T h us , 5 a
. 1 16 s h ould be
th oug h t Of a s th e q uesti on 5 ti m es wha t number
p lus one g i v es 1 6

8 . 5d 6 + 2x = 1 4
4x = l3 27 = 5 y + 2
12= 8 p —
n = 18

5 + n = 11 2b

6 — n =2 4x + 5 x = 18

2p + 3 p = 3 5 3y — 8 -
19
8 x + 1 = 16 1 0 y = 25
7b 5 a ~ 1 = 14
.

1 2s = 27 "
35 + x = 18
16 = 5y — 1 %r = 1 5

N N
NN
6 t + 3 t = 27

N
1 = 20

N N
—
+ -—

N
n n
2

N
21 = 5 x + 1

HOW
B E R S,
TO R E PR E SE
WH E THE
T
Y
T WO
HA
OR
VE A
M O RE U
D E F I IT E L
K OW
Y K OW
R E L AT IO TO E AC H O THER

Secti on 8 . In th e e xa m p le s wh i ch y o u h a v e wor ke d i n

N
p r e c e d i n g le sson s , y o u h a v e h a d to r e p re s e n t only on e
n umber in e a c h p r ob le m T o i llu s tra te ,
. in E xa mp le 9,

“h
E xe rc i se 6 , as in a ll th e oth e r e xa mp le s so lv e d th u s fa r
t e d i ffe re n ce be twe e n a c e rta i n n u m be r and 5 is 9 .

O n ly O E n um b e r h a s to b e r e p r e se n te d . B u t i n m ost
of

will
th e
ha v e
d e fi n i te ly
A

e x a m p le s

to
NNN ew Wa y
th a t y o u
r e p r e s en t

k n ow n RE LATIO
tw o
to R ep r esen t

w i ll
or

to ea c h o th e r
umbers

m e e t i n m a th e m a ti c s y ou
m or e n u m be r s wh i c h h a ve a
. F or e xa m p
I5

le ,
c on s i d e r th i s p r oble m

N
Sup p ose T O h a s 5 ti m es ma ny m ar bles Joh n
’ ‘

as as

has . How ma ny d o th ey both h a v e

It i s c le a r th a t th e r e a re two n u m be r s to be r e p r e s e n te d ;
n a me l
y , th e n u mbe r th a t T o m h a s an d th e n u m b e r th a t
J o h n h a s F urth e rm or e Sl n c e th e r e
.
, is a d e fi n i te RE LATIO

b e tw e e n th e se two n u m b e r s th a t i s , , one i s 5 ti m e s th e
ot h e r , i t i s i m p or ta n t to se e th a t ea ch ca n be re p r e s e n te d

by th e u s e of th e s a me l etter .

If y ou l e t 11 s ta n d for th e n u mb e r J oh n h a s , wh a t m ust
r e p re se n t th e nu m b e r T o m h a s Si n c e th e e x a m p le s ta te s
th a t T o m has 5 ti m e s a s m a ny as J oh n , th e n T o m m u s t
have 5 n m a r b le s . In the sa m e w a y , to g e th e r th e y h a v e
—
“
th e s u m of th e tw o {flam e3
1 7
, n 5 n , or 6 n .

T h e b e s t wa y to s ta te thi s , h owe v e r , i n a lg ebr a i c la n

uag e , i s to u s e a s e t for m li ke the followi n g :
g

Let n th e nu m b er Joh n has .

T h en 5 n th e num b er T om h a s ,
and 5 n n, or 6n th e nu m b er both h a v e .

T he n e x t e xe r c i se s wi ll Sh ow h ow two or m or e un kn own

n u m be rs m a y be r e p r e s e n te d by u si n g th e sa m e le tte r , if
th e n u m b e r s h a v e a d efi ni te r el a t i on to e a c h oth e r .

E X E R C ISE 8

H a r ry h a s four ti m e s m a n y d olla r s J ames

“

1 . as as

has . If y o u le t n s ta n d for th e n u m ber o f d ol

la r s J a m e s h a s , w ha t e xp re s si on wi ll sta nd for
1 6 Fu nd a m en ta ls of H i gh School M a them a ti cs

th e n u m be r H a r ry h a s ? for th e n u m be r th e y

to g e th e r hav e
T he n u m be r of i n c h e s i n th e l e n g th of a r e c

ta n g le i s 7 ti m e s th e n u m be r i n i ts w i d th . If n

s ta n d s for th e n u m be r of i n c h e s i n i ts w id th ,
w h a t wi ll r e p re s e n t th e n u m b e r i n i ts le n g th ?
In Its e r i m e te r ?
p
3 . An a ge nt s o ld th r e e ti m e s as m a n y b o ok s on

T ues d ay
L

We d n e s d a y as he so ld on . R ep r es en t
th e n um b e r s old e a c h day . Sta te al g e br a i c a lly
th a t h e s o ld 28 bo o k s d u r in g b oth d a y s .

4 . T here a re t wi c e
i
as m a n y b oy s a s g i r ls i n a
c e r ta i n a l gebr a c la s s . If th e r e a re n g i r ls h o w
,

m a ny b oy s a r e th e r e ? H o w m a n y p up i ls ?
Sta te a lg e br a i c a lly th a t th e r e w e r e 36 p up ils i n
. th e c la s s . Fi n d th e n u m be r o f b oy s .

On a c e rta i n d F r e d so ld h a lf a s m a n
a
y y p a p e r s

as hi s o ld e r b r oth e r H ow c a n y ou r e p r e se n t
.

th e n u m be r a
e c h so ld ? th e n u m be r b oth so ld

6 . D i
ur n g a c e r ta i n p w e re
v a c a ti o n e ri o d th e r e
th r ee ti m e s a s m a n y c lo u d y d a y s a s c le ar d a y s .

E xp r es s th e n u m b e r o f e a c h ki n d o f d a y s, a n d
th e tota l n u mb e r of d ays . If th e v a c a ti on c o n

s i s te d of 6 0 d a y s h ow m a n y d a y s of e a c h ki n d
w
,

e re th e r e ?

7 . A r e c ta n gle i s th r e e ti m e s as lon g as it is wi d e .

If i t i s x fe e t wid e , h o w lo n g i s i t ? Wh a t is
i ts p e r i m e te r
8 . If o n e s i d e o f a Sq u a r e is s in c h e s lOn g , wha t is
th e p e r i m e te r of th e s q ua re ? Sta te al g ebr a i c a lly
th a t th e p e r i m e te r i s 1 0 8 i n c h e s .
 8 Fu nd a men ta ls of Hi gh School Ma thema ti cs

14 . A m a n h a d 40 0 a cr e s o f c or n a n d w h e a t, th e r e

M
be i n g 7 ti m e s as m uc h c or n as w he a t . Sh o w
,

h ow th e n u m b e r o f a c r e s o f e a c h c o uld be rep

r e s e n te d by s om e le tte r . a ke an al g e br a i c
s ta te m e n t s h o wi n g th a t h e h a d 4 0 0 a c r e s of b oth .

1 5 . The r e cta n g le Sh O Wn in
Fi g . 6 i s th ree tim e s as

lon g as w id e . Sta te al

g e b ra i c a lly th a t t h e p e FIG . 6

r i m e te r i s 64 i n . Wha t a re i ts d i m e n si on s ?
In th e p r ob le m s j u st s tud i e d y ou h a v e b e e n c on s id e ri n g
two or mor e n u m b er s wh i c h h a d a d efi ni te r el a ti on to
e a ch ot her a nd a ll of wh i c h h a d to be re p r e s e n te d by
g th e sa m e l etter

N
us i n F or e xa m p le , h a d to n o te th a t
’

ou
.
y
o n e n u m b er wa s a lwa
y s a c er ta i n n u m b er of ti m e s a n oth e r

o n e , or wa s a c e r ta i n p a r t o f a n oth e r o n e
:

. In e a ch p r ob

le m y ou ha d to d ec i d e wh i c h of th e u n kn own n u m be r s y ou
would r e p r e s e n t by th a t le tte r
r e p r ese n t

by p or
th e S

by A Y le tte r
M
In g e n e ra l i t i s be s t to
ALLE ST
.
of

Th e
th e u n kn o
oth e r
.

wn
n u m be r s
n um b e r s by n or
m us t then be
r e
p re s e n te d b
y us i ng th e sa m e l etter wh i c h y ou s e le c te d to

r e p re s e n t th e fi rs t on e .

E X E R C ISE 9

W rite out th e s oluti o n of e a ch of th e followi n g . Be

s ur e to us e th e comp l ete for m i llu str ated below, i n s o lv i n g
e a c h e xa m p le .

Illu str a ti v e ex a mp l e . T h e la r g er Of two n um bers i s 7 ti mes th e

s ma ller . Fi nd ea ch i f th ei r s um is 32 .

Le t s s ma ller no . or 8 s 3 2,
T h en 7 s la rg er no . or s 4 , th e s m a ll er num ber,

a nd 7s s 32, a nd 7s 28 , th e l a rg er num b er .
1 .
A

W i lli a m
NN ew

an d M
Wa y
ar
y t
to R ep res en t

ended a gard en
umbers

,
fr o m wh i c h
1 9

M
th e y c le a r e d 3572 . Wh a t d id e a ch r e ce i v e if i t
wa s a gr ee d th a t Willi a m s h o u ld g e t th r e e ti m e s

as m uch as ar
y
?

T h e p e r i m e ter o f a r ec ta n g le i s 4 8 i n c h e s Fi nd .

th e d i m e n si on s i f th e le n g th i s 5 ti m e s th e
wi d th .

3 . T he s u m of th r e e n um b e rs i s 60 . T he s e c on d

i s tw i c e th e fi r s t, and th e th i rd e q u a ls th e s u m

of th e fi rs t a n d se c o n d . Fi n d e a ch .

D i v id e $ 4 8 b e twe e n tw o boy s so th a t o n e s h a ll
‘

g e t th r e e ti m e s a s m u c h a s th e o th e r .

5 . T wi c e a c e r ta i n n u m b e r e x c e e d s 1 9 by 5 . Fin d
th e n u m b e r .

6 . T h e p r od u c t o f a ce r ta i n n u m be r a n d 5 i s 35 .

F i n d th e n u m b e r .

7 . A m an i s twi c e a s o ld a s hi s son . The s um of

th e i r a ge s i s 90 ye a rs . F i n d th e a g e of e a c h .

8 . The s u m of th r e e n u m b e r s i s 1 20 . The se c o n d

i s tw i c e th e fi rs t a nd th e th i r d i s th r e e ti m e s
th e fi rst . Fi n d e a ch .

9 . T h e p e ri m e te r o f a c e r ta i n s q u a r e i s 1 44 i n c h e s .

Fi n d th e le n g th of e a c h s id e .

T h e p e r i m e te r of a r e c ta n g le is 1 60 i n c he s . It
i s th r e e ti m e s as lon g as i t i s wi d e . Fi n d i ts
di m e n si on s .

Wi lli a m i s thre e ti m e s a s old a s hi s br oth er T h e .

s u m o f th e i r a g e s i s 3 6
y e a rs H o w o ld i s e a c h .

O ne n irm b e r i s fiv e ti m e s a n oth e r . T h e i r dif

fe r e n ce i s 1 6 . Fi n d e ach .
20 Fund a men ta ls of H i g h School M a themati cs .

T he s u m of th r e e n u mbe r s 14 T he se c on d
"

IS .

i s twi c e th e fi r s t, and th e th i r d i s twi c e th e sec

on d . Fin d e a c h n um b e r .

O ne n um be r is ei g h t ti m e s a n oth e r . T h e i r d if
fere n c e i s 63 . Fi n d ea ch .

A r ec ta n g le ( Fi g 7) .

wh i c h i s for m e d by

p la c i n g tw o e
q u a l
s q ua r e s tog e th e r h a s
a p e r i m e te r of 150
fe e t . Fi n d th e si d e

of e a c h
. sq u a re , an d Fm , 7

th e a r e a of th e r e c ta n g le .

T h r e e m e n , A, B , a nd C, o wn 9 60 a cr e s of la n d .

B o wn s th r e e ti m e s as m a ny a c re s as A a nd

w
,

C o ns h a lf as m a ny as A a nd B tog e th e r .

H ow m a n y a c re s has e a ch ?

m an y th r i ft

NN NN
N
J o hn so ld h a lf as s ta m p s a s H a rry
s o ld ; T o m s o ld a s m a n
y a s b o th th e o th e r bo s
y
to g e th e r F i n d h o w m a ny e a c h sold , i f a ll s o ld
.

1 44 th r i ft s ta m p s .

TRA SL AT IO FRO M
W O R D EX PR E SSIO
A L G EB R A IC E X PR E SSIO
S
S I TO

Section 9 In th e p r e v i ou s w or k y ou h a v e tr a n s la te d
. .

fro m wor d s ta te m e n ts i n to a lg e br a ic e xp r e ssion s It i s .

a lso v ery h elp ful to tr a n sl ate th e a l ebr ai c ex p ressi on s back g

“
into wor d ex p r essi on s F or e xa m p le , n + 4. 1 3 i s th e
sa m e a s th e wor d s ta te m e n t .
th e su m o f a ce r ta i n n u m be r
a nd 4 is In th e s am e wa y th e , al g e bra i c s ta te me n t

4y 26 s h ou ld be tra n s la te d as follows
 A NN ew

th e p rod uct Of
four ti me s
Wa y to R ep r esen t

a certa i n num b er a n d

a certa i n num b e r e q ua ls
umber s

4 is or

N N N
T he wi ll gi v e i m p or ta n t

N
n e xt e xe r c i s e p r a c ti c e in th i s

N
p r o c e s s ,
i . e
. tra n s la ti n g fr om al g ebra i c s ta te m e n ts i n to wo rd
st a te m e n ts .

M
E X E R C ISE 1 0
T RA SLATE E AC H OF T HE
W ORD ST ATE M
F OLLOWI G ALGEB R AIC
E TS
STAT E E T S I TO

+ 4 = 20
y
2 b + 1 = 31

13 z 2 +y
2a + 3 a = 5 5 5x 18
=
% n + 1 12 18
n + 3 n = 24

SU M
M AR Y OF C H APT E R I

Afte r s tu d i n g th i s c hap te r o u Sh o u ld ha v e c le a rl
y y y
m ind :

1 . It s a v es ti me to rep resent numbers by letters .

2 . It i s v ery econ o mi cal to a bbr ev i ate com m only us ed

rul es Of comp uta ti on i nto for mula s wh i ch cons i st
g
al to eth er Of l etter s .

3 . Word ed p roblems m a y b e tr ansla ted i nto a lg ebra ic

s ta te ments .

4 . E q ua ti ons ar e s ta tements th at two n um ber s or t wo

al gebr ai c ex p r ess i on s a r e eq ual .

5 . Solving eq ua tions m ea n s fi nd i ng th e v a lue Of th e

unk n own n umber or l etter i n th e eq ua ti on .

6 . Alg ebrai c ex ress i ons

p m ay be transla ted into word
e lse
Secti on 1 0
i n m a th e m a ti c s i s
.
HO W TO U SE T H E E Q UAT IO

Th e i mp orta n ce
as
Of

i m p or ta n t a s th e
th e eq ua ti on
N
N
e q ua
.

ti on , a nd
othi n

th e
g

p o we r to u se i t we ll . It i s a tool whic h p e o p le u s e in s ta t

i ng and solv i n g p r ob le m s In w hi c h a n un kn own q u

y
a n ti t
m us t b e foun d . In th e la s t c h a p te r we s a w th a t th e

f or m u la ,
or e q u a ti on , wa s u s e d to find u n k n own q u a n ti ti e s ,

so me ti m e s th e a re a , s o m e ti m e s th e p e r i m e te r , e tc . T he
fa c t th a t th e eq ua ti on is use d a s a m e an s o f s o lv in g s uc h a

la r g e ‘
n um ber of p r ob le m s i s th e r e a s on w e s h a ll s tu d
y i t

v er
y th g
o r o u hly i n th i s c h a p te r .

Secti on 1 1 . Th e eq ua ti on ex p r ess es ba l ance Of n um er i ca l

v a l ues . T he e q u a ti on is us e d in m a th e ma ti cs for th e
”
.

sa m e p u r p os e th a t th e w e i g hin g s c a le is use d by c le r k s

th a t i s , to h e lp i n fi n d i n g so m e .
v a lu e wh i ch IS u n kn o wn .

The sca l e r ep r es en ts b a l a n ce Of wei gh ts ; si m ila r ly th e

eq ua ti on r ep r es ents ba l a n ce Of n um er i cal v a lues To . un

d e r s ta n d c le a r l
y th e p r i n c i p le s wh i c h a re a p p li e d i n d e a li n g
 H ow to USe the E qua ti on

N
wi th e q ua ti on s we
, Sh o u ld c on sid e r th e s c a le , as re p re

s e n te d i n Fi g 8 . .In th is c a se a b a g of fl our o f un
.
~
-

k n ow n w e i g h t, tog e th e r wi th a 5 -p ou n d we i g h t, b a la n c e s
we i g h ts whi c h tota l 25 p oun d s on th e o th er Si d e of th e
Sca le .

ow, if n r e p r e s e n ts th e n um be r of p o un d s o f fl ou r , it
is c le a r th a t th e eq ua ti on

rep r es ents a ba l a nce Of n um er i cal v al ues . O bv i o us ly , n is

20 , for th e wou ld ta ke 5 p ou n d s of we ig h t fr o m
c le r k e a ch

si d e , a n d s ti ll k e e
p a b a l a n ce Of wei g h t s .

T h i s p ri n c i p le , n a m el
y , th a t th e sa m e we ight m a y be
ta ke n fr om e a c h w i th out d e s troy i n g th e ba la n c e
‘

sid e of

we i g h ts , ca n be ap p li e d to th e e q ua ti on

n + 5 = 25 .

T h a t i s , we m a y subtr a ct 5 fr om ea ch s i d e of th e e q ua ti on ,
‘

gi v i n g a n oth e r e q u a ti on ,

Th i s su gg e sts an i m p or ta n t p ri n c i p le th a t m a y be use d in
s o lv i n g e q ua ti o n s ; n a m e ly ,

Th e sa me number m a y be subtr acted fr om ea ch si d e

of th e eq ua ti on wi th out d estr oy i n g th e eq ua li ty , or

ba lan ce, of v a l ues .

M
If y o u ta ke som e thi n g fr o m on e Si d e o f th e sc a le , or of
th e e q u a ti o n , w h a t U ST
y o u d o to t h e o th e r s i d e ? Wh y
T h e fa c t th a t th e e q u a ti on e xp re s s e s th e id e a Of ba la n c e
m a ke s i t o ut a ll th e th i n gs
'

eas
y to re a s o n a bou t i t, and find
th a t c a n b e d on e w i th o ut c h a n g i n g th e b a la n c e or e q ua li ty .

T he n e xt e xe r c i se s u gg e s ts th i s k i n d of s tud o f th e e q u a
'

y
ti on .
 24 Fund a menta ls of Hi gh School Ma thema ti cs

E X E R C ISE 11

By t hi nk i n g Of th e eq ua ti on a s a ba lan ce, y ou Sh ould be

a ble to c om p le te th e fo llowi n g s ta te m e n ts Fi ll i n th e
.

bl a nk s wi th th e p r op er word s .

1 . An y n u mb e r m a y be s u b tr a c te d fr o m on e Si d e

of a n e q u a ti on if is i
fr o m th e
o th e r s i d e .

2 . A n y nu m b e r m a y be a dd ed to on e Si d e of an

3 . O ne si d e of th e e q u a ti o n m a y b e m u lti p li e d by
an n um be r, i f th e o th e r s id e i s
i
by th e
y
7

4 . O ne Si d e o f a n e q u a ti o n m a y b e d i v i d ed by a n y
n u mbe r,
i
i f th e o th e r si d e is by th e

M
T h e se ya rei m p r ta n t p r1 n c 1 p le s , a n d a r e u s e d i n
v er
o

s olv i n g a n y e q u a ti o n T h ey a r e g e n e r a lly c a lle d AX IO S

. .

T h e y m us t b e u n d e r stood a n d m a s te r e d T h e e xa p les . m
of th e n e xt e xe rc i s e h a v e b ee n p la n n e d to h e lp y ou le a r n
h ow to ap p ly th e m .

E X E R C ISE 12

In e a c h of th e fo llo wing e x a m p le s y ou c a n u se o n e of

th e fo ur p r i n c i p le s s ta te d a bov e to e x p la i n wh a t h a s
.

b e e n d o n e , o r to s ta te th e re a s on for d o i n g i t Th us , i f .

2x :8 , th e n x = 4 , be c a u se of th e p ri n c i p le :
O n e s i d e of a n e q ua ti on m a y be d i v i d e d by a n u m be r
”
i f th e oth e r Si d e i s d iv i d e d by th e s a m e n um be r .

F or e a c h e xa m p le ; y o u a r e to sta te th e p r i nci p le whi ch

p ermi ts or j usti fi es th e conclusi on .

26 Fu nd a men ta ls o f Hi gh School Ma thema ti cs

16 . If 3 b 1 22, th e n wh a t i s d o n e to e a c h Si d e

to g 1 v e b = 7 ?

17 . If 5 b + 2 = 4 7, wh y d o e s 5 b = 45 ? T h e n w hy
d oe s b = 9 ?
18 . If
th e n w h y d o e s 5x : 20 ? th e n wh y d oe s x = 4 ?

19 . If y o u kn o w th a t 4 w 3 w 27, th e n wh y
d o e s 4 w = 10 + 24 ? th e n wh y d o e s 3 w = 24 ?
th e n wh y d o e s w 8 ?

T h e se e xa m p le s a re g iv e n to e mp h a s iz e th e fa ct th a t
th e r e a r e c e r ta i n c h a n ge s th a t can be m a d e .
on bo t h Sid e s

of a n e q u a ti on , wi thou t d e str oy i n g th e b a la n ce o r e q u a li ty .

It Sh o u ld be c le a r th a t th er e m ust be s om e a x i o m or p ri n
ci p le to j us tify ev er y ch a n ge th a t i s ma d e .

E X E R C ISE 13

F i n d th e v a lu e of th e u n k n o wn n u m be r in ea ch of

fo llo w i n g e q u a ti on s , ex a c t ly wha t y ou d o to

side o f th e u a ti on
e
q .

1 + 5 = 13 2x + 3 x = 35
‘

. x

2 . 3 a = 17
3 . 26 = 4 y 5 c

4 . 2b + l = 19 27 = 6 x — 3
5 .
y . 4 o+ 7 = 4 7
6 1-
—
a =4 5 4y —
y = 21
2
. .

a 5 x + 1 = 23
5
3 2éx = 1 5

8 . 2x % a = 18

9 . 15 = x +7 2 b + 3 b = 42
 H ow to Use the E qu a ti on 27

N
7 + 2 x = 23 + 1 0

NN
20 . c 23 .

1 = 18
21 . 2b 24 .
5 r + -

f
,
x

22 . 18 +x = 13 + 10

HO W TO C H ECK T H E AC C U R A C Y O F THE SO L UT IO OF
A E Q U AT IO

Secti on 1 2 . Wh en is an e q u a ti on s ol v ed We h av e
a lr e a d y n ote d th a t a n e q ua ti on is s olv ed whe n th e n um er i ca l

v a l ue o f the u n hn ow n n u m be r is
f ou n d . T h u s , th e e q ua

t i on 4 a 3 29 i s sol v ed when th e n u m e r i c a l v a lu e of a

i s fo un d w h ic h m a ke s b oth si d e s e q ua l . T h i s le a d s to
a n o t h e r v er y i m p or ta n t q u e s ti on th a t i s H ow can
y ou be
c e r ta i n y ou r so lu ti o n is c o rr e c t ? In o th e r w o r d s, h ow ca n

y ou test o r ch eck th e a c c ur a c
y
- Oi
y o ur wor k ?

F or e xa m p le , s u p p os e th a t i n so lv i n g th e e q u a tl on

4 a + 3 = 29

on e mm b e er o f y ou r c la s so bta i n s 8 for th e Va lue of a . IS h i s

r e s u lt c o r r e c t ? T h e re i s onl
y n e
o w a
y t o b e s u re . T hat is
”
to s ubs ti tute o r p u t in 8 i n p la c e o f a i n th e e q u a ti on ,

to se e w h e th e r th e n u m e r i c a l v a lu e o f th e le ft s i d e e q u a ls

th e n u m e r i c a l v a lue o f th e ri gh t s i d e . In o th e r w or d s ,
d oe s

C le a r ly , n ot . T h e r e for e , th e s o lu ti o n i s i n c orr e c t ; i t d oe s
n Ot ch e ck . T h en wha t i s th e c o r r ec t v a lu e o f a ? So m e
of
y ou d o ubtle s s thi n k i t i s Let us test or ch eck by
s u b s ti tu ti n g 6 f i f th e n u m e ri ca l v a lu e o f o n e
% or a, to se e

Si d e of th e e q u a ti on wi ll e q ua l th e n u m e rl c a l v a lue of th e
o th e r s i d e . D oe s

4 6% 3 29 ?

Ye s . T h e n th e eq ua ti on is s olv ed , o r , to u se th e mor e g e n
e ra l te r m , t h e eq uati on i s SATISFIE D wh e n a 6;
28 Fund a men ta ls of Hi gh School M a thema ti cs

Su m mi n g up , th e n , a n eq u ati on i s SOL ED V wh en a v a lue

Of th e unk nown i s found wh i ch SAT ISFIE S th e eq ua ti on ; th a t

‘

i s, on e w h i c h m a k e s th e n um eri c a l v a lue o f o n e s i d e e u a l
q
to th e nu m e r i c a l v a lu e of th e o th e r s i d e . T he
.
s olu ti on of

th e e q ua ti on i s ch ec hed ,
or p r ov e d , by s ub s ti tu ti n g for th e
un kn own nu mb er th e va e wh i c h we th i n h i t h a s . If, as

NNNN
th e r e s ult of th e s ub s ti tu ti o n , w e g e t a b a la n c e O f v a lu e s ,

th e n we k n ow th a t th e
. e q u a ti o n h a s be e n so lv e d c or r e c tl
y .

E X E R C ISE 14

PR AC TICE I C HECKI G T HE SOLUT IO OF E UATIO S Q

T h e p up i ls i n a c la s s tr i e d to s olv e th e eq ua ti On(

6 a 3 39 .

A fe w d e c i d e d th a t a 7, w h i le th e oth e r s ih
Si s te d th a t a 6 . W h i c h g r ou p wa s r i g ht ? Sh o w
h Ow th e y c ou ld h a v e c h e c ke d or te s te d th e i r re

sul t . Wh y ,
d o y o u th i n k ,
d i d s om e u
p p i ls g e t 6
fer th e v a lue o f a ?

D oe s x = 5 i n th e e q uati o n l 2x 7 l0x + 3 ?
In oth e r wor d s , d oe s at 5 s a ti sfy th i s e q u a ti on

W ould y o u gi v e fu ll c re d it o n a n e x a m in a ti on to

a u
p p i l who sa id th a t y : 4% w o uld s a ti sfy th e

e q u a ti on 8y 4 6y 3? J u stify y o u r a n s we r .

Sh o w w h e th e r th e e q u a ti on b 2
5 b 24 i s sa ti s

fi ed or so lv e d if b 3 ; if b = 2 .

D Oy ou a gre e th a t th e v a lue o f x i s 6 i n th e e q ua

ti on 1 0 x 4 58 ? J u s ti fy y o ur a n s we r .

5 10
6 . IS th e e q u a ti on 6 b 8 s a ti sfi ed
8 4
wh e n b = 8 ?
7 . D oe s x 24 s a ti sfy t h e e q u a ti on
 H ow to Use the E qua ti on 29

8 . Sta te i n wor d s h o w th e solu ti o n of a n e q ua tio n

i s te ste d o r c h e c ke d .

9 . Wha t i s th e v a lu e o f le a r n i n g to c he ck v e r
y c a re

f u lly ev e r y k i nd of wo r k y o u d o ?

E X E R C ISE 15

Solv e e a ch O f th e s e e q u a ti o n s . Wri te out y our work for

e a ch on e i n th e c o m p le te for m i llus tra te d i n th e fi rs t e xa m p le .

C h eck each on e s o th a t y o u can _

be a b so lute l
y c e rta i n th a t

y ou r wo r k i s c orr e c t .

1 . Illustrati v e ex a m m e .

6b

( ) By
1 a dd i ng 4 to ea ch s i d e , we g e t
6b = 28 .

( 2) By d i v i d i n g e a ch s i d e by 6 , we g et
b = L
3
4

( 3) C h eck i n g ,
f
l
G u

2 5 c u +1
4
.

6 b + 3 = 45 5
10 5 + 3 = 7 b+ 15
7 x = x + 30
1 2x — 2= 5 x + 26
= 17
5 . l0 a — 3 a
%
22 = 5 x +2
_
8 y + 2-= 3 y + 3 7
4 + 9 x 2 x + 46
'

b + 5 t = 20 + t
7b — 3 = 2b + 12
8 w — 5 = w + 5l
3 x + 2x + 6 x =

5 x — x
3 0

In m a n y
Fund a men ta ls

H O W T o G E T R ID

Secti on 1 3 .

e q u a ti o n s
Th e
f
o

OF

us e Of th e

th a t y o u h a v e
Hi gh School Ma thema ti cs

FR AC T IO

most
N
NNN S I

conv en i ent

s o lv e d a lr e a d
A

y
E

i
Q UAT IO

t h a s b
V

multi p li er
e e n
.
’le

n e ce s sa r y to m u lti p ly ea ch si d e of th e e q u a ti o n b
y so m e
= 1 0 , it i s
n u m be r . F or %e xa m p le , in x n e ce s s a r
y to m ul
ti p ly e a c h s i d e by 2 wh i c h g i v e s 2:
,
20 . O r, i f y o u w a nte d
to solv e the e q u a ti on % x 3 it , is n e ce ssa r
y to m u lti p l
y
e a c h si d e by 5 , g i v In g x
. : 15 .

But, s u p p os e y o u h a d a n e ua ti on
q ,

= l4
% x + é
—-
x ,

would y o u g e t r i d of both fra c ti o n s by m u lti p ly i n g e a c h s i d e

by 2 ? W ould y ou g e t ri d O f both fr a c ti on s by m ulti p ly i n g
‘

ea ch S de b
i y 5 ? H ere ,
as In a ll e q ua ti on s Of th i s k i n d ,

y o u h a v e to fi n d some n u mb e r wh i c h is a m u lti p le of th e

d i ffe r e n t d e n o mi n ator s . F or thi s r e a s on , In thi s e xa m p le ,

1 0 i s th e mos t conv en i ent n umber by w hi c h to m ultip ly e a ch

te r m In th e e q ua ti on .

Illustr a ti v e ex a mp l e

M
.

( )
1 % x i x 14 .

ul ti p ly i n g ea ch si d e Of ( 1 ) b y 1 0 , we g et
l o -é x + 1 0 § x = 1 0 1 4,
or 5 x 2x 1 40 ,
“ 7x 1 40 ,
0 1 :

01
“ x : 20 .

Ch eck i ng , b y s ub sti tuti n g th e v a lue Of x i n th e ori g i na l e q ua ti on ,

g i v es

T he s tu d
y of thi s e xa m p le Sh o ws th a t we ca n g e t r i d o f

M
fr a c ti on s In a n e q u a ti o n i f we m u ltip ly e a ch Si d e by th e .

i" T h i s h e l ful
p p h r as e wa s fi r s t s ug g e s te d to th e a uth o r s by r .
J A
. .

Fob e rg , C r a n e H ig h Sc h ool and Ju n i or C o lleg e , C h i c a g o .

 N N
N
H ow to Use the E qua ti on 3 1

NNN
M M
lo w e s t c o m m on m u lti p le of th e d e n o m i n a to r s . We Sh a ll

c a ll th i s th e OST conv E IE T ULTIPLIE R .

E X E R C ISE 16

V
'

PRAC TIC E I SOL I G F R AC T IO AL E QUAT Io s

Solv e a n d ch ech e a c h e x a m p le .

M
1 . Illu str a t i v e ex a m p le . 9, n 22 . Wh a t is n

( )
l ulti p ly i n g ea ch s i d e
. by th e mos t convenient multip lier, 1 2,
g i v e s
12 -22
,

or , 8 u + su z 264,
or , 11 n 264 .

By d i v i d i n g e a ch s i d e b y 1 1 , w e g et
n 24 .

C h e cki n g , by su b s ti tuti n g th e v a lu e O f n i n th e ori g i na l

eq ua ti on ,
g 1
-

'

Wh a t i s th e v a lu e of x i n th e e q ua ti on
'
'

2 .

x + x 1 4?

A m an Sp e n t of h i s i n c om e for ren t a n d
% for
gr o c e r i e s . U si n g n to re p re sent h is i n c ome ,
m a ke a n e q u a ti o n
.
w hi c h w i ll s ta te th a t h e Sp e n t
3 66 0 for r e nt a n d gr oc e ri e s Solv e th e e q u a ti on
. .

T h e d i m e n sio n s of a r e c ta n g le
'
a re i n d i c a te d
on Fig 9
. . Wh a t e q u a ti on wi ll s ta te th a t th e

p e ri m e te r i s 36 i n .
? Solv e th e e q u a ti on for l .

FIG . 9
3 2 '
Fu nd amen ta ls o f Hi gh School Ma thema ti cs

5 .
% b+ Wh a t is b ?
6 .
% x + x
% x + 14 .

7 . If th r e e fou r th s of a c e r ta in n u m b e r be d i m i n
i sh e d by on e h a lf o f th e n umb er , th e re m a i n d er

i s 1 0 F i n d th e n u m b e r
. .

8 .
% x + % x

ir —
tr ir 1
10 . T h r e e b oy s to g e th e r h a d 65 c e n ts : T o m h a d
h a lf a s m u c h a s H a rr y , a n d B i ll h a d two thi r d s
as m u ch as H a r ry . T r a n s la te t h i s i n to an e
q u a

ti on a n d s o lv e .

2+ 2
5 4
3 W h a t d oe s
11 . . n e q ua l ?

5
O neh a lf o f a c e rta i n n u m be r i n c r e a s e d by four
fi fth s of th e s a m e n um b e r g iv e s 5 2 a s a r e s u lt .

F i n d th e n u m be r .

H a r r y ma d e two thi r d s as m u c h m on e y la s t y e a r
s e lli n g th e Sa tu r d a y E v en in g Po s t as J oh n
m a d e ; E d wa r d m a d e th r e e fo ur th s .
as m uch as

J oh n H OW muc h d i d e a c h b oy
. e a rn if a ll

g
to e th e r e a rn ed 3 1 45
x g x 6 24 .

The s um o f th e th i r d , four th , a n d Si x th p a r ts of

a n u m b er is 1 8 . Fi n d th e n u m be r .

%y — 7= 18 .
% b = %— b + 2 .

T we lv e i n c r e a s e d by o n e h a lf o f a c e r ta i n n u m b e r
gi v e s th e s a m e r e s ult a s fi ftee n i n c re a s e d by on e
fi fth of th e c e r ta i n n u mb e r . Fi n d th e n u mb e r .
34 Fund a men ta ls f
o H i g h School Ma them a ti cs

Th ree boy s tog eth er h a d 65 cents T om h a d ha lf a s

. .

much a s Ha rry , a nd B ill h a d two th i rd s a s much as Harry .

How much h a d ea ch

1 . T he fi rst i m p or ta n t s te p in solv i n g a word

p r ob le m is to g et i n mi n d v er
y c lea r ly wh at i s .

k n own a nd to rec o g niz e wh a t i s to be found

out . In a ll p rob le m s s om e th i n gs a re k n own
a n d s om e th i n gs a re
-
to be d e te r mi n e d . Th us,
i n th i s p r oble m , we kn ow h o w m uc h m on ey a ll
th e b oy s h a v e tog e th e r ; a n d we a ls o kn ow
th a t T o m h a s h a lf as m uc h as H a r ry ; fur th e r
m or e ,
we kn o w th a t Bi ll h a s two thi rd s as

m uc h as H a rr y . T h a t i s , we se e th a t th e s ta te

m ent Of th e a m ou n t th a t T o m a nd Bi ll ea ch

h a s d ep en d s up on th e s ta te m e n t of th e a m ou n t

t h a t H a rr y h a s .

B ut w e d o n ot k n o w h o w m uc h H a r r y h a s

N
.

T h e n, as in a ll wor d p r oble m s, we r e p r e s e n t by
som e le tte r, s uc h a s n , th e n u m b e r o f d olla r s

H a rr y h a s . In oth e r w or d s , th e s econ d step i s

to g e t Cle a r ly i n m i n d wh a t q u a n ti ti e s ar e u n
k n ow n , and to r ep r es ent One Of th em by some

letter

M
.

e xt, all th e p ar ts or c o n d i ti on s of th e p r ob

N
le m s hould be ex p r ess ed by us i n g th e SA E
l etter T h u s, if H a r ry h a s d olla r s, th e
’

. n

n um be r th a t T o m and B i ll -

e a ch has Sh oul d be
r e p re se n te d by u si n g th e sa m e le tte r n, and

OT s om e oth e r le tte r . T ha t i s, th e wor d

s ta te m e n t m u st b e tra n sla ted i nto an a l geb ra i c
s ta te me n t . It i s a lwa
y s n e c e ss ar
y ,
a n d u s ua ll
y
d iffi c u lt, to s ee th a t th e r e m u st be a ba la n c e , an
 How to Use the E qua ti on 35
‘

e q u a li t
y; be twee n th e p a r ts of th e p r o b le m .

w e m us t th a t H a r ry m on e y ,
’
T h us , n,
‘

se e s

m m on e y , é l money ,
’
l B ll 3
’

p u s T o s —
n, p u s i s .
n,

m u s t ba l a nce, or e q u a l, 65 c e n ts . T hi s gi v e s
th e c om p le teal g e b ra i c s ta te m e n t

n n
g n 65 .

T he e q u a ti o n wh i c h w e h a v e ob ta i n e d m u st b e
Solv ed . A v a lue o f th e u n k n own m u st be fou n d
wh i ch wi ll SATISFY th e e q ua ti on ; In th i s c a se

n p r ov e s to b e 3 0 .

5 . Fi n a lly, th e ACCUR ACY of th e r e s ult m u s t be

T E STED by s ub s ti tuti n g th e O b ta i n e d v a lu e of
n In th e or i g i n a l w or d s ta te m e n t of th e p r ob le m ,

to s e e if th e s ta te m e n t h old s tru e .

T h e wor d s ta te m e n t sa
y s th a t T om h a s h a lf as m uc h
m on e y as H a r ry . O ur s o lu ti o n sa y s H a rry h a s 3 0 c e n ts .

T hen T o m h a s 1 5 c e n ts . Si mi la r ly B i ll h a s two th ir d s as

m u c h, or 20 c e n ts . T h e y tog e th e r h a d 6 5 c e n ts , or 30
c e n ts + 20 c e n ts + 15 c e n ts . T hu s our s oluti on ch eck s Wi th
th e wor d sta tements i n th e p robl em .

E X E R C ISE 17

T ra n s la te i n to al g e br a i c la n g ua g e , and solv e e a ch

th e followi ng wor d s ta te m e n ts . Ch eck ea ch on e .

1 . Si x m or e th a n twi c e a c e r ta i n n u m b er is e q ua l

to 1 2 . F i n d th e n um b e r .

F our ti m e s a c e r ta i n n u m b e r is e q ua l to 3 5 d i
'

m i ni s h e d by th e n umber . W h a t i s th e n u m be r ?

3 . I a m th i n ki n g o f s o m e n u mb e r . If I tr eble it,
a nd a dd 1 1 , m y re s ult wi ll b e 32 . W h a t n u m be r
h av e I i n m in d ?
3 6 Fun da men ta ls o f H i gh School M
_ a thema ti cs

4 . If fou r te e n ti m e s a c e r ta n i n um be r i s d imin
i s h e d by 2, th e r e s u lt wi ll be 4 0 . Fi n d th e
nu m be r .

W ha t i s th e v a lue of y i n th e e q u a ti on

4y + é

6 . If se v e n ti m e s a ce r ta i n n u m b e r i s d e c re a se d by .

8 , th e r e s u lt i s th e sa m e a s if twi ce th e n u m b e r
w e r e i n c r e a se d by 3 2 . Fi n d th e n u m be r

7 . An alg e br a c os t 12 c e n ts m or e th a n a r e a d er .

F i n d th e c os t o f e a c h i f b oth c ost

8 . The s u m of th e a ges Of a fa th e r and h is s on is

5 7 y ears
-
. W h a t i s th e a g e of e a c h if th e fa th e r
i s 29 y e a r s o ld e r th a n th e s on ?

T h e le n g th d e s k top e xce e d s i ts
"

9 . of a s c h oo l

wid th by 1 0 i n c h e s ; a n d th e p e r i m e te r o f th e
to p 1 5 8 4 i n h
c es W a t a e ts
h r i .d i m n i
e s on s ?

D iv id e $ 9 3 b e twe e n A B , , and
,
C, so th a t A
g e ts twi c e as m uch as C, a nd B g e ts $ 1 0 m or e
th a n C .

Sh ou ld a te a c h e r gi v e J a m es full c re d i t for the

s o luti on of th e e q u a ti o n

4% x 7 3x 5

M x J ustify
if he O bta i n e d 1 1 ? our a n swe r
2 y .

a ke a d ra w i n g o f a r e c ta n g le wh ose p e r i m e ter

is re p r e se n te d by th e e xp re ssi on 6 y 20 , wr it
In g th e di m e n si on s on th e d ra wi n g .

T h e le n g th of a r e c ta n g le i s 5 i n c h e s m ore th a n
twi c e i ts wi d th ; i ts p e ri m e te r i s 4 6 i n c h e s . .

Wha t a re i ts d i m e n si on s ?
 H ow to Use the E qua ti on 37

A sc h ool garden wa s 3 % ti m e s as lon g as wi d e .

T o wa lk a r ou n d it r e q ui r e d ,
31 s te p s ( 27 i n .

ea ch ) . T e ll how to fi n d i ts w i d th , bu t d o n ot

a c tu a ll fi n d it
y .

T h r e e m e n we n t i n to b usi n e s s tog e th e r . A p ut
$ 5 0 0 m o re th a n B a n d C p u t i n On e fi fth a s
1 11 , \

m uc h a s B H o w m u c h d i d e a c h p u t i n i f th ey
.

g
to e th e r p ut i n 490 0

T he s m a lle r of two n u m b e r s i s 8 m or e th a n one

fi fth of th e la r er g . Fi n d e a c h n u mb e r i f th e i r
su m is 5 6 .

T h e p e ri m e te r of a tri a n g le i s 90 T h e lon g e s t .

s i d e 1 8 twi c e a s lon g a s th e s h or te s t, a n d th e

ot h e r o n e i s th r e e h a lv e s as lon g as th e s h or te s t .

Fi n d th e le n g th of e a c h s i d e .

The su m of four n umbers i s 70 . T he fi rs t on e

is on e h a lf of th e thi r d ; th e se c o n d i s th r e e
fi fth s of th e th i r d and th e fou rth on e i s 5 m ore
th a n th e th i r d . Fi n d e a c h n um ber .

A fa r m e r sold a c e r ta i n n u mb e r of h og s , n, at

20 a p i ec e . What d i d th e y b ri n g h i m T he n
he s o ld tw i c e as many s he ep at $ 14 a p ie ce .

W h a t d i d th e s h e e p b ri n g h i m ? If a ll to g e th e r
br ou g h t h im $ 5 76 , h o w m a n y of e ac h di d h e
Se ll ?

20 . A man ha d a s q ua r e p i e c e of g rou n d fen c e d i n

for a g a rd e n . H e m a d e i t 1 0 fe e t lon g e r , and

8 fee t wid e r . H e th e n needed 236 fe e t of fen ce

to i n c lo s e it . F in d i ts or i g i na l si z e .
3 8 Fund a men ta ls o f H i gh School M a thema ti cs

SU M
M AR Y OF C H APT E R II

F r om y our s tu d y of thi s c h a p te r, th e followi n g p r in c i p les

a n d m e th o d s s h o uld be ke p t c le a r l i n m in d :
y
1 . Eq ua ti on s ex p ress ba la nce Of v al ue .

i s ma de
'

2 . If a n y ch a n ge on One si d e of th e eq ua
ti on , th e sa me ch a n g e must be ma d e on th e oth er
Si d e .

3 .
'
An eq uati on i s solv ed wh en a v alue Of th e nu

k nown i s found whi ch sa tisfi es th e eq ua ti on

4 . Th e a ccur a cy Of y our soluti on is checked by

substi tuti n g th e v a lue Of th e unknown i n th e
eq uati on , a nd n oti n g wh eth er t h e n um er i ca l

v a lues Of th e two si d es bala nce .

5 . You can g et r i d Of fr a cti ons i n a n eq uati on by

multi p ly i n g ea ch by th e lowes t common
s i de

.
mul ti p le Of th e d enomi na tors ; th at i s, by th e
mos t convenient multip lier .

6 . Fi v e i mp or ta nt step s must be ma ster ed i n sol v i ng

word p roblems :
( )
a g et ti n g cl ea rly i n mi n d wh at i s k nown a nd
"
wh a t i s unk nown

( b) r ep r es enti n g on e Of th e un known s by so me
l etter ;

( )
c ex p r es si n g in a n eq ua ti on a ll p a rt s Of th e

p r obl em by us i n g th e sa me letter ;
( )
d s olv i n g th e eq uati on ;
( )
e ch ecki n g th e result by substi tuti n g th e v al ue

Obtai n ed for n i n th e or i g in al word statem ent .

 HO W T O C O

Secti on 1 5 .
N
M
N
N ea n in
C H A PT E R

ST R U C T A
EX PR E SSIO

g Of an a l
D

gebra i c
III

U SE ALG E BR AIC

ex p res s i on . We
h a ve a lr e a d se e n th a t le tte r s a r e o fte n u s e d to r e p r e se n t
-

y
n u m be r s . A ny s
y m b ol ,
s uc h as a lette r , or a g rou p o f
s
y m b o ls wh i c h r e p r e s e n ts a n u m b e r , is c a lle d an a lg eb r a i c

e xp r e s s i on . F or e xa m p le , a b is an a lg e br a l c e xp r e s s i on ;
c + d i s a n a lg e br a i c e xp r e s si on ; 2 g + p + y i s a n oth e r ;
2x 3y 3 , a n oth e r , e tc .

secti on 1 6 Th e numeri cal v al ue Of a n al g ebr a i c exp res

.

s i on . If we g iv e n um e r i ca l v a lu e s to th e s i n g le le tte r s , th e n
th e w h ole e xp re ss i on h a s a n um e ri c a l v a lue . T h u s, i f a 2 ,

a nd b 5 , th e n th e n u m e r i ca l v a lu e of th e e xp r es s i on a b is 1 0

( th a t i s ,
2 x If c 3, and d = 4 , th e n th e n um eri c a l v a lu e

of th e e x p r e s s i on c d is 7 . Si mi la r ly th e n u m e r i c a l v a lu e

of o th e r e x p r e s s i on s s u c h a s 2g p y
—
,
dep ends u p on th e

NN NN
N
N
v a lue s th a t we g ive to g p , , a nd y . In thi s c h a p te r we s h a ll

g
“

le a r n h ow to con s tr uc t a n d u s e a l e br a i c e xp r es s i on s .

X E R C ISE
MM
E 18

PRAC TICE I FI D I G T HE V
U E RICAL ALUE OF QUA T ITIE S I

PRAC T ICAL F OR ULAS

In th e for m ula P 2b 2 h fi n d th e v a lu e o f P
wh en b an d h
Fi n d th e v a lue o f A i n th e fo r m u la A bh wh e n
b a nd h
Wh a t i s th e v a lu e of A in th e for m ula A
94
if b = 5 8 . a nd h = 4 6 .
?
2
D e te r m in e wh a t th e v a lue of V i s ~i n th e
for m ula V = l wh , if I : 1 2, w 1 0, and h 9 .

39
40

1 .
!

Secti on 1 7
Fund a menta ls

E V A L UAT IO
V A LU E O F
.
N N
N NN A
of

H ow T O
Hi gh School Ma thema ti cs

A LG E BR AIC

Whi c h y ou h a v e j u st solv ed
In th e e xa m p le s
’

FI D

E
THE
X PR E SSIO
U M E R IC AL

w e h a v e u se d th e lon g e xp r e s sIO n Wh a t i s th e v a lu e of
”
or Fi n d th e v a lue Of i n r e fe r ri n g to th e p a r ti c u la r le tte r
wh i c h wa s to be fou n d In ste a d of th e s e lon g e xp r es si on s
.

w e s h a ll n ow u s e the s i n g le w or d E VALUATE It m e a n s
'

“
exa c tly th e s a m e th i n g a s th e lo n g e r e xp r e ssi on } T h u s
to ev al ua te a n a lg e b ra i c e xp re s s i on m e a n s to fi n d i ts
n u m e r ic a l v a lue , e xa c tly i n th e r ev i o u s e xa m p le s
“ p
as .

T h i s i s d on e by p tti g in
”
by b
su sti tuti n g n u m e r i ca l
'

u n or
'

v a lue s for th e le tter s . A fe w e xa m p le s wi ll m a ke thi s

N NN
N
c le a r .

E X E R C ISE 19

SUB ST IT UT I G
E

UM B ER S FOR LE T TE R S I CO M
MY O L USE D F OR M
ULAS

1 . E v a lu a te A 24
if b : 10 a nd h :

2 . a
E v lu a te , or fi n d th e Va lue of, P i n th e e xp r e s

s i on P = 2 b + 2 h i f b = 26 a nd h = 1 24 . .

3 . E v a lua te C 2 7r R i f R 14 . 71
7
3
.

4 . E v a lua te V = lwh i f l : 1 0, w 65
3 a nd h 5 .

i i n th e fo r m ula i = p r t i f
’

5 . Fi n d t h e v a lu e Of

$ 64 0 and t = 4
p 577
’
7
i .
, ,
.

g
'

6 . E v a lu a te c f E 110 an d R

7 . Wh a t i s h i n th e a lge br a i c e x p r e s si o n P = 2b
+ 2 h i f P = 8 0 a n d b = 128 .
?
 N
42 Fund a menta ls of H i gh School M a thema ti cs

b2
or n
3
. T hi s li ttle n u m be r th a t i s p la ce d to th e ri gh t
of a n d a b ov e a n oth er n u m be r te lls h ow m a ny ti m e s th a t
n um be r i s to be use d fa c tor T h es e n um b e r s

N
‘

as a . a re

c a lle d u m b er s wi th rea d
'

ex p onents . e xp o n e n ts a re as

follows

N
‘

3 a2mea ns 3 ti mes a ti mes a , a n d i s rea d 3 a s q ua re .

T h i s d oes OT mea n 3 a ti mes 3 a T h e exp onen t a ffe cts . only

th e a .

5 b? m ea ns 5 ti m es b ti mes b ti m es b, a nd is rea d 5 b c ube .

T h i s d oes OT m ea n 5 b ti mes 5 b ti m es 5 b . The exp on en t

a ffects only th e b .

N
H ere ,
as we ll as th r ou g h o ut a ll la te r m a th e m a ti c a l wor k,

y ou wi ll n ee d to b e a b le to e v a lu a te a l g e br a i c e x p re s s i o n s

Wh ich i n v olv e ex p on e n ts . F or
e xa m p le , th e a r ea of th e rec

ta n g le s h o wn h e r e i s th e e xp r e s

si on W Wh i c h i s O bta i n e d by
3 2

I W “
4
,

m u lti p ly in g 3 W b y W ow .
"
3
F IG 10
i
'

th e n u m e r ca l v a lu e o f th i s a re a

d ep end s up on th e v a lu e o
f W; th a t 18 ,
If W is 4 , th e n th e
a re a is 3 -4 -4
,
4 8 ; b u tori f W i s 2 th e n th e , a rea is
3 -2 2, or 12 In th e s a m e w a y
.

th e v olu m e o f th e r ec ta n g u la r b o x i n

F ig . 1 1 is re p r e se n te d by th e ex

i 2x 3
2x -x Ag a in
_
p r e s s o n , or o
r .
,

y ou s e e th a t th e n u m e r i c a l v a lu e O f
’

L
th e v olu m e d ep end s up on t h e v a lue ,

FIG 11
of x T h us , i f x i s 5 , th e v olu m e is
.

ob ta i n e d by ev a luat i n g th e e x p r e s s1 0 n 2x 3
,
wh i c h g ives
2 -5 -5 -5
, or 25 0 . T he n e xt e xe r c i s e gi v e s p ra c ti ce

in e v a lua ti n g al g ebr a i c e xp r e s si on s wh i c h c on ta i n ex

n e n ts
p o .
 NN
NN
N N
C onstructi ng a nd Usi ng Algebra i c E xpr essi on s 43

E X E R C ISE 21

PRAC TIC E I T HE E VALUATIO OF ALGE B R AIC E XPRE SSIO S WHICH

N
CO TAI E XPO E TS

1 .

E v al ua te 2 a b 2 3 a 2b a c, if a 4, b : 3, a nd c 1 .

Soluti on : 2 -4 -3
220 .

ote th at th e n um b ers a re s ub sti tuted for, or p ut i n p la ce Of,

th e letters .

U si n g th e v a lu e s of a ,
b, and c giv e n i n E xa m p le 1 ,
e v a lu a te e a c h of th e followi n g e x p r e s s i on s :

2 . d
z
+h +
2
e
z
a
3 _5 _ 3
€
3
11 .

2
3 . 3 a bc 2a

4 . a
z —
b l ab
- 2 12 .

2 2
5 a6
2
+ cb
z
+ ba
2 13 . a + bc + 45

2 2 f
6 ° 4
3
+ 14 . a bc + abc + a bc
z z 2
a 5 C 15 . cz b c
7 + +
Z Z 2
.
2
b b + 2 bc + c

a — b+ c a 5 c
17 .

é
2
2 2

§ 2
9 . a bc
18 .
+ 2
+
b
10
c
0

2 2
b 19 2 a 5 + 2a + 2a c
20 . T he for m u la d 16 t2
te lls w hat d i s ta n c e an

ob e c t j wi ll fa ll i n an
y n u m b e r o f s e c on d s . F in d
h ow fa r a bo d y wi ll fa ll i n 1 se c . of ti m e , th a t i s ,
wh e n t 1 . D o
y ou b e li eve i t ? H ow c ou ld

ou t e s t i t ?
y
21 . U s i n g th e for m ula i n E xa m p le 20 fi n d h ow fa r ,

a n O b ect j wi ll fa ll i n 2 sec . of ti m e , th a t i s , wh e n
t 2 . HOW c ou ld y ou te st th e truth of th i s ?
 N
44 Fund a men ta ls o f Hi gh School Ma thema ti cs

T h e h or se p owe r of a n a uto m o bi le l S g i v en by
2
0 1 V
th e followi n g for m ula
‘

.
i n wh i c h D re p

NN
r e s e n ts th e d i a me te r of th e p i s ton , a n d th e
n um b e r of c li n d e r s
y . Wh a t i s th e h orse p o we r
of a F or d , wh i c h h a s 4 c y li n d e r s , a n d i n wh i c h
D 3 % in

M
. .

III . TH E CO ST R U C T IO OF FO R U LA S

Secti on 1 9 . It i s v er y i m p ortant to be a bl e to ma k e a

for mula for a ny com p uta ti on t h a t m us t be p e r for m e d ov e r

a nd ov e r a g ain . F or e xa mp le ,
we ofte n h a v e to fi nd th e
a r e a of a s q u a r e In s te a d of s a i ng w ri ti n g e a ch ti m e
y or

“
.

th e a re a Of a s q ua r e is e q ua l to th e s q ua re Of
”
th e num ber Of un i ts in one Of i ts s i d es ,

it s av e s t m e to u se th e for m ula
i A s
2
,
In w h ic h A
’

a rea a nd s on e o f th e sid e s . T h i s for m ul a tell s all th a t

th e word r ule Sa y s a nd r eq ui r es much less effort . To g iv e

p r a c ti c e i n thi s kin d of w or k, c on str u c t a for m ula for ea ch

of th e e xa m p le s i n th e fo llowin g e xe r c i s e .

E X E R C ISE 22

Fi n d th e v o lum e Of a r ec ta n g ula r b ox
w h ose d i m e n s i on s a re 1 2, 8 , a nd 6 i n ch e s
'

Wh a t d i d y o u d o to the 1 2, 8 , a nd 6 to fi n d
th e v o lu m e ? If I, w a n d h , s ta n d for th e
d i m e n s i on s of a n y b ox, wh a t wou ld y ou d o
to th e m to fi n d th e v o lu m e ?

W r i te th e for m ula for th e v olum e of a ny box .

W h a t i s th e a r ea of a C i r cle wh ose ra diu s i s

9 in
C onstructi ng a nd Usi ng Algebrai c E xp ressi ons

( )
b Wh a t d i d y ou h a v e to d o to th e 9 to g e t th e
? If th e r a d i u s i s r e p re s en te d by
‘

a re a

w at
h wo u ld y o u h a v e t o d o to g e t th e a rea ?

Wri te a for m u la for th e a r ea O f a n

y c i r c le .

3 .
( )
a D ra w, or i ma gi n e ; a c ub e e a ch ed ge of

wh i c h i s 8 i n c h e s . Fi n d th e e n ti r e s u rfa c e

of a ll th e fa c e s Of th e c ub e .

b
( ) What did y ou do in (a ) to fi n d th e e n ti re
s ur fa c e ? J ust wh a t wou ld y o u d o i f e a ch

ed ge we r e s u n i ts lon g
Wri te th e for m u la for th e e n ti r e s u r fa c e o f

an c ube
y .

4 .
( a ) Wha t i s th e i n te r e s t on $ 4 0 0 for 2 y e a rs ,

at 6
( )
b J us t
h ow d i d y o u so lv e
( )
a ? H ow would y ou
fin d th e i n te r e s t on p d o lla r s for t y ears

at r

Wri te a for m u la fo r th e i n te r e s t on an
y
p r i n c i p a l for an
y r a te a n d for an
y ti m e .

M
5 .
( )
a H ow m a n y c u bi c i n c h e s in a b loc k 2 by 3 ’ ’

’
by 4
( )
b a ke for m u la for th e n um b e r of c u bi c
'

inc he s in g u la r s oli d wh o s e d i m e n

M
a n y r e c ta n

s i o n s a r e e x p r e ss e d i n fe e t .

6 . a ke a for m u la for , or a n e q u a ti o n w h i ch te lls ,

th e c ost o f a n
y n um b er of p ou n d s of b ea n s at

12 c e n ts p e r p o u n d .

7 . Wh a t e q u a ti on or for m ula wi ll r e p r e se n t th e
a re a of a n
y r e c ta n g le w h os e ba s e i s 5 i n c h e s, b ut
w h ose h ei g h t i s un k n ow n ? E v a lu a te y ou r for
m ula for h
Funda menta ls of H i gh School Ma thema ti cs

An a uto m obili s t tr a v e ls m i le s p e r h our

20 .

H ow fa r d oe s h e g o i n 2 h ou r s ? i n 5 h o ur s ?
What d o y ou d o to th e ‘
n u m be r o f h o u r s to g e t
th e d i sta n c e ? If ti m e 1s t i n ste a d of 5 , wh a t

m ust y ou d o to th e t to g e t th e di s ta n c e ?
W h a t for m ula or e q ua ti o n will r e p re s en t th e
d i sta n c e h e tra v e ls i n t h ou r s ? E v a lua te th i s
form ula fo r
t 5 h r 20 m in
. .

Y ou le a r n e d i n a ri th m e ti c h ow to fin d th e
2 3 2 3
p r o d u c t of two fr a c ti o n s ; th u s x
5 7 5 7
W h a t Is th e r ule for fi n di n g t h e p r od u c t of a n
y
tw o fra c ti on s ? E xp r ess th i s r u le a s a for m u la ;

£
u si n g 9 a nd for an two fr a c ti on s
y .

b 1

In a ri th m e ti c u lea r n e d h ow to d i v i d e on e
y o

fra cti on by a n oth e r : e g

w
a
i 3 i 2i 2 x .

U si n g and for th e fra c ti on s , s ta te th e r u le

b,
2
for d iv i s i o n of fr a c ti on s as a form ula .

Solv e e a ch of th e followi n g fr a c ti on a l e q ua
ti o n s

< )
3
6

4
:

90

M
( e)

a ke a for m ula for e a ch Of A b , , a nd h , in

wh i c h A i s th e a re a of a tr i a n g le ,
and b an d h
a re th e b a se and h e i g h t, r e s p ec ti v e l y .
 C onstructi ng a nd Usi ng Algebr a i c E xpr essi ons

13 . U si n g th e for m ula i = p r t, fi n d wh a t p ri n ci p a l
w i ll y ie ld 6 0 i n te r e s t i n 3 y e a r s at 4

14 . D e te r mi n e th e V i n th e for m u la V
v a lu e o f : lwh,
i f l = 5 4, w = 4 8 a nd h =

M
. .

HO W TO U SE T H E TI ED PR A C T IC E E X E R C ISE S
On a ll ti med ex er ci ses s ta r t a ll u
p p i ls w or ki n g at th e
same m om en t ; s top th e m ex a ctly at th e e n d of th e a llo we d

ti m e r wa tc h e x a c tly so m e h our ,
.
( Se t y o u at ev e n a s at

9 c lo c k a n d 0 m i n u te s )
’
O .

T h e te a c h e r wi ll rea d th e c orr e c t a n s we r s a nd th e p u p i ls

s h ou ld c or r e c t th e i r o wn wor k . Pu p ils Sh ou ld th e n re cor d ,

on th e r e c or d s h ee t on p a ge 49 , o r on th e i r i n d i v i d u a l c a rd ,

th e n u mb e r o f e xa m p le s a tte m p te d a n d t h e n u m be r ri gh t
a n d c om p a re th e i r rig h ts with th e s a n d a rd “t . T he a u th or s
,

”
s e c ur e d th e b e st r e s u lts b
y g i v i n g a giv e n ti m e d p ra e

ti c e e xe r c i se e v e ry thi rd o r fo ur th d a y u n ti l p up i ls r e a c h ed

th e s ta n d a r d ; a fter th a t, on c e i n two wee k s wi ll b e foun d

s u ffi c i e n t to h old th e s ki ll .

Pup i ls m u s t n ot wr i te a n s we r s o n th e te xt . F or r e a s on s

O b v i ou s to th e te a c h e r i t i s d e si ra ble to v a ry th e e xa m p le

wi th w hi c h to b e g i n on a g iv e n tr i a l. O cc a si on a lly i t will
h e lp to be g i n wi th th e la st e xa m p le a n d w or k b a c k to wa r d
th e fi r st .

It i s i m p orta n t to ke e p of on e s
’
v er y a r e c or d ti e
p r a c c

M
by tri a ls . Pr og re ss i n le a r n i n g i s gra p h e d i n C ha p te r V II .

PR ACT ICE E X ER CISE A ( TI ED )

T he e xa m p le s in th i s e xe r c i s e h a v e be e n wor ke d by
u
p p i ls in m a ny h igh s c h ools . O n th e a v e r a g e th ey
*
T h e se and s ub s e q u e n t Pra c ti c e E xe rc i s es fro m
’
a re th e a uth or s

Sta n d a r di z ed Pr acti ce E xer ci s es wh i c h , a re n ow u se d i n 30 0 c i ti e s . T h ey

4 8 Funda men ta ls of Hi gh Sch l
oo Ma thema ti cs

succee d e d i n d oi n g 1 0 e xa m p le s ri g ht i n 4 m i n ute s on

th e fo ur th or fi fth tr i a l. C a n y ou d o thi s on
y o ur fi fth
tr i a l ?

a re

p r i n te d o n m a n ill
.

a c
.

a rd s
. R e co r d c a rd s a c c om p a n y th e m

_
p re fe r to k e e p th e p u p i ls r e c or d c a r d s
.
’
. If s o, e a c h
. M
d i s tr ibute d by H O R ug g , Sc h ool of E d uc a ti o n , Un iv e rs ity of C h i c a g o ,
a n y te a c h e r s

p up il m a y d ra w up o n

c a r db o a r d a re c o rd c a r d Si mila r to th a t on p a g e 49 .
 N
N N
S
O Fu nd a men ta ls . of H i'
gh School Ma thema ti cs

X E R C ISE
M
E 23

PRAC TICE I AKI G ALGE B R AIC E PR E SSIO S X

A a nd B toge th e r h a v e 88 3 0 A ha s d olla r s ;
‘

. n

h ow m a n y h a s B

A ma n can do a c e i ta i n
'

p i e c e of w or k i n 1 0
days . Wh a t p t
a r can h e d o i n 1 d a y ? in 4
d ay s ? in x d ay s ? in 2y d a y s ?

3 . J oh n s a g e i s n ow
’
30 y e a r s W h a t e x p r e s s i on
.

wi ll r e p r e s e n t h i s a e in 5
g y e a r s ? i h r
y e a r s
‘

from n ow ? n
y e a rs a g o ?

4 . A n e wsb oy r e ce i v e d 40 c e n ts for n a
p p e r s .

Wh a t d i d he re c e i v e fo r e a ch fo r 10 ?

5 . T h e d i ffe re n c e b e twe e n two n u m be r s is d . If

'

n is th e s m a ller on e , \
w h a t i s th e la r g e r ? Wh a t
e xp res si o n wi ll s ta n d for th e Sum of th e tw o

n um be r s

6 . A rec ta n g u la r fi e ld is x r od s lon g a nd y r od s

wi d e . What i s th e a rea of th e fi e ld i n s q ua r e

r od s ? in a cre s ? What wi ll s ta n d for th e v a lu e

of th e fi e ld if it i s wor th n d o lla r s p e r a cr e ?

7 . A lot i s x fe e t wi d e a nd 6 0 fe e t lo n g . Wh a t
wi ll s ta n d for i ts p e r i m e te r ? i ts a re a ?

H ow lon g will it ta ke a m a n to r id e n m ile s i f

he ri d e s 1 2 m i le s an h ou r ?

9 . E xp res s al g eb r a i c a lly th e s u m of a a nd b ; th e
d iffe re n c e be twe e n a b ; th e p r o d uc t
a nd of a

a nd b; a nd th e q uoti e n t o f a a n d b .

J a m e s sold a m otor cy c le for $ 1 75 th ere by ,

ga i ni n g x d olla rs Wh a t d id i t c ost h i m
.
C ons tructi ng a nd Usi ng Algebra i c E xpr essi ons

11 . T wo m e n , A a nd B, a re 3 0 m i le s a p a rt . T he y
s ta r t to wa lk towa r d ea ch O t h er, A at th e r a te

of 3 m i le s p e r h our a n d B a t th e r a te of 2 m i le s
p e r h Ou r H .o w fa s t d o th e
y a p p r oa c h e a c h
oth e r ? In h ow m a n y h our s w i ll th ey m e et ?

