Mathematical Excursions 4Th Edition Richard N Aufmann Download PDF Chapter

Mathematical Excursions 4th Edition
Richard N. Aufmann
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Mathematical Excursions F o u r t h Edition
C h a p t e r 11 A u f m A S37
nn
| Solutions to Check Your Progress Problems
■
Lockwood ■
n Ation ■
cLegg
5, page 597 Check your progress 7, page 607 After teaching liberal arts mathematics classes using traditional texts, we became
I = 2 ? (125,892,541I0 ) = 251,785,082I0
251,785,082I convinced that a liberal arts mathematics text was needed that included several
M = logS D = logS D = log(251,785,082) < 8.4
)
I 0
I I
0 0
features designed to increase student success by promoting more active student
The Richter scale magnitude of an earthquake whose intensity is twice
involvement in the learning process. With this in mind, we have created a text
that of the Samoa Islands earthquake is 8.4.
Check your progress 8, page 607
1, page 602 logS D = 4.8

I with the features outlined below, each designed to get you actively involved. We
I
encourage you to become familiar with these features so that you can use them to
0
I
= 10 4.8
I 0
2, page 603
I = 10 I 4.8
I < 63,096I
0
0
enjoy a quality learning experience and the successful completion of this course.
b. log5 125 = x
5x = 125
The August 5, 2010, earthquake had an intensity that was approximately
63,096 times the intensity of a zero-level earthquake. ichaRd —R a u f m a n n , J oa n n e L o c k w o o d , R i c h a R d n at i o n , d a n i e L c L eg g
23
5x = 53
3 x=3 Check your progress 9, page 608
3 log5 125 = 3
3, page 603 The cleaning solution has a pH of 12.6.

Mathematical Excursions is written in an interactive style that
a. pH = 2logfH1 g = 2log(2.41 3 10213 ) < 12.6
provides you with an opportunity to practice a concept as it is

b. pH = 2logfH1 g = 2log(5.07 3 1024 ) < 3.3
The cola soft drink has a pH of 3.3.
SECTION
presented.
c. pH = 2logfH1 g = 2log(6.31 3 1025 ) < 4.2
11.1 | Simple Interest 621
4, page 604 The rainwater has a pH of 4.2.
b. ln x = 2
ExamplE
e2 = x
7.389 < x
2 Check
Calculate Simple your progress 10, page 609
Interest
pH = 2logfH1 g
10.0 =loan
Calculate the simple interest due on a 3-month
1
g
of $2000
2logfH if the interest rate is 6.5%.
◀ Relevant Examples are accompanied
by step-by-step solutions.
5, page 605 210.0 = logfH1 g
10 210.0
=H1
Solution
1.0 3 10210 = H1
Use the simple interest formula. Substitute the values P = 2000 and r = 6.5% = 0.065
The hydronium-ion concentration of the water in the Great Salt Lake in
into the formula. Because the interest rate is an annual rate, the time must be measured S E C T I O N 7. 8 | Fractals 445
3 months Utah
3 is 1.0 3 10 mole per liter.
210
1 1 3 months
5 y in years:
1 t 5= 125
year = 12 months = 12 .
25 5 Computers are used to generate fractals such as those shown in Figure 7.26. These
I = Prt Chapter 11
SD
22 21 0 1 2 fractals were not rendered by using an initiator and a generator, but they were rendered
3 using iterative procedures.
I = 2000(0.065) SeCtion 11.1
12
y
I = 32.5 Check your progress 1, page 620
8
P = 500, r = 4% = 0.04, t = 1
4 The simple interest due is $32.50.
◀ Check
I = Prt
–8 –4 0 4 8
x
2 I = 500(0.04)(1) Your Progress allows you to

clawan/Shutterstock.com
–4 ChECk yOur prOgrESS I = 20 Calculate the simple interest due on a 4-month

–8
loan of $1500 if the interest rate is 5.25%.
The simple interest earned is $20. immediately check your understanding of a
Solution Check your progress 2, page 621
6, page 606
See page S37.
P = 1500, r = 5.25%
◀
concept.
(0 + 1) = 5
(a)= 0.0525 (b) (c)
4 months 4 months 4
3
◀
t=FIgurE =
7.26 =
Computer-generated fractals
ExamplE Calculate 1 year
Simple Interest
I = Prt
12 months 12
A complete solution of the Check Your
(3 + 1) < 45
Calculate the simple interest due onI =
per month.
a 2-month
SD
Fractals have other applications in addition to being used to produce intriguing images.
loan4of $500 if the interest rate is 1.5%
1500(0.0525)
12 Progress is given in an appendix. This
For example, computer scientists have recently developed fractal image compression pro-
grams based on self-transformations of an image. An image compression program is a
I = 26.25
− 5 = 40
Solution allows you to check your solution.
computer program that converts an image file to a smaller file that requires less computer
The simple interest due is $26.25.
memory. In some situations, these fractal compression programs outperform standardized
Use the simple interest formula. Substitute the values P = and r = 1.5%
500 compression
image = 0.015such as JPEG (jay-peg), which was developed by the Joint
programs
into the formula. Because the interest rate is per month,Photographic
the time period of theGroup.
Experts loan is
expressed as the number of months: t = 2.
I = Prt
I = 500(0.015)(2)
I = 15
The simple interest due is $15.
E XCUR SION
9/13/16 9:49 AM
◀ Excursions give you the
opportunity to take the
The Heighway Dragon Fractal concepts from the section
ChECk yOur prOgrESS 3Calculate the simple interest
In this due onwea illustrate
Excursion, 5-month two methods of constructing the stages of a fractal known
loan of $700 if the interest rate is 1.25% per month. as the Heighway dragon. and expand on them or
Solution See page S38. The Heighway Dragon via
◀ Paper Folding apply them in another
The first few stages of the Heighway dragon fractal can be constructed by the repeated
folding of a strip of paper. In the following discussion, we use a 1-inch-wide strip of paper
Remember that in the simple interest formula, time t is measured in in
thelength
same as
period
setting. This promotes a
that is 14 in. stageas0. To create stage 1 of the dragon fractal, just fold the strip
the interest rate. Therefore, if the time period of a loaninwith
halfan
given in days, it is necessary to convert the time period offold
thethe
loan
annual
and open itinterest
so that rate
to a fractional
original
is forms a right angle (see Figure 7.29). To create stage 2,
the fold
partThe
strip twice. of second fold should be in the same direction as the first
deeper understanding of
a year. There are two methods for converting time from fold.
days Open
and the ordinary method. Using the exact method, the process
to years:
thethe
numberofofmaking
exact
paper so method
days ofanthe
that each of the folds forms a right angle. Continue the iterative
loan is fold in the same direction as the first fold and then form-
additional
the concepts in the section.
divided by 365, the number of days in a year. ing a right angle at each fold to produce additional stages. See Figure 7.29.
number of days
Exact method: t =
365
Stage 0
90°
9/13/16 10:01 AM
Stage 1 Stage 2
C H A P T E R 12 | Summary 743
ExTEnsions
19. If a pair of regular dice is tossed once, use the expec- the player with the higher sum wins? Dice such as these
tation formula to determine the expected sum of the are part of a set of 4 pairs of dice called Efron’s dice.
numbers on the upward faces of the 2 dice. Which pair should you choose? Explain.
20. Consider rolling a pair of unusual dice, for which the 24. Lotteries The PowerBall lottery commission
faces have the number of pips indicated. chooses 5 white balls from a drum containing
69 balls marked with the numbers 1 through 69, and
Die 1: h0, 0, 0, 6, 6, 6j
1 red ball from a separate drum containing 26 balls.
Many exercises are suitable for
◀ Die 2: h1, 2, 3, 4, 5, 6j
a. List the sample space for the experiment.
The following table shows the approximate odds of
winning certain prizes if the numbers you choose
match those chosen by the lottery commission.
cooperative learning, providing b. Compute the probability of each possible sum of the
upward faces on the dice.
opportunities to work with others. c. What is the expected value of the sum of the
Match
+
Prize Odds
numbers on the upward faces of the 2 dice? Grand Prize 1 in 292,201,338.00
21. Two dice, one labeled 1, 2, 2, 3, 3, 4 and the other $1,000,000 1 in 11,688,053.52
labeled 1, 3, 4, 5, 6, 8, are rolled once. Use the formula + $50,000 1 in 913,129.18

for expectation to determine the expected sum of the $100 1 in 36,525.17
numbers on the upward faces of the 2 dice. Dice such as + $100 1 in 14,494.11
these are called Sicherman dice. $7 1 in 579.76
22. Suppose you purchase a ticket for a prize and + $7 1 in 701.33
your expectation is 2$1. What is the meaning of + $4 1 in 91.98
this expectation? $4 1 in 38.32
23. Efron’s dice Suppose you are offered 1 of 2 pairs of
The overall odds of winning a prize are 1 in 24.87.
dice, a red pair or a green pair, that are labeled as follows. The odds presented here are based on a $2 play
Red die 1: 0, 0, 4, 4, 4, 4
(rounded
CHAPTE 683
toRtwo | Review
11decimal places).
Exercises
Red die 2: 2, 3, 3, 9, 10, 11 Source: http://www.powerball.com/powerball/pb_prizes.asp

Bonds The price paid for a bond is the face value. The issuer promises See Example 4 on page 665, and then try
Green die 1: to
3,repay
3, 3,the3, bondholder
3, 3 on a particular day, called the maturity date, at Exercise 14 on page 684.
Green die 2: a0,given
1, 7,interest
8, 8, 8rate, called the coupon. Assuming the jackpot for a certain drawing is
$150 million, what is your expectation for the jackpot
After you choose,Netyour friend
Asset Valuewill receiveFund
of a Mutual the other if you purchase See1Example
ticket for5 on page
$2? 666, and
Round to then
the try
nearest
The net asset
pair. Which pair should you value
chooseof a if
mutual
you fund is givento
are going by Exercise 28 on page 684.
cent. Assume the jackpot is not split among multiple
play a game in which each of you rolls your dice and A − L winners.
NAV =
N
where A is the total fund assets, L is the total fund liabilities, and N is
the number of shares outstanding.
chapter 12 Summary
11.5 Home Ownership
Mortgage Payment Formula See Examples 2 and 3 on pages 672–673
S D
A variety of End-of-Chapter features The
help youExercisesprepare
that can be used to for
test youra test. of a concept.
following table summarizes essential concepts in this chapter. The references given in the right-hand column list The mortgage payment for a mortgage is given by and 674–675, and then try Exercise 30 on
page 685.
Examples and understanding r
n
S D
PMT = A
12.1 The Counting Principle r 2nt
C H A P T E R 11 | Summary 681 1− 1+
n
Sample Spaces Anwhere
experiment is an activity with an observable See Examples 3 and 4 on pages 689 to 691,
The
38.
Chapter
interest rate of the Summary
Amortization Schedules Does changing the
loan in Exercise 36 change thereviews
a.
the major concepts payment is due at closing. Chapter Review Exercises help you review all of the
How much is due at closing? Note that the down
outcome. The sample
PMT is the monthly mortgage payment, A is the amount of the
space rofis an
mortgage, the experiment
annual interestis then set
rate, ofnumber
is the all possible
of payments per and then try Exercises 3 and 4 on page 746.
number of the monthly payment for which the amount b.
outcomes. A table or
After 5 years, you decide to sell your house. What is
a tree
year, and tdiagram canofbeyears.
is the number used to list all the outcomes
discussed
of principal paidin the chapter. For each concept, there is a
first exceeds the amount of interest
paid? For this exercise, you will need a spreadsheet
the loan payoff? concepts in the chapter. Answers toSeeall
in the sample space of a multi-stage experiment.
APR Loan Payoff Formula
the Chapter Review
Example 4 on page 676, and then try
c. Because of inflation, you are able to sell your house
S D
The payoff amount for a mortgage is given by Exercise 26 on page 684.
reference to a worked example
program for producing amortization schedules. You can
illustrating how the Exercises are in the answer section, along with a reference
1 − S1 + ofDeach of the k
find one on our companion site at CengageBrain.com.
for $248,000. Assuming that the selling fees are 6%The Counting Principle Let E be a multi-stage experiment. If See Example 5 on pages 691 to 692, and
of the selling price, what are the proceeds of the n , n , n , ... , n are the numbers of possible outcomes r 2U
39. Buying and Selling a Home Suppose you buy a 1 2 3 k then try Exercises 5 and 7 on page 746.
n A55
concept is used and atthatleast oneinterest
exercise in the Chapter tothere
the are nsection nfrom which forthe exercise was taken. If you
sale after deducting selling fees? Do not include the Answers to All Exercises
house for $208,750, make a down payment is 30% paid on the mortgage. Remember stages of E, then
to consider , n , n ,A...=, PMT
possible outcomes E. 1 2 3 k
r
of the purchase price, and secure a 30-year loan for the
excursion exercises, section 11.5
the loan payoff. n
Reviewon the loanExercises
are 1.5% and there are relating
additional lender to that concept.
balance at an annual interest rate of 7.75%. The points
d. The percent return on an investment equals
proceeds from sale
misswherean exercise,
A is the loan payoff, PMT isuse that
the mortgage reference
payment, r is the to review the concept.
1. $1801.39 2.
continued
$4275 3. $289,275 4. 6.36%
page 678
5. Option 1: $682.18; Option 2: $665.30

fees of $825. 3 100. Find the percent return annual interest rate, is the 1:number
6. n Option of payments
$1500; Option 2: $2000 per year, and U1: is
7. Option the
$17,872.32; Option 2: $17,967.20 8. Option 1: $26,058.48; Option 2: $25,950.80
◀
total closing costs number of remaining9. (or unpaid)

Option payments.
1 is more cost effective if you stay in the home for 2 years or less. Option 2 is more cost effective if you stay in the home for 3 years or more.
on your investment. Round to the nearest percent.
Explanations will vary.
chaptER 11 ReVIew exeRCISeS page 679

exercise set 11.5
chapter 11 Summary 65584_Ch12_687-750.indd 743
1. Simple Interest 1. $64,500; $193,500
Calculate the simple2.interest $32,500; $292,500
due on 6. 3.Compound
$5625 4. $4675
Amount 5. $99,539
Calculate 6. $56,801
the compound 9/13/16 10:15 AM
7. $34,289.38 8. $34,841 9. $974.37 10. $1548.57 11. $2155.28 12. $1300.87
The following table summarizes essential concepts in this chapter. The references given in the right-hand column list a 4-month loan of $2750 if the interest rate is 6.75%. amount when $3000 is deposited in an account earning
13. a. $1088.95 b. $392,022 c. $240,022 14. a. $1569.02 b. $470,706 c. $271,706
Examples and Exercises that can be used to test your understanding of a concept. 2. Simple Interest 15. Find
$174,606the simple 16. interest
$664,141.60 due on an17. Interest: $1407.38; 6.6% interest, compounded 18.
principal: $495.89
monthly, for 3 years.
Interest: $1297.13; principal: $37.50
8-month loan of 19. $8500 if the$1347.68;
Interest: interest rate is$123.62
principal: 1.15% per 20. Interest: 7. Compound
$986.59; principal: Amount
$110.43 What 21.is the compound amount
$112,025.49 22. $126,874.00
11.1 Simple Interest month. 25. $1071.10when $6400 is deposited in an$2022.50
account
23. $61,039.75 24. $96,924.63 26. $1903.71
Answers to All Exercises 27. A55 earning 28. an interest
$1827.28
29. a. $330.57 b. $140,972.40
Simple Interest Formula The simple interest formula is I = Prt, See Examples 2, 4, and 5 on pages 621 3. Simple Interest What is the simple interest earned30. a. $804.08 rate of 6%, b. compounded
$325,058.40 quarterly, 31. a. for 10 years? b. $178,273.20
$390.62
32. a. $343.07 b. $188,254.80 33. $125,000 34. $120,000 35. $212,065 36. 260th payment 37. No
in 120 days on a deposit of $4000 if the interest rate is 8. Future Value Find the future value of $6000
where I is the interest, P is the principal, r is the interest rate, and t is
the time period.
and 622, and then try Exercises 1, 2, and 3
on page 683. excursion exercises, 6.75%? section 11.5
38. Yes. If the interest rate is lower, it will take fewer months.
page 678
39. a. $65,641.88 b. $138,596.60
earning 9% interest, compounded daily, for 3 years.
c. $28,881.52 d. 44%
1. $1801.39 2. $42754. Maturity Value Calculate

3. $289,275 4. 6.36%the maturity 5. Option value of a Option 2:9.$665.30
1: $682.18; Compound Interest Calculate the amount of
Future Value or Maturity Value Formula for Simple Interest See Examples 6 and 7 on pages 624 6. Option 1: $1500; Option 2: simple
$2000 interest, 7. OptionchApter
108-day loan of
1: $17,872.32; 11 review
$7000
Option 2: if the exercises
$17,967.20 interest 8. Option 1:page 683 earned
interest
$26,058.48; Option 2:in$25,950.80
4 years on $600 deposited in an
The future or maturity value formula for simple interest is and 625, and Cthen
H A try
PTE R 11 | 4 Test
Exercise on 685 9. Option 1 is more cost effective rateif is
you10.4%.
stay in the 1.
home for 2 years
$61.88 [Sec. or less. Option
11.1] 2. 2 is $782more[Sec.
cost11.1]
effective if 3. you account
stay
$90 in the paying
[Sec. home for7.2%
11.1] 3 years or more. [Sec.
4. interest,
$7218.40 compounded
11.1] daily.
5. 7.5% [Sec. 11.1]
A=P+I page 683. Explanations will vary.
5. Simple Interest 6. Rate
$3654.90The [Sec. 11.2] interest
simple 7. $11,609.72
charged [Sec. 11.2] 10. Present 8. $7859.52
Value[Sec.How 11.2] much9.money $200.23 [Sec. 11.2]
should be invested
30.where
Mortgage Payments Suppose you purchase a con-
A is the amount after the interest, I, has been added to the 32. Total Monthly Payments Geneva Goldberg 10. $10,683.29 [Sec.
on a 3-month loan of $6800 is $127.50. Find the simple 11.2] 11. a. $11,318.23 b. $3318.23 [Sec.
in an account that earns 8%11.2] 12.interest,
$19,225.50 [Sec. 11.2]
compounded
dominium
principal,
annual
P.and obtain a 30-year loan of $255,800 at an obtains a 15-year loan of $278,950 at an annual interest exercise set interest rate. 11.5
page 679
13. 1.1% [Sec. 11.4]
17. 6.06% [Sec. 11.2]
14. $9000 [Sec. 11.4]
18. 5.4% compounded semiannually [Sec. 11.2]
15. $1.59 [Sec. 11.2]
semiannually, in order 16. to have$43,650.68 [Sec. 11.2]
$18,500 in 7 years?
19. $431.16 [Sec. 11.3]
The interest rate of
future value or6.75%.
maturity value formula can also be writtenrate of 7%. Her annual property tax bill is $1134 and 1. $64,500; $193,500 2. $32,500; $292,500 20. $6.12 3. [Sec.
$5625 11.3] 4. 21. $4675a. $259.38 5. $99,539 b. 12.75%6. [Sec. $56,801
11.3] 22. a. $36.03 b. 12.9% [Sec. 11.3]
Aa.=What the future or maturity value, P is the her annual fire insurance premium is $681. Find the
The Chapter Test gives you a chance to practice a
P(1 +is rt),
the where
mortgageA ispayment? 7. $34,289.38 8. $34,841 9. $974.37 10. [Sec. 11. a. $2155.28
total monthly payment for the mortgage, property tax, 23. $45.41 $1548.57
11.3] 24. $10,092.69 12. b.$1300.87 $2018.54 c. $253.01 [Sec. 11.3] 25. $664.40 [Sec. 11.3]
principal,
b. What risisthe thetotal
interest rate,
of the and t is over
payments the time period.
the life of the 13. a. $1088.95 b. $392,022 c. $240,022
26. a. $540.02 14. a. b. $12,196.80 b.
$1569.02 [Sec.$470,706
11.3] 27. c.a. $271,706
Profit of $5325 b. $256.10 [Sec. 11.4]
and fire insurance.
loan? 15. $174,606 16. $664,141.60 17. 28.
Interest:
200$1407.38;
shares [Sec. principal:
11.4] $495.89 29. $99,041 18. [Sec.Interest:
11.5]$1297.13;30. principal: $37.50
a. $1659.11 b. $597,279.60 c. $341,479.60 [Sec. 11.5]
possible test for the chapter. Answers to all Chapter Test

