Etextbook 978 0134179018 Prealgebra

eTextbook 978-0134179018 Prealgebra
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Contents vii
ChAPTer 4 Fractions, ratio, and 5.7 Solving Equations of the

Proportion 218 x
Form = c 331
a
Career Opportunities 218
Career Exploration Problems 337
4.1 Factoring Whole Numbers 219
Chapter 5 Organizer 338
4.2 Understanding Fractions 227 Chapter 5 Review Problems 340
4.3 Simplifying Fractional How Am I Doing? Chapter 5 Test 342
Expressions 235 Math Coach 344
Use Math to Save Money 243
4.4 Simplifying Fractional ChAPTer 6 Polynomials 346
Expressions with Exponents 244
4.5 Ratios and Rates 251
6.1 Adding and Subtracting
4.6 Proportions and Polynomials 347
Applications 260
6.2 Multiplying Polynomials 353
Chapter 4 Organizer 272 Use Math to Save Money 360
Chapter 4 Review Problems 274 6.3 Translating from English
to Algebra 361
How Am I Doing? Chapter 4 Test 277
Math Coach 279 6.4 Factoring Using the Greatest
Common Factor 369
ChAPTer 5 Operations on Fractional Career Exploration Problems 376
expressions 281 Chapter 6 Organizer 377
Chapter 6 Review Problems 378
5.1 Multiplying and Dividing
Math Coach 382
Fractional Expressions 282
Cumulative Test for Chapters 1–6 384
5.2 Multiples and Least Common
Multiples of Algebraic
Expressions 293 ChAPTer 7 Solving equations 386
5.3 Adding and Subtracting Career Opportunities 386
Fractional Expressions 300 7.1 Solving Equations Using One
5.4 Operations with Principle of Equality 387
Mixed Numbers 310 7.2 Solving Equations Using
Use Math to Save Money 319 More Than One Principle of
5.5 Order of Operations and Equality 396
Complex Fractions 320 7.3 Solving Equations with
5.6 Solving Applied Problems Parentheses 402
Involving Fractions 325 Use Math to Save Money 406
viii Contents
7.4 Solving Equations ChAPTer 9 Graphing and

with Fractions 407 Statistics 511
7.5 Using Equations to Solve Career Opportunities 511
Applied Problems 411
9.1 Interpreting and
Career Exploration Problems 420 Constructing Graphs 512
9.2 Mean, Median, and Mode 524
Chapter 7 Review Problems 423
Math Coach 426 9.3 The Rectangular
Coordinate System 532
ChAPTer 8 Decimals and 9.4 Linear Equations in
Percents 428 Two Variables 542
8.1 Understanding Decimal Chapter 9 Review Problems 556
Fractions 429
8.2 Adding and Subtracting Math Coach 564
Decimal Expressions 437
8.3 Multiplying and Dividing ChAPTer 10 Measurement and
Decimal Expressions 443 Geometric Figures 566
8.4 Solving Equations and Applied
Problems Involving Decimals 453 Career Opportunities 566
Use Math to Save Money 462 10.1 Using Unit Fractions with U.S.
and Metric Units 567
8.5 Estimating with Percents 463
10.2 Converting Between the U.S.
8.6 Percents 468 and Metric Systems 576
8.7 Solving Percent Problems 10.3 Angles 581
Using Equations 476
8.8 Solving Percent Problems
Using Proportions 484 10.4 Square Roots and the
Pythagorean Theorem 591
8.9 Solving Applied Problems
Involving Percents 491 10.5 The Circle 600
Career Exploration Problems 499 10.6 Volume 606
Chapter 8 Organizer 500 10.7 Similar Geometric Figures 612
Chapter 8 Review Problems 503 Career Exploration Problems 619
How Am I Doing? Chapter 8 Test 507 Chapter 10 Organizer 620
Math Coach 509 Chapter 10 Review Problems 623
Contents ix
How Am I Doing? Chapter 10 Test 627 Appendix C: Scientific Calculators A-13

Math Coach 629 Appendix D: Additional Arithmetic
Practice Final Examination 631 Practice A-19
Appendix e: Congruent Triangles A-21
Appendix A: Consumer Finance
Solutions to Student
Applications A-1
Practice Problems SP-1
A.1 Determining the Best Deal
Answers to Selected Exercises SA-1
When Purchasing a Vehicle A-1
Subject Index I-1
A.2 Balancing a Checking Account
(in MyMathLab) Photo Credits C-1
Appendix B: Introduction to U.S. Index of Applications
and Metric Units of (in MyMathLab)
Measurement A-7
Preface
TO THE INSTRUCTOR
Developmental mathematics course structures, trends, and dynamics continue to
evolve and change, as course redesign trends continue to evolve and change, including
the introduction of new pathways-type courses. Developmental mathematics instruc-
tors are increasingly challenged with helping their students navigate career-oriented
math tracks (including non-STEM and STEM pathways), plus helping students think
about selecting a major and work-force readiness. To help instructors on this front,
with this revision of Prealgebra, you’ll find a new emphasis on, and integration of,
Career Explorations throughout the text and MyMathLab course.
Additionally, the program retains its hallmark characteristics that have always
made the text so easy to learn and teach from, including its building-block organi-
zation. Each section is written to stand on its own, and every homework set is com-
pletely self-testing. Exercises are paired and graded and are of varying levels and
types to ensure that all skills and concepts are covered. As a result, the text offers
students an effective and proven learning program suitable for a variety of course
formats—including lecture-based classes; computer-lab based or hybrid classes;
discussion-oriented, activity-driven classes; modular and/or self-paced programs; and
distance-learning, online programs.
We have visited and listened to teachers across the country and have incor-
porated a number of suggestions into this edition to help you with the particular
learning-delivery system at your school. The following pages describe the key
changes in this sixth edition.
WHAT’S NEW IN THE SIxTH EDITION?

New Career Explorations Interactions for Students
Each chapter begins with a Career Opportunities feature that enables students to per-
sonally investigate possible future career options while putting the math into context.
Students are asked simple, interactive questions prompting them to consider employ-
ment opportunities that perhaps they had never thought possible.
Then, the students are directed to the corresponding Career Exploration
Problems where they can actually solve problems that help them visualize what
work would be like in that career field. This feature opens up possibilities for per-
sonal success in future employment.
The Career Exploration Problems are also assignable in MyMathLab, allowing
this feature to be seamlessly integrated with the technology. The problems help to
foster active learning and better understanding of the math concepts.
New Guided Learning Videos Guided

LearninG
Video
Faculty have asked for specific interactive videos that will clearly show each step
of the key concepts of each chapter. With this revision, you’ll find a new series of
Guided Learning Videos that show in a powerful, interactive way how to solve the
most important types of problems contained in each chapter. For student ease, icons
throughout the text indicate where the videos are available. The eText is clickable,
opening the videos on the spot. Plus, a new Video Workbook with the Math Coach
allows students to take notes and practice by studying and solving problems.
x
Preface xi
Expanded Video Program

In addition to the new Guided Learning Videos with icons throughout the
text, objective-level video clips have also been added to the MyMathLab
course, also with accompanying icons throughout the text. These video
additions expand upon an already complete video lecture series available
in MyMathLab. Students and instructors will also find complete Section
Lecture Videos, Math Coach Videos, and Chapter Test Prep Videos.
• The Math Coach has been expanded within the MyMathLab course,
with even more stepped-out, guided Math Coach problems assignable
in MyMathLab. Within the text, following each Chapter Test, the Math
Coach provides students with a personal office-hour experience by walk-
ing them through some helpful hints to keep them from making common
errors on test problems. For additional help, students can also watch the
authors work through these problems on the accompanying Math Coach
videos in the MyMathLab course. Instructors can also assign the Math
Coach problems in MyMathLab and use the companion Video Workbook
with the Math Coach for additional practice and to serve as the foundation
for a course notebook.
• Fifteen percent of the exercises throughout the text have been refreshed.
• Real-world application problems have been updated throughout the text.
• New Use Math to Save Money Animations have been added to the
MyMathLab course. The animations expand upon a favorite feature from
the text, allowing students to put the math they just learned into con-
text. These newly created animations are set to music and depict real-life
scenarios and real-life people using math to cut costs and spend less. To
ensure that students watch and understand the animations, there are ac-
companying Use Math to Save Money homework assignments available
in MyMathLab, which are prebuilt for instructor convenience.
Additionally, we’ve created an even stronger connection between the ap-
proach that is used to teach the concepts in the text, and the media assets
and assignable exercises within the accompanying MyMathLab course.
To make sure you and your students are getting the most out of the
text and the MyMathLab course, see the following MyMathLab feature
descriptions.
Get the most out of
MyMathLab
®
MyMathLab is the world’s leading online resource for teaching and learning mathematics.
MyMathLab helps students and instructors improve results and provides engaging
experiences and personalized learning for each student so learning can happen in any
environment. Plus, MyMathLab offers flexible and time-saving course-management features
to allow instructors to easily manage their classes while remaining in complete control,
regardless of course format.
Personalized Support for Students

• MyMathLab comes with many learning resources–eText, animations, videos, and more–all designed
to support your students as they progress through their course.
• The Adaptive Study Plan acts as a personal tutor, updating in real time based on student
performance to provide personalized recommendations on what to work on next.
With the new Companion Study Plan assignments, instructors can now assign the
Study Plan as a prerequisite to a test or quiz, helping to guide students through concepts
they need to master.
• Personalized Homework allows instructors to create homework assignments tailored

to each student’s specific needs by focusing on just the topics students have not yet
mastered.
Used by nearly 4 million students each year, the MyMathLab and MyStatLab family of
products delivers consistent, measurable gains in student learning outcomes, retention,
and subsequent course success.
www.mymathlab.com
Resources for Success
MyMathLab® Online Course
Prealgebra by Blair/Tobey/Slater/Crawford
(access code required)
MyMathLab is available to accompany Pearson’s market-leading text offerings. To give students a
consistent tone, voice, and teaching method, each text’s tone and approach are tightly integrated
throughout the accompanying MyMathLab course, making learning the material as seamless as possible.
New Career Explorations Interactions
A new integration of Career Explorations
has been added throughout the text and
MyMathLab course in an interactive format that
engages students and gets them thinking about future
career possibilities. Each chapter starts with a Career
Opportunities feature that puts the math into context
and ends with multiple Career Exploration Problems
that are also assignable in MyMathLab!
New Guided Learning Videos, Objective-

Level Video Clips, and Video Workbook
New Guided Learning Videos show in a powerful, interactive
way how to solve the most important types of problems in
each chapter. Icons throughout the text indicate where videos
are available. The eText is clickable, opening videos on the spot.
Plus, a new Video Workbook with the Math Coach ties it all
together and provides opportunity for extra practice.
New Use Math to Save

