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Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
9th Edition
Contemporary Mathematics
f o r Bu sine ss a nd C o ns umers
Robert Brechner and George Bergeman
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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Contemporary Mathematics for Business © 2020, 2017 Cengage Learning, Inc.
and Consumers, 9th Edition
Robert A. Brechner, George W. Bergeman
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Contemporary Mathematics, 9e
Real Business. Real Math. Real Life.
Contemporary
Mathematics, 9e
ercome
helps students ov
d nfidently
co
math anxiety an
ness and
master key busi
mathem icsat
concepts!
F rom M otivation to M astery

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

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

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

solution
A T ry -I t E xercise with solution

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Numbers
Round the following numbers to the indicated place.

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

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

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

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

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

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

16. 32,475 to thousands
17. 812,461 to hundreds
18. 6,971,506 to hundred thousands
19. 25,812,922 to millions
20. 45,699 all the way
21. 1,325,669,226 to hundred millions
22. 23,755 all the way
23. According to the American Wind Energy Association, Texas has
the highest operating wind capacity, 8,797 megawatts. Iowa is
second with 3,053 megawatts capacity.
a. Write each of these numbers in word form.
b. Round each of these numbers to the nearest hundred.
24. According to the Financial Times, in a recent recession, outstanding

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

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

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

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

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

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

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

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

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

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

Numbers
Subtract the following whole numbers and verify your answers.

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

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

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

Category
Service Category April May June Totals
Cutting, Styling, Coloring $13,515 $12,350 $14,920
Manicure, Pedicure, Waxing 5,418 7,640 5,756
Service Sector According to the
Facials and Makeup 4,251 6,125 6,740 CIA World Factbook, service sector
Beauty Supplies 8,690 7,254 10,346 businesses such as beauty salons
and dry cleaners account for
Monthly Grand
79.6% of the U.S. economy’s gross
Totals Total domestic product. Other sectors
include industrial at 19.2% and
agriculture at 1.2%.
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would put them down. And now the steps of this crime follow each
other so fast, at such fatally quick time, that the millions of virtuous
citizens, whose agents the government are, have no place to
interpose, and must shut their eyes until the last howl and wailing of
these tormented villages and tribes shall afflict the ear of the world.
I will not hide from you, as an indication of the alarming distrust,
that a letter addressed as mine is, and suggesting to the mind of the
Executive the plain obligations of man, has a burlesque character in
the apprehensions of some of my friends. I, sir, will not beforehand
treat you with the contumely of this distrust. I will at least state to you
this fact, and show you how plain and humane people, whose love
would be honor, regard the policy of the government, and what
injurious inferences they draw as to the minds of the governors. A
man with your experience in affairs must have seen cause to
appreciate the futility of opposition to the moral sentiment. However
feeble the sufferer and however great the oppressor, it is in the
nature of things that the blow should recoil upon the aggressor. For
God is in the sentiment, and it cannot be withstood. The potentate
and the people perish before it; but with it, and as its executor, they
are omnipotent.
I write thus, sir, to inform you of the state of mind these Indian
tidings have awakened here, and to pray with one voice more that
you, whose hands are strong with the delegated power of fifteen
millions of men, will avert with that might the terrific injury which
threatens the Cherokee tribe.
With great respect, sir, I am your fellow citizen,
RALPH WALDO EMERSON.
IV
ADDRESS
DELIVERED IN CONCORD ON THE

ANNIVERSARY OF THE EMANCIPATION OF THE
NEGROES IN THE BRITISH WEST INDIES,
AUGUST 1, 1844.
There a captive sat in chains,

Crooning ditties treasured well
From his Afric’s torrid plains.
Sole estate his sire bequeathed,—
Hapless sire to hapless son,—
Was the wailing song he breathed,
And his chain when life was done.
ADDRESS
EMANCIPATION IN THE BRITISH WEST INDIES
Friends and Fellow Citizens: We are met to exchange