11.2 Compound Interest
c. Find the amount of interest paid on the mortgage
loan over the 30 years.
33. Student Loans A student receives a non-subsidized 19. Interest: $1347.68; principal: $123.62
Stafford loan of $17,000 at an annual interest rate of 23. $61,039.75 24. $96,924.63
20.31. Interest:
a. $1396.69
25. $1071.10
$986.59; principal:
26. $1903.71
$110.43
b. $150,665.74 21.11.5]$112,025.49
[Sec.
27. $2022.50
32. $2658.53
28. $1827.28
22. [Sec.
$126,874.00
11.5] 33. $288.62 [Sec. 11.3]
Compound Amount Formula The compound amount formula is4.1% for 6 years. See Examples
What are2,the 3, monthly
and 4 onpayments
pages 632on the 29. a.65584_Ch11_619-686.indd 683 9/13/16 10:29 AM
S Danswer section, along with a section

$330.57 b. $140,972.40 30. a. $804.08 b. $325,058.40 31. a. $390.62 b. $178,273.20
questions are in the
31. Mortgage Payments and Loan Payoffs
Santacruz purchased a condominium
r nt Garth
A = P 1 +and obtained
n
loan when and 633, andgraduates
the student
on page 683.
then try Exercises 7, 8, and 9 32. a. $343.07
2 years later? b. $188,254.80 33. chApter
38. Yes. If the interest rate is lower, it will take fewer
$125,000
$108.28 [Sec.39.
1. months.
1134.test $120,000 page35.
11.1,a.Example
$65,641.88 2]
685$212,065
2. b.$202.50
$138,596.60
36. 260th payment
[Sec. 11.1, Examplec. $28,881.52
1]
37. No
d. 44%[Sec. 11.1, Example 6]
3. $8408.89
a 25-year loan of $189,000 at an annual interest rate
reference for the question.
where
of 7.5%.
is the
A is the compound amount, P is the amount of money deposited,
annual chApter 11 review exercises7. a. $15,331.03
4. 9% [Sec. 11.1, Example 5]
page 683
5. $7340.87 [Sec. 11.2, Check Your Progress 2]
b. $4831.03 [Sec. 11.1, Example 6]
6. $312.03 [Sec. 11.2, Example 4]
8. $21,949.06 [Sec. 11.2, Example 6] 9. 1.2% [Sec. 11.4, Example 2]
r a. What is theinterest
mortgagerate,payment?
n is the number of compounding periods per 10. $1900 [Sec. 11.4, Example 4] 11. $387,207.74 [Sec. 11.2, Check Your Progress 8] 12. 6.40% [Sec. 11.2, Check Your Progress 10]
year, and t is the number of years. 1. $61.88 [Sec. 11.1]
For the Chapter Test, besides a reference to the section
2. $782 [Sec. 11.1] 13. 4.6% 3. $90 [Sec. 11.1] 4. $7218.40
compounded semiannually [Sec. 11.2, Example 11] [Sec. 11.1] 5. 7.5% [Sec. 11.1]
14. $7.79 [Sec. 11.3, Example 1] 15. a. $48.56
◀
b. After making payments for 10 years, Garth decides 6. $3654.90 [Sec. 11.2] 7. $11,609.72 [Sec. 8. 11.3,
b.11.2]
16.6% [Sec. $7859.52
Example [Sec. 2] 11.2] 16. 9. $56.49 $200.23
[Sec. [Sec. 11.2]
11.3, Example 3] 17. a. Loss of $4896 b. $226.16 [Sec. 11.4, Example 3]
to sell his home. What is the loan payoff?
Present Value Formula The present value formula is See Example 6 on page 635, and then try 10. $10,683.29 [Sec. 11.2] 11. a. $11,318.23 18. 208 b. 11.2] 5] 12. 19.
from which an exercise was taken, there is a reference to
shares $3318.23
[Sec. 11.4,[Sec.Example $19,225.50
a. $6985.94 [Sec. 11.2] b. $1397.19 c. $174.62 [Sec. 11.3, Example 4]
A Exercises 10 and 12 on pages 683 and 684. 13. 1.1% [Sec. 11.4] 14. $9000 [Sec. 11.4]20. $60,083.50 15. $1.59 [Sec.
[Sec. 11.2]
11.5, Example 1] 16. $43,650.6821. a. [Sec.$1530.69 11.2] [Sec. 11.5, Example 2a] b. $221,546.46 [Sec. 11.5, Example 4]
chapTer 11 TEST P =
S D
17. 6.06% [Sec. 11.2] 18. 5.4% compounded 22. semiannually
$2595.97 [Sec. [Sec. 11.2]
11.5, Example 19. $431.16 5][Sec. 11.3]
2a, Example
r nt
an example that is similar to the exercise.
20. $6.12 [Sec. 11.3] 21. a. $259.38 b. 12.75% [Sec. 11.3] 22. a. $36.03 b. 12.9% [Sec. 11.3]
1+
n 23. $45.41 [Sec. 11.3] 24. a. $10,092.69
Chapter b. $2018.54
12 c. $253.01 [Sec. 11.3] 25. $664.40 [Sec. 11.3]
1. Simple Interest Calculate the simple interest due on 10. Bonds Suppose you purchase a $5000 bond that has 26. a. $540.02 b. $12,196.80 [Sec. 11.3] 27. a. Profit of $5325 b. $256.10 [Sec. 11.4]
a 3-month
where loan
P is the of $5250
original if the interest
principal invested,rate
A is 8.25%.
the compound amount,a 3.8%
r coupon and a 10-year maturity. Calculate the 28. 200 shares [Sec. 11.4] 29. $99,041 [Sec. 11.5] 30. a. $1659.11 b. $597,279.60 c. $341,479.60 [Sec. 11.5]
12.1
◀
2. isSimple
the annual interest rate,
Interest Find ntheis simple
the number of compounding
interest earned in periodstotal
per of the interest payments that you will receive. 31. a. $1396.69 b. $150,665.74 [Sec. 11.5]excursion 32. $2658.53 exercises,
[Sec. 11.5] section
33. $288.62 [Sec. 11.3] page 694
year, and t on
180 days is the number
a deposit of of years.if the interest rate is
$6000 11. Inflation In 2016, the median value of a single- 1. Three weighings 2. Three weighings
6.75%. family house was $224,000. Use an annual inflation continued chApter pter 11 test page 685
rate of 4.3% to calculate the median value of a single
3. Maturity Value Calculate the maturity value of a
simple interest, 200-day loan of $8000 if the interest family house in 2029. (Source: money.cnn.com) 1. $108.28 [Sec. 11.1, Example 2]
4. 9% [Sec. 11.1, Example 5]
2. $202.50 exercise
[Sec. 11.1, Example set 1]
5. $7340.87 [Sec. 11.2, Check Your Progress 2]
12.1
3. $8408.89 page[Sec.69511.1, Example 6]
6. $312.03 [Sec. 11.2, Example 4]
rate is 9.2%. 12. Effective Interest Rate Calculate the effective 7. a. $15,331.03 b. $4831.03 [Sec. 11.1, Example 1. h0, 2, 6] 4, 6, 8j8. $21,949.06 2. h1, 3, 5, 7,11.2,
[Sec. 9j Example 3. 6]Monday,9.Tuesday, Wednesday,
1.2% [Sec. Thursday,
11.4, Example 2] Friday, Saturday, Sunday
interest rate of 6.25% compounded quarterly. Round to 10. $1900 [Sec. 11.4, Example 4] 4. January,[Sec. February, March,
Your April, May,8] June, July,12. August,
6.40% September,
[Sec. 11.2, October, November,
ProgressDecember
4. Simple Interest Rate The simple interest charged 11. $387,207.74 11.2, Check Progress Check Your 10]
the nearest hundredth of a percent. 13. 5. HH, TT, HT,14. TH $7.79 [Sec. 6. HHH, HHT, HTH, THH,15. HTT,a. THT, TTH, TTT
on a
65584_Ch11_619-686.indd 681 2-month loan of $7600 is $114. Find the simple 4.6% compounded
9/13/16 10:22 AM semiannually [Sec. 11.2, Example 11] 11.3, Example 1] $48.56
1H,11.3,
7. [Sec. 2H, 3H, 4H, 5H, 3] 6H, 1T,17. 2T,a.3T, Loss
4T, 5T,
of 6T 8. b.H1, H2, H3,[Sec.H4, 11.4,
T1, T2, T3, T43]
interest rate. 13. Annual Yield Which has the higher annual yield, b. 16.6% [Sec. 11.3, Example 2] 16. $56.49
hS
Example $4896 $226.16 Example
18. 208 shares [Sec. 11.4, Example 5] 9.
19. a. $6985.94 E D
1 1 1 , S E D
1 1 b.2 , S E D ,
1 $1397.19
2 1 S E
1 2 2 D , S c.E D ,
1 3 $174.62
1 S E D ,
1 3 [Sec.
2 S E D
2 11.3, , S E
1 1 Example D , S
2 1 2 4]2 2 1E D , S E D
2 2 2 , S 2 3 1, S2 E3 D2 j
E D
5. Compound Amount What is the compound 4.4% compounded monthly or 4.6% compounded hB1 R1 C1[Sec.
10. $1530.69 , B1 R11.5, C1, B3 R1 C2, B3 R2 C1, B3 R2 C2 j
20. $60,083.50 [Sec. 11.5, Example 1] 21. a. 1 C2, B 1 R2 C1, B2a]
Example 1 R2 C2, B2 R b.1 C1$221,546.46
, B2 R1 C2, B2 R 2 C1, 11.5,
[Sec. B2 R2Example
C2, B3 R1 4]
amount when $4200 is deposited in an account earning semiannually?
22. $2595.97 [Sec. 11.5, Example 2a, Example 5]
an interest rate of 7%, compounded monthly, for 14. Finance Charges On October 15, a credit card
8 years? account had a balance of $515. A purchase of $75
Chapter 12
6. Compound Interest Calculate the amount of was made on October 20, and a payment of $250 was
Copyright
deposited in2018 Cengage madeLearning.
on October 28.AllThe
Rights
interest Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
on the average daily
interest earned in 3 years on $1500
account paying 6.3% interest, compounded daily.
an
balance is 1.8% per month. Find the finance charge on excursion exercises, section 12.1 page 694
the November 15 bill.
7. Maturity Value To help pay for a new truck, you 1. Three weighings 2. 65584_ExAnsAll_A1-A62.indd
Three weighings 55
15. APR Suppose that you purchase a 2-in-1 laptop
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F o u r t h E d i t i o n
Mathematical
Excursions
Richard N. Aufmann
Palomar College
Joanne S. Lockwood
Nashua Community College
Richard D. Nation
Palomar College
Daniel K. Clegg
Palomar College
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Mathematical Excursions, Fourth Edition © 2018, 2013 Cengage Learning
Richard N. Aufmann, Joanne S. Lockwood,
Richard D. Nation, Daniel K. Clegg
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Contents
Qu
es t
1 Problem Solving 1
e
tur
Pic
1.1 Inductive and Deductive Reasoning 2

ics/
raph
EXCURSION: KenKen® Puzzles: An Introduction 8

Dynamic G
1.2 Problem Solving with Patterns 15

EXCURSION: Polygonal Numbers 21
1.3 Problem-Solving Strategies 26
EXCURSION: Routes on a Probability Demonstrator 35
Chapter 1 Summary 40 • Chapter 1 Review Exercises 41 • Chapter 1 Test 45
2 Sets 47
m
co
ck.
2.1 Basic Properties of Sets 48

r sto
utte
EXCURSION: Fuzzy Sets 52

aastock/Sh
2.2 Complements, Subsets, and Venn Diagrams 57

EXCURSION: Subsets and Complements of Fuzzy Sets 62
2.3 Set Operations 67
EXCURSION: Union and Intersection of Fuzzy Sets 75
2.4 Applications of Sets 80
EXCURSION: Voting Systems 85
2.5 Infinite Sets 90
EXCURSION: Transfinite Arithmetic 96
sto
ck.
com 3 Logic 105
er
utt
/ Sh
3.1 Logic Statements and Quantifiers 106

i on
r e at
EXCURSION: Switching Networks 113

Morphart C
3.2 Truth Tables, Equivalent Statements, and Tautologies 117

EXCURSION: Switching Networks—Part II 123
3.3 The Conditional and the Biconditional 126
EXCURSION: Logic Gates 131
3.4 The Conditional and Related Statements 135
EXCURSION: Sheffer’s Stroke and the NAND Gate 138
iii
iv Contents
3.5 Symbolic Arguments 141

EXCURSION: Fallacies 150
3.6 Arguments and Euler Diagrams 154
EXCURSION: Using Logic to Solve Cryptarithms 158
4 Apportionment and Voting 169

or k
wY
4.1 Introduction to Apportionment 170

Ne
ons,
EXCURSION: Apportioning the 1790 House of Representatives 181

United Nati
4.2 Introduction to Voting 189

EXCURSION: Variations of the Borda Count Method 200
4.3 Weighted Voting Systems 209
EXCURSION: Blocking Coalitions and the Banzhaf Power Index 215
k.c
om 5 the Mathematics of Graphs 229
c
sto
ter
5.1 Graphs and Euler Circuits 230

h ut
io/S
EXCURSION: Pen-Tracing Puzzles 240

Kayros Stud
5.2 Weighted Graphs 245

EXCURSION: Extending the Greedy Algorithm 255
5.3 Planarity and Euler’s Formula 261
EXCURSION: The Five Regular Convex Polyhedra 267
5.4 Graph Coloring 271
EXCURSION: Modeling Traffic Lights with Graphs 278
6 numeration Systems and number theory 293

6.1 Early Numeration Systems 294
EXCURSION: A Rosetta Tablet for the Traditional Chinese Numeration
st
PictureQue
System 299
6.2 Place-Value Systems 301
EXCURSION: Subtraction via the Nines Complement and the End-Around
Carry 308
6.3 Different Base Systems 311
EXCURSION: Information Retrieval via a Binary Search 317
Contents v
6.4 Arithmetic in Different Bases 319

EXCURSION: Subtraction in Base Two via the Ones Complement
and the End-Around Carry 327
6.5 Prime Numbers 330
EXCURSION: The Distribution of the Primes 336
6.6 Topics from Number Theory 340
EXCURSION: A Sum of the Divisors Formula 346
oc
k.c
om 7 Measurement and Geometry 355
st r
tte
hu
7.1 Measurement 356

il / S
ikha
EXCURSION: Drawing with a Straightedge and a Compass 362

Dudarev M
7.2 Basic Concepts of Euclidean Geometry 364

EXCURSION: Preparing a Circle Graph 372
7.3 Perimeter and Area of Plane Figures 376
EXCURSION: Perimeter and Area of a Rectangle with Changing
Dimensions 388
7.4 Properties of Triangles 393
EXCURSION: Topology: A Brief Introduction 400
7.5 Volume and Surface Area 406
EXCURSION: Water Displacement 412
7.6 Right Triangle Trigonometry 417
EXCURSION: Approximating the Value of a Trigonometric Ratio 423
7.7 Non-Euclidean Geometry 427
EXCURSION: Finding Geodesics 434
7.8 Fractals 438
EXCURSION: The Heighway Dragon Fractal 445
.co
m 8 Mathematical Systems 457
k
stoc
ter
8.1 Modular Arithmetic 458

hut
ns/S
EXCURSION: Computing the Day of the Week 465

markrhiggi
8.2 Applications of Modular Arithmetic 468

EXCURSION: Public Key Cryptography 475
8.3 Introduction to Group Theory 478
EXCURSION: Wallpaper Groups 485
vi Contents
yI
ma
g es
9 Applications of Equations 495
tt
Ge /
yte
9.1 First-Degree Equations and Formulas 496

ckb
/Sto
EXCURSION: Body Mass Index 504

Steve Allen
9.2 Rate, Ratio, and Proportion 509

EXCURSION: Earned Run Average 518
9.3 Percent 522
EXCURSION: Federal Income Tax 533
9.4 Second-Degree Equations 538
EXCURSION: The Sum and Product of the Solutions of a Quadratic
Equation 544
10 Applications of Functions 555

co m
10.1 Rectangular Coordinates and Functions 556

ck.
ersto
EXCURSION: Dilations of a Geometric Figure 562

cbpix/Shutt
10.2 Properties of Linear Functions 566

EXCURSION: Negative Velocity 573
10.3 Finding Linear Models 576
EXCURSION: A Linear Business Model 580
10.4 Quadratic Functions 583
EXCURSION: Reflective Properties of a Parabola 588
10.5 Exponential Functions 592
EXCURSION: Chess and Exponential Functions 598
10.6 Logarithmic Functions 600
EXCURSION: Benford’s Law 609
hu
tt ers
toc
k .com
11 The Mathematics of Finance 619
/S
hy
rap
11.1 Simple Interest 620

tog
P ho
EXCURSION: Interest on a Car Loan 626

Andy Dean
11.2 Compound Interest 628

EXCURSION: Consumer Price Index 641
11.3 Credit Cards and Consumer Loans 646
EXCURSION: Car Leases 657
11.4 Stocks, Bonds, and Mutual Funds 662
EXCURSION: Treasury Bills 667
Contents vii
11.5 Home Ownership 670