12 . If, i n E xa m p le 1 1 , A a nd B h a d be e n x m i le s
a p a r t, i n h ow m a n y h ou rs would th e y h a v e m e t ?

13 . Wh a t a re c on s e c u ti v e n u mb r s ? e If 1 0 i s th e
s m a lle r o f two c o n s e c uti v e n u m b e r s , wh a t r e p r e
se n ts th e la r ger
14 . If n i s th e m i dd le of th r ee c o n s e c u ti v e n u m b e r s ,

wh a t r e p r e se n ts th e o th e r two n u m be r s ?

RE V IE W E X E R C ISE 24

1 . Wha t d oe s an e q ua ti o n e x p r e ss ? Is 7 4
6 6 a n e q u a ti o n ?
D oe s 2n 1 21 , if n 9 , m a k e an e q u a ti o n ?
if n 10 ?

T h e for m ula for th e p e r i m e te r of a r e c ta n g le ,

2 2 b t i t h r e e u n h n ow n n u m b e r s
p a ,
c o n a n s .

H ow m a ny of th e m m u s t b e hn own i n or d e r to
‘

u se th i s fo r m u la to s o lv e a n e xa m p le ?

R ea d e a ch of th e fo llo w i n g e q u a ti on s as q u e s

ti on s , and fin d th e v a lu e O f th e u n kn o wn n u m b e r

(d ) 3y

( )
b 2 0 = 6 + 2 x ( )
e x + x = 36
‘

( )
c 5 c + 2 = 4 2 (f ) b + o + 1 = 23

5 . T h r e e ti m e s a c e r ta i n n u m be r , p lu s 2, e q u a ls

38 . Fi n d th e n u m be r .
5 2 Fund a men ta ls of Hi gh School Ma thema ti cs

D on a ld sav e d twi c e as m uc h m o n e y aS
'

h is
o ld e r b r oth e r . E xp r e s s i n al g ebr a i c la n g ua g e
th a t bo th to g e th e r s a ve d 96 . H ow m u c h d id
e c
a h s av e ?
i

Ev a l a te th e fo r m u la V 13
V th e v olu m e
u
o f a c ube
) , if 1 44 .

8 . T he fi rst of th ree n u m b e r s i s tw i ce th e s e c on d ,

a nd th e th i r d i s twi c e th e fi rs t . Fi n d ea ch

n u m be r i f th e i r su m is 1 05 .

C on str u c t a for m u la for th e c os t of a n y n u m b e r

of e gg s at 30 ce n ts p er d oz e n .

Wh a t i s th e d i ffe r e n c e i n m e a n i n g be twe e n 1 0 n

a nd n + 10 ? D oe s 4 w m e a n th e sa m e a s 4+w ?

SU M
M AR Y .
O F C H A PT E R III

T h e m os t i m p o rta n t p r i n c i p le s a n d m e th od s w hi c h
h aVe lea r n e d i n th i s c h a p ter a r e th e fo llow i n g :

1 . A for mula is merely a sh orth a n d rule Of

comp uta ti on .

2 . Al g ebr a i c ex p ressi ons a re ev a l ua ted or

”
sol v ed by substi tuti ng n um ber s for th e
letters i n th e ex p ress i on .

3 . We h a v e freq uent n eed to be sk i llful in s ubs ti

tuti ng numb er s for letter s i n p ra cti cal formula s .

4 . Ex p on ents a r e us ed as sh ort meth od s Of i n di ca ti ng

multi p l i cati on An ex p onent Of a number tells
.

h Ow m a ny ti mes th a t number i s ta k en a s a fact or .

5 . We
.
s h oul d con struct
“
a formul a for a ny k i nd Of

p roblem wh i ch we h a v e to s olv e freq uently .

C onstructi ng a nd Usi ng Algebra i c E xpr essi ons 53

M
RE V IE W E X E R C ISE 25

1 . a ke a for m ula for th e n u m be r of r e v oluti on s

ma d e by th e fron t wh e e l of a F ord c a r i n g oi n g
a m i le , i f th e r a d i us O f th e wh e e l i s 1 4 i n c h e s .

2 . In w h a t s e n se d oe s th e e q ua ti on 7b — 5 = b + 25
a sk a u e s ti o n
q
3 . G iv e one i llu s tr a ti on of th e a d v a n ta ge of u si n g
le tte rs fo r q ua n ti ti e s .

4 . Wha t a re th e four fu n d a m e n ta l p r i n c i p le s or

a xi o m s whic h a re u s e d in s olv i n g eq u a i
t o s
n ?

2
D oe s x 4 s a ti s f
y th e e q u a ti on x 3 x 6
6 . U si ng m , s , a nd d for m i n u e n d , s ub tr a h e n d , a n d

diffe r e n c e , y w
re s p e c ti v e l
h a t eq u a ti on o r e q u a
,

tio n s c a n y o u m a k e fr o m th e m ?

M
7 . A n a u toi s t tra v e ls a t a n a v e r a g e r a te of 24 m i .

Wh a t d i sta n c e will h e
h

p e r h our . c ov e r in 2 hr
in 5 h r .
? in 1 0 h r . a ke a n e q ua ti o n o r for
m tIla for th e d i sta n c e h e will tr a v e l i n t hr
‘

8 . Wri te a for m ula for th e c os t O f a n

y n u m b e r of

p o u n d s o f b a c on at 45 cen ts p e r p ou n d .

9 . D ra w r e c ta n g le s wi th b a s e s of 2 inche s e a ch ,

b ut with d i ffe re n t h e i g h ts . W h a t i s don e to th e

h e i g h t to g e t th e a r e a ? T h e n , if h r e p r e s e n ts
th e h e i g h t, wh a t m ust b e d on e to i t to g e t th e
a re a ?

Wh a t fo r m u la wi ll re p r ese n t th e a rea of a n
y
s u c h r ec ta n g le if h r e p r e s e n ts th e h e i h t ? g
10 . H ow d o y ou g e t ri d of fra c ti on s i n a n e q u a ti on

Wh a t i s th e m ost c on v e n i e n t m ulti p li e r i n an
y
a r ti c u la r e q ua ti on
p
HO W T O

Secti on 20
FI D N
NNNN
N
SC ALE D R AW I G S :

. We
U
C H A PT E R

K OW

n eed
D IST A

T HE

[
.
IV

FIR ST
C E S BY

to k now h ow to fi n d unk nown d i s

MM ET H O D
EA S OF

ta nces . T h e m e th o d s of m a th e m a ti c s a r e r e a ll
y a ll p la nn ed

M
to h e lp u s fi n d u nh n ow n v a lue s . T he e q ua ti o n , wh i c h we
hav e s tud ie d so c a r e fu lly ,i s th e b e st a lg ebr a i c to ol wi th
a n y ti me

N
w h i c h to d o t h a t . s , h owev e r, In p ra c ti c a l life

wor k th e unk nown v a lues th a t we n e e d to kn ow a r e d i s

t an ces . Fo r e xa m p le , th e r y or m a y
su v e n eed to k n ow th e
d i s ta n ce a c r os s a ri v e r a nd may n ot be a b le a c tu a ll
y to

m e a s ur e i t O r, he m ay need to kn ow th e d i sta n c e b e

N
.

twe e n tw o i t wi th s om e o th e r i n te rv e nin g ob e c t
j
‘

,
p o n s,

be twe e n wh i c h p r e v e n ts h i m fr o m m ea s u ri n g i t d ir e c tly .

o w, m a th e m a ti c s h a s g i v e n u s th ree wa y s to fi nd such a n

unk n own d i s ta n ce . In C h a p te r s IV , V , a nd V I we s h a ll

d i s c u ss th ese m e thod s .

T h e fi rS
t meth od i s to m ak e a s ca l e d ra wi ng wh i c h wi ll
,

i n c lu d e i n s om e w a y th e u n k n ow n d i s ta n c e . e xt, th e r e

fore , w e s h a ll s tu d h o w to d e te r m i n e u nh n o w n d i s ta nce s by
y
m ea n s s ca le d r a w i n s B f r e w e ta ke u p th a t p a r ti c u la r
o f g e o .

j
s u b ec t, ow to m ea s u re th e li n es
h o we v e r , we m u s t
h s tu d
y
a n d a n les wh i c h m a ke u p s c a le d ra wi n g s
g .

Secti on 21 The mea sur ement Of li n es

. We a re a lrea d y .

fa mi li a r wi th c e r ta i n m eth od s of m e a s u r i n g d i sta n c e s . For

e xa m p le , we h a v e m e a s u r e d th e le n g th of lin e s , s uc h a s th e

d i s ta n c e fr o m A to B or fr o m C to D . If we u se a m e tri c
s ca le , i n wh i c h th e u n i ts a r e cen ti m eter s , th e d i s ta n c e fro m
 N
Fi nd i ng Un kn own D i sta n ces by Sca le D ra wi n gs 55

A to B , wh i c h i s re a d li n e A B , is c e nti m e te rs lon g ,
and th e li n e CD i s c e n ti m e te r s lo n g . If we u se a foot
r ule in w h ic h th e u n i ts a re i n c h e s , th e d i sta n c e b e twe e nA

NN
an d B ,
or th e li n e AB , i s 2 i n c h e s, and li n e CD is
inc hes . ote h e re th a t the d i s ta nce s or le n gth s th a t w e
O bta i nfor th e se li n e s d e p e n d u p on th e ki n d of sca le, o r

ki n d of u n i t, th a t i s u s e d i n m e a su r i n g

M M
.

THE E A SU R E E T OF A G LE S

Secti on 22 . An an i s d eterm i n ed by on e li ne turn i ng

gl e
a bout a p oi n t in a n oth er l i n e In o r d e r to c o n s tr u c t s c a le
.

d r a wi n g s , w e m u s t kn ow h o w to m e a s u r e an gle s . Le t us

th in k of a n a n g le a s b e i n g for m e d by on e li n e tur n i n g or ,

r o ta ti n g a b o u t a fi xe d p o i n t on s o m e fi xe d o r s ta ti o n a r li ne
, y .

T h e li n e 0 Y tur n s or fota te s a b ou t p oi n t 0 . F o r ex a m p le ,

F IG 1 4 .

i n F i g 1 4 , th i n k O f AX a s a fi xe d , or s ta ti on a ry , li n e
.
( It IS .

e a s i e s t a lwa s to ta k e th i s li n e a s h or i z on ta l i n k a ls o
y ) T h .

of a n oth er li n e , sa y 0 Y, as tu r n i n g , o r r o ta ti n g ,
a b ou t so m e

i th e fi xe d li n e AX oi n t Of As th e li n e O Y
‘

p o n t on , sa y p
r ota te s a b ou t th e p o in t 0 ,
it c o n s ta n tly fo r m s a la r g e r a nd

la r g e r an g le w i th th e fi xe d li n e AX ( T h e sy mbol for
“
.

an g le i s A ) T he
.
p oi n t 0 ,
a b o ut whi c h th e li n e tur n s , i s
a lw a s th e i n t t w h i h t h e t w s id e s of g
th e an le m e e t,
y p o a c o

and is c a lle d th e v ert ex Of th e a n g l e .

56 Fu nd a m en ta ls o f Hi gh School M a them a ti cs

T he a rro w is d ra w n to i n d i c a te th a t t h e li n e O Y i s turn
i ng , or r ota ti ng , a bout th e p oi nt 0 .

Secti on 23 . gular mea surem ent J ust a s

T h e uni t Of a n .

we h a v e un i ts a n d sca les for m e a s u r in g s tr a i g h t lin e s s o ,

we h a v e uni ts a nd sca les for m ea sur i n g a ngles E v id e n tly .

th e uni t w i th w h i c h we mu s t m e a su r e th e si z e o f th e a n g le
‘

1 3 on e th a t w i ll m e a s u r e th e a m ount t h a t th e l i n e h a s rot a ted

a bout t h e fi x ed p oi n t . Fi g u r e I5 sh o w s th a t we can

F IG . 15

th i n k of th e r ota ti n g li n e as g c le a r a r oun d u n ti l
tu r n i n
it oc c u p i e s i ts orIg In a l p os i ti o n a g a i n T h a t i s a n y .
‘

p oi n t P on th e li n e 0 X , h a s turn e d t h r ou g h a c o m p le te
c i rcle in r ota ti n g a b ou t 0 a n d r e tur n in g to i ts ori g i n a l
p o s i ti o n .

Thi s su gg e sts th a t th e uni t wi th wh i ch we m e a s u r e

a n gles wi ll be som e d efi ni te fr a cti on Of th e ci r cle F or
‘

. a

lon g ti m e p e op le h a v e a gre e d th a t th e c i r c le b e div i d e d

i n to 3 6 0 un i ts a n d th a t e a ch o n e of th e s e u n i ts f
o a ng u la r

m
'

m ea s u r e be c a lle d a D EGRE E . The s

y b ol u se d for
d e gr e e i s ght
“
a s m a ll p la c e d at th e ri a b ov e th e n u m b er .
i

”
F or e xam p le : 45
°
is re a d 45 d e g re e s . T h us , F i g s .

1 7, and 1 8 i llu stra te an g le s of diffe re n t Si z e s o r of d i ffer

e n t n u m be r s of d e gr e e s .
N
5

p
8 Fund a men ta ls

r otr a c to r

o te

i n th e
is
i s m a r ke d

c i rc le

u s e d a nd
) ,
c a lle d

m a r ke d
of
O ff

o ff
Hi

(
g

to
i
h Sc

.
hool

gi ve
M a

.
them

.
a ti cs

is
fr o m th e fi g ur e th a t th e p r otra c to r i s d i v i d e d i n to
1 8 0 e q u a l p a rts ( h a lf of th e tota l n u m be r o f a n g u la r u ni t s
d eg r ees
g r a d ua te d

So m e ti m e s th e
i n to d e g r e e s

w h ole
.

c i r c le

FIG . 20

N
T he n e xt fi g u r e, F i g 20 , s h o w s h ow t o m ea s ur e a n a n gle
.

w i th a p r o tra c to r F i r
. s t,
la
y t h e s tr a i g h t e d g e o f th e p r o

tr a c tor th a t i t wi ll fa ll e xa c tl of th e two
'

u p on on e
SO
y
li n e s th a t for m th e an g le ,
a n d wi th th e c en te r of th e p r o
tr a c tor e xa c tly u p on th e VE R TE X 0 O f th e a n g le T h e n , ,
.

th e oth e r si d e o f th e a n g le O B for e xa m p le wi ll a p p e a r , , ,

to c ut a c r o s s th e c i r c u la r e d g e o f th e p r otr a c to r ow .

c ou n t th e n u m b e r of d e g r e e s fr o m th e p o i n t w h e re th e

c u r v e d e d g e o f th e p r o tra c tor to u c h e s 0 A to th e p oi n t

wh e r e i t c r osse s th e li n e 03 . H e nce ,
i n Fi g . 20 , th e
an g le A0 8 c o n ta i n s It i s v er
y i m p or ta n t f o r u s to

be a b le to r ea d an
g les a ccu r a te ly . T h e n e xt e xe r c i s e wi ll
g i v e y ou p r a c ti c e i n r e a d i n g a n g le s .
 NN
N
Fi ndi n g Unkn own D i sta n ces by Sca le D r a wi n gs 59

X E R C ISE
M
E 26

M PRAC TICE I E ASURI G A GLE S

1 . e a s u re e a c h of th e se a n le s g wi th a p r o tr a c to r

i n th e Wa y d e s c r i b e d i n th e la s t p a r a g r a p h .

FIG . 22

F IG . 23

C om p a r e an gle A and a n g le C . W hi c h h a s th e
lon g e r Wha t h a s th e le n g th of a

M
Si d e s ? e ffe c t

Si d e o f a n a n g le u p on th e Si z e o f th e an g le ?

e a sure e a ch a n g le of tr i a n g le AB C . F r om th e
r e s u lts of ou r m e a s u re m e n t, wh at i s th e s um
y
Of a l l th r ee a ngles Of th i s tr i a n g l e

FIG . 24
6o Fu nd a men ta ls o f H i gh School Ma thema ti cs

H ow la r g e i s A x ? H o w m a n y d e g r e e s i n L y ?
i n A a ? H o w m a n y d e g r e e s i n th e s um o f th e
an gle s of thi s tr i a n g le , X YZ

D ra w w ith th e p r o tr a c tor an an g le of

At e a ch e nd of a li n e 3 i n lo n g d r a w
. an g le s of

Prod u c e th e s e li n e s u n ti l th e y m e e t, a nd

m e a s ur e th e an g le
fo r m e d by th e m H ow m a n y
.

g
d e ee
r s i n i t ? C om p a r e th e le n g th s o f th e li n e s
ou d r e w H o w m a n y d e gr e e s d o e s th e sum of
y .

th e th r e e a n g le s of thi s tr i a n g le m a ke ?

D ra w a tr i a n g le
s uc h as tri a n g le
AB C , so th a t AB
in c h e s, an gle
A = 6O AC
°
a nd

3 inch es . Then
fin d th e n u m b er

of d e g r ee s i n an

g le B a nd a n gle C . FIG . 26
 Fi ndi ng Unkn own D i s ta nces by Sca le D r a wi ngs 61

C on s tr uc t tr i a n g le AB C
so th a t A C = 4 i h , a n g le .

C : and CB 4 in .

C om p a re an g le A with
an gle B . H o w m a ny d e
gr ee s in eac h ?

E xp la na ti on : A tri a n g le h a v
i n g tw o s i d es eq u al s uch as

A
,

AC a nd CB , i s an i sosceles tri
a ng le . It i s p rov ed i n g eom F IG 27 .

e tty tha t th e a n g l es Op p os i te
th e s e eq ual . s i d es a re al way s e q ua l ; for exa mp le , a n g l e

A a ng l e B . How ma ny d e g rees oug h t th er e to be i n ei th er

a ng l e A or a n g l e B?

Secti on 25 . How to d escri be an an gl e . An an g le is

d es cr i bed b y u s in g th r e e le tter s , i e th e le tte r whi c h r e p r e . .

=
s e n ts th e v e r te x i s wr i tte n b e twe e n th e two le tte r s a t

FIG . 28

th e ends of th e Si d e s . T h us, 4 1 , i n Fi g 28 , i s r e a d . as

a ng le A OB or a ng le B O A, a n d i s wr i tte n A A O B or

A B OA . In th e sa me wa y, 4 2 i s re a d an
g le BOC or

a ng le C O B , and i s wri tte n A B O C or A COB .

 N
NN
62 Fund a men ta ls of H i gh School Ma thema ti cs

E X E R C ISE 27

PRAC TICE I R E AD I G A GLE S

W hy
‘

wou ld i t n ot be c lea r to re a d A2 as A O ?

R e a d th e g le for m e d by lin e s O A a n d O B
an .

R e a d th e a n g le for m e d b li n e s OB a n d O C
y .

D e te r m i n e th e d e gre e s i n A A O B , i n
'

n umbe r O f

Fi g 29 , wi th out
. us i n g th e p rotr actor .

FIG 29 .

5 . If i n Fi g 3 0 y o u
. .

kn ow th a t a n g le
AB C i s 4 0 °
a nd

th a t A B CA i s
c ou ld ou fin d
y
4 CAB w i th o u t
FIG 30
m g
.

e a s u r i n i t ?

H ow ? H ow la r g e i s i t ?

Secti on 26 . Th e s um Of th e a n g l es Of a ny tr i ang l e i s
You h a v e m e a s u re d th e an gle s
g le s o f se v e r a l tr i a n
a n d fou n d th a t th e s u m i s v e r
y c lose to If y ou r

m e a su re m e nts h a d b ee n a b s olute ly corr ec t y ou w ou ld ,

h a v e ob ta i n e d e xa c tly 1 8 0 for th e s um of th e a n g le s of
°

e a c h tri a n g le In g e om e try i t i s p r ov e d Wi th ou t m e a s ur e
.

m e nt, th a t th e su m IS a lwa
y s Y ou wi ll u se th i s fa c t
i nsolv i n g th e e xa m p le s In th e n e xt e xe r c i s e .
 N
N
NNNN
F i nd i n g Un kn own D i sta n ces by Sca le D r a wi ngs 63

E X E RC ISE 28

PR AC T ICE I FI D I G T HE VALUE S OF A GLE S I A T R IA GLE

The n u m be r of d e gre e s in e a ch of th e th r e e
an gle s of a tri a n g le is r e p r e s e n te d by x, x + 1 0,
and 2x , r e sp e c ti v e ly . Fi n d th e Si z e of ea ch

an g le .

2 . In tri a n g le AB C, 4 C i s e q ua l to AB , an dAA
is eq ua l to th e s u m of AB and A C . F i n d th e
n u m ber o f d e gr ee s i n e ach a n g le .

Ji m . 31

3 . T he fi r st a n g le of a tr i a n gle c on ta i n s x d e g r e e s ;
th e s e con d a n g le i s 1 5 la r g e r th a n th e fi r s t a n d
°
,

th e th i r d i s a s la r g e a s th e s u m of th e oth e r two .

Fin d e a c h a n g le .

4 . An g le A i n a ce rta i n tr i a n g le i s twi ce a s la r ge a s
A B a n d A C i s 1 0 la r g e r th a n th e s u m o f 4 A
°
,

an d A B Ho w .la r ge i s e a c h a n g le ?

O ne g le of a n i sos c e le s tri a n g le i s Fi n d
’

5 . an

th e si z e of th e an gle s op p osi te th e e q u a l s id es .

Se e E xa m p le 8 , p a g e 6 1 .

6 . F i n d th e an g le s of a tri a n g le i f th e fir st i s on e

h a lf of th e s ec o n d , a n d th e th i r d i s th ree four th s

of the se c on d .
64 Fund a men ta ls o f Hi gh School Ma thema ti cs

Fi n d th e an g le s of a tri a n g le i n wh i c h th e s e c on d

an g le is 1 0
°
la r g e r th a n th e fi r s t, a nd th e th i r d
is 1 0 la r g e r th a n th e s um O f
°
th e fi r s t a n d s e c on d .

“
An g l e B is 1 0
°
le s s th a n 2 A ; 2 c i s twi c e as

la r g e as AB . H o w la r g e i s e a c h a n g le ?

Secti on We must be abl e to fi n d unk n own d i sta n ces

wh i ch ca nn ot be m ea s ured d i rectly .T h e p r e c e di n g s e c
‘

ti o n took u p on l
y e xa m p le s in wh i c h th e d i s ta n ce s , li n e a r
a nd an g ula r , c ou ld b e m e a s u r e d d i r e c tly , by m ea n s of

i n str um e n ts . T h ere a re many i n s ta n ce s , h owe v e r , in

w hich th e le n g th s of th e li n e s and th e Si z e s o f th e an g le s
c a n n ot b e m e a su r e d di r e c tly . F or e xa m p le , c on s ider th e
Of fi n d i n g th e d i sta n c e a c r o s s a r i v e r , or th e h e i g h t Of

N
c a se .

M
a tr ee , w hi c h we m e n ti on e d at g
th e b e i n n i n g O f th e c h a p te r .

In c a se s lik e thi s w e ne ed i n d i r ect meth od s Of mea su ri n g .

a th e m a ti c s m a ke s i t p os s i b le fo r u s to d e te r m i n e th e

N
NNNN
le ng th s of s uc h li n e s by m ea s ur i ng th e l ength s Of oth er

li nes and th e s i zes Of a n gl es th a t a r e r el a ted to th em . T his

le a d s u s to th e m a i n top i c Of th i s ch a p ter .

HOW TO FI D U K
SC A LE
OW D IST A

D R AW I GS
C E S BY M EA S OF

Secti on 28 . How to d r a w d i sta n ces to sca l e . O n e Of th e

m e th od s th a t y ou will u s e c o mm on ly i n i n d i re c t m ea s u r e
”
m en t i s th a t of d r a wi n g d i s ta n c e s to s c a le So m u c h
u se is ma d e of m e c h a n i c a l d r a wi n g s th a t w e need to b e

v er ro fi cie n t i n m a ki n g th e m a nd In re a di n g th e m
y p .

Si m p le d r a wi n g of
“
Le t us ta ke a i llus tra ti on of th e
”
d i sta n c e s ‘
to sc a le .
a n d of m e a s uri n g d i sta n ce s on s c a le

d r a wi n g s
66 F un d a men ta ls f
o H i g h School M a them a ti cs

s ca le uni t ca re fully a n d al wa y s to i nd i ca te th e s ca le th a t h a s
b e en use d on th e d ra i n g
'

w .

Third , to rep res ent th e m a n s p a th , w e la y Off OB h ori zonta lly

’

to th e r i g h t Of 0 , 235 m ile s ( on th e d ra i ng th i s a mounts to w

25 i nch e s ) a nd BC v erti ca lly , m i l es T h e n , by us i n g th e
_
.

cros s -se cti on p a p e r a s a s ca le , we ca n mea s ure a t on ce the d is ta nce,

OC , th a t th e ma n i s from h i s s ta rti ng p oi nt . T h e d i sta nce i s

i n ch es on th e fi gure or m i le s

M
, .

T hi s w or k i llus tr a te s by a v er
y Si m p le e xa m p le h ow we
m a ke s ca le d r a wi ng s . e c h a nica l d r a win gs m ade to

s c a le a re u s e d v e r
y c om mo nly by su c h w ork er s a s a rc hi

N
m

N
N
NNNNN
N
te e ts , c a rp e n te r s , a c h i n i s ts , a n d e n gi n e e r s .

E X E R C ISE 29

PRAC TICE I FI D I G U K O W D ISTA CE S B Y T HE C O ST R UCTIO OF

SCALE D R A WI GS

1 . D ra w to th e sc a le 1 c m to 2 ft a floor p la n o f . .

a r oo m 28 ft by 20 ft By m e a s u ri n g th e
. .

d i s ta n c e d i a g on a lly a c r oss th e p la n , c o m p u te

th e d i a g on a l of th e r oo m .

D raw a p la n of a b a se ba ll d i a m on d 9 0 ft . s q ua r e

and fi n d th e d i s ta n ce fr om fi rs t b a s e to th i r d
b a se . U se 1 cm . to re p r e s e n t 20 ft .

3 . T wo bi cy c li sts s ta r t fr om t h e sa m e p oi n t . O ne
r id e s 1 2 m i le s n or th an d th e n 8 m i le s e a st ;
'

th e .
O th e r r id e s 10 m i le s s o u th a nd th e n

We st
,

6 m i le s . H ow fa r a p art wi ll th ey b e ?
U se th e s c a le 1 cm . to 2 mi .

D ra w to th e sca le 1 cm . to 4 ft . a p la n of th e

e n d of a g a ra g e su c h as in F ig 3 3 F i n d th e
. .

h ei gh t fro m th e floor to th e top of th e roof .

Fi nd i ng Unknown D i sta n ces by Sca le D ra wi ngs

FIG . 33

5 . A s u rv e
y or s o m e ti m e s fi nds it n ece ss a ry to
m e a su r e th e d i s ta nce a c r o ss a s wa m p , s uc h a s

AB i n Fi g . 34 . H e m e a s ure s from a s ta ke

FIG . 34

A to a s ta k e C 1 20 ft
,
. F r o m C to B h e fi nd s
i t i s 1 0 0 ft Fi n d , by a s c a le d r a win g , th e d i s
.

ta n c e AB a cr oss th e s wa m p , i f a n g le C i s
68 Funda menta ls f
o H i gh School Ma thema ti cs

H ow c ou ld a s urv e
y or fi n d th e d i sta n c e fr om
A to B , i f th e r e we r e s om e ob s ta c le In th e wa y

FIG 35 .

p r e v e n ti n g h i s m e a su r i n g d i r e c tly th e d i s ta n ce
AB ? C o uld h e r e p r e se n t AB as a
‘

li n e i n a

tri a n g le fr o m wh i c h he c o u ld m a ke a sca e l
d ra w i n g ?

F i n d by a s c a le d r a w i n g th e d i sta n c e A C a c r oss

F IG . 36

th e r iv e r , i f i t i s kn ow n th a t an g le A
AB 20 0 f t .
,
a nd an gle B

Illustra ti v e ex a mp le A b oy wi sh es to d eterm ine th e

.

h e i g h t Of a fla g p ole A s ca l e d ra wi ng wi ll a id h i m i n
.

d oi ng th i s .For exa mp le , h e ca n mea sure a li ne Of a ny

l ength on th e g round out from th e ba se of th e fla g p ole .

Sup p ose h e ta kes a l i ne 8 0 feet long . T h en h e s ets a t E an

i nstrum ent ca lled a tra nsi t, with wh i ch he ca n rea d th e

a ngle b et ween th e h ori zonta l ba se li ne a nd th e line of s ig h t
from E , wh ere h e sta nd s to H th e top Of th e p ole
, ,
. He
 Fi ndi ng Un kn own D i sta nces by Sca le D ra wi ngs 69

k n ow n L \

FIG . 37

k no ws a ls o th a t th e a n g le B is a ri g h t a n g le . SO h e
knows th e l eng th Of th e li ne EB , th e si z e Of th e a n g le E a nd

th e a ng l e B . He con structs a s ca l e d ra wi n g to re p resent

wn
“ wn
"

th e kn o l en g th a nd t h e k no a ng le s From th i s

N
.

d ra wing he i s ab le to
—
s ca le or m ea sure th e h e i g ht Of th e

N
fla g p ole .

The an gle BE H or a n gle E b e twee n th e h o r i zon ta l and

th e li n e of Si gh t i n th i s e xa m p le is c a lle d th e A GLE OF

E LE VAT IO . If th e b oy h a d ta k e n a lon g e r b a s e li n e , wh a t
would h a v e be e n tr ue of th e s i z e of th e a n g le of e le v a ti on
wi th res
p ec t to wh a t i t w a s b e for e ?

9 . If th e an g le of e le v a ti on i n F i g 3 7 i s 4 0 wh e n .
°

th e O b se rv e r i s 8 0 ft fr om th e foot o f th e p ole ,
.

wh a t would be th e h e i g ht of th e p ole ?

10 . A fl a g p ole 5 0 ft h i gh c a sts a Sh a d ow 6 0 ft
. .

lon g on le v e l g r oun d W h at i s th e a n gle of .

“
e le v a ti o n o f th e s un If th e le n g th of a s h a d ow
c a st by th i s p ole i n c r e a se s, wh a t c on c lu si on can

be d ra wn Con c e rn i n g th e a n g le of e le v a ti on ?
Fund a men ta ls o f H i gh School Ma them a ti cs

T he an g le of e lev a ti on of th e to p of a tr e e i s
4 2 w h e n th e 3 0 y d fr om t h e
°
o b s e r v e r s ta n d s .
,

tre e . H ow h i g h i s th e tr e e .
,
? If th e d i sta n c e
fr om th e O b se r v e r to th e tr e e d e c r ea s e s, wh a t

N
c han ge i n th e an g le o f e le v a ti on follows ?

An an ch or e d b a lloon i st fr om a h eig h t H T,
Fi g 38 , . of 25 0 0 y d .
,
ob s e r v e s th e en e my a t D .

BALLO O

NN
H e wi s h e s
le v e l
wh i c h
th e li n e
g r o un d
IS

A GLE OF D E PRE SSIO

of

y
d e gr e e s
to

as
c o m p u te

To do

of Si g h t H D

th e

ou s e e th a t th i s i s tr u e ? ) H
,
an d
.
s o,

g le of e lev a ti on ( C a n
an

e n e xt fi n d s a n g le

TH D by s ub tr a c ti n g th e a n g le of d e p r e ssi on
fr om a n g le TH L H e th e n kn ows e n ou g h
.
‘
th e

for m e d by th e h or i z on ta l li n e H ] a n d
Th i s a n g le i s c a lle d the
h a s th e
d i sta n c e D T
h e m e a s ure s th e

sa m e n um be r

.
an

,
, on

g le

a b o u t th e tr i a n g le D TH t o m a ke a sc a le d r a w

i n g of i t Fi n d D T i f th e a n g le of d e p re s sion
.

is
Fi nd i ng Un kn own D i sta n ces by Sca le D r a wi n gs

F r Om th e top o f a li g h tho u s e 8 0 ft hi g h the

, .

a n g le o f d e p re s s i on o f a s h i p i s H ow fa r
i s th e s h ip fr o m th e b a se of th e li g h th o us e ?

C o m p a r e y o ur —
re s u lt wi th th a t O bta i n e d by th e
Oth e r m e m be r s of th e c la ss .

F r o m th e top O f a c liff 1 20 ft a bov e th e s ur .

fa c e of th e w a te r th e a n g le of d e p r e ssi on of a
b oa t i s w
H o fa r i s i t fr o m th e top O f th e
c li ff to th e b o a t

An ob s e r v e r i s 20 0 ft . fr o m th e g ro un d . T he
an g le of d e p r e s s i on /
of a p oi n t A is of a

p oi n t B and of a p o i n t C Wh i c h

N
p oi n t is c los e s t to the ob s e r v e r ? fa r th e s t fr om
th e ob s e rv e r ?

In Fi g 3 9 m e a sur e ( 1 ) th e a n g le
. o f e le v a ti o n

of p oi n t D from p oi n t E ( )
2 t h e an g le of de
p r e s s i o n o f p o i n t B fr om
p oi n t D . C om p a r e th e se H
an gle s . ote th a t li n e
DH i s p a r a lle l to E C,
a n d th a t th e s e a n g le s a re

for m e d by li n e D E c ut“
ti n g ( or i n te r se cti n g )

th e s e two p a ra lle ls . In
g e o me tr y it is p o
rv e d
th a t s uc h a n g le s a re al
FIG . 39
wa y s e q ua l .

IS th e s c a le d ra wi n g a v er y a cc u ra te m e th od of

d e te r m i n i n g u n kn own d i s ta n c e s ? D O m an
y of

th e p u p ils i n th e c la ss g e t th e s a m e a n swe r for

an
y p a r ti c u la r e xa m p le ? Wh y ?
72 Fund a men ta ls f
o Hi gh School
Ma theni a ti cs

M
M
(

SU AR Y O F C H APTER IV
?

T h e m o s t i m p orta n t th in g s y ou h a v e le a r ne d i n
“
c h a p te r a r e th e fo llowi n g :
-

1 . It i s p oss i bl e to fi n d unk nown d i stan ces by mak

i ng a s ca le d r a i ng w
of th e k nown di stan ces

a nd a n gles i nv olv ed i n th e p r oblem, a nd mea sur

th e unk n own on th e d ra w
”
sca li n g

M
i ng or i ng .

2 . To d o th i s We n eed to k now h ow to m easur e

an gles as well as li n es . uch p r a cti ce h a s been
.

g i v en i n th e use of ( 1 ) th e a n g ula r uni t, i e th e . .

d eg r ee ; a nd ( 2) th e i nstrument for measuri ng .

an gl es : th e p r otr a ctor .

REVIE W EXERCISE 30
‘

A b oy kn ows th a t AB i s 1 0 0 ft a n d th a t
'
.

AB F r om th i s i n for m a ti on c a n h e c on
s tr u c t a s c a le d r a w i n g for th e tri a n g le ? G iv e
r e a s on s fo r y ou r ans w er .

FIG . 40

2 . W h a t fa c ts or d a ta m ust be kn own a bout a tri

a n g le b e for e y ou c a n m a ke a sca le d ra wi n g of it ?

A tr e e 9 0 ft h i g h c a sts a s h a d ow 1 4 0 ft lon g
. . .

F in d fr o m a sc a le d ra wi n g th e a n g le of e le v a
tion of th e su n .
Fu nd a men ta ls f
o H i gh School M a themati cs

A n g le A i n a ce r ta i n tri a n g le i s two fi fth s of

an g le B . Fi n d ea ch an gle ,
i f th e thi r d a n g le i s
54
°

In an i s o sc e le s tri a n g le , th e ba s e i s tw o th i r d s of

e ac h of th e e q u a l s i d e s ; i ts p e ri m e te r i s 8 0 .

Fi nd th e b a se :
A c e rta i n a n g le i s bi se cte d . O ne of th e an g le s
o bta i n e d la c k s 30 d e g r e e s of b e i n g h a lf of a

ri ght an g le . H o w la r g e wa s th e an g le wh ic h
w a s b i sec te d ?
 A SE C O
D IST A

Secti on 29
N
N N
NN
NNCE S:

.
D M E T HO D

T HE

Sca le dr a wi ngs
U SE
O F FI D I G

OF M
SI ILAR T R IA

a re som ewh a t
U K OW

G LE S ’

i n a ccur a te .

Hen ce i t i s b etter to us e s i m il ar tri a ngl es . In t h e la s t c h a p te r

we sa w th a t s c a le d ra wi n g s c o u ld be u s e d to u
fin d u n kn o wn
d i s ta n c e s, e i th e r li n ea r o r a ng u la r . The r es ults obt ai ned ,

h owev er , were v er y i na ccur a te Se ld om d i d m a n y o f y ou

.

g t th e sa m e a n s we r for an xa m p le T h e r e for e w
e
y e e .

n ee d mor e a ccur a te m eth od s f or d e te rm i n i ng u n kn own li n es

a nd u n kn ow n an
g les . T hi s c h a p te r , and the n ext on e ,

w i ll s h ow m e th o d s tha t d e p e n d le ss u p on th e a c c u r a c y o r
s ki ll o f th e p e r s on w h o s c a le s
” “
o r m e a s ur e s T h e fi r st
. .

meth od , ba s ed up on
g eom e tr i ca l fig u r es o f ex a c tly th e sa me

s ha
p e, w i ll b e e x p la i n e d n o w .

Secti on 30 . Wh a t ar e s i mil a r fi g u r es ? Y ou h a v e al

re a d
y se e n m any j
o b ec ts or fi g ure s of e xa c tl
y th e sam e

shap e . A s ca le d r a wi n g h a s th e s a m e sh a p e a s th e fi g u r e
fr o m whi c h i t wa s m a d e on a p h o to g r a hi c
p p l a te t h e fi g u r e

i s th e sa me in o u tli n e o r s h a p e a s th e o r i g i n a l ; t h e m a p o f

M
a s ta te h a s th e s a m e s h a p e o r o u tli n e a s th e s ta te i tse lf .

F i g ur e s w hi ch h a v e th e sa m e s h a p e a r e s a i d to be SI ILAR
FIGURE S . W hi c h of th e follow i n g figu r e s a re si m i la r in
sha p e ?

FIG : 43

FIG 44
FIG 45 .

FIG 4 1.
FIG 4 6
.
 76 Funda men ta ls f
o Hi gh School Ma thema ti cs

Si m i la r i ty i n sh a p e in g e om e tri c a l fig ure s
m is
'

y i a v er

r ta n t p ri n c i p le th a t we a re a ble to u se i n m a n w i n
p o y a
y s

N NNN
m a th e m a ti c s Be for e th i s c a n be ta k e n u p , h owe v e r , y ou
.

n e e d to kn ow m or e a b o ut R ATIO th a n y o u le a r n e d i n a r i th

m e ti c . T hi s i m p or ta n t m e th od of c o m p a ri n g q u a n ti ti es

W l ll nOW be ta ke n up
‘

M M
.

A EW W AY TO CO PA R E T WO Q UA T IT IE S ; A EL Y ,

TO FI D T H E IR R AT IO

Secti on 3 1 . We h a v e be e n c om p a r i n g tw o q u a n ti ti e s by
fi n din g h ow m uc h la r g e r o r s m a lle r on e q u a n ti ty wa s th a n
a n o th e r q u a n ti t
y . F or e xa m p le , i f th e lin e A B i s 4 un i ts

lon g and th e li n e CD i s 6 u n i ts lon g , we s h o u ld hav e s a id,

i n d e sc r i bi n g th e c om p a r a tiv e le n g th s , th a t t h e li n e AB
wa s 2 u n i ts s h or te r th a n lin e CD , or th a t li n e CD wa s
2 u n i ts lo ng e r th a n th e li n e AB . Here th e u n i t i s in ch .

F IG . 47

A n o th e r m e th od ,
h owev er , of c o m p a ri n g q u a n ti ti e s is
u se d v e r
y e xte n s i v e ly i n m a th e m a ti c s . It i s th e m e th od of

d iv i d i n g on e q u a n ti t
y by th e o th e r , or fin d i ng th e q u oti e n t
of th e tw o q u a n ti ti e s . T h u s , to co m p a r e th e li n e A B wi th
th e li n e CD w e d iv id e AB by CD ,
whi c h gi v e s

CD 6
This r e s u lt is re a d “h t e q uo ti e n t of AB a nd CD , or th e RATIO

of AB to CD i s e q ua l to fo u r si x th s . T h i s p r oc e s s i s d e
s c rib e d a s fi n d i n g th e R AT IO o f th e tw o li n e s .T h e r a ti o o f
tw o n u m b e r s m e a n s , th e n , t h e q u oti e n t w h ic h r e s ults fr om
d i v i d in g o n e of th e n u m b e rs by th e o th e r . T h u s , th e ra ti o

of 5 to 1 0 $1
is , a nd
2
i s wr itte n 1 5
3
T he r a ti o o f 1 0 to 5
F i nd i ng Un kn own D i sta n ces by Si mila r Tri a ngles 77

=2 wa y th e
i s 2, a nd i s wr itte n n . In th e sa m e ra ti o of

1 i n to 1 ft i s 1
th r a ti o of
5 to is and th e r a ti o

NN
; e
1 7
o
.

N
.

4x i
of 4 x to 7 x i s
7 2: 7

M
E X E R C ISE 31

PR AC TICE I D E ALI G WIT H RAT IOS OF U BER S

Wha t i s th e ra ti o
( i n lowe s t te r m s
) of 1 0 to 1 2 ?
o f 20 to 24 ? of 1 5 to 1 8 ? of 25 to 8 0 ? Sh ow
th a t 5 4: and 6 92 r e p re se n t a ll p ai r s of n u m be r s

w h ose ra ti o is
Giv e se v e r a l p a i r s of n u m be r s h a v i n g th e r a ti o
}
7

Sh ow th a t 3 x and 4 3: r e p re s e n t a ll p a i r s of n u m

b e rs h a vi n g thi s r a ti o .

3 . The ra ti o of t wo n u m b e r s , a a nd b, i s Wh a t
is 40
‘

i s b wh e n a

4 . The r a ti o m and n,

is 3 . Fi n d th e le n gth of m if n

18 18 In .
F IG 4 8
.

D i v i d e 4 0 i n to two p a r ts w h o se ra ti o i s
A fa th e r a n d h i s s on a g r e e d to d i v i d e th e p ro fits
fr om th e i r g a r d e n i n t h e r a ti o o f
'

Fin d ea c h
w e r e $ 21 0
“

on e s s h a r e i f th e tota l p r o fits
’
.

7 . T he r a ti o o f A A to A B i s in F i nd A B wh e n
A A is 8 0 °

F IG . 49
78 Fu nd a m en ta ls o f Hi gh School Ma thema ti cs

8 . Th e ra ti o of th e a r e a s of th e two s q u a r e s, SI a nd

5 2 is i Fi n d th e a rea of e a ch i f th e s u m of
f
.
,

th e i r a rea s i s 45 sq . in .

F IG . 50

M
9 . D i v id e an an g le of 90
°
i n to tw o an gles h a v in g
th e ra ti o of 4 to 5 .

iO . e a s ur e e a c h a n g le ,
Fi g . wi th a p rotra c to r .

F i n d th e i r r a ti o .

FIG . 51

In th e two tr i a n g le s AB C a nd X YZ , w h a t i s th e
’

11 .

r a ti o o f A C to A Z ? of A A to A X ? of AB

F IG . 52
F i nd i ng Un kn own D i sta n ces by Si mi la r Tri a ngles

to A Y ? D o th e se tri a n le s g h a v e th e sa m e

sh a p e Do a ll tri a n le s h a v e th e s a me sh a p e
g
12 . F i n d th e r a ti o o f two li n e s i f on e i s 2 fe e t lon g
and th e oth e n 3
y a rd s lon g .

13 . Wh a t i s th e r a ti o o f 3 p i n ts to 4 q u a r ts ?
2 5 4 n 5
_
_
n 15 3 6 7 n

1 7 . Fi n d th e r a ti o o f AB to CD ,
F i g 5 3 , by m e a su r
.

i n g th e le n g th of e a c h li n e . E xp r e s s th e r e s u lt
d e ci m a lly .

FIG . 53

A s c h o ol ba se b a ll te a m won 7 of th e 1 0 ga m e s
i t p la y e d . Wh a t wa s i ts sta n d i n g i n p e r c e n ta g e ?
h di n g o
d
h

f th e tea m i n p e rcenta g e m ea ns
'

Soluti on : The s ta

th e ra ti o of the num ber of g a m es won to th e num ber p l a y ed ,

exp ressed d ecima lly T h us , th e s ta n d i n g of th i s te a m i s ex
‘

p resse d b y th e r es ult obta i ne d from c h a n g i ng th e ra ti o, 1 16 ,

to a d e ci m a l . T h i s g i v es . 70 or . 70 0 .

Wh a t wa s th e p e rc e n ta g e or s ta n d i n g of a te a m
wh i c h won 9 of i ts 1 2 g a m e s ?
T h e wi n n in g te a m i n on e le a g u e wo n 1 4 of i ts
18 ga m es ; a nd th e w i n n i n g te a m in a n oth e r

le a g u e won 15 of g a m e s i t p la y e d W h i c h
th e 19 .

le a g u e h a d th e hi g h e r p e r c e n ta g e ?

E xp r e s s e a c h o f th e fo llo w i n g r a ti o s a s a d e c i

mal , c orr ec t to two p la ce s

8 5 5
( ) g
a
( ) g
C
( )
e
16
7
(0
4
11
(fi g
80 Funda men ta ls of Hi gh School Ma thema ti cs

22 . If 1 2 q u a r ts of w a te r a re a d d ed to 25 g a llon s
o f a lc o h o l, w h a t i s th e r a ti o of th e wa te r to th e
e n ti r e m i xtur e ? /
E xp re ss d ec i m a lly .

Secti on 3 2 Si m i l a r tr i a n gl es The n e xt e xe r c i s e is in

N
. .

te n d e d to s h ow a v e r i m g
r ta n t fa c t a b o u t tr i a n le s whi c h
‘

y p o

h a v e th e sa m e s h a p e , i e a b out s i m i la r tr i a n g le s
. . .

M
EX E R C ISE 3 2
PRACTICE WITH SI ILAR T RIA GLE S
'

D ra w a li n e X Y tw i c e as lo n g as AB , Fi g 5 4
. .

At X d ra w an an g le e q ua l to an gle A . At Y
d ra w g le e q ua l
‘

an an

to an g le B . Prod u ce

M
th e si d e s of th e se
an g le s un ti l th e
y
-
m ee t
at

an g le “
Z
'
. e a s ur e

for m e d by th e s e
th e

s id e s . H o w s h o uld i t
c o m p a r e wi th an g le C ?

Wh y ?
FIG 5 4
.

2 .
( )
a An g le A c or r e

sp on d s
i
to wh a t g e i n y ou t
lan r r i a n g le ?

( )
b A n g le B cor r esp on d s to wh a t a n g le i n y o ur
tr i a n g le ?
W

M
h i s tr u e , th e n , a b out th e on d i n
( ) c at cor r es p g
a ng les of th e tw o tri a n g le s
e a s ur e th e i n y o ur tr i a n gle w hi c h corr e
Si d e

p
s on d s to A C, a n d th e Si d e wh i c h cor r esp ond s to
BC . Wh a t i s th e ra ti o o f AB to XY ,
or wh a t i s
AB A C
th e v a lu e of of —
? of W h a t d oe s
XZ
th i s te ll a bout th e r a ti os of corr esp ond i n g si d es ?
 N
82 Funda m en ta ls o f Hi gh School Ma them a ti cs

X E R C ISE
M
E 33

AD D ITIO AL PR ACTICE WITH SI ILAR FIGURE S

Fi g u r e 56 is a

g h t tr i a n g le
ri .

Wh y ? If a n g le
A is fin d an

g le C .

In a ri g h t tr ia n g le
o n e of th e a cute A
FIG 56
an g le s ( th a t i s,
.

on e of th e an g le s s m a lle r th a n a ri ght
is F i n d th e oth e r a c ute a n g le .

FIG . 57 FIG . 58

F i g ur e s 5 7 and 58 a r e ri ght If an g le
A an g le D , a re th e tr i a n g le s s i mi la r ? Wh y ?

In Fi g s . 57 and 58 , if BF : 6, ED 8,
a nd CB = 3 , wh a t m us t AB ,

e q ua l ? To s olv e

th i s p r ob le m we
. u se th e p r i n c ip le th a t th e r a ti os

of th e c or r e s p o n d i n g s id e s o f s i m i la r tr i a n g le s

a re e q ua l . Th i s gi v e s th e e q u a ti o n Z
‘
g .

8 6
W h at , th e r e fore , i s AB ?
Fi ndi ng Un kn own D i sta n ces by Si mi la r Tri a n gles

5 . T he si d e s of a tri a n g u la r p la t of g r oun d a re

1 5 0 ft .
,
1 0 0 ft .
,
a nd 1 25 ft .
, re s p e cti v e l
y . The
s i d e o f a s c a le d r a win g of th i s p la t, c o rr e s p o n d

i n g to th e 1 5 0 foot 4 s id e , is 5 cm . F i n d th e sid e

of th e sca le d ra wi n g c o r r e s p on di n g to th e
1 0 0 -foot s i d e . Solv e as i n E xa m p le 4 .

6 . T he s i d e s of a tri a n le g a re 8 , 4, and 5 cm . T he
s h or te s t si d e of a s i m i la r tri a n g le is 1 6 cm .

Fi n d th e o th e r si d e s of th e se c o n d tr i a n le g .

7 . h o u s e i s 3 6 ft h i g h
A_ . a nd th e g a ra ge i s 1 6 ft .

h igh . If t h e h ou se i s r e p r e se n te d In a d r a wi n g
as 1 8 in . hi g h , h ow h i g h s h o u ld th e dr a w i n g
of th e g a ra g e be ? . Wh a t m a th e ma ti c al p ri n
c 1 p le is us e d to s h ow th i s ?
-

8 . Two r e c ta n g g ula r a rd e n s a re th e sa me s ha p e ,

b ut of d i ffe r e n t s iz e . T h e lar g e r on e i s 72 ft .

by 8 4 ft . If th e le n g th of th e s m a lle r on e is
4 0 ft .
,
wh a t m u s t b e i ts wi d th ?
9 . T wo an gles of o n e tri a n gle a re e q ua l r e s p e c

ti v e ly to two an g le s of a n o th e r tri a n g le . Ar e
th e tr i a n le s g s i m i la r ? Wh y ?
10 . L i n e AB i s p a r a ll el to li n e CD . W ould th e y
m e e t i f p r od u c e d , e ith e r to th e r i g h t o r to

MM
th e le ft of

th e thi r d li n e A
TV ? ea s

ur e 4 1 and

A 2 . T h e se C
a n g l es a re

ca ll e d c or

di ng
'

r e s p on FIG . 59

an gl es of p a r a lle l li n e s .
84 Fund a men ta ls o f Hi gh School Ma thema ti cs

11 . In F i g 5 9 m e a sur e a n othe r p a i r o f corr es p ond

.

i ng a ngles, A 3 a n d A 4 W h a t d o y ou fi n d ? .

T h e s e two e xe r c i s e s i llus tr a te a v er
y i m p o r ta n t f a c t i n

m a th e m a ti c s ; n a m el
y , th a t th e cor r esp ond i n g a ngl es of

p ar allel li n es a re a l wa y s eq ua l . L a te r on th i s wi ll be
p r ov e d wi th o u t m e a s u r i n g th e an gle s ; th a t i s, wi th o t u a ny
p o s s i b i li t y o f e rr or . Y ou wi ll m a ke u se of th i s fa c t w i th
o ut a ga i n m ea su r i n g th e an g le s .

12 . In tr i a n g le AB C, D E i s d ra wn

p a r a lle l to AB . D oe s AI A 2?
Wh y Is tri a n g le D E C s i mi l a r A
to tr i a n g le AB C ? Why FIG . 60

13 . In E xa m p le 1 2, D C : 1 2, A C = 21 ,
-
a nd CE 14 .

Sh o w h ow B C can be fou n d , by u s i n g th e p r i n
ci l t h t th r a ti o s o f c o r r e s p on d i n g s i d e s of
p e a e

r
s i r i i la r tri a n g le s a r e e q ua l . Wha t i s th e le n g th
of BC ?
14 . A boy wi s h e s to m e a s ure th e h e i g h t of a tr ee .

H e n ote s th a t th e tr e e A C i ts s h a d ow AB , , , ,

STIC K .

'
I
< 10 0
FIG . 61

and th e
’
s u n s ra
y,CB , p a ss i n g ov e r th e top of

th e tr ee , for m a tri a n g le . H e m e a s ur e s th e
s h a d ow a n d finds i t 1 0 0 ft . lon g At th e s a m e
.
86 Fund amen ta ls f
o H i gh School Ma thema ti cs

u p on th e bla c kboa r d for a n e xa m i n a ti o n .

a s ke d th e follo wi n g q u e s ti o n s a b ou t th e
tri a n gle s
( )
a Ar e th e y Si mi la r tr i a n g le s ? Why ?

( )
t D oe s Wh y ?

FIG . 63

AC BC
D oe s Wh y
Z Y

i f; i f
‘

( 4 ) D oe s ? Wh y ?

( )
e D oe s t he r a ti o of a ny tw o s id e s e q ua l th e

r a ti o o f a ny oth e r two s id e s

H ow wou ld y o u h av e w e r e d th e s e q u e sti on s
ans

T h e s i d e s of a s m a ll tri a n g le a r e 3 4 a n d 6

N
N
, , .

D o y o u th i n k i t i s s i m i la r to a la r g er tri a n g le
w h ose si d e s a re 1 5, 1 8 ,
an d 30 ?

SU M
M AR Y O F T H E IM PO R T A T PO I TS O F C H A PT E R V

It i s i m p o r ta nt to h a v e c le a rl i n m i n d th e follo w i n g
y
p or ta n t c o n c lu s i on s fr om th e c h a p ter

1 . If y ou k n ow th a t th e a ng l es of on e t ri a ng le a r e
eq ua l r esp ecti v ely to th e a n gl es of a noth er tri

an gle , th en y ou k n ow th a t the ra tios o f the corre

Fi ndi n g Un known D i s ta n ces by Si mi la r Tri a n gles 87

sp ond zng s ides are eq ua l word s , y ou

’

. In oth er can

m ak e a n eq uati on , a n d th ereby fi n d a n unk n own

si d e .

2 . Th e cor r es p ond i n g an gles of p a r a ll el li nes ar e

e q ua l .

3 . Unk nown d i s ta n ces ma y be foun d by mea n s of

Si mi lar t ri an gl es .

RE V IE W E X E R C ISE 34

1 . T r a n s la te i n to wor d s 4y 3 y 21 .

2 . If A, B , ,
and C re
p r e se n t th e n u m b e r
.
of d e g r ee s
i n th e r e s p e c ti v e a n g le s of a tr i a n g le ,
w e k n ow
B + C= Wh y ? Wh a t
i

th a t A i s A if
B = 40 a n d C = 65 ?
° °

3 . If fi v e ti m e s w c e r ta i n n um b e r i s d iv i d e d by
th e r e s u lt is 3 . Wha t i s th e n um be r ?

4 . G i v e n th e for m ula V lwh , fin d a for m u la for

l ; for w .

5 . A b oy r e ceiv e s C c e n ts a n h ou r for re g ula r w or k ,

and p y fo r ti
a m e a n d a h a lf w h e n h e w or k s o v e r

ti m e Wh a t wi ll r e p r e se n t h i s e a r n in g s for
6 hr . -
o v e r ti m e ? E v a lu a te th i s w h e n C 50 .

If b oy e wh a t i s
’
6 . n r e p r e s e n ts a s p rs e n t a ge,

th e m e a n ing of th e e x p r e ssi on n 5 11 of

7 . T he si d e s of on e tr i a n le g a re 1 0, 1 2 ,
a nd 15
i n c h e s ; th e s i d e s of a s i mi la r tri a n g le are 8, x,

a nd 1 2 in ch es D e te r m in e th e le n g th
. of x , th e
s id e wh i c h c or r e s p on d s to th e 1 2-i n c h s id e in
th e fi r s t tr i a n g le .
88 Funda men ta ls o f Hi gh School Ma thema ti cs

8 . O ne n u mb er i s th r e e ti m e s as la r g e a s a n oth e r ;
“
tw o fi fth s of th e la r g e n u mbe r a dded to on e
h a lf of th e s m a lle r n um ber g iv e s 17 . Fi n d
e a c h n um b e r .

T he s e c on d an g le of a tr i a n g le i s 1 5
°
less th a n
th e fi r st an g le ; ‘
th e th i r d a n g le is o ne s i xth of

th e first . Fin d e a ch a n gle .

O ne n u m be r is 5 la r g e r th a n a n oth e r ; th e i r

ra ti o is g . Fi n d ea ch n u mber .

R oo m A i n a ce r ta i n s c h o o l g a v e twi c e as m uc h
to th e R e d C r o ss as R oo m B ; R oom C g a v e
$ 4 m or e th a n h a lf as m u c h a s R oom B Wh a t .

wa s giv en by e a c h roo m i f
,
a ll th r e e gav e 39 ?

D oe s x
2
5x : 1 4 m a ke an e q u a ti o n if x : 2?
'

i f ic = 3 ? if x = 4 ?
9

an
0

T A GE
,

e q ua ls

In
N
N
g le
Fund a

on e a n

fin d i n g
,
men ta ls of
T of th e a n l e
g le
( W h
is 9 0

y )
?

u n k n o wn
g
°
.

and
Hi gh School Ma thema ti cs

"
0
Y ou wi ll

\I
th e

C
Sll m o f
r e c a ll th a t i n
th e tw o a cute a ng les
a ri g ht tri

d i s ta n c e s by me a n s o f
r i g h t tr i a n g le s w e s h a ll

a lwa d ea l e s p ec i a ll p
y s
y p
wi th on e of th e a cute o
e
an g le s . T h e r e for e , i n i

S
r e fe rri n g to th e s i d e s of , J

si de a d a c ent
a
a g ht tri a n g le wh e n
ri ,
j to 5 0
F IG 64
d e a li n g wi th a g i v e n
.

a n g le w e s h a ll s p e a k of
, th e m as th e y a re d e sc r ib e d i n
Fi g s 64 a n d 6 5
. If a n g le . B i s th e a c u te a n g le wi th wh i c h

hyp ote n u s e

N
FIG . 65

we a re c on c e r ne d , th e n sid e A C is the
“id s e o p p o si te

A B, a nd sid e AB i s th e s id e a d a c e n t
j AB . T he si d e

op p os i te th e 9 0
°
an g le is a lwa y s c a lle d the Y
H POTE USE .

Som e e xe r c i se s wi ll Sh ow th e i m p or ta n c e of th e r a ti o of

th e si d e a d a c e n t j
a n a c ute a n g le o f a ri gh t tr i angle .
 N
NNN NN
F i ndi ng Un kn owns by Mea n s of R i ght Tri a ngle 9 1 ,

MM M M
E X E R C ISE 35

SO E E ASURE E T S TO FI D T HE U E RICAL VALUE OF T HE . R AT IO

OF T HE SID E OPPOSITE TO T HE SID E AD JACE T A 30 °

A GLE
OF A RIGHT TR IA GLE

FIG . 66

M
In F i g 6 6 , i s th e sid e o p i th e 3 0 g le
“i d
°
. a
p o s te an .

and b i s th e s e a d a cen t
j ”
th e 30 °
a n g le .

e a su r e a a nd b . fi n d th e n u m e r i c a l v a lu e
—

of th e r a ti o o f a to b by d i v i d i n g th e len th g of

a b y th e le n g th of b. R e c or d your r e s u lts in

T a ble 1
“id
.

M
In Fig 6 7, a a n d b i l th e
“id
. a re res
p ec t v e
y s e

o p p os i te and th e s e j
a d a cent an a c u te

an gle of e a s ur e ea ch an d c o m p u te th e
a
r a ti o to two d ec 1 m a l p la ce s R e c or d y o u r
b
.

r e s u lts i n T a ble 1 .

FIG . 67
9 2 Fund a men ta ls f
o Hi gh School Ma thema ti cs

w tr i a n g le
M
“

D o th e r Si mi la r to th o se a b ov e ,
“i d
3 an
. ra
y
b u t wi th m u c h la r g e r s id e s . e a s ur e th e s e
”
op p os i te a nd th e Si d e a d a c e n t j th e 3 0
°
an gle
a n d c o m p ute th e i r r a ti o a s b e for e . R e c or d re
s u lts , a s b e for e , in T a ble 1 .

T AB L E 1 . R e c or d h e r e th e r e s u lts o f m e a s u rin g
g h t tria n gle s d g
“id
th e Si d e s o f r i of c o m p u ti n
“id
an th e
”
r a ti o of th e o p p o s i te to th e ad a
s e s e j
c en t a n a cute a n gle of

T A B LE 1

Wh a t d o y ou n oti c e i n th e ta b le a b o ut th e n u

m e r i c a l v a lue s of th e r a ti os

th e sid e op p os i te a n a c ute a n g le of 30
a n g le 30
°
th e sid e a d a c e nt j a n a c u te of

T h e m e m ber s o f th e c la s s s h o uld m
o pc a r e r e

s u lts , to see what r e s u lt se e m s m o st like ly to b e

th e tr u e on e . If g re a t c a re i s ta k e n i n m e a s u r
i n g , th e r a ti o s h o u ld y be v er c lo se to 5 8 i n ea ch
.

tr i an gl e . W hy s h ou ld i t be th e s a me in e a ch

tr i a n g le ?
In Fi g 68 , CB , D E , _
. a n d C F a r e p e r p en d i c ula r to

AB Is tr i a n g le A F G si m ila r to tr i a n gle AE D ?
.

Wh y ? Is e i th e r of th e s m a lle r tri a n g le s si m
94 Fu nd a m en ta ls f
o H i gh School M a thema ti cs

E X ER C ISE 36

1 . Ill ustra ti v e e x a m p le .

A m a n wi s h es to d eterm i ne th e h ei g h t of a s mok esta ck

‘

He fi nd s th a t t h e a n g l e of el ev a ti on of th e top of t h e
s m ok eS ta ck , from a p oi nt 20 0 ft from th e b a s e of th e .

s m ok e s ta c
°
k , i s 30

N
h
Soluti on . 58 .
( W h y ? )
20 0
h 20 0 x . 58 .
( wh y
h 1 16 i t .

ote h e re th a t i i s th e ra ti o of th e “ s i d e op p os i te to

th e “ j
20 0
s i d e a d a cent th e 3 0
°
a n g le . F rom p re v i ous ork w
we k now th a t th i s ra ti o is . 58 . T h us , we ca n ma k e th e
k
eq uati on . 58 .

In tr i a n g le AB C , an g le A is 30
°
and a n g le C is
Fi n d CB if AB i s 70 y a r d s Wh a t i s CB ‘

i f AB i s 1 0 i n c h e s D r a w th e fig ur e .

In tr i a n g le X YZ g le X i s 30 a nd gle Z
°
3 .
, an an

is F in d X Y i f YZ i s 1 1 6 ft .

4 . In tri a n g le D E F , an g le E is 3 0
°
a nd an g le D
is F in d E D if D F i s 24 i n .
 F i nd i n g Un kn own s by Mea n s of R i ght Tr i a n gle

5 . In F i g . 70 , CD b i s e c ts a n g le C i s e
p pr e n and
- e

d i c u la r to AB . H ow an
y dme g re e s i n a n g le

B CD ? If CD i s 1 0 0 c m , h ow lo n g i s D B ?
.

FIG . 70

In th e ri g ht tr i a n g le AB C ,
an g le B is an gle
A is a nd B C i s 5 0 ft . Fi n d A C .

7 . In tr i a n g le X YZ , an g le X is D oe s th e
Z Y
Sta te d e fi n i te ly w h e n thi s
XY
ra ti o is e q ua l to . 58 .

FIG . 71

Secti on 3 6 . It i s conv en i en t to n a m e i mp orta nt ra ti os .

Si n c e i t i Sh e lp fu l to u se th e r a ti o s of th e v a ri ou s s id e s of a

ri ght tr i a ngl e, y
v er fr e q u e n tly i n fi n d i n g u n k n o wn d i s

“id
giv e n a d e fi n i te n a m e T h e r a ti o of th e
“id
ta n c e s, e a ch is .

s e O p p os i te a n a c u te a n g le to th e s e a d a c en t
j is
c a lle d
9 6

Its

ma tely 5 8
Fu nd a men ta ls

a bbr e v i a ti o n

g
th e ta n e n t of a n a n le of 3 0

. .
THE TA GE N
NN g
o

i s ta n
f H i gh School

.
T OF T HE A GLE

T h u s , i n th e
°
is con s ta nt ;
M a thema ti cs

a b ov e

it i s
e x a m p le s

a p p r ox i

E X E R C ISE 37

1 . C o n s tr u c t a ri ght tri a n g le s uc h a s Fi g . 72 ,
w i th
AB e q ua l to 4 cm . an d an g le A e q ual to
T h e n m e a sur e B C a nd fro m th a t
fi n d th e ta n g e n t of an an g le of

C om p a r e re s u lts wi th t h o s e
o f o th e r m e m be r s of th e c la s s

2 . In a si m i la r wa y
fin d t h e t a n g e n t
of an an g le of

50 ( U AB
s e
A
as 4 cm
) A ls o
fi n d th e ta n g e n t
F 4 c m .
— a

FIG ‘2
o f e a c h of th e fol
.

lo wi n g an g le s : and 20
0

Secti on 3 7 . Summ a r y of step s i n fi ndi n g th e ta ng ent

‘
of

an a n gle . T he se e xa m p le s s h o w h ow to fin d th e ta n g e n t of

a ng le na m el
an
y . T h r ee step s a r e n ecessa r y
y ; : ( ) ea s
1 m
u re th e s i d e o p p osi te th e p a r ti c u la r a n g le ; ( 2) m e a s ur e th e

s id e a d j a c e n t t h e a n g le ; ( )
3 d i v i d e th e fi r s t n u m b e r ob
'

ta i n e d by th e s e c on d T o d o th i s , h o we v e r, for
. an g le s of

a ll s i z e s fr om v er y s m a ll to v e r y la r g e , w o u ld re q u i re a

g re a t d ea l of la b or , and , p r o b a b ly g iv e ,
for a g re a t m a ny of

y ou ,i n a c cura te r e s u lts
’
. To sav e thi s tr o ub le , a n d a t th e

sa m e ti m e g e t v er
y a c c ur a te r e s u lts , t h e se r a ti os or g
ta n e n ts

h a v e be e n c o m p ute d v e r y c a r e fully a n d c o m p i le d in a ta ble

like T a b le 4 .
( Se e T a ble of T a n ge n ts on p a ge
 N
N
NNN N
NM N
9 8 Fund a men ta ls of Hi gh School Ma thema ti cs

E X E R C ISE 38

FI D I G A GLE S A D T A GE T S FR O T HE TAB LE OF T A GE TS

Fi n d , fr o m T a b le 4 , e a c h of th e followi n g
1 . ta n

2 . T he an g le w h ose ta n g e nt i s 5 8 “ .