congratulations on the anniversary of an event singular in the history
of civilization; a day of reason; of the clear light; of that which makes
us better than a flock of birds and beasts; a day which gave the
immense fortification of a fact, of gross history, to ethical
abstractions. It was the settlement, as far as a great Empire was
concerned, of a question on which almost every leading citizen in it
had taken care to record his vote; one which for many years
absorbed the attention of the best and most eminent of mankind. I
might well hesitate, coming from other studies, and without the
smallest claim to be a special laborer in this work of humanity, to
undertake to set this matter before you; which ought rather to be
done by a strict coöperation of many well-advised persons; but I
shall not apologize for my weakness. In this cause, no man’s
weakness is any prejudice: it has a thousand sons; if one man
cannot speak, ten others can; and, whether by the wisdom of its
friends, or by the folly of the adversaries; by speech and by silence;
by doing and by omitting to do, it goes forward. Therefore I will
speak,—or, not I, but the might of liberty in my weakness. The
subject is said to have the property of making dull men eloquent.
It has been in all men’s experience a marked effect of the
enterprise in behalf of the African, to generate an overbearing and
defying spirit. The institution of slavery seems to its opponent to
have but one side, and he feels that none but a stupid or a malignant
person can hesitate on a view of the facts. Under such an impulse, I
was about to say, If any cannot speak, or cannot hear the words of
freedom, let him go hence,—I had almost said, Creep into your
grave, the universe has no need of you! But I have thought better: let
him not go. When we consider what remains to be done for this
interest in this country, the dictates of humanity make us tender of
such as are not yet persuaded.[104] The hardest selfishness is to be
borne with. Let us withhold every reproachful, and, if we can, every
indignant remark. In this cause, we must renounce our temper, and
the risings of pride. If there be any man who thinks the ruin of a race
of men a small matter, compared with the last decoration and
completions of his own comfort,—who would not so much as part
with his ice-cream, to save them from rapine and manacles, I think I
must not hesitate to satisfy that man that also his cream and vanilla
are safer and cheaper by placing the negro nation on a fair footing
than by robbing them. If the Virginian piques himself on the
picturesque luxury of his vassalage, on the heavy Ethiopian manners
of his house-servants, their silent obedience, their hue of bronze,
their turbaned heads, and would not exchange them for the more
intelligent but precarious hired service of whites, I shall not refuse to
show him that when their free-papers are made out, it will still be
their interest to remain on his estate, and that the oldest planters of
Jamaica are convinced that it is cheaper to pay wages than to own
the slave.
The history of mankind interests us only as it exhibits a steady
gain of truth and right, in the incessant conflict which it records
between the material and the moral nature. From the earliest
monuments it appears that one race was victim and served the other
races. In the oldest temples of Egypt, negro captives are painted on
the tombs of kings, in such attitudes as to show that they are on the
point of being executed; and Herodotus, our oldest historian, relates
that the Troglodytes hunted the Ethiopians in four-horse chariots.
From the earliest time, the negro has been an article of luxury to the
commercial nations. So has it been, down to the day that has just
dawned on the world. Language must be raked, the secrets of
slaughter-houses and infamous holes that cannot front the day, must
be ransacked, to tell what negro slavery has been. These men, our
benefactors, as they are producers of corn and wine, of coffee, of
tobacco, of cotton, of sugar, of rum and brandy; gentle and joyous
themselves, and producers of comfort and luxury for the civilized
world,—there seated in the finest climates of the globe, children of
the sun,—I am heart-sick when I read how they came there, and how
they are kept there. Their case was left out of the mind and out of the
heart of their brothers. The prizes of society, the trumpet of fame, the
privileges of learning, of culture, of religion, the decencies and joys
of marriage, honor, obedience, personal authority and a perpetual
melioration into a finer civility,—these were for all, but not for them.
For the negro, was the slave-ship to begin with, in whose filthy hold
he sat in irons, unable to lie down; bad food, and insufficiency of
that; disfranchisement; no property in the rags that covered him; no
marriage, no right in the poor black woman that cherished him in her
bosom, no right to the children of his body; no security from the
humors, none from the crimes, none from the appetites of his
master: toil, famine, insult and flogging; and, when he sank in the
furrow, no wind of good fame blew over him, no priest of salvation
visited him with glad tidings: but he went down to death with dusky
dreams of African shadow-catchers and Obeahs hunting him.[105]
Very sad was the negro tradition, that the Great Spirit, in the
beginning offered the black man, whom he loved better than the
buckra, or white, his choice of two boxes, a big and a little one. The
black man was greedy, and chose the largest. “The buckra box was
full up with pen, paper and whip, and the negro box with hoe and bill;
and hoe and bill for negro to this day.”
But the crude element of good in human affairs must work and
ripen, spite of whips and plantation laws and West Indian interest.
Conscience rolled on its pillow, and could not sleep. We sympathize
very tenderly here with the poor aggrieved planter, of whom so many
unpleasant things are said; but if we saw the whip applied to old
men, to tender women; and, undeniably, though I shrink to say so,
pregnant women set in the treadmill for refusing to work; when, not
they, but the eternal law of animal nature refused to work;—if we saw
men’s backs flayed with cowhides, and “hot rum poured on,
superinduced with brine or pickle, rubbed in with a cornhusk, in the
scorching heat of the sun;”—if we saw the runaways hunted with
bloodhounds into swamps and hills; and, in cases of passion, a