EXCURSION: Home Ownership Issues 678
12 Combinatorics and Probability 687

o m
ck.c
12.1 The Counting Principle 688

ersto
EXCURSION: Decision Trees 693

nvuk/Shutt
12.2 Permutations and Combinations 696

EXCURSION: Choosing Numbers in Keno 704
12.3 Probability and Odds 707
EXCURSION: The Value of Pi by Simulation 714
12.4 Addition and Complement Rules 718
EXCURSION: Keno Revisited 724
12.5 Conditional Probability 727
EXCURSION: Sharing Birthdays 733
12.6 Expectation 737
EXCURSION: Chuck-a-luck 740
om 13 Statistics 751
.c
ck
sto r
13.1 Measures of Central Tendency 752

utte
r/Sh
EXCURSION: Linear Interpolation and Animation 758

Eric Fahrne
13.2 Measures of Dispersion 762

EXCURSION: A Geometric View of Variance and Standard Deviation 767
13.3 Measures of Relative Position 770
EXCURSION: Stem-and-Leaf Diagrams 777
13.4 Normal Distributions 781
EXCURSION: Cut-Off Scores 790
13.5 Linear Regression and Correlation 793
EXCURSION: Exponential Regression 801
■ Solutions to Check Your Progress Problems S1

■ Answers to Selected Exercises A1
■ Index of Applications I1
■ Index I5
Preface
om
k.c
toc
ers
utt
Mathematical Excursions is about mathematics as a system of knowing or understand-

il / Sh
kha
ing our surroundings. It is similar to an English literature textbook, an introduction to

v Mi
philosophy textbook, or perhaps an introductory psychology textbook. Each of

D ud a r e
those books provides glimpses into the thoughts and perceptions of some of the
world’s greatest writers, philosophers, and psychologists. Reading and studying
their thoughts enables us to better understand the world we inhabit.
In a similar way, Mathematical Excursions provides glimpses into the nature of
mathematics and how it is used to understand our world. This understanding, in
conjunction with other disciplines, contributes to a more complete portrait of the
world. Our contention is that:
■ Planning a shopping trip to several local stores, or several cities scattered across
Europe, is more interesting when one has knowledge of efficient routes, which is a
concept from the field of graph theory.
■ Problem solving is more enjoyable after you have studied a variety of problem-
solving techniques and have practiced using George Polya’s four-step, problem-solving
strategy.
■ The challenges of sending information across the Internet are better understood by
examining prime numbers.
■ The perils of radioactive waste take on new meaning with knowledge of exponential
functions.
■ Generally, knowledge of mathematics strengthens the way we know, perceive, and
understand our surroundings.
The central purpose of Mathematical Excursions is to explore those facets of mathemat-
ics that will strengthen your quantitative understandings of our environs. We hope you
enjoy the journey.
updates to this Edition

■ Application Examples, Exercises, and Excursions have been updated to reflect re-
cent data and trends.
■ Expanded Chapter 7 with the addition of a section on measurement.
■ Extension exercises have been consolidated and streamlined.
ix
x Preface
interactive Method
v
The AIM FOR SUCCESS STUDENT PREFACE explains

what is required of a student to be successful and how this
text has been designed to foster student success. This “how to Title for Success
AiM
use this text” preface can be used as a lesson on the first day
of class or as a project for students to complete to strengthen
their study skills.
Welcome to Mathematical Excursions, Fourth Edition. As you begin this course, we
know two important facts: (1) You want to succeed. (2) We want you to succeed. In order
to accomplish these goals, an effort is required from each of us. For the next few pages,
we are going to show you what is required of you to achieve your goal and how we have
designed this text to help you succeed.
TAkE NoTE
Motivation
One of the most important keys to success is motivation. We can try to motivate you
Motivation alone will not lead to
by offering interesting or important ways that you can benefit from mathematics. But,
success. For instance, suppose
in the end, the motivation must come from you. On the first day of class it is easy to be
a person who cannot swim is
placed in a boat, taken out to the motivated. Eight weeks into the term, it is harder to keep that motivation.
middle of a lake, and then thrown To stay motivated, there must be outcomes from this course that are worth your time,
overboard. That person has a lot money, and energy. List some reasons you are taking this course. Do not make a mental
of motivation to swim but there is list—actually write them out. Do this now.
a high likelihood the person will Although we hope that one of the reasons you listed was an interest in mathematics,
drown without some help. we know that many of you are taking this course because it is required to graduate, it is
Motivation gives us the desire a prerequisite for a course you must take, or because it is required for your major. If you
to learn but is not the same as are motivated to graduate or complete the requirements for your major, then use that mo-
learning. tivation to succeed in this course. Do not become distracted from your goal to complete
your education!
Commitment
To be successful, you must make a commitment to succeed. This means devoting time to
math so that you achieve a better understanding of the subject.
List some activities (sports, hobbies, talents such as dance, art, or music) that you
enjoy and at which you would like to become better. Do this now.
Next to these activities, put the number of hours each week that you spend practicing
these activities.
Whether you listed surfing or sailing, aerobics or restoring cars, or any other activity
you enjoy, note how many hours a week you spend on each activity. To succeed in math,
you must be willing to commit the same amount of time. Success requires some sacrifice.
the “i Can’t do Math” Syndrome

There may be things you cannot do, such as lift a two-ton boulder. You can, however,
do math. It is much easier than lifting the two-ton boulder. When you first learned the
activities you listed above, you probably could not do them well. With practice, you got
better. With practice, you will be better at math. Stay focused, motivated, and committed
to success.
It is difficult for us to emphasize how important it is to overcome the “I Can’t Do
Math Syndrome.” If you listen to interviews of very successful athletes after a particu-
larly bad performance, you will note that they focus on the positive aspect of what they
did, not the negative. Sports psychologists encourage athletes to always be positive—to
have a “can do” attitude. You need to develop this attitude toward math.
xvii
65584_ FM_i-xxii.indd 17 9/15/16 3:39 PM
1
m
.co
tock
tters
l/Shu
Mikhai
Dudarev
Problem Solving
Most occupations require good problem-solving skills. For
instance, architects and engineers must solve many compli-
cated problems as they design and construct modern build-
ings that are aesthetically pleasing, functional, and that meet
stringent safety requirements. Two goals of this chapter are to
help you become a better problem solver and to demonstrate that
problem solving can be an enjoyable experience.
One problem that many have enjoyed is the Monty Hall (host of the
game show Let’s Make a Deal) problem, which is stated as follows. The grand
prize in Let’s Make a Deal is behind one of three doors. Less desirable prizes
(for instance, a goat and a box of candy) are behind the other two doors. You 1.1 Inductive and
Deductive
Each CHAPTER OPENER includes a list of sections that
select one of the doors, say door 1. Monty Hall reveals one of the less desirable
prizes behind one of the other doors. You are then given the opportunity either
Reasoning
1.2 Problem Solving

can be found within the chapter and includes an anecdote,
to stay with your original choice or to choose the remaining closed door.
with Patterns description, or explanation that introduces the student to a
1.3 Problem-Solving
1 2 3
Strategies topic in the chapter.
Example: You choose door 1. Monty Hall reveals a goat behind

door 3. You can stay with door 1 or switch to door 2.
Marilyn vos Savant, author of the “Ask Marilyn” column featured in Parade
Magazine, analyzed this problem,1 claiming that you double your chances of
winning the grand prize by switching to the other closed door. Many readers,
including some mathematicians, responded with arguments that contradicted
Photo by Timothy White
Marilyn’s analysis.
What do you think? Do you have a better chance of winning the grand prize
by switching to the other closed door or staying with your original choice?
Of course there is also the possibility that it does not matter, if the chances Marilyn vos Savant
of winning are the same with either strategy.
Discuss the Monty Hall problem with some of your friends and classmates.
Is everyone in agreement? Additional information on this problem is given in
Exploration Exercise 54 on page 14.
1
“Ask Marilyn,” Parade Magazine, September 9, 1990, p. 15.
Preface xi
S E C T I O N 3 .1 | Logic Statements and Quantifiers 109
ExamplE 3 Write Compound Statements in Symbolic Form Each section contains a variety of WORKED EXAMPLES.
Consider the following simple statements.
p: Today is Friday.
Each example is given a title so that the student can see at
q:
r:
It is raining.
I am going to a movie.
a glance the type of problem that is being solved. Most ex-
s: I am not going to the basketball game. amples include annotations that assist the student in moving
Write the following compound statements in symbolic form.
a. Today is Friday and it is raining. from step to step, and the final answer is in color in order to
b. It is not raining and I am going to a movie.
c. I am going to the basketball game or I am going to a movie. be readily identifiable.
d. If it is raining, then I am not going to the basketball game.
Solution
a. p ` q b. ,q ` r c. ,s ~ r d. q l s
ChECk yOur prOgrESS 3

Use p, q, r, and s as defined in Example 3 to
write the following compound statements in symbolic form.
Following each worked example is a CHECK YOUR PROG-
a. Today is not Friday and I am going to a movie. RESS exercise for the student to work. By solving this exer-
b. I am going to the basketball game and I am not going to a movie.
c. I am going to the movie if and only if it is raining. cise, the student actively practices concepts as they are pre-
d. If today is Friday, then I am not going to a movie.
Solution See page S8. ◀ sented in the text. For each Check Your Progress exercise,
In the next example, we translate symbolic statements into English sentences.
there is a detailed solution in the Solutions appendix.
ExamplE 4 Translate Symbolic Statements
Consider the following statements.

p: The game will be played in Atlanta.
q: The game will be shown on CBS.
r: The game will not be shown on ESPN.
s: The Mets are favored to win.
Write each of the following symbolic statements in words.
a. q ` p b. ,r ` s c. s i ,p
Solution
a. The game will be shown on CBS and the game will be played in Atlanta.
b. The game will be shown on ESPN and the Mets are favored to win.
c. The Mets are favored to win if and only if the game will not be played in Atlanta.
ChECk yOur prOgrESS 4 Consider the following statements.

e: All men are created equal.
t: I am trading places.
fstockfoto/Shutterstock.com
a: I get Abe’s place.

g: I get George’s place.
Use the above information to translate the dialogue in the speech bubbles at the left.
Solution See page S8. ◀
20 CHAPTER 1 | Problem Solving
The eighth Fibonacci number is

F8 = F7 + F6
= 13 + 8
= 21
CHECk youR PRogREss 3 Use the definition of Fibonacci numbers to find

the ninth Fibonacci number.
solution See page S2. ◀
MATHMATTERS
Fibonacci Numbers:
Cropping Up Everywhere!
Fibonacci’s rabbit problem is not a very realistic model of the population growth rate of
rabbits; however, the numbers in the Fibonacci sequence often occur in nature. For
instance, the seeds on a sunflower are arranged in spirals that curve both clockwise and
counterclockwise from the center of the sunflower’s head to its outer edge. In many
sunflowers, the number of clockwise spirals and the number of counterclockwise spirals
are consecutive Fibonacci numbers. For instance, in the sunflower shown at the left, the
Dynamic Graphics/PictureQuest
number of clockwise spirals is 34 and the number of counterclockwise spirals is 55.

It has been conjectured that the seeds on a sunflower grow in spirals that involve
Fibonacci numbers because this arrangement forms a uniform packing. At any stage
in the sunflower’s development, its seeds are packed so that they are not too crowded
in the center and not too sparse at the edges.
Pineapples have spirals formed by their hexagonal nubs. The nubs on many pine-
The seeds on this sunflower apples form 8 spirals that rotate diagonally upward to the left and 13 spirals that rotate
form 34 clockwise spirals and diagonally upward to the right. The numbers 8 and 13 are consecutive Fibonacci
55 counterclockwise spirals. numbers.
The numbers 34 and 55 are Additional information about the occurrence of Fibonacci numbers in nature can
consecutive Fibonacci numbers. be found on the Internet.
We can find any term after the second term of the Fibonacci sequence by computing
the sum of the previous two terms. However, this procedure of adding the previous two
terms can be tedious. For instance, what is the 100th term or the 1000th term of the Fibo-
nacci sequence? To find the 100th term, we need to know the 98th and 99th terms. To find
the 1000th term, we need to know the 998th and 999th terms. Many mathematicians tried
to find a nonrecursive nth-term formula for the Fibonacci sequence without success, until
a formula was discovered by Jacques Binet in 1843. Binet’s formula is given in Exercise
23 of this section.
At various places throughout the text, a QUESTION is posed about qUESTION What happens if you try to use a difference table to determine Fibonacci
numbers?
the topic that is being discussed. This question encourages students
to pause, think about the current discussion, and answer the ques- ExAmPlE 4 Determine Properties of Fibonacci Numbers
tion. Students can immediately check their understanding by refer-

Determine whether each of the following statements about Fibonacci numbers is true or
false. Note: The first 10 terms of the Fibonacci sequence are 1, 1, 2, 3, 5, 8, 13, 21, 34,
and 55.
ring to the ANSWER to the question provided in a footnote on the a. If n is even, then Fn is an odd number. b. 2Fn − Fn22 = Fn11 for n $ 3
same page. This feature creates another opportunity for the student aNSwEr The difference table for the numbers in the Fibonacci sequence does not contain a row of
differences that are all the same constant.
to interact with the textbook.
xii Preface
Each section ends with an EXCURSION along with corresponding EXCURSION

EXERCISES. These activities engage students in the mathematics of the section. Some
Excursions are designed as in-class cooperative learning activities that lend themselves to
a hands-on approach. They can also be assigned as projects or extra credit assignments.
The Excursions are a unique and important feature of this text. They provide opportuni-
ties for students to take an active role in the learning process.
E XCUR SION
Earned Run Average
One measure of a pitcher’s success is earned run average. Earned run average (ERA)
is the number of earned runs a pitcher gives up for every nine innings pitched. The defini-
tion of an earned run is somewhat complicated, but basically an earned run is a run that
is scored as a result of hits and base running that involves no errors on the part of the
pitcher’s team. If the opposing team scores a run on an error (for example, a fly ball that
Earned Run Average Leaders
should have been caught in the outfield was fumbled), then that run is not an earned run.
Major League Baseball A proportion is used to calculate a pitcher’s ERA. Remember that the statistic
involves the number of earned runs per nine innings. The answer is always rounded to the
Year Player, club ERA
nearest hundredth. Here is an example.
2005 Roger Clemens, 1.87 During the 2015 baseball season, Clayton Kershaw gave up 55 earned runs and
Houston pitched 232.2 innings for the Los Angeles Dodgers. To calculate Clayton Kershaw’s
ERA, let x = the number of earned runs for every nine innings pitched. Write a propor-
2006 Johan Santana, 2.77
Minnesota
tion and then solve it for x.
2007 Jake Peavy, 2.54

55 earned runs x
=
Photo Works/Shutterstock.com
San Diego 232.2 innings 9 innings

2008 Johan Santana, 2.53
55 ? 9 = 232.2 ? x
New York 495 = 232.2x
2009 Zack Greinke, 2.16 495 232.2x
=
Kansas City 232.2 232.2
2010 Felix Hernandez, 2.27 2.13 < x Clayton Kershaw
Seattle Clayton Kershaw’s ERA for the 2015 season was 2.13.
2011 Clayton Kershaw, 2.28
Los Angeles Excursion ExErcisEs
2012 Clayton Kershaw, 2.53 1. In 1979, his rookie year, Jeff Reardon pitched 21 innings for the New York Mets and
Los Angeles
gave up four earned runs. Calculate Reardon’s ERA for 1979.
2013 Clayton Kershaw, 1.83 2. Roger Clemens’s first year with the Boston Red Sox was 1984. During that season, he
Los Angeles pitched 133.1 innings and gave up 64 earned runs. Calculate Clemens’s ERA for 1984.
2014 Clayton Kershaw, 1.77 3. In 1987, Nolan Ryan had the lowest ERA of any pitcher in the major leagues. He
Los Angeles gave up 65 earned runs and pitched 211.2 innings for the Houston Astros. Calculate
2015 Zack Greinke, 1.66
Ryan’s ERA for 1987.
Los Angeles 4. During the 2015 season, Jake Arrieta of the Baltimore Orioles pitched 229 innings
and had an ERA of 1.77. How many earned runs did he give up during the season?
5. Find the necessary statistics for a pitcher on your “home team,” and calculate that
pitcher’s ERA.
ExERCisE sET 9.2