Money Animations
These newly created animations, which have been
added to the MyMathLab course, are set to music and
depict real-life scenarios and real-life people using math
to cut costs and spend less. Accompanying Use Math
to Save Money homework assignments are available in
MyMathLab to help further students’ understanding.
www.mymathlab.com
Resources for Success
With MyMathLab, students and instructors get a robust course-delivery system, the full Blair/Tobey/Slater/Crawford
eText, and many assignable exercises and media assets. Additionally, MyMathLab also houses these additional
instructor and student resources, making the entire set of resources available in one easy-to-access online location.
Instructor Resources TestGen

TestGen® (www.pearsoned.com/testgen) enables instructors
Annotated Instructor’s Edition to build, edit, print, and administer tests using a computerized
This version of the text includes answers to all exercises bank of questions developed to cover all the objectives of the
presented in the book, as well as helpful teaching tips. This text. TestGen is algorithmically based, allowing instructors to
resource is available as a hardcopy textbook that you can create multiple but equivalent versions of the same question
request through your Pearson sales representative. or test with the click of a button. Instructors can also modify
test bank questions or add new questions. The software
Learning Catalytics™ Integration and test bank are available for download from Pearson’s
Generate class discussion, guide your lecture, and promote Instructor Resource Center.
peer-to-peer learning with real-time analytics. MyMathLab now
provides Learning Catalytics—an interactive student-response Student Resources
tool that uses students’ smartphones, tablets, or laptops to
engage them in more sophisticated tasks and thinking. Student Solutions Manual
The Student Solutions Manual provides worked-out solutions
Instructors can to all odd-numbered section exercises, even and odd
• Pose a variety of open-ended questions that help students exercises in the Quick Quiz, mid-chapter reviews, chapter
develop critical-thinking skills. reviews, chapter tests, Math Coach, and cumulative reviews.
• Monitor responses to find out where students are struggling. Instructors have the option to make an electronic version
• Use real-time data to adjust instructional strategy and try available to students within the MyMathLab course, or
other ways of engaging students during class. students can purchase it separately in printed form.
• Manage student interactions by automatically grouping
students for discussion, teamwork, and peer-to-peer learning. New Video Workbook with
Instructor’s Solutions Manual the Math Coach
The Instructor’s Solutions Manual is available for download The new Video Workbook with the Math Coach expands upon
from the Pearson Instructor’s Resource Center, or within the popular Math Coach workbook format and is correlated
the MyMathLab course, and includes detailed step-by-step with the videos to serve as a video note-taking and practice
solutions to the even-numbered section exercises as well as guide for students. It is available to students in electronic form
solutions to every exercise (odd and even) in the Classroom within the MyMathLab course, and students can also purchase
Quiz, mid-chapter reviews, chapter reviews, chapter tests, it separately in printed form.
cumulative tests, and practice final.
Student Success Module in MyMathLab
Instructor’s Resource Manual with This new interactive module is available in the left-hand
Tests and Mini Lectures navigation of MyMathLab and includes videos, activities, and
Also available for download from the Pearson Instructor’s post-tests for these three student-success areas:
Resource Center, and within the MyMathLab course, the • Math-Reading Connections, including topics such as
Instructor’s Resource Manual includes a mini lecture for each
“Using Word Clues” and “Looking for Patterns.”
text section, two short group activities per chapter, three
• Study Skills, including topics such as “Time Management”
forms of additional practice exercises, two pretests, six tests,
and “Preparing for and Taking Exams.”
and two final exams for every chapter, both free response
and multiple choice, as well as two cumulative tests for every
• College Success, including topics such as
even numbered chapter. The Instructor’s Resource Manual also “College Transition” and “Online Learning.”
contains the answers to all items. Instructors can assign these videos and/or activities as media
assignments, along with prebuilt post-tests to make sure students
PowerPoint Lecture Slides learn and understand how to improve their skills in these areas.
Available through www.pearsonhighered.com and in MyMathLab, Instructors can integrate these assignments with their traditional
these fully editable lecture slides include definitions, key concepts, MyMathLab homework assignments to incorporate student
and examples for use in a lecture setting. success topics into their course, as they deem appropriate.
www.mymathlab.com
Chapter 1
Whole
numbers and
introduction
to algebra
CarEEr OPPOrtunitiEs
Energy Consultant,
Entertainment and
travel advisor
Have you ever wanted to work in the travel
industry, planning trips and excursions? are
you interested in energy conservation? an
energy consultant is one of the many jobs
in this field. With the cost of energy on the
rise, energy consultants can come up with
plans to lower home and business energy
bills, thus saving a lot of money.
Learn more about travel and energy

conservation industries in the Career
Exploration Problems on page 89.
2 Chapter 1 Whole Numbers and Introduction to Algebra
1.1 Understanding Whole Numbers

student Learning Objectives Often we learn a new concept in stages. First comes learning the new terms and basic
assumptions. Then we have to master the reasoning, or logic, behind the new con-
after studying this section, you will cept. This often goes hand in hand with learning a method for using the idea. Finally,
be able to:
we can move quickly with a shortcut.
1 Understand place values of For example, in the study of stock investments, before tackling the question “What
whole numbers. is my profit from this stock transaction?” you must learn the meaning of such terms as
stock, profit, loss, and commission. Next, you must understand how stocks work (rea-
2 Write whole numbers in soning/logic) so that you can learn the method for calculating your profit. After you
expanded notation. master this concept, you can quickly answer many similar questions using shortcuts.
3 Write word names for whole In this book, watch your understanding of mathematics grow through this same
numbers. process. In the first chapter we review the whole numbers, emphasizing concepts, not
shortcuts. Do not skip this review even if you feel you have mastered the material since
4 Use inequality symbols with understanding each stage of the concepts is crucial to learning algebra. With a little
whole numbers.
patience in looking at the terms, reasoning, and step-by-step methods, you’ll find that
5 Round whole your understanding of whole numbers has deepened, preparing you to learn algebra.
numbers. Guided
LearninG
Video
1 Understanding Place Values of Whole Numbers

We use a set of numbers called whole numbers to count a number of objects.
The whole numbers are as follows:
0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, c
There is no largest whole number. The three dots … indicate that the set of whole
numbers goes on forever. The numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 are called digits.
The position or placement of the digit in a number tells the value of the digit. For this
reason, our number system is called a place-value system. For example, look at the
following three numbers.
632 The “6” means 6 hundreds (600).
61 The “6” means 6 tens (60).
6 The “6” means 6 ones (6).
To illustrate the values of the digits in a number, we can use the following
place-value chart. Consider the number 847,632, which is entered on the chart.
sa nd ds
io ns s
ou usa san
ill lio on
nd s
Th tho hou
M mil illi
n dm
s
n dt
ns ds
ns
Te dre
Te dre
Te re d
s
un
un
un
ne
H
Place-value Chart
,8 4 7,6 3 2
Periods Millions Thousands Ones
The digit 8 is in the hundred thousands place.

The digit 4 is in the ten thousands place.
The digit 7 is in the thousands place.
The digit 6 is in the hundreds place.
The digit 3 is in the tens place.
The digit 2 is in the ones place.
When we write very large numbers, we place a comma after every group of
three digits, moving from right to left. These three-digit groups are called periods. It
is usually agreed that four-digit numbers do not have a comma, but numbers with
five or more digits do.
Section 1.1 Understanding Whole Numbers 3
example 1 In the number 573,025:

(a) In what place is the digit 7? (b) In what place is the digit 0?
Solution
(a) 5 7 3,025 (b) 573, 0 25
c c
ten thousands hundreds
Student practice 1 In the number 3,502,781:

(a) In what place is the digit 5?
(b) In what place is the digit 0?
2 Writing Whole Numbers in Expanded Notation

We sometimes write numbers in expanded notation to emphasize place value. The
number 47,632 can be written in expanded notation as follows:
40,000 + 7000 + 600 + 30 + 2
4 ten + 7 + 6 + 3 + 2
thousands thousands hundreds tens ones
example 2 Write 1,340,765 in expanded notation.

Solution
We write 1 followed by a zero for each of the remaining digits.
T
We write 1 ,340,765 as 1 ,000,000 + 3 00,000 + 4 0,000 + 7 00 + 6 0 + 5
We continue in this manner for each digit.
Since there is a zero in the thousands place, we do not write it as part of the sum.
Student practice 2 Write 2,507,235 in expanded notation.
example 3 Jon withdraws $493 from his account. He requests the minimum number
of bills in one-, ten-, and hundred-dollar bills. Describe the quantity of each denomina-
tion of bills the teller must give Jon.
Solution If we write $493 in expanded notation, we can easily describe the
denominations needed.
400 + 90 + 3
4 9 3
hundred@dollar ten@dollar one@dollar
bills bills bills
Student practice 3 Christina withdraws $582 from her account. She

requests the minimum number of bills in one-, ten-, and hundred-dollar bills.
Describe the quantity of each denomination of bills the teller must give Christina.
Understanding the Concept

The Number Zero Not all number systems have a zero. The Roman numeral
system does not. In our place-value system the zero is necessary so that we can write
a number such as 308. By putting a zero in the tens place, we indicate that there are
zero tens. Without a zero symbol we would not be able to indicate this. For example,
38 has a different value than 308. The number 38 means three tens and eight ones,
while 308 means three hundreds and eight ones. In this case, we use zero as a place-
holder. It holds a position and shows that there is no other digit in that place.
3 Writing Word Names for Whole Numbers

Sixteen, twenty-one, and four hundred five are word names for the numbers 16, 21,
and 405. We use a hyphen between words when we write a two-digit number greater
than twenty. To write a word name, start from the left. Name the number in each
period, followed by the name of the period, and a comma. The last period name,
“ones,” is not used.
example 4 Write the word name for each number.

(a) 2135 (b) 300,460
Solution Look at the place-value chart on page 2 if you need help identifying
the period.
(a) 2135 The number begins with 2 in the thousands place. The word name is
two thousand, one hundred thirty-five.
c
We use a hyphen here.
CaUtion: We should not use the (b) 300,460 The number begins with 3 in the hundred thousands place.
word and in the word names for Three hundred thousand, four hundred sixty
whole numbers. Although we may c
hear the phrase “three hundred We place a comma here to match the comma in the number.
and two” for the number 302, it is
not technically correct. As we will Student practice 4 Write the word name for each number.
see later in the book, we use the
(a) 4006 (b) 1,220,032
word and for the decimal point
when using decimal notation.
4 Using Inequality Symbols with Whole Numbers

It is often helpful to draw pictures and graphs to help us visualize a mathematical
concept. A number line is often used for whole numbers. The following number line
has a point matched with zero and with each whole number. Each number is equally
spaced, and the “ S ” arrow at the right end indicates that the numbers go on forever.
The numbers on the line increase from left to right.
0 1 2 3 4 5 6 7
If one number lies to the right of a second number on the number line, it is
greater than that number.
4 lies to the right of 2 on the number
line because 4 is greater than 2. 0 1 2 3 4 5 6
A number is less than a given number if it lies to the left of that number on the
number line.
3 lies to the left of 5 on the number
line because 3 is less than 5. 0 1 2 3 4 5 6
The symbol > means is greater than, and the symbol < means is less than. Thus
we can write
4 7 2 3 6 5
T T
4 is greater than 2. 3 is less than 5.
The symbols 6 and 7 are called inequality symbols. The statements 4 7 2 and 2 6 4
are both correct. Note that the inequality symbol always points to the smaller number.
example 5 Replace each question mark with the inequality symbol 6 or 7 .