planter throwing his negro into a copper of boiling cane-juice,—if we
saw these things with eyes, we too should wince. They are not
pleasant sights. The blood is moral: the blood is anti-slavery: it runs
cold in the veins: the stomach rises with disgust, and curses slavery.
Well, so it happened; a good man or woman, a country boy or girl,—
it would so fall out,—once in a while saw these injuries and had the
indiscretion to tell of them. The horrid story ran and flew; the winds
blew it all over the world. They who heard it asked their rich and
great friends if it was true, or only missionary lies. The richest and
greatest, the prime minister of England, the king’s privy council were
obliged to say that it was too true. It became plain to all men, the
more this business was looked into, that the crimes and cruelties of
the slave-traders and slave-owners could not be overstated. The
more it was searched, the more shocking anecdotes came up,—
things not to be spoken. Humane persons who were informed of the
reports insisted on proving them. Granville Sharpe was accidentally
made acquainted with the sufferings of a slave, whom a West Indian
planter had brought with him to London and had beaten with a pistol
on his head, so badly that his whole body became diseased, and the
man useless to his master, who left him to go whither he pleased.
The man applied to Mr. William Sharpe, a charitable surgeon, who
attended the diseases of the poor. In process of time, he was healed.
Granville Sharpe found him at his brother’s and procured a place for
him in an apothecary’s shop. The master accidentally met his
recovered slave, and instantly endeavored to get possession of him
again. Sharpe protected the slave. In consulting with the lawyers,
they told Sharpe the laws were against him. Sharpe would not
believe it; no prescription on earth could ever render such iniquities
legal. ‘But the decisions are against you, and Lord Mansfield, now
Chief Justice of England, leans to the decisions.’ Sharpe instantly sat
down and gave himself to the study of English law for more than two
years, until he had proved that the opinions relied on, of Talbot and
Yorke, were incompatible with the former English decisions and with
the whole spirit of English law. He published his book in 1769, and
he so filled the heads and hearts of his advocates that when he
brought the case of George Somerset, another slave, before Lord
Mansfield, the slavish decisions were set aside, and equity affirmed.
[106] There is a sparkle of God’s righteousness in Lord Mansfield’s
judgment, which does the heart good. Very unwilling had that great
lawyer been to reverse the late decisions; he suggested twice from
the bench, in the course of the trial, how the question might be got
rid of: but the hint was not taken; the case was adjourned again and
again, and judgment delayed. At last judgment was demanded, and
on the 22d June, 1772, Lord Mansfield is reported to have decided in
these words:
“Immemorial usage preserves the memory of positive law, long
after all traces of the occasion, reason, authority and time of its
introduction, are lost; and in a case so odious as the condition of
slaves, must be taken strictly (tracing the subject to natural
principles, the claim of slavery never can be supported). The power
claimed by this return never was in use here. We cannot say the
cause set forth by this return is allowed or approved of by the laws of
this kingdom; and therefore the man must be discharged.”
This decision established the principle that the “air of England is
too pure for any slave to breathe,” but the wrongs in the islands were
not thereby touched. Public attention, however, was drawn that way,
and the methods of the stealing and the transportation from Africa
became noised abroad. The Quakers got the story. In their plain
meeting-houses and prim dwellings this dismal agitation got
entrance. They were rich: they owned, for debt or by inheritance,
island property; they were religious, tender-hearted men and women;
and they had to hear the news and digest it as they could. Six
Quakers met in London on the 6th of July, 1783,—William Dillwyn,
Samuel Hoar, George Harrison, Thomas Knowles, John Lloyd,
Joseph Woods, “to consider what step they should take for the relief
and liberation of the negro slaves in the West Indies, and for the
discouragement of the slave-trade on the coast of Africa.” They
made friends and raised money for the slave; they interested their
Yearly Meeting; and all English and all American Quakers. John
Woolman of New Jersey, whilst yet an apprentice, was uneasy in his
mind when he was set to write a bill of sale of a negro, for his
master. He gave his testimony against the traffic, in Maryland and
Virginia. Thomas Clarkson was a youth at Cambridge, England,
when the subject given out for a Latin prize dissertation was, “Is it
right to make slaves of others against their will?” He wrote an essay,
and won the prize; but he wrote too well for his own peace; he began
to ask himself if these things could be true; and if they were, he
could no longer rest. He left Cambridge; he fell in with the six
Quakers. They engaged him to act for them. He himself interested
Mr. Wilberforce in the matter. The shipmasters in that trade were the
greatest miscreants, and guilty of every barbarity to their own crews.
Clarkson went to Bristol, made himself acquainted with the interior of
the slave-ships and the details of the trade. The facts confirmed his
sentiment, “that Providence had never made that to be wise which
was immoral, and that the slave-trade was as impolitic as it was
unjust;”[107] that it was found peculiarly fatal to those employed in it.
More seamen died in that trade in one year than in the whole
remaining trade of the country in two. Mr. Pitt and Mr. Fox were
drawn into the generous enterprise. In 1788, the House of Commons
voted Parliamentary inquiry. In 1791, a bill to abolish the trade was
brought in by Wilberforce, and supported by him and by Fox and
Burke and Pitt, with the utmost ability and faithfulness; resisted by
the planters and the whole West Indian interest, and lost. During the
next sixteen years, ten times, year after year, the attempt was
renewed by Mr. Wilberforce, and ten times defeated by the planters.
The king, and all the royal family but one, were against it. These
debates are instructive, as they show on what grounds the trade was