1. Provide two examples of situations in which unit rates 5. 544 words typed in 8 min
are used. 6. 100 m in 8 s
2. Provide two examples of situations in which ratios 7. $9100 for 350 shares of stock
are used.
8. 1000 ft2 of wall covered with 2.5 gal of paint
■ In Exercises 3 to 8, write the expression as a unit rate.
9. Wages A machinist earns $682.50 for working a
3. 582 mi in 12 h 35-hour week. What is the machinist’s hourly rate
4. 138 mi on 6 gal of gasoline of pay?
SECTION 4.3 | Weighted Voting Systems 217
518
ExErCISE SET 4.3 The EXERCISE SETS were carefully written to provide a wide
■ In the following exercises that involve weighted voting 14. Explain why it is impossible to calculate the variety of exercises that range from drill and practice to interesting
systems for voters A, B, C, ..., the systems are given in the Banzhaf power index for any voter in the null
form hq: w1, w2, w3, w4, ..., wn j. The weight of voter A is w1,
65584_Ch09_495-554.indd 518
the weight of voter B is w2 , the weight of voter C is w3 , and

system h8: 3, 2, 1, 1j.
15. Music Education A music department consists
challenges. Exercise sets emphasize skill building, skill mainte-
9/14/16 3:40 PM
so on.
1. A weighted voting system is given by h6: 4, 3, 2, 1j.
of a band director and a music teacher. Decisions on
motions are made by voting. If both members vote
nance, concepts, and applications. Icons are used to identify vari-
ous types of exercises.
a. What is the quota? in favor of a motion, it passes. If both members vote
against a motion, it fails. In the event of a tie vote, the
b. How many voters are in this system?
principal of the school votes to break the tie. For this
c. What is the weight of voter B? voting scheme, determine the Banzhaf power index for
d. What is the weight of the coalition hA, Cj? each department member and for the principal. Hint:
e. Is hA, Dj a winning coalition? See Example 3, page 214.
f. Which voters are critical voters in the coalition
hA, C, Dj?
16. Four voters, A, B, C, and D, make decisions by using
the voting scheme h4: 3, 1, 1, 1j, except when there is
Writing exercises
a tie. In the event of a tie, a fifth voter, E, casts a vote
g. How many coalitions can be formed?
to break the tie. For this voting scheme, determine the
h. How many coalitions consist of exactly two voters? Banzhaf power index for each voter, including voter E.
2. A weighted voting system is given by h16: 8, 7, 4, 2, 1j. Hint: See Example 3, page 214.
a.
b.
What is the quota?
How many voters are in this system?
17. Criminal Justice In a criminal trial, each of the
12 jurors has one vote and all of the jurors must agree
Data analysis exercises
to reach a verdict. Otherwise the judge will declare a
c. What is the weight of voter C?
mistrial.
d. What is the weight of the coalition hB, Cj?
a. Write the weighted voting system, in the form
e. Is hB, C, D, Ej a winning coalition? hq: w1, w2, w3, w4, ..., w12 j, used by these jurors.
f. Which voters are critical voters in the coalition
hA, B, Dj?
b. Is this weighted voting system a one-person, one-
vote system?
Graphing calculator exercises
g. How many coalitions can be formed? c. Is this weighted voting system a veto power system?
h. How many coalitions consist of exactly three voters? d. Explain an easy way to determine the Banzhaf
■ In Exercises 3 to 12, calculate, if possible, the Banzhaf power index for each voter.
power index for each voter. Round to the nearest hundredth.
3. h6: 4, 3, 2j
18. Criminal Justice In California civil court cases,
each of the 12 jurors has one vote and at least 9 of the Exercises that require the Internet
4. h10: 7, 6, 4j jury members must agree on the verdict.
5. h10: 7, 3, 2, 1j
6. h14: 7, 5, 1, 1j
7. h19: 14, 12, 4, 3, 1j
8. h3: 1, 1, 1, 1j
9. h18: 18, 7, 3, 3, 1, 1j
a. Write the weighted voting system, in the form
10. h14: 6, 6, 4, 3, 1j hq: w1, w2, w3, w4, ..., w12 j, used by these jurors.
11. h80: 50, 40, 30, 25, 5j b. Is this weighted voting system a one-person, one-
12. h85: 55, 40, 25, 5j vote system?
13. Which, if any, of the voting systems in Exercises 3 to c. Is this weighted voting system a veto power system?
12 is d. Explain an easy way to determine the Banzhaf
a. a dictatorship? power index for each voter.
b. a veto power system? Note: A voting system is a
veto power system if any of the voters has veto
power.
c. a null system?
d. a one-person, one-vote system?
Preface xiii
C H A P T E R 13 | Summary 805
EXTENSIONS EXERCISES are placed at the end of each exercise 18. Fitness An aerobic exercise instructor remem- a. Find the linear correlation coefficient for the data.
bers the data given in the following table, which
set. These exercises are designed to extend concepts. In most cases
b. What is the significance of the value found in part a?
shows the recommended maximum exercise heart rates
c. Find the equation of the least-squares line.
for individuals of the given ages.
these exercises are more challenging and require more time and
d. Use the equation from part c to predict the
maximum exercise heart rate for a person who is 72.
Age (x years) 20 40 60
e. Is the procedure in part d an example of interpola-
effort than the preceding exercises. Maximum heart rate
(y beats per minute)
170 153 136
tion or extrapolation?
ExTEnsions
19. Tuition The following table shows the average b. Using 1 for 2009–2010, 2 for 2010–2011, and so on,
annual tuition and fees at private and public 4-year col- find the linear correlation coefficient and the equa-
leges and universities for the school years 2009–2010 tion of the least-squares line for the tuition and fees
through 2014–2015. (Source: National Center for Edu- at public 4-year colleges and universities, based on
cation Statistics) the year.
c. Based on the linear correlation coefficients you
Four-year Colleges and Universities Tuition and Fees found in parts a and b, are the equations you wrote
in parts a and b good models of the growth in tuition
Year Private Public and fees at 4-year colleges and universities?
2009–2010 31,448 15,014 d. The equation of a least-squares line is written
in the form y^ = ax + b. Explain the meaning
2010–2011 32,617 15,918 of the value of a for each equation you wrote in
2011–2012 33,674 16,805 parts a and b.
20. Search for bivariate data (in a magazine, in
2012–2013 35,074 17,474
a newspaper, in an almanac, or on the
2013–2014 36,193 18,372 Internet) that can be closely modeled by a linear
equation.
CHAPTER 2 | Summary 99 2014–2015 37,385 19,203
a. Draw a scatter diagram of the data.
0 C interesting questions that arise when guests arrive to b. Find the equation of the least-squares line and the
stay at the hotel. a. Using 1 for 2009–2010, 2 for 2010–2011, and so on, linear correlation coefficient for the data.
F
L2 Mary Pat Campbell has written a song about find the linear correlation coefficient and the equa- c. Graph the least-squares line on the scatter diagram
a hotel with an infinite number of rooms. Her song tion of the least-squares line for the tuition and fees in part a.
G
L1 is titled Hotel Aleph Null—yeah. Here are the at private 4-year colleges and universities, based on d. Use the equation of the least-squares line to predict
–3 –2 –1 0 1 2 3 the year.
lyrics for the chorus of her song, which is to be a range value for a specific domain value.
sung to the tune of Hotel California by the Eagles
Any line through C that intersects the semicircle at (Source: http://www.marypat.org/mathcamp/doc2001/
a point other than one of its endpoints will intersect hellrelays.html#hotel).4
line L1 at a unique point. Also, any line through C
that intersects line L1 will intersect the semicircle at a Hotel Aleph Null—yeah
unique point that is not an endpoint of the semicircle. Welcome to the Hotel Aleph Null—yeah
What a lovely place (what a lovely place)
chapter 13 Summary
What can we conclude from this correspondence?
Got a lot of space The following table summarizes essential concepts in this chapter. The references given in the right-hand column list
30. The Hilbert Hotel The Hilbert Hotel is an
Packin’ em in at the Hotel Aleph Null—yeah Examples and Exercises that can be used to test your understanding of a concept.
imaginary hotel created by the mathematician
Any time of year
David Hilbert (1862–1943). The hotel has an infinite 13.1 Measures of Central Tendency
You can find space here
number of rooms. Each room is numbered with a
natural number—room 1, room 2, room 3, and so on. Mean, Median, and Mode The mean of n numbers is the sum of the See Examples 1, 2, and 3 on pages 752
Search the Internet for information on Hilbert’s Hotel. numbers divided by n. The median of a ranked list of n numbers is the to 754, and then try Exercise 1 on page 808.
Write a few paragraphs that explain some of the 4
Reprinted by permission of Mary Pat Campbell. middle number if n is odd, or the mean of the two middle numbers if n
At the end of each chapter is a CHAPTER SUMMARY that describes

is even. The mode of a list of numbers is the number that occurs most
frequently.
chapter 2 Summary the concepts presented in each section of the chapter. Each concept continued
The following table summarizes essential concepts in this chapter. The references given in the right-hand column list
Examples and Exercises that can be used to test your understanding of a concept. is paired with page numbers of examples that illustrate the concept
2.1 Basic Properties of Sets
The Roster Method The roster method is used to represent a set by See Example 1 on page 48, and then try
and exercises that students can use to test their understanding of
listing each element of the set inside a pair of braces. Commas are used
to separate the elements.
Exercises 1 and 2 on page 101.
a concept.
Basic Number Sets See Example 3 and Check Your Progress 3
Natural Numbers or Counting Numbers N {1, 2, 3, 4, 5, ...} on page 49, and then try Exercises
Whole Numbers W {0, 1, 2, 3, 4, 5, ...} 3 to 6 on page 101.
Integers I {..., 24, 23, 22, 21, 0, 1, 2, 3, 4, ...}
Rational Numbers Q the set of all terminating or repeating
decimals
Irrational Numbers the set of all nonterminating, nonrepeating
decimals
Real Numbers R the set of all rational or irrational numbers
Set-Builder Notation Set-builder notation is used to represent a set, by See Example 5 on page 50, and then try
describing its elements. Exercises 7 to 10 on page 101.
Cardinal Number of a Finite Set The cardinal number of a finite set See Example 6 on page 51, and then try
is the number of elements in the set. The cardinal number of a finite set Exercises 63 to 67 on page 103.
A is denoted by the notation n(A).
Equal Sets and Equivalent Sets Two sets are equal if and only if they See Example 7 on page 52, and then try
have exactly the same elements. Two sets are equivalent if and only if Exercises 11 and 12 on page 101.
they have the same number of elements.
continued
A4 Answers to All Exercises
39. a. Place four coins on the left balance pan and the other four on the right balance pan. The pan that is the higher contains the fake coin. Take the
four coins from the higher pan and use the balance scale to compare the weight of two of these coins to the weight of the other two. The pan that is the
higher contains the fake coin. Take the two coins from the higher pan and use the balance scale to compare the weight of one of these coins to the weight
of the other. The pan that is the higher contains the fake coin. This procedure enables you to determine the fake coin in three weighings. b. Place
three of the coins on one of the balance pans and another three coins on the other. If the pans balance, then the fake coin is one of the two remaining coins.
You can use the balance scale to determine which of the remaining coins is the fake coin because it will be lighter than the other coin. If the three coins
CHAPTER REVIEW EXERCISES are found near the end of each chapter. These exer- on the left pan do not balance with the three coins on the right pan, then the fake coin must be one of the three coins on the higher pan. Pick any two
coins from these three and place one on each balance pan. If these two coins do not balance, then the one that is the higher is the fake. If the coins balance,
then the third coin (the one that you did not place on the balance pan) is the fake. In any case, this procedure enables you to determine the fake coin in
cises were selected to help the student integrate the major topics presented in the chapter. two weighings.
midnight).
40. c. 21:00. 2 hours later (23:00, 1 hour before midnight) is half the time until midnight as 1 hour later (22:00, 2 hours before
41. a. 1600. Sally likes perfect squares. 42. b. No. The other 800 elephants can be any mix of all blue and pink and green
The answers to all the Chapter Review exercises appear in the answer section along with stripes. 43. d. 64. Each number is the cube of a term in the sequence 1, 2, 3, 4, 5, 6.
b. 4240 times as large
2116 (2116 = 462 ).
45. a. People born in 1980 will be 45 in 2025 (2025 = 452 ).
44. a. 318 = 387,420,489 times as large
b. 2070, because people born in 2070 will be 46 in
46. Adding 83 is the same as adding 100 and subtracting 17. Thus after you add 83, you will have a number that has 1 as the
a section reference for each exercise. These section references indicate the section or sec- hundreds digit. The number formed by the tens digit and the units digit will be 17 less than your original number. After you add the hundreds digit, 1, to the
other two digits of this new number, you will have a number that is 16 less than your original number. If you subtract this number from your original number,
you must get 16. 47. 612 digits 48. 49. Answers will vary. 50. M = 1, S = 9, E = 5,
tions where a student can locate the concepts needed to solve the exercise. 6 2 3 4 5 1
5 1 4 3 2 6
N = 6, D = 7, O = 0,
R = 8, Y = 2
CHAPTER 1 | Review Exercises 41 3 6 2 5 1 4
4 5 1 6 3 2
chaptER 1 Review exeRcises 1 3 6 2 4 5
■ In Exercises 1 to 4, determine whether the argument is an 6. Find a counterexample to show that the following con- 2 4 5 1 6 3
example of inductive reasoning or deductive reasoning. jecture is false.
1. All books written by J. K. Rowling make the best-seller n3 + 5n + 6
Conjecture: For all counting numbers n,
list. The book Harry Potter and the Deathly Hallows is 6
is an even counting number. chApter 1 review exercises
a J. K. Rowling book. Therefore, Harry Potter and the page 41
Deathly Hallows made the bestseller list. 7. Find a counterexample to show that the following con-
1. deductive [Sec. 1.1] 2. inductive [Sec. 1.1] 3. inductive [Sec. 1.1] 4. deductive [Sec. 1.1]
jecture is false.
2. Samantha got an A on each of her first four math tests, 5. x = 0 provides a counterexample because 04 = 0 and 0 is not greater than 0. [Sec. 1.1] 6. x = 4 provides a counterexample because
so she will get an A on the next math test. Conjecture: For all numbers x, (x + 4)2 = x2 + 16. (4)3 + 5(4) + 6
= 15, which is not an even counting number. [Sec. 1.1] 7. x = 1 provides a counterexample because f(1) + 4g2 = 25, but
3. We had rain each day for the last five days, so it will 8. Find a counterexample to show that the following con- 6
jecture is false. (1)2 + 16 = 17. [Sec. 1.1] 8. Let a = 1 and b = 1. Then (a + b)3 = (1 + 1)3 = 23 = 8. However, a3 + b3 = 13 + 13 = 2. [Sec. 1.1]
rain today.
9. a. 112 b. 479 [Sec. 1.2] 10. a. 272 b. 2768 [Sec. 1.2] 11. a1 = 1, a2 = 12, a3 = 31, a4 = 58, a5 = 93,
4. All amoeba multiply by dividing. I have named the Conjecture: For numbers a and b, (a + b)3 = a3 + b3. a20 = 1578 [Sec. 1.2] 12. a11 = 89, a12 = 144 [Sec. 1.2] 13. an = 3n [Sec. 1.2] 14. an = n2 + 3n + 4 [Sec. 1.2]
amoeba shown in my microscope Amelia. Therefore, 9. Use a difference table to predict the next term of each 15. an = n2 + 3n + 2 [Sec. 1.2] 16. an = 5n − 1 [Sec. 1.2] 17. 320 feet by 1600 feet [Sec. 1.3] 18. 315 = 14,348,907 ways
Amelia multiplies by dividing. sequence. [Sec. 1.3] 19. 48 skyboxes [Sec. 1.3] 20. On the first trip, the rancher takes the rabbit across the river. The rancher returns alone. The rancher
5. Find a counterexample to show that the following con- a. 22, 2, 12, 28, 50, 78, ? takes the dog across the river and returns with the rabbit. The rancher next takes the carrots across the river and returns alone. On the final trip, the rancher
jecture is false. takes the rabbit across the river. [Sec. 1.3] 21. $300 [Sec. 1.3] 22. 105 handshakes [Sec. 1.3] 23. Answers will vary. [Sec. 1.3]
b. 24, 21, 14, 47, 104, 191, 314, ? 24. Answers will vary. [Sec. 1.3] 25. Michael: biology major; Clarissa: business major; Reggie: computer science major;
Conjecture: For all numbers x, x4 . x. Ellen: chemistry major [Sec. 1.1] 26. Dodgers: drugstore; Pirates: supermarket; Tigers: bank; Giants: service station [Sec. 1.1]
27. a. Yes. Answers will vary. b. No. The countries of India, Bangladesh, and Myanmar all share borders with each of the other two countries.
Thus at least three colors are needed to color the map. [Sec. 1.1] 28. a. The following figure shows a route that starts from North Bay and passes
over each bridge once and only once. b. No. [Sec. 1.3]
North Bay
South Bay
■
86. Robert can charge it on his MasterCard or his Visa.
the given statement is related to the original statement in the
Robert does not use his MasterCard. Therefore, Robert
manner indicated.
charged it to his Visa.
75. Converse: If x . 2, then x is an odd prime number.
87. If we are going to have a caesar salad, then we need to
76. Negation: The senator will attend the meeting and she buy some eggs. We did not buy eggs. Therefore, we are
will not vote on the motion. not going to have a caesar salad.
xiv
77. Inverse: If their manager will not contact me, then I 88. If we serve lasagna, then Eva will not come to our
Preface
will not purchase any of their products. dinner party. We did not serve lasagna. Therefore, Eva
78. Contrapositive: If Ginny can’t rollerblade, then I can’t came to our dinner party.
rollerblade. ■ In Exercises 89 to 92, use an Euler diagram to determine
■ In Exercises 79 to 82, use a truth table to determine whether the argument is valid or invalid.
The CHAPTER TEST exercises are designed to emulate a possible test of the material
whether the argument is valid or invalid.
79. (p ` ,q) ` (,p l q) 80. p l ,q
89. No wizard can yodel.
All lizards can yodel.
in the chapter. The answers to all the Chapter Test exercises appear in the answer section
p
[ ,q
q
[ ,p
[ No wizard is a lizard.
90. Some dogs have tails.
Answers to All Exercises A19
along with a section reference and an example reference for each exercise. The section
81. r
p l ,r
82. (p ~ ,r) l (q ` r)
r`p
Some dogs are big.
70. a. Converse: If they come, then you built it.
come, then you did not build it. [Sec. 3.4]
b. Inverse: If you do not build it, then they will not come. c. Contrapositive: If they do not
71. a. Converse: If it has exactly two parallel sides, then it is a trapezoid.
[ Some big dogs have tails. b. Inverse: If it is not a trapezoid, then it does not have exactly two parallel sides. c. Contrapositive: If it does not have exactly two parallel sides,
references ,p l q
[p`q
indicate the [ p ~ qsection or sections where a student can locate the concepts needed 91. All Italian villas are wonderful. Some wonderful then it is not a trapezoid. [Sec. 3.4]
return.
72. a. Converse: If they returned, then they liked it.
c. Contrapositive: If they do not return, then they did not like it. [Sec. 3.4]
b. Inverse: If they do not like it, then they will not
73. q l p, the converse of the original statement
villas are expensive. Therefore, some Italian villas are
to solve the
In Exercises exercise,
83 to and
88, determine whether
■
the example references allow students to readily find an example
the argument
is valid or invalid by comparing its symbolic form with the
expensive. [Sec. 3.4] 74. True
on the motion. [Sec. 3.4]
75. If x is an odd prime number, then x . 2. [Sec. 3.4] 76. If the senator attends the meeting, then she will vote
77. If their manager contacts me, then I will purchase some of their products. [Sec. 3.4] 78. If I can rollerblade,
92. All logicians like to sing “It’s a small world after all.” 79. Valid [Sec. 3.5] 80. Valid [Sec. 3.5] 81. Invalid [Sec. 3.5]
thatsymbolic
is similar to a given test exercise.
then Ginny can rollerblade. [Sec. 3.4]
forms in Tables 3.15 and 3.16, pages 145 and 146. Some logicians have been presidential candidates. 82. Valid [Sec. 3.5] 83. Valid argument, disjunctive reasoning [Sec. 3.5] 84. Valid argument, transitive reasoning [Sec. 3.5]
83. We will serve either fish or chicken for lunch. We did Therefore, some presidential candidates like to sing 85. Invalid argument, fallacy of the inverse [Sec. 3.5] 86. Valid argument, disjunctive reasoning [Sec. 3.5]
not serve fish for lunch. Therefore, we served chicken “It’s a small world after all.” 87. Valid argument, contrapositive reasoning [Sec. 3.5] 88. Invalid argument, fallacy of the inverse [Sec. 3.5] 89. Valid [Sec. 3.6]
for lunch. 90. Invalid [Sec. 3.6] 91. Invalid [Sec. 3.6] 92. Valid [Sec. 3.6]
chapter 3 TesT chApter 3 test page 166
1. a. Not a statement b. Statement [Sec. 3.1, Example 1] 2. a. All trees are green. b. Some apartments are available. [Sec. 3.1,
1. Determine whether each sentence is a statement. ■ In Exercises 5 and 6, construct a truth table for the given Example 2] 3. a. False b. True [Sec. 3.1, Example 6] 4. a. False b. True [Sec. 3.3, Example 3]
a. Look for the cat. statement.
b. Clark Kent is afraid of the dark. 5. ,( p ` ,q) ~ (q l p) 6. (r i ,q) ` ( p l q) 5.
p q [Sec. 3.3, Example 3]
2. Write the negation of each statement. Start each nega- 7. Use one of De Morgan’s laws to write the following in
tion with “Some,” “No,” or “All.” an equivalent form. T T T
62 a. CSome trees are not green.