(a) 1 ? 6 (b) 8 ? 7 (c) 4 ? 9 (d) 9 ? 4
Solution
(a) 1 6 6 (b) 8 7 7 (c) 4 6 9 (d) 9 7 4
T T T T
1 is less than 6. 8 is greater than 7. 4 is less than 9. 9 is greater than 4.
Student practice 5 Replace each question mark with the inequality

symbol 6 or 7 .
(a) 3 ? 2 (b) 6 ? 8 (c) 1 ? 7 (d) 7 ? 1
example 6 Rewrite using numbers and an inequality symbol.

(a) Five is less than eight. (b) Nine is greater than four.
Solution
(a) Five is less than eight. (b) Nine is greater than four.
T T T T T T
5 6 8 9 7 4
Remember, the inequality symbol always points to the smaller number.
Student practice 6 Rewrite using numbers and an inequality symbol.

(a) Seven is greater than two. (b) Three is less than four.
5 Rounding Whole Numbers Guided

LearninG
Video
We often approximate the values of numbers when it is not necessary to know the
exact values. These approximations are easier to use and remember. For example, if
our hotel bill was $82.00, we might say that we spent about $80. If a car cost $14,792,
we would probably say that it cost approximately $15,000.
Why did we approximate the price of the car at $15,000 and not $14,000? To
understand why, let’s look at the number line.
14,792
13,000 14,000 15,000 16,000
The number 14,792 is closer to 15,000 than to 14,000, so we approximate the cost of
the car at $15,000.
It would also be correct to approximate the cost at $14,800 or $14,790, since
each of these values is close to 14,792 on the number line. How do we know which
approximation to use? We specify how accurate we would like our approximation to
be. Rounding is a process that approximates a number to a specific round-off place
(ones, tens, hundreds, c). Thus the value obtained when rounding depends on how
accurate we would like our approximation to be. To illustrate, we round the price of
the car discussed above to the thousands and to the hundreds place.
14,792 rounded to the nearest thousand is 15,000. The round-off place is thousands.
14,792 rounded to the nearest hundred is 14,800. The round-off place is hundreds.
We can use the following set of rules instead of a number line to round whole
numbers.
proCedUre to roUnd a Whole nUmber

1. identify the round-off place digit.
2. if the digit to the right of the round-off place digit is:
(a) Less than 5, do not change the round-off place digit.
(b) 5 or more, increase the round-off place digit by 1.
3. replace all digits to the right of the round-off place digit with zeros.
example 7 Round 57,441 to the nearest thousand.

Solution The round-off place digit is in the thousands place.
○
5 7 ,441
Î
1. Identify the round-off place digit 7.
2. The digit to the right is less than 5.
Do not change the
round-off place digit.
Î
57,000
"
Î
3. Replace all digits to the right with zeros.
We have rounded 57,441 to the nearest thousand: 57,000. This means that 57,441 is
closer to 57,000 than to 58,000.
Student practice 7 Round 34,627 to the nearest hundred.
example 8 Round 4,254,423 to the nearest hundred thousand.

Solution The round-off place digit is in the hundred thousands place.
○
4, 2 5 4, 4 2 3
1. Identify the round-off place digit 2.
Î
2. The digit to the right is 5 or more.

CaUtion: The round-off place digit Increase the round-off
place digit by 1.
either stays the same or increases
Î
by 1. It never decreases. ()*

4,300,000
Î
3. Replace all digits to the right with zeros.

We have rounded 4,254,423 to the nearest hundred thousand: 4,300,000.
Student practice 8 Round 1,335,627 to the nearest ten thousand.
stEPs tO suCCEss Finding a study Partner

attempt to make a friend in your class and become study name of study partner:
partners. You may find that you enjoy sitting together and Phone number:
drawing support and encouragement from each other. You
must not depend on a friend or fellow student to tutor you, E-mail address:
do your work for you, or in any way be responsible for your 2. set up convenient times to study together on a regular ba-
learning. However, you will learn from each other as you seek sis, to do homework, and to review for exams.
to master the course. studying with a friend and comparing
Day and time you and your partner will meet:
notes, methods, and solutions can be very helpful. and it
makes learning mathematics a lot more fun! Day time
making it personal:
1. Exchange contact information with someone in class so you
can contact each other whenever you are having difficulty
with your studying.
1.1 Exercises MyMathLab®
Verbal and Writing Skills, exercises 1–8
1. Write the word name for 2. Write in words.
(a) 76. (a) 6 7 3
(b) 706. (b) 3 6 6
(c) 7006. (c) What can you say about parts (a) and (b)?
(d) What is the place value of the digit 0 in the num-
ber seven hundred sixty?
3. In the number 9865: 4. In the number 46,362:

(a) In what place is the digit 8? (a) In what place is the digit 4?
(b) In what place is the digit 5? (b) In what place is the digit 3?
5. In the number 754,310: 6. In the number 839,400:

7. In the number 1,284,073: 8. In the number 3,098,269:

Write in expanded notation.

9. 5876 10. 7632 11. 4921
12. 3562 13. 867,301 14. 913,045
15. Damian withdraws $562 from his account. He re- 16. Erin withdraws $274 from her account. She requests
quests the minimum number of bills in one-, ten-, and the minimum number of bills in one-, ten-, and
hundred-dollar bills. Describe the quantity of each hundred-dollar bills. Describe the quantity of each
denomination of bills the teller must give Damian. denomination of bills the teller must give Erin.
17. Describe the denominations of bills for $46: 18. Describe the denominations of bills for $96:
(a) Using only ten- and one-dollar bills. (a) Using only ten- and one-dollar bills.
(b) Using tens, fives, and only 1 one-dollar bill. (b) Using tens, fives, and only 1 one-dollar bill.
Write a word name for each number.

19. 6079 20. 4032
21. 86,491 22. 33,224
7
23. Fill in the check with the amount $672. 24. Fill in the check with the amount $379.
James Hunt Ellen Font

4 Platt St.
2824 22 Rose Place
2520
Mapleville, RI 02839 Garden Grove, CA 92641
DATE 20 DATE 20
PAY to the
PAY to the
ORDER of ORDER of Atlas Insurance
DOLLARS DOLLARS
Mason Bank Mason Bank
Rhode Island California
MEMO MEMO
Replace each question mark with the inequality symbol 6 or 7.

25. 5 ? 7 26. 3 ? 1 27. 6 ? 8 28. 9 ? 6
29. 13 ? 10 30. 9 ? 11 31. 9 ? 0 32. 0 ? 9
33. 2131 ? 1909 34. 3010 ? 3210 35. 52,647 ? 616,000 36. 101,351 ? 101,251
Rewrite using numbers and an inequality symbol.

37. Five is greater than two. 38. Seven is less than ten.
39. Two is less than five. 40. Ten is greater than seven.
Round to the nearest ten.

41. 45 42. 85 43. 661 44. 123
Round to the nearest hundred.

45. 63,854 46. 12,790 47. 823,042 48. 701,529
Round to the nearest thousand.

49. 38,431 50. 56,212 51. 143,526 52. 312,540
Round to the nearest hundred thousand.

53. 5,254,423 54. 1,395,999 55. 9,007,601 56. 3,116,201
57. The Moon The average distance from the moon to 58. Profit Larson Construction calculated an end-of-
the earth is 238,900 miles. Round this number to the year profit of $212,875. Round $212,875 to the near-
nearest ten thousand. est ten thousand.
mixed practice Automobile Prices The table lists the

Type of Automobile 2015 MSRP
2015 sticker prices on some popular vehicles. Use this
table to answer exercises 59–62. Ford Expedition XLT $47,295
Ford Supercab XLT $34,775
Dodge Charger $32,106
Dodge Grand Caravan $32,732
Replace the question mark with an inequality symbol to indicate the relationship between the prices of the vehicles.
59. Ford Expedition XLT ? Ford Supercab XLT 60. Dodge Grand Caravan ? Dodge Charger
Round each vehicle’s MSRP to the nearest thousand.

61. Dodge Charger 62. Ford Supercab XLT
one Step Further Round to the nearest hundred.

63. 16,962 64. 44,972
Very large numbers are used in some disciplines to measure quantities, such as distance in astronomy and the national debt
in macroeconomics. We can extend the place-value chart to include these large numbers.
sa nd ds
65. Write 5,311,192,809,000 using the word name.
io ns s
ou usa san
io ns s
io ns ns
ill lio on
ill io on
B bill illio
nd s
T h th o h o u
M mil illi
Tr trill rilli
n dm
n db
s
n dt
n dt
ns ds
ill io
ns
ns
Te dre
Te dre
Te dre
Te dre
Te re
ns
s
66. Round 5,311,192,809,000 to the nearest million.
un
un
un
un
un
ne
H
O
5,3 1 1,1 9 2,8 0 9,0 0 0
to think about Sometimes to get an approximation we must round to the nearest unit, such as a foot, yard, hour, or minute.
67. Train Travel Time A train takes 3 hours and 50 min- 68. Automobile Travel Time An automobile trip takes 5
utes to reach its destination. Approximately how many hours and 40 minutes. Approximately how many hours
hours does the trip take? does the drive take?
69. Fence Measurements The Nguyens’ backyard has a 70. Yardage Measurements Jessica has 15 yards 4 inches
fence around it that measures 123 feet 5 inches. Ap- of material. Approximately how many yards of ma-
proximately how many feet of fencing do the Nguyens terial does Jessica have?
have?
Quick Quiz 1.1
1. Write 6402 in expanded notation. 2. Replace each question mark with the appropriate
symbol 6 or 7 .
(a) 0 ? 10 (b) 15 ? 10
3. Round 154,572 to 4. Concept Check Explain how to round 8937 to the
(a) the nearest ten thousand nearest hundred.
(b) the nearest hundred
stEPs tO suCCEss Preparing to Learn algebra

People often learn arithmetic by memorizing facts and proper- be patient and keep trying. if you don’t understand a con-
ties without understanding why the facts are true or what the cept the first time, you may see why it works once you work
properties mean. learning strictly by memorization can cause through the exercises.
problems. For example: read all the Understanding the Concept boxes in the book.
• Many of the shortcuts in arithmetic do not work in algebra. the information and exercises will help you learn concepts
• Memorizing does not help one develop reasoning and logic and avoid memory overload.
skills, which are essential to understanding algebra concepts.
making it personal: Write in words why the commutative
• Memorization can eventually cause memory overload. try-
ing to remember a collection of unrelated facts can cause property of addition reduces the amount of memorization nec-
you to become anxious and discouraged. essary to learn addition facts.
helpful hints to learn Concepts

and avoid memory overload
do not skip familiar arithmetic topics. the explanation
may be different because it emphasizes teaching why, not
memorization.
1.2 Adding Whole Number Expressions

student Learning Objectives 1 Using Symbols and Key Words for Expressing Addition
after studying this section, you will
What is addition? We perform addition when we group items together. Consider the
be able to:
following illustration involving the sale of bikes.
1 Use symbols and key words for is equal to
expressing addition.
Bikes sold Saturday Bikes sold Sunday Total bikes sold
2 Use properties of addition to re- 1 5
write algebraic expressions. 4 + 3 = 7 bikes
3 Evaluate algebraic expressions