assailed and defended. Everything generous, wise and sprightly is
sure to come to the attack. On the other part are found cold
prudence, bare-faced selfishness and silent votes. But the nation
was aroused to enthusiasm. Every horrid fact became known. In
1791, three hundred thousand persons in Britain pledged
themselves to abstain from all articles of island produce. The
planters were obliged to give way; and in 1807, on the 25th March,
the bill passed, and the slave-trade was abolished.
The assailants of slavery had early agreed to limit their political
action on this subject to the abolition of the trade, but Granville
Sharpe, as a matter of conscience, whilst he acted as chairman of
the London Committee, felt constrained to record his protest against
the limitation, declaring that slavery was as much a crime against the
Divine law as the slave-trade. The trade, under false flags, went on
as before. In 1821, according to official documents presented to the
American government by the Colonization Society, 200,000 slaves
were deported from Africa. Nearly 30,000 were landed in the port of
Havana alone. In consequence of the dangers of the trade growing
out of the act of abolition, ships were built sharp for swiftness, and
with a frightful disregard of the comfort of the victims they were
destined to transport. They carried five, six, even seven hundred
stowed in a ship built so narrow as to be unsafe, being made just
broad enough on the beam to keep the sea. In attempting to make
its escape from the pursuit of a man-of-war, one ship flung five
hundred slaves alive into the sea. These facts went into Parliament.
In the islands was an ominous state of cruel and licentious society;
every house had a dungeon attached to it; every slave was worked
by the whip. There is no end to the tragic anecdotes in the municipal
records of the colonies. The boy was set to strip and flog his own
mother to blood, for a small offence. Looking in the face of his
master by the negro was held to be violence by the island courts. He
was worked sixteen hours, and his ration by law, in some islands,
was a pint of flour and one salt herring a day. He suffered insult,
stripes, mutilation at the humor of the master: iron collars were
riveted on their necks with iron prongs ten inches long; capsicum
pepper was rubbed in the eyes of the females; and they were done
to death with the most shocking levity between the master and
manager, without fine or inquiry. And when, at last, some Quakers,
Moravians, and Wesleyan and Baptist missionaries, following in the
steps of Carey and Ward in the East Indies, had been moved to
come and cheer the poor victim with the hope of some reparation, in
a future world, of the wrongs he suffered in this, these missionaries
were persecuted by the planters, their lives threatened, their chapels
burned, and the negroes furiously forbidden to go near them. These
outrages rekindled the flame of British indignation. Petitions poured
into Parliament: a million persons signed their names to these; and
in 1833, on the 14th May, Lord Stanley, Minister of the Colonies,
introduced into the House of Commons his bill for the Emancipation.
The scheme of the Minister, with such modification as it received
in the legislature, proposed gradual emancipation; that on 1st
August, 1834, all persons now slaves should be entitled to be
registered as apprenticed laborers, and to acquire thereby all the
rights and privileges of freemen, subject to the restriction of laboring
under certain conditions. These conditions were, that the prædials
should owe three fourths of the profits of their labor to their masters
for six years, and the non-prædials for four years.[108] The other
fourth of the apprentice’s time was to be his own, which he might sell
to his master, or to other persons; and at the end of the term of years
fixed, he should be free.
With these provisions and conditions, the bill proceeds, in the
twelfth section, in the following terms: “Be it enacted, that all and
every person who, on the first August, 1834, shall be holden in
slavery within any such British colony as aforesaid, shall upon and
from and after the said first August, become and be to all intents and
purposes free, and discharged of and from all manner of slavery, and
shall be absolutely and forever manumitted; and that the children
thereafter born to any such persons, and the offspring of such
children, shall, in like manner, be free, from their birth; and that from
and after the first August, 1834, slavery shall be and is hereby utterly
and forever abolished and declared unlawful throughout the British
colonies, plantations, and possessions abroad.”
The Ministers, having estimated the slave products of the colonies
in annual exports of sugar, rum and coffee, at £1,500,000 per
annum, estimated the total value of the slave property at 30,000,000
pounds sterling, and proposed to give the planters, as a
compensation for so much of the slaves’ time as the act took from
them, 20,000,000 pounds sterling, to be divided into nineteen shares
for the nineteen colonies, and to be distributed to the owners of
slaves by commissioners, whose appointment and duties were
regulated by the Act. After much debate, the bill passed by large
majorities. The apprenticeship system is understood to have
proceeded from Lord Brougham, and was by him urged on his
colleagues, who, it is said, were inclined to the policy of immediate
emancipation.
The colonial legislatures received the act of Parliament with
various degrees of displeasure, and, of course, every provision of
the bill was criticised with severity. The new relation between the
master and the apprentice, it was feared, would be mischievous; for
the bill required the appointment of magistrates who should hear
every complaint of the apprentice and see that justice was done him.
It was feared that the interest of the master and servant would now
produce perpetual discord between them. In the island of Antigua,
containing 37,000 people, 30,000 being negroes, these objections
had such weight that the legislature rejected the apprenticeship
system, and adopted absolute emancipation. In the other islands the
system of the Ministry was accepted.
The reception of it by the negro population was equal in nobleness
to the deed. The negroes were called together by the missionaries
and by the planters, and the news explained to them. On the night of