H A P T E R 2 | Sets
Elle did not eat breakfast and she did not take T F T
b. No apartments are available. a lunch break.
F T T
3. Determine whether each statement is true or false.
Solution 8. What is a tautology? F F T
a. 5 # 4 a. The restaurant can serve a pizza with no topping, one topping, two toppings, three
b. 22 $ 22 toppings, and so forth, up to9.allWrite l q in its equivalent disjunctive form.
sevenptoppings.
6. 7. It is not true that Elle ate breakfast or took a lunch break. [Sec. 3.2, Example 5]
4. Determine the truth value of each statement Let T given
be thethat
set consisting of the seven
10. Determine toppings.
whether theThe elements
given in each
statement subset
is true or false. p q r [Sec. 3.3, Example 3]
p is true, q is false, and r is true. of T describe exactly one of theAssume
variations
thatofx,toppings thatreal
y, and z are the numbers.
restaurant can serve.
Consequently, the number of different variations of pizzas that the restaurant can T T T F
a. ( p ~ ,q) ` (,r ` q) a. x = y if uxu = uyu. b. If x . y, then xz . yz.
serve is the same as the number of subsets of T.
b. (r ~ ,p) ~ f( p ~ ,q) i (q l r)g T T F T
Thus the restaurant can serve 27 = 128 different variations of its pizzas.
T F T F
b. Use the method of guessing and checking to find the smallest natural number n for
which 2n . 1000. T F F F
28 = 256 F T T F
SECTION 3.5 | Symbolic Arguments 147
2 = 512
9
F T F T
210 = 1024 Solution
F F T T
The restaurant must provide a minimum of 10 toppings if it wishes to offer over 1000 a. Label the simple statements.
F F F F
variations of its pizzas.
i: The program is interesting.
CHECk youR PRogRESS 5 A company makes a car with 11 upgrade options. 8. A tautology is a statement that is always true. [Sec.w:
b. False [Sec. 3.3, Example 2]
I will watch
3.2, Example 6] 9. ,p
the
11. a. Converse: If x . 4, then x + 7 . 11.
~ q [Sec.game.
basketball 3.3, Example 4] 10. a. False
b. Inverse: If x + 7 # 11, then x # 4.
a. How many different versions of this car can the company produce? Assume that c. Contrapositive: If x # 4, then x + 7 # 11. [Sec.In 3.4,symbolic
Example 2] form the argument is
each upgrade option is independent of the other options. 12. plq 13. plq 14. plq
other Key Features b. What is the minimum number of upgrade options the company must provide if it
wishes to offer at least 8000 different versions of this car?
p
q [Sec. 3.5, Table 3.15]
q l ri ~ w
p l ,i
r
,q
[Sec. 3.5, Table 3.15] ,p [Sec. 3.5, Table 3.15]
15. plq 16. Valid
[ w[Sec. 3.5, Example 2]
,p
Math Matters ,q This symbolic form matches one of the standard forms known as disjunctive
[Sec. 3.5, Table 3.16]
reasoning. Thus the argument is valid.
MATHMATTERS
17. Invalid [Sec. 3.5, Example 3] 18. Invalid argument; the argument is a fallacy of the inverse. [Sec. 3.5, Table 3.16]
The Barber’s Paradox This feature of the b.text typically

Label the simple statements. contains
19. Valid argument; disjunctive reasoning [Sec. 3.5, Table 3.15] 20. Invalid argument, as shown by an Euler diagram [Sec. 3.6, Example 2]
21. Invalid argument, as shown by an Euler diagram [Sec. 3.6, Example 2] 22. Invalid argument; the argument is a fallacy of the converse.
Some problems that concern sets have led to paradoxes. For instance, in 1902, the an interesting sidelight
[Sec. 3.5, Table 3.16]
about
c: I have a cold.
mathematics,
s: I find it difficult to sleep.
mathematician Bertrand Russell developed the following paradox. “Is the set A of all
its history, or its applications.
PictureQuest/Corbis Images
sets that are not elements of themselves an element of itself?” Both the assumption
In symbolic form the argument is
that A is an element of A and the assumption that A is not an element of A lead to a
contradiction. Russell’s paradox has been popularized as follows. c ls
The town barber shaves all males who do not shave themselves, and he s
shaves only those males. The town barber is a male who shaves. Who
[c
shaves the barber?
The assumption that the barber shaves himself leads to a contradiction, and the This symbolic form matches the standard form known as the fallacy of the
assumption that the barber does not shave himself also leads to a contradiction. converse. Thus the argument is invalid. Having a cold is not the only cause of
sleep difficulties. For instance, you may find it difficult to sleep because you are
thinking about logic.
22 CHAPTER 1 | Problem Solving ChECk yOur prOgrESS 5 Use a standard form from Table 3.15 or Table 3.16
Historical Note
Triangular Numbers
E xcur sion POINT OF INTEREST
Point of Interest
to determine whether the following arguments are valid or invalid.
HiStorical Note 1 3 6 10 15 a. If I go to Florida for spring break, then I will not study.
Hutton Archive/Handout/Getty Images
Pythagoras
(c. 580 b.c.–520
These margin notes provide his- I These
did not go to short margin
Florida for spring break. notes provide in-
Subsets and Complements of Fuzzy Sets
b.c.) the ancient
Greek philoso- torical background information
This excursion extends the concept of fuzzy sets that was developed in the Excursion in b.
teresting
[ I studied.
information related to the
If you helped solve the crime, then you should be rewarded.
pher and
mathematician
Pythagoras
related
(x, y) of a fuzzy
Square Numbers to the
set, the membership valueconcept under
y is a real number such that 0 # dis-
Section 2.1. Recall that the elements of a fuzzy set are ordered pairs. For any ordered pair
y # 1. mathematical
You helped solve the crime. topics under discussion.
1 4 9 16 25
(pı̆-thăg9 r- s) formed a secret
cussion or vignettes of individu- Many of these are of a contemporary
[ You should be rewarded.
e e
brotherhood that investigated
topics in music, astronomy, philos- Solution See page S10. ◀
ophy, and mathematics. the
Pythagoreans believed that the
als who were responsible for ma- nature and, as such, they help students
nature of the universe was directly
jor advancements in their fields understand that math is an form.interesting
M.C. Escher
related to mathematics and that Consider an argument with the following symbolic
whole numbers and the ratios Pentagonal Numbers
qlr
formed by whole numbers could
be used to describe and represent
1 5
of expertise.12 22 35
Waterfall by M.C. Escher
and
rls
dynamic
Premise 1
Premise 2
discipline that plays an
all natural events.
the Pythagoreans were
particularly intrigued by the M.C. Escher (1898–1972) created
important
,t l ,s Premiserole
3 in their daily lives.
number 5 and the shape of a pen-
q Premise 4
many works of art that defy logic.
tagon. they used the following In this lithograph, the water com- [t
figure, which is a five-pointed star
pletes a full cycle even though
inside a regular pentagon, as a 30 C H A P T E R 1 | Problem Solving
the water is always traveling
To determine whether the argument is valid or invalid using a truth table would require a
secret symbol that could be used table with 24 = 16 rows. It would be time consuming to construct such a table and, with
to identify other members of the downward.
brotherhood. FiguRE 1.1 the large
items, thenumber
secondofrow
truth
hasvalues to be determined,
eight items, the third rowwe
hasmight
sevenmake
items,anand
error. Thus
so on. we
Thus
SECTION 3.2 | Truth Tables, Equivalent Statements, and Tautologies 119 10 teams require
9 + 8 + 7 + 6 + 5 + 4 + 3 + 2 + 1 = 45
Excursion
ChECk yOurExErcisEs
prOgrESS 2 games if each team plays every other team once, and 45 ? 3 = 135 games if each team
a.1. Construct a truth
Extend Figure 1.1 table
abovefor (,p ` r) ~drawings
by constructing (q ` ,r).
of the sixth triangular number, plays exactly three games against each opponent.
b. Usethe the
sixthtruth
square number,
table and the
that you sixth pentagonal
constructed in partnumber.
a to determine the truth value of
2. (,p
The` r) ~below
figure (q `shows
,r),that
given
the that p is
fourth false, qnumber,
triangular is true, 10,
andadded
r is false.
to the fifth tri- CHECk youR PRogREss 3
If six people greet each other at a meeting by
angular number, 15, produces the fifth square number, 25. shaking hands with one another, how many handshakes will take place?
Alternative Method for the Construction of a Truth Table
In Example 4 we make use of a table to solve a problem.
In Example 3 we use an alternative procedure to construct a truth table.
TAke NoTe
Take Note CalCulator Note
Calculator
ExAmPlE 4 Apply Polya’s Notestrategy (Make a table and look for a pattern)
Alternative Procedure for Constructing a Truth Table
The alternative procedure for These notes alert students to a point
1. If the given statement has n simple statements, then start with a standard form that Some calculators display as
7
27
Determine the digit 100 places toprovide
These 7
notes the right of theinformation
decimal point in the decimal rep-
resentation .
constructing a truth table, as
described to the right, generally requiring special attention, or they
n
has 2 rows. Enter the truth values for each simple statement and their negations.
2. Use the truth values for each simple statement and their negations to enter the
0.25925925926. However, the last
digit 6 is not correct. It is a result about how to use the various fea-
solution
27
requires less writing, less time, of the rounding process. The actual
and less effort than the truth table are
a.truth
Use valuesused
under
a drawing
parentheses
gular number ( ),
to showtothatconnective
each
is brackets
amplify
the fifth triangular
[ ], and
the sixth square
the
within a number
pair concepts
of added
grouping
to thesymbols, including
sixth trian-
braces { }. If some grouping symbols are
number.
decimal representation of 27 is
7
tures
Understand of a calculator.
the Problem
7
Express the fraction as a decimal and look for a pattern
27
procedure that was used in Exam- the decimal 0.259259... or 0.259, that will enable us to determine the digit 100 places to the right of the decimal point.
ples 1 and 2. currently
b.nested
Verifyinside
situation
the 51st in
other
that the
which
square
being
50thgrouping
triangular
grouping
number. Hint:symbols
developed.
symbols,
number thentowork
added
have not
Use a numerical
from
the 51st the inside
triangular
been used,
approach; don’tthen
out. is
number
use awe
In any
use the fol-
drawing.
in which the digits continue to
Devise a Plan Dividing 27 into 7 by long division or by using a calculator produces
repeat the 259 pattern forever.
c.lowing order of
Use nth-term precedence
formulas agreement.
to verify that the sum of the nth triangular number and the decimal 0.259259259... . Since the decimal representation repeats the digits 259
theFirst
(n +assign truth values
1)st triangular to negations
number from
is always the leftnumber
square to right,(nfollowed
+ 1)2. by conjunc- over and over forever, we know that the digit located 100 places to the right of the deci-
tions from
3. Construct left to right,
a drawing of the followed by disjunctions
fourth hexagonal number. from left to right, followed by mal point is either a 2, a 5, or a 9. A table may help us to see a pattern and enable us to
conditionals determine which one of these digits is in the 100th place. Since the decimal digits repeat
Copyright 2018from left to right,
Cengage and finally by
Learning. biconditionals
All from left to right.
Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
every three digits, we use a table with three columns.
3. The truth values that are entered into the column under the connective for which
7
truth values are assigned last, form the truth table for the given statement. The First 15 Decimal Digits of
27
Preface xv
instructor resources Student resources

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xvi Preface
Acknowledgments
The authors would like to thank the people who have contributed many valuable sugges-
tions over the years, including for this most recent edition.
Brenda Alberico, College of DuPage Beverly Meyers, Jefferson College

Beverly R. Broomell, Suffolk County Dr. Alec Mihailovs, Shepherd University
Community College Leona Mirza, North Park University
Duff Campbell, Hendrix College Bette Nelson, Alvin Community College
Donald Cater, Monroe Community Sara Ngo, Anoka Ramsey Community
College College
Henjin Chi, Indiana State University Kathleen Offenholley, Brookdale
Ivette Chuca, El Paso Community Community College
College Kathy Pinchback, University of Memphis
Marcella Cremer, Richland Community Michael Polley, Southeastern Community
College College
Amy Curry, College of Lake County Dr. Anne Quinn, Edinboro University of
Houbin Fang, Columbus State University Pennsylvania
Margaret Finster, Erie Community Brenda Reed, Navarro College
College Marc Renault, Shippensburg University
Kenny Fister, Murray State University Christopher Rider, North Greenville
Luke Foster, Northeastern State University
University Cynthia Roemer, Union County College
Rita Fox, Kalamazoo Valley Community Richard D. Rupp, Del Mar College
College
Sharon M. Saxton, Cascadia Community
Sue Grapevine, Northwest Iowa College
Community College
Mary Lee Seitz, Erie Community
Shane Griffith, Lee University College–City Campus
Elizabeth Henkle, Longview Community Lars Seme, Hendrix College
College
Jaime Shinn, Gonzaga University
Charles Huelsman, Marylhurst
Dr. Sue Stokley, Spartanburg Technical
University
College
Robert Jajcay, Indiana State University
Dr. Julie M. Theoret, Lyndon State
Dr. Nancy R. Johnson, Manatee College
Community College
Walter Jacob Theurer, Fulton
Mary Juliano, Caldwell University Montgomery Community College
Brian Karasek, South Mountain Jamie Thomas, University of Wisconsin
Community College Colleges–Manitowoc
Dr. Vernon Kays, Richland Community William Twentyman, ECPI College of
College Technology
L. Christine Kinsey, Canisius University Nancy Vendeville, Kalamazoo Valley
Dr. Suda Kunyosying, Shepherd College Community College
Kathryn Lavelle, Westchester Denise A. Widup, University of
Community College Wisconsin–Parkside
Colleen Livingston, Bemidji University Nancy Wilson, Marshall University
Roger Marty, Cleveland State University Jane-Marie Wright, Suffolk Community
Eric Matsuoka, Leeward Community College
College Diane Zych, Erie Community College
Title for Success
AiM
Welcome to Mathematical Excursions, Fourth Edition. As you begin this course, we

know two important facts: (1) You want to succeed. (2) We want you to succeed. In order
to accomplish these goals, an effort is required from each of us. For the next few pages,
we are going to show you what is required of you to achieve your goal and how we have
designed this text to help you succeed.
TAkE NoTE
Motivation
One of the most important keys to success is motivation. We can try to motivate you
Motivation alone will not lead to
by offering interesting or important ways that you can benefit from mathematics. But,
success. For instance, suppose
in the end, the motivation must come from you. On the first day of class it is easy to be
a person who cannot swim is
placed in a boat, taken out to the motivated. Eight weeks into the term, it is harder to keep that motivation.
middle of a lake, and then thrown To stay motivated, there must be outcomes from this course that are worth your time,
overboard. That person has a lot money, and energy. List some reasons you are taking this course. Do not make a mental
of motivation to swim but there is list—actually write them out. Do this now.
a high likelihood the person will Although we hope that one of the reasons you listed was an interest in mathematics,
drown without some help. we know that many of you are taking this course because it is required to graduate, it is
Motivation gives us the desire a prerequisite for a course you must take, or because it is required for your major. If you
to learn but is not the same as are motivated to graduate or complete the requirements for your major, then use that mo-
learning. tivation to succeed in this course. Do not become distracted from your goal to complete
your education!
Commitment
To be successful, you must make a commitment to succeed. This means devoting time to
math so that you achieve a better understanding of the subject.
List some activities (sports, hobbies, talents such as dance, art, or music) that you
enjoy and at which you would like to become better. Do this now.
Next to these activities, put the number of hours each week that you spend practicing
these activities.
Whether you listed surfing or sailing, aerobics or restoring cars, or any other activity
you enjoy, note how many hours a week you spend on each activity. To succeed in math,
you must be willing to commit the same amount of time. Success requires some sacrifice.
the “i Can’t do Math” Syndrome

There may be things you cannot do, such as lift a two-ton boulder. You can, however,
do math. It is much easier than lifting the two-ton boulder. When you first learned the
activities you listed above, you probably could not do them well. With practice, you got
better. With practice, you will be better at math. Stay focused, motivated, and committed
to success.
It is difficult for us to emphasize how important it is to overcome the “I Can’t Do
Math Syndrome.” If you listen to interviews of very successful athletes after a particu-
larly bad performance, you will note that they focus on the positive aspect of what they
did, not the negative. Sports psychologists encourage athletes to always be positive—to
have a “can do” attitude. You need to develop this attitude toward math.
xvii
xviii AIM for Success
Strategies for Success