We see that the number 7 is the total of 4 and 3. That is, 4 + 3 = 7 is an addi-
involving addition.
tion fact. The numbers being added are called addends. The result is called the sum.
4 Add whole numbers when 4 + 3 = 7
carrying is needed. Guided
LearninG
Video
addend addend sum
5 Find the perimeters of geometric
In mathematics we use symbols such as “ +” in place of the words sum or plus. The
figures. Guided
LearninG
Video
English phrase “five plus two” written using symbols is “5 + 2.” Writing English
phrases using math symbols is like translating between languages such as Spanish
and French.
There are several English phrases that describe the operation of addition. The
following table gives some of them and their translated equivalents written using
mathematical symbols.
english phrase translation into Symbols

Six more than nine 9 + 6
The sum of some number and seven x + 7
Four increased by two 4 + 2
Three added to a number n + 3
One plus a number 1 + x
When we do not know the value of a number, we use a letter, such as x, to represent
that number. A letter that represents a number is called a variable. Notice that the
variables used in the table above are different. We can choose any letter as a variable.
Thus we can represent “a number plus seven” by x + 7, a + 7, n + 7, y + 7, and
so on. Combinations of variables and numbers such as x + 7 and a + 7 are called
algebraic expressions or variable expressions.
example 1 Translate each English phrase using numbers and symbols.

(a) The sum of six and eight (b) A number increased by four
Solution
(a) (a)
TheThe of six
sumsum six and
ofand eight
eight (b) (b) A number
A number by four
increased
increased by four
6 6+ +8 8 x x + + 4 4
Although we used the variable x to represent the unknown quantity in

part (b), any letter could have been used.
Student practice 1 Translate each English phrase using numbers and

symbols.
(a) Five added to some number (b) Four more than five
Section 1.2 Adding Whole Number Expressions 11
2 using Properties of addition to rewrite algebraic

Expressions
Most of us memorized some basic addition facts. Yet if we study these sums, we
observe that there are only a few addition facts for each one-digit number that we
must memorize. For example, we can easily see that when 0 items are added to any
number of items, we end up with the same number of items: 5 + 0 = 5, 0 + 8 = 8,
and so on. This illustrates the identity property of zero: a + 0 = a and 0 + a = a.
example 2 Express 4 as the sum of two whole numbers. Write all possibilities.
How many addition facts must we memorize? Why?
Solution Starting with 4 + 0, we write all the sums equal to 4 and observe any
patterns.
The numbers in this column The numbers in this column

decrease by 1. increase by 1.
4 + 0 = 4
3 + 1 = 4
2 + 2 = 4
The last two rows of the pattern
are combinations of the same 1 + 3 = 4
numbers listed in the first 0 + 4 = 4
two rows.
We need to learn only two addition facts for the number four: 3 + 1 and 2 + 2. The
remaining facts are either a repeat of these or use the fact that when 0 is added to
any number, the sum is that number.
Student practice 2 Express 8 as the sum of two whole numbers. Write

all possibilities. How many addition facts must we memorize? Why?
In Example 2 we saw that the order in which we add numbers doesn’t affect the
sum. That is, 3 + 1 = 4 and 1 + 3 = 4. This is true for all numbers and leads us to a
property called the commutative property of addition.
CommUtatiVe property oF addition

a + b = b + a 4 + 9 = 9 + 4
13 = 13
two numbers can be added in either order with the same result.
example 3 Use the commutative property of addition to rewrite each sum.

(a) 8 + 2 (b) 7 + n (c) x + 3
Solution
(a) 8 + 2 = 2 + 8 (b) 7 + n = n + 7 (c) x + 3 = 3 + x
Notice that we applied the commutative property of addition to the expres-
sions with variables n and x. That is because variables represent numbers, even
though they are unknown numbers.
Student practice 3 Use the commutative property of addition to

rewrite each sum.
(a) x + 3 (b) 9 + w (c) 4 + 0
example 4 If 2566 + 159 = 2725, then 159 + 2566 = ?

Solution
159 + 2566 = 2725 Why? The commutative property states that the order
in which we add numbers doesn’t affect the sum.
Student practice 4 If x + y = 6075, then

y + x = ?
To simplify an expression like 8 + 1 + x, we find the sum of 8 and 1.

8 + 1 + x = 9 + x or x + 9
Simplifying 8 + 1 + x is similar to rewriting the English phrase “8 plus 1 plus some
number” as the simpler phrase “9 plus some number.” Since addition is commuta-
tive, we can write this simplification as either 9 + x or x + 9. We choose to write this
sum as x + 9, since it is standard to write the variable in the expression first.
example 5 Simplify. 3 + 2 + n
Solution To simplify, we find the sum of the known numbers.
3 + 2 + n = 5 + n or n + 5
We cannot add the variable n and the number 5 because n represents an un-
known quantity; we have no way of knowing what quantity to add to the number 5.
Student practice 5 Simplify. 6 + 3 + x
Addition of more than two numbers may be performed in more than one man-
ner. To add 5 + 2 + 1 we can first add the 5 and 2, or we can add the 2 and 1 first.
We indicate which sum we add first by using parentheses. We perform the operation
inside the parentheses first.
5 + 2 + 1 = 15 + 22 + 1 = 7 + 1 = 8
5 + 2 + 1 = 5 + 12 + 12 = 5 + 3 = 8
In both cases the order of the numbers 5, 2, and 1 remains unchanged and the sums are
the same. This illustrates the associative property of addition.
aSSoCiatiVe property oF addition

1a + b2 + c = a + 1b + c2 14 + 92 + 1 = 4 + 19 + 12
13 + 1 = 4 + 10
14 = 14
When we add three or more numbers, the addition may be grouped in any way.
example 6 Use the associative property of addition to rewrite the sum and then
simplify. 1x + 32 + 6
Solution
1x + 32 + 6 = x + 13 + 62 The associative property allows us to regroup.
= x + 9 Simplify: 3 + 6 = 9.
Student practice 6 Use the associative property of addition to rewrite

the sum and then simplify. 1w + 12 + 4
Sometimes we must use both the associative and commutative properties of ad-
dition to rewrite a sum and simplify. In other words, we can change the order in which
we add (commutative property) and regroup the addition (associative property) to
simplify an expression.
example 7 Use the associative and/or commutative property as necessary to sim-

plify the expression. 5 + 1n + 72
Solution
5 + 1n + 72 = 5 + 17 + n2 The commutative property allows us to change
the order of addition.
= 15 + 72 + n Regroup the sum using the associative property.
= 12 + n Simplify.
5 + 1n + 72 = n + 12 Write 12 + n as n + 12.
Student practice 7 Use the associative and/or commutative property

as necessary to simplify each expression.
(a) 12 + x2 + 8 (b) 14 + x + 32 + 1

Addition Facts Made Simple There are many methods that can be used to add
one-digit numbers. For example, if you can’t remember that 7 + 8 = 15 but can
remember that 7 + 7 = 14, just add 1 to 14 to get 15.
7 + 8 = 7 + 17 + 12
= 17 + 72 + 1
= 14 + 1 = 15
Another quick way to add is to use the sum 5 + 5 = 10, since it is easy to
remember. Let’s use this to add 7 + 5.
7 + 5 = 12 + 52 + 5
= 2 + 15 + 52
= 2 + 10 = 12
Exercises
1. Use the fact that 5 + 5 = 10 to add 8 + 5.
2. Use the fact that 6 + 6 = 12 to add 6 + 8.
3 Evaluating algebraic Expressions involving addition

We have already learned that when we do not know the value of a number, we
designate the number by a letter. We call this letter a variable. We use a variable to
represent an unknown number until such time as its value can be determined. For
example, if 6 is added to a number but we do not know the number, we could write
n + 6 where n is the unknown number.
If we were told that n has the value 9, we could replace n with 9 and then simplify.
n + 6
9 + 6 Replace n with 9.
15 Simplify by adding.
Thus n + 6 has the value 15 when n is replaced by 9. This is called evaluating the
expression n + 6 if n is equal to 9.
to evaluate an algebraic expression, we replace the variables in the expression

with their corresponding values and simplify.
An algebraic expression has different values depending on the values we use

to replace the variable.
example 8 Evaluate x + y + 3 for the given values of x and y.

(a) x is equal to 6 and y is equal to 1 (b) x is equal to 4 and y is equal to 2
Solution
(a) x + y + 3 Replace x with (b) x + y + 3 Replace x with
6 and y with 1. 4 and y with 2.
6 + 1 + 3 4 + 2 + 3
10 Simplify. 9 Simplify.
When x is equal to 6 and y is equal When x is equal to 4 and y is equal

to 1, x + y + 3 is equal to 10. to 2, x + y + 3 is equal to 9.
Student practice 8 Evaluate x + y + 6 for the given values of x and y.

(a) x is equal to 9 and y is equal to 3
(b) x is equal to 1 and y is equal to 7
4 Adding Whole Numbers When Carrying

is needed Guided
LearninG
Video
Of course, we are often required to add numbers that have more than a single digit.
In such cases we must:
1. Arrange the numbers vertically, lining up the digits according to place value.
2. Add first the digits in the ones column, then the digits in the tens column, then
those in the hundreds column, and so on, moving from right to left.
Sometimes the sum of a column is a several-digit number—that is, a number larger

than 9. When this happens we evaluate the place values of the digits to find the sum.
example 9 Add. 68 + 25
Solution We arrange numbers vertically and add the digits in the ones column
first, then the digits in the tens column.
68 6 tens 8 ones
+ 25 2 tens 5 ones
8 tens 13 ones We cannot have two digits in the ones column,
so we must rename 13 as 1 ten and 3 ones.
8 tens + 1 ten + 3 ones
9 tens + 3 ones = 93
A shorter way to do this problem involves a process called “carrying.” Instead
of rewriting 13 ones as 1 ten and 3 ones, we would carry the 1 ten to the tens column
by placing a 1 above the 6 and writing the 3 in the ones column of the sum.
1
68
8 ones + 5 ones = 13 ones
+ 25
3
1
68
+ 25
93 Add 1 ten + 6 tens + 2 tens.
Student practice 9 Add. 247 + 38
Often you must carry several times, by bringing the left digit into the next col-
umn to the left.
example 10 A market research company surveyed 1870 people to determine the

type of beverage they order most often at a restaurant. The results of the survey are
shown in the table. Find the total number of people whose responses were iced tea,
soda, or coffee.
Solution We add whenever we must find the “total” amount.
21
357 Iced tea
577 Soda
+ 84 Coffee
Type of Number of
1018 Beverage Responses
We add 7 + 7 + 4 = 18. Since 18 equals 1 ten and 8 ones,
we carry 1 ten placing a 1 at the top of the tens column.
Soda 577
We add 1 + 5 + 7 + 8 = 21. Since 21 tens equals 2
hundreds and 1 ten, we carry 2 hundreds placing a 2 at the Orange juice 475
top of the hundreds column.
Coffee 84
We add 2 + 3 + 5 = 10. Since 10 hundreds equals 1
thousand and zero hundreds, we write 0 in the hundreds
Iced tea 357
column and 1 in the thousands column.
Milk 286
357 ++ 577
357 577 ++ 84
84 == 1018
1018 Other 91
A total of 1018 people responded iced tea, soda, or coffee.
Student practice 10 Use the survey results from Example 10 to an-

swer the following: Find the total number of people whose responses were milk,
orange juice, or other.
5 Finding the Perimeters of Geometric Figures Guided