the 31st July, they met everywhere at their churches and chapels,
and at midnight, when the clock struck twelve, on their knees, the
silent, weeping assembly became men; they rose and embraced
each other; they cried, they sung, they prayed, they were wild with
joy, but there was no riot, no feasting. I have never read anything in
history more touching than the moderation of the negroes. Some
American captains left the shore and put to sea, anticipating
insurrection and general murder. With far different thoughts, the
negroes spent the hour in their huts and chapels. I will not repeat to
you the well-known paragraph, in which Messrs. Thome and Kimball,
the commissioners sent out in the year 1837 by the American Anti-
Slavery Society, describe the occurrences of that night in the island
of Antigua. It has been quoted in every newspaper, and Dr.
Channing has given it additional fame. But I must be indulged in
quoting a few sentences from the pages that follow it, narrating the
behavior of the emancipated people on the next day.[109]
“The first of August came on Friday, and a release was proclaimed
from all work until the next Monday. The day was chiefly spent by the
great mass of the negroes in the churches and chapels. The clergy
and missionaries throughout the island were actively engaged,
seizing the opportunity to enlighten the people on all the duties and
responsibilities of their new relation, and urging them to the
attainment of that higher liberty with which Christ maketh his children
free. In every quarter, we were assured, the day was like a Sabbath.
Work had ceased. The hum of business was still: tranquillity
pervaded the towns and country. The planters informed us that they
went to the chapels where their own people were assembled,
greeted them, shook hands with them, and exchanged the most
hearty good wishes. At Grace Hill, there were at least a thousand
persons around the Moravian Chapel who could not get in. For once
the house of God suffered violence, and the violent took it by force.
At Grace Bay, the people, all dressed in white, formed a procession,
and walked arm in arm into the chapel. We were told that the dress
of the negroes on that occasion was uncommonly simple and
modest. There was not the least disposition to gayety. Throughout
the island, there was not a single dance known of, either day or
night, nor so much as a fiddle played.”
On the next Monday morning, with very few exceptions, every
negro on every plantation was in the field at his work. In some
places, they waited to see their master, to know what bargain he
would make; but for the most part, throughout the islands, nothing
painful occurred. In June, 1835, the Ministers, Lord Aberdeen and
Sir George Grey, declared to the Parliament that the system worked
well; that now for ten months, from 1st August, 1834, no injury or
violence had been offered to any white, and only one black had been
hurt in 800,000 negroes: and, contrary to many sinister predictions,
that the new crop of island produce would not fall short of that of the
last year.
But the habit of oppression was not destroyed by a law and a day
of jubilee. It soon appeared in all the islands that the planters were
disposed to use their old privileges, and overwork the apprentices; to
take from them, under various pretences, their fourth part of their
time; and to exert the same licentious despotism as before. The
negroes complained to the magistrates and to the governor. In the
island of Jamaica, this ill blood continually grew worse. The
governors, Lord Belmore, the Earl of Sligo, and afterwards Sir Lionel
Smith (a governor of their own class, who had been sent out to
gratify the planters), threw themselves on the side of the oppressed,
and were at constant quarrel with the angry and bilious island
legislature. Nothing can exceed the ill humor and sulkiness of the
addresses of this assembly.
I may here express a general remark, which the history of slavery
seems to justify, that it is not founded solely on the avarice of the
planter. We sometimes say, the planter does not want slaves, he
only wants the immunities and the luxuries which the slaves yield
him; give him money, give him a machine that will yield him as much
money as the slaves, and he will thankfully let them go. He has no
love of slavery, he wants luxury, and he will pay even this price of
crime and danger for it. But I think experience does not warrant this
favorable distinction, but shows the existence, beside the
covetousness, of a bitterer element, the love of power, the
voluptuousness of holding a human being in his absolute control. We
sometimes observe that spoiled children contract a habit of annoying
quite wantonly those who have charge of them, and seem to
measure their own sense of well-being, not by what they do, but by
the degree of reaction they can cause. It is vain to get rid of them by
not minding them: if purring and humming is not noticed, they squeal
and screech; then if you chide and console them, they find the
experiment succeeds, and they begin again. The child will sit in your
arms contented, provided you do nothing. If you take a book and
read, he commences hostile operations. The planter is the spoiled
child of his unnatural habits, and has contracted in his indolent and
luxurious climate the need of excitement by irritating and tormenting
his slave.
Sir Lionel Smith defended the poor negro girls, prey to the
licentiousness of the planters; they shall not be whipped with
tamarind rods if they do not comply with their master’s will; he
defended the negro women; they should not be made to dig the
cane-holes (which is the very hardest of the field work); he defended
the Baptist preachers and the stipendiary magistrates, who are the
negroes’ friends, from the power of the planter. The power of the
planters, however, to oppress, was greater than the power of the
apprentice and of his guardians to withstand. Lord Brougham and
Mr. Buxton declared that the planter had not fulfilled his part in the
contract, whilst the apprentices had fulfilled theirs; and demanded
that the emancipation should be hastened, and the apprenticeship
abolished. Parliament was compelled to pass additional laws for the
defence and security of the negro, and in ill humor at these acts, the
great island of Jamaica, with a population of half a million, and
300,000 negroes, early in 1838, resolved to throw up the two