3 . ta n

4 . T he an g le w h os e ta n g e n t i s
ta n 1 4
°
5 .

6 . The an g le w h os e ta n g e n t i s
7 ta n

N N
.

N
8 . T he an g le wh o se ta n g e n t i s
9 . ta n

X E R C ISE
MW
E 39

E XA PLE S HIC H I VOLVE T HE USE OF T HE T A GE T OF

1 . Illustr a ti v e ex a mp l e . T h e bra ce wire A C Of a telep h one

p ol e B C, Fi g 73 , ma kes
. with
th e g round a n a ng le Of
It e nters th e g roun d 1 5 ft .

from th e foot O f th e p ol e .

Fi n d th e h ei g ht of th e p ole B C .

Soluti on
BC
ta ng ent
AB
BC
( from th e T a ble ) .

15
BC 15 x

T he an g le of e le v a ti on

Of th e top Of a tr e e , fr om

a p oi n t 75 ft fr om i ts
.

b a se ( on g r oun d )
le v e l ,

is H ow h i g h i s th e
tr e e ? FIG . 73
 Fi ndi n g Un kn owns by Mea n s of R i ght Tri a n gle 99

3 . F r om a v e r ti c a l h e igh t of 1 5 0 0 y d a b a lloo n i s t
.

n ote s th a t th e an g le o f d e p r e ss i o n o f th e e n e m
y

M
tr e n c h i s F i n d th e d i s ta n c e fr o m th e tr e n c h '

to th e p oi n t on -
th e le v e l g rou n d d i r e c tly b e lo w
th e b a lloo n i st . a ke a d ra w i n g
.

4 . T he an g le o f e le v a ti on of a n a er o p la n e a t
p o i n t A
on le v e l gr ou n d is
T h e p oin t B on th e
gr oun d dir e c tly be n ea th th e a er op la n e i s 4 5 0 y d .

fr om A H ow h i g h i s th e a e r op la n e ?
.

5 . If fl a gp ole 42 ft h i g h c a sts a sh a d ow
a . 63 ft .

lo n g w h a t i s th e a n g le o f e le v a ti on of th e
, s un ?

6 . In Fi g 74 , CD i s p e r
.

p e n d i c u lar to A B .

F in d AD if an g le
A = 60 CD =20
°
and .

7 . F r om th e p oult fi
O b se rv a ti on o n a m er
c h a n t v e s se l, th e a h

g le of d e p r e s s i on of

th e p e r i s c op e Of a
s ub m a ri n e wa s H o w fa r w a s th e s u b m a ri n e

fr om th e m e r c h a n t v e s s e l, i f th e ob s e rv e r wa s
4 0 ft . a b ov e th e w a te r ?

8 . T u r n b a c k to p a g e 71 a n d s olv e p r ob le m 1 3 by
th i s m e th o d H o w d o y our r e s u lts c o m p a r e w i th
.

th os e O b ta i n e d by s c a le d r a w i g
n s ?

9 . Solv e E xa m p le 1 2, p a ge 70 , by thi s m e th od .

W hi ch m e th od i s p r e fe ra b e
l ?

Sec ti on 38 . T h ere ar e m a ny p r oblem s whi ch ca n not be

by mea ns of th e ta n gent
“
s olv ed In th e p r e v i o u s s e c ti on
’

”
we foun d th a t th e r a ti o O f th e s i d e o p p o s i te to th e
 N
TOO Fund a m en ta ls o f Hi gh School Ma thema ti cs

Si d e a d a centj an a c u te an g le of a ri ght g
tri a n le i s
al wa y s con s ta nt for an a r ti c ula r an g le T h i s en a ble d
y p .

u s to fi n d th e le n g th O f th e si d e s a nd th e s iz e of th e
a c ute a n g le . ow we c om e to a n oth er fa c t a b ou t ri ght
tr i a n g le s . Le t us e xa m i ne a p r o b le m w hi c h ca nn ot be
solv e d b y th e u se of t h e ta n g ent .

Illustr a ti v e p r ob
lem In F i g
.
75 .
,

BC rep re s ents a tele

p h one p Ole , A C a n
a n ch or i re, a nd AB w
th e d i sta nce from th e
foot of th e p ole to
th e p oi nt a t h i ch w
th e wi re e nters th e

NN
NN
g round 20 ft The
l
.

I
Wi re ma ke s a n a ng le * 20
of 30 wi th th e °
F IG 75 .

g round How long .

i s th e i re w

II THE C O SI E O F A A G LE

“i d
.

Secti on 3 9 . Th e r a ti o of th e s e a d a cent j th e g i v en
a ng l e to th e h y p otenus e of the tr i a ng le, t e . . th e COSI E .

C le a r ly A C i n , , th e a b ov e e xa m p le , c a n n ot be fo un d by
me an s of th e ra ti o w h i c h we c a lle d th e ta n g e n t, b e c a us e

th e ta n gent of 30
°
m a ke s u se o n ly Of BC and AB , a nd

we m u st g et a r a ti o w h i c h c o n ta i n s A C T h e r e fore , to .

s olv e th i s p r ob le m we s h a ll h a v
“i d
e to lea r n h ow to use th e
” °
r ati o of th e s e a d a cent j th e 30 angle , to th e h y p oten us e,
AB
21?
10 2

ST A T
a 30
e q ua l
N N N
Secti on 40

°
Fund a men ta ls

a ng l e

to th e
. Th e COSI E
T h i s -s h o ws th a t th e
to th e
s a m e r a ti o
f
o Hi gh School Ma thema ti cs

h y p ote n u se
in
Of a

an
r a ti o o f

y
p a rti cula r

of

o th e r r i
on e
th e

gh t
ri
an

ght
gle
si d e a d a c e n t

tr i a n le
j
tr i a n le i s
g
is

g
CO

whi ch
”

has a n a cute a n gl e Of F or th i s r e a s on ,
y ou wo u ld g e t

th e sa m e n u m e r i c a l v a lue for é °

n E xa m p le s 1 En d 2; i f i t
c

we r e n ot for e r r or s i n m e a s ur e m e n t .

T h e r e for e , j u st as i n th e c a se of th e t a n g ent , so th e
si d e a d a ce n tj 30
°
an g le
cosi n e, i . e . is al w ay s c on sta n t,
h y p ote n u se
wh e n th e an g le is It i s a p p r ox i m a te l
y . 86 . Th e
r ig h t tr i a ng les m ay d iff er i n s i z e a n d p os i ti on , but a s long
as th ey a r e s i m i la r ( th a t i s, so lon g a s th e a c ute a n g le s we

NNN
a re d e a li n g wi th a re th e sa m e s iz e ) ,
th i s ra ti o d oes n ot

PR OBLE
NN
1
M
A ELN
MYY V
T HE H POT E

.
S SOL E D B Y APPL I G T HE C O

Illustr a ti v e
T HE R AT IO
USE IS 8 6 .
OF
.

ex a m p l e
E

Y
X E R C ISE

T HE

.
“ SID

The
E AD AC E
41

T
AR RI ED AT AB O E ;
CLUSIO
”
A J
30

a n ch or
°
A GLE T O

w i re A C
V

, of a
V

tel ep h one p ole, m eets th e g roun d 20 ft from th e foot of .

th e p ole, ma k i ng a n a ng le of 30
°
i th th e gr ound Fi n d w .

th e l en g th of th e wi re AC .

AB
Soluti on 86 .
( Wh y
C
2°
86 .

h
20 or k ft .

FIG . 78
Fi ndi n g Un know
ns by Mea n s of R i ght Tr i a ngle

2 . T he ro p e , AC , of th e fl a g p ole B C m a ke s a n
, ,
'

M
an g le Of 30
°
w i th th e gr ou n d a t a p oi n t 4 2 ft
,
.

fro m th e foot of th e p o le H
. o w lo n g i s th e

r op e ? ak e a -
d ra wm g .

3 . T he an g le O f e le v a ti on o f th e top of a tr e e fr o m

a p oi n t A , on le v e l g roun d 1 0 0 ft fr om th e
,
.

b a se of th e tr ee , i s W h a t i s th e d ista n c e
fr om A to th e to p of th e tr e e ?

4 . In th e ri ght tri a n gle AB C AB ,

i s 25 i n . a nd

A A = 30 Fi n d A C
°
. .

FIG . 79

5 . D ra w a ri ght tri a n g le su c h th a t an g le A = 60 °

and th e h y p ote n u s e AC 4 in . F r om th i s c ou ld

y ou find B C ?
6 . T he an g le of d e p r e s s i on of a b oa t, fro m th e top
of a c liff, is F i n d th e d i s ta n ce fr o m th e
o bs e r v e r to th e b o a t, if th e b o a t i s 4 0 0 ft fr om .

NN
th e foo t of th e c li ff .

“id
T h e se e xa m p le s h a v e been s olv e d by usi n g th e ra ti o
”
g le 30 to th e
°
Of th e s e a d a ce n tj an a c u te an of

h y p ote n u se , or , a s we s h a ll c a ll i t fr o m n ow o n , by u si n g th e
COSI E OF T HE A GLE . T he a bb r e v i a ti on for c os m e i s cos . T h u s,

h y p otenuse of th e tri angle

10 4 Fund a men ta ls o f Hi gh School Ma thema ti cs

E X E R C ISE 42

C on s tr uc t a ri,
g h t tri a n g le si m ila r to F i g . 8 0, wi th
A 40 AB 4 T h e n m e a sur e
°
a nd cm . c a nd

c o m p u te th e r a ti o
‘
é
- v
By c o m p a r in g y our
c

r e s ult with C OS 40 °
as gi v e n i n th e ta b le , se e

if y o u a re wi th in 0 5 . of th e c orr ec t r e s u lt;

2; H ow w ou ld y o u c on str uct or d r a w th e c os of

a n g le ? o f a n 8 0 a n g le
°
60
°
a

R e a d fro m th e ta b le of c o si n e s

( )
a co s

( )
b T he an gle w h ose co s i s 25 8
. .

( c) c os

( d T he an g le w h o s e c os i s 5 73
. .

( ) 2
°
e c os

(f ) The an gle w h os e c os i s 70 7
. .

(g ) cos

( )
h T he an g le w h os e c os i s 6 29
. .

4 . A s ur v e y o r d e si r e s to m e a s ur e th e d i sta n c e B C
a c r o s s a s wa m p H e s urv ey s th e lin e B A p er
.

p e n d i c u la r to B C H e e xte n d.s th i s li n e B A u n ti l
h e c a n m e a s ur e fr om A to C If A C i s 4 0 0 ft . .
Fund a men ta ls o f Hi g h School Ma thema ti cs

H ow lon g a r op e wi ll be re q ui r e d to re a c h fr om
th e top o f a fla g p ole to a p o i n t 1 9 ft fr om th e
.

foot of th e p ole ( on le v e l g r ou n d ) if th e
'

ro
p e

g le 63 wi th th e g r oun d ?
°
m a ke s an an of

T he an gle of d e p re ssi on of a b oa t fr o m th e top

N
i s 3 7 w h e n th e b oa t i s 1 26 0 ft fr om
°
o f a c li ff .

th e foot Of th e c liff . Fi n d th e d i s ta n c e fro m

th e b oa t to th e top of th e c li ff .

Fi n d a n g le A if AB i s 27 a nd AC is 48 .

HI T : W h a t i s {34 wi th re s
p e c t to a n g le A ?

l < —
27
FIG 8 3 .

A ma n 0 a nd tr a v e ls i n d i re c ti on
'

s ta r ts at a

whi c h i s 4 8 H ow
°
e a st of a n or th -south li n e .

fa r d u e n or th of 0 wi ll h e be wh e n h e i s 26
m i le s fr om 0 ?
F r o m th e ta ble fin d th e c os i n e ~of T he n
fi n d th e c os i n e of a n a n g le twi c e as la r g e as

a nd see if i t i s twi c e as la r ge as th e c os i n e of

D oe s th e c o sin e of a n an g le c h a n g e o r
i n th e s a me w a y th a t th e a n g le c h a n g e s
var
y
or v a ri es ?
Fi n d i n g

E XAM
Th e
PLE S I
GI E
NN
N N
N N
N
VN
NN
N
Un kn ow

cos i ne of a
ns

WHICH
A GLE

gi v en
by

M
Mea ns of

E IT HE R T HE C OSI E
AKE S USE OF T HE U K O

an gle may n ot
R i ght Tri a ngle

OR T HE T A GE T OF T HE

mak e
W SID E

us e of th e si d e
“
10 7

wh i ch i s unk n own It i s th en to u s e th e oth er

"

n e c e ss a r
.
y
a c u te a n g le .

Illustr a ti v e ex amp l e . To wh a t h ei g h t on a v erti ca l wa ll

will a 3 8 foot l a d d er
- r ea ch , i f i t m a k es a n a n g l e of 58
°
wi th th e

gr oun d ?
In a n ex a m p l e like th i s one, we
cos i ne of
°
ca n not use e i th er th e 58
or th e ta n g ent of b eca us e
n ei th e r m ake s u se of th e two
li nes , BC ,
a nd AC . It i s ne ces

s a ry to us e th e oth e r a cute a n g le ,

A C, w h i ch i n th i s ca se i s 32
°

( Wh y ? ) T h en w e ca n us e th e

cos i ne Of A C, t e . .

55 :
T
_
h us we

h a v e th e eq ua ti on

38
F IG 84
.

E X E R C ISE 43

1 . F in d 2 Y i n ri ght tr i 2 . D e te rm i n e th e le n g th
an g le X YZ , Fi g 8 5 . . of B C in ri ght tr i
an g le AB C , Fi g 8 6
. .

FIG 85 . FIG 8 6
.
10 8 Funda menta ls o f H i g h School M a themati cs

3 . A man tra v e ls fr o m 0 in a d i r e c ti on wh i c h i s
50 H ow fa r i s h e
°
e a s t o f a n or th-s ou th li n e .
,

fr om the n or th-south lin e wh en h e h a s tr a v e le d

60 m i le s fr om th e s ta r tin
-
g p o i n t, 0 ?

4 An av i a tor , 4 20 0 y d d i r e c tly a b ov e h i s own

N
NN
NN NN
. .

li n e s , ta ke s th e a n g le O f d e p r e ss i on o f th e

N
en em
y
’
s b a tte ry W h a t m u s t b e th e r a n g e of

N
.

th e e ne m m a c hi n e g u n s to e n d a n g e r h i m
’
if

N
s
y ,

th e an g le of d e p re s s i on i s

B FI D I G U K OW S B Y T H E R E LAT IO B E T WE E

N
.

T HE H Y PO T E U SE A D T HE O THER T WO SID E S
O F A R IG H T T R IA G LE ; T H AT IS, BY

T HE HYPOTE USE R ULE

Secti on 4 1 . Pr ev i ous use of th e ri gh t tr i a ng l e . We

h av e a lr e a d see n h ow ri ght g
tr i a n le s can be u se d to fin d
y
u n kn own d i sta n c e s . If we kn e w on e s i d e , a n d on e a c ute

gle we w e re a ble to fi n d oth e r s id e . ow we c om e

'

an an
, y
to a n oth er m eth od g h t tri a n g le s ; n a m e ly
Of d e a li n g wi th ri ,

wh en two s i d es a r e k n own but wh en no a cute angle i s known , .

T h i s m eth od wi ll b e i llu s tr a te d by th e follow i n g p r ob le m

Illustr ati v e pr oblem .

Wh at s tra i g ht

N
i s th e long est
w

N
li ne y ou ca n d ra up on a rec

N
ta ng ula r bla ck boa rd 28 in .

wi d e a nd 36 i n long.

E v i d ently th e longe st stra i g h t

l i ne i s th e D IAGO AL Of th e
b la ckboard , or th e HYPOTE DSE
OF T HE RIGHT TR IA GLE , Fi g .

87 . T h us , we
h ow to fi nd th e hyp otenuse of
n e ed to k now
l .
3 6 l
FIG 87
a ri g h t tri a ng l e Wh en th e oth er
’

two s i d es a re k no wn . T h i s lea d s to th e follo wi ng

1 10 Fund a men ta ls o f Hi gh School Ma thema ti cs

? 2 2
h 28 36
2
or h 78 4 1 29 6
2
or h 20 8 0

or h V 2O8 O in .

T hi s r e la ti on b e twe e n th e si d e s of a ri g ht tr i a ng le i s
m or e w i d e ly u se d by en g in e e r s c a r p e n te r s , m e c h a n ic s a nd

N
, ,

b ui ld e r s th a n an
y o th e r m a th e m a ti c a l la w . H i sto r i c a l
r e c or d s Sh ow th a t a k n ow le d g e of th i s i m p or ta n t r e la ti on
is n ea rl a s O ld a s c i v i li z a ti o n i tse lf It i s O fte n c a lle d th e
y .

Py th a gor ea n T h eor em , b e c a u s e o f th e fa c t th a t Py tha gor a s ,

a c e le br a te d G r ee k m a th e m a ti c i a n , wa s th e fi r st to g i v e a

r e al p r oo f for i t .

o te th a t i t wa s n ece s sa r y to b e a b le to fi n d th e s q ua r e

r oo t of a n u m b e r in .
or d e r to fi n d th e h y p ote n use . T hat
i s , we h a d o solv e th e e q u a ti on
t
2
h 20 8 0 .

To s olv e e q ua ti o n s s uc h as th i s , w e m u s t fi n d th e s q ua re

r oo t O f e a c h si d e . A b ri e f r ev i e w of s
quare r o ot w i ll be
h e lp ful at th i s ti m e .

Secti on 42 . Sq ua r e r oot, as y ou di d i t i n a ri th m eti c .

To e n a ble
y ou to u s e th e h y p o te n u s e r ule w e ll y ou m ust

N
,

be s ki llfu l i n fi n d in g th e sq ua r e r o ot
-
Of n u m b e rs . T he
i llu stra ti v e e xa m p le whi c h follows will rev ie w th e wa y y ou
foun d s q u a r e r oo t in a r i th m e ti c .

Illustr a ti v e ex amp le . F i n d th e Sq ua re root Of 200 .

ote w
th e follo i ng step s
T h e num ber i s sep a ra ted i nto p eri od s of two fig ures ea ch ,

counti ng from th e d e ci ma l p oi nt .

( )
2 Y o u fi n d th e g r ea te s t s q ua re i n th e l e ft-
ha n d p e ri od , a nd

write i ts s q ua re root for th e rst g ure of th e root fi fi .

( 8 ) Subtra ct th i s s q ua re from th e l eft-h a nd p eri od , and with th e

Fi nd i n g Un knowns by Mea n s of R i ght Tri a ngle III

re mai nd e r p la ce th e next p e ri od for a

n ew d i v i d end ( T h i s i s 1 00 i n th e ex
1
. .

a m p le .
)
D oubl e th e p a rt O f th e root a lrea d y 24 ) 1 OO
(4)
found ( 2 x 1 2) for ~y our tri a l d i v i s or
-

. 96
D i v i d e th e d i v i d end , ex clus i v e Of th e ri g h t

M
h an d fi gure ( 10 ) b y th e tri a l d i v i s or, 2
28 1
.

Wri te th e q uoti ent obta i ned ,

4, a s the next

fi gure Of th e root a nd th e di vi s or . ul
1 1 900
ti p l y th e comp l ete d i v i s or , 24 , by th e la s t
term of th e root , 4 Subtra ct th e p rod uct,
.
604
96 , from th e d i v i d end , 1 0 0 . T o th e te

ma i nd er 4 , a nnex th e n ext p er i od , 00 , for a new di v i d end Re

N
N
NN
.
,

p ea t th i s p roces s un til a ll p er i od s ar e us e d , or un ti l a ny re q ui red

d eg re e of a ccur acy is obta i n ed .

X E R C ISE
M
E 44

PR ACTICE I FI D I G S UARE Q U B ER S

-
8 .
-
1 5 6 25
9 . 1 71 6 1
10 . 1 9 60 0
11 . 4 0 40 1
12 . 4 79 6 1

NN
13 . 5 0 6 25
14 . 8 58 8 01

M
E X E R C ISE 45

PR OB LE S BASE D O Y
T HE H POTE USE LAW

1 . A r e c ta n g u la r sc h o o lr oo m fl oor i s 3 2 fe e t lon g
and 28 fe e t wi d e
W h a t i s th e lon ge st str a igh t
.

li n e th a t c ou ld b e d ra w n u p on th e fl oor ?
H ow m u ch wa lki n g i s s a v e d by c utti n g d i a g o
n a lly a c r o s s a r ec ta n g u la r p lot of g r ou n d whi c h

i s 5 r od s wi d e a n d
2 4 2 r od s o g
l n ?
2 Fund a menta ls of Hi g h School Ma thema ti cs

3 . A tr e e 1 0 0 fe e t h i h w a s br ok e n g by a s torm o ff .

T h e top s tru ck th e g roun d 40 fe e t fr om th e foot

M
of th e tr e e th e br oke n , end r e m a i ni n g on th e
s tu m p . F in d th e h e i g h t of th e p a r t s ta n di n g , as

s um i n g th e g roun d to be le v e l a ke a d ra wi n g
. .

4 . Wh a t is th e d i a g on a l o f a s q u a r e wh ose s i d e s

a re ea ch 1 0 in ? .

5 . F in d th e si d e o f a s q ua r e wh o s e d i a g on a l i s 20
i nch e s .

6 . T wo v e ss els s ta r t fr om th e sa me p la c e , o n e sa i l

i n g d ue n o r th w e st at th e r a te of 1 2 m i le s p e r
ho ur ,
and th e o th e r s a i li n g d ue s o uth w e st at

th e 1 6 m ile s p e r h ou r
r a te O f H ow fa r a p a r t .

a r e th e a t th e e n d o f 3 h o ur s ?
y
7 . T he foo t O f a 36-foo t la d d e r i s 1 3 ft 6 i n fr om th e . .

w a ll s
of a b ui ldi n g a ga i n st w h i c h th e top i s le a n

N
N
ing . H ow h i g h wa ll d o e s th e top r e a c h ?
on th e

8 A s tr e tc h e d fr o m th e top o f a 6 2-foo t p o le
’

. r op e

j ust re a ches th e g r oun d 1 6 fe e t fr om th e foot

F i n d th e le n g th

M M
Of th e p ole of th e

M
ro e
.
p .

SU AR Y OF I PO R T A T PO I TS OF C H A PT E R VI

1 . T o fi n d un kn own d i s ta nces by m ea n s of s ca l e
d r a wi ngs i s s omewh a t i n a ccur ate a n d l a bor i ous ;
to us e
-
s i m i la r g
t r i a n l es i nv olv es t wo s i m i la r

tr i a ng les , a n d th e m eth od i s b cum er som e .

2 . Hen ce we see th e gr ea t a d v anta g e Of th e ri gh t

g
tr i a n l e i n fi n d i n g unk n own d i sta nces . It ca n

be ea si l y u sed i n two wa y s
3 . Th e fi r st meth od i s to fi n d th e r a ti o Of one s i d e

th e tri ang le t o a n oth er Two d i ffer ent

“i d
Of si d e .

r a ti os a re us ed : fi r st, th e r a ti o of th e s e
Fund a men ta ls o f Hi gh School Ma thema ti cs

F r om th e top of a c li ff 1 20 ft a b ov eth e s urfa c e . of

th e w a te r , th e a n g le of d e p r e ss i on of a b oa t i s

H ow fa r i s i t fr om th e top of th e c li ff to th e boat ?
At a ti m e w h e n th e s un wa s 5 5
°
a b ov e th e h ori
z on , th e s h a d ow o f a c e r ta i n bui ld i n g w a s foun d
to b e 98 ft . lon g . H ow h i g h i s th e bui ld i n g ?
A 4 0 foot la d d e r
-
r e s ti n g a g a i n st a b uild i n g
m a k e s an an g le of 53
°
wi th th e g ro un d F in d .

th e di s ta n ce fr om th e foo t Of th e la d d e r to th e

b ui ldi n g , a nd th e d i sta n c e fr om th e top of th e

la dd e r to th e ba s e of th e b ui ld i n g .

A ma n s ta r ts at O a nd tra v e ls i n a d ir e c ti o n
whi c h i s 24 w e s t li n e th r ou g h
°
o f a n or th-s o uth

0 ,
at th e r a te of 8 0 m i le s p e r d a y . A t th e e nd
of 4 xda y s h ow fa r n or th i s h e fr om a n e a s t-we s t

li n e th r ou g h 0 ? H O W fa r we st i s h e from a

n or th -sou th li n e th rou g h 0 ?

Wh at d i rec ti o n w ill a b oy b e fr om hi s s ta r ti n g
p o i n t if h e g oe s 4 0 m i le s d ue n or th a n d th e n
1 8 m ile s d ue e a st ?
T he g ra d i en t or slop e o f th e r a ilr oa d whi c h r un s

Pike Pe a k i s , i n s om e l 1 8 i in
’
up s p a c e s , . e .
,

g oi n g 1 0 0 ft h or izo n ta lly i t r i s e s 1 8 ft
. . Wh a t
a n g le d o e s th e r oa d m a ke wi th th e h ori z on ta l ?

A a b ui ld i n g i s 1 8 0
'

se a r c h li g h t o n th e top of

ft a b ov e th e s tr ee t le v e l T h r ou g h h ow m a n y
mf
. .

d e g r e e s fr om th e h o ri z o n ta l m u s t i ts be a
'

li g h t b e d e p r e ss e d so th a t i t m a y s hi n e d ire ctly
on a n ob j ec t 8 0 0 ft d ow n th e s tre e t fr o m t h e ba s e
.

of th e bui ld i n g ? H ow d o e s y o u r r e s ult c o m p a r e

wi th th a t o bta i n e d i n E x 2, p a g e 1 1 3 ?
.
Fi ndi ng Un knowns by Mea n s of R i ght Tr i a n gle 1 1
5

10 . Fr om th e te n th s tory of a bui ld i n g th e an gle

of d e p r e ss i on o f a n ob ec t o n j th e s tr e e t le v e l i s
fro m _
th e ei g h te e n th s t or
y th e an g le of de
p r e s s i on of th e sa me ob e c t j is Fi n d th e
d i s ta n ce fro m th e ob e c tj to th e b a s e of th e b uild
i n g i f th e s e c o n d ob s e rv a ti o n poi n t i s 8 0 ft . a b ov e

th e fi r s t o b s e r v a ti on p oi n t . C o n si d e r th e ei gh
te e n th s tor
y 1 8 0 fee t a b ov e th e le v e l of th e s tr e e t .

FIG 8 9 .

F ind AB andB C i n Fi g 8 9 , i f A C = 1 0 0 ft
. .

12 . H ow w o u ld y ou p ro

ceed to fi n d th e a re a
3
of th e tri a n g le r e p re

s e n te d i n Fi g 9 0 .
?

FIG 90
.

D ra w a tr i a n g le in wh i c h AB s h a ll r e p r e s e n t

20 ft . a nd BC s h a ll r e p r e se n t 18 ft . Is i t
c orr e c t to sa
y t h a t ta n gen t A -1 8 W hy ?
An a v i a to r ob s e r v e s th a t th e an gle of d e p re s
s i o n of a m a c h i n e g un n e s t i s H ow fa r i s
i t from a p oi n t o n th e le v e l g r o u n d d i r ec tly b e

low th e a v i a to r , i f h e i s 4 0 0 0 fe e t hi g h ? H ow
fa r i s th e a v i a tor fr om th e n e st ?
 MNNN
M N
N
H o w To R E PR E SE
EA

Secti on 4 3 :
C H A PT E R

S O F ST AT IST IC A L T AB LE S A

Wh at
T A D

we h a v e
CO
V II

PAR E

a lr ea dy
Q UA
D
T IT IE S B Y

G R APH S

l ea r n ed : How to
solv e e q ua ti on s a nd to fi n d unk nown s . We ha ve n ow

s tu d i e d h ow t o fi n d un kn o w n v a lue s by se v e ra l m e th od s .

F i rs t; w e h a v e le a r n e d h ow to u s e th e s i m p le e q u a ti on to
find u n kn o wn n u m be r s and h o w to . c on str u c t p r a c tic a l

f or mula s to a id us ( C h a p te r s I, II, and III) . T h e n we

le a r n e d h ow to fi n d w n d i sta n c e s by th re e m e th od s
u n kn o

b m a ki n g a le d r a w i n g s ( C h a p te r IV ; econ d
fi rs t
y sc
) s

N
, ,

by u s i n g th e c orr e s p on d i n g si d e s of Si m i la r tr i a n g le s
( C h a p te r V ) a n d th i r d b y u s i n g th e ,Si d e s O f th e r i g h t
tri a n g le ( C h a p te r V I) In e a c h O f th e se la tte r m e th od s
.

we h a v e a lso u s e d e q u a ti on s . T h u s y ou c a n a lr e a d y s e e
th e i m p or ta n c e of be in g a ble to u s e th e e q u a ti o n s ki ll

fu lly .

Secti on 44 . eed for meth od s Of comp a r i n g q ua n ti ti es .

Th e ch i ef a i m of m a th em a ti cs ,
h ow e v e r , i s t o h e lp us in
c om p a r i n g q u a n ti ti e s a nd in s ee i n g h ow q u a n ti ti e s a r e
r e la te d to e a c h o th e r . F or e x a m p le , i n c on d u c tin g sc h ool
w or k , w e need to b e a b le to c om p a r e th e wor k of on e

s c h o ol w i th a n o th e r , or o f on e c la s s wi th a n oth e r . We
n ee d to b e a b le to r e p r e s e n t s u ch fa c ts as th e p ro gr e ss of

u
p p i ls in th e i r s tu d i e s , to c om p a re th e a tte n d a n c e in
s c h o ols , or th e p op u la ti o n i n C i tie s , etc .

Secti on 4 5 . Fa cts of s i mil a r ki nd a r e ca ll ed STATISTICS .

Wh en we h a v e a g re a t
m a n y q u a n ti ti e s, li ke th e s e , a ll of

th e sa me g e n e r a l sort, we sp e a k o f th e m a s sta ti sti cs, or

sta ti sti cal fa cts . Sup p os e y ou r e a d i n th e

T o i llu s tra te :

th t th i z e of th e g r a d u a ti n g c la s s i n r s c h oo l
‘

p p
a e r a e s y o u
“
la s t J u n e w a s 9 7, a n d th a t for e a c h te n y e a r s p r e v i ous th e
nu m b e r O f g ra d ua te s h a d be e n , 1 90 9 , 5 2 1 91 0 , 5 7 1 91 1 ,
1 16
1 1 8 Fund a menta ls o f Hi gh School Ma thema ti cs

books, i s by m e a n s of B AR GR APE S . F i g ur e 9 1 illu stra te s

th e u s e O f th e m e th o d It Sh ows by
. a d i a gr a m th e m a r ks
th a t we re gi v e n to 3 7 p u p i ls on a n e xa m i n a ti on i n mth
a e

ma ti cs . T he m a r k s w e r e d i stri b ute d a s fo llows :

T AB LE 3

2 p up ils g ot A
9 p up ils g o t B
1 4 p up ils g ot C
8 p up i ls g ot D
4 p up i ls g ot F
( th a t i s , th e
y fa,
iled )

M
M FIG 9 1
. . a rk s rece i v ed by p up ils .

T h e te a c h er , is s E v a n s, i n sen din g th e m a r k s to th e

p ri n c i p al,
r e p re s e n te d th e m i n two wa y s fi r s t by a gra p h
like F ig 9 1 . a n d a ls o a rr a n ged in a ta ble li ke T a b le 4 .

T A B LE 4
 N N
m a r ke d
r e p r e se n t

a nu mbe r
H ow

oti c e c a re fu lly

O ff

th e
to R ep resen t

fiv e p o i n ts
ma rk s A B C D
of un i ts
h ow s h e

on
, ,
on

,
a nd

gra p he d
a

,
C omp are

,
F .

t h e v er ti ca l s ca le w hi c h
Qu a n ti ti es

th e se fa c ts
h or i z on ta l li n e
e xt s h e
.

or

m a r ke d
sh o
u

Fi r st s h e

ws
‘

s c a le ,
1 1

to
O ff

th e
9

n umber of p up il s w h o g ot e a c h m a r k U s in g th e s e two .

Sc a le s ,
and th e u n i ts w h i c h s h e se le c te d , s h e e r e c te d li n es

at A, B C D , , , F ta ll e n ou gh to re p r e s en t th e n u m b e r Of

giv e n e a ch ma rk e x a m p le , s i n ce 14
’

u
p p i ls wh o we r e . F or
u
p p ils g ot C , th e lin e at C is 1 4 -
u n i ts lon g ; s i m i la r l
y for
,

A B D
, , , and F .

T o m a ke th e p i c tor i a l e ffec t c le a r e r i t i s th e c u s tom to

b la c ke n th e li n e s s o th at th e y lo ok a s i n F i g 9 2 . .

FIG 92

th e
.

O ne
. N
of

sc a le n ee d
um b er of p up i ls wh o recei v e d

th e o th e r te a c h e r s i n th e sc h ool s u

n ot a c tu a lly b e d ra wn
e d ch
B
ma rk , A, B , C , D ,

at
A

gge ste d
th e le ft wi th th e
a nd F

th a t
.

u n i ts m a rk e d O ff on it . Sh e sai d th e g ra p h w ou ld be
e a si e r to rea d and wou ld te ll e x a c tl
y th e s a me th i n g i f i t
w e r e m a d e li k e Fi g 9 3 . .

W h a t d o y ou thi k n ? Wh a t r e p r e s e n ts th e n umber of

p up il s i n e a c h c a se

Fi g ur e s 9 2 to 9 5 g iv e i llustra ti on s of s e v e r a l ki n d s O f v er

ti c a l b a r g ra p h s . It i s v er
y i m p o r t a n t i n rea din g m ag a
1 20 Fun da men ta ls f
o Hi gh School Ma thema ti cs

N
FIG . 93 . M ar k s rece i v ed by p up i ls .

z i n e s, n e ws p a p e r s, e tc to be a ble to i n te r p r e t a cc u r a te l
.
, y
th e t
m e a nin g of v a r i ou s kin d s of gr a p h s . Se v e r a l a re

g iv e d oi n g
'

i n c lud e d i n thi s c h a p te r , to y ou p ra c ti c e in

th i s . ote t h a t th e y are ta k e n fr om m a n y ki n d s of

s ta ti sti c s .

.K/i /VJA S TES T , 1 9 1 2 1 9 73

9

C ourtesy of Interna ti ona l Ha rvester Co .

FIG . 94

In te r p r e t Fi g 94 Wh a t d oe s th e n u m be r a bov e e a ch
. .

ba r m ea n ? W h a t h a s b e e n le ft O ff th a t i s i n c lud e d i n
1 22 Fund a men ta ls o f H i gh School Ma thema ti cs

n u mber is r e c or d e d on th e h or iz on a l a xi s . Fi g ur e s 9 6 to
1 00 s how h ow h or iz on ta l b a r g ra p h s a r e u se d to r e p r e se n t

u a n ti ti e s .
q

Th e Wo r ld
United States
R u ssi a

NNN
Fr a n c e
Austria Hungary
-

FIG 96
. . T he world ’
s a v era g e p r od ucti on of wh ea t 19 0 541 9 0 9 , i n bi lli ons
of b ush els .

H ow c o uld th e i n te r p r e ta ti o n of Fi g 9 6 b e m a d e
. c le a r e r ?
W h a t d o y ou th i n k a bout m a ki n g th e sc a le i n th i s for m
W h a t i m p r ov e m e n t on i t d o y ou se e i n th e n e xt fig ur e ,

97?

Tota l Va lu e O f
AL PA a CROPS I
PRI CIP
a 3 i i 170 0 0 0 0 0 0 0

79 20 0 0 0 0 0

D E P T? O F A GR /C UL TUR E
C ourtesy of Interna ti onal Ha rvester Co .

F IG . 97
 H ow

N
N
N N
to R ep resen t

PER SO S E GAGED I
GA I F U L O CCU PATIO S
TO TA L
'

zn
a nd

ZA S
‘
C omp are

.
Qu a n ti ti es

NN
1 30 0 0 00
,

U s Cf /vs us e a o
-
.
PIG
. .

. 98

N
In te r p r e t F i g 99 a s fu lly a s y ou c a n
. W h a t i s th e .

M
u r p o se of m a ki n g p a r t o f th e b a r g r a p h b la c k a n d le a v i n g
p
p a rt j u st i n o u tli n e ?

GRAI FA R I G RE D U CE S PR O F IT S
20 YEA RS E X P ILL/ O /S
.
,
18 6 8 70 /9 0 7

C0 5 ! to

Cou rtesy f Interna ti onal Ha rves ter C o

o .

FIG . 99
1 24 Fu nda m en ta ls of H i g h School M a thema ti cs

N
N
99
In wh a t wa y i s Fi g 1 0 0 le s s c le a r ly d r a wn th a n Fi g
? W h a t i s th e m e an i n g of th e 9
.

op p o si te 1 91 4 in “ .

Fi g 1 0 0 ?
.
’

PR OGR E SS R EPO R T

N
C OLLEG E S A D H IGH SC H O O LS
TEA C H I G A G R IC U LTURE

2 9 6 I C R EAS E

15 5 1
23 6 0
14 8 3
3849
C ourtesy f Internati ona l Ha rvester C o
o .

FIG . 1 00

Secti on 49 . How a conti n uou s l i ne gr a p h ca n be us ed to

rep resen t ,

q ua nti ti es . Som e ti m e s i t i s c on v e n i e n t to re
p re

se n t th e d a ta by
'

a c on ti n u ou s li n e w h i c h j oi n s th e
'

to p

6 7 8 9 10 11 2 3 ‘
3
Ti m e
FIG 1 0 1
. . Verti ca l li ne s to rep re s ent temp erature at d ifferent h ours of
th e d a y .
( D a ta i n T a ble
 N
1 26

Secti on 5 0
I TE R POLATE

tually
Fund a men ta ls

m ea sur ed
.

d iffe r e n ce b e tw e e n t h e se two ki n d s
A conti nuous

to fi nd
a n d r ecor d ed
f
o H i gh Sc

v alues
hool

g r a p h s th e c on tin
u ou s li n e g r a p h i n Fi g 1 0 2 a n d th e b ar d i a gr a m of F i
.
g 1 0 1
M

.
a t

li ne
hema ti cs

gra p h
between th os e th a t
D o
y
of
ma k es i t

o u se e a n
y
,
ea s i er

oth e r r e a l
a r e ao

.
to

W h a t kin d s of fa c ts c a n y ou g e t fr om th e g ra p h of Fi g 1 0 2 .
'

M
N
th a t y ou c a n n ot g e t a s e a s i ly fro m T a b le 5 -
? H ow ca n
y ou

NN
te ll a b o ut wh a t th e te m p e ra tu r e w a s a t A . .
P C ou ld
y ou te ll fr o m F i g . 1 01 ? Wh a t would y ou h a v e to d o to
Fig 1 0 2 i n or d e r to te ll

M M
.

II . THE T A B U LA R ETHO D : A KI G A T AB LE W H IC H
W ILL R E PR E SE T THE Q UA T IT IE S

Secti on 5 1 Th er e i s a s econd wa y i n wh i ch such fa cts

“
.

NNN
'

a s th os e i n Fi g . 102 ca n be con v en i ently rep r esent ed . T his

i s by m a k i n g a ta ble li k e T a ble 5 .

M
T AB LE 5

M
A ILLU ST R AT IO TO SH O W T H E W AY T o T AB U L AT E TE PE R AT U R E AT
D IFFE R E T H O U R S O F T H E D AY

A . .

s h ows
T h i s m e th od , whi c h we s h a ll c a ll th e TABULAR
.

th e wa y th e te m p e r a tur e c ha n ge s at
M
d i ffere n t h ou r s
ET HOD ,

of th e d a y . To u n d e r s ta n d th e ta b le , h o wev er ,
re q ui r e s

m uc h m ore e ffo r t on th e p a r t of th e rea der th a n i s

‘
re

q u i re d to u n d e rs ta n d
A

th e fir st m e th o d , whi c h i s s h own

a b ov e .T h i s p i c tor i a l or gr a p h i c m eth od s h ow s a ll th a t

th e tab ula r m eth od s h ow s , and h a s th e a d v a n ta ge of bei n g

m or e e a s ily i n te r p r e te d .

T h e follo wi n g q ue s ti on s wi ll h e lp y ou c om p a r e th e
 H ow to R ep r esen t a nd C omp a r e Qua nti ti es 1 2
7

g p
r a h i c a n d tabul a r m e th o d s o f r e p r e s e n ti n g th e r e la ti o n

b e twe e n two n um be r s .

E X E R C ISE 47

In or d e r t o a n s we r e a ch of th e s e q u e s ti on s , re fe r to th e

d a ta of T a b le 5 and Fi g 1 0 2 . .

1 . Fi n d , b oth fro m th e ta ble a nd fr o m th e gra p h ,

Fi g 1 0 2, th e hi g h e s t te m p e r a tur e
. .

2 . W h a t w a s th e low e st te m p e r a tu r e ? Whi ch

s h o w s th i s t h e m or e e a s il th e ta ble th e
y or .

gr a p h ?
3 . B e twe e n wh a t h o ur s did th e tem p e r a tur e c ha n ge
th e m os t rap i d ly ?

M
4 . A bo ut wh a t d o y ou th i n k th e te m p e ra ture w a s
at A .

5 . B e twe e n w h a t h o u r s d i d th e t e m p e r a tu r e chan ge
th e le a s t ?

M M
6 . Wha t m i gh t e xp la i n th e r ap i d fa ll i n te m pe r a tur e

N
b e twe e n 4 P . . and 5 R 9

A fte r a n s we r i n g th e q u e s ti on s , a re
y ou n ot c on v i n c e d

th a t th e gr ap h i c m eth od gi v es th e i nfor m a ti on w h i c h t he
re a d e rm a y d e s i r e much mor e q ui ck ly a n d ea si ly th an th e
ta bul a r meth od ? T h e fa c t th a t t h i s i s tr u e h a s br o u g h t
a b ou t a v er
y wid e u se of g ra p h i c m e th o d s i n a ll ki n d s
of b us i n e s s and i n d u s tr y . e a rl
y ev e r
y ne w s p a p er and

m a g a zi n e c o n ta i ns g ra p h s o f s o m e ki n d . Y our te a c h e r
will be g la d to h a v e y ou b ri n g to c la s s a ny g ra p h s y ou m ay
fi n d i n th e n e ws p a p er s or m a ga zi n e s .

In th e follow in g e x e rc i se
y ou wi ll g e t p r a cti c e i n gra p h
ing v a r i ous ki n d s o f sta ti sti c a l fa c ts .
 NN
N
Fun damen ta ls of H i gh School Ma thema ti cs

X E R C ISE

M
E 48

PRAC TIC E I RE PRE SE T I G F AC T S GR APHICALL Y

a ke a ba r gr a p h r e p r e se n ti n g th e c os t of
e d u c a ti o n p e r p u
p i l i n G ra n d R a p i d s for th e

y ears 1 90 6— 1 9 1 6 .

1 90 6 9 38 1 91 0 9 40
1 90 7 39 1 91 1 49
1 90 8 44 1 91 9 49
1 909 45 1 91 3 50
2 . R e p r e se n t g ra p h i c a lly th e r e s u lts of a te s t
w hi c h a te a c h e r g a v e i n fre s h m a n E n g li sh . In
her c la ss of 29 p up ils, 4 fa ile d ( F) ,
1 2 g ot C ,
‘

5 g ot D ,
6 g ot B , a n d 2 g ot A .

3 . In a ne w s p a p e r th e gr a p h s h own in Fi g 1 0 3 wa s .

l
p r i r te d .I t g iv e s th e
p r i c e s o f w h e a t p e r b u s h e l , ,

fr om A u g u st 5 to A u g u s t 1 0 Wh a t wa s th e.

p r i c e o n A u g u s t 5 ? O n A u g u s t 7 ? O n A u g u s t 9 ?

7 8
AUGU ST
FIG . 103 . Gra p h i c rep re s enta ti on of p ri ces of
wh eat on v a ri ous d ay s of Aug ust, 1 9 1 6 .

4. Wh en wa s th e p r i ce th e h i g h e s t ? th e lo w e st ?
Be twe en wh at d a te s d i d th e p r i c e ch a n ge m os t ?
c h a n g e lea st ?
 Fund a m en ta ls o f H i gh School Ma thema ti cs

th e r e la
ti o n b e twe e n th e te m p e ra tu r e and th e
ti m e of day .

2 . T wo r e c ta n g ula r a x es a re d ra wn . O ne of th e
ch a n gi ng
q ua nti ti es i s m e a s u r e d on th e h or i

z on ta l a xi s ; th e o th e r ch a ngi n g q u a n t i ty is
m e a s ur e d on th e v e r ti c a l a x i s .

Th e se a xe s , or r e fe r e n c e lin e s , a r e scal es , m a rke d

o ff in a s e ri e s of un i t s . T hu s, as in o ur i llu s
tr a ti v e e x a m p le s , th e h or i z o n ta l a xi s m a y be a

ti m e s ca le, m a r k e d o ff i n to uni ts o f on e h ou r
e a ch, a n d th e v e r ti c a l a xi s m a y be a te m p e r a tu r e

scal e , m a r ke d o ff i n to u n i ts of two d egr ees

eac h .

4 . In ma ki n g a
~
gr a p h o n e m u s t c h o os e u n i ts v e ry

c a r e fu ll in or d e r be a b le a ll th e
y to to g et

i n for m a ti o n on th e g ra p h ,
and
y et m a ke it
s ta n d ou t a s c le a r l as p os s i b le
.

y .

HOW TO CO MP AR E SU C C E SSI E V R E L AT E D F AC T S

Secti on 5 3 . How g r a p h s a r e us ed t o comp a r e s ucces si v e

or r ela ted fa cts T h ere a re v er ra c ti c a l a p li ti n of

.
y p p c a o s

th e sor t ,
of g ra p h i n g wk or th a t y o u h a v e b e e n s tu d
y i ng .

A n i llu s tr a ti on i s fo un d i n g ra p hi n g th e p ro gress th a t

u
p p i ls m a ke in s c h ool . T h e followi n g e x a m p le Illu s

tra te s i t .

Illustra ti v e ex a m p l e . T h e p up i ls i n a c e r ta i n m a th e
m a ti e s c la s s to o k a th r e e -m i n u te p r a c ti ce te s t e v e ry d a y .

T he ob e c t
j wa s to se e h o w m a ny e xa m p le s in e v alu a ti on

( li k e th o s e in C h a p te r III) ea ch p up i l c o uld solv e c or rec tly

i n th e th r e e-m i n u te p e r i o d . T he s c ore s of on e of th e
 H ow to R ep r esen t a nd C omp a r e Qua n ti ti es 1
3 1

u
p p i ls ,
F ra n k J o h n s on ,
for fou r te e n suc c e s siv e d a y s , we r e
as fo llo w s

T AB L E 7

He m ade a bla n k for m li ke th a t i n F i g 1 0 4 , a n d e a c h d a y

.

l tt d i n t to re p r ese n t g r a p h i c al ly h i s sco r e H e
p o e a p o .

a ls o c o n n e c te d th e p oi n ts th a t h e o bta i n e d by a c on ti n u o us

li n e g ra p h , as in Fig 1 0 4 . .

Jan . 14 15 16 17 I8 21 22 23 24 25 28 29
D ay s on w h ic hthe te s t w a s t a ke n .

FIG . 104 . C omp a ri son of two p up ils ’

work in a math ema ti cs test on 12
s ucces s i v e s ch ool day s .

H ow would y ou i n te r p r e t th i s gra p h ? T e ll a ll th e i m

p ort a n t th i n gs y ou can see in i t a b ou t F ra n k

’
s a bi li ty to

s o lv e s i m p le e q u a ti on s . Wh a t wo u ld e x p la i n th e d r op i n
th e gra p h on J a n u a ry 1 8 th , 22d , a nd 25 th ? Wha t d o y ou
I Fund a men ta ls o f Hi gh School Ma thema ti cs
'

s k i ll i n d oi n g e q ua ti on s by
’
th i n k wa s tr u e of Fr a n k s

J a n ua ry 29 th ?
C a r l H a n le y th e s a m e d a y s , i n th e sa m e
’
s s cor e s on

c la s s , a r e gi v e n i n th e sam e cha rt F i g 1 0 4
,
. . C o m p a r e hi s
a bi li t
y to s olv e e q ua ti on s r a p id ly a nd a c c u ra te l
y w i t h t h at

of F ra n k . Why
d o y o u thi n k h i s c u rve ri s e s r a p i d l
y on

2 4 h a n d a fte r ? I n te r r e t th e g ra p h c a r e full
Ja n ua r
y t p y .

F i g u re s 1 0 5 a n d 1 0 6 i llu str a te th e u se o f th e li n e g r a p h .

‘
’
02 ’
0 3 ’
0 5 ’
06 07 ’
08 ’
0 9 ’
10 ’
ll ’
12
’
13

N
N
N
N
f Inter na ti ona l Ha rvester C o
C ourtesy o .

D ea th ra te in ew Y
ork C i ty comp ared i th th a t i n rura l w
e w Y ork i n 1 4 succes s i v e y e a rs .

Why d oe s ew Y or k C i ty s c u rv e fa ll
’
o ff wh i le r u ra l

ew Y or k r e m a i n s fa i r ly le v e l ?
’
s

Wh a t i s th e si g n ifi c a n c e of th e r i si n g and fa lli n g li n e s ?

W h a t d o v e rti c a l d i sta n c e s r e p r e s e n t i n thi s fi g ure

W h a t d o h ori z on ta l d i sta n c e s r e p r e se n t ?
C a n y ou m a k e a s i n g le ta b le wh i c h would s h ow a ll of th e
'

fa c ts of Fi g 1 0 4 ? . H ow m a n y c olu m n s wi ll b e r e q ui r e d ?
1 0 7 l -ow n
U se h
t e b la n k fo r m i n Fi g to p ot y o u r .
s c ore

on th e r a c ti ce e xe r c i se on p a g e 4 8
p .
1 34

HOW TO
Fu nd a men ta ls

AR R A N
NNGE

I
.
f
o

A
H i gh School Ma thema ti cs

D CO M
PREPAR I G A TAB LE
PA R E SC A T T E R E D D AT A
.
l

Secti on 5 4 . How to ar ra n ge d a ta s y stem a t i ca lly in a

ta bl e . It i s v er
y i m p or ta n t t o b e a bl e to t a bul a te fa cts

N
T A B LE 8

M R. D AV Is
’
s CL ASS
o . e x. r ig h t
In 3 m i n u te s

B a rwi c k, D oro th y

Ba r to n , Jh o n

B r ow n , Willi am

B ry a n t, G e org e
B ru ne r , C H . .

D a r li n g ,
J ane

D e n n son, i C ha s .

d
M
E rby , C la u e

E v e rs , C h a r lotte

M
Fi tz p a t r ic k , J . .

M
H a fi n e r , H e n ry
’

H a fln e r ,
'

a rg a re t

H a ll ,
a ri on

J
Irwi n , ean

N
W
M
Is a a c s , a lte r

M
d
Ke rby , H a rol

M
Lowe , a ry

d
M
a c p h e rs o n , E y th e
a rcy , Le s li e
o r to n , Aa r o n
o r to n , B e a tr i c e
Pa rke r , Su z a nn e
Pa rson s , J u lia

d
M
R e y no l s, O s ca r
R h oa d J s, . E .

R ic e , a r ie

R oy s ton , R a lp h

cl ear ly a n d s y s te m a ti c a lly . Y ou h a v e a lr e a d y ha d a li ttle '

p r a c ti c e i n ta b u la ti n g q ua n ti ti es w hic h c ha n ge to g e th e r .
 H ow to R ep r esen t a nd C omp are Qu a n ti ti es 1 35

T h er e a re m a ny o c c a s i on s i n w hi c h we wi s h to c om p a r e

M M
s c a tt r e d d a ta .

“
In s uc h i t is n e c e ss a r
y to a rr a n ge th e

d a ta i n a ta ble . An i llu str a ti on can be giv e n .

ex a m p le i ss H i tc h c oc k c la s s a n d
’
Illu stra ti v e . s r .

av is s c la ss both took s i m p le e q ua ti o n s T he
’
D a te s t .

p up ils i n th e tw o c la sse s m a d e th e s c or e s s h o wn i n T a b le 8
on th e op p o si te p a ge .

W hi c h c la s s d i d b e tte r wor k ? Why i s i t d i ffi c u lt to

c om p a r e th e wor k d o n e by th e tw o c la s s e s ? Is it n ot

N
be c a u s e th e test r es ults a r e n ot a r r a n ged in or d er ly fa s h i on ?

M M
F or e xa m p le , i n whi c h i s th e p up il w h o g ot th e v e ry
c la ss

be s t s c o r e s ? th e v er
y p o o r e s t ? W e r e th e r e m o r e ~v e r
y
g ood in i ss H itc h c o c k s c la s s o r i n
’
D av is s ?
’
s c or e s r .

To a n s we r su c h q u e s ti o n s wh a t d o y o u h a v e to d o, as th e

fa cts a r e a rr a n ge d i n th e a b ov e li s ts ?

NM
ow n ote h ow m u c h m or e e a s i ly a n s we r

N N
ou c an
y
th e q u e s ti on s fr o m T a b le 9 . T he c h i ld re n and th e i r
s cor es a re n ow ar r a n ged in an ord er ly .
wa y . T h ey
are a r ra n ge d so th a t th e p u p i l wh o m a d e th e b e s t s c o re

i s p ut fi r s t, th e n e xt b e s t s e c o n d , a n d so on th r ou g h
th e li s t T h e p oor e s t s c o r e i s p u t la s t
. . Th i s i s ca ll ed

R A KI G th e p u p i ls
’
s cor e s , or p laci n g th em in RA K
ORD E R .

M
F r om g la n c e at T a ble 9 ge
1 3 6 y ou c a n se e

N
on
a p a

M
b e st p u p i l i n i ss H i tc h coc k s c la s s g ot 1 9,
’
th a t th e
w h i le th e b e s t i n r . D a v i s s g ot 20
’
O n th e oth e r
.

h a n d , th e l 2, is in D av is s c la s s
’

p oo re st u i
p p , r. .

T h e p u p i ls a re n ow a r r a n ged in c on v e n i e n t o r d e r i n th e :

t wo c la ss e s .

Imp ortan ce of g r oup i n g si mi lar scores in a FR E QUE CY

T AB LE . E v en n o w, g
th o u h , i t i s d iffi c ult to te ll w hi c h
did th e su p e ri or wo r k . T he fig ur e s a r e s ti ll too sc a tte r e d .
 N N
NN
Fund a m en ta ls H i gh School Ma thema ti cs
'

1 3 6 of
T AB L E 9

T HE SC ORE S OF T HE PUPILS I T HE T WO CLASSE S AR RA GE D I RA K

OR D E R

M
SS I H IT C H c oc x ’
s CL ASS M R. D AV Is
’
s CL ASS
Scor e s

Irw i n , J ea n

B ry a n t, G e o rg e

M
Bru n e r , C H . .

Isa a c s , W a lte r

Fi tz p a tr i ck , J . .

d J E
M
R h oa s, . .

Ba r t o J h
n, o n

L owe , a ry

d
R e y n ol s, O sca r .

J
M
D a r li n g ,
a ne

MJ d
E v e r s , C h a rlotte
H a ll, a r i on

h e r s on , E y th e
a cp

M d
Pa r son s , uli a
B rown , Wm .

M
a rc y ,
Le s lie
Ke rby , H a rol
H a flne r ,
'

a rg a re t

T ota l . 27 p u p i ls

Is th e r e w w a n fu r th e r c o m bi n e or grou p th e m
‘
an a c
y y e

t o h e lp u s d e c i d e m or e e a s i ly ? Is th e r e a n y s i n g le sc or e

M M
,

in on e c la s s th a t we can c om p a re wi th th e s a m e s c ore in
th e oth e r ? F or e x a m p le , h ow m a n y p u p i ls d i d 1 1 p rob
'

l e ms 5 in H i tc h c o c k s c la ss a n d 1 i n r D av is s
’
? i ss
’
. .
1 3 8 Fund a men ta ls f
o H i gh School Ma them a ti cs

C a n y ou te ll a n y m ore e a si l n ow, wh i c h c la s s d i d th e
'

y ,

be tte r w or k o n th e te s t? Is th er e a ny s i n gle s cor e th a t w e

M
c ou ld u s e to c om p a r e th e w o r k of th e two c la s s e s ? H ow
w o uld i t d o to comp a e r th e n u m be r i n th e tw o c la s se s wh o

M
s o lv e d 1 1 p roble m s ? If w e d o, i s s Hi tc h c oc k s c la s s i s
‘
’

b e s t, for 5 i n h e r c la ss d i d 1 1 p r oble m s , a n d on ly 1 i n th e

M
o th e r c la s s Su p p os e.w e took 1 4 p r o b le m s — th e n r .

D a v i s s i s be s t, 5 p up i ls m a ki n g th i s s c or e i n h i s c la s s ,
’

g a i n st 2 In i s s H i tc h c oc k
’
a s .

Ba r g r a p h s ma k e th e comp a ri son clea rer A c le a r e r c om .

ari s on c a n b e m a d e i f we m a ke a g r a p h o f e a c h s e t o f
‘

p
sc o r e s . Fi g 1 0 8 .
'
s ho ws thi s m eth od .

4 .

s 3
m
e
2

1 2 3 a 5 6

Tes t s cores ma d e by
7 8 9 10 1 1 12 5
M i ss
14 15 16 17 18 19 20
Hs ’
.
cla s s

FIG . 10 8 .
1 2 3 4 5 6 7 8 9 10 1 1 1 2 13 14 15 16 17 1 8 19 20
Tes t s cor e s ma d e b r D s C la s s .

y
Gra p h i c com p a ri s on of scores ma d e b y two cla sse s
M .
’

i n a m a th e ma ti cs test

M
.

n ow wh i c h of th e tw o c la ss e s is su p e ri or ?
'

C a n y ou te ll
Wh y d o y ou th i n k r . D a v is s
’
c la s s is ? D o th e s c or e s

see m to b e h i g h e r , a s .
a gen e r a l r ule ; th a t i s , a re th e y d is

tri b ute d fa r th e r a lon g to wa r d th e ri ght end of th e sc a le ?

 How to R ep r esen t a nd C omp a r e Qua nti ti es 1
39

N N
M
NN
H ow d oe s g
th e h ei ht of th e ba rs i n th e gra p h s h e lp y ou
14 e x a m p le s in D av i s s
’
d e c id e ? D oe s th e ta ll b a r at r.

c la s s i n fl ue n c e y our d e c i s i on

M
-

CO M PA R I G D IST R IB UT IO
SI G L E U M
S O F D AT A B Y
BE R S
EA S OF

NN
N
Secti on 5 5 . Th e us e of a si n gl e number : T h e m od e, th e
med i a n , and th e a v er a ge . W he n w e w or k w i th d a ta th a t
a re so sc atte r e d a nd h a v e to d o w i th so m a n y d i ffe r e n t
v a lu e s , we n eed si n g le n u m b e rs wh i c h wi ll te ll us th e

t end ency of th e d a ta to center a roun d p a r ti cular v a lues .

Thi s i s call ed th e CE TR AL T E DE CY of th e d ata . T h us,

we a re i n te re ste d to fin d wh e th e r th e r e a re n u m b e r s th a t

r e p re s e n t th e c e n tr a l te n d e n c y of a ll th e m e a s ur e s . T h e re
a re th r e e n u m b e r s th a t d o thi s y
v er w e ll : ( 1
) th e m od e or

comm on es t n umber a n d ( 2) th e m ed i a n or mi dd l e number ,

M
,

We s h a ll d i s c u ss the se

M
and 3 ) th e a v er a ge . n e xt .

Secti on 5 6 . Fi r st . THE OD E : th e comm ones t n umber .

T h i s ta lle st b a r 14 e xa m p le s , i n th e
’
at s c or e s of r . D av i s s

c la ss , te lls y ou th a t th e 1 4, wa s m a d e m or e fr e

M
sc or e ,

q u e n tl t h a n a n
y y oth er . It IS th e co mm on est scor e . Peo p le
wh o wor k with
“
s c a tte r e d s ta ti s ti c s c a ll th i s th e OD E ( e
th

M
:

wor d c o m es fr o m th e F r e n c h wor d , l m od e, m e a ni n g
”

th e f a s h i on

M
T h e mod e of th e s c or e s m a d e by i s s H i tc h c oc k s c la s s
’

is 1 1 . T h is i s 3 e x a m p le s le s s th a n th e m o d e of th e s c or e s
D a v i s s c la s s , a n d
’
in r . te n d s to s h ow th a t th e la tte r i s
s u p e ri or . What i s th e m o d e of th e m a r ks m a d e b y th e
u
p p i ls r e p r e s e n te d i n Fi g 91 ? W h a t of t h e d a ta i n
.

Fig . 94 ? What i s the m od e i n F i g s . 95 a n d 98 ?

Just
wh a t d oes th i s one fi g ure tell y ou a bout ea ch g r a p h or ea ch
di s tr i buti on
1 40 Fund a men ta ls of H i g h School M a thema ti cs

D thi n k th i s si n g le n u m be r r e p r e se n ts th e te n d en cy

NN
o ou
y
of th e m e a su r e s to b e g a th e r e d a t o n e p la c e on th e sca le ?
T hus on e c a n u s e th e m o d e to h e lp .
c o m p a re two se ts of

d a ta . T h e m o d e i s th e e a s i e s t s in g le n u m be r to fin d for ,

l dsi m p r m i n e fr om th e ta lle st b ar of th e g r a p h

M
y ou y e te

wh i c h n u m be r oc éu r r e d m o s t fr e q u e n tly .

Secti on 5 7 . Secon d : THE E D IA : th e m i d dl e n umb er .

T he r e i s a n oth e r n um b e r th a t i s e a s i ly foun d and th a t

r e p r e s e n ts a ll o f th e n u m b e r s i n th e li s t
M
r a th e r w e ll T hi s
‘

M
i s th e m i d d l e number . It i s c a l le d T HE E D IA . It ca n

be foun d by m e r e ly counti ng fr o m on e en d of th e li st .

Why ? F or e xa m p le , th e med i a n '

s c or e m a d e by i ss
H i tc h c oc k i s 1 1 , be c a u s e t h e r e 27 p up i ls i n th e
’
s c la ss a re

c la s s a n d th e m i d d le on e i s th e th i rte e n th . T h i s th i r tee n th

M
u
p p i l fr o m, e i th e r end is one of th e 5 p up i ls w h o m a d e
s c o r e s of SO th e med i a n s c or e is T h e m ed i a n i n
Wh y ?

M
D av i s s c la ss is 1 4 H ow d oe s th i s h e lp y ou
’
r . .

to d e c i d e wh i c h c la s s d i d th e b e tte r wo r k ? A ll o f our

w or k a v i s s c la ss d id
’
so fa r s h ow s
i th at r . D
Secti on 5 8 . Th i r d : THE AV E R AGE : a n oth er s i n gle num
ber wh i ch r ep res en ts a ll of th e d ata . In th e e le m e n ta r y .

M
s c h o ol
y ou hav e a lr e a d y le a r n e d h o w to fi n d th e a v er a g e of

M
’

a s e ri e s of n u mb e r s . F or e xa m p le , h ow d o y o u fin d th e
ge i ss H i tch c oc k s
’
a v er a of th e s c or e s o f th e 27 p u p i ls i n
c la s s th o se i n r. D a v i s s c la s s
’
W ha t d o y ou tota l
What d o y ou d i v i d e b y If y ou le t e a c h fa c t or m e a s ure
b e r e p r e se n te d b y m , a n d th e tota l n u m b e r of e a s ur es m
by n , c a n y o u _ m a k e a for m u la fo r th e v a lu e o f th e
a v er a ge ? W h a t i s th e a v era ge i n e a c h c a se ? Wh i c h is
th e h i g h e r ? Wha t d oe s thi s te ll y ou a bout th e w or k o f
th e two .
c la s s e s ? H o w d oe s i t com p ar e wi th wh a t th e
med i a n and th e mode ea ch told y ou ?
1 42 Fun da men ta ls o f Hi gh School Ma thema ti cs

h e i g h ts a re m e a sur e d i n ce nti m e te r s . Plot a g ra p h i n th e:

b la n k for m i n F i g 1 0 9 to r e p r es e nt th e s e fa c ts
'

. .

In e xa c tly wh a t w a y d o e s thi s g r a p h r e s e m b le th e oth e r s ?

In Fi g s . 1 1 0 to 1 1 3 m e a s u re m e n ts
l
of fou r o th e r h um a n
tr a i ts a re g ra p h e d W h a t fa c t
. d o y o u no ti ce of th e s ha p e

of th e s e g ra p h s th a t i s like th e o th e r s

58 6 0 52 6 4 5 6 68 70 72 74 76 78
Sta tu re i n i n che s
FIG . 1 10 . Hei g h ts of 8 58 5 me n g roup ed i n i nch i nterva ls .

FIG . 111 . How 9 04 ch i l d ren d i stri bute d i n i ntelli g ence

from v ery bri g h t to v ery d ull .

Secti on 60 . T h e se g r a ph s a ll r e se m ble e a c h oth e r in on e

wa y . Th e h ei g h ts of th e l i n es or ba r s at th e ex tr eme low
a nd h i gh en d s of th e cur v e a r e v er y s h ort . Th ose n ear er
H ow to R epr esen t a nd m
C o p ar e Qua n ti ti es 1 43

13 7 3

N
122 5

5 15 25 65 75 85 95 1 0 5 1 15 125

FIG . 1 12
. umb er of p up i l s wri ti ng a t ea ch s p eed from
0 to 9 letters p er m i nute to 1 20 to 1 29 l etters p er m i nute .

D a ta for p up ils i n four up p er g ra d es .