LearninG
Video
Geometry has a visual aspect that many students find helpful to their learning. Num-
bers and abstract quantities may be hard to visualize, but we can take pen in hand
and draw a picture of a rectangle that represents a room with certain dimensions. We
can easily visualize problems such as “What is the distance around the outside edges
of the room (perimeter)?” In this section we study rectangles, squares, triangles, and
other complex shapes that are made up of these figures.
A rectangle is a four-sided figure like the ones shown here.
A rectangle has the following two properties:

1. Any two adjoining sides are perpendicular. 2. Opposite sides are equal.
When we say that any two adjoining sides are perpendicular, we mean that any two
sides that join at a corner form an angle that measures 90 degrees (called a right
angle) and thus form one of the shapes.
When we say that opposite sides are equal, we mean that the measure of a side
is equal to the measure of the side across from it. When all sides of a rectangle are
the same length, we call the rectangle a square.
7
11 All sides of a
Opposite 7 7 square are
4 4 sides are
equal.
equal.
11 7
A triangle is a three-sided figure with three angles.
the distance around an object (such as a rectangle or triangle) is called the

perimeter. To find the perimeter of an object, add the lengths of all its sides.
example 11 Find the perimeter of the triangle. (The abbreviation “ft” means feet.)
5 ft 5 ft
7 ft
Solution We add the lengths of the sides to find the perimeter.

Student practice 11 5 ft + 5 ft + 7 ft = 17 ft The perimeter is 17 ft.
15 ft Student practice 11 Find the perimeter of the square.
If you are unfamilar with the value, meaning, and abbreviations for the metric
and U.S. units of measure, refer to Appendix B, which contains a brief summary of
this information.
example 12 Find the perimeter of the shape consisting of a rectangle and a square.
150 ft
50 ft
65 ft
65 ft
215 ft
Solution We want to find the distance around the figure. We look only at the out-
side edges since dashed lines indicate inside lengths.
150 ft
We cross off 65 ft
50 ft since inside lengths
65 ft are not included
? ft in the perimeter.
? ft 65 ft
215 ft
Now we must find the lengths of the unlabeled sides. The shaded figure is a
square since the length and width have the same measure. Thus each side of the
shaded figure has a measure of 65 ft.
150 ft
50 ft
65 ft
115 ft
65 ft 65 ft
This side is 65 ft This side equals 50 + 65
because the shaded 215 ft or 115 ft because opposite
figure is a square. sides of a rectangle have
the same length.
Next, we add the length of the six sides to find the perimeter.
Student practice 12
150 ft + 115 ft + 215 ft + 65 ft + 65 ft + 50 ft = 660 ft 125 ft
The perimeter is 660 ft.
40 ft
30 ft
Student practice 12 Find the perimeter of the shape consisting of a
rectangle and a square. 30 ft
155 ft

Using Inductive Reasoning to Reach a Conclusion When we reach a conclusion
based on specific observations, we are using inductive reasoning. Much of our early
learning is based on simple cases of inductive reasoning. If a child touches a hot stove
or other appliance several times and each time gets burned, he is likely to conclude,
“If I touch something that is hot, I will get burned.” This is inductive reasoning. The
child has thought about several actions and their outcomes and has made a conclu-
sion or generalization.
The following is an illustration of how we use inductive reasoning in mathe-
matics.
Find the next number in the sequence 10, 13, 16, 19, 22, 25, 28, …
We observe a pattern that each number is 3 more than the preceding number:
10 + 3 = 13; 13 + 3 = 16, and so on. Therefore, we add 3 to 28 and conclude that
the next number in the sequence is 31.
Exercise
1. For each of the following find the next number by identifying the pattern.
(a) 8, 14, 20, 26, 32, 38, c
(b) 17, 28, 39, 50, 61, c
For more practice, complete exercises 89–94 on page 21.
1.2 Exercises MyMathLab®
Verbal and Writing Skills, exercises 1–6

Write in words.
1. y + 6 2. 7 + x
3. Write in your own words the steps you must perform 4. Explain why the following statement is true. If
to find the answer to the following problem. Evaluate 6 + a + b = 70, then a + 6 + b = 70.
x + 6 if x is equal to 9.
State what property is represented in each mathematical statement.

5. 12 + 32 + 4 = 2 + 13 + 42 6. 1x + 62 + 3 = 16 + x2 + 3
Translate using numbers and symbols.

7. A number plus two 8. Two added to a number
9. The sum of five and y 10. The sum of eight and x
11. Some number added to twelve 12. Twelve more than a number
13. A number increased by seven 14. A number plus four
Use the commutative property of addition to rewrite each sum.

15. 5 + a 16. y + 6 17. 3 + x 18. 5 + x
19. If 3542 + 216 = 3758, then 216 + 3542 = ? 20. If 8790 + 157 = 8947, then 157 + 8790 = ?
21. If 5 + n = 12, then n + 5 = ? 22. If 8 + x = 31, then x + 8 = ?
Simplify.
23. x + 4 + 2 24. a + 6 + 2 25. 9 + 3 + n
26. 4 + 4 + y 27. x + 0 + 2 28. x + 3 + 0
Use the associative property of addition to rewrite each sum, then simplify.
29. 1x + 22 + 1 30. 1x + 52 + 1 31. 9 + 13 + n2
32. 3 + 14 + x2 33. 1n + 32 + 8 34. 1a + 32 + 7
Use the associative and/or commutative property as necessary to simplify each expression.
35. 1x + 42 + 11 36. 1y + 12 + 4 37. 12 + n2 + 5
38. 14 + x2 + 5 39. 8 + 11 + x2 40. 5 + 13 + a2
18
41. 2 + 13 + n2 + 4 42. 3 + 1n + 22 + 1 43. 13 + a + 22 + 8
44. 16 + x + 42 + 4 45. 15 + x + 72 + 4 46. 12 + n + 82 + 5
47. Evaluate y + 7 for the given values of y. 48. Evaluate n + 8 for the given values of n.
(a) y is equal to 3 (a) n is equal to 4
(b) y is equal to 8 (b) n is equal to 7
49. Evaluate x + y if x is 6 and y is 13. 50. Evaluate a + b if a is 5 and b is 10.
51. Evaluate a + b + c if a is 9, b is 15, and c is 12. 52. Evaluate x + y + z if x is 11, y is 18, and z is 15.
53. Evaluate n + m + 13 if n is 26 and m is 44. 54. Evaluate x + y + 21 if x is 33 and y is 43.
Payroll Clerk For exercises 55 and 56, use the table and the formula Bonus = x + y + 250 to calculate the yearly bonus
for MJ Industry employees.
Employee Employee Years of Productivity
Bonus = x + y + 250 Name Number Employment Units Earned
b R Julio Sanchez 00315 15 150
x represents the y represents the
number of productivity number of years Mary McCab 00316 12 180
units earned. of employment. Jamal March 00317 18 125
Leo J. Cornell 00318 10 175
55. Calculate the yearly bonus for 56. Calculate the yearly bonus for
(a) Mary McCab. (a) Julio Sanchez.
(b) Leo J. Cornell. (b) Jamal March.
Add. For more practice, refer to Appendix D.

57. 15 58. 71 59. 236 60. 331
+ 23 + 12 + 43 + 57
61. 32 62. 33 63. 105 64. 308

11 11 8 7
20 6 133 245
+ 7 + 4 + 98 + 75
65. 236 + 467 + 26 66. 531 + 217 + 18 67. 281 + 64 + 539 68. 562 + 65 + 133
69. 7287 + 732 + 423 70. 3366 + 152 + 485
71. 922,876 + 54 + 1287 + 5000 72. 836,147 + 99 + 2413 + 4000
73. 3107 + 9063 + 54 + 379,626 74. 2902 + 9050 + 12 + 986,100

applications, exercises 75–78 Answer each question.

75. Debit Card Angelica’s bank statement indicates 76. Bookkeeper Tara is a bookkeeper for the Spaulding
the deposits and debits (ATM withdrawals) for a Appliance Company. She examined the following
1-month period. record from the company account for the month of
March.
date deposits debits date deposits debits

12/3/16 $159 3/6/16 $3477
12/9/16 $63 3/9/16 $120
12/13/16 $241 3/13/16 $3500
12/15/16 $121 3/15/16 $4614
12/22/16 $44 3/22/16 $1388
(a) What is the total of the deposits made to (a) What is the total of the deposits in this time period?
Angelica’s debit account?
(b) What is the total of the debits made to Angeli- (b) What is the total of the debits in this time period?
ca’s debit account?
77. Apartment Expenses The rent on an apartment was 78. Car Expenses Shawnee found that for a 6-month pe-
$875 per month. To move in, Charles and Vincent riod, in addition to gasoline, she had the following car
were required to pay the first and last months’ rent, expenses: insurance, $562; repair to brakes, $276; and
a security deposit of $500, a connection fee with the new tires, $142. If gasoline for her car cost $495 for
utility company of $24, and a cable T.V. installation this time period, what was the total amount she spent
fee of $35. How much money did they need to move on her car?
into the apartment?
Find the perimeter of each rectangle.

79. 13 in. 80. 7 in.
1 in.
5 in.
Find the perimeter of each square.
81. 3 ft 82. 8 ft
Find the perimeter of each triangle.

83. 84. 8 ft
4 in. 4 in.
3 ft
6 in. 8 ft
Find the perimeters of the shapes made of rectangles.