remaining years of apprenticeship, and to emancipate absolutely on
the 1st August, 1838. In British Guiana, in Dominica, the same
resolution had been earlier taken with more good will; and the other
islands fell into the measure; so that on the 1st August, 1838, the
shackles dropped from every British slave. The accounts which we
have from all parties, both from the planters (and those too who were
originally most opposed to the measure), and from the new freemen,
are of the most satisfactory kind. The manner in which the new
festival was celebrated, brings tears to the eyes. The First of August,
1838, was observed in Jamaica as a day of thanksgiving and prayer.
Sir Lionel Smith, the governor, writes to the British Ministry, “It is
impossible for me to do justice to the good order, decorum and
gratitude which the whole laboring population manifested on that
happy occasion. Though joy beamed on every countenance, it was
throughout tempered with solemn thankfulness to God, and the
churches and chapels were everywhere filled with these happy
people in humble offering of praise.”
The Queen, in her speech to the Lords and Commons, praised the
conduct of the emancipated population:[110] and in 1840 Sir Charles
Metcalfe, the new governor of Jamaica, in his address to the
Assembly expressed himself to that late exasperated body in these
terms: “All those who are acquainted with the state of the island
know that our emancipated population are as free, as independent in
their conduct, as well conditioned, as much in the enjoyment of
abundance, and as strongly sensible of the blessings of liberty, as
any that we know of in any country. All disqualifications and
distinctions of color have ceased; men of all colors have equal rights
in law, and an equal footing in society, and every man’s position is
settled by the same circumstances which regulate that point in other
free countries, where no difference of color exists. It may be
asserted, without fear of denial, that the former slaves of Jamaica
are now as secure in all social rights, as freeborn Britons.” He further
describes the erection of numerous churches, chapels and schools
which the new population required, and adds that more are still
demanded. The legislature, in their reply, echo the governor’s
statement, and say, “The peaceful demeanor of the emancipated
population redounds to their own credit, and affords a proof of their
continued comfort and prosperity.”
I said, this event is signal in the history of civilization. There are
many styles of civilization, and not one only. Ours is full of
barbarities. There are many faculties in man, each of which takes its
turn of activity, and that faculty which is paramount in any period and
exerts itself through the strongest nation, determines the civility of
that age: and each age thinks its own the perfection of reason. Our
culture is very cheap and intelligible. Unroof any house, and you
shall find it. The well-being consists in having a sufficiency of coffee
and toast, with a daily newspaper; a well glazed parlor, with marbles,
mirrors and centre-table; and the excitement of a few parties and a
few rides in a year. Such as one house, such are all. The owner of a
New York manor imitates the mansion and equipage of the London
nobleman; the Boston merchant rivals his brother of New York; and
the villages copy Boston. There have been nations elevated by great
sentiments. Such was the civility of Sparta and the Dorian race,
whilst it was defective in some of the chief elements of ours. That of
Athens, again, lay in an intellect dedicated to beauty. That of Asia
Minor in poetry, music and arts; that of Palestine in piety; that of
Rome in military arts and virtues, exalted by a prodigious
magnanimity; that of China and Japan in the last exaggeration of
decorum and etiquette. Our civility, England determines the style of,
inasmuch as England is the strongest of the family of existing
nations, and as we are the expansion of that people. It is that of a
trading nation; it is a shopkeeping civility. The English lord is a retired
shopkeeper, and has the prejudices and timidities of that profession.
And we are shopkeepers, and have acquired the vices and virtues
that belong to trade. We peddle, we truck, we sail, we row, we ride in
cars, we creep in teams, we go in canals,—to market, and for the
sale of goods. The national aim and employment streams into our
ways of thinking, our laws, our habits and our manners. The
customer is the immediate jewel of our souls. Him we flatter, him we
feast, compliment, vote for, and will not contradict. It was, or it
seemed the dictate of trade, to keep the negro down. We had found
a race who were less warlike, and less energetic shopkeepers than
we; who had very little skill in trade. We found it very convenient to
keep them at work, since, by the aid of a little whipping, we could get
their work for nothing but their board and the cost of whips. What if it
cost a few unpleasant scenes on the coast of Africa? That was a
great way off; and the scenes could be endured by some sturdy,
unscrupulous fellows, who could go, for high wages, and bring us the
men, and need not trouble our ears with the disagreeable particulars.
If any mention was made of homicide, madness, adultery, and
intolerable tortures, we would let the church-bells ring louder, the
church-organ swell its peal and drown the hideous sound. The sugar
they raised was excellent: nobody tasted blood in it. The coffee was
fragrant; the tobacco was incense; the brandy made nations happy;
the cotton clothed the world. What! all raised by these men, and no
wages? Excellent! What a convenience! They seemed created by
Providence to bear the heat and the whipping, and make these fine
articles.
But unhappily, most unhappily, gentlemen, man is born with
intellect, as well as with a love of sugar; and with a sense of justice,
as well as a taste for strong drink. These ripened, as well as those.
You could not educate him, you could not get any poetry, any
wisdom, any beauty in woman, any strong and commanding
character in man, but these absurdities would still come flashing out,
—these absurdities of a demand for justice, a generosity for the
weak and oppressed. Unhappily, too, for the planter, the laws of
nature are in harmony with each other: that which the head and the
heart demand is found to be, in the long run, for what the grossest
calculator calls his advantage. The moral sense is always supported