F IG . 1 13 .
N
N
3 4

umb er of
5
um b e r of
6
p
7 8
r oble

p up i ls wh o solv ed
of a lg ebra p robl ems
ms
9

.
’
10
s olv e d
1

v a ri ous nu mbers
 N
H i gh School Ma thema ti cs
'

1 44 Fund a men ta ls o f ,

th e m i dd le a re long er a nd tha t n ea r est th e v ery .

mi dd l e
ten d s to b e lon gest . We i n te r p r e t th i s fa c t by s a y i n g

M
th a t th e re a re al wa y s m ore av e r a ge or m i d d le me a s ur e s
th a n e xtr e m e on e s . oti c e h o w tr ue i t i s of e v e r
y g ra p h
of fa c ts th a t h a v e to d o wi th h u m a n b ei n g s
, . or e u
p p ils

g ot a v e ra ge m a r ks ( g
Fi . . 9 1 ) th a n g
v er
y o o d or v e r
y

M
r e we r e m o r e b o s o f a v e ra g e h e i g h t
p o or T .h e
'
y ( th at is ,

a b out 1 4 2 c e n ti m e ter s h a n th e r e w e r e
) t v er
y ta ll or v e r
y
s h or t ( g
F i . or e fi fth -g ra d e u
p p i ls in C le v e la n d

M
c o u ld wr i te a t a n a v e ra ge r a te o f a b ou t 75 wor d s a m i n ute
th a n at a v er
y r a p id r a te , li ke 1 25 wor d s , or a v er
y s low

M
on e, li ke 1 0 to 25 wor d s p e r m in u te . or e u
p p i ls c ou ld
s o lv e a b ou t 8 e xa m p le s i n a lg e b r a th a n an
y o th e r n u m b e r .

So i t i s wi th a ll m e a s ur e m e n ts of h um a n tr a i ts y an

N
.

c ar e fu l me a s ur e m e n ts h a v e b e e n m a d e of b o th \
h
p y s i c a l
a nd m e n ta l a bili ti e s d u r i n g th e p a s t 1 0 0 y e a r s a nd th e y a ll

Sh o w th e Sa m e ki n d of g ra p h .

Secti on 6 1 Y ou h a v e seen th a t th e r e a r e a lwa

y s m or e
av era ge m e a su r e s th a n e xtr e m e on e s . We h a v e a lr e a d y
u se d s i n g le n u mb e rs to c h a r a c te r i z e th i s c e n tr a l te n d e n c y .

ow we see th a t th e g r a p hi c re p r e s e n ta ti on of th e fa c t s
c on fi r m s th e c o n c lu s i on s w h i c h we ob ta i n e d by c om p a r in g

s ta ti s ti c s by si n g le n u m be r s .

SU M
M AR Y OF C H APT E R

T h e i m p or ta n t p oi n ts of th i s c h a p te r a r e a s follows ,

1 . F a cts of s i m i l a r k i nd a r e ca lled sta ti sti cs .

2 . Th ere a re th r ee meth o
ds of d ea l i n g wi th q uan
ti ti es i n m a th ema ti cs : ( )
1 th e ta bul a r meth od ;

( )
2 th e gr a p hi c meth od ; ( 3 ) th e eq ua ti on al or

formul a m eth od .
 Fund a men ta ls of Hi gh School Ma thema ti cs

Wi th m ea sur ements of tr a i ts of h um a n bei ng s ,

th e a v era ge or centra l m ea surements a lwa y s

occur most fr eq uently . Th e mea surem ents occur

M
less fr eq u en tly as th ey becom e v ery s ma ll or

v ery l a rg e . We i nter p r et thi s as foll ows

or e or d i n a ry p eop le occur i n th e world th an
”
un us ua l on es .

RE V IE W E X E R C ISE 48 a

T wo c la s s e s c e r ta in s c h oo l too k th e s a m e te s t i n

N
in

N
a

Si m p le E q u a ti on s . The r e s u lts a r e gi v e n here .

M R. E VA
’
SS CL ASS M
SS
I BRO W S
'
ASS
CL

W hi c h c la s s d i d th e b e tte r on th e te s t ? Wha t i s th e
m e dia n n u m be r o f r i g h ts in e a ch c la s s ? Fi n d th e a v e r ag e .

R e p r e s e n t th e two ta ble s g ra p h i ca lly .

HOW :

T IO
N
N
NN
TO N
NN
SH IP
T O G E T HE R
R E PR E SE
B ET WE E
C H A PT ER

T A D
QU A
V III

D E TE R
T IT IE S
M I E
T HAT
‘

T HE
C HA
R E LA
GE

Secti on 6 2 . In m a th em a ti cs we d ea l wi th two d i sti n ctly

d ifferent k i nd s of gr a p h s . In C ha p te r V II w e ta b ula te d an d
”

g r ap h e d d a ta i n wh i c h th e r e w as n e c e ss a ri l a c a u sa l
"

n ot
y
r e la ti on be twe e n th e tw o q ua n ti ti e s fo r e xa m p le , th e te m
t a n d th e h o u r o f th e d a y T h i s i s obv i o u s l tr u e o f
p e r a u r e y .

th e m e r e g ra p h i c r e p r e se n ta ti on o f s ta ti sti c a l fa cts li ke p op u
la ti o n s , s c h ool m a r ks , a tte n d a n ce , w e a lth , p r od uc ti on , e tc .

F or th i s ki n d g ra p h n o e q ua ti on
of or for m u la c a n b e m a d e .

We s p e a k of th i s ki n d o f g r a p h a s a STATIST ICAL GR APH .

Secti on 6 3 As we g o a bout our d a i ly work we comm only

.
,

d eal wi th q ua nti ti es wh i ch ch a ng e togeth er F or e xa m p le .

,

th e c os t of a ra i lr oa d ti c ke t ch a n
g es as th e n umber of

m ile s y ou tr a v e l ch a ng es ; th a t i s , cost a n d th e d i s ta n ce th e

ch a ng e tog e the r O r , th e d i s ta nce tr a v e le d by a n a utoi s t,

.

if he g oe s at th e r a te o f, sa
y 2 0 m
,
i le s p e r h o u r , ch a n es
g
as th e n u m b e r of h ou r s w hic h h e tr a v e ls ch a ng es ; th a t i s ,
th e d i s ta nce and th e , ti m e cha ng e tog e th e r . As a th i r d
i llu s tr a ti on , s u p p os e y ou wa n te d to m a k e a tr i p of 1 0 0 m i le s .

We k n o w th a t th e ti m e re
q ui re d wi ll ch a n ge wi th or
“
be
d e te r m i n e d by th e w a y i n wh i c h th e r a te c ha n ge s ; th a t
i s , th e ti m e a n d th e ra te cha ng e tog eth e r .

Secti on 6 4 . T h e fa c t th a t we a r e a lwa
y s d e a li n g wi th
s i tu a ti on s of th i s ki n d m a ke s i t n e c e s s ar y for us to kn ow

M
h ow to re
p r es e n t a nd d e te r m i n e th es e q u a n ti ti es wh i ch
cha n
g e tog e th er, or wh i c h a r e RE LATED in s om e d e fi n i te wa y .

a th e m a ti c s s h ows us h o w to d e s c ri be or e xp r e s s th e m .

'

In fa c t, i t i s th e chi ef a i m of ma th ema ti cs to h e lp y o u to
s eeh ow q u a n ti ti e s a r e r e la te d to e a c h oth e r and to h e lp
ou to d e te r m i n e th e i r v a lu e s
y .

1 47
1 48 Funda men ta ls o f H i gh School Ma thema ti cs

Secti on 65 . T h e th ree meth od s s

of rep r e enti ng r ela ti on

shi p .Y ou le a r n e d i n C h a p te r V II th a t th e r e we r e th r ee
m e th o d s of r e p re s e n ti n g q u a n ti tie s O f c om p a ri n g th e m , ,
“
a n d of d e te rm i n i n g th e r e la ti ons hi p b e twe e n th e m . T h e se
we r e : ( )
1 Th e gr a p h i c m eth od ( 2) ,
th e ta bul a r m ethod , and

eq ua ti on a l for m ul a meth od In th e p r ob le ms
( )
3 th e or '
.

j us t ta ke n u p i n C h a p te r V II y ou u se d th e ta b u la r m e th od
'

a n d th e gr a p h ic m e th od O f r e p r e se n ti n g a nd c o mp a r i n g
fa c ts . In th o s e c a se s th e r e w a s n o r e la ti on s h i p e xp r e s s e d

a nd h e n ce n o ss i b ili t o f u s In g th e e q u a ti on a l or for m ula

p o y
m e th o d .

In th i s ch a p ter, h owev er , we sh a ll d ea l wi th fa cts wh i ch

a re rel a ted an d lea r n h ow to u se a ll th r ee meth od s of

e xp r e s s i n g and d e te r m i n In g th e r e la ti on s h i p b e tw e e n th e m .

A g oo d ~i llu str a ti on i s th a t of the r e la ti o n s hi p b e twe e n

2 e d i stan ce th e
( )
1 th e t i m e a r a i lr oa d tr a i n tr a v e ls and ( ) t h
tr a i n tr a v e ls . Let us ta k e a n e xa m p le .

FIG . 114 . T h e li ne
'

10

sho ws
ll
TI EM 12

rela ti ons h i p bet ween ti me sp ent

a nd d i sta nce trav el ed .
 Fund a men ta ls of H i gh School Ma thema ti cs

F i g u re 1 1 5 i s p a ri c e g ra p h wh i c h s h ows th e
c os t of a ny n u mb e r of y a r d s of c lo th a t 1 2

N
c e n ts p e r y a r d Fro m i t . we can fin d th e c os t

o f a ny n u m be r o f a rd s F or e xa m p le , th e c ost
y .

of 1 5 y d i s fo un d by fi n d i n g th e p oi n t on th e
.

h ori z onta l s c a le w hi c h s ta n d s for 1 5 y d , th e n

‘
.

by fi n d i n g th e p oi n t o n th e c o s t li n e d i re c tly
a b ov e th i s p o i n t . T h is a p p e a r s on th e c ost li n e
as
p oi n t A . o w, to fin d th e c ost of 1 5 y d we .

fi n d th e oi n t on th e co s t a xi s, h or i z on ta lly
p
o p p o s i te th e p oi n t A wh i c h a lr e a d y s ta n d s fo r
-

1 5 yd T h e Co s t p r ov e s to b e
. T hus
w e se e th a t p hi n t A s ta n d s b oth fo r 1 5 y d a n d .

fo r In th e sa me wa y th e p oIn t B Sh ow s
th at 8 yd . o n th e h or iz on ta l s c a le cor r esp on d s to
.

96 d on th e v e r ti c a l s c a le T h e p oi n t C S
. h o ws
t ha t 1 8 y d . on th e h or i z on ta l s c a le c or r e s p on d s
to on th e v e r ti c a l s c a le .

T a b le 1 3 Sh o ws th e s a m e r e la ti on s h i p but n ot s o c le a r ly .

T AB L E 1 3

THE FO R
N
M
I
N
N N N U LA O R
G A D
EQ U A T IO
D ETE R M MI I G
AL ETH O D
R E L A T IO
OF
SH IP
E X PR E SS

M
Secti on 6 6 Th e p i ctur e of rela ti on sh i p ow le t us

m
. .

appl
y th e for m u la e th o d to th e s e c o n d i llu s tra ti v e ex

a m p le g iv e n i h th e p r e c e d i n g s e c ti o n . a ke a for m u la fo r
t h e c o s t of ,
a n y n u m b e r of
y a r d s o f c loth a t 1 2 p p e r y a rd .
N
y
o te

ou

tell s th e

p u r c h a
th a t th e
hav e

se d
j us t
rela ti on
H ow

g ra p h

bet
-
to R ep r esen t R ela ti on s hi p

and

m a d e te ll e xa c tly th e
w e en
th e ta b le

th e
more clearly b e c a u s e i t p re s e n ts i t
c os t a n d
a nd

sa m e

th e
th i s for m u la
th i n g Th e g r a p h
.

n u m b e r of
y a rd s

to th e
w hi c h

e
y e as

a p i c tur e . T o te ll fr om th e g r a p h th e c ost of a n y p a rti c ula r

n um be r o f a rd s r e q ui r e s on l a g la n c e ; to te ll fr o m t h e
y y
for m u la .
o r e q u a tio n ,

C = 1 2 n, .

th a t w e s ubs ti tu te s om e a r ti c u la r v a lu e

N
r e q u ir e s of n in

N
p
th e e q u a ti on a n d th e n th a t w e fi n d th e v a lu e of C .

N
X E R C ISE
M M
E 49

N
LE T US GE T ORE PRACTIC E I USI G T HE SE T HR EE E T HOD S

D ra w h s h ow i n g th e p ri c e of a n y n u m be r
'

g a
a r
p
of d f bea n s 9 d F ro m
'

un at c e n ts a p O u n
p o s o .

i t fi n d th e c os t o f 5
5p o u n d s ;
»
of 1 2 p ou n d s .

o w, w ri te a f or m u la w h ic h re
p r e s e n ts t h e c os t
'

of a n y n u m b e r o f 9 p a p ou n d p o o te
u n d s a t .

th a t th e g r ap h a n d th ef or m u la te ll the s a m e thi ng .

D ra w a g ra p h for th e c os t o f a ,
r a ilr o a d ti c ke t

at 3 p a m i le .

If c . 0 3 m is u se d a s th e e q u a ti o n fOr th e c ost

of a n
y ra i lr o a d
p ti c k e t at 3 a m ile , s h ow th a t

b y le tti n g m h a v e p a r ti c u la r v a lu e s , s u c h a s 2,
3 , 7, 1 0 , e tc , we g e t v a lu e s for c, fr o m w hi c h
.

we can m a k e th e g r ap h .

5 . A n u mb r e of r e c ta n g le s h a v e th e sa me b a se ,
5 in Wri te a n e q u a ti o n for th e of
’

. a re a a ny

r e c ta n g le w h i c h ha s a 5 -i n c h ba se .
( U se h fo r

th e a lti tud e , or h ei ght .

)
1 5 2 Fund a men ta ls of Hi gh School Ma themati cs

6. D ra w a g ra p h for th e a re a of an
y r e c ta n g le
w h ose b a s e 5 i n by u s i n g th e e q u a ti on y ou
is .

g ot in E xa m p le 8 ( L e t h h a v e p a r ti c ula r
.

v a lu e s , s uc h as 2, 3 , 4 , 7, 1 0 , a nd fi nd th e c or

r e s p on d i n g in e a c h c a se )
M
a re a , .

7 A we s t b oun d - tra i n le a v e s C h i c a g o at 7 A

M
. . .
,

g oi n g 3 0 m ile s p e r h o u r . Sh o w g r a p h i c a lly i ts
r og r e s s u n ti l 4 R
p .

8 . U s in g d 30 t for th e e q u a ti on o f th e tr a i n i n
E xa m p le 7, Sh o w th a t th e g ra p h c ou ld .
h av e
b e e n m a d e fr o m th e r e s ults obta i n e d by le tti n g t
h a v e p a rti cu la r v a lu e s .

9 . Th e m ov e m en t of a tr a i n i s d e sc r i be d by th e
e q u ati on d 25 t . D ra w a gr a p h sh o w in g th e
same th i n g .

10 . A b oy j oi n e d a c lub whi c h char ge d an i n i ti a ti on

fee o f 25 c e n ts . H i s d ue s w e r e 1 0 c e n ts e a c h

m o n th D ra w a g ra p h to Sh o w h o w m uc h h e

N
N
.

had sp e nt a t th e e n d of a n
y n u m b e r of m on th s .

11 . Wh a t for m ula or e q u a ti on wi ll r e p re s e n t th e

sa me th i n g as th e g r a p h i n E xa m p le 1 0 ?

I . V AR IABLE S Q ua nti ti es whi ch a r e conti n ua lly v ary i n g .

II . CO ST A TS : Qua nti ti es wh i ch a r e a lwa y s fi x ed or un

ch a n g i ng .

Secti on 67 .
-
In a ll th e e x a
. mp l es wh i c h y o u h a v e j ust
solv e d g r a p h i c a lly th e r e h av e b ee n ch a n i n .
g g or v a ry i n g
q uanti ti es ; for ex m l
a p ,
e i n t h e g ra p h of th e m oti on of

a tra i n, th e d i s ta nce a nd th e ti m e va r y as th e tr a i n

m ov e s a lon g its tri p ; o r In a n y c o st g ra p h th e cos t v ari es

I 54 Fund a men ta ls

G R A PH S SH O W T H E

Secti on 6 8 . E a ch
f
o

of th e
Hi gh School Mathema ti cs

R E LAT IO
V A R IA B L E S
.

th r ee
NN
meth od s
B ET W E E

s h ows
T WO

r ela ti on

shi p . A c o st gra p h , suc h as Fi g 1 1 5 ,. re a ll

y s h ows th e
rel a ti on be twe e n th e n u m b e r of un i ts
( lb .
, d oz .
,
or
y d .
, e tc .
)
p u r c h a se d a nd th e tota l p ri c e p a i d . A g ra p h of th e m ov e
m ent of a tr a i n ( F i g 1 1 4) wh i c h r un s a t a c o n s ta n t r a te
'

e
g
. . .

sho w s the relati on be tw e e n th e n um be r of h our s ( th e ti m e )

a n d th e n u m b e r of m i le s tr a v e le d ( th e d i sta n c e ) Sa y i n g .

th a t th e se g r a p h s Sh o w th e r el a ti on be twe e n th e n u m be r s .

r e p r e se n te d b y th e m m e a n s tha t if w e re a d a p a r ti c u la r

v a lue of th e ti m e , s uc h as 2 hr . or 5 hr .
,
we ca n find
th e n u m be r of m i le s w h i c h c or res p on d s to th a t n u m b e r

of h ou r s .
l
T h us , gr a p h s Sh o w th e r el a ti on b e twe e n two
v a r i a b le s ; th a t i s , th e y s h ow th e v a lues of , on e v a r i a ble

whi ch cor r esp on d r e s p e c ti v e l to th e v a lue s of a n oth e r

y
rel a ted v a r i a bl e

A for m u la
’

a ls o s h ows th e r e la ti on o r c on n e c ti o n b e twe e n
th e two v a r i a b le s . F or e xa m p le , th e for m u la fo r t h e a rea

of a n
y r e c ta n g le wi th a 3-i n c h b a se , w hic h is A 3 h, sho ws
th a t th e v a lu e o f A m u s t a lway s be th r e e ti m es th e v a lu e o f h,
or , in o th e r wo r d s , th e area is al w a y s th r e e ti m e s th e h ei gh t .

A t fi r s t i t i s m or e d iffi c u lt to un d e r s ta n d th e for m u la th a n

th e gr a p h ,
b ut y
as ou a d v a n c e i n m a th e m a ti c s th e for mula
wi ll b e c om e m or e i m p orta n t
g n ific a nt a n d si .

T h u s a s w e s ta te d a t th e b e gi n n i n g o f th e c h a p te r th e r e
, ,

a r e th r ee m e th od s o f s ho w i n g th e r e la ti on s hi p or c on n e c

M
ti on b e twee n th e k i n d s o f v a ri a ble s we h a v e s tu d i e d :

II
III
I .

.
THE TAB ULAR
THE GR APHIC
THE FOR
M
MM ULA
E THOD

E THOD

E THOD
 H ow to R epr esen t R elati on s hi p 1 55

Let us i llu s tra te for o n e e xa m p le e a c h of th e se m e th o d s .

A m an w a lks a t th e r a te o f 6 m i le s p e r h our Sh o w .

th e t
r e la i on or c o n n e c ti on b e tw e e n th e d i sta n c e h e
wa lks and th e n u m b e r of h ou r s h e wa lk s .

I . T a bula r m eth od
T AB LE 14

T h e ta ble ws
sh o th e rela ti on s h i p ween
b et th e ti mesp ent
a nd th e d i sta nce tra v el ed .

II . Gr a p h i c m eth od

FIG 1 1 6
. . T h e li n e sh o
TI M E
ws th e rela ti on sh i p b et ween th e ti m e
s p ent a n d th e di sta nce tra v ele d .

III . For mul a m eth od

D 6h .

T he e q ua ti on s h ows th e rela ti on s hi p be t ween th e ti me sp ent

a nd th e d i sta nce tra v ele d .
 NN
NNN
I 56 Fund a men ta ls f
o Hi gh School Ma thema ti cs

E X E R C ISE 51

PRAC T ICE I REPRE SE TI G T HE RE LAT IO BE T WE E VARIAB LES

Sh ow by th r e e m e th od s th e r e la ti on be twe e n th e v a ri

a ble s i n th e fo llo w i n g

1 . The a r e a of a r e c ta n g le wh ose ba s e i s 8 i n . a nd

i ts h e i g ht
2 . The c o st o f b e lon g i n g to a c lu b wh i c h ch a r ges
an i n i ti a ti on fe e of 5 0 a, and 10 p e r m on th for

M
d ue s .

M
3 . A fr e i g h t tr a in lea v e s C h i c a go at 10 A . .
,
at th e
r a te o f 25 m i le s p e r h ou r ; a t 1 P . . a p a sse n ge r
tra i n le a v e s C hi c a g o, r un n i n g i n th e s a m e d i re c

ti on , at th e ra te4 0 m i le s p e r h ou r
of Sh ow .

gr a p h i c a lly a t wh a t ti m e th e p a s s e n g e r tra i n wi ll
o v e rta k e th e fr e i g h t tr a i n Se e Fi g 1 1 7 for s o lu
. .

ti on . H ow d oe s th e g ra p h s h ow th a t on e tr a i n
wi ll ov e r ta k e th e o th e r ? If t r e p re s e n ts th e

tim e of th e fr e i g h t tr a i n , w h a t for m u la wi ll rep

FIG 1 1 7. . T h e li nes sho w

2
TI E M
relati on sh i p
3

bet ween t h e ti me s p en t a n d

th e d i s ta nce tra v el ed by ea ch tra i n T h e p oi nt of i nte rs ecti on i n d i

.

ca tes th e ti m e a t w
h i ch th ey w
i ll m eet a nd h ow fa r ea ch tra v els .
1 5 8 Funda men ta ls f
o H i g h School M a thema ti cs

A . Th e sta ti sti cal g r a p h . T h e fi r st k i n d i n c lud e s a ll

th os e for w h i c h no fo rm u la or e q ua ti o n can be m a d e .

R e c a ll th e fi r s t illus tr a tiv e e xa m p le i n th i s c h a p te r: th e
r e la ti on he tween th e ti m e f
o d ay a nd th e temp e ra tu r e .

C le a r ly , no fo r m u la ca n be m a d e whi ch wi ll a lwa
y s Sh ow
th e re la ti o n b e twe e n th e two v a r i a b le s i n th i s ki n d of e x

a m p le . T hu s, th e r e a r e on l
y tw o wa y s to how or r e p r e
s

se n t th i s ki n d o f r e la ti on : 1
( ) t h e ta bul a r m eth od ( 2) th e
,

g ra p h i c meth od .

B . Th e m a th ema ti ca l l a w . Th e secon d ki nd of e xa m p le

whi c h w e h a v e b e e n gra p hin g is i llus tr a te d by an

y of th os e
e x a m p le s f or wh i ch we m a d e a
f or m u la . F or e xa m p le , we

have s uc h i llu s tr a ti o n s as : th e < g rap h s ho wi ng th e r e la ti on

be twee n the d is ta nce tra v e le d by a tr a i n r un ni n g a t 3 0 m i le s

r h our a nd th e ti m e th e tr a i n tr a v e ls T h i s b e lo n g s to th e
p e .

s e c on d ki n d of g ra p h , b e c a u se w e ca n m a ke a for m ula for

th e r e la ti on be twee n i ts v a r i a b le s . T h e for m ula i s :

d = 80 t
T h us , th e r e a re th r ee wa y s to s h ow th e r e la ti on b e tw e e n
su c h v a r i a b le s as th e s e : 1
( ) th e for mul a or a lg e hr a i e

m e th od 2
( ) m e th od , a nd
( )
3 t he gr a p h i c
'

, th e t a bul a r

m e th od .

In m a th e m a ti c s , we sa
y th a t th e s e c on d ki n d of g ra p h ,

for wh ich an e q u a ti o n can a lwa s be m a d e, s ta te s a lg e

y
br a i c l a ws , or m a th em ati ca l l a ws , beca us e th er e i s a lwa y s
'

a d efi ni te r el a ti on between th e v a r i abl es . T h e fi r s t ki n d of

g ra p h , for wh i c h no d e fi n ite la w or e q u a ti on c a n be m a d e ,
is som e ti m e s c a lle d a sta ti s ti ca l gr a p h . It i s thi s ki n d
th a t i s m os t fr e q ue n tly se e n in n e ws p a p e rs a n d m a g a zi n e s .

In m a th e ma ti c s , h owe v e r , th e o th e r ki n d , th a t wh i c h s ta te s

la ws , is n e a rl
y a lwa
y s u sed .

T he n e xt e xe r c se i wi ll g iv e p r a c ti c e i n m a ki n g both
 H ow to R ep r es en t R ela ti on ship 1 59

ki n d s of g ra p h s It i s i m p orta n t to te ll w
. h e th e r th ei n
for m a ti on to b e g r a p h e d ( g e n e r a lly c a lle d th e d a ta ) c a n be
e xp r e ss e d by a n a lg e b ra i c la w o r for mu la .

E X ER C ISE 52

1 . T h e followi n g ta b le s h ow s th e a v era ge h e i g h ts
of boy s of d i ffe r e n t a ge s . C o n s tr uc t a gra p h
s h o wi n g thi s i n for m a ti on or d a ta .

R e p r e s e nt a ges on th e h o r iz on ta l sc a le .

2 . Wh e n d oe s th e a v era ge b oy g r ow th e m os t
r a p id l ? t h m ost s lowl ?
“
e
y y
Is th e re an al g e br a ic l w a ,
or for m ula , w hi c h

M
s h o ws the r e la ti on b e twe e n th e s e two v a r i a b le s ,

ag e a n d h e ig h t
4 . r . Sm i th Jo1n e d a lod g e w h i c h c h a r g e d $ 25
i ni ti a ti on fe e , a n d d ue s of $ 2 p e r m on th Sh o w . ,

g ra p hi c a lly th e rela ti on b e twe e n th e cos t '

of be
lon g i n g a n d th e ti m e o n e b e lo n g s
“
.

Is th e re a n a lg e bra i c la w o r fo r m u la , ,
whi c h
s h ows th e rela ti on b e twee n th e v a r i a b le s , c os t

and ti m e

T he i n for m a ti o n or d a ta of th e follo wi n g ta b le
r e p re s e n t th e a re a of a s q ua r e o f v a r y i n g s id e s

Sh ow th i s r el a ti on b etwe e n th e a rea of th

s q ua r e and i ts s id e g ra p h i c a lly ,
u si n g th e v e r ti
1 60 Fund a men ta ls of Hi gh School Ma thema ti cs

c a l sc a le to m e a sur e a rea s a nd th e h ori z on ta l

s ca le to m e a s ur e s i d es .

Is th e r e an al g e br a i c “
l w a , or
i

'
for m u la , w hi c h
s h ow s th e r el a ti on be tw e e n th e v a ri a ble s h e re ?
T h e w e i g h ts of b a by b oy w ho w ei g h e d 8 lb
a
'
.

at bi r th a re gi v en for e a ch m onth of h i s fi rst

y e ar by th e ta ble

R e p r e s e n t thi s g ra p hic a lly .

C a n y ou m a k e a for m ula to s h ow th e r e la ti on
b e twee n w e i g h ts a n d m on th s ? T he n wha t
ki nd of g ra p h i s th i s , s ta ti s ti c a l or a l g e bra i c ?

T h i s ta ble s h o ws th e c os t o f v a r i ou s a m oun ts of

flou n

C a n y ou m a ke a for mu la whi c h sh ows th e re la

t on b e twe e n th e s e v a ri a ble s
i ? If y ou s h ould
‘
‘

gra p h th e se va r i a b les , wh a t ki n d of g ra p h would

y ou g e t, a s tr a i ght li n e , or a b r oke n li n e
E a c h m e m be r o f a c la s s m a d e p r oble m s for th e
o th e r s to s olv e . O ne boy p r e s e n te d th e fo llow
i n g ta ble
1 62 Fun d a men ta ls of Hi gh School Ma thema tic s

SU M
M AR Y OF C H APT E R V III
T hi s c h a p te r s ho
uld m a ke c le a r th e followi n g tr uth s

1 . Imp ortant facts a bout q ua nti ti es , wh i ch ch a n ge

togeth er , a r e mor e eas i ly rea d a nd i n ter p r eted i f
th ey a r e rep r es ented g rap hica lly .

2 . Gra p h s al wa y s sh ow th e r ela ti on between two

v ar y i n g q u a n t i ti es .

M
3 . Th er e are th r ee fun d a menta l meth od s of d escr i b

M M
i n g th e rel a ti on sh i p b etween r ela ted v a r i a bl es

a . Th e Grap hic eth od of ex p r es s i n g La w

b . Th e Ta bula r eth od of ex p r ess i ng La w
Th e F ormula , Alg ebrai c
“
c . or eth od , of sta ti ng

L w a .

Th ey tell th e s a me th i ng , th e gr ap h i c m eth od
m os t clea rly .

4 . We d eal wi th two i mp ortant k i nd s of Qua nti ti es

1
( ) V a r i a bl es q ua n t i,ti e s w h i ch a r e con t i n ua l ly
v a ry i ng ; 2
( ) co n st a n ts q u a n ti ti es ,w h i c h a r e

fi x ed or unv a ry i n g .

5 . It i s i mp or tan t to d i sti n gui s h between two k i nd s

.

of gr ap h s :
( )
1 S ta ti st i ca l g r a p h s for wh i ch n o

law or r ela ti on sh i p ca n be ex p r ess ed ; a nd

2
( ) gr a p h s of ma th ema ti cal la ws .

E X E R C ISE 54

“
If boy in
’
1 . n r e p r e se n ts a s p r e s e n t a g e , s ta te

word s wh a t th e e xp r e s s i o n n 7 22 m e a n s .

G iv e a for m u la for th e ba se of a r e c ta n g le wh en
th e a re a an d h ei g ht a re kn own .
 H ow to R ep r esen t R ela ti on shi p 1 63

R e p r e se n t th e n u m b e r of c ub i c a r d s In a b ox
‘

y
s h a p e d e xc a v a ti o n w h e n th e d i m e n s i o n s a re e x

p r e s se d i n fee t .

If m , s, a nd d r e p r e se n t th e m i n ue n d , s ub tr a

h e nd , and d i ffe r e n ce r e s p e c ti v e l w h a t for m u la

y ,

M
will s h ow th e r e la ti on be twe e n th e s e n u m b e r s ?

Sh ow by a for m u la th e r e la ti o n b e twe en th e
p r od u c t p , m u lti p li c a n d ,
,
a nd m u lti p li e r ,m .

G i v e th e m ea n i ng of th e for m ula i p rt .

D iv i d e e a c h si d e o f th e fo r m u la V : lwh b y lw
a nd te ll w h a t th e r e s ulti n g fo r mu la m e a n s .

G iv e a for m u la for th e v olu m e of a c u b e w h ose

ed ge is s .

E v a lua te th e a b ov e for m u la wh e n s

T r a n s late i n to wo r d s th e for m u la d rt
'

D i v id e e a c h s i d e of th e for m u la d rt by r a nd

te ll wh a t th e r e s u lti n g fo r m u la m ea ns .

In th e for m u la = np th e n u m
‘

n r e s e n ts
c ,
re
p
of
be r _ a r ti c le s b ou g h t, p r e p r e se n t s th e p ri c e

of e a c h , a n d c r e p r e s e n ts th e tota l c os t . T ra ns
la te i t i n to a wor d s ta te m e n t .

D iv i d e e a ch si d e of th e for m u la e = np by n,

a nd te ll what th e r e s u lti n g for m u la m ean s .

D oe s x 4 s a ti s f
y th e e q u a ti o n x
2
6x 40 ?

So lv e th e e q u a ti o n 1 0y 7 52 4p .

Is th e e q u a ti on a: +y 3 20 s a ti s fi ed if x 8
a nd y : C9a n?
y o u fi n d a n
y o t h e r v a lu e s of

x a n d y w hi c h wi ll s a ti s f
y t h i s e q u a ti o n ?
1 64 Fund a menta ls o f Hi gh School Ma thema ti cs

Solv e e a c h of th e follo w i n g e q ua ti on s , th i n ki n g
of e a ch e xa m p le a s a s ki n g a q u e s ti on
‘

10 22
( )
a
x ( )
e

y
b 5r = 17 (f ) 1 -5 b = 45
( ) -

5
( )
c . 4p = 8 0 (g ) 22 60

34
( )
z
d
x ( )
e
. 34
T e ll wh at
y ou d o to e a c h s i d e of th e e q ua ti on ;
th a t i s , te ll w h e th e r y o u a d d , s ub tr a ct, m ulti p ly ,
or d iv id e , o n e a c h s i d e .

RE V IE W E X E R C ISE 53

1 . Wri te in alg e br a i c la n g u a g e T he v olu m e of a

sp h e r e i s fou r th i r d s th e c ub e of th e r a di u s

ti me s 7T .

N
2 . Whi c h would y ou r a th e r h a v e 4 x 5 y d olla rs,,

or -
4
l p o
d lla r s ,
i f x $ 2 0 a nd y = $ 6
1 ?

3 . If V i s th e v olu m e o f a c on e , 6 th e a re a of i ts
b a se , !

a nd h i ts h ei g h t, th e n

5 6h .

Wr i te . th i s fo r m ula i n wor d s .

4 . ur s e s ke e p te m p e ra tur e r ec or d s of fe v er p a
ti e n ts . Por ‘

o me p a ti e n t th e follo wi n g d e g r ee s
of fe v e r w e r e n ote d

2, 4, 62
5,

T h es e rea din gs we r e ta k e n an h our a p a rt .

Sh o w g r a p h i c a lly th i s p a ti e n t s te m
’
s u c c e ssi v e

p e r a tur e s.
q ual
T HE

Secti on 70

i ti e s , o
U SE O F PO SIT IV E A D

t i es , or n umbers
followi n g
r n u m b e
.

e xe r c i s

r s o
We

f
C H A PT E R

need n umber s

of Op p osi te n a tur e

op p os te n a tur e
i
N
NN
es wi ll i llus tr a te wh a t i s m e a n t by
to
IX

E G AT IV E

r ep r es ent op p osi te

. T he

.
U

e xa m p le s
‘

We s ha ll ta ke four
M BE R S

q uali
i n th e
op p osi te

d i ffer e n t ki n d s of i llu s tr a ti on s : ( )
1 op p osi te n umb e rs on

te m p era tu r e sca le , ( )
2 op p os i te n u m be r s on d i s ta n ce

NNN
a a

s c a le , 3
( ) op p osi te n u m b e r s to r e p r e s e n t fi n a n c i a l si tua ti on s
h a vin g a nd 4
( ) op p osi te n u m b e r s on a ti m e

sc a le , to re p r e s e n t
“
ti m e b e for e a b eg i n n i n g p oi n t a nd
”
ti m e a fte r

M
.

F IR ST ILL U ST R AT IO
M O PPO SIT E U BE R S O A
'

TE PE R AT U R E SC A LE

E X E R C ISE 56

1 . T h e top of th e m er c ury c olum n of a th e r m om e te r

s ta nd s a t z e r o d e g r e es D uri n g th e n e xt
h ou r i t r i s es a nd th e n e xt i t i
r s es Wha t
i s th e te m p e ra tur e at th e e n d of th e s e c on d h ou r ?

2 . T h e top o f th e m e r c u r y c o lu m n sta n d s a t
D ur i n g th e n e xt h o ur i t f a lls a n d i n th e n e xt

i t f a lls Wha t i s th e rea din g at th e en d of

th e s e con d h ou r ?

3 . If i t s ta r ts at th e n f a lls wh a t
i s th e re a d i n g?

N
4 . If it s ta r ts at f a lls and th e n r i ses wh a t
i s th e r e a d in g
T h e se e xa m p le s s h ow th a t we m u st d i s tin g ui s h two
k ind s of te m p e ra tur e re a d i n gs ( 1 ), th os e a bov e z ero an d

( ) h
2 t o s e be lo w zer o . Pe op le h a v e a g ree d to c a ll r e a d i n gs
a b ov e z e ro POSIT IV E , an d re a din gs b e low zero E GATIVE .

1 66
p os

a nd
i ti v e
The Use

T h us , i f th e m er c ury s ta r ts

fa lls
or ,
of P osi ti ve

m or e br ie fly ,
i t wi ll b e a t ne
a nd

g ativ e
N
N ega ti ve

a t z e ro a n d r i ses

But i f i t
or
umbers

i t wi ll b e
“
1 67

s ta r ts a t z e r o

In th e
at

re
»

ma in d e r of th e se e xa m p le s y ou s h o uld d e sc r ibe th e m e r c ur y
r e a d in gs as p os i ti v e or n eg a ti v e , r a th e r th a n as a bov e or

below z e ro .

5 . T h e te m p e ra tur e s ta n d s a t z e ro . Its fi r st c h a n g e
i s d e s c ri be d by th e e xp r e s si on Its n e xt
c h a n g e 1 8 d e s c r ib e d b
\
y W h a t i s the te m

0 p e r a t u r e a t th e e n d of the se c on d c h a n ge ?

N NNN
6 . If th e te m p e ra tur e rea di n g IS and i t m a kes
th e ch an g e th e n wh a t i s th e fi na l
re a d i n g

SE C O D ILLU ST R AT IO
D IST A
: O PPO SIT E
CE SC A LE
U M BE R S O A

E X E R C ISE 57

An a utoi st sta rts fro m ~a c e r ta i n p o i n t a n d g oe s

e a st 1 0 m i le s, and th e n e a s t 8 m i le s H o w fa r
'

a nd i n wh a t d ire c ti on i s b e fr o m th e s ta r ti n g

i n t ?
p o

2 . If h e h a d fi r s t g on e west 1 0 m i le s ,
and th e n w e st
8 m ile s , h ow fa r a nd i n wh a t d ir e c ti on would h e
h a v e be e n fr om h i s s ta rti n g p oi n t ?

3 . If h e h a d fi r s t g on e e a st 1 0 m i le s and th e n w e st
8 m i le s , h ow fa r a n d In wh a t d i re ction would h e
h a v e b ee n fr om h i s s ta r ti n g p o i n t ?

“
4 . If h e h a d fi rs t g on e we st 1 0 m ile s, and th e n ea st
8 m i le s , h o w fa r and i n wh a t d i r e c ti on would h e
h a v e b een fr om h i s s ta r ti n g p oi n t ?
1 68 Fund a men ta ls o
f H i gh School Ma thema ti cs

Th e se e xa m p le s s h ow th a t we m u s t d i s tin g u ish be twee n

op p osi te d i s ta n c e s, th os e ea s t of s om e s ta r ti n g p oi n t, an d

th o s e wes t of th e s ta r ti n
p g oi n t . to Pe op le h a v e a g re e d
c a ll d i s ta n c e s ea s t of th e s ta r ti n g p oi n t p osi ti v e a n d d i s ta n ce s

wes t o f th e s ta r ti n g p oi n t neg a ti v e By thi s m e a n s a g r e a t .

deal of ti m e can be sav ed , beca us e a p osi ti v e g

or n e a ti v e

numb er tell s both th e direc tion a n d th e dis ta nce of a p oi nt o n

th e di sta n c e s c a le , fr o m so m e b e g i n n i n g p oi n t T h u s , on .

th e d i s ta n ce s ca le , Fi g 1 1 8 , .
p oi n t A i s c omp l e te l
y d e s c r i be d
by th e n um be r 5 .

We s t A Ea s t
- 0 -
15 -
lo -
5 0 +5 +10 +15 +20 +25
2
\

Pro 1 1 8
. . Poi nts on a d i sta nce s ca le .

T hi s n u m b e r, 5 , te lls th a t th e p oi n t A i s 5 u ni ts wes t
of, or to th e le ft of, th e s ta r ti n g p oi n t .

Wha t w ould be th e p o s i ti on on th i s d i sta n c e

s c a le of a m a n wh o s ta r ts a t th e r p oi n t
ze o ,
g oe s
e a st 60 u n i ts, a n d th e n we s t 1 5 u n i ts ?

6 . Wh e r e wou ld y ou b e i f y ou s ta r te d a t. z e r o, we n t
8 . un i ts , a n d th e n -
8 u n i ts ?
A man
”

7 . s ta r ts a t 0; at th e e n d of th e fi rst d a y h e
'

is at + 20 , and at th e end of th e s e c on d da y
he is at — 10 . Wha t i s th e tota l d i s ta n c e h e
tra v e le d ? Wh a t n umber wi ll c om p le te ly de
s cr i b e h i s p osi ti o n at th e e n d of th e se c o n d d a y ?

8 . H ow fa r i s i t fr om 9 to 6 W ha t d i re c ti on
i s it ?

Secti on Th us, p osi ti v e a n d n eg a ti v e n umb ers a r e

used tod i sti ng ui sh b et ween op p osi te q ua li ti es T h e for e .

g oi n g e xa m p les s h ow th a t we n e e d a bri e f, e con o mi ca l wa y

1 70 Fund a men ta ls of Hi gh School Ma thema ti cs

N N N
fore C hr i st liv e d 3 5 y e a r s , the d i s ta nce b e twe en th e
an d

p o i n ts A a n d B wo uld r e p r e se n t th e p eri o d of h i s li fe .

Why ?

M
O T H E R ILL U ST R AT IO
'

S OF TH E U SE OF SIG ED
U BE R S : FO R THE PUPIL T O D E V E LO P
E X E R C ISE 58

Sh ow h ow Si gn e d n u m b e rs a r e h e lp fu l i n d e a l
In g wi th la ti tud e ; wi th lo n g i tud e . Illus tr a te
e a c h on e .

Sh ow th a t si gn ed n um be r s a re a c on v e n i e n c e

i n kee p i n g scor es in ga m e s i n wh i c h y o u e i th e r

m a ke or lose a c e rta i n n u m be r of p oi n ts .

N N
i

NN
C a n y ou th i n k of oth er i llu stra ti on s of
'

an
y
opp os i te n u m be r s

M
E X E R C ISE 59

PR ACTICE I USI G SIG E D U B ER S

1 . Your te a c h e r
’
s fi n a ncial s i tu a ti on is
W ha t d oe s th i s m e a n ?
A ma n i s wor th $ 5 20 0 a n d h i s d e b ts
’
2 s e rt
.
p p
r o
y
a m ou n t to $ 33 0 0 H ow c a n p o si tiv e a n d
.

ne ga ti v e n u m be r s b e u s e d to re p r e s e n t th e se

a m o u n ts ? Wh a t n u m be r wi ll d e sc r ib e h i s n et

M
fi na n ci a l s i tu a tion
T h e m e r c ury at 8 A . . wa s at

M
If i t w a s

M M
ri s in g 3
°
p e r h ou r, wh e re wa s i t at 9 A . . ? at

10 A . . ? at A . . ?
Sh ow on a ti m e s c a le th a t C ae s ar be ga n to r u le

th e R om a n p e op le 3 1 ea r s B C a nd r u le d for
y . .
,

45 y e a r s .
 5 .
The Use

What i s
m a n wh o
he i s at
f
o P os i ti ve

th e tota l n um be r

6
t
s ta r s a t ze r o o n

at th e e n d
a nd

of
of
N
N ega ti ve umbers

m i le s tr a v e le d by a
th e d i sta n c e s ca le i f

th e fi r st day , 2 at
‘
r
rgr

th e end of th e se c on d d a y , a n d a t 8 at th e
e n d of th e thi r d d a y ?

6 . O n th e d i s ta nce s ca le , wh e
would y ou b e if
re

y o u s ta r te d a t 4 a n d we n t e a s t 6 m i le s ?
7 . If y our fi n a n c i a l c on d i ti on i s 60 c e n ts , 15
c e n ts , a n d 1 2 c e n ts , w h a t si n g le n u m ber w i ll
a c c ur a te l d e s c r i be u r n et fi n a n ci a l s i tua ti on ?
y y o

8 . Wha t wa s y our fi n a l sc or e i n a g a m e i n w h i c h

y ou m a d e th e followi n g si n gle s c ore s : 1 5,

— 8, — 1 0 , + 1 4, and + 15 ?
a di sta n ce s ca le ( hori z o n ta l) th e
I

9 . R e p r e sen t on

M
p o i n t w h e re a ma n wo u ld be a t th e e n d o f th e
th i r d d a y if h e s ta r te d a t zero a n d wa lke d 6
m i le s on on d a
y ,
— 10 on T ue s d ay , a nd 3
on We d n e s d a y .

10 . F i n d th e n et fi n an ci a l s i tu a ti on of a m a n wh o i s
w or th th e followi n g : ( )
a $5+ $8 $ 10
b
( ) + 6 d — l0 d — 8 d + 15 d .

N
Secti on 73 . Abs olute v al ue of p os i ti v e a nd n eg ati v e n um

bers . T he n u m e r i c a l v a lu e of a p o s i ti v e o r n e g a ti v e n um

b er , wi th out re g a rd to i ts si gn ,
i s i ts a bs olu te v a lu e . F or
e xa m p le , th e a b so lute v a lu e o f 6 is 6 ; of 1 7 is 1 7 ; of

9 i s 9, e tc .

Secti on 74 . We n eed to be a ble to a d d , subtr a ct , multi p ly ,

or di v id e si gned n umb ers . ow th a t we se e c le a r l

y t h e

p r a c ti c a l wa y s i n wh i c h p ositiv e a n d n e g a tiv e n u m be r s a r e
use d we n e e d to b e a ble to s olv e p r oble m s wh i c h c o n ta i n

e i th e r ki n d . In a ll th e e xa m p le s wh i c h we h a v e w orke d
p r
1

e v
7

i
2

ou s l
Fund a men ta ls

th e r e for e , we m u st le a r n
y , only p osi ti v e
f
o Hi g h Sc

1
h

( )
oo

h
l

number s

o
M

w
a

t
t

o
hema ti cs

h a v e been
co m bi n e
us ed

si
.

gn ed n um
N e xt,

N
N N
NN
be r s ( i . e . a dd th e m ) ; ( )
2 h o w to m u ltip l
y th e m ; ( 3 ) h ow
to fi n d th e d iff e r e nce be twee n two g n e d n um be rs ; a n d
Si

4
( ) h ow to d i v i d e si gn e d n u m b er s . We w i ll ta ke th e m up
i n th a t or d e r

M
.

I . HOW TO CO M BI E
AL G E B R AIC
SIG ED

SU M
U
S
BE R S : FI D I G

Secti on 75 . Wh en th e numbers a r e a rra n g ed v erti ca lly .

In th e e x am p le : Fi n d t h e n et fi n a n ci al s i tu a ti on of a man
wh o i s w or th th e followi n g : $5 , $8 , $6
we fo u nd on e si g ne d n umbe r wh i c h d e s c ri be d th e m a n 5

n et fi n a nci a l si tu a ti on ; n a m e ly , $3 . T h a t i s , w e fou n d
on e s i g n e d n u m b er wh i c h wa s th e r e s ult o f p u tti n g se v e r a l

s i gned n u m be r s tog e th e r T hi s p r oc e s s i s c a lle d

. combi n i n g
g ne d n u m b e rs , fi n di n g th e a lgebr a i c s um
'

si or . T hu s, to
c o m bin e + 4, 2, 6, a n d 3 we m u st fi n d on e Si g n e d ,

n u m b e r wh i c h i s th e r e s ult of p u tti n g a ll of th e s e to g e th e r .
”

E v i d e n tly , th i s m u s t be
. 1 Si m i la r ly , c o m b i n i n g , or .

fin d i n g th e al g e b ra i c s um of 5d a nd — 1 1 d, we g et

In each of th e follo wi n g e xa m p le s , fin d th e al g e br a i c
sum , i . e . fin d on e n u m b e r whi c h wi ll d e sc r ibe th e r e s u lt o f

p u tti n g a ll th e s e p a r a te n u m b e r s to g e th e r . Wh en n o Si gn
is gi v en i t is re ga rd ed as p osi ti v e .

E X E R C ISE 60

1 . 2 .
-
7d 3 .
+ 4 4: 4 .

$3 + 8 d — 3 :c
4d x
1 74 Fund a men ta ls .

f
o H i gh School M a thema ti cs

26 . 2t + 5 Z — 9 Z — 2
‘

2—
27 a
z
+ 4a
z -
7a 9 a
z
+ 2a z

_
.

+ 12y — l 5 y +p 8 y

N
28 — —
.
y
29 . 5x — x — 2x — 3 x h —4 x — 10 x
w . 8 — 5 — 9 — 2
3 —
31 . s
3
+ 6s +
’ 3
2s 5 s
3 —
1 2s 3

32 a bc — 7 a bc — 9 a bc — 3 a bc

M
.

Secti on 77 Terms are ei th er LIKE or U LIKE : How

N
.

to d i sti ng ui s h TER S . Any al g e br a i c e xp r e s s i o n , s u c h a s

an b or x
2
2 xy 5 , is m a de up o f o n e or m o re n um
‘

be r s s e p a ra te d fr o m e a c h o th er by si g n s or by si gn s .

T he s e n u m b e r s th u s se p a r a te d fr o m ea ch oth e r a r e c a lle d
'

ter ms . T h u s, i n ax b th e r e a re two te r m s ; ax is on e ,

w h ile 2
2 xy 5 th e r e th r e e te r m s,
“m
b i s th e oth e r ; in x a re
”
x
2
,
2xy , and 5 . ote c a re fu ll
y th a t a ter i nclud es
e v e ry/th i n
g b e tw e e n or si gn s .

In m a n y a lg e br a i c e xp r e s s i on s th e s e te r m s a re a ll lik e
te r m s , and, as i n th e p r ev i o u s s e c ti on , c a n
we le a r n e d
be c om bi n e d or p ut tog e th e r i n to o n e n u m b e r or te r m
whi c h w e c a lle d th e i r a lg e bra i c s u m T hus, 4 d 5 d, .
,

8 d, 3d a r e si m ila r or li k e ter m s , a nd th e i r al g e br a i c
s um is 4d . It i s i m p or ta n t to u n d e r s ta n d th a t b ec a u s e
each lette r i n th e e xp re s s i on r e p r e s e n ts th e sa m e th i n g
th e s e are li k e te r m s . In m an
y c a se s , h owe v e r , th e te rm s
of a n a l g ebr a i c e x p r e s s i on a r e n o t a ll li he te r m s .

F or e xa m p le , c on s i d e r : 4 b oy s , 5 .
g i r ls ,
8 b oy s ,
2 gi r ls , o r , u si n g th e i n i ti a l le tte r s of th e wor d s , 4 b
5g 8 b 2g . E v i d e n tly , th e s e a re unl ik e term s a nd

ca n n ot be c om b i n e d i n to on e n um b e r . H owe v er , th e li h e
te r m s i n th e e xp r e ss i on ca n be c o m bi n e d ; th a t i s , th e 4b
a nd 8 b, gi v i n g 1 2 b, a nd th e 5g and
:
2g , g i v in g
terms ,
3g

g
.

iv i
The Use

n
T h us

g 1 2 b 3 g
o

th e

F
f

r
P

o
os

m
i

th
ti

be s i mp lifi e d or exp res s ed m or e br i efl

i
ve

e x p re s si on

s
y
i
b
ll
y
u s
c

t
.r
o

a
m
ti
bi
on
n

-
a nd

2g c a n
i n

w
g
e
l
s
i k
e
e

e
4b
N
N ega ti ve

5g
umber s

8 b
'

1 75

th a t th e li k e ter m s of a n y a lg e br a i c e xp re ssi on c a n b e

N
NNN
NNN
c om bi n e d , gi v i n g a s i m p le r , b ri e fe r e xp r e s si o n th a n th e

N
o ri g in a l on e .

X E R C ISE
M M M
E 61

F UR T HER PRAC TICE I CO B I I G SIG E D

LIKE OR U LIKE T E R M
U B ER S:
S
U B E R S HA I G V

Wri te i n th e s i m p le st or br i e fe s t fo r m ea ch

fo llow i n g e xp r e ssi on s

1 . 2a + 3 a — 6 a + 4a
2 . 5 ft + 6 i n
. .
— 2 ft .
— 4 in .

3 mo
fi

7 yr + . .
— 2 yr .
— 1 mo .

4 . 4b+ 5 c — 8 b — 2c + b
5 . 6 a
2
+ 3a
2 - 7a + 4 a2 2

2x 5 3 — 3 --
i 2x
3 — 3
6 . x 8 x

7 .

8 . 3 xy + 5 a b — ll a b
9 . 2b3 —
7b +5 b 3 3 -
b 3

10 . 2r + 8 r +3 r — l0 r

2 2 2
11 . 4a b+ 5 a b — 8 a b — 3 a
2
b
m .

1 3 . 5x + 3 — 8 x — 4 + 4x + l
2 2
14 . a b 44 5 Ga e z

xy + 3 — 8 xy — 9 + 2 xy + 7
’

1 5 .

16 .
p + 2 9
3 x + 5y — 7x — 8y — x ’
1 7 .
+y
1 76 Fund a men ta ls f
o Hi gh School Ma thema ti cs

5 a b +6 ay — 6 b — 7 xy + 2 a b + 2 xy
a

2
— 3b 2 - 4a -
'
7b2— z
9 a + 12b 2 —
3a 2

3 —
8y t 11y — 3 --
1 5 t l 3y - - 3 —F
9t
4+6x — 9 -
1
3 — 3 3
3
b 2a 3b +5 3 —
2b 3

N
+

NNN
N
- ‘

a a

N
NN
2t — x — t + 5 :c -
7t — 10
2
5y -
3
’

2 2
7 a bc 9 bc — 11 bc 2 — 1 1 a 2bc 2
bc

M
-

M M
a a

M
a

SU AR Y OF I
CO BI
PO R T A
I G
T

OF
PR I
SIG
C IPLE S C O
ED U MBE R S
CER I G TH E

Secti on 78 . You h a v e n ow w or k e d m a n y e x a m p le s in
fi nd in g al g e br a i c s um s . F r om y our e x p e ri e n c e w i th s uc h
e x a m p le s , c o m p le te th e se th r e e s e n te n ce s wh i c h te ll h ow to
\

C C m bi n e Si g n e d n u m b e r s

1 . To fi n d t h e al gebr a i c sum of two p osi ti v e number s ,

th e a bsol ute v a l ues of th e n um bers, a n d

gi v e to th e r esult a 7
si gn .

2 . . T o fi n d th e a lg ebr a i c s um of two n eg a ti v e n umber s ,

7
th e a bsol ute v al ues of th e number s, a nd
gn

N
i r es ult a si
‘
2
g v e t o t h e .

3 . T o fi nd th e al gebr ai c s um of two n umbers whi ch

'

l ute v a l ues , a nd g i v e to th e ,
res ult th e si gn of

M
th e number wh i ch h a s th e a bs olute v alue .

PR ACTICE E X ER CISE B : COLLE CTI G TE R S

Pra cti ce on thi s ex er ci se unti l y ou ca n r ea ch th e stand ard ,

10 ex a m p l es ri g h t i n 3 mi nutes . R ecord th e n umber wh i ch
/

y ou tr y a n d th e n umb er wh i ch y ou d o ri g h t . C omp ar e y our

r ecord each ti me wi th th e s ta nd a rd .
 Fund a men ta ls f
o Hi gh School Ma thema ti cs

T h en , 2y m u st b e a dded to e a c h si d e .
( Wh ?
y ) T hi s
gi v e s th e e q u a ti on

7j l = 21 .

E X E R C ISE 62 . O R AL WO R K

y
5 =x — 2

.
p
— 7
t — 6
x — 8
x — IO "
:

r— 7 —
10
o
2x = 1 5 — :c 1 2t — 1 00 — 1 3 t + 25

N
.

N
3y = 1 2 -
y 4x — x

2 b = 20 2b 7 5 x — 8 1 4 = 30
'

— x — x + x

b— 10 — 2

II . HOW TO M
U LT IPL Y SIG ED U M BE R S

Secti on 8 0 . T h e four wa y s to multi p ly si gn ed n umber s .

In a r i th m e ti c i t wa s foun d th a t m ulti p li c a ti on s h or te n e d
th e work of a d d i ti o n . For e xa m p le , in a d d in g 3 3 3
3+3 3 + 3 , th e r e s u lt i s fo un d m o s t e a s i ly by m u lti p ly
m g 3 by 7, b e c a u s e 3 i s ta ke n 7 ti m e s So i n a lg eb r a, i t .
,

i s e q ua lly d e si r a b le to m ulti p ly o ne si g n e d n um be r by
a n oth e r .
 T he r e

1
( ) p l us
f

ti
The Us e

m
d i ff
a re e

m u lti p ly si g n e d n u m be r s
e s p lus ,
ou r
f
o P o

y
si ti ve

r e n t wa s i n wh i c h we m a

T h e s e a re
as
.
y
a nd

h
N
N
a v e to

i n th e
ega ti ve

e xa m p le
umbers

+ 4 ti m e s
‘

~1
79

2
( ) p lu s ti m e s m i n u s ,
a s In th e e x a m p le + 4 ti m e s
2
3
( ) m i n us ti m e s p l us , as i n th e e xa m p le — 4 ti m e s
2
4
( ) m i nu s ti m e s m i n us as i n th e e xa m p le 4 ti m es

N
,

N
NNN N
By c o n s id e r i n g th e follo wi n g p ro b le m s we ca n te ll wh a t
m e a n i n g m u st be g iv e n to th e m u lti p li c a ti on of si gne d
n u mbe r s .

A . IL LU ST R AT I E V
A
Q UE ST IO
D W A ST I
S B A SE D
G OF M O
U PO
E Y
THE SA VI G

E X E R C ISE 63

1 . If y ou s a v e $ 5 a m on th h ow m u c h b e tter
o ff w i ll o u b e 6 m on th s fro m n ow
y
E v i d e n tly y ou wi ll b e $ 3 0 b e tte r o ff

T hus, 5 ti m e s 6 30 .

2 . If y ou h av e b e e n s a v i n g $ 5 a m on th h ow
m u c h b e tte r o ff we r e y o u 6 m on th s a g o
E v id e n tly y o u w e r e $ 30 w or s e o ff $ 30 ) th a n
y o u a r e n ow T h u
. s ,
5 ti m e s 6 30 .

3 . If y ou a rew a stin g $ 5 a m on th h ow m u c h
b e tte r o ff w ill o u b e i n 6 m on th s fr om n ow
y

E v i d e n tly y ou wi ll b e $ 3 0 wor s e o ff

T h us, 5 ti m e s 6 30 .

4 . If y ou h a v e bee n wa stin g $ 5 a m on th
1 80 Fund amen ta ls of H i gh School Ma thema ti cs

h ow m uc h b e tte r o ff wer e y o u 6 m on th s ago

6)
E v i d en tly y o u We r e $ 30 b e tte r off

T h u s, 5 ti m e s 6 30 .

Sum m a r i z i n g T h e se p r oble m s b a se d u p on s a v i n g a n d
:

wa sti n g m on e y h a v e le d to th e followi n g i llu str a tiv e s ta te

’

me n ts
1 . + 5 ti m e s

N N
2 + 5 ti m e s — 6 — 30 .

N
3 . 5 ti m e s 6 30 .

4 . 5 ti m e s 6 30 .

B .
ILL U ST R AT I
THER
E
MM
V
O
Q U E ST IO
ETE R
S B A SE D
R E AD I GS
U PO

E X E R C ISE 64

2
°
1 . If th e m e r cu ry i s n ow a t z e r o and is ri s in
g
p er wh ere w ill i t be 4 h ou r s fr om
now
E v i d e ntly i t wi ll be 8 a b ov e z e r o
°
T h us ,
2 ti m e s 4 8 .

If th e m e r c ury h a s bee n 2 p e r h o ur
°
2 . r i s i ng

a nd is n ow a t z e ro, wh e re wa s i t 4 h o u r s ago

E v i d e n tly i t w a s 8 be low T h us ,
°
ze ro

+ 2 ti m e s — 4 — 8 .

°
2
'

If th e me r c ur y i s n ow a t z e ro a n d is a ll i ng
f
p e r h our wh e re w i ll i t be 4 h our s fr om
n ow .

E v id e n tly i t wi ll b e 8
'
°
b e low zer o T h u s,
— 2 ti me s + 4 — 8 .
1 82 Funda menta ls

l Ia

Secti on 8 1
. PA R E

.
N
M
N
N TH
M
f
o

ESE S
Hi gh School Ma thema ti cs

A R E U SE D
UL T IPLIC AT IO

ulti p li c a ti on of two
TO

or
I D IC AT E

m o re n u m be r s is
ofte n i n d ic a te d by p la c i n g th e n um be rs wi th i n p a r e n th e s e s .

T h u s, f‘
4 ti m e s 35 Is o fte n wr i tte n

It i s i m p or ta n t to n ote th a t n o si gn or s
y m b ol i s p la c e d

NN
NN
be twee n th e p a re n th e se s wh e n m ulti p li c a ti on i s i n d i c a te d .

X E R C ISE
MY M
E 65

PR ACTIC E I ULT IPL I G SIG E D U BER S

5)
— 2)

-
9>
5)

1)

2 18 )
)
—

2)
3) — 25 )

3)

2)
— 2) —
1%
— 8x — 8 x— 3 1

H t)
— 2x — 2> (h t — 1 0)
— ex 2x— — 2x — 2> — 5 - 8
 The Us e

7 21
f
o P osi ti ve a nd N
N
“
N ega ti ve umber s 1

5)
83

N
NN
- 41
37 -

N
. .

38 .
é
-
42
EXT”
39 .
— 3) 43 .
—
1 6)
1

4c — 1> 44 ( ex e —

M
. .

II b . HOW TO U SE E X PO E TS I UL T IP LIC AT IO

z
Secti on 8 2 . Sup p o s e we h a d to fi n d th e p r od u c t of 3 a
an d 5x 4
. It i s i m p o r ta nt to ke e p i n m i n d th e m e a n i n g of

NNN
N N
N
4
e xp on e n ts .
2
3 x m e a ns 3 ~x x an d 5 x mean s 5 o
r r x -x
.

H e n c e 3 3 ti m e s
,
5
2
or m eans 3 x x 5 x x
~x -x or l 5 x s
,
By . th e sa m e r e a s on i ng , th e p r od u c t of

6x 5
a nd is 42 x 9

M
.

I PO R T A T PR I
M C IPLE
U LT IPLIC AT IO
O F U SI G E X PO E TS I

Fr om suc h e xa m p le s as th e s e w e c a n s ta te a v e r
y i m
or ta n t r i n c i p le
p p

N
NNNN
N N
N
The ex p on ent of a ny letter i n th e p rod uct i s e q ua l to th e '

s um of th e exp one nts of th a t l ette r i n th e sep a rate fa ctors .

MY M
E X E R C ISE 66

X PO
.

PRACT ICE I USI G E E TS I ULTIPL I G SIG E D U BER S

( ORAL)

5
7 b) ( 9b )
3
) 8 ) ( 2r
z
a b (2a )
( 6 )
2
2r -3
r
4x 3
5x 2
2x 5 — 5 b) ( — 2b )
2

JA 5 J
°
’
3 — 6x 2
)( — 7 e h)
10 7
%
3
x x
1 84 Fund a men ta ls f
o H i gh School M a thema ti cs

2 2
1 0y ) 2
( y ) 3
)
’

17 x x 28 —
. .
y

(i 96
z 3
18 . 16 a b o —
a b ) 29 . 1 0 63 :
6
— i a5
19 . a -b -b -a -a
§ ) -

4 - 1 0—
20 . x 2x 31 .
—
2 y) (
—
1)
'

21 .
y 5y 3
32 .
( ab
z
)(
2
61 56
)
z -
%
3 z
22 . b c bc 33 — x y )
?
23 . 5 .
x

2 1 3 — x2
24 . 1 0y - — ——

1 0 y o
y 35 .
)( ”UP 7 —
)
2

2 - 3 2
25 . x 3x x
- 36 —
r )
26 — 2r r
2
37 .
3
—
5r
3
)(
27 — x
>< 5 > <x 2
>
W ri te a r u le for th e u s e of e xp o n e n ts in m u lti p li c a ti on .

RE V IE W E X E R C ISE 67

Pe rfor m th e In d i c a te d o p e r a ti on s in th e followin g
e xa m p le s :

2 2 2
1 . 5 a + 2b — 8 a b+ a .

2 5
z . 3x )( ) — x .

“
3 . R e p r e s e n t, by a d ra wi n g two s q u a r e s e a c h, ,

s id e o f th e fi r s t b e i n g 2 a a n d e a c h s i d e of th e
,

sec on d 4 a .

( ) W
a h a t i s th e p er i m e te r o f e a c h . s q u a r e ?
W h a t i s th e ra ti o s of th e ir p e rim e te r s ?
b
( ) W h a t i s th e a r e a o f e a c h s q u a r e ? W h a t
i s th e r a ti o of th e i r a r e a s ?

4 . A fin a l e x a m i n a ti on c onta i n e d th e follow i n g
“
q
. ue s ti on G i v e b oth th e al g e b ra i c s u m , a n d th e

p ro d uc t, o f th e followi n g e xp r e s s i o n s
1

III
86

Secti on 83
Fund a men ta ls

H O W T O FI D

.
NN
How
NNN U M TH
o f

d iff
E
Hi gh School Ma thema ti cs

D IF FE R E
B E R S : SU B T R A C T IO

“ erences
CE BE T W E E

found i n p r a cti cal

are
SIG ED

work . C le r ks i n s tore s h a ve a m eth o d of m a ki n g c h a ng e

or o f fi n d i n g th e d i ffe r e n ce b e tw e e n tw o n um be rs th a t i s
e lp fu l i n fi n d i n g th e d i ffe r e n c e b e tw e e n two s i n e d
'

v er
y h g
nu m be r s F o r e xa m p le , i f a c u sto m e r gi v e s th e c le r k 5 0
.

i n p a y m e n t for a 27—c e n t p ur c h a s e , th e c le r k b e g i n s
c e n ts

a t 27 a n d c o u n ts o ut e n o u g h m o n e to m a k e 5 0 ce n ts I f
y .

we u se th e sa me te r m s as we r e u se d in a ri th m e ti c ,

n a m e ly , th e s u btr a h e n d , m i n u en d , d zy th e n
j
‘
and
“
e r e n ce , —

we say , Th e c le r k be g in s at th e s u b tra h e nd , 27 ce n ts ,
”
a n d c ou n ts to th e mi n u e n d , 5 0 c e n ts .

F i r st i llustr a ti v e ex a m p le . T o i llus tra te thi s m e th od of

fi n di n g th e d i ffe r e n c e b e twe e n two si gn e d n u m b er s, le t us

c on s i d e r th i s p r o ble m

N
On a certa i n d ay th e m ercury
°
sta nd s at 4 i n C h i ca g o a nd

at 13
°
in St . Loui s . How
much wa rm e r i s i t i n St . Loui s ,
or wh a t i s th e d i ffe re nce b et ween
13
°
a nd 4
°
a tura lly , we
d o th e sa m e thi ng th e cle rk d oes ,
beg in at the s ubtra hend a nd bount to
the mi nuend , t e we
. . count from
°
4 to g i vi n g us
T h e d ifference i s ca lled p os iti ve
b eca use we counte d up wa rd . If
we counted d ownwa rd , th e d if
fe r ence would be ca ll e d
'

neg a ti ve .