85. 6 ft 86. 3 ft
12 ft 4 ft 5 ft
21 ft
11 ft
7 ft 23 ft
18 ft
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DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
Newala, too, suffers from the distance of its water-supply—at least

the Newala of to-day does; there was once another Newala in a lovely
valley at the foot of the plateau. I visited it and found scarcely a trace
of houses, only a Christian cemetery, with the graves of several
missionaries and their converts, remaining as a monument of its
former glories. But the surroundings are wonderfully beautiful. A
thick grove of splendid mango-trees closes in the weather-worn
crosses and headstones; behind them, combining the useful and the
agreeable, is a whole plantation of lemon-trees covered with ripe
fruit; not the small African kind, but a much larger and also juicier
imported variety, which drops into the hands of the passing traveller,
without calling for any exertion on his part. Old Newala is now under
the jurisdiction of the native pastor, Daudi, at Chingulungulu, who,
as I am on very friendly terms with him, allows me, as a matter of
course, the use of this lemon-grove during my stay at Newala.
FEET MUTILATED BY THE RAVAGES OF THE “JIGGER”
(Sarcopsylla penetrans)
The water-supply of New Newala is in the bottom of the valley,

some 1,600 feet lower down. The way is not only long and fatiguing,
but the water, when we get it, is thoroughly bad. We are suffering not
only from this, but from the fact that the arrangements at Newala are
nothing short of luxurious. We have a separate kitchen—a hut built
against the boma palisade on the right of the baraza, the interior of
which is not visible from our usual position. Our two cooks were not
long in finding this out, and they consequently do—or rather neglect
to do—what they please. In any case they do not seem to be very
particular about the boiling of our drinking-water—at least I can
attribute to no other cause certain attacks of a dysenteric nature,
from which both Knudsen and I have suffered for some time. If a
man like Omari has to be left unwatched for a moment, he is capable
of anything. Besides this complaint, we are inconvenienced by the
state of our nails, which have become as hard as glass, and crack on
the slightest provocation, and I have the additional infliction of
pimples all over me. As if all this were not enough, we have also, for
the last week been waging war against the jigger, who has found his
Eldorado in the hot sand of the Makonde plateau. Our men are seen
all day long—whenever their chronic colds and the dysentery likewise
raging among them permit—occupied in removing this scourge of
Africa from their feet and trying to prevent the disastrous
consequences of its presence. It is quite common to see natives of
this place with one or two toes missing; many have lost all their toes,
or even the whole front part of the foot, so that a well-formed leg
ends in a shapeless stump. These ravages are caused by the female of
Sarcopsylla penetrans, which bores its way under the skin and there
develops an egg-sac the size of a pea. In all books on the subject, it is
stated that one’s attention is called to the presence of this parasite by
an intolerable itching. This agrees very well with my experience, so
far as the softer parts of the sole, the spaces between and under the
toes, and the side of the foot are concerned, but if the creature
penetrates through the harder parts of the heel or ball of the foot, it
may escape even the most careful search till it has reached maturity.
Then there is no time to be lost, if the horrible ulceration, of which
we see cases by the dozen every day, is to be prevented. It is much
easier, by the way, to discover the insect on the white skin of a
European than on that of a native, on which the dark speck scarcely
shows. The four or five jiggers which, in spite of the fact that I
constantly wore high laced boots, chose my feet to settle in, were
taken out for me by the all-accomplished Knudsen, after which I
thought it advisable to wash out the cavities with corrosive
sublimate. The natives have a different sort of disinfectant—they fill
the hole with scraped roots. In a tiny Makua village on the slope of
the plateau south of Newala, we saw an old woman who had filled all
the spaces under her toe-nails with powdered roots by way of
prophylactic treatment. What will be the result, if any, who can say?
The rest of the many trifling ills which trouble our existence are
really more comic than serious. In the absence of anything else to
smoke, Knudsen and I at last opened a box of cigars procured from
the Indian store-keeper at Lindi, and tried them, with the most
distressing results. Whether they contain opium or some other
narcotic, neither of us can say, but after the tenth puff we were both
“off,” three-quarters stupefied and unspeakably wretched. Slowly we
recovered—and what happened next? Half-an-hour later we were
once more smoking these poisonous concoctions—so insatiable is the
craving for tobacco in the tropics.
Even my present attacks of fever scarcely deserve to be taken
seriously. I have had no less than three here at Newala, all of which
have run their course in an incredibly short time. In the early
afternoon, I am busy with my old natives, asking questions and
making notes. The strong midday coffee has stimulated my spirits to
an extraordinary degree, the brain is active and vigorous, and work
progresses rapidly, while a pleasant warmth pervades the whole
body. Suddenly this gives place to a violent chill, forcing me to put on
my overcoat, though it is only half-past three and the afternoon sun
is at its hottest. Now the brain no longer works with such acuteness
and logical precision; more especially does it fail me in trying to
establish the syntax of the difficult Makua language on which I have
ventured, as if I had not enough to do without it. Under the
circumstances it seems advisable to take my temperature, and I do
so, to save trouble, without leaving my seat, and while going on with
my work. On examination, I find it to be 101·48°. My tutors are
abruptly dismissed and my bed set up in the baraza; a few minutes
later I am in it and treating myself internally with hot water and
lemon-juice.
Three hours later, the thermometer marks nearly 104°, and I make
them carry me back into the tent, bed and all, as I am now perspiring
heavily, and exposure to the cold wind just beginning to blow might
mean a fatal chill. I lie still for a little while, and then find, to my
great relief, that the temperature is not rising, but rather falling. This
is about 7.30 p.m. At 8 p.m. I find, to my unbounded astonishment,
that it has fallen below 98·6°, and I feel perfectly well. I read for an
hour or two, and could very well enjoy a smoke, if I had the
wherewithal—Indian cigars being out of the question.
Having no medical training, I am at a loss to account for this state
of things. It is impossible that these transitory attacks of high fever
should be malarial; it seems more probable that they are due to a
kind of sunstroke. On consulting my note-book, I become more and
more inclined to think this is the case, for these attacks regularly
follow extreme fatigue and long exposure to strong sunshine. They at
least have the advantage of being only short interruptions to my
work, as on the following morning I am always quite fresh and fit.
My treasure of a cook is suffering from an enormous hydrocele which
makes it difficult for him to get up, and Moritz is obliged to keep in
the dark on account of his inflamed eyes. Knudsen’s cook, a raw boy
from somewhere in the bush, knows still less of cooking than Omari;
consequently Nils Knudsen himself has been promoted to the vacant
post. Finding that we had come to the end of our supplies, he began
by sending to Chingulungulu for the four sucking-pigs which we had
bought from Matola and temporarily left in his charge; and when
they came up, neatly packed in a large crate, he callously slaughtered
the biggest of them. The first joint we were thoughtless enough to
entrust for roasting to Knudsen’s mshenzi cook, and it was
consequently uneatable; but we made the rest of the animal into a
jelly which we ate with great relish after weeks of underfeeding,
consuming incredible helpings of it at both midday and evening
meals. The only drawback is a certain want of variety in the tinned
vegetables. Dr. Jäger, to whom the Geographical Commission
entrusted the provisioning of the expeditions—mine as well as his
own—because he had more time on his hands than the rest of us,
seems to have laid in a huge stock of Teltow turnips,[46] an article of
food which is all very well for occasional use, but which quickly palls
when set before one every day; and we seem to have no other tins
left. There is no help for it—we must put up with the turnips; but I
am certain that, once I am home again, I shall not touch them for ten
years to come.
Amid all these minor evils, which, after all, go to make up the
genuine flavour of Africa, there is at least one cheering touch:
Knudsen has, with the dexterity of a skilled mechanic, repaired my 9
× 12 cm. camera, at least so far that I can use it with a little care.
How, in the absence of finger-nails, he was able to accomplish such a
ticklish piece of work, having no tool but a clumsy screw-driver for
taking to pieces and putting together again the complicated
mechanism of the instantaneous shutter, is still a mystery to me; but
he did it successfully. The loss of his finger-nails shows him in a light
contrasting curiously enough with the intelligence evinced by the
above operation; though, after all, it is scarcely surprising after his
ten years’ residence in the bush. One day, at Lindi, he had occasion
to wash a dog, which must have been in need of very thorough
cleansing, for the bottle handed to our friend for the purpose had an
extremely strong smell. Having performed his task in the most
conscientious manner, he perceived with some surprise that the dog
did not appear much the better for it, and was further surprised by
finding his own nails ulcerating away in the course of the next few
days. “How was I to know that carbolic acid has to be diluted?” he
mutters indignantly, from time to time, with a troubled gaze at his
mutilated finger-tips.
Since we came to Newala we have been making excursions in all
directions through the surrounding country, in accordance with old
habit, and also because the akida Sefu did not get together the tribal
elders from whom I wanted information so speedily as he had
promised. There is, however, no harm done, as, even if seen only
from the outside, the country and people are interesting enough.
The Makonde plateau is like a large rectangular table rounded off
at the corners. Measured from the Indian Ocean to Newala, it is
about seventy-five miles long, and between the Rovuma and the
Lukuledi it averages fifty miles in breadth, so that its superficial area
is about two-thirds of that of the kingdom of Saxony. The surface,
however, is not level, but uniformly inclined from its south-western
edge to the ocean. From the upper edge, on which Newala lies, the
eye ranges for many miles east and north-east, without encountering
any obstacle, over the Makonde bush. It is a green sea, from which
here and there thick clouds of smoke rise, to show that it, too, is
inhabited by men who carry on their tillage like so many other
primitive peoples, by cutting down and burning the bush, and
manuring with the ashes. Even in the radiant light of a tropical day
such a fire is a grand sight.
Much less effective is the impression produced just now by the
great western plain as seen from the edge of the plateau. As often as
time permits, I stroll along this edge, sometimes in one direction,
sometimes in another, in the hope of finding the air clear enough to
let me enjoy the view; but I have always been disappointed.
Wherever one looks, clouds of smoke rise from the burning bush,
and the air is full of smoke and vapour. It is a pity, for under more
favourable circumstances the panorama of the whole country up to
the distant Majeje hills must be truly magnificent. It is of little use
taking photographs now, and an outline sketch gives a very poor idea
of the scenery. In one of these excursions I went out of my way to
make a personal attempt on the Makonde bush. The present edge of
the plateau is the result of a far-reaching process of destruction
through erosion and denudation. The Makonde strata are
everywhere cut into by ravines, which, though short, are hundreds of
yards in depth. In consequence of the loose stratification of these
beds, not only are the walls of these ravines nearly vertical, but their
upper end is closed by an equally steep escarpment, so that the
western edge of the Makonde plateau is hemmed in by a series of
deep, basin-like valleys. In order to get from one side of such a ravine
to the other, I cut my way through the bush with a dozen of my men.
It was a very open part, with more grass than scrub, but even so the
short stretch of less than two hundred yards was very hard work; at
the end of it the men’s calicoes were in rags and they themselves
bleeding from hundreds of scratches, while even our strong khaki
suits had not escaped scatheless.
NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAHUTA
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.
MAKONDE LOCK AND KEY AT JUMBE CHAURO