by the permanent interest of the parties. Else, I know not how, in our
world, any good would ever get done.[111] It was shown to the
planters that they, as well as the negroes, were slaves; that though
they paid no wages, they got very poor work; that their estates were
ruining them, under the finest climate; and that they needed the
severest monopoly laws at home to keep them from bankruptcy. The
oppression of the slave recoiled on them. They were full of vices;
their children were lumps of pride, sloth, sensuality and rottenness.
The position of woman was nearly as bad as it could be; and, like
other robbers, they could not sleep in security. Many planters have
said, since the emancipation, that, before that day, they were the
greatest slaves on the estates. Slavery is no scholar, no improver; it
does not love the whistle of the railroad; it does not love the
newspaper, the mail-bag, a college, a book or a preacher who has
the absurd whim of saying what he thinks; it does not increase the
white population; it does not improve the soil; everything goes to
decay. For these reasons the islands proved bad customers to
England. It was very easy for manufacturers less shrewd than those
of Birmingham and Manchester to see that if the state of things in the
islands was altered, if the slaves had wages, the slaves would be
clothed, would build houses, would fill them with tools, with pottery,
with crockery, with hardware; and negro women love fine clothes as
well as white women. In every naked negro of those thousands, they
saw a future customer. Meantime, they saw further that the slave-
trade, by keeping in barbarism the whole coast of eastern Africa,
deprives them of countries and nations of customers, if once
freedom and civility and European manners could get a foothold
there. But the trade could not be abolished whilst this hungry West
Indian market, with an appetite like the grave, cried, ‘More, more,
bring me a hundred a day;’ they could not expect any mitigation in
the madness of the poor African war-chiefs. These considerations
opened the eyes of the dullest in Britain. More than this, the West
Indian estate was owned or mortgaged in England, and the owner
and the mortgagee had very plain intimations that the feeling of
English liberty was gaining every hour new mass and velocity, and
the hostility to such as resisted it would be fatal. The House of
Commons would destroy the protection of island produce, and
interfere in English politics in the island legislation: so they hastened
to make the best of their position, and accepted the bill.
These considerations, I doubt not, had their weight; the interest of
trade, the interest of the revenue, and, moreover, the good fame of
the action. It was inevitable that men should feel these motives. But
they do not appear to have had an excessive or unreasonable
weight. On reviewing this history, I think the whole transaction
reflects infinite honor on the people and parliament of England. It
was a stately spectacle, to see the cause of human rights argued
with so much patience and generosity and with such a mass of
evidence before that powerful people. It is a creditable incident in the
history that when, in 1789, the first privy council report of evidence
on the trade (a bulky folio embodying all the facts which the London
Committee had been engaged for years in collecting, and all the
examinations before the council) was presented to the House of
Commons, a late day being named for the discussion, in order to
give members time,—Mr. Wilberforce, Mr. Pitt, the Prime Minister,
and other gentlemen, took advantage of the postponement to retire
into the country to read the report. For months and years the bill was
debated, with some consciousness of the extent of its relations, by
the first citizens of England, the foremost men of the earth; every
argument was weighed, every particle of evidence was sifted and
laid in the scale; and, at last, the right triumphed, the poor man was
vindicated, and the oppressor was flung out. I know that England has
the advantage of trying the question at a wide distance from the spot
where the nuisance exists; the planters are not, excepting in rare
examples, members of the legislature. The extent of the empire, and
the magnitude and number of other questions crowding into court,
keep this one in balance, and prevent it from obtaining that
ascendency, and being urged with that intemperance which a
question of property tends to acquire. There are causes in the
composition of the British legislature, and the relation of its leaders to
the country and to Europe, which exclude much that is pitiful and
injurious in other legislative assemblies. From these reasons, the
question was discussed with a rare independence and magnanimity.
It was not narrowed down to a paltry electioneering trap; and, I must
say, a delight in justice, an honest tenderness for the poor negro, for
man suffering these wrongs, combined with the national pride, which
refused to give the support of English soil or the protection of the
English flag to these disgusting violations of nature.
Forgive me, fellow citizens, if I own to you, that in the last few days
that my attention has been occupied with this history, I have not
been able to read a page of it without the most painful comparisons.
Whilst I have read of England, I have thought of New England.
Whilst I have meditated in my solitary walks on the magnanimity of
the English Bench and Senate, reaching out the benefit of the law to
the most helpless citizen in her world-wide realm, I have found
myself oppressed by other thoughts. As I have walked in the
pastures and along the edge of woods, I could not keep my
imagination on those agreeable figures, for other images that
intruded on me. I could not see the great vision of the patriots and
senators who have adopted the slave’s cause:—they turned their
backs on me. No: I see other pictures,—of mean men; I see very
poor, very ill-clothed, very ignorant men, not surrounded by happy
friends,—to be plain,—poor black men of obscure employment as
mariners, cooks or stewards, in ships, yet citizens of this our
Commonwealth of Massachusetts,—freeborn as we,—whom the
slave-laws of the States of South Carolina, Georgia and Louisiana
have arrested in the vessels in which they visited those ports, and
shut up in jails so long as the vessel remained in port, with the