Th is exa mp l e is written as fol

lo ws
13
°
m i nuend
4 °
subtra h e nd FIG 1 22
.

°
17 d i fference
 The Use

Secon d
o f P

i llustra ti v e
osi ti ve

ex a
a nd

m p le
N
N.
ega ti ve

Subtra ct
umbers 1 87

1 0 fro m 5 by re ferri n g to th e num b er s ca le .

T his me a ns to fi nd th e d i s ta n ce fr om th e s ub

tr a b en d to th e m i nuen d or from 10 to 5 .

T h e d i s ta nce from 1 0 w i s Clea rly

a b ov e to 5 b el o
1 5 ; a n d s i n ce th e d i r cti on i d ownwa rd th e
e s ,

d fi erence i s
z 15 T h i exa mp le i s wri tten
. s

5 m i nu en d
10 s ub trah en d

1 5 d iffere nce

FIG . 1 23

T h e s e i llu s tr a ti on s a re gi v e n m ere ly to Sh o w th a t th e
d ifferen ce between t wo s i g n ed n um ber s ca n a lwa y s be
f ound by counti n g on a n um ber s ca l e fr om th e s ubtr a h en d
f

t o th e m i n uen d T h e d i ffe r e n ce will b e p os i ti v e or n e g a

.

N
NNNNN
ti v e , d e p e n d i n g u p on w h e th e r th e d ir e c ti on of c oun ti n g is

N
up w a rd or dow n wa r d .

“
E X E R C ISE 68

PRAC TICE I FI D I G
U M
T HE
B E R S:
D IFFE RE
SUB T RAC TIO
CE BET WEE T WO SIG E D

— 4 +8 + 3 + 5 — 7 + 13 + 9
2 + 5 +2 + 10 - 8
+4 + 4 + 14

+54 + 7d + 1 0 ft
°
2 . 6 .
— 4 ih . 3r
+ 9 2d 6 ft 7 in 10 x
°
— .
— .
—

3 a +4b — 5 c —3a y 3
+ 10 a bc
— 11 a — 2b + 6 c - 2x '
2
+ 5x y
3
4 a bc
1 88 Funda men ta ls f
o H i gh School M a them a ti cs

5 . Fr om 7 a ta ke 5 a

2
6 . T a ke 1 3 b fr om 2b 2

7 .
‘

F ro m x ta k e 7x 14 . T a ke 6 fro m 4
8 . T a ke be fr o m 2 be 15 . From 2 ta ke 15

9 . 6
( ) 2) 16 . F r om 1 2y 2
ta ke 8y 2

10 . 4) 4) 1 7 . D i m Ini s h 6 by 4
'

11 .
— 2) 1s .
— 8) — 6)

12 — 3r ) 19 2> 1 0)
2 2
13 .
( 8 x ) ( 1 0 x )
20 . F i n d th e v a lu e of a b, i f a 1 0, b 5 .

Secti on 8 4 . Subtr a cti on wi th out th e us e of a s ca l e . In

a r i th m e ti c it i s o fte n s ta te d th a t s ub tr a c ti on i s th e p r oc e s s
of fi n d in g wh a t n u mb e r m us t b e ad d ed to on e n u m be r , th e

su b tr a h e n d , to p r o d uc e a n oth e r n u m be r , th e m in u en d .

“
F or i n sta n ce , i n s ubtr a c ti n g
1 2 fr om 20 , y ou a e to thi n k
wh a t n umbe r must be
'

p ut wi th
”
or
r
a d d ed to
”
1 2 to “
g iv e 20 . O bv i o us ly 8 i s th e n u mb e r . Le t us a l
pp y th e

sa me th i n ki ng to si gn e d n u m b ers .

Illustr a ti on Fi nd th e d iffe r e nce b et ween

“ “d d d
.
12 a nd 4 .

T h i nk wh a t must b e p t Wit
u ,
h or a e to
”
12
— 4 to g i v e + 1 2 . C l ea rly i t i s 16 4
+ 16

T h u s y ou s e e a n oth er meth od of s ubtr a cti ng s i g ned n um

ber s, i e y ou fi n d out wh a t n umber m ust be p ut wi th
. .
”
or
“
”
a dd ed to th e s ubtr a h end to p rod uce th e mi nuend .

E X E R C ISE 69

Solv e th e se e xa m p le s by th i n ki n g as
y ou d id i n th e
e xp la n ation g iv e n a b ov e .
 N
NNN N
1 90 Fund a men ta ls f
o Hi gh Scho
ol Ma thema ti cs

E X E R C ISE 70

PRAC TICE I V
SOL I G E UATIO S Q WHICH I VOLVE SUBTRAC TIO

1 . x + 8 = 10 '

2y + 3 = 1 1
3 5 c + 1 = 21
4 6 a + 2 z 20

5 x + 1 2 = 10

y + 6 = 4
7 b + 11 = 7
8 c + 2 = 2

9 y + 5
10 b+ 4
—1 0
11 4
1

6 :

12 + 1 5

N
y

N
13 . o+ 4 — 4
14 t+ 9 — 9

+ 1 0 = 1 0
15 p

M
.

IV . H O W TO V
D I ID E SIG ED U BE R S

Secti on 8 6 . D i v i s i on i s th e op p os i te of multi p li cati on .

Y ou will h a v e li ttle or no d i ffi c u lty i n th e d i v i si on of

si gn e d n um b e r s i f y o u un d er s ta n d th at d iv i s ion i s j u st
th e op p o si te o f m u lti p li c a ti on F or e xa m p le , if 4 x 2
. 8,
th e n 3 4 . In thi s c a se 8 i s th e d i v i de n d 2 i s th e di v i s or ,
,

an d 4 i s th e q u oti e n t In s i g n e d n u m b e rs , as we ll a s i n
.

a r ith m e ti c , th e d i v i d en d eq ua ls th e q uoti en t ti m es th e
d i v i s or .

- 4; or — 4 , bec a us e (
8
The Use

— 2 +4;
o f P osi

0 1
ti ve

‘
a nd

4, be c a us e
N
N ega ti ve umbers 1
9

8
1

2: + 4; or 4 , be c a u se 8 .

N
N
NNN
N
8 — 4; or 4 , b e c a u se 8 .

M
E X E R C ISE 71

PRACTICE I FI D I G T HE Q UOT IE T S OF SIG E D U B ER S

F i n d th e q uoti e n t i n e a c h of th e followi n g
+ 10 ,
+ 18 ,
— 16 ,
— 30 ,
— 14 + 6 ,
— 8 , + 16
’ ’
+2 — 1 2

+ 15 d .
— 1 8 ft + 1 6 mo .
+ 25 21 — l0 a

—3
+ 3 — 5
+2
3 . 21
( ) — 36) -
54)
— 96) -
60 )

10 x 3 21 y 4
18 b 5
12c4
1 6p 3
’
z
0

’ ’
,

’
° H ow can
y ou
4
2x 3 y 65 4
6 c 1 6p

p r ov e e a c h of th e s e ?

’ ; ’ '

+ 25 y
2
— 4y 17x
1 — 6y w 5

NNNN
N
6 . Wh a t is a g oo d wa y to ch eck or p r o v e
y o ur

work i n d i v i s i on ?

M
E X E R C ISE 72
PRACTICE I D I ISIOV WHICH I VOLVE S SIG ED U BE R S

1 . D i v id e e a c h of th e follo wi n g by 2 a : 4 a, 6 a 2
,

5
8 a ,
10 a
2
,
a, 1 2a 3
,
1 2a , 6 z
a r ,

3
11 a y .
 Fund a men ta ls f
o Hi gh School Ma thema ti cs

D iv i d e e a ch of a
th e follo wi n g by 5y : 10y ,
2
5y 2
,
15y 3
, y ,
—
y
3
,
1 0 xy , 25 x 2 3
,
— x
y .

If 3 y = 24, wh a t d oe s + y o r y eq u a l ? If
5x 30 , w h a t d oe s + x , or x , e q ua l ?

4 . Solv e e a c h of th e fo llo w in g e q u a ti on s

( )
a — 2; r = 1 2

( )
b — 5 y = 20

( )
d — 6b
( )
e — 9 c = 90
= 10
(f ) — c

(e ) — 2x

1 .
CO

A p osi ti v e
g i v es
M
u
NN N
PLE T I G STATE

n umber

ti nt
E X E R C ISE
M
E

d i v i d ed by
73

T S AB OUT D IV ISIO

n umber
p os i ti v e number

as a q o e a .

2 . A n e a ti v e n umber
g di v i d ed by a p os i ti v e n umb r e
gi v es as a q uoti en t a n umb er .

3 . Th e q uoti ent of two n umber s h a v i n g li k e si gn s

is

4 . Th e q uoti ent of two n umbers h a v i ng unlik e s i gns

is

5 . Th e ex p on ent of a ny l etter i n th e q uoti ent i s

eq ual to th e ex p on ent i n d i v i d en d th e
ex p onent i n th e d i v i sor .
 Fund a men ta ls of Hi gh School Ma thema ti cs

A d d th e p rod uc t of 8 a nd 9 to the q u oti e n t

of 40 a nd 5 .

T a k e th e s u m of 11 t a nd 7 t fr om th e d iffe r
ence b e tw e e n 9t a nd 10 t .

T o th e p r o d uc t o f — 6 a nd + 13 a dd th e q uo
ti e nt of 42 a n d 7

SU M
M AR Y OF C H APT E R IX

T his c h a p te r s h ow s th e follo wi n g i m p or ta n t p oin ts

1 . The n eed for sk i ll i n us i n g si gned numbers to

r ep r es en t Op p os i te q ua l i ti e s , s uch a s th erm ometer

rea d i n gs , d i s ta n ces , etc .

Tha t li k e terms th e s a m e thi n g i n a n

'

r ep res en t

ex p res s i on a nd ca n be com bi n ed ; unl i k e t er m s

r ep r esent d i fferent th i ngs a n d ca nn ot be comb i n ed

in on e num ber .

T o fi nd th e al gebrai c s um of two number s wh i ch

h a v e unl ik e si g ns, fi nd th e d ifference of th ei r
a bsolute v a lues , a nd gi v e to th e resul t th e si g n

of th e number wh i ch h a s th e grea ter a bs olute

v a lue .

You r ev i ewed the p r i n ci p l e th a t wh a tev er i s d on e

to one si d e Of a n eq ua ti on mus t al so be d one to
th e oth er si d e . For ex a mp le , i n y our p r a cti ce
wi th eq ua ti on s y ou a d d ed to, s ubtra cted fr om, or

d i v i d ed by th e s a m e si gned number on each s i d e

of th e eq ua ti on .

Th e p rod uct Of two n umbers whi ch h av e lik e si g ns

i s p os i ti v e ; th e p r od uct Of two numbers wh i ch
h a v e unlik e si gn s i s n eg a ti v e .
6 .
The Use

Th e
to th e
sep ar a te
e xp onent Of
s um Of
o f P

fa ctors :
os i ti ve

a ny
a nd

letter i n
N
N ega ti ve

a
‘

p r od uct i s
th e ex p on en ts of th a t l etter i n th e
umber s

eq ua l

7 . T h e q uoti ent Of two numb er s whi ch h a v e l i k e s i gn s

i s p osi ti v e ; th e q uoti ent of two n um ber s wh i ch
h a v e unli k e s i gn s i s n eg a ti v e .

RE V IE W E XE R C ISE 75

T h e for m ula h 25 + 3( G 4) i s u se d to d e te r
m in e th e p r o p e r h e i h t g of th e c h a lk tr ou gh in a
sc h oo lr oo m . If h s ta n d s for th e h e i gh t i n
in c h e s , g and s ta n d s for th e n um be r of th e
g ra d e , fin d th e h e i g h t for G r a d e V III; th a t i s ,
'
w he n g = 8 W h a t i s the p r op e r h e i g h t for a
.

th i r d g r a d e r o om
- ?

z z
E v a lu a te th e e xp r e s s i on ab a b if a 2 a nd

b 3 .

Sh ow th a t th e s u m of a ny tw o n um b e r s h aving
u n li k e si gn s , b ut th e sa m e a b so ute v a lu e , IS z e r o
l .

G iv e s om e i llustr a ti o n s .

25 p u p i ls , 2 we r e c o n di ti on e d a
“
In a C la s s O f nd

6 fa i le d . E x p r e s s th e r a ti o of th e n u m b e r of
u
p p i ls th a t s u cc e e d e d to th e tota l n u m b e r i n th e

C la s s . Wh a t p e r c e n ta ge i s th i s ?

T he r a ti o of y + 1 t o 9 i s e q ual to th e r a ti o of

y 5 to 1 5 . F in d y .

T he n u m be r of p os ts re q u i r e d for a fe n c e i s 8 4
wh e n th e y a re p la c e d 1 8 fe e t a p a rt H o w m an
y .

would b e n e e d e d i f th e y we r e p la c e d 1 2 fe e t a p a r t

If I a m n ow x y e a rs o ld , wh a t d oe s th e follo w
ing e xp r e ssi on te ll a bou t m y age 2x 5 55 ?
A .
T HE

H OW T o SO L
NNNN
NNN
N
FUR T HE R

VE
E G A T IV E
SI

U
M
U SE

M PLE E

BE R S A
OF TH E

Q UAT IO
D
SI M
PA R E
PLE

S W H IC H
'

T H E SE S
QUAT IO
CO
‘
T AI

Wh a t
“
l earn ed
’

Secti on 8 7 . we h av e a lr ea d y a bout th e
eq ua ti on : Si n c e th e e q u a ti on is a ver
y i m p or ta n t p a r t
of m a th e m a ti c s , we m u s t b e a b le to s olv e q u i c kl
y a nd

a c c u r a te l
y e q u a ti o n s of an
y kin d . T h u s fa r we h a v e
le a r n e d tw o v er
y i m p o r ta n t fa c ts a b o u t e u a ti o n s
q
1 . T h a t i f we d o l
an
y th i n g to on e si d e o f a n e q u a ti o n ,

w e m u s t d o th e sa m e th i n g to th e oth er si d e .

2 . T ha t an e q u a ti on is s olv ed wh e n a v alu e o f th e un
kn own i s fou n d wh i ch s a ti sfi es th e e q u a ti o n ; th a t i s , on e

w hi c h m a k e s th e n u m e r i c a l v a lu e o f on e s i d e e q u a l to th e
nu m e r i c al v a lue o f th e o th e r s i d e , w h e n th e v a lu e is s ub

s ti tu te d for th e u n kn own .

F u rth e r m ore , y o u h av e le a r n e d : ( )
1 h o w to s olv e s i mp le
e q u a ti o n s o f th e ty p e

6 b 3 45 ,
or,

( )
2 h w ri d Of fr a c ti o n s i n a n e q ua ti on , e of th e

N
o to g e t .
g .

ty p e -
% x + 1 x

3
( ) h o w t o so lv e wor d p roble m s fi rs t by tr ahs la ti n g th e m

N
NNN
,

i n to e q u a ti o n s a n d s e c on d b s olv i n g th e e q u a ti on s T h
y e se .

m e th o d s ,w h i c h y ou h a v e n ow m a s te r e d , a r e i m p or ta n t fi rs t
s te p s i n th e m o r e i mp o r ta nt p rob le m o f le a r n i n g h ow to

s o v e e q u a ti on s o f a n y
l k i nd .

I
. SO L VI G E Q UAT IO S

U MW H IC H
BE R S
CO T AI E G AT I E V

Secti on 8 8 . T he re a re j u st t wo mor e s tep s th a t w e m u s t

le a r n In us m g e u a ti on s
q . F i r st, w e m u s t b e a b le to s olv e

1 96
1 9 8 F un d a m en ta ls f
o H i gh School Ma them ati cs

l0y + 2 -
18 s . 2b -
1 = -9

T h r e e ti me s a ce r ta i n n u m be r , i n c r e a se d b y 1 0 ,
g iv e s 6 . W h a t i s th e n um b er ?

10 . If tw i ce a c e r ta i n n um be r is a dd e d to 1 6 , th e
r e s u lt e u a ls
q th e n u m b e r i n c r e a s e d b y 6 . F in d
th e n u m b e r .

27
3
2+5 —
i—
x +
% x 2 . 12 . 19 .

13 T he s u m of tw o th i r d s of a c e r t a i n n u m b e r a n d
'
.

th r e e fo u r th s of th e same n u m b er is — 17 .

Fi n d th e n u mbe r .

A n ew k i n d Of e q ua ti on

2x 12= 5 x — 40 .

The w h i c h y ou h a v e j us t s olv e d a r e of th e
e q u a ti on s

ki n d in w hi c h y ou c a n e a s i ly s e e w h a t to d o to e a c h si d e .

W i th e x a m p le s li ke 1 4 , h ow e v e r , i n wh i c h b o th hn own s
and u n h n ow n s o c c u r o n e a ch si d e a n d wh ich i n clu d e n eg a

t i v e n u m ber s on on e or b oth si d e s , we nee d sp ecial and

s
y s te m a ti c p ra c ti c e
Secti on 89 . We need to g et known s on on e si d e a nd

un k n own s on th e oth er J us t a s c le r k s i n stor e s a lwa y s

.

p la c e t h e k n o w n w e i g h ts on on e sc a le p an a nd th e u n

kn own we i g h ts on th e o th e r s c a le p a n , so we, in so vinl g

e q u a ti on s , a l way s g e t th e k n own n um ber s, or te r m s , on on e
si d e of th e eq ua ti on , a n d th e un kn own ter m s on th e oth er si d e .

U s u a lly w e g e t a ll th e u nk n own te r m s on th e l eft si d e ,

a n d a ll t h e k nown te r m s on th e r i g h t si d e . T hus, In th e

e q u a ti o n a b ov e ,
2x — 12= 5 x — 40,
we do n ot w a nt 12 th e le ft
T h e re for e w e g e t
on si d e .

r i d o f th e k n own o n th e le ft s i d e b y a d d in g 1 2 to ea ch
I n h
Sid e , g V I g t e e q u a i
t o n — 2 x = 5 x — 28 We a lso d o .
 The Further Us e f
o the Si mple E qu a ti on 1 99

n ot w a nt th e on th e ri g ht si d e . T h e re fo re we r
s u bt a c t

5 x fr om ea ch si d e , g i v i n g th e e q ua ti on 7x 28 . D i v id
ing ea ch s i d e o f thi s e q ua ti on by 7, we fi n d th a t x =4 .

Se
cti on 9 0 . E q ua ti on s sh o
uld be s ol v ed in a sy stem a ti c

ord er . In le a r n i n g to so lv e e q u a ti o n s w h ic h re q u i r e se v e r a l

s te p s , p up ils mak e in a ny m i s ta k es b e c a use th e ir w or k i s n ot

a r r a n g e d i n a se t or d e r F or th e p r e se n t, th e re for e , y ou
.

wi ll fi n d i t v er
y i m p or ta n t to u se a for m li ke th e followi n g :

Illustr a ti v e ex a mp l e . Solv e th e e q ua ti on

- 2x 12: 5 x — 40 .

( )
1 Ad d i ng 1 2 to ea ch s i d e gi v es
2x 5 x 28 .

( 2) Subtra cti n g 5 x from e a ch s i d e g i v es

7x 28 .

( 3) D iv i d ing ea ch s i d e by 7 g i v es
x z 4 .

( 4) C h eck Substi tuti n g 4 for x g i v es

-

— 8 — 1 2 = 20 — 4 0 .

20 20 .

EXERCISE
'

78

Solv e e a ch of th e follo wi n g p
e xa m p le s , wri ti ng out ea ch

s tep e x a ctly a s i n th e s olu ti on o f th e i llu stra ti v e e x a m p le :

1 .
— 3 x — 8 = 8 x — 30 s . 1 4 = 2y + 20
5y — 6 = 9 y + 42 9 .
— 41

3 10 .
— 2x — 7 = — 8 x — 19
_1 6
.

N
4 . x — 6x 11 .
+ 5y -
3 = 8yj

5 . 12 . 5 + 2y = 0
— 3x = — 20 13 . 1 0 x + 22 = 1 2
7 . 6 — 4y = 2 14 . O = 4 x + 20

Sect i on 9 1 . A s h or t way to s ol v e an eq ua t i on : To
T R A SPOSE ter m s fr om on e si d e of th e eq ua ti on to th e
oth er .
‘

In s olv i n g th e p r e c e d i n g e q u a ti on s
y ou we r e ofte n
z oo Fund a mentals of H i gh School M a thema ti cs

f or c e d to add or s ubtr a c t s o m e th i n g on e ac h si d e of th e
e q u a ti o n . F or e xa m p le , se e th e i llu stra tiv e e xa m p le on

p a ge 1 99 T h i s be c om e s
y l a b o r i ou s T h e w o r k m a
y
‘
ve r

m
.
. .

b e r e d u c e d v e ry m u c h by u s i n g th e followi n g s h or t e thod .

Se v e ra l e xa m p le s w i ll i llus tr a te i t c le a r ly .

Th e old wa y o f th i nki ng a bout Th e s h ort cut for d oi ng i t .

t he eq uati on .

1 . x 7 5 . x 7 5 .

Ad d 7 to ea ch side, g i v es T ra nsp ose th e 7, g i v es

x 7 7 5 7, x 5 7,
x 12 . x = 12 .

4x 9 1 . 4x 9 1 .

Subtra ct 9 from ea ch s id e , T ra nsp os e th e 9 , g i v es

g i v es 4 36 : 1 — 9,
4x +9 9, 4x — 8 .

or 4x 8 .

— 2x — 12 =5 x — 40 . 2x 12 5x 40 .

Ad d 1 2 to ea ch s id e , g i v es T ra nsp os e 1 2, a nd 5 x,
2x 12 + 12 = 5 x g i v es
or 2x =5 x— 28 , 2x 5 x
a nd th en Subtra ct 5x Coll ecti ng term s ,
from ea ch s i d e , g i v i ng 7x 28 .

7x 28 .

In th e fi rs t e xa m
p le ,
w e w a n te d to g e t r i d of 7 o n

th e le ft sid e of th e e q u a ti on By th e s h or t m e th od , th e
.

7 is p ut on th e oth e r si d e a s 7.

In th e s econ d e xa m p le , we wa n te d to g e t ri d of 9 on

th e le ft s id e Th e s h or t m e th o d s i m p l u ts 9 on th e
.
y p
o th e r s i d e .

In th e th i r d e xa m p le , w e w a n te d to g e t r i d o f 12 on

th e le ft si d e The s h or t wa o f d i g i i 12
'

.
y o n t s to p u t on

t he oth er sid e . We wa n te d to g e t r i d o f
a ls o on th e

ri gh t s id e ; t h e s h or t wa
y of d o i n g i t i s to p ut 5 x on th e

o th e r s i d e .
20 2

.
Fund a menta ls

II H O W T O SO L

Secti on 9 2 .
V E E Q UAT IO
We saw
of

N
NN
NN
Hi gh School Ma thema ti cs

i n t he la st
S CO T AI

c h a p te r
I G PA R E T H E SE S

h
th a t p a r ent eses

M
w e re use d to i n d i c a te m ulti p li c a ti on . T h u s , to s h ow th a t
4 i s to b e multi p li e d by 6 , w e us e th e p a r enth eses, a s
fo llo ws : u lti p li c a ti on i s u s u a ll n d i c a te d
y 1

i n th i s wa y T a k e th i s e xa m p le to i llu s tr a te th e wa y i n
.

wh i c h p a r e n th e se s w i ll b e u s e d i n e q u a ti on s

Illus tr a ti v e ex a m p l e .

Solv e th e e q ua ti on wh i ch sta te s

th a t th e p e ri meter of th e recta n g le

i n Fi g 1 24 i s 54 i nch e s

N
. .

Soluti on : 2 x = 1en g th of th e
two a lti tud es .

x 3 5 le ng th of th e two ba s es .

FIG . 1 24
T h erefore , 2 x x 3) z 54 .

ote th e us e of p a rent hes es , i . e . to sh o w tha t th e exp ress i on

2x 3 m ust be m ul ti p li e d by 2 .

(1) R e m ov i n g p a re nth es es , g i v es

2x 4x 6 54 .

( 2) T ra ns p osi n g , 2x 4 4x 54 6 .

( 3 ) C ol l e ct i n g, 6x 60 .

( )
4 Wh ence x 1 0 , th e a l ti tud e

N
NNN
NN
a nd 2x 3 1 7, th e ba se .

E X E R C ISE 80

PR AC TIC E I ~
SOLV I G E QUAT IO S WHIC H C O T AI PARE T HE SES

Solv e a n d c h e c k e a c h of th e follo win g e q u a ti o n s

1 . 3 .

2 . 5( y 4 .
 N
The Fur ther Use of the Si mp le E qu a ti on 20 3

5 . 2( x 7 . 3x 6 (x 9
6 . 5 é + 2( 4 —
é) = 32 8 .

Secti on 9 3 o te th a t i n a ll th e for e g oi n g e x a m p le s th e

N
.

n umber be for e th e p a r e n th e s i s h a s b e e n p os i ti v e If n ega .

ti v e n umb ers occur , h owev er , we p r oceed j us t th e s a m e,

re m e m b e rin g h ow to m u lti p ly a ne g a ti v e n um b e r .

M
Ill us tr a ti v e ex a m p l e .

Soluti on of a n eq ua ti on i nv olv i n g RE OVAL OF PARE T HE SE S .

9 . 8 x 2( 2 x x + 8 .

Th e ex p re ss i on 2x 7 i s to b e multi p li ed b y 2 .

( ) Pe rformi ng
1 th i s m ulti p li ca ti on , or removing p a rentheses ,

g i v es
8 x ( Wh y i s it

( 2) T ra n s p osm g , g i ves

8 x — 4x— x : 8 — 14 .

( 3) C ollecti ng ,

( 4) D i v i d i ng ea ch s i d e b y 3 gi v es

( 5) C h e ck : Sub sti tuti n g 2 for x th roug h out th e e q uati on

g i v es
- 16 — 2( — 4

6 6 .

E X E R C ISE 80 ( con ti n ue d )
10 . 5b
11 . 6(x — 3) — x

12 . 7( b — 2)
13 . 4 ( 2y
14 . 9y — 3 ( 2y
20 4 Fun da men ta ls f
o H i gh School M a thema ti cs

Secti on 9 4 . A d i fli cult form of m ulti p li cati on . A for m

of m u lti p li c a ti o n th a t gi v e s u i
p p sl d iffi c u lty i s th e kin d
re
p re s e n te d by 5 x ) in '

th e e q u a ti o n

Wh en no . multi p li er a p p ea r s i mmed i a tel y befor e th e

p a r enth eses, th e multi p li er 1 i s und er stood T h e r e for e i n

)

thi s c a s e , i t is j ust as g
th ou h th e ri gh t s id e of th e e q ua
ti o n re a d

5x) .

Illustra ti v e ex a mp le .

T he c o m p le te se t of s te p s ui re d to s o lv e th i s eq ua
re
q
tl o n i n c lu d e s

( )
1 Rem ov i ng p a re nth es es g i v e s
W
'

5 — 2x — 4 +5x
12 .
( h y i s it + 5 x ? )

( )
2 C om bi n i n g te r m s g i v es
— 2x
+ 17 : — 4 +5 x .

( ) T ra nsp os i ng g i v es
3
— 2x — 5 x — 4 -17 .

( 4) C ollecti ng ,
7x 2 21 .

( 5 ) D i v i d i n g ea ch s i d e by 7 g i v es
x 3 .

( 6 ) Sub sti tut i n g 3 for x ,.t h roug h out th e orig ina l eq ua ti on to

check th e res ult, g i v es
5 6) 5

N
5
11 11 .

T he re a re two i m p orta nt and d i fi cul t p oi nt s i n th i s la s t

e xa m p le . F i r st, y ou sh ou ld n ote th a t i n th e e xp r e ssi on
5 2(x 6 ) th e 2 i s O T to b e s ub tr a cte d fr o m th e 5
‘
.

The e x p r e s s i on in p a r e n th e se s m ust be multi p l i ed by 2 .

Second , i f no m u ltip li e r i s wr i tte n b e for e th e p a r e n th e s es ,

as i n th e ex p r e s s i o n is u n d e r s tood th a t th e

m u lti p lie r i s 1 In thi s . ca se it is 1 . If th e re h a d be e n

20 6 Fu nd a menta ls o f H i gh School Ma them a ti cs

11 .
—
( QQ — 3
y ) =1

N
12 . . 2y — . 5 y = 1 20

13 . . 2( 6 o— 1 )

14 . 2 x— 8 x — 20 = — 4 x + 42

M
14 — 1 0y = + 4y — 84

STA D AR D IZED PR ACT ICE E X E R CISE c ( TI ED )

Pr a c ti c e u n ti l
y ou can re a ch th e
“s ta n d a r d , 12 e xa m

p le s ri gh t i n 5 m i n u te s .
 B .
The Fur ther Use

SE C O N D T ASK O F

A F U R T H ER ST U D Y O F H O W T O
PR O BLE M
.
o f the Si mp le E qu a ti on

'

S A L G E B R AIC A LL
T HE C H APT E R

SO L
Y
VE W ORD
7
.
20
7

Secti on 96 . R ev i ew of i mp orta nt s tep s i n tr a nsl a ti ng

word p r oblems i nto al gebr a i c s ta tem ents We h a v e ta ke n .

a g r e a t d e a l o f ti m e to le a r n h o w to s olv e a n ki n d of
y
s i m p le e q u a ti o n be c a u se we n e ed to b e a b le to u s e eq ua

ti o n s s k i llfully in s olv i n g a c tu a l p r o b le m s la te r . The

p r ob le m s a s a r u le will n ot be s ta te d for u s, in al gebr a i c or

e q u a ti o n a l for m , a ll rea d
y for s olu ti on . T h e y wi ll b e
s ta te d m e r e ly i n w or d s . F i r s t, th e n , we Sh a ll a lwa y s hav e
to tra n sl a te th e w or d p r ob le m i n to a n e q u a ti on . A fte r th i s
fi r st s te p th e w or k i s th e m e re s o luti o n of th e e q u a ti o n .

O ur s econ d p r i n ci p a l ta sk i n th i s ch a p ter , th e r e for e ,

i s to b e c om e s ki llful i n tr a n s la ti n g w or d p rob le m s i nto

"
’

al g e br a i c for m We le a r n e d i n ou r w or k w i th C h a p te r II
‘

t h e i m p or ta n t s te p s i n tr a n sla ti n g w or d p ro b le m s . Sin c e
we a re to le a r n i n th e n e xt fe w le ss o n s h o w to tra n s la te a

gre a t m a n y d i ffe re n t ki n d s of w or d s ta te m e n ts , le t us re

v iew th e s e s te p s h e re
Fi r st step : See c le a r l w h i c h thi n g s i n th e p r ob
y
le m a re k n own a n d w h i c h a r e un -

k nown .

Second s tep : R e p r e se n t on e o f th e u n k n own s, m ost

N
c o n v e n i e n tl
y th e s m a lle s t o n e , by so m e

le tte r .

T hi r d s tep : R e p re sen t a ll o f th e oth e r s by u si n g

th e sa m e le tte r “
F ourth step : By c a r e ful s tu d y of th e R E L AT IO S
be twe e n th e p a r ts O f th e p r ob le m , e x
p r e s s t h e w o r d s ta te m e n t i n a lg e b ra i c

for m .
20 8 Fund a menta ls o f H i gh School M a thema ti cs

Som e ti m e s th i s wi ll m e a n a n eq uati on a n d som e ti m e s n ot .

F or th e n e xt fe w le s son s, th e r efor e , y o u wi ll w o r k m a n y

N
'

word p r oble m s . T he e x e r c i s e s ar e i n c lud e d to g iv e p ra e

ti c e i n tr a n s la ti n gm a n y d i ffe r e n t ki n d s, s o th a t y ou will be
-
t

a ble to us e th e meth od i n solv i ng a ny k i nd th a t y ou m a y

h ap p en to meet la ter . F or c o n v e n i e n ce th e y wi ll be
a r ra n ge d
by ty p e s , e xa m p le s Of th e sa m e ty p e be i n g

M
s tu d i e d to g e th e r .

Secti on 9 7 . eed for ta bul a ti ng th e d a ta of wor d p rob~ .

l em s . an
y p roble m s i n v o lv e so m a n y d i ffe r e n t ‘

s ta te

m e ri ts th a t i t i s p ra c ti c a lly n ecess a r y to arr a n ge th e step s i n

th e tr a n sl a ti on i n v er y sy stema ti c ta bul a r for m . T a ke an

e xa m p le like th 1 s

Joh n s
’
a g e ex cee d s
'
a me s s b y 20 y ea rs
J
’
In 1 5 y ea rs . he wi ll b e

tw i ce a s old a s a me s Fi nd th e a g e of ea ch now
J . .

B e for e we can wr i te thi s Sta te m e n t i n th e for m O f a n e q ua ~

N
ti on we m u st exp r e ss i n al g e bra i c for m f our d i ffe re n t th i n g s
1
( ) J oh n ’
s a g e n ow ; ( )
2 j a m e s s a g e n ow
’

; 3
( ) J oh n ’
s ag e

1 5 4
( ) J m in 1 5 y ear s T h es e
’

in
y e a r s ; a n d a e s s age :

fou r fa c ts c a n b est b e sta te d i n a ta ble li k e thi s

( i ) L et J a m es s ’
OW
’

F r st step n re p re se n t age .

( Secon d step ) T a bula te th e d a ta :

T AB L E 1 5

John s age
’

James s age
’

Wi th a ll th e fa c ts e xp r e s s e d i n le tte r s w e c a n n ow s ta te

th e e q ua ti on whi c h tell s th e s a me thi ng a s t h e or i gi nal word

statement ; n a m e ly
21 0 Funda men ta ls f
o Hi gh School M a the ma ti cs

A i s n o w x y e a r s old B
’
. s p r ese n t age e xc e e d s

A s a g e by 8 y e a r s
’
. W h a t e xp r e s si on wi ll re
p re

sen t
°

( ) ?
’
a B s p re se n t a g e

( )
6 t h e s u m of th e i r a ge s ?
( )
c t h e a g e of e a c h 1 0 y e ars ag o ?

( )
d t h e a g e of e a c h 5 y e a r s fr o m n ow ?
s u m o f th e i r a g e s i n 5
( )
e th e
y e a rs ?

A is n ow n
y ea r s o f a g e B i s th r e e tim e s a s old .

E xp re ss a lg e b ra i c a ll
y
(a )
’
B s p r e se n t a g e ;

( )
5 th e
?
a g e of e a c h 4 yea rs ago ;

( )
c the a g e O f e a ch 9 y e a r s fr o m n ow .

( )
d Sta te al g e br a i c a lly th a t B s
’
ag e 4 y e a rs ago

w a s 5 ti m e s A th e n
’
s a ge .

A e xce e d s B by 25
’ ’
s r e se n t ag e s p r e s e n t ag e
p
y e a rs In 1 5 y e a r s h e w i ll be twi ce
. a s o ld a s B .

Fi n d th e i r p r e se n t a g e s .

C is six ti m e s a s old a s D In 20 y e a r s C s a g e
’
.

wi ll be twi c e D 20 y e a r s fr o m n ow
’
o n ly s a
g e .

W ha t a r e th e i r p r e se n t a g es ?

A m a n is n ow 45 y e a r s o ld a n d hi s s on is 1 5 . In
h ow m a ny y e a rs wi ll h e b e twi c e as O ld as his
s on

A fa th e r i s 9 ti m e s a s O ld a s hi s s on In 9 y e a r s
.

Wh a t i s th e a g e
"

h e wi ll b e o n ly 3 ti m e s a s O ld .

of e a c h n o w ?
A i s twi ce B 10
’ ’
r e se n t age n t age ;
s p s p r e se

A wa s th re e tim e s B th e n
’ ’
e ars a g o s age s age
y .

'
Fi n d th e a g e O f e a c h n ow
/
.
II. PR O BLE

Secti on 9 8
The Further Use

M S I

.
NN N
T he
W H IC H
T WO O R

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o f

M
AM
the Si mp le E qua ti on

O RE

of
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P AR T S
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IS D I ID E D

gre a t
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m a n y p r oble m s
I TO

dep en ds u p on ou r be i n g a b le to s e p a r a te a n u m b e r i n to

tw o or m o re p a r ts F or e xa m p le i f a m a n h a s a c e r ta i n
.
,

s u m of m on e y to i n v e s t, h e m a y i n v e s t p a r t of i t i n on e

g u ti on
‘

th i n ,
and p a rt in a n o th e r . T he s ol of s uc h a n ex

NN
NN
a m p le r e q ui r e s t h a t w e b e a b le to d i v i d e a n um b e r i n to
two or m or e p a r ts al ge bra i ca lly .

M M
E X E R C ISE 83

PRAC TIC E I V
D I ID I G A U BER I T O T WO OR OR E PAR TS

T he s u m of two n u m b e r s i s 20 .

( ) a E xp r e s s i n a lg e br a i c for m th e s econ d on e if
th e fi r s t is 1 2
’

on e .

xp re s s i n a lg e bra i c for m th e
( )
h E s e c on d on e if
th e fi rst o n e i s n '
.

( ) c E xp r e s s i n al g e br a i c for m th efa c t th a t th e
s e c on d o n e e xc e e d s th e fi r st o n e by 4 .

2 . T h er e a re 8 6 p u p i ls i n a m at h e m a ti c s c la ss .

( ) a g
E x p r e ss e b al
ra i c a ll
y th e n u m b e r of boy s if
th e r e a r e 1 9 g i r ls .

( )
6 E x p r e ss a lg e b r a i c a lly th e n u m b e r of gi r ls if
th e r e a re n b oy s .

( ) c Sta te al ge br a i c a lly th a t th e r e we re 6 m or e
g i r ls th a n b oy s .

3 . A fa r m er h a s two ki n d s of s ee d , c lov e r s ee d a n d

b lu e g ra ss seed . If h e h a s 1 0 0 lb . of both ,
e xp r e s s
 Fu nd a men ta ls f Hi gh School Ma thema ti cs
'

21 2 o
:

( )
a th e n u m b e r of p o un d s o f c lov e r s e e d i f th e r e
w e r e 24 lb . of b lu e g ra ss se e d ;

( )
b th e n u m b er of p ou n d s o f c lo v e r s ee d i f the r e
we r e n lb . of blue g ra ss se e d ;

( )
c th e v a lu e o f th e c lov e r s e e d ( n lb .
) at 20 c e n ts

p er p o u n d ; and th e v a lue o f th e blue g ra ss

see d a t 15 c e n ts p e r p o un d .

( d ) Sta te by a n e q u a ti o n t h a t th e v a lue of b oth

ki n d s toge th e r wa s $ 1 9 .

D iv i d e 20 i n to tw o p a r ts s u c h th a t the la r ge r

p a r t e xcee d s th e s m a lle r p a rt b
y 4 .

5 . A boy p a id 4 8 c e n ts for 20 s ta m p s ; s om e c os t

two c e n ts e a c h a n d th e r e m a in d e r c os t th re e
ce n s t . H ow m a n y of e a c h kin d d id h e b uy ?

ta
"

6 . D u ri n g o n e a fte rn o on a c le r k a sod a founta i n ‘

s old 20 0 d ri n k s, for wh i c h h e r e c e iv e d $ 16 .

Som e we r e _
5 c e n ts eac h ; th e oth e r s we re 1 0
c e n ts e a c h . F i n d th e n u m be r o f e a c h kin d .

7 . A g roce r h a s two ki n d s of co ffe e , so m e S

e lli n g

at 30 c e n ts p er p ou n d and so m e se lli n g at

N
N
50 c e n ts p e r p o u n d . H o w m a n y p o u n d s of
m us t h e a mi xtur e o f 1 0 0
'

ea ch ki n d u se i h

p o un d s wh i c h h e can se ll for 3 4 c e n ts p e r

p ou n d ?

III . PR O BLE M S B A SE D O COI S

Secti on 9 9 . A n oth er illus tra ti v e ty p e ofwor d p rob le m

whi c h gi v e s p ra c ti ce i n ta b ula ti n g d a ta a n d th us i n so lv i n g
”
difl i c ult wor d p rob le m s i s th e coi n p r o b le m . T a ke th i s
e xa m p le
(
21 4 Fund a men ta ls o f H i gh School Ma thema ti cs

3 . A p u rs e w a s fo un d wh i c h con ta i n e d n c ke ls a n d i
d i m es , 20 i n a ll. Fi n d th e n u m be r o f e a c h i f th e
v a lue of b oth wa s

I r e c e iv e d at a can d
y c ou n te r twi ce as m a ny di m e s
as u a r te r s , a n d 6 m ore n i c ke ls th a n dimes an d
q
q u a r te r s to g e th e r . H ow m a n y o f e a c h c oi n d id
I r e c e i v e if th e v a lu e o f a ll wa s P

A d e bt of $ 7 2 w a s p a i d w i th 5 -d o lla r b i lls a n d
2-d olla r bi lls , th e r e b e i n g tw i c e a s m a n y of th e
la tter as of th e for m e r . F i n d th e n u m be r of

e a ch kin d of bi ll .

6 . 18 c oi n s , d i m es and q u a r te r s ,
a m oun t to
F i n d th e n u m b e r of e a c h ki n d o f coi n

N
.

A b d r i v e r r e c e iv e d twi c e m a n y q ua r te r s

NN
ca as as

N
h a lf d olla r s , an d th re e ti m e s as man d i m as
y e s

h a lf d olla r s ; i n a ll h e h a d 8 13 . H ow m a n y of

e a c h c oi n d id h e r e ce i v e ?

IV . PR O B LE M S B A SE D O TI M E, R AT E , A D D IST A CE

Secti on 1 0 0 . In C h a p ter V III we s a wth

,
at th e moti on of

N
gr a p h i c a lly

NNNNN
a tra i n c ou ld be re
p r e s e n te d . ow we s h a ll

le a r n h o w to s o lv e th i s ki n d of p r ob le m b y m ea n s of th e
e q u a ti o n .

M M
E X E R C ISE 85

PR ACT ICE I V
SOL I G PR OB LE S B ASE D O RE LAT IO S BET WEE TI E ,

R ATE , A D D IST A CE

1 . E x p r e s s th e d i s ta n c e c ov e r e d by a n a utom obi le
i n 1 0 h o u r s i f i ts ra te is

( )
a 1 8 m i le s p e r h ou r ;

( )
b 5 m i le s p e r h ou r ;
 The Fur ther Use o f the Si mp le E qu a ti on

( )
c ( +r8 ) m i le s p e r h o u r ;

( )
d ( 2 x 5 ) m il-
e s p e r h o u r .

A tr a i n r un s for t h ou r s . E xp r e ss th e d i s ta n c e
i t wi ll cov e r a t th e r a te of

( )
a 8 5 m ile s p e r h ou r ;

( )
5 m m i le s p e r h ou r ;
( ) (
c r + 6 ) m i le s p e r h o ur ;

( )
d t m i le s pe r h o u r .

3 . An a u to m o bi le tou r i s t s e ts o ut o n a 4 0 0 -m i le
tr i p . E xp r e ss th e ti m e re
q u i r e d if he g oe s a t th e
r a te of

( ) a 4 0 m i le s p e r h ou r ;

( )
b 5 m i le s p e r h o u r ;
( ) (
c r + 1 0 ) m il e s p e r d a
y;
—

( ) (
d 2 r 8 ) m i le s p e r d a
y .

4 . H ow lon g wi ll it r e q ui r e to m a ke a trip of D
m i le s a t th e r a te of 1 5 m ile s p e r h ou r ? 5 m i le s
e r h our ?
p
5 . A t wh a t r a te m u st on e tr a v e l to g o D m i le s i n
1 0 h o ur s ? In t h ou r s ? In t + 8 h ou r s

6 . A s lo w tr a i n tra v e ls at th e r a te 5 m ile s p e r
of

h ou r ; a fa s t tra i n tr a v e ls 1 5 m i le s m or e p e r
h ou r . E xp r e ss .

( ) a th e ra te o f th e fa s t tr a i n ;

( )
b th e di s ta n c e p a sse d ov e r by e a ch i n 5 h ou r s .

( )
c Sta te g ebr a i ca lly
al th a t th e tw o tr a i n s to

g e th e r tr a v e le d 1 0 0 m i le s i n 5 h ou r s .

7 . Tw o tr a i n s le a v e C h i c a g o at th e sa me ti m e , on e

e a s tb o u n d , th e o th e r we s tboun d . T he e a st

b ou n d tr a i n tra v e ls 1 0 m ile s 165 3 p e r h our th a n

th e we stb oun d tr a i n E xp r e s s : .
21 6 Fund a menta ls of Hi gh School Ma thema ti cs

( )
2 th e r a te of e a c h ;
( h) th e d i s ta n c e tr a v e le d by e ac h i n 4 h o ur s .

( )
.c F or m an e q u a ti on s ta tl ng th a t th e y we r e
44 0 m i le s a p a rt a t th e e n d of 4 h ou r s .

8 . T wo tra i n s , 8 5 0 m i le s a p a r t, tr a v e l towa r d e a ch

oth e r at th e r a te of 40 and 8 5 m i les p e r h ou r ,

r e s p e c tiv e l
y .

( )
2 E x p r e ss th e d i s ta n c e tra v e le d b y ea ch in t
h ou rs .

( )
6 F rm a n e u a ti o n s ta ti n g th e fa c t th a t th e

M
o q
tr a i n s m et i n t h o ur s .

9 .
a ke for m ula s fo r d , for t, a nd fo r r, th a t c a n

be us ed in an bl m ba s e d up on u n i for m
IO
y p r o e

moti on .

ex a m p l e
'

10 . Illustr a ti v e . T wo bi cy cli sts , 20 0 mil es a p a rt ,

tra v el towa rd ea ch oth er a t ra tes of 1 2 a nd 8 m i les p er h our

resp ecti v ely In h ow ma ny h ours will th ey
. m eet

( 1 ) Let t rep resent th e n umb er of h ours unti l th ey m eet .

T AB LE 1 7

( ) Th en
3 8 t 12 t 20 0 .

( )
4 t 10 .

T wo m e n s ta r t fr om th e sa me p la c e , on e g oi n g
s outh a nd th e oth e r g oi n g n or th O n e g oe s
twi c e as fa s t as th e o th e r . In 5 h ou rs th e y a re

1 20 mi le s a p a rt . F i n d th e r a te o f ea c h .
 Fund a men ta ls f
o Hi gh Schoo
l Ma them a ti cs

6 . O ne c a r , r un n in 20 mile s p e r h o ur , le ft a c e r
g
ta i n p oi n t 4 h o u r s a fte r a n o th e r c a r w h i c h w as

r un n in g at th e r a te 1 5 m i les p e r h o ur
of . In
h o w m a n y h o ur s will i t ov e r ta ke th e o th e r on e ?
:

7 . A and B s ta r t fr om th e sa me p la c e ,
a nd tr a v e l

M
“ d i re c ti on s A i s twi c e B
’
in op p os i te
’
. s r a te s ra te .

In 4 h ou r s th e y a re 1 20 m i le s a p a rt . Fi n d th e
r a te of e a c h . a ke a d ra wi n g to i llu s tra te .

A le a v e s a c e r ta i n l 10
’
o c lo c k , tr a v e li n g
'

8 .
p a ce at

d ue n o r th B s ta r ts fr o m t h e sa m e p la c e at
‘

12 O c loc k, a n d tra v e ls d u e s o u th At 4 O c loc k

’ ’
.

M
th e y a re 21 0 m ile s a p a rt . D e ter m i n e h ow fa st
tr a v e le d , i f A h a lf of B
’ ’
e a ch s r a te
. is on e s r a te .

a ke a d r a wi n g .

9 . A le ft a town 4 h our s a fte r B le ft . T h e y tr a v

c le d in op p os i te d i r e c ti on s, A at th e r a te of
'

1 2 m i le s p e r h o ur , a n d B a t th e r a te o f 20 m i le s
o

h u In h w m an h u r s w i ll th e b e
p e r o r . o
y o
y
272 m i le s ap a rt ?

A fr e i g h t tr a i n le ft Ka n s a s C i ty for St L ou i s .

at th e r a te of 1 2 m i le s p e r h ou r a t th e s a m e
ti m e th a t a p a s s e n g e r tr a i n r u n n i n g 4 5 m ile s

p erh o u r le ft St L o u i s fo r K.a n sa s C it
y H o w .
’

lo n g wi ll i t b e b e for e th e y m e e t, i f th e d i sta n c e
be twe e n th e two c i ti e s i s 28 5 m i le s ?

T wo h our s a fte r a m e s se n g e r , wh o w a s tr a v e li n g
at th e r a te of1 0 m i le s p e r h o u r , le ft a c a m p , i t
wa s d e c i d e d to c a n c e l h i s m e s s a g e H ow fa st .

mu s t a s e c on d m e ss e n g e r tra v e l to ov e r ta ke h im
i n 8 h our s ?
 The Fur ther Use o
f the Si mp le E qua ti on

12 . T wo a uto i Sts 20 0 m i le s a p a r t s ta r t to wa rd e a ch

N
N N
o th e r . T h e f a s ter on e tr a v e ls 20 m i le s p e r h ou r
a nd th e Slo wer on e 1 5 m i le s p e r h our I n h o
. w
lon g w i ll th e y m e e t i f th e fa ster
, on e i s d e la y e d
2 h ou r s o n th e tr i p ?

M
V . PR O B LE

M S I V O LV I G PE R CE TS

N
NN
Secti on 1 0 1 . an
y p r o b le m s i n v olv i n g p er c e n ts m a y be
s olv e d by al g e br a i c m e th o d s .

X E R C ISE 8 7
M
E

PR AC T IC E I SOLVI G PE R CE TAGE PROB LE S

Wh a t d oe s 1 0 m ea n ? 5 % ?
‘

In d i c a te 4 (1 1 $ 60 0 ; 5 of $ 275
E x p r e s s d e c i m a lly 5 of p ; 8 of c 6 55 70 of b.

A man p ai d c d olla r s for a n a r ti c le . He s o ld it

at a g a i n of 25 E xp r e s s

( )
a t h e g a i n i n d o lla rs ;

e s e lli n g p r i c e
( )
b t h .

a te a lg e b r a i c a lly th a t
( )
c S t he s old th e a r ti cle

for
5 . A m e r ch a n t s o ld a s u i t for $ 25 , th e r e by g a i ni n g
25 If th e c os t is r e p r e s e n te d by c d o lla r s,
wh t w i ll
a r e p r e se n t :

( )
a th e ga i n i n d o lla r s ?

( )
5 th e s e lli n g p ri c e i n te r m s of c ?

( )
c Sta te al g e br a i c ally th a t th e s e lli n g p ri c e wa s
$ 25 .

Solv e e a c h of th e follo win g e q u a ti on s

( )
62 . 20 x 180

( )
b x . 06 2 '
2 20 Fund amen ta ls o f Hi gh School Ma thema ti cs

( ) + 10 4 95
'
‘
c c . c

( )
d m . 15 m

( e) p . 0 4p 5 20
(f ) x ~ . 50 x =
(g ) 2 — 8 x — . 5x = 7
( )
h i t 1 000
F i n d th e c os t of a n a r ti c le so ld for 1 5 6 if th e
g a in w a s 1 0 ( U s e c for th e c o st. )
W h a t n u m be r in c re a s e d by 66 3 70 of i tse lf
e q u a ls 1 50 ?
9 . A fte r d ed ucti n g 1 5 fr o m th e m a r ke d p r i c e of
a ta b le , a d ea le r s o ld i t for Wh a t w a s
th e m a r ke d p ri c e ?

A d e a le r m a d e
‘
a p r o fit of $ 8 69 0 th i s y e a r .

Th i s Is 18 les s th a n h i s p r ofit la s t y e a r . Fi n d
h i s p rofi t la s t y e a r .

A n um be r i n c r e a se d by of i tself e q ua ls

24 8 . W h a t i s th e n u m b er ?

A s h oe d e a le r wi s h e s to m a k e on s h o e s .

A t wh a t p r i c e m u s t h e b uy th e m i n or d e r to
s e ll th e m at p er p a ir ?
A fur n i tur e d ea le r wa s for c e d to s e ll s om e d a m
g e d g ood s 14 le s s th a n c o s t, and s o ld

N
a at

th e m fo r 1 29 . H ow m u c h d i d th e y '
c os t ?
A man sold a s ui t o f c loth e s for Wh a t
p e r ce n t d i d h e ga in i f th e c lo th e s c os t him
$ 25 ?
M
Secti on 1 0 2
s olv e d by
. M
VI

a lg e b r a i c
an
y
.

i n te
I T E R E ST PR O B L E

r e s t p r o ble m s c a n be m or e e a si l

e q u a ti on s th a n by th e m e th od s of
y
S

ari th m e ti c .
2 22 Fund a men ta ls o
f H i gh School M a thema ti cs
'

T e n th ou sa n d d olla rs wor th
’
10 Of L i be rty Bon d s
’

y i e ld an a nn u a l i n te r e st of $ 8 70 . Som e p a y
,

8% a nd th e re m a in d e r
p y 4 a Fi n d th e

NN
N
N
a m o u n t o f e a c h k i n d o f b on d .

11 . A 5 i n v e s tm e n t y i e ld s a n n u a lly 5 le s s th a n
a 4 i n v e s tm e n t Fi n d th e a m o u n t of e a c h
.

i n v e s tm e n t i f t h e s u m of b oth i s 8 00

M M
.

V II . PR O BLE S CO C ER I G PE R I ET ER S A D AR E AS

Secti on 10 3 . T he follow i n g e xa m p le s a re ba s e d on

s q ua r e s a n d r e c ta n g le s
E X E R C ISE 89

M
1 . T h e le n g th o f a r e ct a n g le e xc e e d s twi ce i ts wi d th

by 1 2 i n . R e p r e s e n t i ts wi d th b y w .

a dra wi n g to r e p r e s e n t i t
( )
a a ke .

( )
b E xp r e ss i ts le n g th .

( )
c E xp r e ss i ts a re a ;

( )
d E xp r e s s i ts p e r i m e te r .

( )
e Sta te th a t i ts p e ri m e te r i s 8 4 i n . Solv e th e
s u lti n g e q u a ti on .

M
2 . T h e le n g th of a r e c ta n g le i s 9 i n m or e ,
. a nd th e

w i d th i s 6 i n le s s th a n th e si d e of a s q ua r e
.
, .

( )
a a k e a d ra w i n g f or e a c h .

( )
h E x p r e s s t h e d i m e n s i o n s of th e s u a r e
q .

m n s i on s o f th e r e c ta n g le
( )
c E x p r e ss t h e d i e .

r i m e te r of th e r e c ta n g le
( )
d E x p r e s s th e p e .

( )
e E x p r e s s th e a r e a o f th e r e c ta n g le .

(f ) S ta te a l g e b r a i c a ll y t h a t th e s u m o f th e p e r i m
e te r s i s 1 68 i n Solv e th e r e s u lti n g e q u a ti on
. .

3 . Th e ba s e of a tri a n gle e xc e e d s i ts h e i g ht by 1 0
-

i n ch e s .
 M
the Si mp le E qu a ti on

N
The Further Us e of 2 23

( )
a a ke a d r a wi n g for th e fi g ur e .

5
( ) E xp r e ss i ts b a s e a nd h e igh t .

E xp r e s s i ts a r e a
"

( )
c .

Sta te th a t i ts is e q ua l to th e a r e a of a
( )
d a rea

r e c ta n gle w h ose d i m e n s ion s a r e 8 in . and

'

5 in h o u h a v e n ot le a r n e d
.
( ot e t at
y y et

h ow to s olv e e q u a ti on s like th i s . We wi ll
ta k e th e m u p i n C h a p te r X V III .
)
4 . T h e le n g th of a r ec ta n g le i s 4 fe e t m or e , and

i ts w id th i s 2 fe e t le s s , th a n th e s id e of a s q u a r e

w h os e p e r i m e te r i s P in c h e s . E xp r es s
( a ) th e s id e of th e s q ua r e
( )
b th e d im e n s i on s of th e r e c ta n gle ,

( )
c th e p e rl m e te r of th e r e c ta n g le .

( )
d F in d th e v a lue O f P i f th e p e r i m ete r Of h
t e
r e c ta n gle IS 44 i n ch e s .

5 . A ten n i s c o ur t for sin gles i s 8 fee t s h or te r th a n

8 ti m e s i ts wi d th . F i n d th e len g th an d wi d th of

th e c ou r t, i f i ts p e r i m e te r i s 21 0 ft .

6 . T he w i d th of a b a ske t-b a ll c o ur t i s 20 ft le s s .

th a n i ts le n g th . T h e p e r i m e te r i s 240 ft . Fi n d
i ts di m e n si on s .

7 . A p i c tu r e ,
t wi c e as lon g as it is wi d e ,
IS In c lo s e d

by a fra m e an in ch wi d e . T h e p e r i m e ter of th e
o ute r ed ge of th e fr a m e i s 44 i n c h e s Wh a t is .

th e s i z e of th e p i c tu r e ?

T h e le n g th of a r e c ta n g le e x c ee d s i ts wi d th by
1 0 in ch e s . If e a ch d i m e n s i on i s i n c r e a s e d by
5 i nc h es ,
th e r e s u lti n g p e r i m e te r wi ll b e 1 28
i n ch e s . Fi n d th e a rea of th e ori g i n a l re cta n g le .
 Fund a men ta ls Hi gh School Ma thema ti cs

N
f
o

If P e q u a ls th e p e r i m ete r o f a s q u a r e , e a c h of

wh ose sid e s w h a t wi ll b e th e p e r i m ete r

is s, of a

e a c h of wh ose s i d e s i s 8 s ?

M
s q ua r e

V III . PR O B L E S B A SE D O LE VE R S
“
Secti on 1 0 4 . A te e te r b Oa r d i s on e for m of le v e r . The
p oi n t on wh i c h th e boa r d r e s ts or turn s i s th e f u lc r um

th e p a r ts of th e b oa r d t o th e ri ght Of an d to th e left of th e
fulc r um are th e le v e r a r m s .

F IG . 1 25

If a b oy at A ,
w
h o j us t ba la n c e s a b oy at B , m ov es to
th e le ft wh ile B re m a i n s s ta ti o na ry ,
it i s c le a r th a t th e le ft

si d e g oe s d o wn B ut if th e b oy a t B m ov e s c los er to th e
‘
.

fu lc r u m wh i le A r e m a i n s s ta ti o n a ry , th e n A g oe s d ow n .

It i s a ls o c le a r tha t b oy s of ,
un e q u a l w e i g ht c a nn ot te e te r
u n le ss th e h e a v i er boy si ts c lose r to th e fu lc r u m T h er e .

is a m a th e ma ti c a l r e la tion b e twe e n th e w e i g h t on th e le v e r
a rm and i ts d i s ta n c e fro m th e fulc r u m T wo boy s will .

b a la n c e e a ch o th e r wh e n th e we i g h t of on e ti m es h i s d i s
ta nce fr o m th e fulcr um i s e q u a l to th e we igh t of th e oth e r

ti m es h i s d i s ta nce , or in g e n e ra l ,
wh e n

weig ht times d is tance on one si d e eq ua l s weight times

dis tance on th e oth er si d e .

T h i s la w o r re la ti on m a y be te s te d by p la c in g e q u a l c oi n s

at diffe re n t p os i ti on s o n a s ti ff r u le r b a la n c e d o n th e ed ge
of a d e s k T r y th i s
. e xp e rIm e n t . See wh e th e r 2 p e n ni e s
2 26 Fund a men ta ls of H i gh School M a them a ti cs

SU M
M AR Y OF C H A PT E R X
T his c h a p te r h a s ta ug h t a ll t h e ste p s i n v o lv e d i n s o lvi n g
a s i m p le e q u a ti on :

1 . R em ov a l of p a r enth eses .

2 . Getti n g r i d of fr a cti on s .

3 . T r a n sp osi ng to g et all th e k n own s on on e si d e '

a n d a ll th e un k n own s on th e oth er .

4 . D i v i d i ng ea ch si d e by th e coefli ci en t of th e uh
k nown .

M
5 . C h ecki n g by substi tuti n g th e obta i n ed v a lue of

th e un k n own i n th e or i g i n a l eq ua ti on .

a ny ki nd s of wor d p r obl em s h av e been sol v ed . Ta bu

l a ti ng th e i nfor ma ti on or d a ta of such p robl em s i s a great

N
h elp i n s olv i n g th em A sy s tema ti c method
. a l wa y s a
p ys bi g
d i v i d end s i n a ny k i n d of work .

M M
E X E R C ISE 91

ISCE LLA E OUS PR OB LE S

A g r oc er h a s two ki n d s of tea ,
—
som e worth
6 0 g! p e r p ou n d a n d s om e w or th 75 r i p er p ou n d .

H e h a s 20 lb m or e of th e for m e r th a n of th e
'

.
p

la tte r ki n d . H O W m a ny p ou n d s of e a c h kin d
h a s b e , i f th e v a lue of both ki n d s i s

2 . I b ou g h t 4 5 s ta m p s for If p a r t of th e m
we r e 2-c e n t s ta m p s an d
_
p a r t 8 -c e n t s ta m p s ,

h ow m a n y of e a c h d i d I buy ?

3 . T he s u m of th e th i r d , th e fou rth , and th e e i h th

g
p a r ts of a n u m b er is 17 . W h a t i s th e n u m b e r ?
 The Fur ther Use ‘

f
o the Si mp le E qu a ti on

J oh n has 5 as m a n y m a r b le s as H a rry . If J oh n
buy s 1 20 a nd lose s 28 , J
oh n wi ll th e n .

h a v e 7 m or e th a n H a r r y . H ow m a ny h a s e a ch

b oy ?

A c le r k s p e n d s Ofh i s y e a r ly s a la r
y for b oa r d

a n d r oo m , for c loth e s , for oth e r e xp e n s e s ,

a n d sav e s $880 . W h a t a re his a n nua l exp e n se s ?

A fa th e r le ft on e th i r d h i s p r o p e r ty to h i s
of

wi fe , on e fifth to e a c h o f h i s th r e e c hild r e n , a n d

th e r e m a in d e r, whi c h wa s $ 1 20 0 , to oth e r r ela

ti v e s . F i n d th e v a lu e of hi s e sta te .

T en ye ars ag o A wa s on e thi r d as o ld a s h e is
at p r e s e n t . F i nd h i s a g e n ow .

Fi n d C i n th e fo r m u la C
5( F 3 2)
if F : 20 .

A m e r c h a n t b ou g h t g ood s for $ 5 0 0 a n d s old ,

th e m at a ga in of Wh a t wa s th e s e lli n g
p r i ce ?

If i n p r ob le m 9 th e m erc h a n t ha d s old th e
g ood s a t a g a in of x p er c e n t, what wou ld h a v e
b e e n th e s e lli n g p ri c e ?

A 6 -foot p ole c a sts a s h a d ow 4 5 ft i n le n g th . .

A t th e s a m e ti m e h ow lon g i s th e s h a d ow o f a n -

8 foot p ole
- ?

T he r a ti o of two nu mb e r s is Fi n d each
'

n u m be r i f th e i r su m is 5 6 .

13 . T wo n umbe rs d iffe r by 70 ; th e r a ti o of th e
la r g e r to th e s m a lle r i s 1
2
F i n d e a ch n u m b e r
. .
2 28 Fund a men ta ls o f Hi gh School Ma thema ti cs

14 . In Fi g . 1 26 , 4 C
AA and

A C = 24 -
F i n d AB ,

N
.

B C, a nd AB .

FIG . 1 26

In g e n er a l ,
w h i c h i s th e la r g e r , th e cos i n e or th e
ta n
g en t of a n an g le ? Sh o w by a d r a wi n g .

T h e h i g h e st o
ffic e b u i ld i n g i n th e wor ld ( e
th
Woolwor th B ui ld i n g , ew Y or k C ity ) Ca s ts
‘

a
“
s h a d ow 1 24 0 ft lon g . a t th e s a m e ti m e th a t a
-

b oy 5 ft ta ll . c a s ts a s h a d ow 8 ft lon g. . Wh a t
i s th e h e i g h t of th e bui ld i n g ?
'

T h e ta ble b e lo w g iv e s th e a nn u a l c Ost of p re

m i u m p er 1 0 0 0 li fe i n s ur a n c e , a t v a r i ou s a ge s

Sh o w thi s g ra p hi c a lly
‘

h or iz on ta l a xi s .
.
gM e as ure
W h a t would p r oba bly b e the
a e a lon
'
g th e

c o st a t a g e 28 ? at 42

In h o w m a n y y ea rs wi ll $ 45 0 e a rn ih
te r e s t a t 6

19 . If y ou kn o w a n a c u te a n g le , a n d on e si d e , of a
r i g h t tri a n g le , c a n o u fi n d e i th er o f th e oth er
y
s id e s ? Illu str a te .

20 . W hi c h i s th e g re a te r ,
5x 2
or ( 5 x
)
2 ? '
2 30 Fu nd a men ta ls o f Hi gh School Ma thema ti cs

r e p r e s e n ti n g th e c ost O f d iffe r e n t n u m b e r s of u n i ts o f th e

N
,

a r ti c le L e t u s stud y m or e Ca r e fu lly h ow p oi n ts a re loc a te d

NN N
. .

Secti on 1 0 7 How p oi nts ar e l oca ted on m ap s

. . 1
( ) Poi n ts

a re loc a te d on m a p s b y m e a n s O f la ti tu d e a n d lon g i tu d e .

A n y p oi n t th e e a r th s s ur fa c e i s d efi n i tely loc a te d by
’
on

s ta ti n g i ts d i s ta n c e ea s t o r w es t of th e p r i m e m e r i d i an , and
'

i ts d i s ta n c e n or th o r s ou th o f th e e q u a tor .

T h u s , to th e n e a re s t d e gr e e , th e loc a ti o n of ew Y or k i s
74
°
W . and 41
°
b e c a u s e i t i s 74 we st of th e p r i m e m e r i di a n
.
°

41
°
a nd n or th of th e e q u a tor Si m i la r ly , th e p o s i ti on o f
.

C h i c ag o i s 8 8
°
W . and 42
°
. th a t of Pa r i s , 2 E
°
. and 49
°
.