This is the general way of closing a house. The Makonde at Jumbe
Chauro, however, have a much more complicated, solid and original
one. Here, too, the door is as already described, except that there is
only one post on the inside, standing by itself about six inches from
one side of the doorway. Opposite this post is a hole in the wall just
large enough to admit a man’s arm. The door is closed inside by a
large wooden bolt passing through a hole in this post and pressing
with its free end against the door. The other end has three holes into
which fit three pegs running in vertical grooves inside the post. The
door is opened with a wooden key about a foot long, somewhat
curved and sloped off at the butt; the other end has three pegs
corresponding to the holes, in the bolt, so that, when it is thrust
through the hole in the wall and inserted into the rectangular
opening in the post, the pegs can be lifted and the bolt drawn out.[50]
MODE OF INSERTING THE KEY
With no small pride first one householder and then a second

showed me on the spot the action of this greatest invention of the
Makonde Highlands. To both with an admiring exclamation of
“Vizuri sana!” (“Very fine!”). I expressed the wish to take back these
marvels with me to Ulaya, to show the Wazungu what clever fellows
the Makonde are. Scarcely five minutes after my return to camp at
Newala, the two men came up sweating under the weight of two
heavy logs which they laid down at my feet, handing over at the same
time the keys of the fallen fortress. Arguing, logically enough, that if
the key was wanted, the lock would be wanted with it, they had taken
their axes and chopped down the posts—as it never occurred to them
to dig them out of the ground and so bring them intact. Thus I have
two badly damaged specimens, and the owners, instead of praise,
come in for a blowing-up.
The Makua huts in the environs of Newala are especially
miserable; their more than slovenly construction reminds one of the
temporary erections of the Makua at Hatia’s, though the people here
have not been concerned in a war. It must therefore be due to
congenital idleness, or else to the absence of a powerful chief. Even
the baraza at Mlipa’s, a short hour’s walk south-east of Newala,
shares in this general neglect. While public buildings in this country
are usually looked after more or less carefully, this is in evident
danger of being blown over by the first strong easterly gale. The only
attractive object in this whole district is the grave of the late chief
Mlipa. I visited it in the morning, while the sun was still trying with
partial success to break through the rolling mists, and the circular
grove of tall euphorbias, which, with a broken pot, is all that marks
the old king’s resting-place, impressed one with a touch of pathos.
Even my very materially-minded carriers seemed to feel something
of the sort, for instead of their usual ribald songs, they chanted
solemnly, as we marched on through the dense green of the Makonde
bush:—
“We shall arrive with the great master; we stand in a row and have
no fear about getting our food and our money from the Serkali (the
Government). We are not afraid; we are going along with the great
master, the lion; we are going down to the coast and back.”
With regard to the characteristic features of the various tribes here
on the western edge of the plateau, I can arrive at no other
conclusion than the one already come to in the plain, viz., that it is
impossible for anyone but a trained anthropologist to assign any
given individual at once to his proper tribe. In fact, I think that even
an anthropological specialist, after the most careful examination,
might find it a difficult task to decide. The whole congeries of peoples
collected in the region bounded on the west by the great Central
African rift, Tanganyika and Nyasa, and on the east by the Indian
Ocean, are closely related to each other—some of their languages are
only distinguished from one another as dialects of the same speech,
and no doubt all the tribes present the same shape of skull and
structure of skeleton. Thus, surely, there can be no very striking
differences in outward appearance.
Even did such exist, I should have no time
to concern myself with them, for day after day,
I have to see or hear, as the case may be—in
any case to grasp and record—an
extraordinary number of ethnographic
phenomena. I am almost disposed to think it
fortunate that some departments of inquiry, at
least, are barred by external circumstances.
Chief among these is the subject of iron-
working. We are apt to think of Africa as a
country where iron ore is everywhere, so to
speak, to be picked up by the roadside, and
where it would be quite surprising if the
inhabitants had not learnt to smelt the
material ready to their hand. In fact, the
knowledge of this art ranges all over the
continent, from the Kabyles in the north to the
Kafirs in the south. Here between the Rovuma
and the Lukuledi the conditions are not so
favourable. According to the statements of the
Makonde, neither ironstone nor any other
form of iron ore is known to them. They have
not therefore advanced to the art of smelting
the metal, but have hitherto bought all their
THE ANCESTRESS OF
THE MAKONDE
iron implements from neighbouring tribes.
Even in the plain the inhabitants are not much
better off. Only one man now living is said to
understand the art of smelting iron. This old fundi lives close to
Huwe, that isolated, steep-sided block of granite which rises out of
the green solitude between Masasi and Chingulungulu, and whose
jagged and splintered top meets the traveller’s eye everywhere. While
still at Masasi I wished to see this man at work, but was told that,
frightened by the rising, he had retired across the Rovuma, though
he would soon return. All subsequent inquiries as to whether the
fundi had come back met with the genuine African answer, “Bado”
(“Not yet”).
BRAZIER
Some consolation was afforded me by a brassfounder, whom I

came across in the bush near Akundonde’s. This man is the favourite
of women, and therefore no doubt of the gods; he welds the glittering
brass rods purchased at the coast into those massive, heavy rings
which, on the wrists and ankles of the local fair ones, continually give
me fresh food for admiration. Like every decent master-craftsman he
had all his tools with him, consisting of a pair of bellows, three
crucibles and a hammer—nothing more, apparently. He was quite
willing to show his skill, and in a twinkling had fixed his bellows on
the ground. They are simply two goat-skins, taken off whole, the four
legs being closed by knots, while the upper opening, intended to
admit the air, is kept stretched by two pieces of wood. At the lower
end of the skin a smaller opening is left into which a wooden tube is
stuck. The fundi has quickly borrowed a heap of wood-embers from
the nearest hut; he then fixes the free ends of the two tubes into an
earthen pipe, and clamps them to the ground by means of a bent
piece of wood. Now he fills one of his small clay crucibles, the dross
on which shows that they have been long in use, with the yellow
material, places it in the midst of the embers, which, at present are
only faintly glimmering, and begins his work. In quick alternation
the smith’s two hands move up and down with the open ends of the
bellows; as he raises his hand he holds the slit wide open, so as to let
the air enter the skin bag unhindered. In pressing it down he closes
the bag, and the air puffs through the bamboo tube and clay pipe into
the fire, which quickly burns up. The smith, however, does not keep
on with this work, but beckons to another man, who relieves him at
the bellows, while he takes some more tools out of a large skin pouch
carried on his back. I look on in wonder as, with a smooth round
stick about the thickness of a finger, he bores a few vertical holes into
the clean sand of the soil. This should not be difficult, yet the man
seems to be taking great pains over it. Then he fastens down to the
ground, with a couple of wooden clamps, a neat little trough made by
splitting a joint of bamboo in half, so that the ends are closed by the
two knots. At last the yellow metal has attained the right consistency,
and the fundi lifts the crucible from the fire by means of two sticks
split at the end to serve as tongs. A short swift turn to the left—a
tilting of the crucible—and the molten brass, hissing and giving forth
clouds of smoke, flows first into the bamboo mould and then into the
holes in the ground.
The technique of this backwoods craftsman may not be very far
advanced, but it cannot be denied that he knows how to obtain an
adequate result by the simplest means. The ladies of highest rank in
this country—that is to say, those who can afford it, wear two kinds
of these massive brass rings, one cylindrical, the other semicircular
in section. The latter are cast in the most ingenious way in the
bamboo mould, the former in the circular hole in the sand. It is quite
a simple matter for the fundi to fit these bars to the limbs of his fair
customers; with a few light strokes of his hammer he bends the
pliable brass round arm or ankle without further inconvenience to
the wearer.
SHAPING THE POT
SMOOTHING WITH MAIZE-COB
CUTTING THE EDGE