Know the Course Requirements To do your best in this course, you must know ex-
actly what your instructor requires. Course requirements may be stated in a syllabus,
which is a printed outline of the main topics of the course, or they may be presented
orally. When they are listed in a syllabus or on other printed pages, keep them in a safe
place. When they are presented orally, make sure to take complete notes. In either case,
it is important that you understand them completely and follow them exactly. Be sure you
know the answer to each of the following questions.
1. What is your instructor’s name?
2. Where is your instructor’s office?
3. At what times does your instructor hold office hours?
4. Besides the textbook, what other materials does your instructor require?
5. What is your instructor’s attendance policy?
6. If you must be absent from a class meeting, what should you do before returning to
class? What should you do when you return to class?
7. What is the instructor’s policy regarding collection or grading of homework
assignments?
8. What options are available if you are having difficulty with an assignment? Is there
a math tutoring center?
9. If there is a math lab at your school, where is it located? What hours is it open?
10. What is the instructor’s policy if you miss a quiz?
11. What is the instructor’s policy if you miss an exam?
12. Where can you get help when studying for an exam?
Remember: Your instructor wants to see you succeed. If you need help, ask! Do not fall
behind. If you were running a race and fell behind by 100 yards, you may be able to catch
up, but it will require more effort than if you had not fallen behind.
Time Management We know that there are demands on your time. Family, work,
TAkE NoTE
friends, and entertainment all compete for your time. We do not want to see you receive
Besides time management, there poor job evaluations because you are studying math. However, it is also true that we do not
must be realistic ideas of how want to see you receive poor math test scores because you devoted too much time to work.
much time is available. There are When several competing and important tasks require your time and energy, the only way
very few people who can suc- to manage the stress of being successful at both is to manage your time efficiently.
cessfully work full-time and go Instructors often advise students to spend twice the amount of time outside of class
to school full-time. If you work studying as they spend in the classroom. Time management is important if you are to
40 hours a week, take 15 units, accomplish this goal and succeed in school. The following activity is intended to help you
spend the recommended study structure your time more efficiently.
time given at the right, and sleep
Take out a sheet of paper and list the names of each course you are taking this term,
8 hours a day, you use over 80%
of the available hours in a week.
the number of class hours each course meets, and the number of hours you should spend
That leaves less than 20% of outside of class studying course materials. Now create a weekly calendar with the days of
the hours in a week for family, the week across the top and each hour of the day in a vertical column. Fill in the calendar
friends, eating, recreation, and with the hours you are in class, the hours you spend at work, and other commitments such
other activities. as sports practice, music lessons, or committee meetings. Then fill in the hours that are
more flexible, such as study time, recreation, and meal times.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
10–11 a.m. History Rev Spanish History Rev Span Vocab History Jazz Band
11–12 p.m. Rev History Spanish Study group Spanish Math tutor Jazz Band
12–1 p.m. Math Math Math Soccer
AIM for Success xix
We know that many of you must work. If that is the case, realize that working 10 hours a
week at a part-time job is equivalent to taking a three-unit class. If you must work, con-
sider letting your education progress at a slower rate to allow you to be successful at both
work and school. There is no rule that says you must finish school in a certain time frame.
Schedule Study Time As we encouraged you to do by filling out the time management
form, schedule a certain time to study. You should think of this time like being at work or
class. Reasons for “missing study time” should be as compelling as reasons for missing
work or class. “I just didn’t feel like it” is not a good reason to miss your scheduled study
time. Although this may seem like an obvious exercise, list a few reasons you might want
to study. Do this now.
Of course we have no way of knowing the reasons you listed, but from our experi-
ence one reason given quite frequently is “To pass the course.” There is nothing wrong
with that reason. If that is the most important reason for you to study, then use it to stay
focused.
One method of keeping to a study schedule is to form a study group. Look for peo-
ple who are committed to learning, who pay attention in class, and who are punctual.
Ask them to join your group. Choose people with similar educational goals but different
methods of learning. You can gain from seeing the material from a new perspective.
Limit groups to four or five people; larger groups are unwieldy.
There are many ways to conduct a study group. Begin with the following suggestions
and see what works best for your group.
1. Test each other by asking questions. Each group member might bring two or three
sample test questions to each meeting.
2. Practice teaching each other. Many of us who are teachers learned a lot about our
subject when we had to explain it to someone else.
3. Compare class notes. You might ask other students about material in your notes
that is difficult for you to understand.
4. Brainstorm test questions.
5. Set an agenda for each meeting. Set approximate time limits for each agenda item
and determine a quitting time.
And now, probably the most important aspect of studying is that it should be done in rela-
tively small chunks. If you can study only three hours a week for this course (probably
not enough for most people), do it in blocks of one hour on three separate days, preferably
after class. Three hours of studying on a Sunday is not as productive as three hours of
paced study.
Features of this text that Promote Success

Preparing for Class Before the class meeting in which your professor begins a new
chapter, you should read the title of each section. Next, browse through the chapter mate-
rial, being sure to note each word in bold type. These words indicate important concepts
that you must know to learn the material. Do not worry about trying to understand all the
material. Your professor is there to assist you with that endeavor. The purpose of brows-
ing through the material is so that your brain will be prepared to accept and organize the
new information when it is presented to you.
Math Is Not a Spectator Sport To learn mathematics you must be an active partici-
pant. Listening and watching your professor do mathematics is not enough. Mathematics
requires that you interact with the lesson you are studying. If you have been writing down
the things we have asked you to do, you were being interactive. There are other ways this
textbook has been designed so that you can be an active learner.
Check Your Progress One of the key instructional features of this text is a completely
worked-out example followed by a Check Your Progress.
B2 B2, O2
AB2shows the blood
The following table A2, B2, AB2,
types thatO2
can safely be given during a blood
O2
transfusion to persons of each of theO2
eight blood types.
xx AIM for Success Source: American Red Cross
Blood Transfusion Table
ExAmPlE 8
Recipient blood type Donor blood type
Applications of the Blood Transfusion Table
A1 A1, A2, O1, O2
B1 table and Figures
Use the blood transfusion B1, B2,
2.3O1,
and O2
2.4 to answer the following questions.
AB1 A1, A2, B1, B2, AB1, AB2, O1, O2
MilanMarkovic/Shutterstock.com
a. Can Sue safely beO1

given a type O1
O1,blood
O2 transfusion?
b. Why is a person with type O2 blood O2
A2 A2, called a universal donor?
B2 B2, O2
Solution AB2 A2, B2, AB2, O2
O2
a. Sue’s blood type is A2. The blood O2transfusion table shows that she can safely
receive blood only if it is type A2
Source: American Red Cross or type O2. Thus it is not safe for Sue to
receive type O1 blood in a blood transfusion.
b. The blood transfusion table shows that all eight blood types can safely receive type
ExAmPlE 8
O2 blood. Thus a person with type O2 blood is said to be a universal donor.
Applications of the Blood Transfusion Table
CHECk youR PRogRESS 8 Use the blood transfusion table and Figurespage
Use the blood transfusion table and Figures 2.3 and 2.4 to answer the following questions.
2.3 74
and 2.4 to answer the following questions.
MilanMarkovic/Shutterstock.com
Note
a. that
Can each Example
Sue safely is completely
be given a type O1 worked out and the Check Your Progress following
blood transfusion?
thea. Is it safeis for
example not.Alex
Studyto receive
the type A2example
worked-out blood in carefully
b. Why is a person with type O2 blood called a universal donor?
a blood transfusion?
by working through each step.
b. What blood type do you
You should do this with paper and pencil. have if you are classified as a universal recipient?
Solution
Now workSee thepage
Solution Check S6.Your Progress. If you get stuck, refer to the page number follow- ◀
inga.theSue’s
wordbloodSolution, A2. directs
type iswhich The blood youtransfusion
to the pagetable showsthe
on which thatCheck
she can safely
Your Progress is
receive
solved—a blood only
complete if it is type
worked-out A2 oristype
solution O2. Thus
provided. it isuse
Try to notthe
safe for Sue
given to to get a
solution
receive type O1 blood in a blood transfusion.
hint for the step you are stuck on. Then try to complete your solution.
b. When you have
The blood completed
transfusion tabletheshows
solution,
thatcheck your
all eight worktypes
blood against
canthe solution
safely wetype
receive provide.
O2 blood. Thus a person with type O2 blood is said to be a universal donor.
MATHMATTERS CHECk youRThe PRogRESS 8

Cantor SetUse the blood transfusion table and Figures 2.3
and 2.4 to answer the following questions.
Consider the set of points formed by a line segment with a length of 1 unit. Remove
a.
the Ismiddle
it safethird
for Alex to line
of the receive type A2
segment. bloodthe
Remove in middle
a blood third
transfusion?
of each of the remain-
620 C H A P T E R 11 | The Mathematics
ingWhat
of Finance
2 lineblood
segments. Remove theifmiddle
b. type do you have you arethird of each
classified as aofuniversal
the remaining 4 line seg-
recipient?
ments. Remove the middle third of each of the remaining 8 line segments. Remove the
sECTion 11.1 Solution
middle thirdSee
simple pageof
interest
of each S6.the remaining 16 line segments. ◀
page 74
simple interest
Be aware
When that frequently
you deposit money in there is moreexample,
a bank—for than oneinway to solve
a savings a problem. Your
account—you answer,
are permit-
HisTorical Note
MATHMATTERS
however, should be the same as the given answer. If you have any
ting the bank to use your money. The bank may lend the deposited money to customers question as to whether your
The earliest loans date back to method
to buywillcars“always
or make work,”
The check
Cantor
renovations with
onSet your
their instructor
homes. The or with
bank someone
pays you forin the
the math center.
privilege of
3000 b.c., and interest on those The your
using first five
Remember: steps
money.Be an in the
The formation
active
amount paidof to
participanttheyou
Cantor
in is setlearning
your
called process.
interest. If you When
are theyouone are sitting
borrow-
loans may have extended over in ing
class watching
generations, not 4 or 5 years,
money
Consider from
the set aand listening
ofbank,
pointstheformedto an
amount byyouaexplanation,
for the you
paysegment
line withmay
privilege think
of
a length ofthat
using 1thatyou understand.
money
unit. is also
Remove
as is the case for today’s typical
However,
called until
interest.
the middle youofactually
third the linetry to do it,Remove
segment. you will thehave no confirmation
middle third of each of of the
theremain-
new knowl-
car loan. one of the first written ingor2The
edge lineamount
skill. Most of
segments. deposited
have in
usRemove hada bank
the
the or borrowed
experience
middle from of
of each
third of sitting ain
bank
class
the isthinking
called the
remaining 4 we principal.
knew
line seg- how
records of an interest rate occurs to The
ments.amount
do something
Remove ofonly
interest
the middlepaid
to get is usually
home
third ofand
each given
realize as
of thewe adidn’t.
percent8 line
remaining of the principal.
segments. The percent
Remove the
in the code of Hammurabi. Ham- used
middleto third
determine theofamount
of each of interest
the remaining 16 is called
line the interest rate. If you deposit $1000
segments.
murabi ruled Babylon from 1795 Rule Boxes Pay special attention to definitions,$1000
in a savings account paying 5% interest per year, is the formulas,
theorems, principal and
andthe annual
procedures
to 1750 b.c. He is known for being interest rate is 5%.
the first ruler to write a set of laws
that are presented in a rectangular box, because they generally contain the most impor-
Interestin
tant concepts paid the original principal is called simple interest. The formula used to
on section.
each
that defined people’s rights. in this
code, he allowed annual interest
calculate simple interest is given below.
rates to be as high as 30%.
Simple
The Interest
first five steps inFormula
the formation of the Cantor set
The simple interest formula is
I = Prt
where I is the interest, P is the principal, r is the interest rate, and t is the time
period.
In the simple interest formula, the time t is expressed in the same units as the
pagerate.
620
For example,
Copyright 2018 Cengage Learning. if the rate
All Rights Reserved. is be
May not given asscanned,
copied, an annual interestin rate,
or duplicated, then
whole or theWCN
in part. time02-200-203
in is measured
years; if the rate is given as a monthly interest rate, then the time must be expressed in
AIM for Success xxi
Chapter Exercises When you have completed studying a section, do the section ex-
ercises. Math is a subject that needs to be learned in small sections and practiced con-
tinually in order to be mastered. Doing the exercises in each exercise set will help you
master the problem-solving techniques necessary for success. As you work through the
exercises, check your answers to the odd-numbered exercises against those in the back
of the book.
Preparing for a Test There are important features of this text that can be used to
prepare for a test.
■ Chapter Summary
■ Chapter Review Exercises
■ Chapter Test
After completing a chapter, read the Chapter Summary. (See page 99 for the Chapter 2
Summary.) This summary highlights the important topics covered in each section of the
chapter. Each concept is paired with page numbers of examples that illustrate the concept
and exercises that will provide you with practice on the skill or technique.
Following the Chapter Summary are Chapter Review Exercises (see page 101). Do-
ing the review exercises is an important way of testing your understanding of the chap-
ter. The answer to each review exercise is given at the back of the book, along with, in
brackets, the section reference from which the question was taken (see page A5). After
checking your answers, restudy any section from which a question you missed was taken.
It may be helpful to retry some of the exercises for that section to reinforce your problem-
solving techniques.
Each chapter ends with a Chapter Test (see page 103). This test should be used to
prepare for an exam. We suggest that you try the Chapter Test a few days before your
actual exam. Take the test in a quiet place and try to complete the test in the same amount
of time you will be allowed for your exam. When taking the Chapter Test, practice the
strategies of successful test takers: (1) scan the entire test to get a feel for the questions;
(2) read the directions carefully; (3) work the problems that are easiest for you first; and
perhaps most importantly, (4) try to stay calm.
When you have completed the Chapter Test, check your answers for each exercise
(see page A6). Next to each answer is, in brackets, the reference to the section from which
the question was taken and an example reference for each exercise. The section references
indicate the section or sections where you can locate the concepts needed to solve a given
exercise, and the example reference allows you to easily find an example that is similar
to the given test exercise. If you missed a question, review the material in that section
and rework some of the exercises from that section. This will strengthen your ability to
perform the skills in that section.
Is it difficult to be successful? YES! Successful music groups, artists, professional
Your career goal goes here. athletes, teachers, sociologists, chefs, and have to work very hard to achieve
their goals. They focus on their goals and ignore distractions. The things we ask you to
do to achieve success take time and commitment. We are confident that if you follow our
suggestions, you will succeed.
1
om
ck.c
rsto
utte
il/Sh
Mikha
Dudarev
Problem Solving
Most occupations require good problem-solving skills. For
instance, architects and engineers must solve many compli-
cated problems as they design and construct modern build-
ings that are aesthetically pleasing, functional, and that meet
stringent safety requirements. Two goals of this chapter are to
help you become a better problem solver and to demonstrate that
problem solving can be an enjoyable experience.
One problem that many have enjoyed is the Monty Hall (host of the
game show Let’s Make a Deal) problem, which is stated as follows. The grand
prize in Let’s Make a Deal is behind one of three doors. Less desirable prizes
(for instance, a goat and a box of candy) are behind the other two doors. You 1.1 Inductive and
Deductive
select one of the doors, say door 1. Monty Hall reveals one of the less desirable
Reasoning
prizes behind one of the other doors. You are then given the opportunity either
to stay with your original choice or to choose the remaining closed door. 1.2 Problem Solving
with Patterns
1.3 Problem-Solving
Strategies
1 2 3
Example: You choose door 1. Monty Hall reveals a goat behind

door 3. You can stay with door 1 or switch to door 2.
Marilyn vos Savant, author of the “Ask Marilyn” column featured in Parade
Magazine, analyzed this problem,1 claiming that you double your chances of
winning the grand prize by switching to the other closed door. Many readers,
including some mathematicians, responded with arguments that contradicted Photo by Timothy White
Marilyn’s analysis.
What do you think? Do you have a better chance of winning the grand prize
by switching to the other closed door or staying with your original choice?
Of course there is also the possibility that it does not matter, if the chances Marilyn vos Savant
of winning are the same with either strategy.
Discuss the Monty Hall problem with some of your friends and classmates.
Is everyone in agreement? Additional information on this problem is given in
Exploration Exercise 54 on page 14.
1
“Ask Marilyn,” Parade Magazine, September 9, 1990, p. 15.
1
2 CHAPTER 1 | Problem Solving
sECTion 1.1 inductive and Deductive Reasoning