2
( ) T hi s sa m e m e th o d i s u se d by m a n y c i ti e s i n n u m b er
‘

i n g th e i r h o u se s . T wo s tr e e ts , wh i c h m a k e r i g h t a n gle s
wi th ea ch o th e r , a re s e le c te d as r e fe r e n c e s tr e e ts . An y
h ou se o i‘
b uild i n g i s c om p le te ly loc a te d , th e n , by s ta ti n g
th e n u m b e r of bloc k s i t i s e a st o r we s t, a n d n or th or s outh ,
of th e s e r e fer e n ce s tr e e ts .

Secti on 1 0 8 . How p oi nts a re l oca ted on d ra wi ngs . By a

m e th o d s i m ila r to th a t a b ov e , we loc a te p oi n ts o n p a p e r .

In s te a d o f u s1 n g th e e q u a tor and th e p
ri m e m e r id i a n a s

o u r r e fe r e n ce li n e s , w e ta k e two l i n es , —
for c on v e m e n c e,

o n e h or i z on ta l a nd th e o th e r v e r ti ca l, —
wh i c h m a ke a ri gh t
an g le wi th ea ch o th e r . An y p oi n t m a y b e loc a te d ,
th e n ,

by s ta ti n g i ts d i sta n c e to th e ri g h t of, o r to th e lef t o f, th e

v e r ti c a l r e fe r e n celi n e ; a n d i ts di s ta n c e a bov e or be low th e

h or iz on ta l r e fe r e n c e li n e .

T h u s , i n F i g 1 27, p oi n t A i s 2 un its to th e r igh t o f,

.

a n d 1 u n i t a bov e , th e r e fe r e n c e li n e s ; p oi n t B i s 2 u n i ts

t o th e lef t of, a n d 8 u n i ts below, th e r e fe r e n c e li n es ; p oi nt

C is 8 u ni ts to th e lef t o f, a n d 2 un i ts below, th e r efer e n c e
li n es ; a n d p oi n t D i s 0 u n i ts to th e ri gh t or le ft o f, a n d

8 uni ts a bov e , th e r e fe re n c e li n e s .
 Solvi n g E qua ti on s wi th Two Un kn own s

FIG . 1 27

Secti on 1 0 9 . T h e p oi nt fr om wh i ch d i s tan ce s a re mea s

ured : Th e ori gi n T h e p o i n t i n w h i c h th e tw o
. a xe s m e e t,
or th ei r i n te r s e c ti on p oi n t, i s c a lle d th e or i gi n . It i s th e

p oi n t fr om wh ich w e m e a s ur e d i s ta n c e s , e i th e r way ; T he
ori gin is u s u a ll
y le tte re d with a c a p i ta l 0 i n F i g 1 27
, as . .

Secti on 1 1 0 . How d i st ances ar e d isti n gui sh ed fr om ea ch

w ould
“
oth er . It b e la b or i o u s to s ta te th a t a p a r ti c u la r
”
p oin t is to th e ri ght of or to th e le ft Of som e r e fe r

e n ce li n e , ea ch ti m e w e r e fe r to i t . To a v oi d th i s , it h a s
b ee n a gr e e d to c a ll d i s ta n ces to th e ri
g h t o
f th e Y-a x i s
p os i ti ve, an d d i s ta n ces to th e lef t of th e Y-a x i s neg a ti ve .

Si m il a rly , d i s ta n ces a bov e th e X -

a xis a re p os i ti ve , and d is
ta nces be low i t a r e neg a ti ve . It i s v er
y i m p o r ta n t to r e m e m
b e r th e s e fa c ts , as we u s e th e m so o fte n i n g ra p hi c w or k .

T h u s, i n F i g . 1 27, th e p os i ti on of p oi n t A i s d e sc ri b e d by
2 Fund a men ta ls f
o Hi gh School Ma thema ti cs

the n u mb ers 2 a nd 1, or by ( ,
2 T h i s m e a n s th a t

p oi n t A is 2 u ni ts to th e ri gh t of th e Y-a xIS , and 1 un i t

a b ov e th e X e Si m i la r ly , th e p os i ti o n or loc a ti on o f
a xi s .

p o i n t B is d e sc r i b e d by th e n um b e rs 2 a nd 8 , o r by
2, th i s m e a n s th a t p oi n t B i s 2 u n i ts to th e le ft o f
th e Y-a xi s a nd 2 u n i ts a b ov e th e X -a x is . In th e same

wa y , th e p os i ti on of p oi n t C i s d e s c r ibe d by th e n u m be r s
8 a n d — 2 or ,
8, thi s m e a n s th a t p oi n t C i s 8 b

Y-a xi s a nd 2 be low th e X -a xi s
'

u n i ts to th e le ft of th e u n i ts .

At th i s ti m e th e s tu d e n t s h o u ld no te th a t i n s ta ti n g th e

loc a ti on of a p o i n t, i ts d i sta n c e to th e ri g ht of , or to th e le ft
o f, th e Y-a xi s i s a lway s g iv e n bef or e i ts d i s ta n c e a b ov e or

be low th e X -a x is . T h i s i s d on e to a v oi d c on fus i on . Tha t

“d i
way s
'

is, th e x g d zs ta n ce is al
fi rs t, th e y -d i s ta n ce se c on d .

”
R e m e m b er th a t th e s ta n c e m e a n s th e d i s ta n ce to
’

x-

g h t or
“
th e ri th e le ft of th e v e r ti c a l a xi s .

Secti on 1 1 1 . Plotti ng a p oi nt . By p l o tti n g a p oi n t we

m e a n th e loc a ti n g , o n c r os s-se c ti on p a p er , of a p oi n t wh os e
x— d i sta n c e a n d y d i s-ta n c e a re kn ow n .

T h u s , to p lo t A ,

w h o se x d i sta n c e
- 1s

8 a nd w h os e y -
dis
ta n c e is 4, u s u a lly

wr i tte n ( ,
8 m ea ns
to loc a te on th e c ro ss

s e c ti on p ap er a p o i n t

8 u n i ts to th e r ig h t
of, a n d 4 u n i ts a bov e,
th e o rIg i n , a s i n F ig .

1 28 . In th e sa me

wa y , th e p oi n t ( 2, 1 )
i s p oi n t B o n t h e
g ra p h . FIG . 1 28
234 Fund a men ta ls f
o Hi gh School Ma thema ti cs

T h e eq u a ti on i s y 2x 8 .

T A B LE 1 8

If we s el ect a ny p arti cula r v a lue of x, a nd th e corresp ond i ng

v a lue of y wh i ch a ccom p a n i es i t, s uch a s 1 a nd 5, or 2 a n d 7,

we ma y th i nk of th em a s com p letely d es cri b i ng th e p osi ti on
of p oi nts on a g ra p h . T h us , ( ,
1 ( ,
2 ( 3, etc , .

d efinitely loca te the p os i ti on of the p oints . Plotti ng th e s e p oi nts

wi th res p ect to an X a nd Y-a x i s , we g et a s eri es of p oi nts ,
s uch a s F i g . 1 29 By j oi n i ng th ese p oi nts we obta i n a stra i g ht
.

“
li ne , which is the p icture or the g rap hica l rep resenta ti on
eq ua ti on y 2x 3 .

FIG . 1 29
 Solvi ng E qua ti ons wi th Two U n kn owns g
235

Secon d i ll ustr ati v e ex a m p le . For a se con d exa mp le ,

l et us cons i d e r a n eq ua ti on i n two unk no wns wh i ch sh ows

th a t th e m of two numb er s i s a lwa y s 1 0 , such a s x 10
‘

su y .

It i s clea r th a t one num b er , x, mig ht b e 2, a nd i f so, t h a t y

mus t b e 8 or th a t x mig ht b e 4 , a nd i f so, th e oth er numb er , y ,
mus t b e 6 T h us th e two unk nowns , x a nd y , ma y ha ve ma ny
.

d zfi erent va lues A ta b le h elp s to Sh ow th i s

’

. .

T he e q u a ti on is 2: y 10 .

N
T AB LE 1 9

ow w e m a y th i n k of a ny p a i r of re la te d numb ers , such a s 1

and 9, or 2 a nd 8 , as d es cri b i ng th e p osi ti on of p oi nts on thi s
l i ne _T hus , ( 1 ,
.
( 3 , ( 4 , e t c , s h o
. the l ocawti on

of p oi nts on th e g ra p h Plotti ng th e se p oi nts , we h av e

.

F i g 1 30 . By j oi n i n g th es e p oi nts we ob ta i n i n th i s i llustra
.

ti v e exa mp le th e g p
ra h or p i ctur e of th e e q u a ti on

x y 10 . E xp ress ed i n a noth er way , we h a v e rep res ented

r
g pa h i ca l ly th e rela ti on b et ween two numb ers wh os e sum i s
al wa y s 10 .

FIG . 1 30
23 6

PR AC TICE I N
NNN
NNNNN
Fund a men ta ls

RE PRE SE TI G
o f
E

'
Hi gh School

X E R C ISE
GRAPHICALL
TWO U K O
M a thema ti cs

W
93

Y E QUATIO
S
S WHICH CO TAI

M
1 . In th e e q u a ti on
y 2x 5 , fin d th e v a lue of y
w h e n x = 1 ; when r : 2 ; wh en x = 4 ; wh e n
x 0 ; wh e n x 8 . a ke a ta ble si m i la r to

th e on e a b ov e , s h owi n g th ese r e la te d
p a i r s o f
n u m be r s .

2 . In th e e q ua ti on x y 4 , fi n d th e v a lue of x

N
wh e n y = 0 ; wh e n y = 1 ; w h e n y = 4 ; wh e n
y = 6 ; w h e n y
— 2 ; wh e n y
— 6 T a b u .

la te .

Plot th e e q u a ti on giv en i n Exam p le 2 .

PlOt th e e q u a ti on x y 6 . HI T Fi r s t ta bu
late r e la te d v a lu e s of x an d y . U se on ly four
p oi n ts .

Plot, or g ra p h , y 5 x .

— 2x .

G p
r a h x — 2y = 5 , or r = 2y + 5 .

Plot 8 x — y = 8 , or y = 8 x 8 .

Sh ow th e g r a p h i c a l r e p r e se n ta ti on of two n u m

be rs wh o se s um i s a lwa y s 1 0 i . e . of 8 +y 10 .

Sh ow th e gra p h i c a l r e p re se n ta ti on Of two num

be r s w h ose d i ffe r e n ce i s a lwa s 8
y .

G ra p h 8 2: + J/ 12 .

Plot 8 x 2y .

If y ou “wa nte d to gr a p h th e e q ua ti on 2x +4y

1 2, w ould y ou ta bula te i t i n thi s for m , or
w ou ld y ou r e wri te i t for g r e a te r c on v e n i e n ce in
ta b ula ti n g
23 8 Fund a m en ta ls o f H i gh School M a thema ti cs

E X E R C ISE 94

1 If cc= 0 , wh a t i s y i n th e e q u a ti on 2 x + = 8 ?
.
y
W h a t i s 2: i f y = 0 ? F r om th e se two s e ts of
va lu e s for 2 a n d y , p lo t th e e q u a ti on .

2 . G i v e n 4 25 2y ; 8 . o Plot by fi n d i n g w h e r e th e
li n e c u ts th e a xe s .

3 . W h e re d o e s th e gr a p h of 5 2: 2y 10 cut th e
x -a xi s th e y -a x is
Wh ere g ra p h

N
4 . d oe s th e of 2x 8y 6 c ut

N
th e x -a xi s ? th e y a xi s ? Plot

N
N
-
.

G r a p h 2gr + y = 5 .

HOW TO ‘

SO L VE G R APH IC A LL Y E Q UAT IO S W IT H T WO

U K OW S

Secti on 11 4 . Wh en is an eq ua ti on wi th two unk nowns

solv ed ? In e q u a ti on s wi th on l
y on e u n k n own , s u c h as
‘

8 2: 4 1 9 , w e foun d th a t th e r e wa s on ly on e v a lue for a:

whi c h wo u ld s a ti s f
y th e e q u a ti on ; n am el
y, If w e
s u b s titu te 5 for x i n th i s e q u a tio n , giv i n g 1 5 + 4 1 9 , we
fin d th a t 5 sa ti sfi es th e eq uati on . Any o th e r n um b e r s ub
‘

”
st itu te d fo r 2: w ou ld n ot s a ti sf
y th e e q u a ti o n .

n ow c o nsi d e r a n e q ua ti on wh i c h h a s two un kn own s,

'

B ut
s uc h a s

x +y = 8

H e r e we se e th a t x m ig h t b e 8 a nd y w ou ld b e 5 ; o r x

m ig h t b e 6 and y w ou ld b e 2 ; o r x m ig h t b e 1 0 a n d y
wou ld b e — 2 . T h u s, th e r e a r e a gr e a t many s ets of .

v a l ues of x a nd g wh i ch coul d s a ti sfy th e eq ua t i on

T h i s wi ll b e m ad e
'

x +y = 8 . c le a r a s y o u wor k th e fol
'

lowi n g e xa m p le s .
 Solvi ng E qua ti ons wi th Two Un kn owns 23 9

E X E R C ISE 95

1 . G i v e fou r se ts of v a lu e s of x and y th a t wi ll
s a ti sf
y th e e q ua ti on .
x y 6 .

2 . Wi ll x = 4% and y 8 s a ti s f
y th e e q u a ti o n

4 x —
y 15 ? D oe s 25 : 5 a nd y = 4 s a ti s f
y i t ?

3 . If th e e q ua ti o n x +y £ 8 i s p lotte d , w ould th e
5 8 on th e li n e r e p r e s e n ti n g th e
p oi n ts
( , ) li e

e q ua ti on ? ( ,
8 ( ,
1 0 1
( ,
4 . D oe s th e gra p h of th e e q ua ti on 2x y 7 p a ss
g
th r o u h th e p oi n t 5
( , ( ,
4

We h av e sh o wn th a t an e q ua ti o n with two u n kn own s

can be sa ti s fi e d by a v er la r g e n u m b er o f p a i r s o f v a lu e s
y
of th e u n kn o wn s . E a c h p a i r of v a lue s th a t s a ti s fi e s th e
e q u ati on is c a lle d of th e e q ua ti on
“l i
a soluti on . T h e r e fo r e ,
so v n g th e e q u a ti o n m e a n s fi n d in g a p a i r o f v a lu e s th a t
w ill sa ti sfy th e e q u a ti on .

Secti on 1 1 5 . Li n ea r eq ua ti on s T h e fa c t th a t th e . g ra p h

NN
o f a n e q ua ti o n wh i c h c on ta i n s tw o u n k n o w n s , ea ch f
o th e

NN
fi rs t d eg r ee ( i e no sq uare s or c ub e s
) Is alwa y s a
'

. .
,

s tr a i gh t lin e , h a s le d to th e name li n ea r eq ua ti on s . T h u s,
2 2: y 5, x 5 1 0, e tc a re li n ea r eq ua ti on s

M
. .
,

T W O L I E AR E

P LO T T I
Q UAT IO
G THE M M S

O
AY B E E A SIL
THE SA E
Y
A
SO L

XE S
VED BY

Secti on 11 6 . It IS a v er
y c o mm o n p r ob le m in m a th e
m a ti c s to h av e to fin d on e s et of v a lues wh i c h wi ll sa ti s f
y
e a ch of two e q u a ti on s h a v i n g tw o u n kn own s . F or ex

a m p le , wh a t s in g le s e t oi v a lu e s wi ll sa ti sf
y ea c h of th ese
e q u a ti on s ?
2 40 Funda men ta ls f
o Hi gh School Ma thema ti cs

It i s C le a r t h a t x 6 and y = 2 or
( 6 2) wi ll s a ti s f th e
, y

N
NN
fi rst e q u a ti on , bu t n ot th e s e c on d o ne ; i n t h e sa m e wa y
x =4 and y = 4 or ( 4 ,
4 ) s a ti sfi e s th e fi r st e q ua ti o n , b ut
n ot th e s e c on d on e ; x =6 a nd y = 5 fie s
s a ti s th e s e c on d

e q u a ti on , b ut n ot th e fi rst one

M
.

O UR PR O B L E IS T O FI D O E SE T OF V A L UE S T H AT

W ILL SAT ISF Y BO T H E Q UAT IO S

T hi s can b e d on e , g rap h i ca lly , b y p lotti n g b oth e q ua ti on s

th e sa m e a xe s , b e c a u s e i n th a t w a y we c a n fi n d a p o i n t

N
on

c o m m on to th e two li n es th a t i s, th e p oi nt i n wh i ch two
li nes i nter s ect . T he coord i n a tes of th i s p oi nt wi ll s ati sfy

b oth eq u a ti on s . Fi g u re
18 1, on th e follo wi n g
p a ge ,
sh bw s b oth e q u a ti on s
p lotte d on th e same a xe s .

ote th a t th e tw o li n e s
i n te r s ec t a t th e p oi n t ( 5 ,
Th i s p oi nt of i nter secti on
of th e t wo l i n es gi v es a

s i n g le s et of v a lues, x 5
an d y 8 , wh i ch sa ti sfi es

both eq ua ti on s ( Sh ow th a t.

x 5 a nd y 8 c h e c ks for ,

e a c h of th e e q u a ti ons .
) FIG 13 1
.

E X E RC ISE 96

Fin d a s e t of v a lu e s th a t wi ll sa ti sfy e a c h o f th e fo llow

i ng p a i r s o f e q ua ti o ns , by fi n d i n g th e i n te rs ec ti on p oi n t of

th e i r g r a p h s C h e c k by s ub s ti tuti n g i n th e e q ua ti on s
. .

+j = 6l
y = 2 r + 8

x —
y = 8 y = x + 7
N
24 2

ote
Fund a men ta ls

th a t th e li n e s d o
of H

n ot
i g h School
’

M a thema ti cs

i n te r s e c t b u t a r e p a r alle l W h a t

N
.
,

si n g le s e t of v a lu e s of x a n d y w i ll s a ti s f e a c h of th e s e

N
y
e q u a ti on s E v i d e n tly th e r e i s n on e , for th ey h a v e n o p oi nt
in tomm on . Su c h e q u a ti o n s are g e ne r a lly c a lle d i noon
s i stent, to d i s ti n g u i s h th e m fr o m th e ki n d th a t a r e s a ti s fi e d

som e

g ra p h s
T IO S.
set of

i n ter s e c t,
v a lu e s

a re
.

o fte n
The
c a lle d
la tte r
M ki n d , th o se wh o s e
SI ULTA E OUS E QUA
'

E X E R C ISE 97

G ra p h ea c h of th e follow1 n g p a i r s of e q u a ti o n s to
d e te r m i n e w h ic h p a i rs a re i n c on si s te n t a nd wh i c h a re

Si m u lta n e ou s

y
_ x =4
L

2x — 8 =
2y + 1 0 = 4 x
lx +y = 4
l x —
y = 6

y + 4 = x

r +y = l2

x —
y = 1 0
2x +y = 2

SU M
M AR Y OF C H A PT E R XI

In th i s c h a p te r we h a v e le a r n e d
1 . How to l oca te p oi nts on m a p s a n d d r a wi ngs by
p l otti n g th em a t gi v en di stan ces fr om a v er ti ca l
”

a nd a h or i zonta l r efer en ce li n e . T h e se refer en ce,

or ba se li n es , i n ter s ect i n a p oi nt ca ll ed th e or i gi n ,

fr om wh i ch we a l wa y s p l ot a n d r ecor d our di s
 Solvi n g E qua ti ons wi th Two Un kn own s ‘

24 3

ta n ces . Th e X -d i stan ce on th e h or i zon ta l a x i s i s

i t i wh en p l otted to th e r i gh t of the v erti cal
'

p os v e

a x i s, an d n eg a ti v e wh en p lott ed to th e left ; s i m

il a rly t e Y di sta n ce i s p os i ti v e
h -
a bov e th e h or i
zonta l a x i s an d n e ga ti v e below i t .

2 . T h e m a i n p ur p os e wa s to s h ow h ow to d r a w th e

p i ctur e or gr a p h of an eq ua ti on by p l otting a seri es

of p oi n t s wh i ch will s a ti s fy th e x a n d y v a l u es of

th e eq ua ti on .

3 . To p lot a str a i gh t li n e only 2 p oi nts n eed b e l oca ted .

Th e ea s i est p oi n ts to l oca te a r e th os e i n th e a x es .

F or th es e ei th er x or y is 0 .

5 . Two eq u a ti on s m a y be -

s olv ed gr a p h i ca lly by p l ot
ti n g th e two l i n es . Th e v a lu es of x a nd y ca n be
foun d by r ea d i n g th e x a n d y d i sta nces of th i s p oi nt .

RE V IE W E X E R C ISE 98

1 . F ro m th e s um o f 6 a nd 1 0 ta k e 8 .

2 . T h e p ro d u c t of tw o n u m be rs i s 40 y ; on e of

th e m i s 10 . Wh a t i s th e oth e r ?

3 . Sta te th e fou r p r i n c i p le s , o r a xi om s , u s e d i n s olv

in g e q u a ti on s Illu s tr a te i n s o lv m g th e e q u a ti on
.

5y — 8 = + 2y — 50 .

4 . If A = 4 x + 8 y a n d E = 4 x — 8 y , w h a t d oe s
A + E e q u a l ? W h a t d oe s A — B e q u a l ?
5 a
g 1 5
D oe s D oe s , D oe s
7 é bc 2 10

Sta te th e p r i n ci p le i n v olv e d i n th e se e x a m p les .

2 44 Fund a men ta ls of H i gh School M a thema ti cs

Stud i e s h a v e b e e n m a d e to d e te r m i n e th e m on e y
v a lu e of a hi g h sc h o ol e d u c a ti o n . The ta ble
a bove sho ws th e a v era g e w e e kly e a rn i n gs fo r
b oy s wh o le av e s c h oo l a t th e a g e of 1 4, a nd fo r
th os e w h o r e m a In In s c h o ol u n ti l th e y a re 18

M
y e a rs o ld .

G r a p h th e e a rni n gs for e a c h c la s s o f b oy s on th e
'

sa m e a xe s . e a s ur e a
g e a lo n g th e h ori z on ta l
a xi s .

In te r p r e t th e gra p h . If a ,
‘
b oy kn e w th a t h e
w ou ld liv e to be onl
y 25 y e a r s O ld ,
wo u ld i t p y
a

h i m , i n d olla r s , to
!
g
g o to hi h sc h ool
? Ho w
m uc h ?

11 s o lv i n g a a r ti c u la r b l m h ow d o y o u te ll
p p r o e ,

wh e th e r to u s e th e c o s i n e , or g
ta n e t
n ? Illu str a te
by s p e c i fi c e xa m
p le s .
 F und a men ta ls of Hi gh School Ma thema ti cs
’

24 6

C h eck : Subs ti tuti ng 6 for x a nd 7 for y i n ( )

l a nd ( 2) g i v es
12 7 5 .
( )
6
6 7 13 .
( 7)
It h a pp e n s i n th i s e xa m p le t ha t on e of th e un kn own s,

y ,
is e li m i n a te d by a d din g th e
'

c orr e s p on d i n g -
m e m be rs of

th e giv e n e q u a ti o n s . In m a n y
i t i s p oss i ble e xa m p le s

to e li m i n a te o n e O f th e u n kn own s by s ub tr a c ti n g th e m e m
.

b e r s O f on e e q u a ti o n fr o m t h e c or r e s p on d i n g m e m b e r s O f
th e oth e r . In m a n y o th e r e xa m p le s , h owe v e r , i t i s i m
'

p o s s i b le to i
e li m n a te on e o f th e un k n own s d i re c tly , e i th e r

by a d d in g or by s u b tr a c ti n g th e m e mbe r s Of th e two
i
e q ua t on s . F or illus tra ti on , ta ke th i s set O f e q ua ti on s

Illus tr a ti v e ex a m p l e .

{
x 2y 8,
. ( 1)
2x + y z e

If w e a dd th e c or r e s p on d i n g m e m be r s Of th e two e q ua

ti on s , we g e t th e e q u a ti o n 8 x —
_
y 14 . B ut th is d oe s n ot

e li m i n a te e i th e r of th e u n kn o wn s . In th e sa m e way, if
we s u b tra c t 2
( ) fro m w e g e t th e e q u a ti on — x Sy 2 .

A ga i n

N
,
th i s d o e s n ot e li m i n a te e i th e r on e O f th e u n k n own s . .

T his s h ow s th a t ad d i ti o n or subtr a c ti on Of th e m e mb e r s
to th e e q u a ti o n s w i ll n ot e li m i n a te on e Of th e u n k n o wn s
sa me
’

u n les s on e O f th e m , th e x h a s th e
’

j
‘

or th e y ,
coe zc ze h t

i n b oth e q u a ti on s .

N
ow l et us m a ke y i n the s e cond eq ua ti on h a v e th e s a m e coefli
ci ent a s y i n th e fi r s t e q ua ti on : To do s o, th e s econd e q ua ti on

must b e multi p l i ed th roug h by 2 . T h i s g i ves

4x 2y z 1 2,
x 2 y 8 .

ow, by a dd i ng ( 3) a nd we g et ri d of y , obta i ni ng
5x = 20 ,
x =4 .
 Solvi ng E qu a ti ons by Algebr a i c Methods 24 7

Sub sti tuti n g i n ( )

1 or y 2 .
( 6)
C h eck 16 4 12 .
( 7)
4 4 8 .
(8)
A n i m p or ta n t q ue s ti on n a tura ll
y a ri s e s h ere : Whe n do
we e li m i n a te by a d d i ti on and wh e n by s n htm cti on T h is

N
can be a n swe r e d by r e fe rr i n g to a n e x a m p le
'
.

x +y = 11,
2x + y = 4 .

W o u ld e i th e r x or y b e e li m i n a te d b
y a dd i n g th e c orr e

s p on d i n g m e m be r s o f th e s e e q u a ti o n s ? C e r ta i n ly n ot, for
th a t w ou ld g iv e + 2y 8 x 15 ow, w ou ld e i th er x or y
.
’

b e e li m i n a te d b y s ub tr a c ti n g th e m e m b e rs of on e e q u a ti on
fro m th os e of th e o th e r ? Y e s , for we s h ou ld h a v e — x 7 .

H owe v e r ,
if th e se don d e q u a ti o n ( )
2 a b ov e had b ee n
2x y 4 , th e n w e s h ould e li m i n a te y by a d d i ng ( )
1 and

F rom th e s e e xa m p le s we c om e to th e follo wi n g c on c lu

s i o n s a b ou t e li m i n a ti n g on e O f th e v a r i a ble s

I. If th e v a r i a ble we wi s h to e li m i n a te h a s th e
sa m e si gn i n b oth e q u a ti o n s , th e n i t i s e li m

N
i n a te d by s ubtr a c ti n g th e m e m b e r s of on e e q u a
“

ti on fro m th e m e m b e r s O f th e o th e r e q u a ti on .

II . If th e v a r i a b le we wi sh to e li m i n a te h a s d if
fe r e n t si gn s i n th e tw o e q u a ti o n s , i t is e li m

i n a te d by a d d i n g th e c orr e s p on d i n g m e m be r s
of th e e q u a ti on s .

III . O v a r i a b le c a n be e li m i n a te d e i th e r by a ddi

ti on or by s ub tr a c ti on u n le s s i t h a s th e sa m e eo
ei e n t i n b oth e u a ti on s f i
e
fi q I t d oe s n o
. t h a v e

th e s a m e c oe f
fi ci e n t i n b oth e q u a ti o n s , th e n w e
m u st m u lti p ly th e
'

si d e s O f O n e , o r b oth , Of th e
e q u a ti on s by su c h a n u m b e r , or n u m b e r s, as
24 8 Fund a men ta ls o
f H i gh School
'

M a the mati cs

wi ll m a ke tha t v a ri a b le h a v e th e sa me c oe ffi

c ie nt . T h u s , to e li mi n a te x i n th e fo llo wi n g
e q ua ti on s

[ 2x y : 8,

N
1 3 x + 4 y 23 .

It i s necess a r t o multi p ly ( 1 ) by 3 a nd to m ulti p ly

y
( ) y
2 b 2 . T h i s g i v es th e follo i n g w eq ua ti ons :

x — 3 y = 24 ,
f 6

16 x + 8 y = 46 .

ow th e v ari a bl e x ca n be eli m i na ted by s ubtra cti ng

from wh i ch

NN N
(4) g i v es

Solv e
M N
ELI I ATIO

a n d c h e c k e a c h of
E X E R C ISE
B Y AD D IT IO

th e followi n g
99

OR SUB T RAC T IO

x +y = 5 S a — h
x 4
y = 2 4a + h=
2x + 3 y = 1 4 2x —
y = l 1
3 x — 3y = 1 x — 3y = 1 3
2r + s =9 3 6 + 2c = 5
r — s = 12 2h+ e =3
Ix —
y
4 8 f 3y = 8
ld +y — 4 ix — 7y = 2
F i n d two n um be rs wh ose su m is 1 0 0 and wh ose
d i ffer e n c e i s 1 8 .

In a n e le c ti on O f 6 42 v ote s a n a m e n d m e n t wa s
e a rn e d by a m a j ori ty of 60 v ote s . H ow m a ny
v ote d y es a n d h ow m a n y no
'

mi s si on w
'

11 . T he ad to a s ch o ol la
p y as 25 c e n ts fo r
a d u lts a n d 15 c e n ts for c h i ld r e n . T h e p r oc ee d s
2 50 Fu nd a men ta ls o f H i gh School M a thema ti cs

Illus tr a ti v e ex a mp l e . Fi n d th e v a l ue of x a n d of y in
th e follo wi n g eq ua ti Ons :
x l " "

y : 107
x 3y 6 .

Solv i n g e q ua ti on ( 1) for x , w e g et
x 10 y .

Sub sti tuti ng 1 0 y for x i n 2) g i v es

10 y 3y
or 4y
01
‘

y 4 .

Sub sti tuti n g 4 for y i n ( )

1 or ( 2) g i v es
x 6 .
( 7)
H ere , as wh e n w e e li m i n a te o n e un kn own by a d d i n g or

s u b tra c ti n g e q u a ti o n s , o u r rea l ai m Is to g e t a n e q u a ti on

w h i c h c on ta i n s on ly on e u n k n o wn . We fou n d fr o m e q ua

ti on ( 1 ) th a t x 10 —
y . T hi s v a lu e O f of m u s t b e tr u e fo r
sa m e
b oth e q ua ti on s .
( R e c a ll th a t x i s th e fo r b o th e q ua

ti on s , or fo r b oth li n e s , at th ei r p oi nt of i n ter secti on .

) For
th i s w e m a y s u b s ti tute 1 0 — y i n p la c e O f x i n th e
r ea s o n

se c o n d e q u a ti o n T hi s gi v e s a n e q u a ti on i n o n e u n kn own ;
.
-

n a m el
y y ,
.

T h e sa m e r e s u lts c ou ld h a v e be e n o bta i n e d by fi n d i n g th e
v a lu e O f y ,
i n s te a d o f th e v a lu e O f x , fr om o n e of th e e q u a ti on s
an d s ub s ti tu tIn g i t i n th e o th e r e q u a ti o n . F or e xa m ple

Secon d i llus tra ti on of th e m eth od of el i mi n a ti n g by s ub

s ti tuti on .

fix y 10 7

l x — Sy z — G
F rom e q uat i on y 10 x .

Sub stituti ng 1 0 x for y i n ( )

2

x — x
) = 6,
x 30 3x 6,
4x 24 ,
x 6,

y 4, as b efore .
 Solvi n g E qua ti ons by Algebr a i c M ethods

E X E R C ISE 1 00

Solv e by th e _me th od - of s u b s ti tu ti on an d c h e ck

r e s u lt :
Ix — 2 = 1 0
y
l
1
3 x + 2y = 6 3 x + 4y = 7
wh ey _1 x +y = 8

l 4x —
‘

y
— 15 2x
( 5 7 — 4s = 18 f ez — 2 b

l r = 2s + 7 lb— a = 9

7 . T he s um
’

of tw o n u m b e r s i s 1 0 2 ; th e gr e a ter )

e xc ee d s th e s m a lle r by 6 . F i n d th e n um b e rs .

8 . T h e d i ffe r e n c e b e tw e e n two n umb e r s i s 1 4, and

th e i r su m i s 66 . Fi n d th e n um ber s .

9 . 12 c oi n s , n i c k e ls —a n d d i me s , a m o un t to

F i n d th e n u m b e r of e a c h ki n d O f c o in .

T h e p e r i m e ter of a r ec ta n g le
i s 1 5 8 i n c h e s ; th e
le n g th i s 4 fe e t mor e th a n twi c e th e wi d th .

F i n d th e d i m e n s i o n s Of th e r e c ta ng le .

11 . B a c on c o s ts 10 c e n ts p er p oun d m or e th a n
s te a k . F in d th e c ost p er
p ou n d Of e a ch ,

if
4 p ou n d s O f b a c o n a n d 7 p oun d s of s te a k to
g e th e r c ost
A p a rt of 8 4 0 0 0 i s i n v e s te d at 4% a nd th e re

m ai n d er at T he a nn ual i n c om e on b o th
i n v e s tm e n t s i s $ 1 8 5 . Fin d th e a m o un t of e a c h

i n v e st m e n t .

T he q u o ti e n t of tw o n u m b e r s i s 2, _ and th e
la r g e r e x c ee d s th e s m a lle r by 7 . Fin d th e
n u m b e rs .

O ra n ge s c ost 20 c e n ts p er d oz e n m or e th a n
a p p le s . A c u s tom e r b ou g h t 1 0 d o z e n or a n ges
 Fun d a m en ta ls of H i gh School Ma them a ti cs

a nd 4 d oz e n ap p le s and r e ce i v e d 20 c e n ts in
ch a n ge fr o m a 5 -d o lla r bi ll . Fi n d th e p r i c e p e r
d oz e n O f e a ch .

2x + 3y = 5 x y
9
4x — y = 8 2 3
37 7
'

te Eie — -

= 3 4 3
te q
x — =
t %y 1
— 2x = 3
%y
E X E R C ISE 101

So lv e by e i th e r m e th od a n d ch eck e a c h o f th e fo llo wi n g

x = 2y — 3 s — St — 3

x — y : 10 2b + 3 c = 6

y + 2x = 1 2 n 5
+ y = 1

7 . T he s u m of tw o n u mb e r s i s 1 4 ; th e la r g e r ex

c ee d s th e s m a lle r by 2 . Fi n d e a c h n u mbe r .

T w e n ty c oi n s , d im e s a nd n i c k e ls , h av e a v a lu e
’

8 .

Of Fi n d th e n u mb e r O f e a c h .

9 . A b oy e a rn s $ 2 p e r d a y m or e th a n h i s s is te r ;

th e b oy w or k e d 8 days and th e gi r l wor ke d 6

d ays . B oth to g e th e r e a rn e d $ 44 W h a t d id
.

e a ch e a rn day ?
p er

5 = 10
é —
x -
y
= l0 = 14
y + x
% x —
y
2x + 3 y = 5 y = 2 x — 10
3x — y = 2 x = 2y — 14
2 54

Pr a c tice
s ta n d a r d , 6 ri
N
Fund a men ta ls

on th e se
ght i n 8
of H i
.

gh Schoo

STA D AR D IZ E D P R ACT ICE E X E R CISE D

e xa m p le s

m i n ute s .
l M a them a

u n ti l
ti

y
cs

ou ca n

R e c or d y o u r
r e a ch

s c or e on
y
th e
o ur

r e c or d c a r d .

I
l

l2 x = 3y + 1 5
4b+ c = 18
3b — 2c = 8
5 x = 3 y + 27
SZ + 2y = 20

+
3
4t = 5s + 13

SU M
M AR Y OF C H APTE R X II

1 . We n eed sh orter meth ods ( th a n th e gra p hi ng ones)

o f s olv i n g eq ua ti on s wi th two unk nowns .

A v a lua bl e sh ort meth od i s to eli mi nate one of th e

unk n owns .

We h a v e l ea r ned two wa y s of d oi ng th i s fi r st,

by a dd i n g or s ubtra cti ng th e eq ua ti ons ; s econd ,
'

by substi tuti n g th e v alue of x fr om on e eq ua ti on

i n th e oth er eq ua ti on .
 Solvi ng E qua ti ons by Algebra i c Methods 2 55

RE V IE W EX E R C ISE 1 0 2
1 . If on e ta b le t c os ts b d o lla r s w h a t wi ll or
,
ta b le ts
co s t ?

2 . If a b ook s c os t b do
lla r s , w h a t will on e b oo k
c os t ? c b o ok s ?

3 . W h a t i s th e p e ri m e te r O f a r e c ta n g le wh ose
wid th i s a a n d wh o se le n g th i s b t h e a r e a
? ?

4 . W h a t i s t h e wi d th of a r e c ta n g le w h ose p e rIm e .

te r i s p a n d wh o se le n gth i s x ?

5 . Th e a r e a O f a tr i a n g le i s h Its b a se i s b . .

W h a t i s i ts a ltitu d e ?
6 . T he s um Of tw o nu mb e r s is s. If on e is d ,
wh a t i s t h e o th e r ?
Solv e e a ch Of th e followi n g p a i r s o f e q u a ti o n s by a ny
e -

m e th od O f e li m i n a ti on

x 2y 8

a — Qb — 1 2x
4a — b= 10 3 8
10 . T h e ta b le b e low s h ow s h ow m u c h m on e y ( to
th e n e a re s t d o lla r ) y o u w ou ld hav e at th e e n d

Of a c e r ta i n n u mb e r y iof
f o u sav e d 1 0
ears
y
ce n ts a d a y a n d d e p os i te d i t i n a b a n k w h i c h
a
p y s 8 i n te r e s t .

R e p re s e n t th i s g r a p h i c a lly ,
m e a su r i n g th e ti m e
on th e h o ri z on ta l a xi s . E s ti m a te th e tota l sa v

i ngs at th e end of 4 yr ; 6 yr . . 25 y r .
2 56 Fund a menta ls f H i gh School Ma thema ti cs
'

A co lle cti on b ox c on ta i n e d 63 c oi n s , n i cke ls a n d

q u a r te rs . H ow m a ny O f ea ch ki n d w er e th e r e
if th e tota l a m o un t wa s S
B

Is i t ever p os s ible to g e t fr om a g ra p h i n for m a

wh i c h c ou ld be O bta i n e d fr om th e
’

ti on . n ot

ta b le ? Illu stra te .

Th e d i s ta n c e fr o m th e b a se to th e top Of a h i ll,
u p a un ifor m i n c li n e of i s 8 0 0 ft . Wh a t i s
th e a lti tu d e O f th e to p a b ov e th e ba se ?
2 58 Funda men ta ls o f H i gh School M a thema ti cs

2
3 x ti m e s 2 2: is 6 x and 5 ti m e s 2 x i s 1 0 25 T h us
’

c a use .

th e a re a O f g
th e or i i n a l re c ta n g le i s 10x . Si m ila rly ,
th e area Of th e r e c ta n gle i n F i g 1 34 i s . wh a t ? What
w ou ld i ts a re a b e i f th e di me n s i on s wer e 6 a 4 a nd 5 a ?

T h e s e i llustra ti on s a re giv e n to m a ke c le a r th e n eed of

N NN N
l earni ng h ow to fi nd p rod ucts O th e r i llus tra tio ns m i g h t .

F or e xa m p le , wh a t i s th e cost O f
'

h a v e b ee n ta ke n .
‘

15 b 3 a r ti c le s a t 4b c e n ts e a c h ? H owm uc h c ould
y ou

in 6y 4 d ay s at 3 y d olla r s p e r d a y ?

M
e a rn

A EW W AY O F I D IC AT I G UL T IP LIC AT IO

Secti on 1 22 . A s y ou p r og r e s s i n y our s tu d
y of m a th e
m a ti e s y ou will fi n d th a t i t h a s a la n g u a g e
,
w h i c h te lls m or e
i n fe wer wor d s or s y m b ols th a n a n y oth e r la n g u a g e
“
. . F or
e xa m p le , i n ste a d Of wri ti n g fi d n th e p r od uc t o
f 3 x + 5
2x , i t h a s be e n g re e d to e xp r e ss th i s by m e a n s of th e
“
a nd a

“m
p a r e n th e s e s, T h us ,
5 ) m e a n s to fi n d th e
' ”
p r od uct of 3 x +5 and 2 x, or, to ulti p l y 3 x + 5 by
2x . It i s i mp orta nt to n ote th a t th e r e i s n o si gn b e twe e n
th e 2x an d th e e x p r e s s i on i n th e p a r e n th e s e s Si m i la r ly ,.

to s ta te al gebr a i ca lly th e p r ob le m i n t h e se c on d i llu s tra

ti on , Fi g . 1 34, y ou wou ld wr ite 3 x ( 4 x + p utti n g

no si gn betwe e n th e 3 x a n d th e p a r e n th e se s T h us

N
N
N
.
,

5 b( 3 b 7) mea ns to multi p ly ea ch of th e n umber s i n th e

p a r enth es es by 5 b .

O R AL E X E R C ISE 1 03

PR ACT ICE I FI D I G PR OD UC T S

In th e followin g e xa m p le s , m ultiply e a ch te r m wi th i n th e

p a r e n th e se s by th e n u m be r wh i c h i mm e d i a te ly p r e c e d e s
th e p a re n th esi s , or , r e m ov e a e n th e s e s
p r .

Illustrati v e ex a mp l e . 3 x( 5 x 2 7x 8) 15 x3 21 x ? 24 x .
 .

H ow to Fi nd Pr oducts a nd Fa ctors

1 . 4y 3
( y + 9 ) 10 . 8y (y — 8)
2 . 6 5 <2 c + 1 ) 11 .

3 . 7 c (3 + 5 c
) 12 . 7 b (1 — o)
4 . 5 :5 (
x — 4) 13 . s at -
8 5 4 1 2)
5 . 9 ( 2x + 7 2
x — 4) 14 . 6 (2 a — 3 b+ e
)
e .
15 .

7 . 6y 3
( y
2—
5 y + 2) 16 .

8 .
17 .
— 5y )
5 t (6 — t
) 3 ( e 4)
’

9 18 .
— x x —
.

19 . Wh a t a lg e br a i c e xp r e s s i o n wi ll re p r e se n t th e

Of a g le wh os e le n gth i s 1 0 i n c h e s
'

a re a r e c ta n

m or e th a n i ts wi d th ?

20 . What al g e bra i c -

e x p r e s s i on wi ll r e p re se n t th e

tota l d a i ly e a rn i n g Of 4 men a nd 7 b oy s , i f e a c h
man e a rn s 8 2 p e r d a y m ore th a n e a c h b oy ?
2—
21 . 6( 2x — 7) 24 . 1
( 36 7)

22 .
— x
) 25 .
( a + o)
23 .
— 4y 2
2
( y — 3) 26 .
—
(o -
c
)

In th i s e xe r c i s e y ou h a v e le a r n e d h ow p a r en thes es are

M M
u se d to i n d i c a te th a t ea ch Of th e te r m s i n a n e xp r e ssi on

m u s t b e m u lti p li e d by a n oth er n u m b e r .

Secti on 1 23 or e d i ffi cult multi p l i ca ti on

. . os t p r od

n e ts whi c h y ou will n e e d to fin d a re m or e d iffi c u lt th a n

th o se O f th e p r e c e d i n g e xe r c i s e . F or e xa mp l e : H ow
m a ny s q u a re fe e t Of fl o or a re a in a d in i n g r oom wh os e
d i m e n si o n s a re 4x 3 ft . and 5x 4 ft ? . T o fin d th e
p r od u ct Of th e se fa c tors re q u i r e s s om e th i n g y ou h av e n ot

y et lea r n e d . Y o u kn ow h o w to m u lti p ly 5 x 4 by or

3 by 5 x , b u t y ou h av e n ot le a r n e d h ow to m ulti p ly
2 60 Fund a men ta ls
‘

f
o H i gh School M a thema ti cs

'
s uc h e x r e s si on s
p as 4x 3 by 5 x 4 T h e d ra win g.

s h ow s o n e wa y to d o th i s n a m e ly , th e g eom etr i cal m eth od

Of di v i d i n g th e e n ti re a re a i n to s m a lle r re c ta n g le s , th e
a re a of ea ch Of w hi c h y o u c a n fi n d T hi s m e th od gi v e s
.

'

fou r r e c ta n g le s w h os e a re a s we c a n fi n d T h u s, we g e t .

four r e c ta n g le s w h ose a re a s a re 20 x 2
,
1 6 x, 1 5 x , a nd 1 2, or ,

coll ecti n g ter ms , a n e n tire a r e a O f 20 2

2
3i x 12 .

A n oth e r m e th o d of fi n d i n g th e p r od u c t Of 4x 3 a nd

5x 4 ( wh i c h i s g e n e r a lly wr itte n a s ( 4 2: 3) (5 x

m a ke s no r e fe r e n c e to r e c ta n g le s . It i s v e ry m u c h li ke
th e m e th od Of m ulti p li c a ti on Use d i n a r i th m e ti c . T O i llus
tr a te , th i s s a m e e xa m p le c o uld be s olv e d as fo llows

Fi rst i llustra ti v e ex a mp le .

(4 x 3) ( 5 x

20 x2 l5 x
16 x 12
20 x2 + 3 l x 12
 Funda men ta ls o f H i gh School Ma thema ti cs

( 3 e — 4) ( 3 c — 9) 15 .
— 5)

( 6 t — 7) ( t 9 )
8 — 16 .

1 7 .
( 3 a — 2) ( 3 a — 2)
a + s) 18 .
— 3)
19 .

( 5 a a 3) 20 . 5 ) (x 3
5)
If y ou s h ould m ulti ly x + 7 by x + 1 0 , wh a t p
wou ld b e th e fi rs t te r m of y o ur p r o d uc t ? W h a t
would be th e la s t te r m ?

N
C a n y ou te ll, a t a g la n c e , th e fi rs t a n d la s t
ter m s O f th e p r od u c t wh i c h y o u w ou ld O bta i n
by m u lti p ly i n g x
2 7 by 5 x 4 ?

M M YI

M
A SH O R T E R ETHO D OF U LT IPL G

Secti on 1 24 . T h er e Is a m uc h s h or t r e m e th od Of findin g

p r o d u c ts like th os e in E xe r c i se 1 0 4 . a s te r
y Of thi s s h or t

c ut wi ll n ot on ly s a v e a gr eat d e a l Of ti m e , bu t i t wi ll h e lp

y ou i n th e la te r w or k of th i s c h a p te r . F or an i llu s tra ti bn ,
ta ke th e e x a m p le

Y ou h a v e no d i ffi c u lty i n g t h a t th e fi r s t
se e i n te r m of th e
2
p r od u c t is 6 b ( i . e . 36 x 2 b) a n d th a t th e la s t te r m i s
35 ( i . e. 5 x m e th od by whi c h
SO i f th e re w e r e so m e

y ou c o u ld te ll th e m id d le te r m ,
y o u c o uld wr i te t h e p r o d u c t
a t o n c e , w i th o u t u s i n g th e lo n g e r m eth o d O f l i n g n
p a c o e

fa c tor und e r th e oth e r a n d m ulti p ly i n g i n th e re g ula r wa y .

T O m a ke th e ne w m e th o d c le a r , it i s n e c e s s a ry to r e fe r

a ga i n to th e re g ula r wa y . L et us i llu stra te wi th th e

e xa m p le

Illustr a ti v e ex a mp le .

(3 b 5) ( 2b
 H ow to Fi n d Pr oducts a nd Fa ctors 263

By th e Old m eth od

2
6 b + 10 b
+ 21 b + 3 5
6 b2 + 3 1 b + 35

The a rrows s h ow th e b m ultip li ca tions

or s -
or ,
cros s -p rod u cts

th a t ma k e up th e mi dd le term . On e cros s-p rod uct i s 2 b ti mes

5, or 1 0 b, a nd th e oth er cross -p rod u ct is 7 ti m es 3 b,
or 21 b . C omb i n i ng th e cross -p rod ucts , we ge t th e m i d d le
term , 31 b .

By th e s h orter meth od w e g et ,

+ 21 b

( 3 b + 5 ) (2b + 6 b2 + 3 1 b + 3 5 .

v
+ l ob

The c ur v e d li n e s i n di ca te th e c r oss-m u lti p li c a ti on , or

cr oss -p r od u ct s fw h i c h m u st b e c o m bi n e d to gi v e th e m i d d le

te r m , + 21 b a nd 1 0 b, gi v in g + 31 b . T h u s , i n th i s
n ew m e th od , i t i s m e d th a t y o u c a n te ll, a t a g la n c e
a ssu ,

th e fi r s t a n d la s t te r m s O f th e p r od u c t T h e n y ou c a n .

g et th e m i ddl e te r m b y fi n d i n g th e s um of th e cros s p od
r -

ucts .T h e c u rv e d li n e s a r e d r a wn to h el p y ou se e th e
'

N
c r o s s-p r o d uc ts .

Secon d i llustr a ti v e ex a mp le

M
.

T H E LO M G ET H O D
( 4 b b

T H E SH O RT ETH O D

32 b

( 4 b + b b2 11 b 24

21 b
28 b2 21 b
32 b 24
28 b2 — 1 1 b —7 24

It i s i m p or ta n t to r e c o g n i z e th a t th e curv ed l i n es i nd i ca te
cr os s -p r od ucts i n j ust th e s a m e wa y th a t th e a r r ows i n th e
2 64 Funda men ta ls f
o Hi gh School Ma them a ti cs
*

long m eth od r efer to cr oss-p roducts . The new m e th od ,

M
wh i c h fr o m n ow we sh a ll c a ll th e
’

on CR OSS-PR OD UC T

ET HOD , e n ab le sy ou to d o
‘

m ental ly i n m uc h le ss ti m e
w h a t w a s wri tten d own by th e O ld m e th od T O giv e y o u .

p r a c ti c e i n th i s i m p or ta n t m e th o d O f fi n d i n g th e p r o d u c t O f
two fa c tor s th e fo llo w in g e xe r c 1 3 e h a s b e e n i n c lu d e d .

E X E R C ISE 1 05

Fi n d th e p r od u c ts Of th e follo wi n g fa c tor s b y t h e c r os s

r od u c t m e th od
p
1 .
(x 5) 20 .
(x 10)
2 ( 2
2 4 x2 3 5 ) 21 (r 4) ( r 4)
3 ( 5 + 6 )( 2 b 7 ) 22 ( 3 c 7) ( 3 t 7)
‘

4
( x l — 5 ) 23 .
( 4 a 3 ) (4 a 3)
5 ( c 8 )( c 3 ) 24 .
( 7b 9y ) ( 7 b
6 .
( 5 x) 1 ) 25 (r 3 )( r 5)
7 ( 9 x 1 ) 26 .
( 2c 8 )
8 ( 4 c 3 )( 7 c 1 0 ) 27 .
( c 9 )( c 9 )
9 ( 5 s 3 )( 5 s
I
3 ) 28 .
( t 4 )( t 4 )
10 .
( a 9 )< a 9 ) 29 .
( 3 a 2 )( 2 a + 4 )
11 .
( s 2 )( s 5 ) 30 . 4
( y 2 )( y
3 5 )
12 .
( a b 6 )( a b 3 ) 31 .
( 2 x + 4 )( 5 x 9 )
13 .
( x
2
3 x 2
2
6 ) 32 .
( d 4 )( d + 7 )
14 .
( a bc 8 )( a b c 1 0 ) 33 .
( c 9 )
15 .
m w e ” 3 2) 34 .
(2 +
16 .
(a b) ( a b) ( a 2 )( a 2 )
17 .
( c d ) (c d) 36 .
( 5 a 1 )( a 2 )
18 .
(f + S
) (f + s
) 37 .
( 2 x 1 )( x 2 )
19 .
— 5) 38 . 4
( y 3 )( y
3 9 )
266 Funda men ta ls of Hi gh School Ma thema ti cs
”

p r a c ti c e 111 tra n s la ti n g fr om al g e bra i c s ta te m e n ts i n to

wor d s ta te m e n ts e xa m p le , ge
“h
F or y ou tra n s la te d th e al
”

“y
br a i c
“h
e xp re ssi on a b i n to the wor d s ta te m e n t t e
”
sum O f two n u m be r s , and th e e xp r es s i on x i n to t e

p r o d u c t o f two n u m b e r s . It IS Im p or ta n t to b e a b le to
tr a n sla te i n to w or d s ta te m n ts e ~
som e O f th e e xa m p le s w hi ch
y ou d id i n th e last e xe r c i s e .

E X E R C ISE 106

Wi t r e out th e w or d s ta te me n t wh ic h m e a n s th e sa m e

th i n g a s e a ch O f th e followi n g al g ebr a i c e xp r e ssi on s

z
1 a — b 7 ( a + b)
2 2
2 a 8 ( cl — b)
3
3 x 9 — b)
4 ( 2y ) 3
10 r
3
+ s
3

5 c +d 11 (f l —

— s 2 = 2— 2 s
(f
2 2 2
6 a +b 12 ) f f + s

N
Secti on 1 26 . An i mp orta nt s p eci al p rod uct . O n e kin d
Of m ulti p li c a ti on o cc ur s so fr e q u e n tly i n la te r w or k th a t
we s h ou ld m a k e a s p e c i a l s tu d
y Of
»
it h e re . It r e s u lts in a

v er
y c o m m on ki n d Of p r o d u c t . It i s th e ki n d r e p r e s e n te d

by E xa m p le s 1 1 a n d 1 2 i n E x er c i s e 1 0 6 a n d by E xa m p le s
5 4 to 6 5 i n E xe r c i se 1 0 5 L ook ba c k a t th e s e a g a i n
. .

su m
ote th a t i n e a c h e xa m p le a n ex p r es si on ( e i th e r th e
or th e d i ffe r e n c e Of two n u m be rs ) h a s been s q ua red T he
‘

ex p r es si on w hi c h i s sq ua re d conta i n s two t er ms, and is

g e n e r a lly ca ll ed a bi nomi al T h e p r od uc t wh i c h i s O b
.

ta i n e d by s q u a ri n g th e two-te r m e xp r e s s ion ( bi n o m i a l)
a lwa
y s c on ta i n s th r e e te r m s and is c a lle d a tri n omi a l
sq uare . In wr i ti n g ou t wor d s ta te m e n ts for E xa m p le s 1 1
 '

H ow to Fi nd Produ cts a nd Factors g

26 7

and 1 2, E x e rc i s e 1 0 6 , y ou p r ob a b ly O bta i n e d th e fo llo wi n g

r e s ults
r = 2
+ (f f o ef s

N
T h e wor d sta te m e n t is as follows

T h e s q ua r e of th e sum of a n y two num ber s eq ual s th e

s q uar e of th e fi r st n um b er , p lus twi ce th e p r od uct of

th e two n umbers , p lus th e s q ua r e of th e s econd

n um ber .

(f
Z =f 2
2f s + 2
O
'

F or O . 1 2, th e w or d s ta te m e n t is

Th e s q ua r e of th e d ifference of a ny two number s

e q ua l s th e sq ua re of th e fi rst number, m i nus twi ce
th e p r od uct of th e two numbers, p lus th e sq ua r e Of

th e s econd numb er .

T h e se s ta te m e n ts a r e fr e q ue n tly u se d a s r ule s for s q ua r

i n g th e s u m or d i ffe r e n c e Of two n um be r s , i . e . for s q ua r i n g

b in om i a ls .

E XER C ISE 107

Sq u a r e th e followi n g bin om i a ls by th e m o st e c o n om i ca l

m e th od th a t y ou k n o w
268 Funda men ta ls of Hi gh School Ma thema ti cs

1 7> ( 2
2 it 22 .
(r Ar ) 2

18 .
( 6 b

19 .
(5 c

2
20 .
( 9 a

25 .
( 5 b
26 .
(W if
27 . In s q u a ri n g e a c h of th e s e bi n o m i a ls , h o w m a n y
te rm s d i d y o u g e t ?

28 . H OW IS th e fi rs t te r m al way s O b ta i n e d ? th e la s t
te r m th e m i dd le te r m ?

29 . If y kn e w th e tr i n om i a l s q ua re c o u ld y ou te ll
ou ,

w h a t bi n o i a l a d be e n s q u a r e d to g iv e it
m h ? .

H oiv
30 . Sta te w h a t bi n omi a l h a s be e n s q u a re d to giv e
e a c h of th e follo wi n g tr i n o m i a l s q u ar e s

+ 2 xy + y
2
( ) ( )
z
a x e

(f )
2 2~
25 + 3 0 2j y + 9 y
x

( ) c c + 1 0 c + 25
2
(g ) 1 6 b - 8 0 bc - 1 0 0
2
c
2

2 — 2
( )
d a l 2 a + 36 ( )
h 3 0 y + 225 y + 1
31 . T h e followi n g a re th e fi r st and th ir d te r m s of

tri n om i a l s q ua r e s . Fi n d th e m id d le te r m for
e a ch .

2 J 2
( )a 2 r x

( )
b c
2
25 (j )
2
( )
c a 16 ( h) }
-
I
2
( )
d 25 x 1
2 z 2
( )
e 16 a 9 m
( ) e a
2
P+ 9 ( )
n z
2
t ( )
2
(g ) 2 0 x

( )
h x
2
+ e
2 70 Fund a men ta ls o f Hi gh School Ma thema ti cs

u p on y o ur b ei n g a ble to fin d p r od u c ts li ke th ose y ou h a v e
j ust be en fin d i n g . T O i llus tra te , c on s i d e r th e p r oble m

Illustra ti v e ex a mp le . T h e le ng th of a re cta n g le i s 6 i nch es

m ore tha n, a nd th e wi dth i s 2 i nch es less th a n, th e s i d es of a

s q ua re ; th e a rea of th e re cta ng le exceed s th e a rea of th e s q ua r e

by 20 s q ua re i nch es . Wh at a re th e d i mens i ons of ea ch

Soluti on : Let s th e s i d e of th e s q ua re .

M
T ra nsla ti ng i nto a lg ebra , we h a v e th e eq ua ti on
( 3 + 6) ( s 32 20 .

ulti p ly i n g , or rem ov i ng p a re n th eses , g i v es

+4S 82 20 .

Subtract g 3 from
i n 2
ea ch s i d e g i v es

4 8 12 20

NNN
N
.

s 8 .

T h us, th e s i d es of th e re cta ng l e a re 14 a nd 6 .

C h e ck th i s res ult .

E X E R C ISE 1 08
PRACTIC E I SOL I G V E Q UAT IO S WHIC H I VOLVE PR OD UC T S

Solv e a n d ch ech e a c h o f th e follow i n g e q u a ti on s

+ 6) = x + 9 6
2 2
1 .
(25

2
2 .
(y + 6) -
y 63
3 .

4 O ne n u mbe r is 5 la r g e r tha n a n oth e r ; th e

s q u ar e O f g
th e la r e r exc ee d s th e s q u a r e O f th e

s ma ller by 5 5 . F in d e a ch n u m ber .

5 . T h e le n gth Of a r e c ta n g le is 8 i n c h e s m or e
th a n , a nd i ts wi d th i s 3 i n c h e s le s s th a n , th e
si d e s O f a s ua r e
q ; th e a r e a of th e r ec ta n g le ex

c ee d s th e a re a O f th e s q ua r e by 26 sq ua r e i nc h e s .

Fi n d th e d i m e n si on s Of th e r ec ta n g le .

6 .
(r 5) ( r 6) ( r 2)
8) 3 (x 5 2:
_
1

s .
( c + 4 y —
( c 10
 H ow to Fi nd Pr oducts a nd Fa ctor s - 2 71

( x 40

(r —
(r

N N
( x = (x

N
2( f + 2( f

N
N N
3 (x 1 ) (a: 9)

H O W T O FI D THE FAC T O R S O F A A L G E B R A IC

M
M
E X PR E SSIO

M
A . FI DI G THE CO O F AC T O R

Secti on 1 28 . ea n i n g of th e wor d FACT OR

If y ou .

k n ow th a t th e a r e a O f a r e c ta n g le i s 24 s q u a re i n c h e s , wh a t

N
m i g h t b e i ts d i m e n si on s ? Y ou r e a d i ly se e h e r e th a t th e
d i m en si on s mi gh t be 4 _i n c h e s ,
a nd 6 i n c h e s ; or 3 i n c h e s
and 8 i n c h e s ; or 1 2 i n c h e s a n d 2 i n c h e s , b e c a u se th e

p r od u c t O f 4 a n d 6 , o r O f 3 a n d 8 , or o f 12 and 2, i s i n e a ch

c a se 24 T h i s p r oces s of fi n d i n g th e n umber s wh i ch , wh en
.

multi p li ed togeth er , gi v e a noth er , i s called FACT OR I G .

The n u m b e rs ou find a r e c a lle d th e FACTOR S T h u s, 4

y
*

a nd 6 a re fa c to r s Of 24 ; a ls o 3 and 8, or 12 and 2 .

FIG . 1 37

T he s a m e r e as oni n g is us e d in g
a l e b ra a s in a ri th m e ti c .

F or e xa m p le , su p p os e th e a r e a O f a r e c ta n g le is 5 x 35
s q u a r e u n i ts . If th e wi d th i s 5 u n i ts , wh a t m u st th e le n g th
 N
2 72 Fund a men ta ls of H i gh School M a thema ti cs

be ? Si m i la r ly , i f th e a re a is 28 x a nd th e wi d th is
4 25 , w h a t i s th e le n g th ?
Secti on 1 29 . Wha t is a comm on factor ? ow le t us

ta k e a m or e d i ffic ult i llu s tra ti on In th e p r ev i ou s two

.

a n d o n e d i m e n s i on , or th e

N
c a se s , y o u kn e w both th e a r ea

r od u c t a n d on e O f B ut i n m ost f a ctor i ng p rob

i ts fa c tor s
’

p .

le m s y ou d o n ot k n ow a ny O f th e f a c to rs F o r e x a m p le , .

w ha t a re th e d i m e n s i on s o f th e r e c ta n g le wh os e a r e a i s

7 25 + 21 in o th e r word s , wh a t the f f

M
a ctor s
‘

M
,
or , a re o
'

7 2 + 21 ? A stu d y Of th e 7x a nd 21 Sh o ws th a t 7 is
a fa c to r O f e a ch, Or i s a CO O g
FACT OR of b oth ter m s .

W h a t th e n m u st 7 be m u lti p li e d by to gi v e 7 25 + 21 or
'

-
, , , ,

w h a t m u st b e th e le n g th of th i s r e c ta n g le i f its w i d th i s 7 ?
'
E v i d e n tly i t m u s t b e 2 3, T h i s p r ob le m s h o u ld b e w r i tte n
.

7 25 4- 21
A s e c on d i llus tra ti on s h o u ld m a ke c le a r w h a t i s m e a n t by
fa c tor i n g i n al g e br a .

F i n d th e fa c tor s of a n ay a w, or fi n d th e d i m e n s i on s
o f a r e c ta n g le
i f i ts a r e a i s a n ay a w .

B y O b s e rv i n g e a c h te r m , we s ee th a t a is a fa c to r comm on

to a ll th e term s .

D iv i d i n g e a ch t erm Of th e e x p r e s si o n by a g iv e s th e o th e r

fa c tor ,
x +y w. H en c e ,
ax ay a w (
a r w) ,

a nd a is on e fa c tor a n d 2c +y w i s th e o th er on e .

T h e s e i llu s tr a ti on s a re i n te n d e d to m a ke c le a r h ow to
fa c tor an e xp r e ss i o n i n whi c h th e r e i s a fa c tor com mon
to a ll th e te r m s .

E X E R C ISE 1 09

F a c tor e a c h of th e followi n g e xp r es s i on s

1 . 3 25 + 1 2
'

2 . 5 a — 20 4 . 7 a — 21
2 74 Fund a men ta ls of Hi gh School Ma thema ti cs

t h e two p ar enth eses fi r st, th u s T h en

‘

: as

y ou d e te r m i n e e a ch te r m of e a ch fa c tor , y ou c a n wri te i t
i n th e a p p r o p r i a te p la c e . L a ter y o u w i ll d o ub tle ss b e

a ble to d o a ll th e wk or
y in o ur h ea d and n ot h a v e to
wr i te ou t th e s te p s . Second , th e r efo r e , wr i te th e fi r st
t erms i n th e bla n k for m , th u s :

) (x
T hi r d , y ou h av e to fin d th e s econ d t erm O f e a c h fa c tor .

F r o m y ou r p r e v i ou s wor k i n fi n d i n g p r o d u c ts, y ou kn ow
t h a t th e la st te r m O f th e e xp r e s s i on , 3 , w a s O bta i n e d by
m u lti p ly m g to g e th e r th e sec on d ter m s Of th e two fa c tor s .

T h e n th e s ec on d ter m s m us t b e s uc h th a t th e ir p r od u c t i s
3 . O bv i o us ly , th e y a re 1 a nd 3 or 3 and 1 . T O te ll
w h e th e r.\ th e 3 or th e 1 b e lon gs i n th e fi r s t fa c tor we h a v e .

to try i t, a nd te s t or c h e c k to s ee i f th e m i dd le te r m will .

be c orr ec t 5 x) . T ry i n g th i s o ut, we h a v e
6x
'

2 x2 + 5 x + 3

C h e c ki n g — th a t i s , m ulti p ly i n g th e two fa c tor s tog e th e r ,

'

we se e th a t th i s do e s n ot gi v e th e c o r r e c t m i d d le te r m ,
for 6x and x a r e n ot 5 25 . But, we m i g h t i n te r c h an g e
th e 1 and 3 . T r y i n g thi s , we g e t
2x

2
2x + 5 x + 3 =( 2 x + 3 ) ( x + 1 )

M u lti p l

c or r e c t,
y i ng th e s e
for th e ir p r od u c t
g
to e th e r
giv e s
s hows
3x

th a t O ur fa c tor s
th e origi n a l exp r e ssi on ,
a re

5x 3 .

L et u s try a n oth e r e xa mp le
 N
“
H ow to Fi n d Pr oducts a nd Fa ctors 2 75

Second i llustr a ti v e ex a mp l e . Fa ctor 5 x2 36 x 7 .

Fi rs t wri te th e b la nk form th us
e xt we ca n tel l a t on ce th a t th e first term s of our fa ctors a re

5x a n d x, g i v i ng

5x 2
) (x
E xa m i n i ng th e la st term of th e ex p ress i on 7 we
, s ee th a t th e
s e con d term s of th e re q ui re d fa ctors mus t be 1 a nd 7 or 7 a nd 1 .

T ry i n g out th e 1 a nd 7 g i v es

5 x2 — 3 6 x + 7 =

But th e ch eck s h o ws th at th e sum of th e cros s p rod ucts i s

,
- 36 x,
wh erea s it s h ould be 36 x . Th is ca n be correct ed by ch a n g

i n g th e s i g n Of th e s e con d term s to 1 a nd 7, g i v i ng

— l ) (x
(5 x

T he r esult _
Oi c h e c ki n g s
—
h o ws th e s e to b e th e c orr e ct

fa c tor s .