FINISHING THE BOTTOM
LAST SMOOTHING BEFORE

BURNING
FIRING THE BRUSH-PILE

LIGHTING THE FARTHER SIDE OF
THE PILE
TURNING THE RED-HOT VESSEL
NYASA WOMAN MAKING POTS AT MASASI

Pottery is an art which must always and everywhere excite the
interest of the student, just because it is so intimately connected with
the development of human culture, and because its relics are one of
the principal factors in the reconstruction of our own condition in
prehistoric times. I shall always remember with pleasure the two or
three afternoons at Masasi when Salim Matola’s mother, a slightly-
built, graceful, pleasant-looking woman, explained to me with
touching patience, by means of concrete illustrations, the ceramic art
of her people. The only implements for this primitive process were a
lump of clay in her left hand, and in the right a calabash containing
the following valuables: the fragment of a maize-cob stripped of all
its grains, a smooth, oval pebble, about the size of a pigeon’s egg, a
few chips of gourd-shell, a bamboo splinter about the length of one’s
hand, a small shell, and a bunch of some herb resembling spinach.
Nothing more. The woman scraped with the
shell a round, shallow hole in the soft, fine
sand of the soil, and, when an active young
girl had filled the calabash with water for her,
she began to knead the clay. As if by magic it
gradually assumed the shape of a rough but
already well-shaped vessel, which only wanted
a little touching up with the instruments
before mentioned. I looked out with the
MAKUA WOMAN closest attention for any indication of the use
MAKING A POT. of the potter’s wheel, in however rudimentary
SHOWS THE a form, but no—hapana (there is none). The
BEGINNINGS OF THE embryo pot stood firmly in its little
POTTER’S WHEEL
depression, and the woman walked round it in
a stooping posture, whether she was removing
small stones or similar foreign bodies with the maize-cob, smoothing
the inner or outer surface with the splinter of bamboo, or later, after
letting it dry for a day, pricking in the ornamentation with a pointed
bit of gourd-shell, or working out the bottom, or cutting the edge
with a sharp bamboo knife, or giving the last touches to the finished
vessel. This occupation of the women is infinitely toilsome, but it is
without doubt an accurate reproduction of the process in use among
our ancestors of the Neolithic and Bronze ages.
There is no doubt that the invention of pottery, an item in human
progress whose importance cannot be over-estimated, is due to
women. Rough, coarse and unfeeling, the men of the horde range
over the countryside. When the united cunning of the hunters has
succeeded in killing the game; not one of them thinks of carrying
home the spoil. A bright fire, kindled by a vigorous wielding of the
drill, is crackling beside them; the animal has been cleaned and cut
up secundum artem, and, after a slight singeing, will soon disappear
under their sharp teeth; no one all this time giving a single thought
to wife or child.
To what shifts, on the other hand, the primitive wife, and still more
the primitive mother, was put! Not even prehistoric stomachs could
endure an unvarying diet of raw food. Something or other suggested
the beneficial effect of hot water on the majority of approved but
indigestible dishes. Perhaps a neighbour had tried holding the hard
roots or tubers over the fire in a calabash filled with water—or maybe
an ostrich-egg-shell, or a hastily improvised vessel of bark. They
became much softer and more palatable than they had previously
been; but, unfortunately, the vessel could not stand the fire and got
charred on the outside. That can be remedied, thought our
ancestress, and plastered a layer of wet clay round a similar vessel.
This is an improvement; the cooking utensil remains uninjured, but
the heat of the fire has shrunk it, so that it is loose in its shell. The
next step is to detach it, so, with a firm grip and a jerk, shell and
kernel are separated, and pottery is invented. Perhaps, however, the
discovery which led to an intelligent use of the burnt-clay shell, was
made in a slightly different way. Ostrich-eggs and calabashes are not
to be found in every part of the world, but everywhere mankind has
arrived at the art of making baskets out of pliant materials, such as
bark, bast, strips of palm-leaf, supple twigs, etc. Our inventor has no
water-tight vessel provided by nature. “Never mind, let us line the
basket with clay.” This answers the purpose, but alas! the basket gets
burnt over the blazing fire, the woman watches the process of
cooking with increasing uneasiness, fearing a leak, but no leak
appears. The food, done to a turn, is eaten with peculiar relish; and
the cooking-vessel is examined, half in curiosity, half in satisfaction
at the result. The plastic clay is now hard as stone, and at the same
time looks exceedingly well, for the neat plaiting of the burnt basket
is traced all over it in a pretty pattern. Thus, simultaneously with
pottery, its ornamentation was invented.
Primitive woman has another claim to respect. It was the man,
roving abroad, who invented the art of producing fire at will, but the
woman, unable to imitate him in this, has been a Vestal from the
earliest times. Nothing gives so much trouble as the keeping alight of
the smouldering brand, and, above all, when all the men are absent
from the camp. Heavy rain-clouds gather, already the first large
drops are falling, the first gusts of the storm rage over the plain. The
little flame, a greater anxiety to the woman than her own children,
flickers unsteadily in the blast. What is to be done? A sudden thought
occurs to her, and in an instant she has constructed a primitive hut
out of strips of bark, to protect the flame against rain and wind.
This, or something very like it, was the way in which the principle
of the house was discovered; and even the most hardened misogynist
cannot fairly refuse a woman the credit of it. The protection of the
hearth-fire from the weather is the germ from which the human
dwelling was evolved. Men had little, if any share, in this forward
step, and that only at a late stage. Even at the present day, the
plastering of the housewall with clay and the manufacture of pottery
are exclusively the women’s business. These are two very significant
survivals. Our European kitchen-garden, too, is originally a woman’s
invention, and the hoe, the primitive instrument of agriculture, is,
characteristically enough, still used in this department. But the
noblest achievement which we owe to the other sex is unquestionably
the art of cookery. Roasting alone—the oldest process—is one for
which men took the hint (a very obvious one) from nature. It must
have been suggested by the scorched carcase of some animal
overtaken by the destructive forest-fires. But boiling—the process of
improving organic substances by the help of water heated to boiling-
point—is a much later discovery. It is so recent that it has not even
yet penetrated to all parts of the world. The Polynesians understand
how to steam food, that is, to cook it, neatly wrapped in leaves, in a
hole in the earth between hot stones, the air being excluded, and
(sometimes) a few drops of water sprinkled on the stones; but they
do not understand boiling.
To come back from this digression, we find that the slender Nyasa
woman has, after once more carefully examining the finished pot,
put it aside in the shade to dry. On the following day she sends me
word by her son, Salim Matola, who is always on hand, that she is
going to do the burning, and, on coming out of my house, I find her
already hard at work. She has spread on the ground a layer of very
dry sticks, about as thick as one’s thumb, has laid the pot (now of a
yellowish-grey colour) on them, and is piling brushwood round it.
My faithful Pesa mbili, the mnyampara, who has been standing by,
most obligingly, with a lighted stick, now hands it to her. Both of
them, blowing steadily, light the pile on the lee side, and, when the
flame begins to catch, on the weather side also. Soon the whole is in a
blaze, but the dry fuel is quickly consumed and the fire dies down, so
that we see the red-hot vessel rising from the ashes. The woman
turns it continually with a long stick, sometimes one way and
sometimes another, so that it may be evenly heated all over. In
twenty minutes she rolls it out of the ash-heap, takes up the bundle
of spinach, which has been lying for two days in a jar of water, and
sprinkles the red-hot clay with it. The places where the drops fall are
marked by black spots on the uniform reddish-brown surface. With a
sigh of relief, and with visible satisfaction, the woman rises to an
erect position; she is standing just in a line between me and the fire,
from which a cloud of smoke is just rising: I press the ball of my
camera, the shutter clicks—the apotheosis is achieved! Like a
priestess, representative of her inventive sex, the graceful woman
stands: at her feet the hearth-fire she has given us beside her the
invention she has devised for us, in the background the home she has
built for us.
At Newala, also, I have had the manufacture of pottery carried on
in my presence. Technically the process is better than that already
described, for here we find the beginnings of the potter’s wheel,
which does not seem to exist in the plains; at least I have seen
nothing of the sort. The artist, a frightfully stupid Makua woman, did
not make a depression in the ground to receive the pot she was about
to shape, but used instead a large potsherd. Otherwise, she went to
work in much the same way as Salim’s mother, except that she saved
herself the trouble of walking round and round her work by squatting
at her ease and letting the pot and potsherd rotate round her; this is
surely the first step towards a machine. But it does not follow that
the pot was improved by the process. It is true that it was beautifully
rounded and presented a very creditable appearance when finished,
but the numerous large and small vessels which I have seen, and, in
part, collected, in the “less advanced” districts, are no less so. We
moderns imagine that instruments of precision are necessary to
produce excellent results. Go to the prehistoric collections of our
museums and look at the pots, urns and bowls of our ancestors in the
dim ages of the past, and you will at once perceive your error.
MAKING LONGITUDINAL CUT IN
BARK
DRAWING THE BARK OFF THE LOG
REMOVING THE OUTER BARK

BEATING THE BARK
WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

SOFT
MANUFACTURE OF BARK-CLOTH AT NEWALA

To-day, nearly the whole population of German East Africa is
clothed in imported calico. This was not always the case; even now in
some parts of the north dressed skins are still the prevailing wear,
and in the north-western districts—east and north of Lake
Tanganyika—lies a zone where bark-cloth has not yet been
superseded. Probably not many generations have passed since such
bark fabrics and kilts of skins were the only clothing even in the
south. Even to-day, large quantities of this bright-red or drab
material are still to be found; but if we wish to see it, we must look in
the granaries and on the drying stages inside the native huts, where
it serves less ambitious uses as wrappings for those seeds and fruits
which require to be packed with special care. The salt produced at
Masasi, too, is packed for transport to a distance in large sheets of
bark-cloth. Wherever I found it in any degree possible, I studied the
process of making this cloth. The native requisitioned for the
purpose arrived, carrying a log between two and three yards long and
as thick as his thigh, and nothing else except a curiously-shaped
mallet and the usual long, sharp and pointed knife which all men and
boys wear in a belt at their backs without a sheath—horribile dictu!
[51]
Silently he squats down before me, and with two rapid cuts has
drawn a couple of circles round the log some two yards apart, and
slits the bark lengthwise between them with the point of his knife.
With evident care, he then scrapes off the outer rind all round the
log, so that in a quarter of an hour the inner red layer of the bark
shows up brightly-coloured between the two untouched ends. With
some trouble and much caution, he now loosens the bark at one end,
and opens the cylinder. He then stands up, takes hold of the free
edge with both hands, and turning it inside out, slowly but steadily
pulls it off in one piece. Now comes the troublesome work of
scraping all superfluous particles of outer bark from the outside of
the long, narrow piece of material, while the inner side is carefully
scrutinised for defective spots. At last it is ready for beating. Having
signalled to a friend, who immediately places a bowl of water beside
him, the artificer damps his sheet of bark all over, seizes his mallet,
lays one end of the stuff on the smoothest spot of the log, and
hammers away slowly but continuously. “Very simple!” I think to
myself. “Why, I could do that, too!”—but I am forced to change my
opinions a little later on; for the beating is quite an art, if the fabric is
not to be beaten to pieces. To prevent the breaking of the fibres, the
stuff is several times folded across, so as to interpose several
thicknesses between the mallet and the block. At last the required
state is reached, and the fundi seizes the sheet, still folded, by both
ends, and wrings it out, or calls an assistant to take one end while he
holds the other. The cloth produced in this way is not nearly so fine
and uniform in texture as the famous Uganda bark-cloth, but it is
quite soft, and, above all, cheap.
Now, too, I examine the mallet. My craftsman has been using the
simpler but better form of this implement, a conical block of some
hard wood, its base—the striking surface—being scored across and
across with more or less deeply-cut grooves, and the handle stuck
into a hole in the middle. The other and earlier form of mallet is
shaped in the same way, but the head is fastened by an ingenious
network of bark strips into the split bamboo serving as a handle. The
observation so often made, that ancient customs persist longest in
connection with religious ceremonies and in the life of children, here
finds confirmation. As we shall soon see, bark-cloth is still worn
during the unyago,[52] having been prepared with special solemn
ceremonies; and many a mother, if she has no other garment handy,
will still put her little one into a kilt of bark-cloth, which, after all,
looks better, besides being more in keeping with its African
surroundings, than the ridiculous bit of print from Ulaya.
MAKUA WOMEN

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ChAPTer 4 Fractions, ratio, and 5.7 Solving Equations of the

7.4 Solving Equations ChAPTer 9 Graphing and

How Am I Doing? Chapter 10 Test 627 Appendix C: Scientific Calculators A-13

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1.1 Understanding Whole Numbers

1 Understanding Place Values of Whole Numbers

The digit 8 is in the hundred thousands place.

example 1 In the number 573,025:

Student practice 1 In the number 3,502,781:

2 Writing Whole Numbers in Expanded Notation

example 2 Write 1,340,765 in expanded notation.

Student practice 2 Write 2,507,235 in expanded notation.

Student practice 3 Christina withdraws $582 from her account. She

Understanding the Concept

3 Writing Word Names for Whole Numbers

example 4 Write the word name for each number.

4 Using Inequality Symbols with Whole Numbers

example 5 Replace each question mark with the inequality symbol 6 or 7 .

Student practice 5 Replace each question mark with the inequality

example 6 Rewrite using numbers and an inequality symbol.

Student practice 6 Rewrite using numbers and an inequality symbol.

5 Rounding Whole Numbers Guided

proCedUre to roUnd a Whole nUmber

example 7 Round 57,441 to the nearest thousand.

Student practice 7 Round 34,627 to the nearest hundred.

example 8 Round 4,254,423 to the nearest hundred thousand.

2. The digit to the right is 5 or more.

by 1. It never decreases. ()*

3. Replace all digits to the right with zeros.

Student practice 8 Round 1,335,627 to the nearest ten thousand.

stEPs tO suCCEss Finding a study Partner

3. In the number 9865: 4. In the number 46,362:

5. In the number 754,310: 6. In the number 839,400:

7. In the number 1,284,073: 8. In the number 3,098,269:

Write in expanded notation.

12. 3562 13. 867,301 14. 913,045

Write a word name for each number.

21. 86,491 22. 33,224

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Replace each question mark with the inequality symbol 6 or 7.

Rewrite using numbers and an inequality symbol.

Round to the nearest ten.

Round to the nearest hundred.

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Round to the nearest hundred thousand.

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stEPs tO suCCEss Preparing to Learn algebra

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1.2 Adding Whole Number Expressions

3 Evaluate algebraic expressions

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