inductive Reasoning
The type of reasoning that forms a conclusion based on the examination of specific exam-
ples is called inductive reasoning. The conclusion formed by using inductive reasoning is
a conjecture, since it may or may not be correct.
Inductive Reasoning
Inductive reasoning is the process of reaching a general conclusion by examining
specific examples.
When you examine a list of numbers and predict the next number in the list according to
some pattern you have observed, you are using inductive reasoning.
ExAmPlE 1 Use inductive Reasoning to Predict a number
Use inductive reasoning to predict the next number in each of the following lists.
a. 3, 6, 9, 12, 15, ? b. 1, 3, 6, 10, 15, ?
solution
a. Each successive number is 3 larger than the preceding number. Thus we predict
that the next number in the list is 3 larger than 15, which is 18.
b. The first two numbers differ by 2. The second and the third numbers differ by 3.
It appears that the difference between any two numbers is always 1 more than the
preceding difference. Since 10 and 15 differ by 5, we predict that the next number
in the list will be 6 larger than 15, which is 21.
CHECk yoUR PRogREss 1 Use inductive reasoning to predict the next num-
ber in each of the following lists.
a. 5, 10, 15, 20, 25, ? b. 2, 5, 10, 17, 26, ?
Inductive reasoning is not used just to predict the next number in a list. In Example 2
we use inductive reasoning to make a conjecture about an arithmetic procedure.
ExAmPlE 2 Use inductive Reasoning to make a Conjecture
Consider the following procedure: Pick a number. Multiply the number by 8, add 6 to
the product, divide the sum by 2, and subtract 3.
Complete the above procedure for several different numbers. Use inductive reason-
ing to make a conjecture about the relationship between the size of the resulting number
and the size of the original number.
solution
Suppose we pick 5 as our original number. Then the procedure would produce the fol-
lowing results:
Original number: 5
Multiply by 8: 8 3 5 = 40
Add 6: 40 + 6 = 46
Divide by 2: 46 4 2 = 23
Subtract 3: 23 − 3 = 20
s E C T i o n 1.1 | Inductive and Deductive Reasoning 3
We started with 5 and followed the procedure to produce 20. Starting with 6 as our
Take NoTe
original number produces a final result of 24. Starting with 10 produces a final result of
In Example 5, we will use a 40. Starting with 100 produces a final result of 400. In each of these cases the resulting
deductive method to verify that number is four times the original number. We conjecture that following the given pro-
the procedure in Example 2 cedure produces a number that is four times the original number.
2
always yields a result that is four
times the original number. CHECk yoUR PRogREss Consider the following procedure: Pick a number.
Multiply the number by 9, add 15 to the product, divide the sum by 3, and subtract 5.
Complete the above procedure for several different numbers. Use inductive reason-
ing to make a conjecture about the relationship between the size of the resulting number
and the size of the original number.
Scientists often use inductive reasoning. For instance, Galileo Galilei (1564–
HIStoRIcal Note 1642) used inductive reasoning to discover that the time required for a pendulum to com-
galileo galilei plete one swing, called the period of the pendulum, depends on the length of the pendu-
Hulton Archive/Getty Images
(găl9- -lā9ē9) lum. Galileo did not have a clock, so he measured the periods of pendulums in “heartbeats.”
e
entered the Uni- The following table shows some results obtained for pendulums of various lengths. For
versity of Pisa to
the sake of convenience, a length of 10 inches has been designated as 1 unit.
study medicine
at the age of 17,
Length of pendulum, Period of pendulum,
but he soon real-
in units in heartbeats
ized that he was more interested
in the study of astronomy and the 1 1
physical sciences. Galileo’s study of 4 2
pendulums assisted in the develop- 9 3
ment of pendulum clocks. 16 4
25 5
36 6
The period of a pendulum is the time it
takes for the pendulum to swing from left
to right and back to its original position.
ExAmPlE 3 Use inductive Reasoning to solve an Application
Use the data in the above table and inductive reasoning to answer each of the following
questions.
a. If a pendulum has a length of 49 units, what is its period?
b. If the length of a pendulum is quadrupled, what happens to its period?
solution
a. In the table, each pendulum has a period that is the square root of its length. Thus
we conjecture that a pendulum with a length of 49 units will have a period of
7 heartbeats.
b. In the table, a pendulum with a length of 4 units has a period that is twice that
of a pendulum with a length of 1 unit. A pendulum with a length of 16 units has
a period that is twice that of a pendulum with a length of 4 units. It appears that
Velocity Height quadrupling the length of a pendulum doubles its period.
of tsunami, of tsunami,
in feet per second in feet CHECk yoUR PRogREss 3
A tsunami is a sea wave produced by an under-
6 4 water earthquake. The height of a tsunami as it approaches land depends on the velocity
9 9 of the tsunami. Use the table at the left and inductive reasoning to answer each of the
12 16 following questions.
15 25
18 36
a. What happens to the height of a tsunami when its velocity is doubled?
21 49 b. What should be the height of a tsunami if its velocity is 30 feet per second?
24 64
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eternity with blood-stained hands.... I implore you, my lord, order my
chains to be broken before your death-hour comes,—permit yourself
to be moved by the most humble prayer of a man who has ever been
a loyal subject to the king.”
This letter bore date of December 1st; on December 4th, the
cardinal died. It is not known whether he ever saw it. After his death,
it came into the hands of those on whom the power now devolved,
and Dessault, far from gaining his release, was kept in the Bastille till
the year of 1692, after being a prisoner for sixty-one years. Such
remnant of life as may have remained to him, is one too forlorn and
dreary to contemplate.
And to this piteous appeal were added the sobs and frenzied
reproaches of Marion Delorme, who found access to the death-
chamber, just as the cardinal was about to receive the Viaticum.
A gentleman named de Saucourt was a slave to Ninon’s charms at
this time, causing a vast amount of envy among her friends. He was
a man of refinement and brilliant wit, so raved about by the ladies,
that Benserade composed this quatrain upon him—
“Contre se fier demon voyez vous aujourd’hui
Femme qui tienne?
Et toutes cependant sont contentes de lui,
Jusqu’ à la sienne.”
Ninon, however, was then suffering great distress of mind at the

terrible fate of Cinq-Mars, reproaching herself not a little for the light,
thoughtless way in which she had half encouraged Marion Delorme,
half warned her off from accepting the young man’s rash proposition
to make her his wife; for Marion had seriously consulted her in the
matter. It came to light after Cinq-Mars’ death that it was Gaston
d’Orléans himself who had in his possession the original of the treaty
with Olivarez, and he had had the baseness to hand this to
Laffemas, the infamous procureur-general and chief tool of
Richelieu, when the cardinal was bent on a man’s destruction.
Laffemas earned the distinction of being called the cardinal’s
hangman-in-chief. No one stretched out a finger to help the
Chevalier de Jars, whom Richelieu kept in the Bastille for two years,
on the charge of being in the secrets of Anne of Austria’s
connections with Spain. It was in vain that de Jars produced
absolute proof of his innocence, and Laffemas added insults and
threats to the interrogatory he subjected him to. Under a strong
guard, de Jars one Sunday obtained leave to attend Mass at St
Gervais, where he knew the wretched creature would be, and as he
was about to kneel at the altar to receive the communion, de Jars,
with a bound, sprang at him, seized him by his pourpoint, and
dragging him down the nave of the church, flung him outside the
door. “Away with thee!—away from here, cowardly hypocrite!” he
cried. “Do not soil this holy place with thy foul presence,” and the
poisonous reptile crawled away, while de Jars, turning to the
officiating priest, said—“And you, my father, did you not know to
whom you were about to give the Body of our Lord? To an iniquitous
judge—another Judas—an abomination!”
Finally de Jars obtained his release, and spent his later life in
peace and happiness, but not before he had been made to mount
the scaffold itself. As he was about to lay his head upon the block,
calmly defiant, Laffemas, who had got up the scene to terrify de Jars
into a confession, approached and besought him, in consideration of
the pardon he had brought him, to disclose all he knew; but he
received scant satisfaction on the point, since de Jars, according to
some authorities, persisted in his refusal and defiance of the
monster. According to another account, the suffering and tension of
mind he had endured temporarily deprived him of consciousness,
and for some days he lay in a state of exhaustion, from which he
only gradually recovered.
And those were but instances of the cardinal’s tyranny, and there
was so little his red robe had not covered, sufficiently at all events for
him to die in his bed. And the magnificent tomb, joint work of two
great artists, that covers the spot where he was laid in the church of
the Sorbonne, bears the recumbent statue of the cardinal, sustained
by Religion and weeping angels.
Whether Louis, the king, shed any tears, is not specially recorded.
They could hardly, in any case, have been more than of the crocodile
kind; since he was so very visibly seen to smile more than once
during the passing away of his great minister. In the days when Vitry
relieved him of Concini by assassination, Louis thanked him warmly
for the service. “Now I am king, Vitry,” he said. But it had not been for
long, except in name; for he had only been free to become the slave
of Richelieu, and now his own life was ebbing fast away, not,
apparently, to his very great regret. Those last days were sorely
troubled at the thought of his mother, who had died in exile at
Cologne. He put the blame of this on Richelieu, and made all the
reparation now possible, by ordering prayers throughout the kingdom
for the repose of her soul. This seemed to bring him some
tranquillity, of mind. He loved music, and he composed for himself a
De Profundis to be chanted when his last hour should arrive. Seated
one day at the window of the Château of St Germains, he pointed
out the route which was best for the funeral cortège to follow, to
reach St Denis, and reminded of a turn of the road which was
awkward to pass, bidding care be taken to keep the hearse well in
hand.
The death of Richelieu in no way softened the strained relations
and conjugal coldness between the king and queen. On the day of
the child’s birth, Louis was about to leave the queen without
bestowing the embrace customary on such occasions, until he was
reminded of his omission, which only a stretch of courtesy might call
forgetfulness.
The little Louis, who was in his fifth year at the time of the king’s
death, does not seem greatly to have interested him or afforded him
any satisfaction; while the child rather shrank from him, notably when
he saw him in his night-cap. Then he broke into piercing screams of
terror. This the king laid, with all her other misdeeds, at the queen’s
door. He declared that she prompted the little boy to his objections.
It was a pitiable ending to a melancholy existence—inexpressibly
lonely, for in those last months, Anne left him entirely to himself.
Less desolate than the king, finding distraction for ennui in the
society of her ladies, and the gentlemen of her own little Court,
among whom Monsignor Giulio Mazarini figured ever more and more
prominently.
Previously to Richelieu’s death, the handsome, fascinating
Mazarin had been a constant frequenter of Ninon’s réunions; but
from these he soon withdrew almost entirely, in favour of the
dazzling metal to be found in the Louvre, for there it rang of
ambitions, which there was every chance of finding fully satisfied.
His first master-stroke was to set aside the late king’s will—which
constituted a counsel of regency, himself being chief of the counsel,
which he had himself recommended to Louis—making Anne regent,
with himself for prime-minister. The king was dead, Louis XIV. but a
small child, and for Mazarin it was “Long live the Queen!” while
Ninon found ample consolation in the devotion of her splendid hero,
Louis de Bourbon, the great Condé, Duc d’Enghien.
Hitherto love had been a fragile toy for her, hanging about her by
the lightest of chains made to be broken. For Condé, the sentiment
lay deeper, nourished by the breath of adulation surrounding him
when he returned, victorious over the Spaniards, from the field of
Rocroi; and she was fired to flames of admiration and of delight in
his distinguished presence. Handsome, amiable, gallant, to Ninon
and to France he was as a demigod.
CHAPTER VIII
“Loving like a Madman”—A Great Transformation—The Unjust Tax—Parted

Lovers—A Gay Court, and A School for Scandal and Mazarin’s Policy—The
Regent’s Caprices—The King’s Upholsterer’s Young Son—The Théâtre
Illustre—The Company of Monsieur and Molière.
“A man of sense may love like a madman, but never like a fool.” It is
the dictum of François de la Rochefoucauld, and must have been
framed from his deep attachment to Condé’s sister, Madame de
Longueville, one of the most charming of the women of the great
world at that time, and bound by ties of close friendship with Ninon.
It was no one-sided love, no case of the one who loves, and the
one who merely consents to it; but mutual, and as passionate, as
certainly for a time the flame was pure, shining with a clear,
unflecked radiance.
Madame de Longueville, who was wedded to an old man, was
singularly fascinating, from her gentle manners and amiability. Her
face was not strictly beautiful, and bore traces of the smallpox, the
cruel scourge then of so many beautiful faces; her eyes were full of a
softened light, and she had the gift of a most sweet voice, while her
smile was gentle and irresistibly winning. The dreamy, romantic,
somewhat melancholy-natured de la Rochefoucauld’s heart was laid
at her feet in whole and undivided adoration. For their conscious
love, each strove against the temptation, she so earnestly, that she
shut herself away from all chance of so much as seeing him for a
little while. But Ninon slipped in with her philosophy. It was quite true,
she argued to Madame de Longueville, that there were grave
considerations to be respected—the indissoluble tie of marriage,
convenances to be observed—all these; but to hide herself away, to
refuse the unhappy prince the alleviation of gazing at her, of
exchanging a few fleeting words—no, it was monstrously absurd.
The very Platoniciens did not go such lengths. No, if complete
happiness could not be theirs, at least a smile, a glance, was
permitted; and Ninon’s counsel wound up with a suggestion to the
disconsolate prince, that he should try what a little note to the
woman he adored would effect, and he wrote—“Show yourself—be
beautiful, and at least let me admire you.”
And Ninon delivered the billet, and its effect was marvellous. It
conquered the young duchess’s natural timidity and retiring
disposition. She took courage; she assumed her rightful place in the
world; she appeared at the Louvre; she kept open house and gave
brilliant receptions; she took her seat on the tabouret of the
duchesses; her toilettes were magnificent; she shone brilliantly in
conversation, and began to take part in Court intrigues; ere long very
actively.
“With two lines of a man’s writing,” had said Mazarin’s great
predecessor, “I could condemn him”; and with two lines of that
magical pen of the Count de la Rochefoucauld, Madame de
Longueville became another woman. As in the matter of her warm
attachment to her lover, she was constant in her politics; while Louis
de Condé, all-conquering at Rocroi, yielded himself captive to the
charms of Ninon de L’Enclos—a veritable lion in love; not so blindly,
however, that he was insensible to the wrongs of the people, upon
whom a tax had been levied of a specially hateful kind. It was called
the Toisé, and was a revival of an old edict long fallen into
desuetude. To the Italian, d’Eméri, to whom Mazarin had entrusted
the control of public finances, was due its discovery and
resuscitation. This edict forbade the enlargement of the borders of
Paris, and as recently new buildings had been, and were being, in
course of construction far and wide, the owners of these were
threatened with confiscation of their materials, unless they
consented to pay for their newly-erected houses and other buildings,
a rate regulated by measurement of the size of them. This pressed
cruelly on the people. Loud murmurs were excited. The Parliament
expostulated, and the Toisé was withdrawn. It was the first stone
slung by the Fronde. Condé’s indignation was great; and one day, in
the rue St Antoine, he laid flat with his sword the body of some
wretched collector who had snatched away a child’s cradle from a
poor woman. His act gave great offence to the queen, who saw in it
defiance of Mazarin. Both at home and abroad, there was plenty
stirring to keep existence from stagnating; but for a few brief
delightful weeks the Duc d’Enghien sought retirement and tranquillity
in his château of Petit Chantilly, in company with Ninon, who left the
rue des Tournelles dwelling to take care of itself. It was the iniquitous
Toisé which broke in upon their content; for the queen sent for the
duke, to consult him in the emergency created by the cardinal
favourite.
After the Toisé prologue, however, the opening scenes of the
inglorious turmoil of the Fronde did not see Condé; for Austria once
more took up arms, and he lost not a moment in hastening to the
frontier. If it is indeed a fact that Ninon accompanied him thither in
the guise of a young aide-de-camp, mounted on a fiery charger, it
was but to re-enact her former exploits; and Ninon was nothing if not
daring. That her presence on the field of Nordlingen could have been
really anything but exceedingly encumbering, is more than
imaginable. At all events Condé soon begged her to return to Paris,
in order to go and console his sister, Madame de Longueville, who
had been summoned to attend his father, the Duc de Condé, in an
illness threatening to be fatal. Arrived at Paris, she found the sufferer
very much better, and writing to inform the Duc d’Enghien of this
pleasant intelligence, she begged to be allowed to return to him. The
duke, however, replied that it was hardly worth while; as he should
soon be back. To pass the tedium of his absence, Ninon resumed
her réunions, finding pleasant distraction in the society of her friends,
among which were two ladies distinguished for their birth and
undoubted talents, scarcely less than notorious, even in those days,
for their openly lax mode of life. One of these was Madame de la
Sablière, a notable member of the Hôtel de Rambouillet côtérie. A
really brilliant mathematician, she was at least equally skilful in the
science of love—so ardent a student, that one day her uncle, a grave
magistrate, scandalised out of all endurance at her ways,
remonstrated severely, reminding her that the beasts of the field
observed more order and seasonable regulation in their love-affairs.
“Ah, dear uncle,” said the gifted lady, “that is because they are
beasts.”
Madame de Chevreuse was the other specially chosen spirit of her
own sex Ninon now consorted with. After the death of Richelieu, who
had exiled her at the time of the Val de Grâce affair, she was allowed
to return to France, attended by the Abbé de Retz, Paul de Gondi,
whom Louis XIII., on his deathbed, had appointed coadjutor to the
new archbishopric of Paris. De Retz had himself aspired to the
archbishopric, and swore that he would obtain a cardinalate.
The Court was now brilliantly gay. The gloomy and sombre
atmosphere of Louis XIII. and of Richelieu’s day faded all in a
succession of balls and fêtes and every sort of festivity. Anne of
Austria enlarged the south side of the Louvre, and Grimaldi and
Romanelli adorned the chambers and galleries with their exquisite
skill. Poussin, whose friezes terminated the ends of the great gallery,
had had apartments assigned him in the Louvre, in order to carry on
his work with greater facility; but he had retired in displeasure at the
criticisms of his brother-artists, and went to Rome, where he spent
the rest of his life, leaving in Paris immortal memories of his genius,
among them the altarpiece for the chapel of St Germain en Laye,
and the mournful Arcadian Shepherd, “Et in Arcadia Ego.”
So the never-ending round of gaiety was set in motion by Mazarin,
and Anne of Austria was the regent. Anne, still handsome, and by
nature frivolous under her somewhat cold Spanish demeanour—
surely a born coquette, delighting in show and magnificence, none
the less that she had so long lived under repression. The queen,
apparently, was the reigning power; but it was the crafty prime-
minister who pulled the strings, and set the puppets dancing and
fiddling, and amorously intriguing, so that they should leave him to
carry on his politics, and mount to the heights of his ambition and
power in his own unhindered way. Unlike his great predecessor, he
was handsome, and good-natured in manner, and therefore an
ornament in those brilliant assemblies. Wrote St Evrémond—
“J’ai vu le temps de la bonne régence,
Temps où régnait une heureuse abondance,
Temps où la ville aussi bien que la cour
Ne respirait que les jeux et l’amour.
Une politique indulgente
De notre nature innocente
Favorisait tous les désirs
Tout dégoût semblait légitime;
La douce erreur ne s’appélait point crime,
Les vices délicats se nommait des plaisirs.”
Very pleasant and entertaining the world of society was then; and
seasoned as it was with even unusual spice of malice and spite,
scandal was rife. Among others, the stepmother of Madame de
Chevreuse, Madame de Montbazon, who was married to the old Duc
de Rohan, was a past-mistress in the gentle art of making mischief;
and where the material was insufficient, she manufactured it without
scruple. In this way she nearly succeeded in bringing a rift into the
love-harmonies of Henri de la Rochefoucauld and his adored
Madame de Longueville, by means of sheer, brazen lying, alleging
that certain letters of Madame de Longueville, which had been
found, had dropped from the pocket of Coligny. It was a pitiful
fabrication, and Madame de Montbazon—of whom de Retz, in his
Memoirs, says “I never saw any person showing in her vices less
respect for virtue”—did not come out of it with very flying colours, for
all her best efforts at effrontery, and she received an order from
Mazarin to retire to Tours. The letters, in effect, proved to be not
those of Madame de Longueville at all; and the pocket they dropped
out of, was not Coligny’s. It was altogether an affair of another pair of
lovers.
The embellishments of the Louvre were still not completed, before
the queen decided not to reside in it. She began to recall, rather
tardily it would seem, all the lugubrious memories of her past life
connected with the palace; and she established herself in the
magnificent Palais Royal—originally the Palais Cardinal.
In all those festivities, Ninon took prominent part. Ever
philosophical, she thus consoled herself for the prolonged absence
of the Duc d’Enghien, an absence which had, moreover, not
intensified the sentiments of adoration she at first conceived for him.
It was but Ninon’s way. She had begun to see small defects in the
case-armour of the perfection of her Mars. Her acquaintance with the
dead languages supplied her with the Latin proverb, “vir pilosus, aut
libidinum aut fortis.” “Now Esau was a hairy man,” and the Duc
d’Enghien was also vir pilosus, and Ninon taxed him with being a
greater warrior than an ardent wooer, and the passion cooled rapidly;
but the friendship and mutual liking ever remained.
Ninon employed Poquelin, upholsterer to the king, in the furnishing
of her elegant suite of apartments. His shop was in the rue St
Honoré, and there was born his son, Jean Baptiste, an intelligent,
rather delicate-looking little boy, whom he duly educated and trained
for his own trade. Young Jean Baptiste, however, fairly submissive
and obedient, was also very fond of reading and writing, the only two
acquirements his father thought necessary for assisting the chair and
table-making the boy’s future was destined for. Fortunately he had a
very kind grandfather who loved the drama, and sometimes he
would take little Jean Baptiste with him to see the performances at
The Hôtel Bourgogne. Poquelin père looked with distrust on these
excursions, thinking that he saw in the lad, as undoubtedly he did,
growing aversion to the upholstery vocation, and a fast developing
passion for tragedy and comedy—comedy very markedly—and the
boy’s delight in study and books generally, created a disturbance in
the good upholsterer’s mind, which culminated in distress, when it
became certain beyond all question, that young Jean’s liking was as
small for cabinet-making as it was unconquerable for literature. He
was at that time about fourteen years old, and he carried about with
him a small comedy he had composed called l’Amour Médecin,
which Ninon one day, when he came to assist his father at her
house, detected, rolled up under his arm. Won by her kind smiles,
young Poquelin was induced to allow her to look at it, and she, no
mean critic, saw such promise in it, that she showed it to Corneille—
who was then staying with her, pending the representation of The
Cid. Corneille warmly seconded her estimate of the boy’s promise of
unusual dramatic gifts; and after great demur, Poquelin yielded to the
good grandfather’s persuasions to send him to college. Several
helping hands, Ninon among them, contributed to the necessary
funds for this new career, and Jean Baptiste became a pupil of the
Jesuits at Clermont. There he studied for five years, in the same
class with Armand de Bourbon, Prince de Conti, the youngest
brother of Madame de Longueville, who promised Ninon the special
protection and friendship of Armand, and of the college preceptors, a
promise that was ever faithfully held by; and the celebrated teacher
Gassendi took him under his special care, with two other gifted lads
confided to him.
At the end of the five years, Jean Baptiste was forced to resume
his old occupation, on account of his father’s increasing infirmities.
But it was not for long. Richelieu’s love of letters, and of the drama
especially, brought him knowledge of young Poquelin’s talent, and
made the difficult way of literature easier for him; for the theatre was
beginning to flourish. There was no regular company of actors in
Paris until the coming of Corneille. Only a few of the “rogue and
vagabond” wearers of the sock and buskin came and went, selling
their plays, when they could find buyers, for some ten crowns
apiece. The comedies of Corneille caused the establishment of a
dramatic troupe in the city, and then it was that young Poquelin,
leaving the upholstery to the dogs, established a small company of
young men—“stage-struck” as the mockers were pleased to say, in
this instance guided however by the sterling judgment of Jean
Baptiste, truly dramatically gifted, in the Faubourg St Germain. They
called it the Illustrious Theatre—(l’Illustre Théâtre). So through the
years of the ignoble strife of the Fronde, when times were arid for
real literary talent, Poquelin acted and composed little comedies,
mainly for the provinces. Travelling with his company to Languedoc,
where the Prince de Conti happened to be staying on his estates,
Poquelin produced before him several of his pieces, afterwards
finding their world-wide renown, l’Étourdi, le Dépit Amoureux, and
others. The Prince de Conti introduced him to Monsieur, the only
brother of Louis XIV.; and in a short time there came a day of days
when the command of their Majesties reached the actor-manager, to
give a representation in the chamber of the Guards in the old Louvre.
After the performance of this long five-act piece, Poquelin—who had
followed the custom of the actors of his time, had taken another
name, and selected Molière—stepped to the front, and begged His
Majesty’s permission to play a short one-act piece. It was le Docteur
Amoureux. This is possibly the origin of the custom, still so
frequently observed, of the “Curtain-raiser.”
POQUELIN DE MOLIERE
Coypel pinc. Ficquet Sculp.
To face page 100.
Now established at Paris, Molière’s company, which he styled the