Secti on 1 3 1 . Th e s um of th e cr oss -
p r od ucts must eq ual

th e m i d dl e ter m . T h ese two e xp la n a ti o n s h a v e b ee n gi v e n

to Sh ow th e i m p or ta n ce O f g etti n g ,
as fa c to r s , e xp r e s s i on s

s uc h th a t th e su m O f th e c r os s-p r o d u c ts will g i v e th e m i d d le
ter m Of th e e xp r e ssi o n to be fa ctor e d . It i s a ss u m e d th a t

y ou can te ll, at a g la n ce , w h a t the fi rst te r m s m i g h t be ,

and wh a t th e Se c o n d te r m s m i gh t be by lo okin g a t th e
fi r st a nd la s t te r m s Of the e x p r e ss i o n s wh i c h
y o u wa n t to

fa c tor .

F or e xa m p le , i n fa c to ri n g

6 x + 1 3 x + 6,
2

t h e fi r s t te r m s m i gh t b e and 2x , or 6x and x ; th e
s e c on d te r m s mi g h t b e 3 a nd 2, 2 an d 3, 6 1
”

or and . B ut
s i n ce th e p r od uc t Of th e fa c tor s m us t giv e th e or i gi n a l
e xp r e ss i o n , we ca n te ll by try i n g th e s e v a r i ou s p oss i b le

c om bi n a ti on s th a t th e fa ctor s a re
N
Fun d a m en ta ls of H i gh School M a thema ti cs

4 2:

2) ( 2 x +

9x

O oth er a rra n ge m en t of n umb er s will giv e th e c orr ec t

m id d le te r m , 13 x .

F rom th i s e x p la n a ti on
y o u s h o u ld be a b le to f a ct or th e .

e xp r e ss i on s i n E xe r c i s e 110 b e d i s coura g e d i f y ou
’
. D on t

h a v e to try m or e th a n on c e be fo r e -
y ou s uc c e e d D i ffi c u lt

N
.

ta sks O fte n r e q ui r e m a n y tr i a ls .

X E R C ISE
M
E 1 10

FACT ORI G B Y T HE CR OSS—PR OD UCT ET HOD

C heck ea ch exa m p le c a r e fu lly .

( T h e p a r e n t h e s e s are w r i tten h e re to su gg e st to
h o w to b e g i n ) .

1 .

2 .

3 .

4 .

2
5 . x

6 .

7 2
+ 1 2 a + 36 14 ~1 0 2
+ 1 3y — 3
. a .
y
s . 15 .

9 . x
2—
2x — 24 = 16 . a
z
+ a — 72
10 . m z—
m — 20 17 .
fi — IG
2
11 . 2 5 + 1 Sb + 1 5 18 . 52— 25
2—
19 . 15 c 31 c + 14
2— 2—
13 . t 5 t — 40 20 . 21 5 5 — 2
 N
2 78 Funda men ta ls o f H i g h School M
we a re a p t to lea v e th e examp le i n th i s i ncomp lete
ow, a g a i n,

form , not re m em beri ng to see i f we ca n furth er fa ctor x2

We see, h owev er, that we ca n T h e comp lete soluti on i s .
25
a thema ti cs

N
2
2x 50 2( x2 25 )

N
2( x 5) (x

T h e se e x p la n a ti on s a r e g iv e n to h e lp y ou ke e p i n mind
th a t i n a ll fa c tor i n g wor k th er e a re two a bs olutely ess en

M
M
ti al step s ; n a m e ly ,

M M
NN
I . LOOK FOR A CO O FACTOR .

2 . FI D PR I E FACTOR S ; LE ; FACTOR CO PLE TELY .

X E R C ISE
M
E 111

PRAC T ICE I F AC T ORI G CO PLETE L Y

+ 70 + 25
2
2 a3; + 1 4 a + 24 1 7 . 49 c c

5y 2—
45 18 . 5 a
2—
80
z—
st st — 20 s

2— 3
7a 2—
14 a — 1 05 20 . 6x 18 x

8 —
3x 2
+ 1 2 x + 45 21 . 533 84 — 36

. x
2 22 . 1 2x + 3 7 x 2 — 10
2
(5 5 ? 23 . 1 0 x + 25 + 2c

2
2 — 1 28 t 2 24 .
y + 1 0
z
a b z—
a b —
72 a 25 . x + 36
2—
2
6x + 13x + 6 26 . 2a 8
z
3 a + a 27 .

2—
2a 2 —
5 a + 3 28 . 3 x 1 2x 180
\

2
7 b2—
17 b —
12 29 . 2x + 1 0 ec — 1 68

9
2—
129 — 28 30 . l — x — 110
2x 2—
14 x -—
i 24 31 . 2y 2 —
y
— 1

y
4° —
7 6y 2—
16 32 .
-
6 a
2—
4a — 2
 H ow to Fi nd Pr oducts a nd F a ctor s 2 79

2
3x + 4x + 1

+ 70 21 + 6 0
9
20 2

2b 2—
b— 3
z
2a + 1 8

2—
3y y
— 10
2
2x + 3 x — 9

N
6y 2
+y — 15
2—
8 x 2
18 1 2—
50
2
9 x + 17x 4 2

M
\

STA D AR D IZE D PR ACTICE E X E R CISE F ( TI ED )

Pr a c ti c e on thi s e x erc i s e u n til y ou ca n rea ch th e

s ta n d a r d , 12 e xa m p le s ri ght in 4 m i n u te s . F a c tor ea ch

e xp r e s s i o n .

3 —
6 2 18 2
3

2
2y + 1 0 y + 1 2 .

5 — 30 d 2

4
r + 7 r
3
+ 12r
2

7 x
3 —
14 x
5

2
3 b + 1 8 b + 24 .

9 — 18 q w + 16 w + 12
fi + 3 fl + 2fl
28 0

Pra c ti c e
a rd ,
N
Fun da men ta ls

STA D AR D IZ ED

on th e se
of Hi gh School

PR ACTICE E X E R CISE G

e x a m p le s u n ti l

1 2 e xa m p le s r i g h t i n 6 m i n ute s .
y
Ma thema ti cs

ou c a n r e a c h

F a c tor e a c h
( TIM
th e
ED )

s ta nd

e xp r e s s i on .

RE V IE W E X E R C ISE 1 12

1 . Wha t i s th e a r ea O f a Sq u ar e for m e d by a d d in g
4 ft to th e
. s i d e s O f a s q ua r e or ft lon g ?
.

2 . W ha t d oe s ( x 4 ) (x + 6 ) r e p r e s e n t, if ye re p r e

Se n ts th e s i d e of a s q u a re ?
A r e c ta n g ula r fi e ld 5 y r od s lon g h a s a p e ri m e ter
Of 24 y r od s Wh a t e xp r e s si on w ill re p r e se n t
.

th e a re a O f th e fi e ld i n s q u a r e r od s ? in a c re s ?

4 . If th e q u o ti e n t i s r ep r e se n te d by q , th e d i v i sor
‘

by d , a n d th e r e m a i n d e r by r , wh a t wi ll r e p r e
sent th e d iv i d e n d ?

If a p a r k i s to r od s w i d e a n d 1 r o d lon g , how m a n y
mi le s wou ld y ou wa lk i n g oi n g a r ou n d i t n ti m e s
H o w d o y ou div i d e a p r od uc t O f se v e ra l fa c tor s
 T HE

Secti on 1 33
a r i th m e ti c a
U SE O F F R AC T IO

.
'

Wh at
fr a c ti on w a s
C H A PT E R

an al

u se d
N
g ebra i c
S

to
X IV

W IT H
fra cti on
LE T T E R S

r e p r e s e n t on e
mean s
or
.

m or e
In

Of th e e q ua l p a r ts of s o m e un i t . F or e xa m p le , th e fr a c
ti o n l
f; m ea n t 4 Of th e 5 e q ua l p a r ts i n to w hi c h s om e th i n g
h ad b e e n d i v i d e d . In a lg e b ra , . h 0 wev er , a fra c ti on h a s a

g e n e ra l m e a n i n g It i s th o ug h t

N
m or e of a s a q u o ti e n t or

“
.
,

a
an 1 n d i c a te d d IV ISl on . T h us , th e fra c ti on mean s th e
b
q u o ti e n t O f a a n d b, and is rea d a d i v i d e d by b O r a

ov e r b. E x a m p le s Of al g e bra i c fr a c ti on s a re

3 a b
,
2 5 T a b
Secti on 1 3 4 . um er a tor a n d d en omi n a tor : th e ter m s of
a fr a cti o n J u st
h as In a r i th m e ti c , we h a v e th e te r m s

n um er ator and d en omi n ator Of fr a c ti o ns . T he n u m e r a tor

i s th e d iv i d e n d , an d th e d e n om i n a tor i s th e d i v i s or .

Secti on 1 3 5 . How to ch a ng e fra cti on s i nto oth er eq ui v a

l ent fra cti on s . In a r i th m e ti c we fr e q u e n tly ch a n g e fr a c

e xa m p le , m a y be c h a n g e d to
s
3
ti o n s i n to eq ui v al ents , for To
4
5a
or
3 m a y be ch a n ge d to 3
71 by d i v id i n g th e n u m e r a to r

an d d e no m i n a tor Of e a ch fra cti on by 2 . In th e Sam e wa y

”Z
7
m a y be r e d u ce d to th e eq ui v al en t, Q by ,
d i v i d i n g th e
ac

( a b) ( a b)
1
is r e d uce d to by d iv i d i n g b oth n um e r a tor a n d de
a b
n om i n a tor by ( a b) .

E X E R C ISE 1 13 — O R AL WO R K
fi rs t fra c tion e a ch O f
'

Te ll wh a t h a s b e e n d o n e to th e in
th e fo llowi n g e xa m p le s to giv e th e c or r e s p o n d n i g e q ui v a

le nt fr a c ti on :
 The Use o f Fracti on s wi th Letters 4
5
28 3
2

1 .
a e

N
NNNN
N
5 15

a
'

5 a

xw w + h 5 ( a + b)

M
a

T WO I PO R T A T PR I C IPLE S I HA D LI G F R A C T IO S

Secti on 1 36 . The e x a m p le s i n E xe r c i se 1 13 i llu s tra te

two v er Im p or ta n t pr i n c i le s i n fra c ti on s
y p .

I . T O multi p l y both num er a tor an d d enom i na torof

a fra cti on by th e sa m e ex p ressi on d oes n ot ch a n ge
th e v al ue of th e fr a cti on .

II . T o d i v i d e both n um er a tor a n d d en om i n a tor of a .

fr a cti on by th e s a m e ex p r es s i on d oes
.
not ch a n ge
th e v alue of th e ex p ress i on .

T h e s e p r i n c i p le s a re use d in chan gi n g fr a c ti on s i n to

N
NNN
NNN
eq ui v al ent fr a c ti on s . T he n e xt e xe rc i s e w ill g iv e p r a c ti c e

i n d oi n g th i s . Sta te w h a t p r i n c i p le i s u se d in e a c h ch a n ge .

E X E R C ISE 1 14

PR AC TIC E I C HA GI G F R ACT IO S I T O E UI ALE Q V T F RAC TIO S

Sup p ly t h e mi s si n g ter m i n ea ch of th e foll owi ng , a n d

tell wh a t fund a m ental p r i n ci p l e h a s been used in ch a n g i ng
th e fi r st fra ct i on i n to th e s econd fr a cti on

3
3 2
28 4 Fund a m en ta ls o f H i gh School M a them a ti cs

z
a -
2a b -
b 2

2
x + 5 2c + 6

+ 5x
2

M
x

( )
a — 2
a+6

x +3
~

H 5
2 25 + 5x + 6
x
2
x +2
+ h
‘
2
a x + 7 fc + 1 2

2—
a 6a + 9
2—
a 8 a + 15 a — 5

Secti on 1 3 7 . R ed uci n g fr a cti on s to l owest ter m s . Y ou

h a v e bee n ta u g h t i n a r i th m e ti c alway s to r e d u ce fr a c ti o n s
to th e i r lo we s t te r m s . It i s e q u a ll
y i m p or ta n t t o r e d u c e

al g e bra i c fr a c ti on s to lo we s t te r m s . J us t a s i n a r ith m e ti c ,
a fr a c ti on IS In i ts lowe s t te r m s wh e n it h a s no fa c to r
c o mm o n to b o th n u m e r a tor a n d d e nom i n a tor . He n c e ,
to

r e d u ce fra c ti on s to low e st te r m s , i t i s n e c e s s a ry to d iv id e
n u m e ra tor a n d d e n om i n a tor by c o mm o n

NN N
ea ch a ll fa c tor s
to both .

X E R C ISE
M
E 115

“
PR AC TICE I RE DUCI G FR ACT IO S T O T HE IR LO WE ST TE R S

te r m s
4 3 14 a bc
1 . R e d uc e to lowe r
20 36 a b cd xy
28 6 F u nd a men ta ls of H i gh School M a thema ti cs

We m u s t m a ke th e fr a c ti on s h a v e th e sa m e d e n om i
n a to r .

F or e xa mp le , to add
52 + we m ust ch a ng e ea ch fra ct i on i nto

a n e q ui v a le n t fra cti on i n wh i ch bd i s th e d enom i na tor , j us t as

24 i s th e d en om i na tor i n th e for eg oi n g ex a m p l e .

Illu str a ti v e ex a m p le . Sh o wi n g h ow to cha n ge fr a c tion s

i n to e q u i v a le n t fra c ti o n s wh i c h h a v e th e same d e n om
i n a tor s .

C h a n g e th e fra cti ons _

_ad
a
n 9 '

nto e q ui v a l ent fra cti ons h a v

i ng th e sa me d e nom i na tor .

T h e m os t con v en i en t d enomi na tor m us t conta i n b, d , a n d c, a nd

be of lowe s t p oss ible d e g ree C on s e q uently i t i s bdc

. .

TO ch a nge th e fi
rs t d e nom i na tor , bd, to bd c, i t i s n e ce ss ary to

multi p ly th e n u m e ra tor a n d d e nom i n a tor b y c

.
( Wh y m ulti p ly
5
th e num era tor a ls o by c ?) T h i s g i v es 3 as a fr a cti on e q ui v a
bdc

— “ In th e
l

i
M
l e nt to “ sa m e wa y t h e s e con d d enomi n a tor , cd , m us t
td
b
be ch a n g e d to bd c . ulti p ly i n g b oth te rm s o f th e fra cti on
cd

b y b, g i v es -
I S c
a s a n e q ui v a l en t fra cti on . T h us we h a v e ch a n g ed

th e two g i v en fra cti ons i nto e q ui v a le nt fra cti ons wh i ch h a v e th e

s a m e d enom i na tor .

a aC
s um ma r1 z 1 ng
bd bd c

Secti on 1 39 . How to fi nd th e most conv eni en t d en omi

It h a s b e e n p oi n te d o ut tha t fra c ti on s m u s t h a v e
‘

n a tor .

th e s a m e d en om i n a tor b e for e th e y c a n b e c o m bi n e d In .

t h e fo llo wi n g e x e rc i s e y ou a re to d e c id e wh a t th e m ost
conv en i ent d en omi na tor 1S In ea ch e xa m p le , and th e n
to ma ke th e fr a c ti on s i n e a ch e xa m p l e h a v e th a t d en omi
n a tor .
 N
NNN
The Use o f Fra cti on s wi th Letters 28 7

X E R C ISE
M M
E 116

T HE F R ACTIO S I E AC H OF
DE O M T HE SE
I AT OR
E XA V
PLE S HA E T HE SA E

5 4 3
’
2 3
’

a + o a + o 5 — —

x x x + 2 x +4
’
x + 2 x + 3
1 7 F ro m _ th e e x p e ri e n c e o u h av e h ad in s olv i n g th e
.
y
r e v i o u s e xa m p le s, ou wi ll b e a ble to a n s we r th e follow
p y
i n g q u e s ti on s c on ce r n i n g h ow to fi n d th e m ost c o nv e ni e n t

m
d e n o i n a tor .

( ) Wh a t
a i s th e mos t conv eni ent d enom i na tor for two
fra cti ons wh i ch h a v e th e s a me d en omi na tor
( b) Wh a t i s th e m ost conv eni ent d en om i na tor for two
fra cti ons wh i ch hav e unlik e d enom i na tors wi th no

fa ctors comm on to ea ch Gi v e so me i llustra ti ons from th e

p rece d i n g e x erci s e .

( c) Wh a t i s th e m ost conv en i ent d e nom i na tor for two or

more fra cti on s wh i ch h av e unl ik e d enom i na tors , but

wh i ch ha v e a fa ctor common to b oth d e nomi na tors
mth

N
Il lu st ra te fro e p reced i n g ex er ci se

1 8 . Ad d 3 and
5 g . 20 . Ad d 4 a nd 3
5 .

1 9 . A dd 3
;
a nd
2
‘
21 . Ad d 5
2
a nd
s ,

We h av e le a rne d h ow to ch a n g e fra cti ons i nto eq ui v a lent

fra cti ons wh i ch h a v e th e sa m e d enom i nator . ow we a re

r ea d y to g et p ra cti ce i n a dd i ng a nd subtra cti n g f ra cti ons .

 N
NNNN
28 8 Fu nd a men ta ls of H i gh School Ma thema ti cs

E X E R C ISE 117

ORAL PR AC T ICE I AD DI G A D SUB T R AC T I G FR AC T IO S

1
5 _“ '
3
T
2 3a .
:c x y 5y 2
y )
a

6 2 2a — b
’
5 9 5 5

a c x w 2a b 5 b c 2p 3 g
+
_
3 .
’ ’ ’ ’
b b y y c c 3 3

4
3 3 3
4 -

3 _ T4 ;
I '

i i ‘

t eh t 6 1 6
»
“ — "

a 3 a 4c c y 2y 3x 9 x b 7b
5 .
’
3 4

a + b a +b a — b d + é x — y x — y

2a + h a + b
3 6

’ ’ ’ ’
b d a b x y y ,
e h c

Secti on 1 40 . Step s i n a dd i n g or s ubtr a cti n g fr a cti ons

In th e a d di ti on or s ub tra c ti o n O f fr a c ti on s i t i s m o s t e co

n om i c a l to follow d e fi n i te p r oc e d u re
a A s tu d y O f th e .

e xa m p le s i n th e i u e xe r c i s e s u gg e sts th e fo llo wi n g
p r e v o s ,

s te p s or p r o c e d u r e for c o m bi n i n g fra c ti on s .

F i rst step : If th e fra cti ons h a v e th e s a m e d en om ina tors ,

,
ri te w
th e a l g eb ra i c s um of th e numera tors ov e r th e com m on d e
n omi na tor .

Wh a t e x a m p le s i n th e p r e v i o u s e xe r c i se gg e st th i s
'

su .

r u le ?
denom i na tors
'

Second step : If th e fra cti on s h a ve unli ke ,

ch a n g e the fra cti ons i nto e q ui v a l ent f ra cti ons wh i ch h a v e th e

Fu nd a men ta ls f
o Hi gh School Ma thema ti cs

5é ; a nd

1 1 1 1 1
an +
. .

l
'
5
’ ’
8 x j x

1— 1 b a
Sh o w th a t T hi n k of th i s as a
a I
) a h
for m u la for fi n d i n g th e d i ffe re n c e b etwe e n two
s uc h fr a c ti o n s W ri te th e r ule i n w or d s
. .

A p p ly th e for m ula to

1 1 1 1 1 1 1 1
i
3 7 x ) x

fl bx
Sh o w t h a t .
T hi n k of th i s as
é y by
an i or m u a l for a d d in g an
y two such fr a cti on s .

Sta te th e r ule i n w or d s . A p p ly th i s for m ula to

8 5 2 3 ,
1 2 8 5 .

2 2
2 3
'

a c c a
+ +
. .

’
" 2 2
9 4 c a d b

Sh ow th a t 9 — f T h in k of thi s a s
5 y by
a fo r mula , and ap p ly to

2 2
3 2 .
7 2 .
8 2 1 3 2 3 5 x
’ ’
5 9 4
‘

c y

a 2a 7a 3 3 1
+ 3 2
+
5 3 15 a 2n a

25 o 5 5 4 3 2
22 . + + 2
7 y 5y y
5 6 é
a
+ + 5
b c a
 The Use f
o Fra cti ons wi th Letters

x + 2 5 3
x x — Z x + 6
5 6 8 5
+ °

o+ z o— 3 r + 5 r + 8

3 5 a +2 a — 1
+
x +4 x + 3 a + 3 a + 7
4 2 .

r
— 1 r
— 2
+ '

x + 2 x + 3 y + 4 y + 5
4 3 5 6
+ +
o — 5 c+ 2 fi — 4 x + 2
x + 2 x — 6 x 3
+
5 3 ; fl —
9 x — 3
2h + 1 3é — 4 4 x
7 fl + 5x + 6 x +2
a — b x + 7 x +5
+
8 45 + 15 x +3

49 . 1 +
a
2

2
_ 1
5 y
46 1 +
_2
.

a
5 0. (3 + 53 .

c h

1 1 1
fl x + 54 +
{
.

x T

a + h a — b
+
a — b a + b

59 . l — f T -l
-
"

x +y
1 1
x + 2 x +3
 Fund a men ta ls o f H i gh School M a thema ti cs

If a c e r ta i n i
p p e ca n fill a ta n k i n 1 2 m i n utes ,

wh a t p a r t O f th e ta n k c a n i t fill i n 1 m i n ute ?
W h a t p a r t c ould i t fill i n 1 m i n ute i f it re q ui r es
t m i n u te s to fill th e ta n k ?

A ta n k ca n be fi lle d by on e i
p p e i n t m i n u te s ,

a nd by a n o th e r p i p e i n T m i n u te s . Wha t p a r t
Of th e ta n k ca n be fi lle d i n 1 m i n u te i f both
i
p p es a r e O p en ? E xp r e ss th i s a s on e fra c ti on .

l 1
If A and e wh a t d o e s A B e qua l ?
x

N
2x

Wh a t d oe s A B e q ua l ?
1
F~In d A B 1f A a nd B
0 0

x +5

M
M
H OW TO U LT IP L Y A L G E B R AIC F R A C T IO S

M
Secti on 1 41 . ul ti p l i ca ti on Of fra cti on s . Y ou h av e
s e en th a t a d d i ti on . a n d s ubtr a c ti on in al g eb r a are p e r

for m e d s a me m e ti c
'

e xa c tly th e as in a ri th . ulti p li c a ti on

Of fra cti on s , a ls o, i s p e r for m e d i n e xa c tly th e same m a nn e r .

T h e follow i n g e xe rc i s e w i ll i llu s tra te .

O RAL E X E R C ISE 1 19
Fund a menta ls f
o H i gh School Ma thema ti cs
'

1
— 2> -
x +2

M
2
2x

M
C h e ck by letti n g x 1 a nd y 3 .

3y 5x
u lti p ly 2 3 4 by 5

M
.

u lti p ly 5 2
3 4 by 2

M
.

2
u lti p ly a hc by 5 .

u lti p ly xy w by
z
35
2
.

Sta te th e r ule for m ulti p ly i n g a p r od uct by a

n u mbe r .

Gi v e a for m ula for the p r od uc t of a n

y two fr a c

ti o n s ; of a n y th r ee fra c ti on s .

H O W d o y ou a ffe c t th e v a lue of a fr a c ti on by
m u lti p ly i n g i ts n u m e r a tor by a n u mb e r ? by
d iv idi n g i ts d e n om in a tor by a g i v e n n um be r ?
by m u lti p ly i n g b oth i ts n u m e ra tor a n d d e n om i
n a tor by a g iv e n ? by d i v i d in g both
n u m be r

n um e r a tor a n d d e n o m i n a to r by a g i v e n n u m be r ?

Is th e v a lue of a fr a c ti on C han ged by a dd in g

th e sa me e xp re s s i o n to i ts n um era tor a nd de
n om i n a tor ? Illu s tra te . Is i ts v a lue ch an ge d
by su b tra c ti n g th e s a me e x p r e ss i on fr o m i ts
n u m e r a tor an d d e n om i n a tor ? Illustr a te .

D o y o u ch a n ge th e v al ue O f a fra c ti on by sq ua r

i n g both n um e ra tor a nd d e n om i n a tor ? Illu s

tr a te .

T e ll wh a t h a s b ee n d on e to th e fi r st fr a cti on i n
e a ch O f th e followi n
g , to g iv e th e se c o n d fra c
ti on , a nd th e n te ll wh e th e r or n ot th e v a lu e has
be en c ha n g e d
 The Use o f Fra cti on s wi th Letters 29 5

a ac x x
2
a a — x
( ) 6 ( ) Z
e ,

b — x
y
a a +1
( ) (f )
’
— 9 a
f
b é+l y w w aa
’
a

Sum m a r iz e a ll th e o p e r a ti o n s th a t ma y b e p er
fo r m e d u p on a fra c ti on W i th out C h an gi n g i ts
v a lu e .

j g
i — 3> 35 :
(fl ea
y
— 4

b+ 6 b+
_
c
- o 2 o 1 36 . 6 )
o 5 C

1
a>
av —
.

c +2
x — 7

M
(
2
( x — 4 ) (x - 1) 38 . x + 5 x + 6)
x — 4

2 a +8
u ltl p ly a +8 a + 6 by F i r s t, f a c tor
a 2
z
u +8 a + 6 .

2 f + 2 2—
r + 6 r + 9 b y 43 .
3
7 9 1) y
3
.

y +
x 2

N
-
3x — 1 0 by — 6 p by
x 5

2
+ 5 by
z —
42 . c + 6 c 45 . h 8 b by

HO W TO D I ID EV F R A C T IO S
‘

Secti on 1 43 D i v i si on Of fr a cti on s In ar i th m e ti c , ou
. .
y
le a r n e d h ow to d i v i d e fr a c ti on by a n oth e r , i e to i n
on e . .

v ert th e d i v i sor , a n d p r oceed a s i n multi p li ca ti on of fra c

ti on s .
29 6 Fun da men ta ls of H i gh School Ma thema ti cs

FOr exa mp le

3 7
2
3
x
5 15
’
4 M
“
:
o

5 20

In th e sa m e wy a ,
in al g e br a i c d iv i s i on , we In v e r t th e d i
v i sor a n d m ultip ly .

E X E R C ISE 1 21

D O as m a ny O ra ll
y as
y ou c a n .

D IV Id e :
h b h b 3 6 6
1 by ;
g 6 g B Z Z
.
, ,
6
a c x 5 bc 5
2 D i v Id e by ; ;
d
’
y y aa a

x x t
I
3 D i vi de — J by y a

2
x
a b a 5
a d bc a 5
xy x) ; b c

3 2
c ci
1 x
a h u
z
h x y

D ivi de
8 n by
g ig /
C h ec k by le tti n g x 1,
z 2
9 a h 35
a = 3, and b= 4 .

2
15 x
'

-
b) a — b
1 2 hc2
18 2 2
hc
2 — 2
5 a l5 a
3
a b a + b

51 b 17 h 3
5 4
z 2
( 2
O
( 4 a b) 8 a

2
25 c 1 00 c
3
298 Fund a men ta ls f
o Hi gh School Ma thema ti cs

th em ) i s th e ex p r essi on Of lowest d egr ee whi ch

6 . M
wi ll

a re p
conta i n ea ch Of

ulti p li ca ti on a nd

er for m ed ex a ctly a s
th e sep a r a te d enomi n a tor s

di v i si on
in
Of a l gebr a i c
a r i th meti c .
.

fra cti on s

RE V IE W E X E R C ISE 1 22

1 . T h in k Of
5
1 1 a +b 1 1 b— a
+ and
a b '
ab a b a b
as fo r m ula s for th e a d d i ti on a nd s u b tr a c ti o n Of a

sp e c i a l ki n d of fr a c ti on s . A p p ly th e s e for m u la s to
th e follo wi n g

2 . T h i n k Of
a
+
c a d + bc a
__ c a d — bc
t a 5d l h ad

as fo r m ula s for th e a dd iti o n a n d s ubtr a c ti on of fr a c

.

ti on s . Ap p ly th e s e for m u la s to th e follow1 n g :

(3 3 . 5 3
(3 —
5
( )
6
( )
h g —
g . ( a)
Q 1
d + "

5
( Z
( )
1
—
i be
(Q t x

1 1
3 C hang e to a s i n g le fr a c ti on : -

C
 The Use of Fra cti on s wi th Letters §
2 99

R e d uc e to lowe st te r m s

2 3
2 x 5
4 x 25 >< 28

5 . A 1— 1 a nd B Wh ic h e xp r e ssi o n , A or
x J / x J ’

B , ha s th e g r e a te r n u m e r i ca l v a lu e , if x 5 an d

y 3
2 2
a 5
D oe s a 6? C heck .

a b
If A a nd B = A
5
—
2
wh a t i s th e ra ti o O f to B ?
Why Sh ou ld th e c h a p te r on Pr od u c ts and F a c tor s
C om e b e for e th e c h a p te r o n F r a c ti on s ?

Solv e w ith two

-

un kn own s ; two th i r d s of a c e r ta i n

n u m be r , In c r e a se d by é} of a n oth e r n umb e r , gi v e s
25 ; th e su m of th e two n u m b e r s i s 3 5 . Fi n d ea ch

n um be r .

T he v a lue of a ce r ta in fra c ti on i s 3 ; th e sum of th e

n u m e r a tor a n d d e n o m i n a tor i s 25 . Fi n d th e fra c ti on .

2x —
y 5 8 f x +y = é — a
12 l
2=y + 1
.

x — l 2 x —
y
— 5 a — b
The su m of two n um b e r s , at and y ,
is a , a nd th e i r
d iffe r e n c e i s 6 . Find e a c h n um be r .
 NNN
N
LIT E R AL A D FR AC T IO AL EQU ATIO S

Secti on 1 44 . Anew k i nd Of eq ua ti on : li ter a l eq ua ti ons .

T h us fa r i n th e e q u a ti o n s wh i c h y ou h a v e s olv ed , th e on ly
le tte r u se d w a s th e le tte r u s e d to r e p r e se n t th e u n kn own .

A ll oth e r n u m be r s we r e a ri th meti ca l o r o r d i n a r y numbers .

OW , we sh a ll stud y eq ua ti on s w hi c h , in so m e c a se s , wi ll
n ot Con ta i n an
y or d i n a r
y n u m be r s . T h a t i s , th e k n own
n umbers ma y be by letter s i n s te a d o f b e i n g e x
r ep res ented
'

s d i n or d i n a ry n u mb e r s F o r e xa m p le , c o n si d e r th e
p r e s e .

e q u a ti on , or form u la , for th e v olum e o f a r e c ta n g u la r b ox,

lwh : V .

T h er e a re c a se s i n wh i c h we wi s h to r e s ta te thi s e q u a ti on

in a new fo r m so as to g iv e th e v a lue Of 1, th a t i s , th e
leng th .
“
In s uc h a c a se 1 wo u ld b e th e u n kn o wn n u m b e r,

In oth e r c a se s we m ig h t w i sh to r e s ta te the for m u la

v a lu e o f w th a t i s th e w i d th ; th e n
'

so as to fi nd th e , , no

wou ld be re ga rd e d as th e u n k n ow n n u m b e r . If we c on

sid e r I as th e u n kn o wn i n th e e q u a ti on , th e n w, h , and

V a re re ga rd ed as h n ow n n um b e r s a n d a r e tre a te d j u st as

i f th e y we r e rith m e ti c a l n um b e r s
a .

T WO i llus tr a ti on s wi ll m a ke thi s c le a r .

Illustra ti v e ex a m p l e .

Solv e for l th e e q ua ti on , lwh V .

Soluti on lwh V .

D iv i d i ng ea ch si d e of th e e q ua ti on b y wh , g i v es
V
1
wh
'

By w h a t w ou ld y ou h a v e d iv id e d to s o lv e for w ? for h ?
for l ?
’

Second i llustra ti v e ex a mp le .

Solve for x th e e q ua ti on ,
ax bx c .

30 0
 '

3
0 2 Fund a menta ls o f H i gh School M a thema ti cs

Illustra ti v e ex a mp le .

Solve 4y
T ra nsp os i ng , 4y
C oll ecti ng , 3y =6 b .

D i v i d i ng b y 3 , y = 2b .

C h eck i ng , 2b — b =2b — 5 b .

8 b
7b =7b .

3x — c = +9 b — 2x = 5 b — 3 x
’

x c 11 .

4 y + o=y + 4 o 12 .
y + 2( a — o) = 4 a — 6
. x — a = a + 6 m .
% y
4 hy + 2 h = l 4 b 14 .
—
( x — c =
) — 3c
15 .
— b( x — 3) = 7 b
16 . 2 hx — 8 a b = 6 a b — bx
= 7b z = 4 b—
%
z 2
6 by + b 17 . bx % bx
— ~a x
+ ab
— ac 18 .
(
x a + b) -
2a = 2o
= a = 2 c
y(
— a
b c — 6y a b 19 . c —
) ( )
20 . 2 ay + ac = a b
Illustra ti v e ex a mp le . ax ac be bx
T ra n sp os i ng , ax bx be ac .

Fa ctori ng th e left si de , to g et x by i tself g i v es

x c ( b) : ac be .

D i v i d i ng by a b, g i v es

x
a +b a +b
C h eck i ng a c b . c ac be .

=
22 . ay by ac 5c 27 . 2 ay — by ( 2 a o)( u — 5 )
23 . 3 cx + 2 bx = 6c + 45 28 .4 a x — x = 1 6 a2 — 1

24 . dx — 6x = ac — 6c 29 . by 2y = 52
5 b+ 6
25 . a — p = 4 a + 4 30 .

26 . 31 . bx + 4 = x + 4 h .
 N
Li tera l and Fra cti on a l Eq ua ti on s g 3 0 3

Secti on Eq ua ti on s conta i n i n g fra cti on s wi th li ter al

d enomi na tor s . We h av e a lr e a d
y s olv e d m a n y fr a cti on a l
e q u a ti on s i n wh i c h th e d e n o m in a tor s we r e or d i n a r
y ar i th

m e ti c a l (
n um b e r sF or e xa m p le , i n C h a p te r II s u c h ex
.
,
=
a m p le s a s
%p %p p
+ + W w h ll k h

N
O e s a ta e u p t e

s olu ti on of e q uati o n s w h i c h c on ta i n fra cti on s wi th l i teral

d en omi na tors .

R e ca ll h o w y ou s o lv e d e q u a ti o n s s u c h a s

1 x
”
”
2 5

ote th a t y ou foun d th e m o s t c on v e n i e n t m u lti p li e r , 1 0 ,

a n d th e n g o t r i d o f a ll fr a c ti o n s i n th e e q u a ti o n , b
y m u lti
l i n g e a c h te r m b 1 0
‘

p y y .

In th e s a m e wayj y o u s o lv e s u c h e q u a ti on s a s
‘ '
'

a + b .

T h a t i s , y ou fi n d th e mos t conv eni en t m ulti p li er to us e i n

or d er t o g et ri d of fr a cti on s W hy i s i t a t i n th i s e q u a .

ti o n ? T h en th e eq ua ti on is Of th e s a me for m a s th ose i n
t h e p r ev i ous s ecti on .

Illu stra ti v e ex a mp le .

M zb
Solv e 95 a b.

(l) ul ti p ly i n g ea ch term of th e e q ua ti on by a b g i v e s
2
bx ax a b ab 2.

( )
2 F a dtori n g th e l e ft memb er to g et x b y i tself g i v e s
x( b a ) a 2b a b2 .

( 3) D i v i d i n g by b 0 g i v es

C h eck Let th e stud ent ch eck th e exa mp l e .

3 0 4 Fund a men ta ls f
o H i g h School M a thema ti cs

D o Exa m p le s

Each Of th e eq ua ti ons i n E x a mp les 1 6 to 27 i s '

a p r a ct i ca l
“
for mula . Th ese for mula s a re us ed comm only in v ar i ous

k i nd s of work . It i s Often necessa r y to be a bl e to s olv e

th em for a ny l etter . Th e r est of th i s ex erci se, th er efor e,
will gi v e y ou p ra cti ce i n sol v i ng s uch p ra cti ca l for mula s .

16 So lv e A hh for b ; for h

N
.

17 . Solv e V =
=lwh for l ; for w .

18 . So lv e C
g for E ; for R .

So lv e fo r ; for t
’
19 . a rt r .

20 . Solv e i = p r t for p ; for t .

2
1
21 . Solv e P
5g for

a
c, wh a t d oe s 6 e q ua l ?
Z
23 . If a (: c c ) = be , w h a t d oe s x e q ua l ?

24 . Solv e A for b ; for h .

30 6 Funda menta ls of Hi gh School Ma thema ti cs

Secti on 1 46 . E q ua ti ons conta i n i n g fr a cti on s wi th bi

nomi al ‘
d en omi n ator s .In th e p re v i o us fr a cti on a l e q ua tion s ,
no d e n o mi n a tor con ta i n e d m or e t h a n a s i n g le te r m T he r e .

wi ll b e occ a s i on s i n y o ur la ter wor k wh e n y o u will n e e d

to be a ble to solv e fra c ti o n a l e q u a ti o n s i n whi c h th e

d e n om i n a tor s c on ta i n e xp r e s s i on s wi th two le tter s, i .e .

bi n om i a l d e n o m i n a tor s F or e xa m p le , s u p p os e ou w ere
.
y
to solv e th e for mula

N
R + r

i t wou ld be n e c e s s a ry to g e t r i d of a bi n om i a l d e n o m i n a tor ,
R r . T h e r e fore , w e Sh a ll n e xt le a r n h ow to s o lv e s u c h

e q u a ti on s . Le t us i llu s tra te wi th th e e q u a ti on

x 1
x +5 3

o n ew r i n c i p le is r e q u ir e d to g e t ri d O f fr a c ti on s i n thi s
p
e q u a ti on . T he on ly d i ffi c ulty i s th a t i n v o lv e d i n s e le c t

in g a c o nv e n i en t m ulti p li e r , i . e . in fi nding th e lowe st c om

m on m ulti p le of th e d e n o m i n a tor s . In th i s e xa m p le , we
‘

m u s t g e t ri d of th e d e n om i n a tor + 5 a n d o f th e d e
x ,

n o m i n a tor 3 . T h e r e for e we m u s t m ulti p ly e a c h te r m Of

th e e q u a ti on by Why ?
Illustra ti v e ex a mp le .

M
x
Sol ve
x + 5 3

M
( )
1 ult ip ly i ng by 8 ( x 5 ) g i v es

2
( ) R ed uci n g g i v es

C h eck
 N
N N
NNN
NNN
Li tera l a nd Fra cti on a l E qua ti on s 3 7
0

E X E R C ISE 1 26

M M
—

V Q
'

PR AC TICE I SOL I G E UAT IO S WHICH C O TAI FRACT IO S WITn

BI O IAL D E O I ATOR S

y 2 2

tr 2 3
x 3 8 y o 1

5 7 1
b 2 4

5 2
x 3 x

10 4

r + 7 r

Secon d illustr a ti v e ex a mp l e .

x 4 5c 16

M
Solv e
x +3 x + 5

(l) ulti p ly i ng ea ch si d e by ( x 3) ( x 5 ) g i ves

x f f w
x + sx» e
‘ ‘

e e s r + o - -
o o -

( )
2

(3) M
R ed uci n g g i v e s

ul ti p ly i n g ,
( x

x2
5) (x

x
4)

20
(
x2
x 3) ( x — 1 6)

13 x 48 .

( 4) T ran s p os i n g , x 2
x x2 13 x 20 48 .

(5) C olle ct i n g , 14 3: 28 ,

or 2 .

2 4 6
C h cck or 6
2 3

y
— 1
l a
r
— 4 r
— 5 y + 1 y + fl)
3 0 8 Funda men ta ls f
o Hi gh School Ma thema ti cs

h 3 b 2 5 6
'

t+5 o+ 2

x 1 x 4 4 4
18 .
+
x +4 x + 2 x x +2

1 4 a
.

x + a x ( x -
a
)
2 4 3
‘

x — 3
+
a _s fl — 9

1 x
22 .
1
-

x x a

23 . Solv
e C for R ( a for m u la used in e le c
R r

tr i c i ty ) .

24 . Solv e for l a nd n s

Solv e C 5(
3 2) for F ( a for m u la g
'

F used in C han

mg th e r mo m e te r r e a d i n gs fr o m on e s c a le ( F a h r e n

h e i t) to a n o th e r s c a le

1 1 1
Solv e th e for m u la —
for f ; for p .
( T h i s
a r ,
f
is a for m ula use d in s tud y i n g le n s e s .
)
1 1
an d B , fi nd A + B a nd A — B .

x + 5 x — 5

Solv e R

29 . Solve for A
3 1 0

lite ra l
m a ny
Fund a menta ls

TH E

Secti on 1 47
CO

e q ua ti on s

new
N
N
.
NN ST R U C T IO

we
ow

ty p e s o f p r obl e m s
of H i

th a t
can
gh School M

OF
a th

c on s tr u c t
em

.
a ti cs

GE

we h a v e le a rn e d h ow to

Le t
E R AL F O R

fo r m u la s for
us i llu s tr a te
M U LA S

a n d s o lv e
solv e

g re a t

M
a fe w of th e se ty p e s

Illus tr ati v e ex a mp le
A PAR T IC ULAR PR OBLE ; th a t
. .

i s, p robl em wi th a ri th m eti ca l num b ers T h e sum Of two numbers

N
'

i s 20 , a nd th e la rg er i s 9 t i m es th e s m a ller F i nd th e numbers . .

Let x s ma ller no .

T h en 9 5
3 : la rg e r m .

M
x 9x 20 .

Solv i n g , x 2 a nd 9 x 18 .

B . GE E R AL PR OBLE ; th a t i s , p rob le m i n wh i ch th e num

bers are a ll l i tera l T h e s um
. Of two num be rs i s S, a nd th e
la rg ef =i s m ti m e s th e s ma ller . F i n d th e num bers .

s m a ller no

N
Le t x .

T h en mx la rg er no .

Solv i ng , mx x s,

x( m S,

s
x
m 1
ms
T h erefore , mx
m 1

ote th a t th e pa rti cular p r obl em i s a sp eci al ca s e of th e

g en er a l p r obl e m; i e
. . w h e n s = 20 a n d m 9 T h us , th e .

S my
ex p r e s si o ns and m a y be re ga rd e d as g e n e ra l
7n 1 m 1
e xp r e s s i o n s or for m u la s , for fi n d in g two n u m b e r s w he n
th e i r s u m a n d r a ti o a r e k n ow n . In th e fo llow m g e x e r ci s e ,

y o u wi ll fi r st s o lv e a p a r ti c u la r p r ob le m ,
w i th a r i th m e ti c a l

n u m b e r s , a n d th e n s olv e a g e n e ra l p r o b le m wh i c h r e p re

s e n ts a ll th e s p e c ia l p rob le m s of th a t ty p e .

Wha t a re th e n u m b e r s i f s 30 and m : 4? If s 1 00
a nd m = 9 ?
 N
NNN
Li tera l a nd Fra cti ona l Eq ua ti on s 3 1 1

X E R C ISE
M
E 1 27

PRAC TICE I C O STR UCTI G GE E R AL F OR ULAS

1 .
( )
a Pa r ti c u la r p roble m : T h e s um O f two n u m
be rs i s 1 6 ; th e la r g e r i s 4 m ore th a n th e
s m a lle r . Fin d e a c h n u mb e r .

( )
5 G e ne ral p r ob le m : The s u m of tw o n u m b e r s

i s S ; th e la r g e r i s a m or e th a n th e s m a lle r .

Solv e for th e two n u m b e rs i e m a k e a for ,

. .

m ula for fi n d in g e a c h n u mb e r i n th i s ty p e of

p ro ble m . E v a lua te w h e n S 40 a nd d i s 1 0 .

2 .
( )
a The su m O f two n u m be r s i s 3 2, an d th e i r d i f
fe r e n c e i s8 . Fi n d e a c h n u mb e r
'
.

( )
5 T h e Su m of
f

t wo n um b e rs i s S,
-

a nd th ei r d i f
fe re n c e i s Fin d e a c h n u m be r
’
a . .

( )
c R e a d th e fo r m u la s y ou O bta in i n ( b) a s r u le s

for fi n d in g th e n u m b e r s
’

( )
a
’
E v a lua te w h e n S 52 an d a
’
10 .

3 .
( a) T he s um of two n u m be r s i s 9 ; 1 0 ti m e s th e
s m a lle r e q u a ls 5 ti m e s th e la r g e r F i n d th e
.

n um b e rs .

( )
6 T h e s um of two n um b e r s i s S, and m ti m e s
th e s m a lle r e q u a ls n ti m e s th e la r ger . Fi n d
e a c h n u mb e r .

( )
c R e a d th e for m ula s i n ( )
b a s r u le s for fin di n g
th e n u m be r s .

( ) E v a lu a te wh e n S 1 2, m 6, 2
’
a a nd n .

4 .
( )
a A r e c ta n g le i s 1 0 ft lon g e r th a n i t i s wi d e ; its
.

m e te r i s 72 ft F i n d i ts le n gth a n d w i d th
p er i . .

( )
6 A r e c ta n gle i s b fe e t lon g e r th a n i t 15 wi d e ;
its p e r i m e te r i s p fee t . F i n d i ts le n g th a n d
wid th .
 Fund a menta ls f H i h S h l M th m ti
'

3 1 2 o g c oo a e a cs

M
( ) c R e a d th e r e s ults in ( )
b '
a s r u le s for solv i n g
an
y p r oble m of th i s ty p e .

( l)
c a ke up a p a r ti c u la r
p m r ob le and s olv e it
by th e u se O f th e se for m u la s .

( ) a Th e su m O f two n u m b e r s
i s 1 4 ; th r e e ti m e s
th e i r s u m i s e q u a l to 21 ti m e s th e i r d i ffe re n ce .

Fi n d e a c h n um be r .

( )
5 T h e sum of two n u m b e r s i s S m ti m e s th ei r
s um is e q ual to ti m e s th e i r d iffe r e n c e
'

n .

Fi n d e a c h n umbe r .

M
( ) c R e a d th e for m u la s i n ( )
h a s r u le s for s olv i n g
p r ob lem s o f th i s ty p e .

( ) a
’
a ke p up a a r ti c u la r
p r o b le m w h i c h y ou
Ca n s olv e by th e s e fo r m u la s
( ) e In p r oble m s of th i s ty p e , c a n m n ? Can m
be g r e a te r th a n n ? C a n ib be s m a lle r th a n n
'

6 .
( ) S
ae p a r a te 20 i n to . two p a r ts , such th a t th e

q u ti e n t o f th e la r g e r b y th e s m a lle r s h a ll be
‘

3 . U se at fo r th e s m a lle r .

r a te n i n to two p a rt s , s u c h th a t th e
( )
5 S e p a

u ti n t f t h la rge r b th s m a lle r s h a ll be
q o e o e
y e

M
R e a d th e for m u la s wh i c h y o u Ob ta i n e d i n ( h)
a s r ule s fo r s o lv i n g p r oble m s o f thi s ty p e .

( )
a
’
a ke a p a r ti c ula r
p r o b le m w h i c h be lon g s to
ty p e .

( ) e Can a = h ? C an a b e s m a lle r th a n 5 ? Wh y ?
7 .
( )
a T h i n k Of s om e n u mb e r m ulti p ly i t by 3 ;
;
a dd 9 to th e r es ult ; m u lti p ly th e la s t r e s u lt

by 2 ; d i v i d e th e la st re s u lt by 6 ; s ub tr a c t
3 1 4 Fund amenta ls of Hi gh School Ma thema ti cs

h ou r s . H ow lon g would be .
r e q ui re d i f both
p r e ss e s we r e u se d ?

4 . A p a i n te r can p a in t a h ouse i n 1 2 d a y s ; h i s a p
p r e n ti c e wou ld ,
r e q ui re 20 d a y s H ow lon g .

would b oth tog e th e r re q ui r e ?

A ta n k fi lle d
by e i th er O f th re e p i p e s
be
’

5 .
s
ca n .

Pi p e A c a n fi ll i t i n 20 m i n ute s ; p i p e B c a n fi ll
i t i n 25 m i n u te s , a n d p i p e C c a n fill i t i n 5 0 m i n
u te s . H ow m u c h ti m e would b e r e q ul r e d if a ll

th r e e p i p e s wer e op e n e d a t th e sa m e ti m e ?

1 1 1 x x
6 . Solv e for x 1 .

4 5 x 4 5
7 . A can do a
j ob in a d a y s wh i c h B ca n d o in 5
days B oth wor ki n g to g e th e r d o th e w or k
’

. ca n

i n h ow m a n y d a y s ?
A wor ks tw i c e fa st B H ow lon g wi ll i t
’

8 . as as .

ta ke b oth to g e th e r to d o wh a t B a lo n e c a n do in

NN
1 0 days ?
A can do a p i e ce of wor k i n d a y s , B i n 6 d a y s,
a

and C in c day s . In h ow m a n y d a y s c a n a ll
w or ki n g tog e th e r d o i t ?

P R O B LE M S B A SE D U PO F R AC T IO S

E X E R C ISE '

1 29

Ill ustr a ti v e p r obl em . Th e num era tor of a cert a i n fra c

ti on i s 5 s ma ller th a n i ts d en om i na tor ; i f 1 b e a d d ed to th e

n ume ra tor , th e v a lue of th e res ulti n g fra cti on becomes

F i nd th e fra cti on
Let d th e d e nomi na tor .

T h en d 5 th e n umera tor,

d 5
a nd th e fra cti on .

d
 Li tera l and Fra cti on a l E qua ti on s 3 5
I

B y th e cond i ti on Of th e p roblem
d l
d 2
d 4 1
d 2
Solv i ng , 2 (I 8 d .

d 8 , th e d e nom i na tor .

d 5 3 , th e n um era tor .

fra cti on .

4 1
Ch eck or
8 5 8 5

2 . T he n u m e ra tor o f a c er ta i n fr a c ti on i s 4 s m a ller

th a n th e d e n om i n a to r ; i f 1 b e a dd ed toth e n u
m e ra tor th e,
v a lu e of th e r e s u lti n g fr a c ti on be
co m e s F i n d th e fr a c ti on .

3 . T h e d e n o m i n at or of a fr a c ti on e xc e e d s i ts n um er

a to r b y 3 ; i f th e n u m e r a tor i s d e cre a s e d by
th e v a lu e of th e r e s ulti n g fr a c ti on be c om e s 4 .

F i n d th e fra c ti on .

4 . The n u m e r a tor of a ce r ta i n fr a c ti on e x ce e d s i ts
d e n om i n a tor by 2 If th e n um e r a tor b e d e
.

c r e a s e d b y 1 a n d th e d e n om i n a tor i n c re a s e d by

1 , th e v a lue of th e r e s ulti n g fr a c ti on b e c om e s 1 .

F i n d th e fr a cti on .

5 . T h e d e n om i n a tor O f a c e r ta i n fra c ti on ls tw i c e as

la rg e as th e n u m e r a tor . F i n d th e v a lue Of th e
fr a c ti on . Wh a t i s i ts v a lu e i f th e d e n o m i n a tor
i s th re e ti m e s as la r g e as th e n u m e ra tor ?

6 . T he v a lue of a c e r ta i n fra c ti on i s i ; i f th e
n u m e ra to r and d e n om i n a tor e a ch b e i n c r e a se d
by 2, th e v a lu e of th e r e s u lti n g fr a c ti on wi ll
be g . F i n d th e fra c ti on .
( U s e two un kn o wn s ,

n and
 Fu nd a m en ta ls o f H i gh School Ma thema ti cs

The v a lu e o f a c e r ta i n fr a c ti o n i s 4 ; i f th e nu

m e r a tor b e i n c r e a s e d by 1 a n d th e d e n o m i n a tor
d e c r e a s e d by 4 , th e _v a lu e o f th e r e s ulti n g fr a c ti o n

M
w i ll be
a ke up a
F i n d th e fra c ti on

p ro b
Y o ur te a c h e r wi ll h a v e th e
le m s i m i la r
.

to
c la s s so lv e
on e i n thi s li s t
it
.

M
M
.

SU AR Y OF C H APT E R XV
A li ter al e q ua ti on is on e i n wh i ch som e or a ll of

th e n umb er s a r e ex p r es s ed by l etter s .

B y t r a n s p os i ng , a l l ter m s w h i ch conta i n th e nu
k n own l etter a re p l a ced on one s i d e of th e eq ua

ti on a ll ot h er ter m s on th e oth er s i d e .

If m ore th a n on e ter m co nta i n s the un k nown , we

mus t th en s ep a ra te th e unk nown fa ctor s fr om
th e k n own s , by fa ctor i n g Th i s gi v es th e coem
wh i h
.

ci ent of th e unk nown , by c ea ch s i d e of th e

eq ua ti on m ust b e d i v i d ed .

Li ter a l eq ua ti on s m ay con ta i n b i n om i a l d en om i na
tors . we g et ri d of fr a cti on s by m ulti p ly i ng
If so,

e a ch t er m i n th e eq ua ti on by a n ex p r es s i on whi ch i s

th e l ea st m ul ti p l e com mon t o a ll th e d enom i na tor s .

RE V IE W E X E R C ISE 131

B wei g hs g as much as A . T h e d i s ta n c e b e
twe e n th e m on a te e te r b oa r d i s 24 fe e t . HOW
fa r i s A fr o m th e fulc r u m if th e y b a la n c e e a ch

o th e r ?
A c an do wor k i n 4 d a y s , B i n 65
a p i e c e of

da ys H ow m a n y wi ll th e y r e q ui r e , wor ki n g
.

tog e th e r ?
Fu n da men ta ls f
o H i g h School M a thema ti cs

He ta ke s t wo we e k s v a c a ti o n , d u ri n g whi c h
’
a

hi s i n c r e a s e d 25 d o lla r s p e r we e k
e xp e n s e s a r e .

H ow m u c h wi ll h e s av e i n a y e ar ?
2
F a c tor : ( )
a 30 x 6 1 2: 30 .

( )
6 6x 2
13x
A b oy le ft a c e r ta i n p la ce , ri d i n g hi s m otor cy c le
at th e 1 2 m ile s p e r h o ur ; t wo h o ur sla te r
r a te O f

a se c on d b oy s ta r te d to ov e r ta k e h i m , r id in g a t

th e r a te o f 1 6 m i le s p e r hou r In h ow m a n y .

h ou r s w i ll h e ov e rta ke h im Solv e g r a p h i c a lly .

If A s h o u ld g ive B 356 , th e y wou ld h a v e e q ua l

a m ou n ts, b ut if B Sh o u ld gi v e A $ 1 A w ould ,

h a t e th r ee ti m e s as m u c h as B H ow m u c h
.

ha s each
’

Two u n kn o w n w e i g htsb a la n c e w h e n p la ce d on
a te e te r b oa r d , 8 a n d 1 0 fe e t fro m th e fu lc r u m .

If th e i r p os i ti on s a r e r e v e r s e d , 5 4 p ou n d s m u st
b e a d d e d to th e le s se r we i g h t to m a ke a b a la n c e .

Wh a t a re th e w e i h ts ? g
A g r o cer h a s two ki n d s of su g a r, on e worth
10 2 a p o u nd, th e o th e r w or th 1 2 gt . H O W ma ny
p oun d s of e a c h m ust h e u se in a m i xtu r e of 50

p o un d s w or th 3
T he a d m i s si o n p r l ce to m ov i n g p i c tur e
a s h ow

wa s 1 0 t for a d u lts a n d 5 t for c hi ld r e n

.
. O ne
e v en i n g th e r e w e r e 4 20 a d m i s s i on s a nd re

c e i p ts of 3 36 . H ow m a n y
.
a d u lts and h ow
m a ny c h ild r e n a tte n d ed
'

th e Sh o w ?

Solv e both alg e br a i c a lly an d g r a p h i c a lly

3x y 1 0,
6x 2y 4 .
HO W

Secti on 1 48
TO

QU A
SH O W

.
N TIT Y
C H A PT E R

T HE
D EP

Qua nti ti es
W AY
END S
th a t
INN U PO N

ch a n
XVI

W HIC H

ge
AN O T H E R
togeth er
O E

.
VA

We
R YI N G

ha v e
a lre a d
y s een th a t th e r e a re m a n y i llu str a ti o n s of q ua n ti ti e s

th a t c h a n g e tog e th er . T he a m ou n t of m on ey p a i d out for

r e nt a t $ 30 p e r m on th ch a n ges wi th, d ep end s up on, th e
or

n u m ber of m on th s ; th e ti m e r e q ui r e d to wa lk a c e rta i n

d i sta n c e , s a y 1 0 m ile s , ch a n g es as , or d ep en d s up on , th e
n u m be r of m i le s on e wa lks p er h our . In oth e r w or d s ,
th e r e a re v a ry i n g q ua nti ti es w h i c h a r e s o r elated th a t a

ch a n g e i n th e v a lue of on e of th em ca us es a ch a n ge i n th e
v al ue of th e oth er .

We c ou ld n o t c on ti n u e o u r s tu d y of
.
th e se var
y i n g q ua n

ti ti e s i n C h a p te r V III b e c a u se we h a d n ot th e n le a r n e d h o w
to d e a l wi th fr a c ti on s a nd fr a c ti on a l e q u a ti on s .

Th i s ch a p ter Wi ll d ea l wi th q ua n ti ti es whi ch ch a n ge
g
to eth er . In a d d i ti o n to Wh a t y ou alr e a d y kn ow a b ou t

th e s e v a r y i n g q u a n titi e s ,
we s h a ll n o w s tu d y j us t h owth e s e

q u a n ti ti F or e xa m p le , d oe s an i n cr ea se i n th e
e s var
y .

v a lu e of on e v ar i ng u a n tit u cor r esp ondi n g ih

y q y c a s e a

cr ea s e i n th e r e la te d
q u a n ti ty
? O r d o e s an i n crea se i n one

var
y in g q u a n ti t
y c a use a cor res p ond i n g d ecr ea s e i n th e

( ) g ra p hi c a lly
'

o th e r ? C a n th e se b e e xp r e s s e d 1 , ( ) y
2
or b
ta ble s , or ( ) y
3 b for m u la s ? T h e se a re th e p oi n ts w h i c h
will be s tu d i e d i n th e c h a p te r .

Secti on 1 49 . V ar i a bl es a n d constants . In o ur s tu d
y of

ti m e , r a te , and d i sta n c e p r ob le m s w e s a w th a t th e d i sta n c e

tr a v e le d by a tr a i n r un n i n g a t a n y g i v e n ra te cha ng es or
v a r i es as th e ti m e wh i c h i t h a s b e e n run n in g ch a n ges or

v a ri es If tra i n th e ra te o f 4 0 m i le s p e r h our , i ts
'

. a r un s a t

m ov e m e n t i s d e s cr i be d by th e e q u a ti on

d 40 z .

31 9
3 2 0 Fund a men ta ls f
o Hi gh School M a them a ti cs

and ge the tr a i n p ro g
’
In th i s e q u a ti o n , a t ch a n as re s se s

a lo n g i ts j our n e y . T he v a lu e o f a
’
d ep end s up on th e v a lu e

of t . T h i s me a n s th a t th e d i sta n ce a nd ti m e ar e v ar i a bl es ,

wh i le th e ra e
t is con st a nt .

T a b le 20 s h ow s th e t a bul a r m eth od o f r e p r e s e n ti n g th e

r e la ti on b e twee n th e se r e la te d v a r i a b le s . T his sh o ws th a t

TA B LE 21

a chan ge i n th e ti m e c a use s a ch a n ge i n th e d i sta n c e , or

th a t a ch a n g e i n on e v a r i a bl e ca us es a ch a n e i n th e rel a ted
'

g
v a r i a bl e .

EXERC I SE 131

In th e a b ov e ta ble , d o e s an i n cr e a s e i n n u m b e r of

h o ur s a lwa
y s c a use a n i n c r ea s e i n d i s ta n c e ?

In th e sa m e ta b le , fi n d th e ra ti o o f e a c h d i s ta n c e
to i ts c or r e s p o n d i n g ti m e . H ow d o th e se r a ti o s

c om p a r e ? D o th e r a ti o s c h a n g e ?

A m a n b uy s a r a i lr oa d ti c ke t a t 3 c e n ts p e r
m i le Sh ow b y th e ta b u la r m e th o d th e r e la ti on
.

b e tw e en c ost “and n um b er of m i le s tr a v e le d .

Sh o w fr o m th e ta ble th a t as th e d i s ta n c e i n
cre a se s th e c ost i n c r e a s es , bu t th a t th e ra ti o of

th e c os t to th e d i s ta n c e d oe s n ot c h a n ge . Wh a t
w i ll s h ow th e s a m e th i n g th e ta b le sh ows ?
e q u a ti o n

Wr ite th e e q ua ti on forth e c ost of a n y n u m b e r ,

o f p o u n d s of s u g a r a t 9 c e n ts p e r p oun d
. W ha t .

a re th e v a r i a b le s i n y ou r e q u a ti on ? T a b u la te
th e c ost for 1 , 2, 5 , 8 , a n d 1 0 p ou n d s Sh ow .
3 2 2 Fund a m en ta ls o f H i g h School M a thema ti cs

EXERCI SE 1 32

Illustra ti v e ex a m p l e . A ma n ea rns 6 p er d a y . Sho w

th a t th e a m ount he ea rns i s d i rectly p rop orti ona l to th e num

b er of d ay s h e work s .

Soluti on

( 1) A 6d .
( We w rite th e e q ua ti on fi rs t , from the con di

ti ons of th e p rob le m .
)

( )
2 T a b ul a ti ng

N
T AB LE 22

'

( )
3 ow select a ny two v a lues of A, say 12 a nd 60 , a nd th e
two corresp ondi ng v a lues of d, wh i ch a re 2 a nd 1 0 . If th e ra ti o
of th ese two v a lues of A is e q ua l to th e ra ti o of th es e two
v a lues of d , th en i n th e eq ua ti on A 6 d we kn ow th a t A .

i s d i rectly p rop orti ona l to d , or th a t A v a ri es d i rectly as d .

D oes 2
1 5 Yes .

T h us , A is directly p rop orti ona l to d , or th e a mount a m a n ea rn s

at 6 p er d a y i s d i r ectly p rop orti ona l to th e numbe r of da y s

work s wri tten

gm
l
he . This is oft en A 1 m ea ns
.
,
som e
2 2

p a rti cula r v a lue of A, a nd A2 m ea n s so e oth er p a rti cula r

v a lue of A ; ( 11 a n d d 2 mea n th ose p a rt i cula r v a lues of d

w h i ch corresp ond to th e s el ecte d v a lues of AI a nd A2 .

Wri te th e e q u a ti on for th e a r ea of a r ec tan g le

wh os e ba s e i s 1 0 i n c h e s T h en
by s e le ct
. s how

i n g p a r ti c u la r v a lu e s of A a n d h th at th e a r e a
i s d i rec tly p rop or ti on a l to th e a lti tu d e In oth e r .

word s s h ow th a t
 O n e Va r y i ng Qua n ti ty D ep en d s on An other

Wr i te th e e q u a ti on fo r th e c i r c u m fe r e n c e , C, of

a c i r c le wh o s e d i a m e te r i s D . Is C d i r e c tly p r o

p or ti on a l to D ? Wh y ?

4 . Sh o w th a t th e p e r i m e te r of a s q u a r e i s d i r e c tly
r o or ti o n a l to th e le n g th of i ts s id e
p p .

5 . Sh ow th a t th e i n te r e s t on $ 1 000 at 6 % is di
r e c tl
y p ro
p o r ti o n a l to th e ti m e .

6 . x d i re c tly as y , a n d w h e n
v a r ie s x : 10, y : 2 .

F i n d th e v a lu e of x w h e n y 7 .

C v a ri e s d i r e c tly as a
’
,
and wh en d : 1 2, c 38 .

Wha t i s a
’
wh e n c 72
Is y o u r g r a d e i n m a th e m a ti c s d i r e ctly p r o p or
ti o n a l to th e a m o u n t o f ti m e y o u s p e n d i n p r e

p a rin gy ou r less o n s

Is th e c os t o f a p a ir o f s hoe s d i r e c tly p r op or
ti on a l to th e s i z e ?

P and s r e p re se n t th e p e r i m e te r a nd si d e , re

s p e c tiv e l
y, of a sq u a r e . Wh a t i s th e m e a n i n g
of th e s ta te m e n t

P2 5
2

Wr ite thi s as a ge ne r a l tr uth . Se e E xa m p le 4 ,

a b ov e .

In E xa m p le 7 i t wa s s ta te d t h a t th e ci r c u m
’

fe r e n ce , C, d i r e c tly th e d i a m e te r ,
’
v a ri e s as a .

Would i t be j u st as w e ll to s ta te it

Q dz

It i s v er
y o fte n e x p r e s s e d i n th i s for m . Fi n d
C2 i f C 25 , i l l : 8, an d dz : 12 .
 Fund a men ta ls f H i h S h l M h ma ti cs
‘

3 4
2 o g c oo a t e

12 . C re
p r e s e n ts th e c o st o f a r a 1 lr o a d ti c k e t, a nd

th e n umber m ile s tra v e le d

’
a r e p r e s e n ts of .

Wh a t i s th e m ea nin g of

13 . E xp r e s s alg e bra i c a lly th a t r v a ri e s d i r e c tly as y .

14 . If 2 r e p r e se n ts th e i n te r e s t o n a c e r ta i n s u m o f

m on e y , a nd r s ta n d s for th e ra te , wh a t i s th e
m ea n i n g of th e e xp r e ss i on

2
2

In a s c i e n c e cla ss th e t op i c of th e e v a p o r a ti on

of m oi s tu r e w a s be i n g di s c u sse d . The a m ou n t
of e v a p o r a ti on th a t w o uld ta ke p la c e i n a g iv e n
a m o un t of ti m e ( th e te m p e ra tur e r e m a i n i n g
w a s th e p a r ti c u la r p r o b le m It wa s
)
c o n sta n t .

fi n ally s ta te d a s follows

A2 12

W ha t d i d th e y m e a n by t hi s ?

In s tu d i n g th e re la ti on b e tw e e n th e we i gh t of
y
w a te r in a ta n k a nd i ts v olu m e, a Cla ss u se d

t h e e x p r e s s i on

In
te r p re t th i s s ta te m e n t . Fi n d W2 i f IVI 6 25 ,
VI 1 0, a nd V2 15 .

17 . The r e la ti o n b e tw e e n th e we i g h t o f a p i e c e of

wi re a n d i ts le n g th i s e xp re sse d by th e e xp r e s si on

Sta te th i s r e la ti on in w or d s .
 N
3 2 6 Fu nd a m en ta ls o f Hi gh School Ma thema ti cs

th e r a ti o of th e two v a lu e s of A 9,
and 25, eq ua l th e
ra ti o of th e c orr e s p on d i n g v a lue s of s, 3 a n d 5 ? Th a t
i s , d oe s

g
9 ’

? o
5 75 .