stringent addition, that if the shipmaster fails to pay the costs of this
official arrest and the board in jail, these citizens are to be sold for
slaves, to pay that expense. This man, these men, I see, and no law
to save them. Fellow citizens, this crime will not be hushed up any
longer. I have learned that a citizen of Nantucket, walking in New
Orleans, found a freeborn citizen of Nantucket, a man, too, of great
personal worth, and, as it happened, very dear to him, as having
saved his own life, working chained in the streets of that city,
kidnapped by such a process as this. In the sleep of the laws, the
private interference of two excellent citizens of Boston has, I have
ascertained, rescued several natives of this State from these
Southern prisons. Gentlemen, I thought the deck of a Massachusetts
ship was as much the territory of Massachusetts as the floor on
which we stand. It should be as sacred as the temple of God. The
poorest fishing-smack that floats under the shadow of an iceberg in
the Northern seas, or hunts whale in the Southern ocean, should be
encompassed by her laws with comfort and protection, as much as
within the arms of Cape Ann or Cape Cod. And this kidnapping is
suffered within our own land and federation, whilst the fourth article
of the Constitution of the United States ordains in terms, that, “The
citizens of each State shall be entitled to all privileges and
immunities of citizens in the several States.” If such a damnable
outrage can be committed on the person of a citizen with impunity,
let the Governor break the broad seal of the State; he bears the
sword in vain.[112] The Governor of Massachusetts is a trifler; the
State-House in Boston is a play-house; the General Court is a
dishonored body, if they make laws which they cannot execute. The
great-hearted Puritans have left no posterity. The rich men may walk
in State Street, but they walk without honor; and the farmers may
brag their democracy in the country, but they are disgraced men. If
the State has no power to defend its own people in its own shipping,
because it has delegated that power to the Federal Government, has
it no representation in the Federal Government?[113] Are those men
dumb? I am no lawyer, and cannot indicate the forms applicable to
the case, but here is something which transcends all forms. Let the
senators and representatives of the State, containing a population of
a million freemen, go in a body before the Congress and say that
they have a demand to make on them, so imperative that all
functions of government must stop until it is satisfied. If ordinary
legislation cannot reach it, then extraordinary must be applied. The
Congress should instruct the President to send to those ports of
Charleston, Savannah and New Orleans such orders and such force
as should release, forthwith, all such citizens of Massachusetts as
were holden in prison without the allegation of any crime, and should
set on foot the strictest inquisition to discover where such persons,
brought into slavery by these local laws at any time heretofore, may
now be. That first; and then, let order be taken to indemnify all such
as have been incarcerated. As for dangers to the Union, from such
demands!—the Union already is at an end when the first citizen of
Massachusetts is thus outraged. Is it an union and covenant in which
the State of Massachusetts agrees to be imprisoned, and the State
of Carolina to imprison?[114] Gentlemen, I am loath to say harsh
things, and perhaps I know too little of politics for the smallest weight
to attach to any censure of mine,—but I am at a loss how to
characterize the tameness and silence of the two senators and the
ten representatives of the State at Washington. To what purpose
have we clothed each of those representatives with the power of
seventy thousand persons, and each senator with near half a million,
if they are to sit dumb at their desks and see their constituents
captured and sold;—perhaps to gentlemen sitting by them in the
hall? There is a scandalous rumor that has been swelling louder of
late years,—perhaps wholly false,—that members are bullied into
silence by Southern gentlemen. It is so easy to omit to speak, or
even to be absent when delicate things are to be handled. I may as
well say, what all men feel, that whilst our very amiable and very
innocent representatives and senators at Washington are
accomplished lawyers and merchants, and very eloquent at dinners
and at caucuses, there is a disastrous want of men from New
England. I would gladly make exceptions, and you will not suffer me
to forget one eloquent old man, in whose veins the blood of
Massachusetts rolls, and who singly has defended the freedom of
speech, and the rights of the free, against the usurpation of the
slave-holder.[115] But the reader of Congressional debates, in New

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A Contemporary Theory of Mathematics Education Research

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Encryption For Organizations And Individuals: Basics Of

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

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

Section II: Closed-End Credit—Installment Loans 435

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

Section II: Property Tax 624 Chapter 21: Business Statistics

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

1-1: Reading and writing whole numbers

1-3: Adding whole numbers

1-1 Reading and Writing Whole Numbers

Skills you acquire in this course

Trillions Billions Millions Thousands Units

Steps For Reading and Writing Whole Numbers

Example1 Reading and Writing

Number Numerical Form Word Form

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

1-2 Rounding Whole Numbers to a Specified

Example2 Rounding Whole

Round the following numbers to the indicated place.

Tr yIt Exerc ise 2

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

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

Write the following whole numbers in numerical form.

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

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

Round the following numbers to the indicated place.

15. 1,757 to tens 1,760

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

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

b. Round this number to the nearest hundred billion.

Adding Whole Numbers 1-3

Subtracting Whole Numbers 1-4