Troupe de Monsieur, his patron, was accorded the Salle of the Palais
Royal, for the representation of his piece. It had been originally
constructed for the cardinal’s tragedy of Mirame, and “The chamber,”
says Voltaire, “for dramatic purposes, is as bad as the piece for
which it was built.”
Molière had a very agreeable personality. He was a little above
medium height, well-built and of noble presence. His gait was
dignified, his nose and mouth were large, and his lips full; his
complexion was dark with black, thick eyebrows, and these he could
control to giving his face all sorts of comic expressions. His manner
was gentle, pleasing and kindly. He loved to speak, and when he
read his plays to his company, he liked them to bring their children,
so that he might study their ways and actions.
Molière, having the good or the ill fortune, as it may be, to become
such a distinguished public favourite, had his fair number of enemies
among his many friends. His chief detractors were, of course, to be
found among the bad authors and the great unacted; also the “unco’
guid” tried to sting him hard, and in a measure succeeded—as when
do they not when their poison is dropped upon sensitive natures?
But the warmth of the Sun-King’s admiration and patronage greatly
shielded him. His Majesty bestowed a canonry on his son.
Molière had a physician, Mauvilain. It was rather an unfortunate
name, and one day when he was dining with the king, Louis asked
him about him. “You have a doctor,” he said; “what does he do for
you?”
“Sire,” replied Molière, “we gossip together; he prescribes me
remedies; I do not take them—and I am cured.”
That Ninon was proud of the brilliant man she had so signally
helped to befriend as a lad, may well be conceived, and whenever a
new piece was produced, she was always there to witness it, in one
of the most honoured places reserved for her.
CHAPTER IX
The Rift in the Lute—In the Vexin—The Miracle of the Gardener’s Cottage—Italian
Opera in Paris—Parted Lovers—“Ninum”—Scarron and Françoise d’Aubigné
—Treachery—A Journey to Naples—Masaniello—Renewing Acquaintances—
Mazarin’s Mandate.
Again victorious at Nordlingen, the Duc d’Enghien, now Prince de

Condé, for his father was now dead, returned to Paris—but not to
Ninon. She had given great offence to his family by permitting de la
Rochefoucauld and Madame de Longueville to meet at her house,
and Condé sternly reproached her for the indiscretion; hence the tie
between them was broken—perhaps merely a little sooner than
otherwise; for the distinction of winning the admiration of the hero of
the hour had played for Ninon a very powerful part in the liaison. And
after all, she preferred to receive homage more than to offer it; for
though she liked to ruffle it in masculine attire, she was a very
woman; and taking her heart back again, she permitted it to be
captured by the Marquis de Villarceaux, who had sued for long past.
Villarceaux was handsome and agreeable, but he had a serious
defect in Ninon’s eyes: he was fair, and a fat man or a fair man she
ordinarily found detestable. Still he was eloquent, and she allowed
herself to be persuaded to go and rusticate with him in the Vexin, as
the guest of a friend of the Marquis, Monsieur de Vicariville. This
gentleman found great pleasure in discoursing on philosophical
themes with Ninon, while Monsieur Villarceaux went out to amuse
himself in the neighbourhood, flitting from flower to flower, as ready
to converse with the maids as with the mistress.
In the course of a few days, visitors arrived at the château. One of
them was the Chevalier Villars Orondate, afterwards ambassador to
Spain, a man full of originality and humour. During his stay, he
rendered his host a signal service by the exercise of his quaint wit
and ingenuity. Monsieur de Vicariville’s château was reached by a
long, noble avenue, whose perspective would have been
incomparable, but for the intrusion of a miserable tumbledown
cottage just about midway.
Large sums had been offered when the avenue was made, to its
owner, whose name was Jérome, to sell his small holding; but he
flatly refused. His father had built the cottage, he had been born in it,
and desired to die in it when his time came, continuing meanwhile to
follow in it his trade, which was a tailor’s; and the eyesore had to be
left.
Orondate asked his host what he would give him if he got the
cottage removed within a week’s time.
“With Jérome’s consent, of course?” laughed Vicariville.
“That would not be required.”
“I would give you a hundred louis, gladly.”
“Money? For shame! It is for glory’s sake I would go to work—or at
all events for a kiss from Mademoiselle.”
Villarceaux demurred at this; but Ninon cheerfully agreed; and
going in search of the tailor, Orondate told him he wanted a
handsome suit made for Monsieur de Villarceaux, who was going to
Court with him. Was he capable of fulfilling the order? Certainly,
Jérome was as able to do it as the grandest tailor in Paris.
“Very good. I will give you a pistole a day, if you agree to come
and work in the château, never leaving off all day, and entirely under
my supervision. Your food will be all found for you; and you will be
paid on completion of the task.”
The tailor accepted the bargain with delight, and fell to work; while
Orondate caused a scrupulously exact plan of the cottage to be
made, with precise measurements of every thing in its interior, taking
note even of the position of each piece of furniture, and the smallest
object in the place. Then he had the entire cottage taken to pieces,
the walls knocked down, and the whole load of it transported to a
spot a little outside the avenue. There the skilful workmen he had
engaged, put it all together again, and all the smallest things back in
their places, not forgetting the good man’s little soup saucepan, and
the enclosing garden hedge.
The avenue, meanwhile, was carefully swept, and cleared of all
traces of the removal. Nothing remained to be seen of either the
cottage or the garden.
The tailor’s work being now completed, he received his
honorarium from Orondate, with a couple of louis in addition. Then
going home, well satisfied, towards nightfall he passed down the
avenue. It seemed rather long, yet he arrived at the end at last,
sooner than he quite expected. Returning, he came and went, came
and went, and could find his house nowhere. The poor man spent
the night in searching for it. The day broke, and shed light on the
avenue, but there was no cottage. Had the foul fiend been at work?
Reaching the outskirts of the park, he saw, just beyond the wall, a
house resembling his own. Rushing forward, he recognised his own
sheltering trees, the garden, the grass-plot, and the honeysuckle
hedge. The door faced him, and Jérome inserted the key in its lock.
It fell open smoothly. Going in, he found everything in its proper
place—only the table, instead of being bare, bore a smoking hot leg
of mutton, flanked by two bottles of wine.
The tailor crossed himself devoutly, convinced that he was
bewitched.
The leg of mutton, however, looked appetising, and Jérome was
hungry after his long nocturnal perambulations; he approached the
joint, and contemplated it with lessening repugnance. Then, fetching
his little holy-water brush, he sprinkled the mutton to see if it
disappeared; but it smoked on. It certainly had not been cooked in
the infernal regions. Jérome took heart therefore, and sat down to
dine.
The authors of this curious transformation scene, concealed to
watch what would happen, waited till Jérome had well banqueted;
then they entered, and with bursts of laughter, asked him what he
thought of the sorcerers of the château?
Monsieur Orondate was paid the price he had asked, Monsieur
Vicariville gave Jérome the hundred louis his guest had declined,
and the tailor contented himself with pulling a grimace at the trick
which had been played him.[3]
It was Mazarin France had to thank for establishing in Paris,

musical Italian plays, in other words, Italian operas. From time to
time, since the days of Henri III., Italian dramatic singers had visited
Paris, finding no regular stage or fair opportunity for their beautiful
presentations. Mazarin, however, secured them the rights for these
at the Hôtel Bourgogne, and by one of the exercises of his wily
ingenuity, also contrived to win away from Charles II. Budeaud, the
musical leader of the Court-revels in London, as the conductor of the
Paris company.
Early in the winter, whose approach brought Ninon and everybody
back to Paris, invitations were issued for the performance of an
Italian opera on a magnificent scale, in the Palais Royal, and to
Ninon the invitation was sent by the Duc de Condé—who had
repented of his harsh estimate of her conduct—and finding his way
to her fauteuil in the course of the performance, the two made their
peace by mutual concessions. Meanwhile Condé had diplomatically
set several hundred leagues between the lovers, by pairing off
Madame de Longueville with her husband to Münster, while he
caused the Duc de la Rochefoucauld to be summoned to his duties
as governor of Poitou. Independently of the ardent but brief
attachment of Rocroi and Nordlingen days, the Duc de Condé
entertained sterling admiration and esteem for the qualities of Ninon,
and their friendship remained sincere through life.
For three years Ninon came to Paris only at intervals; she
remained in the Vexin, with the erratic Marquis de Villarceaux for her
companion. Of a furiously jealous nature in regard to the object of his
affectionate consideration, he permitted himself a wide range. The
lawful wife he owned was, not unnaturally, jealous of Ninon, and
made her a constant subject of contention between them. One day
she requested the tutor of her little son to examine him before some
company she was entertaining, upon his recent classical studies.
“Quem habuit successorum Bellus, rex Assyriorum?” (“Who
succeeded Belus, King of the Assyrians?”) inquired the tutor, who
was no less a person than the Abbé Scarron.
“Ninum,” replied the little boy.
The word, so absolutely resembling Ninon, threw Madame de
Villarceaux into a furious rage. Scarron vainly endeavoured to
explain and justify himself. She would not listen. The answer, she
said, was quite enough for her; and Scarron was dismissed. It was a
cruel accident for him, crippled as he was, so utterly as not to be
able to stir from his wheel-chair. Bodily “a wretched log,” as he called
himself, intellectually more brilliant than ever, and in a human sense,
ever the same kindly, generous epicurean philosopher as of old,
“always” as he said, “unfortunate.” On the top of all his other troubles
he had fallen in love. Alas! for the poor prisoner of that wheeled-
chair, the helpless wreck of the ex-canon! Ninon found refuge in
silence as she stood before him where he had been carried in from
his coach. It was long since they had met, and her heart was full of
pity. The object of his affection, Scarron went on to tell her, was one
Françoise d’Aubigné, a native of Niort. “Ah, d’Aubigné,” interrupted
Ninon at last. “A Protestant then?” A Calvinist by birth, went on
Scarron, and reared in that teaching by an aunt who had adopted
her on the death of her parents; but the aunt died, and then a lady,
Madame de Neuillan, a friend of the Marquise de Villarceaux, had
taken her in hand. It was a misuse of words to call it befriending. It
was in this way Scarron had seen her, a charmingly pretty girl of
about seventeen.
This Countess de Neuillan was a gorgon of virtue and principle,
and, as also a bigot of a Catholic, she had compelled Françoise to
become one. In return for all her tender care, Madame de Neuillan
imposed the most menial duties on the young girl, who was of
angelic disposition as well as beautiful. Her father had been the son
of the friend of Henri IV. More or less worthy as he might be
represented—de mortuis nil nisi bonum—he had died in prison,
guilty of no other crimes, perhaps, than being a Protestant; and so
his two children had been left cast in indigence upon the world. The
lot of Françoise in the house of Madame de Neuillan was deplorable,
and Scarron, as well as some other friends, had advised her to leave
her, and get her living by the work of her hands sooner than remain
in such dependence; and for twelve months past she had lodged in a
little street of a neighbouring faubourg, with her brother, a ne’er-do-
well; but still her brother; and her goodness to him was the only fault
Scarron had to find in the adorable Françoise. And Ninon’s generous
heart overflowed with sympathy for the young girl, and she took her
to her own home, and they were warm friends, living in the closest
ties of affection; and ere long the sweet, modest, gentle girl repaid
the kind friend’s goodness by winning her lover, Monsieur de
Villarceaux, away from her, and Ninon, who was sincerely attached
to him, felt the sting acutely. She taxed Françoise with the attempt,
which was quite successful, and refused to listen to any denial or
excuse, merely saying that they would have the field quite free to
themselves, as she was leaving on the following day for Naples. And
thither she went, taking the sea-journey from Marseilles. For
travelling companion, she had the Chevalier de Méri. This gentleman
who had been one of the guests of Monsieur Vicariville had a sister
who was married to a Spanish Grandee, to whom was promised the
viceroyalty of Naples.
Monsieur de Méri was in every way far more desirable as a
companion than the man she had left in the company of Françoise,
to whom she also entrusted the ménage in the rue des Tournelles,
only making the condition that she and Villarceaux should hold their
sweet converse exclusively in the “Yellow Chamber,” which was the

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1.1 Inductive and Deductive Reasoning 2

EXCURSION: KenKen® Puzzles: An Introduction 8

1.2 Problem Solving with Patterns 15

2.1 Basic Properties of Sets 48

EXCURSION: Fuzzy Sets 52

2.2 Complements, Subsets, and Venn Diagrams 57

3.1 Logic Statements and Quantifiers 106

EXCURSION: Switching Networks 113

3.2 Truth Tables, Equivalent Statements, and Tautologies 117

3.5 Symbolic Arguments 141

4 Apportionment and Voting 169

4.1 Introduction to Apportionment 170

EXCURSION: Apportioning the 1790 House of Representatives 181

4.2 Introduction to Voting 189

5.1 Graphs and Euler Circuits 230

EXCURSION: Pen-Tracing Puzzles 240

5.2 Weighted Graphs 245

6 numeration Systems and number theory 293

6.4 Arithmetic in Different Bases 319

7.1 Measurement 356

EXCURSION: Drawing with a Straightedge and a Compass 362

7.2 Basic Concepts of Euclidean Geometry 364

8.1 Modular Arithmetic 458

EXCURSION: Computing the Day of the Week 465

8.2 Applications of Modular Arithmetic 468

9.1 First-Degree Equations and Formulas 496

EXCURSION: Body Mass Index 504

9.2 Rate, Ratio, and Proportion 509

10 Applications of Functions 555

10.1 Rectangular Coordinates and Functions 556

EXCURSION: Dilations of a Geometric Figure 562

10.2 Properties of Linear Functions 566

11.1 Simple Interest 620

EXCURSION: Interest on a Car Loan 626

11.2 Compound Interest 628

11.5 Home Ownership 670

12 Combinatorics and Probability 687

12.1 The Counting Principle 688

EXCURSION: Decision Trees 693