T h a t i s , d oe s
A2 5
2

9
2
3
E v i d e n tly n ot B ut d o es eq ua l
°

th a t i s

N
.
’
25 5 2

z
4
14 S
d oe s e q u al —L o

A2 5
2
2

T his sho ws th at th e r a ti o of a ny two p a r tic u la r v a lue s

of A is e q ua l to th e r a ti o o f th e s q u a r e s of th e c o rr es p on d

i ng v a lu es of s ; or , th a t th e a rea of a s q u a re i s d i r e c tly

p r o p or ti o na l to th e s q u a r e of i ts si d e . ote th e al g e bra i c
s ta te m e n t o f th i s r e la ti on ,

A2 5
2

A s tu d
y of th i s i llu s tr a ti o n le a d s to th e ge n era l s ta te

m ent

On e v a r i a bl e q ua n ti ty i s d i r ectly pr op orti on a l to, or

v a r i es d i r ectly a s , th e s q ua r e of a n oth er v a ri a bl e

q u a n ti ty ,
wh en th e r a ti o of a n y two p ar ti cul a r v a lues

of th e fi r st v ar i a bl e is eq u a l to th e r a ti o of th e
of th e cor r esp ondi n g v a lue s of th e second
‘

s q ua r es

v a r i a ble . Ex p res sed i n al g ebr a i c for m th i s becomes

A2 b22

EXERCISE 1 33

1 . E xp r e s s al ge bra i c a lly th a t th e a r e a o f a c i rc le

v a ri e s d i r e c tly as th e s q u a re of th e ra d i u s .
How On e V a ry i ng Qua n ti ty D ep ends Another
"

on .
3 7
2

2 . A ssi gn at le a st 1 0 p a r ti c ula r v a lu es to s i n th e
for m ula for th e a r e a , A, o f a s q u a r e of sid e s ,
and c o m p u te th e c orr e s p o n di n g v a lue s of A .

T a b u la te th e s e d a ta . T h e n m a ke a gra p h of

th i s r e la ti on . Plot th e v a lu e s o f s on th e h o r i

z on ta l a xi s .

M
3 . T h e d i s ta n c e , a
’
,
wh ich an ob e c t
j fa lls i n an
y
ti m e , t, v a ri e s d i r e c tly as th e s q u a r e of th e ti m e .

(t m u s t b e m e a su re d i n s e c on d s .
) a ke th e
al g e bra i c s ta te m e n t for th i s la w .

2
G iv en th a t
2
£1

2
5
,
fin d a, wh e n d 1 = 4 oo,

t1 = 5, and t2 9 .

If th e ra d iu s of on e c i r c le i s tw i c e th a t of

a n oth e r , th e n th e a rea of on e is ti m e s

th e o th e r . Se e E xa m p le 1 .

It i s p r ov e d i n g e o m e try th a t th e a r e a s of tw o

s i m ila r fi g u r e s are d i r e c tly p r o p or ti o n a l to th e

s q ua r e s of a n y tw o c or r e s p on d i n g s i d e s U sin g .

A I a n d A2 as th e a r ea s of th e s i m ila r tr i a n le s g
s h ov
Vn i n p a g e 8 2, a n d s 1 and s
2
as tw o c or r e

s p on d i n g si d e s , m a ke a n alg e bra i c s ta te m e n t

w hi c h w ill e xp r e ss th e fa c t j us t s ta te d .

R e fe rr i n g to th e ge n e r a l p r i n c i l
p e s ta te d in
e xa m p le 6 , we kn o w th a t if a si d e o f on e tr i

g le i s twi c e i ts sp on d i n g
'

an c or r e si d e in a n oth e r

tr i a n g le , th e n th e a r e a of th e fi rs t tri a n le g wi ll
be ti m e s th e a re a of th e s e c on d tr i a n g le .

H o w d oe s A I c om p a re w i th A2 i f s = 2 and
l
s = 6 ? If s =5 a nd s = 1 0 ? If s = 4 and
2 1 2 1
s
2
8
Funda men ta ls o f Hi g h School M a thema ti cs

A b a ke r s e lls two s iz e s of p i e s ( th e th i c kn e s s i s

th e sa m e i n both ) ; on e ki n d i s 4 i n c h e s i n di
a m e te r a n d th e o th e r i s 8 i n c h es . If th e s m a ll

one s a re w or th 1 0 it e a c h, wh a t a re th e la r e g
on e s worth ?

T he v olu m e s o f two s i m i la r s h a p e d ob e c ts
j a re

d ir e ctly p r op or ti on a l to th e c ub e s of a n
y t wo

c or r e s p o n d i n g d i m e n s i o n s , i . e .

V2 dz

A bu c ke t 8 i n c h e s d ee p wi ll h old
ti m e s as m uc h w a te r as a si m ila r on e 4
in c h e s d e e p ?

A l O i nch g r a n i te
’

-
c ub e of i s h ow m a n y
ti m e s as l a rge as a 5 in c h
-
c ub e ?
T h in k of tw o s p h e re s , on e 4 i n c h e s i n di
a m e te r , a n d th e oth e r 2 in c he s . T h e la r g e

n d V2 if V 1 25 , a, 5, 3
( )
4 F i I
a nd a, .

H o wm u c h p e r d oz e n c o uld
y o u a ffor d to p a y
for ora n ge s 4 i n c h e s i n d i a m e te r , i f or a n ges 2
i n ch e s i n d i a m e te r s e ll for 25 ¢ p er d oz e n ?

( A s s u m e th e sa m e q u a li t y for both k i n d s .
)
If an i r on b a ll 3 i n c h e s ln d i a m e te r we i gh s 1 2

p ou n d s , h o w m u c h wi ll on e 5 i n ch e s 111 d i a m e te r
we i g h ?

Su p p o se i t c o st 20 t to b i l y e n ou g h le a th e r to
cov e r a 8 -i n ch c ub e W h a t would e n ou gh
.

le a th e r to 6-i n ch c u b e c os t ? E xp la i n
‘

c ov e r a .

x v a ri e s d ir e c tly as th e s q u a r e of y ; wh e n x 2,
y : 3 . F i n d r wh e n y
. 5 .
33 0 Funda men ta ls f
o H i gh School M a thema ti cs

~ “
ra te
gg i s -
n ot e q u a l to th e r a ti o of th e c or r e sp on d i n g v a lue s
of th e ti m e 3 . C le a r ly , gg d oe s n ot u
eq a l 5
, 2 Or , to . u s e th e

m or e g e n e r a l for m ,

7
1 d oe s n ot e q u a l fi o
'

t2

T h e se r a ti o s would b e e q u a l, h owe v e r , i f we s h ou ld i nv er t
on e o f th e m , e .
g .

20 2 r
1
50 5 r
2

T h e fa c t th a t th e r a ti o of a n
y t w o v a lu e s o f o n e o f th e v a
r i a b le s is e q ua l to th e i n v er ted ra ti o o f th e c or r e s p o n d i n g
v a lu e s o f th e o th e r v a r Ia ble le a d s u s to say th a t o n e of th e m

N
i s i nv ersely p r op or ti on a l to th e oth er , o r v a r i es i nv er s ely as

th e o th e r .

T hi s giv e s th e f o llowi n g p r i nc i l
p e
On e i s i n v er sely p r op orti on al to a noth er wh en
v a r i a ble

th e r a ti o of a ny two v a lues of on e of th em i s eq ua l to th e
I V E R TE D R ATI O of th e two corr esp ond i ng v alues of th e
oth er .

EXE RCI SE 1 34

1 . The a re a of a r e c ta n gle i s 20 0 sq .
ft . G i ve
se v e ra l p a i r s o f n u m ber s th a t m i g h t r e p r e se n t

i ts b a s e a n d a ltitu d e . T h en sho w th a t th e r a ti o

of a n
y tw o p a r ti c ula r v a lu e s o f th e b a s e i s e q ua l

to th e i n v e r te d r a ti o of th e c orr e s p o n d i n g v a lu e s

of th e a lti tu d e . In oth e r la n g u a g e Sh o w th a t ,

h a .

52 ”I
'

2 . T en m en ca n do a p i e ce of w or k i n 3 2 d ay s .

W ould an i n cre a se In th e n umbe r of m e n c a u s e

an i n c r e a se i n th e n u m ber of d a ys ? If m rep
 On e Va ry i ng Qua n ti ty D ep ends on An other

r e se n ts t h e n u m b e r of m en , a nd a
’
th e n um be r

d a y s , d oe s m v a r ie s ? d oe s
’ ’
of a v a ry a s a ih
c r e a se a s nz i n cr e a s e s ? Sup p o s e th a t 1 0 m e n
c o u ld d o th e wor k i n 8 2 d a y s , or 20 m e n c o u ld
‘

do it i n 1 6 d a y s F r om thi s fa c t, c o uld w e s a y
.

i d
th a t 1 31 ?
7
Why n ot ? O r th a t — 7
—2 ?
m2 m1
’ ’
a a
2 2

T his s t ud y s h o ws th a t th e nu m b e r of days re

q u i re d to do a p i e ce of w or k is p ro p o r ti o n a l
to th e n u m be r of m en e m p lo
y e d

3 . T wo v a ri a b le s , x a nd
y ,
a re i n v e r s e ly p r o p or

ti o n a l
'

i . e .
fl J
—z
l
Fi n d x if x
x 71
2 .

an d y
4 . Th e ti m e r e q ui r e d to m a ke a ce r ta i n tri p is in

v e rs ely p r o p or ti on a l to th e r a te ; or , {1 312 .
If

th e r a te i s 20 m i le s p er h o u r , th e ti m e w i ll b e
8 h ou r s . W h a t i s th e ti m e r e q ui re d i f th e r a te
is 1 5 m i le s p e r h ou r ?

T e ll what ki n d o f v a r i a ti o n or p r op or ti on a li t
y l s r e p re

s en te d by e a c h of th e followi n g v a ri a b le s
'

5 . T he a m o un t of fl ou r wh i c h y o u can b uy fo r a

d olla r , and th e p r i ce u n d
p e r p o .

6 . T he s i z e of a 10 loaf of bre a d , and th e p r i ce

of fl our .

7 . T h e d i s ta n ce y ou tra v e l on a r a i lr o a d , a n d th e
c a r fa r e p a i d .

8 . T he v a lue o f a fra c ti on wi th a con sta n t d e n om

i n a tor , a nd i ts v a r i a b le n u m e r a tor .
 Fund a men ta ls f
o Hi gh School Ma thema ti cs

9 . The v a lu e o f a fr a c ti on wi th a c on s ta nt n u m e r
a tor , a n d i ts v a r i a b le d e n om in a to r .

T h e ti m e i t ta k e s a b oy to r un a 1 0 0 -y ar d
d a sh, a nd his r a te .

Secti on 1 5 3 . Gra p hi ca l meth od of r ep r esenti n g i nv ers e

v a ri a ti on . F ig u r e s 1 3 8 a nd 1 39 s h ow g r a p h i c a lly th e re

la ti on b e twee n two n u m b e rs whi c h a rei n v e r s e ly p r op or

ti o n a l, or wh i c h y
v ar i n v e rse l
y . It r e p r e s e n ts th e b a se a n d
a lti tu d e of a r ec ta n g le w h os e a rea is a lwa s con s ta n t, sa y
y
1 00 sq . ft .

FIG . 1 38

T hi s gra p h s h o ws a se ri e s of r e c ta n g le s of c on s ta n t .

a r ea , but w i th v a r i a b le d i m e n s i on s . It i s v er
y i m p or

t a n t to n ote th a t as th e b a ses i n c r e a se , th e a lti tud e s

d e c re a se .

A m or e fr e q u e n tly u sed m e th o d of th e gr a p hi c rep re

s e n ta ti on cf th i s i n v e rs e v a ri a ti o n i s illustr ate d i n th e n e xt
‘

fi g ur e .
3 34 Funda men ta ls f
o H i g h School M a them a ti cs

Sh ow th a t th e e q u a ti on

“
”I 52

2
él

d e s c r i b e s th e re la ti o n b e twe e n th e b a s e a n d a lti tu de of a n

N
y
r ec ta n g le wh o s e a r ea is c on s ta n t, s a
y 1 0 0 sq . ft
.

EXERC ISE 1 35

G RAPHICAL RE PRESENTATI ON OF INV ERSE VARIATIO

1 . T h e p r od u c t o f tw o v a ri ab le s, a: a n d y , IS a lwa y s
20 0 . T a b ulate 1 0 p a i r s o f v a lu e s o f th e s e v a ri

M
a b le s , a n d fr o m t h e ta ble c o n s tr u c t a g r a p h s h ow

i n g th e w a y i n wh i c h th e v a r i a b le s a r e r e la te d .

e a s p re v a lu e s o f 3 : a lo n g th e h o r i z o n ta l a xIS .

Som e tou r i s ts d e c i d e to m a ke a tr i p of 1 0 0 m ile s .

Sh o w g ra p h i c a lly th e r e la ti o n b e tw e e n ( 1 ) th e
d i ffe r e n t ra te s a t w h i c h th e y m i g h t tr a v e l, a n d
( )
2 t h e ti m e re
q u i re d a t e a c h ra te .

3 . T hin k of s o m e g o od illus tra ti o n of i n v e r se v a r i a ti o n .

R e p re s e n t i t g ra p h i c a lly .

REVIE W EXERCISE 1 36

If 6 0 cu . in . of g old we i gh s 4 2 1b .
,
h ow m u c h
wi ll 8 5 cu . in . we i g h ?
If a se c t1 0 n o f a s te e l b e a m 1 0 y d lon g we i g h s
.

8 4 0 lb .
,
h ow lon g 18 a
p i e c e o f th e s a m e m a te ria l

wh i c h wei g h s 1 25 0 lb
3 . At 4 0 1b p r e s sur e p e r s q u a r e i n c h
.
, a gi v en p i p e

d i s cha r g es 1 60 g a l
.
p e r m i n ute . H ow m a ny
g a llon s p e r m i nu te wou ld b e d i sc h a r g e d at

6 5 lb p r e ssure
.
?
H ow On e Va ryi ng Qua nti ty D ep end s on An other 33 5

4 . A s te a m s h ov e l c a n h a n d le 9 0 0 cu .
y d . of e a r th

in 7 hr . At th e sa me ra te h ow m a n y c ub i c

ard s c a n be h a n d le d i n 5 h r ?
’

y .

5 . A tra i n tr a v e li n g at th e r a te of 5 0 m i le s p e r
h our c ov e r s a tr i p i n 5 h ou r s . H o w lo n g wou ld
i t ta ke to c ov e r th e sa me d i s ta n c e if i t tr a v e le d
a t th e ra te of 3 5 m i le s p e r h o u r ?

6 . If 5 0 m e n can bu i ld a b o a t i n 20 d a y s, h o w lo n g
w ou ld i t ta k e 3 0 m e n to b u i ld i t ?

7 . A wh e e l 28 i n i n d i a m e te r m a k e s 4 2 r ev oluti on s
.

In g om
g a g i v e n d i s ta n ce H o w m a n
y r e v olu
.

ti on s w o uld a 4 8 -i n c h wh e e l m a ke i n g oi n g th e
sa m e d i s ta n c e ?
8 . T he v o lu m e , of a g a si s i n v e r s e ly p r o p or ti on a l
to i ts p re ss u re, p . Wr i te a n e q ua ti on s h owi n g
th i s fa c t .

9 . If th e v o lu m e of a g a s is 60 0 c u bi c c e n ti m e te rs

( )
cc . w h e n th e p r e s s ur e i s 6 0 g r a m s p e r s q u a r e

ce n ti m e te r , fi n d th e p r e s s ur e wh e n t h e v olu m e

is 1 5 0 c ub i c c e nti m e te rs .

Wh e n are two c h a n g i n g q u a n ti ti e s o r v a r i a b le s

dir e c tly p r o p or ti on a l ? Wh e n d o th e y v a ry

i n v e r s e ly ?

H ow can y o u te s t for d i re c t v a ri a ti on ? for i n

v er se v a r i a ti o n ? Are x and y d i r e ctl
y p p
r o o r

ti on a l i n th e e q u a ti on x 2y 5
In or d er to sa v e d d olla r s i n n y e a rs, h ow m uc h
wou ld y our sa v i n gs h a v e to a v era ge p e r m on th ?
The ed ge of o n e c ub e is x , a nd of a n oth e r 2x .

W ha t i s th e r a ti o of th e i r s ur fa ce s ? O f th e ir
v olu mes ?
33 6 Funda men ta ls o
f Hi gh School Ma thema ti cs

T he ra d i i of two sp h e re s are r and 3 r . Wh a t

i s th e r a ti o of th e i r v olum e s ?

The r a ti o of th e d i a me te r of th e e a r th a n d th e
s un is —
1
—
g . T he v olu m e o f t h e s u n is h ow m a n y
ti m e s as la r g e as th e e a r th ?

T he w e i g ht and d i s ta n ce ( i n a te e te r b o a r d ) a re

i nv e r se ly p rop or ti on a l, i . e .

Fi n d W2 i f W1 8 0 , a, Io ,
a nd a, 12 .

If i t c os ts $ 75 to p a i n t th e e x te r i o r s u r fa c e o f a
c e r ta i n h ou se , h ow m u c h s h o u ld it c os t to p a i n t

a hou s e wh os e d i m en s i on s a re twi c e as g re a t ?
W h a t p r in ci p le of m a th e m a ti c s i s i nv o lv e d h e r e ?
33 8 Fund a men ta ls of H i gh School Ma thema ti cs

2
r oot o f 27, i . e . 3 , be c a use 8 3 3 27 ; a nd x/ 25 m e a n s
th e s q u are r oot of 25 It i s c u s to m a r h o we v e r , to o mi t
.
y ,

th e i n d e x when sq ua r e root is m eant . T h us , w i th ou t

N
an i n d e x, 13 a lwa
y s u n d e r s tood to m e a n th e s q ua r e r o o t

of 25 .

EXERCI SE 137

FI D ,
B Y T R IAL, T HE R OOT S, WHIC H ARE IND IC ATED , OF T HE
F OLLOWIN G EX PRE SS I ON S

Secti on 1 5 7 . How to fi nd th e s q ua re r oot of algebrai c

ex p r ess i on s We hav e th a t (
“
( o) ( a + b)
’

. se e n a or a
'

z
-
a
2
+ 2a h d . F r o m th i s i t i s ev i d e n t th a t th e sq ua r e

r oot Of a
2
2at 5 2
m u st b e a b, or a
2
+ 2a t
2
6
‘

( a t) . In th e sa m e ‘
wa y s + 10x 25 i s + 5 , be
x

c a use ( x -
l 5 ) (x 5) g iv e s 35
2
10x 25 . Fr om th es e ,

i llu str a ti on s we se e th a t it is p o s s i b le to e xtra c t th e

s q ua r e r oot of an al g e bra i c e xp r e s s i on if we c an Sh ow

th a t i t c a n b e O b ta i n e d by s q ua r i ng s om e oth er e xp r es s i on ;
th a t i s , i f we ca n Sh o w th a t i t i s th e r odu c t of two eq ual
p
fa ctor s .
 Squa r e R oots a nd R a di ca ls
‘

V
‘
33 9

EXERC ISE 1 38

F i n d th e s q ua re r oo t O f l
th e fo lowi n g e xp r e s s i o n s , w h e re
i t i s p ossi b le to d o s o . C he c k e ach .

2 2 2
1 . x + 2fcy + y 8 .
y + 6 y + 20
2
2 . a
z
+ 6a +9 9 . 25 a + 40 a + 16
— 4 o+ 4 10 . x
2
+ 16
4 . t
2
- — 1 O t l 25-- 11 .
y
2—
49
2
5 . 4 a
z+
l 2a + 9 12 . l 2af -
86 +x
2 2 2
6 . 16 + x + 8 x 13 . t + u + 2 tu
rs
2
7 . 1 + 21 x + 1 00 x 14 .
2 4 —
r s 6 2 -—
l 9

If an Of th e e xp r e s si on s a b ov e a r e n o t p e r fe c t s u a r e s ,
y q
’

m a ke th e n e c e ss a r
y cha n ge s to tr a n s for m th e m i n to p e r fe c t
s q ua re s ;

T hi s c h a p te r te a c h e s h ow to fi n d th e r o ot f
'

sq u a re
o
on l
y one ki n d of a l g e br a i c e xp re s si on n a m e ly, a n e x p r e s
,

s i on wh i c h ca n be s h o w n to b e th e p r o d u c t o f two e q u a l

fac tors , or th e s q u a r e o f a n e xp r e ss i on .

T h u s , to fi n d th e s q u a r e r oot O f a n a l g e br a i c e xp r e ss i on ,

ou m us t s h ow th a t i t h a s be e n m a d e b s q u a r i n g a n o th e r
y y

N
N
e x p r e s si on If i t i s th e p r o d uc t O f tw o un e q u a l fa c tor s ,
.

th e n we c a n n ot, i n th i s c ou r s e , fin d th e s q u a r e r oot
’

EXERCISE 1 39
F UR T HE R P RACTIC E I F I D IN G T HE S QUARE R O OT OF
“LG B A E RAI C
EX PRE SSION S
2 4 8 + 16
:
» x x

2
e
r .
p + 1 2p + 3 6
2
9 + 30 + 25
o
p x x
-
e 4y 2 —
20 j / + 25

r i e+i
n

o-
34 0 ,
Fund a men ta ls f
o Hi gh School M a thema ti cs

L
‘

z l
% gy i
2 — —
11 . x x + 15 .
y r
-
g

+ 25
2
16 . 4 a

13 .
y
2
+
1
—
2
17 . 1 +9 x
2
+ 6x

g
2 4
+x + 4 5
2
14 . x 18 .
+ + t

Secti on 1 5 8 . E q ua ti ons solv ed by fi n d i n g s q uare r oots .

We ha ve see n th a t 9, a nd a lso ( 4 3)
9, and h e n c e th a t 9 h a s two s q ua re r oots , 3 a nd

3 . In s olv i n g th e e q u a ti o n
2
9
‘

we a re to fin d a n um be r , or n u m be r s , th e s q ua r e of whi c h is 9 .

E v id e n tly we fi n d th e s q u a r e r oo t of e a c h s id e of th e e q ua

ti on , g iv i n g x 3 or 3 .
( T h i s i s c o m m o n ly wr i tte n j;

EXERCI SE 1 40

Fi n d two v a lue s O f th e u n kn own whi c h wi ll s a tisfy e a ch

of th e follo wi n g e q ua ti on s .

1 . a a h

2 . x 2 : 64 10 .
y
z
25
2 2 2
3 x 11 x
( + o)
‘

. . a

4 . ac
2 = 4 a2 12 .
y
2 = c
2
+ 2 cd + d
2

= 8 1 64c2
‘

2 2
5 .
y 13 . x
2
l 0 0(a b)
6 n
z = 2z a 2 14 x
2 4
93
. .

2 z 2
7 . x a + 6 a + 9 15 . x

8 .
y
2 = 46 + 4b+ 1 2
16 . x
2 = 1 -4 9

Secti on 15 9 . Sq ua r e r oot of fra cti on s . F r om th e fa c t

th a t g g 3 ,
w e se e th a t th e s q u a r e r o ot o f
5
: m us t
2
be .
In th e sa m e wa y , th e s q u a r e r oot of 3 m u st b e 2 ,
2
5 6

beca us e T h is su gge sts th e p ri n c i p le tha t

3 4 2 Fund a menta ls o f H i gh School M a them a ti cs

m u st a lwa
y s m ulti p ly by a n u m be r th a t will m a ke th e de
n om i n a tor a p e r fe c t s q u a r e . Why ?

W hi c h i s th e Si m p le r for m for c o m p u ta ti on ?

v5 V1 5
/
2 15 '

( ) \g
a
3
i
.
( )
5 V5 or
5
,
.

21
( ) c or
£5) ( d )
'

3 vs
V2 3
?

It s h o uld n ow be e
cl a r th a t th e b e s t m e th od Of fin d i n g
th e

1 . M
s q u a r e r o ot of a

ulti p l y i n

n umber
g
fra c ti on i s th a t

n um er a tor

wh i ch wi ll m a k e th e
a nd
of

d en om i n a tor by a
d en omi n a tor a p er
fect s q ua r e ;
2 . T h en fi nd i n g th e a p p r ox i ma te sq ua re r oot of th e

N
n umer a tor a n d d i v i d i ng t h e r es ult by th e s q ua r e

r oot of th e d en omi n a tor .

EXERCI SE 1 42
PRACTI CE I F IND IN G T HE S QUAR E R OOT F RACTI ONS
C o m p ute to th r e e d e c i m a l p la c e s .

vg x/
T

1 . 11 . 16 .

2 .
x /g 17 . V ig
18 . ! g
19 .

20 .

sq ua re r oo t, to th r e e d e c i m a l p la c e s ,
and 5 . Fi x th e se d e fi n i te ly In
y o ur

T h e y will se r v e y ou we ll la te r .
 Squa re R oots a nd R ad i ca ls 3 43

Secti on 1 6 1 . The s q u ar e r oot of a p r od uct, on e fa ctor

of whi ch i s a f t u a r e T h e la b o r of fi n di n g sq ua re

N
p er ec s q .

ro ots is gre a tly r e d uc e d by th e u s e of a p r in c i

p le wh i c h i s

i llus tra te d h e r e .

( )
a x/i 2 3 V4 v3 1
.

5
( ) v i 5 = V 25 .
3 V 25

ote h e r e th a t th e n um be r W h o se s q u a r e r oo t i s d e sire d
i s th e p r o d u c t o f two fa c tor s , o n e o f wh i c h i s a p e r fe c t

s q ua re T h e p r i n c i p le u s e d h e r e i s
. u s u a ll
y s ta te d

Th e s q ua r e root of a p rodu ct i s e q ua l t o t h e p r od uct

of th e s q u a r e r oots of th e fa ctor s, or

In ap p ly i n g th i s p r i n c i p le , n o te th a t th e n um b e r wh os e
s q u are r o o t i s d e s i r e d m u s t b e se p a ra te d i n to tw o fa c to r s,

on e of whi c h i s
p a e r fe c t s q u a re . Th e s q u ar e r oo t of

thi s fa c tor m u st th e n b e m ulti p li e d by th e a

pp r o xi m a te

M
s q u ar e o f th e o th e r fa c to r F o r e x a m p le .

5
( ) -5= V4 5 :

T h os e s tu d e n ts wh o kn ow th e sq ua re r oot of 2, 3 , a nd

5 will h a v e a g re a t a d v a n ta ge in th i s work .

EXERCISE 1 43

Solv e by th e s h o rt m e th o d .

4 .

2 . V I5 5 . x/ W
3 44 Fund a menta ls f
o Hi gh School Ma thema ti cs

1 4 . V500 16 . V 98
21 . U s e th i s me th od o f s q ua r e r oot in fi n d in
g th e d ia go
n a l of a s q u a r e wh e n e a ch si d e i s 1 0 ; 5 ; 8 ; 20 ; 1 2 .

RADI C A LS
Secti on 1 6 2 . D efi n i ti on of ra d i ca l . A n i n d i c a te d r oot o f

an
y ex p r e ss i o n is
—
c a lle d a r a d i c al . T h e i n d i c a te d s q ua re
.

r o ot of 1 0, i . e . V10 , is a ra d i cal . Si mi lar ly V 1 5 0 , V x ,

Secti on 16 3 . R a d i ca ls m a y be ex p r ess ed i n d iffer ent

for m s . T he for m of a r a d i c a l e xp r e ss i on m a y b e c h a n g e d ’

wi th o ut cha n gi n g i ts n u m e ri c a l v a lu e . R e c a ll th a t i n
Se c ti on 1 6 1 we c h a n g e d th e for m of ra d i c a ls to p ut th e m
i n a m or e c on v e n i e n t for m for th e c o m p uta ti on o f s q ua r e
—

r oo ts ; fo r e x a m p le , V 5 0 V 25 -2 5 V 2 H e r e we h a v e .

th r e e d i ffe r e n t for m s , e a c h h a v m g th e s a m e n u m e r i c a l
v a lu e . A ls o ,
'
r e c a ll th a t w e c ha n g e d V g to xg g a n d th e n

g ivi n g u s th r e e d i ffe r e n t for m s of th e sa m e r a d i c a l .

“
Secti on 16 4 . R a d i ca l s s h oul d be r ed uced to th e s i m p l est

mf
.

for or com p uta ti on . By c o m p a r i n g th e follo w i n g r a d i

cal for m s y ou wi ll b e a b le to s ta te w h e n a ra d i c a l i s i n i ts

Si m p le s t o r m os t con v e n i e n t form for c o m p u ta ti o n .

W hi c h i s m os t e a si l
y c o m p u te d

V V I 7 r V 25 2 or 5 V 2 ?
‘

( ) 5 0 r 0 5 o
_
a o

5
( ) V 3 2 o r V 8 4 o r V I6 -2 or 4 V 2 ? o

V V2
( )
c _ V1
or
2
 Fu nd a men ta ls

V8 a a 12 °
of
V?
H i gh School M athema ti cs

V 5 0 xy 13 V —g
/ l
.

m
a [Z

xé
n,
o

T h e ba se a n d a lti tud e o f th e ri g h t tri a n gle sh ow n

h e re a re R a nd E xpr e s s i n sim
’

p le s t ra d ic a l for m th e h y p ote n u s e .

Fi n d th e Si m p le s t ra d ic a l e xp r e s s i o n for th e
d i a g on a l of a re c ta n g le w h os e d i m e n si o n s a re

n a nd 2n ; n and 3 n ; Sn a nd 4 n .

Wh a t i s th e d i a g on a l of a r e c ta n g le W h ose
d i m en s i on s ar e % s an d s ? % s a nd 2s ? i s

and s ?

TI M ED P R ACT I C E E X E R CI S E J
H ow m a n y e xa m p le s in thi s e xe r c i s e
y can ou do in 3
m i n ute s ? T h e v e ry r a p i d a n d a c c u ra te p u p i ls i n 1 0 0 c i ti e s

d i d 1 6 ; the a v e r a g e a b ou t 1 0 .
 Square R oots a nd Radi ca ls 34 7

REVIE W EXERCI S E 1 45

1 . T he a re a of a c i r c le is e xp r e sse d b y th e for
m u la ,
A= 7r R 2
. So lv e for R .

Fi n d R whe n A w he n A 1 00 ;
when A = n ; A = 500 '
.

2 . T he e n ti r e a rea of th e c
y li n d er

sh o wn here is 2 77
'
R 2
2 WR H , or

2 7r R ( R 7r ) . Fi n d th e e n ti r e a re a

wh e n R

3 . T he a r e a of a c ir c le w h os e r a d iu s i s 1 0 i n ch e s
is sq . in . Wh a t i s th e a r e a of a c i r c le

w h os e r a d i us is twi c e a s g r e a t ?

4 . T h e sid e s o f- a tr i a n le g a re 1 2, 28 ,
and 32. T he
p e r i m e te r of a s i m i la r g
tr i a n le i s 71 th a t o f th e 3

gi v e n tri a n g le . F i n d th e s i d e s o f th e se c on d
tr i a n g le .

5 . T h e le g s , a lti tu d e , a n d ba se o f a ri gh t
tr i a n g le
a r e e q ua l . Fi n d ea c h i f th e h y p ote n u s e i s 30 .

5 SR
6 . T h e le g s of a ri g ht tr i a n g le a re
2 2
F i n d th e h y p ote n u s e .

7 . T he a r e a of a ri g ht tr i a n g le is 50 . If th e b a se
and a lti tu d e a re e q u a l, wh a t i s th e le n g th of

e a ch ?

O n e le g Of a ri gh t tr i a n g le is 5 and th e h y
2
p ote n u s e is R Fi n d th e oth e r le g

M
. .

W h a t i s the ta n g e n t of on e of th e a c ute an g le s
o f a r i g h t tri a n g le i f th e le g s a re e u a l ? a ke
q ,

a d ra win g .
Fund a menta ls o f Hi gh School Ma thema ti cs

W h a t i s th e c osi n e of on e of th e a c ute a n g le s of a
‘

r i g h t tri a n g le W h ose b a se a n d a lti tu d e a r e e ua l ?

q
D ra w a n e q u i la te r a l tr ia n g le of s i d e s Solv e .

for th e a lti tud e a n d for th e a re a .

Fin d th e a lti tud e of a n e q uila te r a l tr i a n g le w h os e

Si d e s a r e 1 0 i nches . Wh a t is ‘

its a re a

O ne an g le of a ri ght tr ia n g le i s T h e hy

p ote n u s e i s 20 . F i n d th e oth e r two si d e s .

O ne an gle of a r i gh t tri a n g le i s T h e hy

p o te n u s e is 20 . Fi n d th e oth e r two s i d e s .

C o m p a r e th i s e xa m p le wi th th e p r e v i ou s on e .

T he Si d e of a s q ua r e r o om is fe e t . F in d
i ts d ia g o n a l c or r e c t to two d e C Im a ls .

Wh a t i s th e p e r i m e ter of a s q ua re w h os e d i a g
on a l i s 1 2 i n c h e s ?

T he s id e of a s q u a r e W h a t r e p re s e n ts its
is a .

a r e a ? i ts p e r i m e te r ? i ts d i a g o n a l ?

A r ec ta n g le i s four ti m e s a s lo n g a s i t i s w i d e .

Fi n d i ts d i a g on a l i f i ts a r e a i s 5 76 s q ua r e i n c h e s .

F i g ur e 1 41 i s a n e q ui
la te r a l tr i a n g le a n d CD
,

i s p e r p e n d i c ula r to AB
.
.

F i n d CD i f e a c h s id e
of th e tri a n g le is 20
i n che s . T h e n fi n d the
a r e a of tri a n g le AB C .

T he a re a of a ri ght
FIG 1 40
tri a n g le is 24 s q ua r e
.

i nc hes . Its b a s e i s 6 i n c h e s . Fi n d i ts a lti tu d e

a nd h y p ote n u se .
35 0 Fund a men ta ls of Hi gh School Ma thema ti cs

31 . O ne si d e of a r i gh t g
tr i a n le i s 3 ti m e s as lon g
as th e o th e r T h e h y p ote n u se c on ta i n s
. 30
i n ch e s Fi n d th e a r e a of th e tri a n g le

M
. .

32 . Fi n d th e d i a g on a l o f a s q u a re w h ose s id e i s 20 .

33 . a ke a for m u la fo r fi n d i n g th e d i a g o n a l of an
y
s q ua r e .

of a wh o s e d i a g on a l i s

M
34 . Fi n d th e si d e s s q u a re

20 .

a ke a for m u la for fi n d i n g t h e si d e of an
y
Sq ua r e w h ose d i a g o n a l i s k n o wn .

36 . W he n i s a ra di c a l i n i ts s i m p le s t fo r m ?

37 . F a c to r 1 2r z —
2x _24 .
zy = 4 n + 6
77 + 3 x = 4
It c o s ts th e s a m e to s od a s q ua re p i e ce
‘

of g r o un d
at 15 ri p e r s q u a r e y a r d a s to p ut a fe n ce a r o un d it at 60 2
p e r
y a rd F i
. n d th e s i d e o f th e s ua r e
q .

40 In h ow m a n y y e a r s wi ll 3 3 0 0 d ou b le i tse lf
. at 6 %
s i mp le i n te r e s t
 C H A PT E R X V III

HOW T O S OLV E E QUAT I O N S O F T HE SE C O ND E G R EE

'

S ecti on 1 65 . Wh at a re q ua d r a ti c eq ua ti on s In a ll

th e p r e v i ou s c h a p te r s
y ou hav e s o lv e d e q u a ti on s of the

fi rst d egr ee ; th a t i s , e q u a ti o n s i n w hi c h th e un k n own ( or

un k n own s ) di d n ot hav e ex p on ents g rea ter th a n 1 . T hi s
C h a p ter w i ll Sh ow h ow t o s olv e e q u a ti o n s o f th e second d e
gr ee ,
e q u a ti o n s i n wh i c h th e u n kn o wn o c c ur s to th e s econd

p ower . T o i llu str a te , y ou w i ll le a r n h o w to s o lv e e q u a ti o n s

su c h a s

x
2
8 x 20 .

T h e fa c t th a t th e w n, x i n th i s e q ua ti on oc c urs i n th e
un k n o ,

s e c o n d p o we r or s e con d d e g r e e ( a s x ) le a
2
d s u s to s p e a k of ,
'

th e e q u a ti on a s a s econd d egr ee or q ua d r a ti c eq ua ti on
-
, , .

Th r ee wa y s o f s olv i n g s e c on d d e g r e e or q u a d ra ti c e q u a -

ti o n s will b e e xp la i n e d . Th e s e , i n th e or d e r In wh i c h we
s h a ll d i sc u s s th e m, a re

I.Soluti on by fa ctor i ng .

II Soluti on by comp l eti ng th e sq uare

. .

III Soluti on by gr ap h i ca l r ep r esen ta ti on

. .

Secti on 1 6 6 . Our rea l p r obl em i n

'
s olv i n
q ua d r a ti c g a

e q ua ti on i s to fi n d a v a l ue of x wh i ch w i ll m a k e th e l eft

s i d e eq ual to th e ri gh t si d e . To s olv e th e q ua d r a ti c e q ua

+ 12 = 0
2—
ti o n x 8 r

we a re tr y i n g w h i c h will m a ke th e le ft si d e
to fi n d a v a lu e ,

x
2
8x 1 2 e q ua l to th e r i g h t si d e 0
, It h e lp s to thi n k , .

o f a q u a d r a ti c e q u a ti on ( j u st a s we th o u g h t of a s i m p le

e q u a ti on i n C h a p te r I) a s a s ki n g a q u e s ti o n w h a t v a lue o r ,

v a lu e s , c a n 2: h a v e , to m a ke th e e xp r e s s i o n 35 2
8 r 12
e q u a l to zer o ?

To s o lv e the q u a d r a ti c eq u a ti o n x 2
8 x 12 0 , we
h a v e to mk a e a s p eci a l s tud y of
“
th e ex p r essi on x
2—
8 x+ 1 2,
3 SI
35 2 Fund a men ta ls of Hi gh School Ma thema ti cs

to fi n d so m e v a lue for x wh i c h wi ll m a ke thi s ,

e xp r e s s i on

e q ua l to zer o . It wi ll h e lp us to re co gn i z e th a t th ev alue

of th i s ex p r essi on d ep end s up on wh a t v al ue we g i v e to x .

If x i s 1 , th e v a lu e of th e e xp r e s s io n is 5 ; i f x i s 2 th e ,

v a lue -oi th e e x p re s si o n is 0 . T hus we h a v e h e r e two va

'
r i a ble q uanti ti es : x i ts elf i s on e v a ri a ble , a n d th e v al u e of
th e ex p r essi on x
2
8 x 1 2 i s th e oth er v a r i a bl e .

Secti on 1 6 7 . T h e tr i a l meth od : l a b or i ous a nd n ot s ur e .

O ne Wa y to find th e d e s i r e d v a lue o f x i s to a s sign v ar i ous

v a l ues to x i n th e ex p r es si on 8 3 + 1 2, h o p i n g to fin d
a v a lu e for x w h i c h w i ll m a ke 8 x 12 0 . In d oi n g
th i s , o n e c la s s m a d e th e ta b u la ti on giv en i n T a b le 26
"

T AB L E 26

F r o m t h i s ta b le , d o y o u s ee an
y v a lue of st whi c h m a ke s
th e e x p r e s si on x 2
8x 12 e q ua l to z e r o ? If SO , th a t
2
v a lu e of 2: s a ti s fi e s th e q u a d r a ti c e q u a ti on x

Ho w m a n y v a lue s o f 2: w i ll m a ke th e e xp r e s s i on z e ro ?
C h e c k th e m to b e c e r ta i n .

T h i s m e th od la b ori ou s , a n d m i g h t ofte n fa i l to
18 v er
y ,

gi v e th e v a lu e o f th e un kn own It j ust h a p p e n s to g iv e
.

two v a lu e s h e r e , b ut i t mi g h t m or e e a si l
y n ot h a p p e n to
giv e th e m . It i s m e r e ly a tr i a l m e t h od

I. HOW TO SOLVE QU A DR ATIC E QUATIONS BY

FA CTO RIN G
Secti on 1 6 8 x
An economi ca l m eth od : factori ng , to g et a

p rod uct eq ua l to zero T he use of a r i n ci p le wh i c h we

p
-
.

a lr ea d y k n ow g i v e s a n e a sy m e th o d of so lv i n g q u a d r a ti c
3 54 Fund a men ta ls f
o H i gh School M a thema ti cs

M
( 1 ) F ormi n g a p rod uct,

(x 8 ) (x 0 .

a ki ng th e first fa ctor 0,

M
x 8 z 0
or x

(3 a k i ng th e s econd fa ctor 0 ,

M x 6 0,

N
=&

N NN
x

C h eck 64 16 48 .

36 12 48 .

E X E R C ISE 1 46

PRACTIC E I V
SOL I G QUAD R ATIC E QUATIO S B Y FACT ORI G

1 . Wh a t v a lue s of 3 : w i ll m a ke x
2
5x + 6 e q ual
,

to O ? or in o th e r wor d s, s olv e th e e
q u a ti on

z
2 . F or w h a t v a lu e s o f y d oe s y 731 14 O?
3 . Wh a t v a lu e s of x wi ll s a ti s fy th e e q ua ti on

x
2
+ x — 2O = O P

Solv e eac h of th e follo i n g w e q u a ti on s

4 . a
2
+9 a
-
O 12 .
$1— x 2
2 + x = 12
5 x
2
+ 7 x = 18 b z
b '

9
.

13 . +
6 z— = 20 2 4
.
y y .
,
t

+ 2c = 0
2
7 . 52—
36 = O 14 . c

2—
8 15 1 2= x + x 2 '

8 . c c .

9 .
16 .
— 2) = O
2
10 . t + t = 56
2 17 . 3 5 4- 7 5 — 2

2y 2
+ 5y — 12= O 2x + 5 x 2 ~
3 =O
'

11 . 18 .
—

19 . O ne n u m be r i s 2 la r g e r th a n a n oth e r . T h e ir
p r o d u c t is 8 0 . Fi n d e a c h n umbe r .

20 . The sum of two n u m be r s i s 1 0 ; th e s um of

th e ir s q ua r e s IS 52 . Fi n d e a c h n um be r .
 Solvi ng E qu a ti ons of the Second D egree 3 55

T he a ltitud e of a tr i a n g le i s 4 i n c h e s lon g e r
th a n i ts ba se . The a rea 15 96 s q ua re in ch e s .

Fi n d th e b a s e a n d a lti tud e .

T he sq ua r e of a n u mb e r i s 30 m or e th a n th e
n u m be r i ts e lf . Fi n d th e n u m be r .

T h e p e r i m e te r of a r e c ta n g le i s 6 0 i n c h e s , a n d
i ts a re a i s 20 0 s q u a r e i n c h e s W h a t a re i ts d i .

m e n si o n s

A b oy c ov e r e d a cubi c a l b ox w i th p a p e r . He
n e ed ed 96 sq . in . What i s th e le n g th o f on e

ed ge of th e c u be ?

T he su m of th e sq uare s of th r e e c o n s ec uti v e

n um be r s is 5 0 . Wha t a re th e n u m b e r s ?

F i n d th e len g th of ea ch si d e

of th e tri a n le g sh o wn h e re .

A r e c ta n g ula r fl oor ,
is 6 ft .

lo n g e r th a n it i s wid e ; i ts a re a i s 34 sq .
y d . .

W h a t i s i ts le n g th
D e te r m i n e th e a r e a of th e tr i a n g le in e xa m p le

N
26

N
.

4x = 81
2
31 .
y
2 —
6 6y + 9 5 = 0 2

x
2 —
9 a
2 = 0 32 . x
2 = 8 ax — 16 a
2

II . HOW TO
CO M
SO L
P LET I
V E Q UAD R AT IC
G TH E S
E
Q UAR E
Q UAT IO S BY

Secti on 1 69 . T h e l eft si d e of th e eq ua ti on m us t be a

p erfect sq u a r e . By th i s m e th o d of solv i n g q u a d r a ti c

e q u a ti o n s we fi n d th e sq u ar e root of ea ch s i d e of th e eq ua
ti on . T hu s to s olv e th e e q ua ti o n

x
2
+ 6 x = 27
35 6 Fund a men ta ls of Hi gh School Ma thema ti cs

we fi n d th e s q u a r e root of ea c h si d e . B ut x 2
6 x is n ot

a p e r fe c t s q ua r e ; we c a n n ot e xtra c t th e s q ua r e of an

al g e bra i c e x p r e s si o n w hi c h i s n ot a p e r fe c t s q ua r e ( th e

ap p r o xi m a te s q ua r e r oo t of an a r i th m e ti c a l n u m be r m ay
b e foun d , but g
n ot of a n a l e br a i c e xp r e ss i on
) . T h e r e fore ,
to us e thi s meth od we m u st m a ke th e le ft si d e of th e
,

”
e q ua ti o n a p e rfe c t sq u a r e or comp l ete th e s q uare
, An .

e xe r c i se wi ll r e ca ll h ow to d o thi s
'

A t thi s p om t, th e

N NN
.

NNN
e xa m p le s on p a ges 268 and 26 9 s h o uld be r e v i e we d .

X E R C ISE WO R K

M M
E 1 47 . O R AL

PRAC TICE I Q
AKI G PERFE C T S UAR ES, B Y AD D I G CE R TAI T ER S
T O GI E V E XPRE SSIO S

1 . What i s th e s q u a r e of x 3 ?
2 . W h a t i s th e s q ua r e of x 5 ?
3 . W h a t d oe s x 2
6 x la c k b e i n g a p e rfec t s q u a r e ?

4 . W h a t d oe s y 2
_
1 0 y la ck bei n g a p e rfe c t s q u a re ?

W ha t s h ou ld be a dded in or d e r to m a ke e a ch of

followi n g e x p r e s s i on s p e r fec t s q u a r e s ?

2 —
5 . x
2
+4x + ? 11 . x 7x + ?
2 — 2 —
6 . x 6x + ? 12 . x x + >

2
+ 18
2
7 . x x + ? 13 . x + g x + ?
8 .
y
2
+ 5y + ? 14 . 3
9
+ w
,
2 ?
9 .
p + 3p + ? 15 x
% x + ?
10 . x
2
+x + ? 16 . x
2

T he s oluti on of th e see xa m p le s wi ll su gg e st th e follo w

i n g m e th od for com p le ti n g th e s q ua r e of a n e xp r e ssi on of
2
th e ty p e x px : i . e.
 8 Fund a men ta ls f Hi gh School Ma thema ti cs
’

35 o

19 .
p
2 — 5p = 11 22 .
y
2
+y = 3 0
2 — 2x = 2 —
3y = 10
20 x
g 23

M
. .
y
21 . x
2
+ x = 20 24 , x
2
+ x

a ke a g oo d r u le for s olv in g th e se e q u a ti on s .

Secti on 1 70 . In or d er to comp l ete th e s q u ar e th e eq ua

ti on must be i n such form th a t th e coefi ci ent of x
2
is 1 . If
th e e q ua ti on 1 5 gi v en i n s uc h for m as 2 35 + 5 2
x = 1 2, i t must
2
be ch an ged so th a t th e fi r st te r m i s x .

Illustr a ti v e ex a m p le .

Solv e 2 x2 5 x 12 .

( )
l D i v i d i n g ea ch s i d e by 2, to ma ke x2 h a v e 1 for i ts fi
coef ci ent,

x2
2x 6 .

2
Ad d i ng to ea ch s i d e,

2 16 16
E xtra cti ng th e s q ua re root of ea ch s id e ,

Us i ng 1 6
4

§
+ 1 1: 1 , or .

— J 1 1 or
Us i ng , x 7, 1 , g.

C h eck : T h e p up i l s h ould ch eck th e exa mp le .

E X E R C ISE 1 49

Solv e a n d c h e c k e ac h of th e se e q ua ti on s

1 . 2 x
2
+ 5 x = 7 9 .
3y 2 —
y =
2 . 3x 2
+ 4x = 16 10 . 2x 2 —
x

3 . 2y 2
+y = 19 11 . 3 5 2

4 . 2x
2
+ x = 10 12 . 4 a
2
+ a = 5

5 . 2j /
2 —
j / = 6 13 . 5y 2 —
l oy = 1 5
2 — = 3
%
2 —
6 . 2y l 0y 14 . c o

7 . 3 x
2
+ 5 x = 8 15 .

= 2 — = 3 5
{ 2p %p
2
8 . 5 x + x 16 .
 ”
Solvi ng E qua ti ons f
o the Second D egr ee 3 59

E X E R C ISE 1 50

Solv e a nd chec k .

2
2x
1 . 2x + 1 0 x
2 = 72 — x = 3
3
x 3 47

N
2 . 3a 2 6 a = 45
2 x 10
x
2
x 9
x
2
3 2? 31
2
HI T : G et ri d of fra cti on s . 8 . 22
4 .
y
2—
40 = 8 y 9 . 5 5 + 1 6 o+ 8 = 0
2

10 . T he d iffe r e n ce of two n u m be r s i s 4 ,
and th e
s um of th e i r s q ua re s i s 21 0 . Fi n d th e n u m b e rs .

11 . A fa r m e r h a s a s q ua r e wh e a tfi e ld c o n ta n i n i g 10
a cr e s In h arv e sti n g th e wh e a t h e c u ts a s tr i p o f
.
,
'

Un ifor m w i d th a ro und th e fi e ld How w i d e a s tri p .

m us t b e c ut i n ord e r to h a v e th e wh e a t h a lf c ut ?

12 . D i v i d e 20 i n to two p a r ts wh os e p ro d uct i s 9 6 .

13 . T he s um of two n u m b e rs i s 20 , and th e s um o f

th e i r s q ua r e s i s 20 8 . F i n d th e n u m b e rs .

14 . I we n t to th e g r oc e r y for or a n g es . T he c le r k

s a id th e y ha d a dv a n c ed 10 c e n ts p e r d oz e n . I

g ot d oz e n fe w e r or a n ge s for a d o lla r . Wh a t
wa s th e or i gi n a l p ri c e p e r d oz e n ?

15 . A p i e ce of ti n i n th e for m of

a sq ua r e i s ta ke n to m a ke an

O p e n -to p b ox . T h e b ox i s
m a d e by c utti n g ou t a 3 -i n c h ’

s q u a r e fr o m e a c h c or n e r of

th e p i e c e of ti n and fold i n g
up th e s i d e s . Fi n d th e le n g th
FIG 1 43
.

of th e si d e of th e or i gin a l
p i e c e of ti n i f th e box c on ta i n s 248 c ubi c inc he s .
 Fund a men ta ls o f Hi gh School M a thema ti cs

A r ec ta n gula r p a rk 56 r o
ds lon g and 16 r od s

wi d e i s s urrou n d e d b y a b o ulev a r d o f u n i for m

‘

w i d th . Fi n d th e wi d th of th i s s tr e e t i f i t c on
ta i n s 4 a cr e s .

T h e m e mb er s of a hi g h-s c h ool c la s s g re e d
a to

N
p a
y $ 8 for a s le i gh ri d e . A s 4 we r e o b li g e d to
be a b s e n t, th e co s t for e a c h of th e re s t w as 10
c e n ts g r e a te r th a n i t oth er w1se wou ld h a v e be e n .

How m any 1 n te n d e d to g o on th e s le i g h ri d e ?

III . HOW TO SO L V E Q U AD R AT IC E Q UAT IO S

G R APH IC A LL Y

Secti on 1 71 . Gr ap h s sh ow th e rel a t i on between v a r i a bl es .

We h a v e fre q u e n tly p oi nte d o u t th a t g r a p h s a r e

- u s e d to

r e p re s e nt r ela ti on s h i p b e tw ee n r e la te d v a r i a ble s . T hen,

‘

to s o lv e u a d ra ti c e q u a tio n g p
r a h i c a ll w e m u s t r e c og
a q y ,

nize th e s e v a r i a bles a nd p lot sp eci fi c v a lues for th em .

C on si d e r th e e q ua ti on
2
x

T he e xp r e s s i o n x
2
8 x 1 2 m a y h a v e m a n y v a lue s , d e

p e n d m g u p on th e v a lu e of x T h us we h a v e two r e la te d
.

z
v a r i a b le s
-
x i tself i s on e v a r i a ble, a n d Jr 8 x 1 2 i s th e
oth er on e . To re p r e s e n t g ra p h i c a lly th e many v alue s of

+ l 2 we m u s t a s si g n v a lu e s to a nd c o m p ute
2 —
x 8 x ,
x,

th e corre s p o n d i n g v a lue s of x
2 —
8 x + we m us t
ta b u la teth e r e la te d v a lu es o f th e t wo v a r i a b le s .

T a ble 27 g i v es th e s e v a lue s .

T A B LE 27
3 6 2 Fund a men ta ls f
o H i gh School M a thema ti cs

F IG . 1 45

1 . H ow m a n y d i ffe r e n t v a lu e s m a y th e e xp r e ss i o n

x
2
2x 35 h a v e ?
re ss i on
,

2 . Wh en i s th e v a lue of th e e xp z er o ? i . e.

wh e r e d oe s th e c u rv e c ros s th e x -a xi s ?
3 . C o u ld th e c u rv e b e d ra wn a cc u r a te ly b y ta bu la t
i ng o nl
y tw o or th r ee p a i r o f v a lue s ? Wh y ?
Summ a ry of s te p s i n th e g ra p hi c a l s oluti on of q u a dr a ti c
u a ti on s A stud of th e s e i llu s tr a ti on s su gg e sts th e
eq .
y
follow1n g

1 . Gr a p h th e q ua d r a ti c ex p r essi on wh i ch for m s on e
er member
m ember of th e eq ua ti on ( Th e ot h .

sh ould be zer o .
)
 Solvi ng E qua ti ons of the Second 6
3 3
’

Fr om th e gr a p h fi n d for wh a t v a lues of x th e

ex p r es si on is zer o . In oth er wor d s fi nd , at wha t

'

va lue o f x the g rap h cuts the x- axzs . Th ese v al ues

a re th e v a l ues of x wh i ch wi ll s a tis fy th e eq ua ti on .

3 . Ch eck y our r es ult by substi tuti n g th ese v a lues

N
N N
of th e unk n own i n th e or i gi n a l eq ua ti on to se e if
th ey d o sa tis fy i t .

E X E R C ISE 151

PR AC TIC E I SOL I G V QUAD RATIC E QUATIO S GR APHICALL Y

So lve th e follow i n g q ua d r a ti c e q u a ti o n s by d ra wi n g
g r a p h s of th e e xp re ss i on s
1 . x
2—
5x 2y 2
5
+ y + 8 = 0
2 . x
2
+ 3x = 40 x
2
+ 8 x + 1 6 = 0

7
‘

3 Z— = 20 2
3
+ y + 1 = 0
.
y y
4 . 2x = 48 — x
2
.
( x

2
5 . x

In th e s e e x a m p le s , d i d y ou fin d a n y gra p h th a t d i d n ot

c ut th e ie a xi s i n
r
-
two p la c e s ? W ha t c o n c lu s i o n wo u ld

y ou d r a w if th e g ra p h j ust touch ed th e x -a xi s ? i f i t d i d
n ot e v e n to u c h it ?
What see m to b e th e d i s a d v a n ta ge s of th e gr a p h i c a l
m e th od of s olv i n g q u a d ra ti c e q u a ti o n s ? th e a d v a n ta g e s ?

RE V IE W E X E R C ISE 1 52

1 . By su b s ti tuti n g a n y v a lue for x i n x 1 , 2x , 2

and x
2
1 , s h ow th a t th e th r ee n u m b e r s w h i c h
r e s ult a r e s i d e s of a r i g h t tri a n gle .
 Fund a men ta ls of H i gh School Ma the ma ti cs

If th e s i d e s of a r i g ht tr i a n g le a re 6 In c h e s a n d

8 i n c h e s , th en th e h y p ote n u se m u s t be
in ch e s .

H ow ca n y ou te ll wh e n a tri a n g le i s a ri g ht tri
an g le wi th out m e a s ur i n g i ts an g le ? Is th e
tr ia n g le wh os e sid e s a re 5 , 1 2, and 13 a ri ght
tr i a n g le Wh y
Wh a t i s th e a r e a of a n e q ui la te r a l tri a n g le ea ch

of wh ose si d e s i s 3 0 i n c he s ?
'

H ow wou ld y o u fin d th e s i d e of a s q u a r e wh i c h
h a d th e sa m e a r e a a s a c i rc le with a r a d i us of

1 2 in c he s

6 . W ri te a for mula for 5 i f a h a n d c a r e th e a lti , ,

tud e i b a se a n d h y p ote n u se of a r i g h t tr i a n g le ;
,

s i m i la r l
y , a for m u la for a .

E x p r e s s th e h y p ote n u se of a r i g h t tri a n g le
wh os e a lti tud e e xc ee d s i ts ba s e by 6 i n c h e s .

8 . Whe n Is i t i m p o s si ble to fin d th e s q u a r e r oot of

a n u mb e r ?

9 . T he s um o f two n u mb e r s i s 6 a n d th e ir
1 9
pr od u c t

n u m be r s
is g . Fi n d th e .

T he h y p ote n u s e of a r i g ht tri a n g le i s 25 fe e t
‘

Fi n d th e oth e r t w o sid e s i f y o u kn ow th a t th e i r
s um i s 3 5 fe e t
’

A p i e ce of wir e 3 0 i n c h e s lon g i s be n t i nto th e

for m of a r i g ht tr i a n g le w h ose h y p ote n u se i s 1 3
i n c h es . Fi n d t h e oth e r si d e s o f th e trIa n g le .

gle
‘

T he a r ea a n d th e p e ri m e te r of a r ec ta n a re
'

ea ch 25 . Wh a t a re i ts d i m e ns i on s ?
 Fund a men ta ls f H i h S h l h m i

M
3 6 6 o g c oo M a t e a t cs

23 . Solv e for a nd v : E

2
F r om th e for m ula 2fs u ,
d e r iv e a for
m ula for v .

S Vt % g t2
is a fo
r m u la u se d by a r ti lle r
y
fi
of c e rs . D e ri v e a for m u la for V .

T h e d i s ta n c e , a
’
( i n m ile s ), w h i c h one can se e

ou t o n th e o c ea n from th e he igh t h ( i n
, fe e t) , i s
e xp r esse d by th e for m u la H ow
fa r c o uld
y ou se e fr o m a h e i g ht of 5 0 fe e t ?
H ow h i g h w ou ld on e h a v e to be to se e a dis
ta n c e of 8 m i le s ?
T wo tra v e le r s le a v e a c r os s r oa d s a t th e sa m e

ti m e , m d ue 6 m ile s p e r h our , a n d
’

on e g o g e a st

th e o th e r d ue sou th 8 m i le s p e r h o u r In h o w .

m an
y h o ur s w ill th e y b e 4 0 m i le s a p a rt ?
A tour i st h a s a tr u n k 3 2 i n c h e s lon g . It wi ll
u
J s t p e r mi t a n u m br e lla 3 8 i nc h e s lon g to li e
d i a g on a lly on th e b o tto m A tr u n k h o w m u c h
.

lon g e r w ould be n ee d e d i f h e wa n te d to ca rr
y
a g u n 6 i n c h e s lon g e r th a n th e u m b r e lla ?

H o w m a ny r od s of fe n c e wi ll b e re
q u i re d to
i n clo se a s q ua re fie ld c o n ta i n i n g 40 a cr e s ?
Alg ebra i c
nu
exp ress ion ,

m eri ca l v a lu e
39
Alg ebra i c fra ction s, d e n ed , 28 5 ; how
to a dd or sub tra ct, 28 5 ; h ow to m u l
tip ly , 29 2 .
of,
m ea ni ng

fi
.
of,
I N 39 ;
D EX

Fra ction s, to g e t ri d of, 3 0 ; wi th le tters,

28 2 ; p ri n ci p le s i n h a nd li ng , 28 3 ;
step s i n a d d i ng or sub tra c ti ng , 28 8 ;

how to di v id e, 29 5 ; wi th bi nomia l
d enom i na tors, 3 0 6 .

Alg ebra ic sum 1 72 ,

. q
Fre uen cy ta ble, 3 5 , 1 3 7 .

Ang le how d etermi ned

,
5 5 ; how to ,

de sc ri be , 6 1 ; ta n g e n t O f a n , 8 9 , 9 0 . Gen era l form ula s con str uc ti on of, 3 1 0

, .

96 .
G ra p hi c m e thod , 1 1 7 , 1 4 8 , 1 54 , 1 5 5 ,
Ang les how , to m easur e, 5 7 .
158 ,

An g ul a r m ea surem en t , un i t O f, 56 G ra p hi c rep resen ta ti on , sum m a ry of,

Av era g e 1 3 9 1 4 0
, ,
.
1 29 .

B a r g ra p h , 1 1 7 , 1 1 8 : 1 21 '
Hy p otenu se R ule 1 0 8 1 0 9 .
, ,
Bi nomi a l, 26 6 .

In terp ola te, 1 26 .

C en tra l ten d en cy , 1 3 9
In v er se v a ri a ti on , 3 29 —3 3 6 g ra p hi ca l
.

C ollec ting term s 1 76

m ethod , 3 3 2— 3 3 5
.
,
.

C omm on fa ctor, 27 1 , 272, 273 , 278 .

0 11 ru e s of, 4

521233 5 é
1 °

Letters to rep resen t n umb ers, 1

1 2 lg
.

1
Lin e g ra p h , 1 24 , 1 25 , 1 26
C or esp on di n g ang les, 8 4
.

M
r q
°

Li ter a l e ua ti on s, 3 0 0
C osme, 1 0 2
.

M
.

C osi ne of a n a ng le, 1 0 0

M
.

C osines a nd ta ng en ts, ta ble of, 97 a th em a ti ca l la w 1 5 8

M
, .

a th e ma ti cs ch i ef a i m of, 147

N
M
, .

ea sur em en t of a ng les, 55
D 56

M
eg re e,
.
.

e di a n , 1 3 9 , 140
D enomi n a tor , mo st con v eni en t, 28 6

M
.
.

od e , 1 39
D irect v a ri a ti on , 3 2 1 — 3 29

M
.
.

ost conv en i en t d enomi n a tor, 28 6

D i sta n ce sca le, 1 68 .
.

ost c on v eni en t mu ltip li er , 3 0

D i vi sion of fra cti on s, 29 5 .
.

ulti p li ca ti on of fra cti on s, 29 2 .

E qua ti on , 13 ; u se of, 22 ; is sa ti s fi ed

when , 28 .
eg a tiv e n umb er s, 166 .

q
E ua ti on a l or form ul a m ethod 1 1 7, 1 4 8
—
, .

q
E ua ti ons , h ow to ch eck, 27 ; li tera l a n d Pa r en th eses, how u se d to i n di ca te m ul
fra cti on a l, 3 00 of se con d d eg ree , tip li ca ti on , 1 8 2 .

3 5 1— 3 6 6 . Posi ti v e n ui nb er s, 1 6 6 a n d n eg a ti v e

q
E ui v a len t fra cti on s 28 2 , . n um b e rs, 1 69 .

E v a lua tion , 4 0 . Pra cti ce E xer ci ses, 4 7, 1 76 , 20 6 , 25 4 ,

E xp onen ts, u se of, 4 1 . 269 , 279 , 28 0 , 3 0 5 , 3 0 9 ; how to use ,
4 7 ; R e cord C a rd , 4 9 .

Fa ctor, 27 1 . Prim e fa c tors, 277, 278 .

Fa ctorin g , cross-p rod uct m ethod of, 273 .

Protra c tor , 5 7 .

Fa ctors of a n a lg eb ra i c exp re ssi on , 27 1 .

Py tha g orea n T h eorem, 1 1 0 .

Fi ndi ng unkn own s, 1 0 8 .

Form ul a or a lg ebra i c method , 1 5 8 .

Q ua dr a ti c e q u a tion s, 3 5 1 —3 6 6 ; solv ed
Formul a m ethod, 1 54 1 5 5 , . by fa ctori ng , 3 5 2— 3 5 5 ; solv ed by
Formula s, con stru cti on of, 4 4 . com p le ti ng the s u a re 3 5 5 - 3 60 q ,

Fr a cti on, term s of, 28 2 . so lv ed g ra p hi ca lly , 3 6 0 — 3 6 6 .

3 6 8 In dex

R a di ca ls, 3 44 —3 5 0 . bra i e exp ressi on s, 3 3 8 —340 ; of fra c

R a di ca l sig n , 3 3 7 . ti on s 34 0
, .

R anking , 1 3 5 . Sta ti s ti ca l g ra p h 1 4 7 , 1 5 8, .

R a nk ord er , 1 3 5 1 3 7 ,
. Sta ti sti ca l ta ble, ho w to p rep are, 1 34 .

R a tio, 7 6 , 8 9 1 0 0
,
. Sta ti sti ca l ta bles a n d g ra p h s, 1 1 6 .

q
R ela ti on , b etween ua n ti ti es, 1 4 7 ; Sta ti sti c s, 1 1 6 , 1 2 1 .

tween two v a ri a bles 1 54 ,

.

R ela ti on shi p , p i c tur e of, 1 5 0 .

T a bula r m e thod , 1 1 7, 1 26 , 14 8 , 1 54,
Rig ht tri a ng le , u se of, i n n di ng fi 1 55 158
, .

kn own s, 8 9 .
T a ng en t of a n ang le, 8 9 , 9 0 , 9 6 ; step s in
R ules of com p uta ti on , 4 .
fin di ng 9 6 ,
.

T erm s li ke a n d unlike 1 74
q , , .

Sa ti sfy ing a n e u a ti on , 28 .
T ra n sla ti ng word sta te m en ts , 1 2 -
.

Sca le d ra wi ng s, 5 4 .
q
T ri nom i al s ua r e 26 6 , .

Sig n ed n umber s, 1 6 6 , 1 6 9 h ow to com

bine, 1 72 ; how to m ulti p ly , 1 7 8
Unkn own di sta n ces how to find 54
.

fi
Si mila r g ures, 7 5 .
, , .

Simila r tri ang les to fin d un known di s

ta n ces, 7 5 V a ri a bles, 1 5 2, 3 1 9—3 27 .

V q
,

q
Solv in g an e ua ti on , 1 3 .
a ry i ng ua n ti ti es, 3 19 .

Sp eci a l p rod uc t 26 6
, .

q ; a s i n a ri th me ti c Word p roblem s how solv ed 33

‘

3 3 7—3 4 0
S u a re r o o t, , , , .

1 1 0 a nd ra di cals, 3 3 7— 3 5 0 of a lg e Work a nd ra te p roblem s 3 1 3 , .