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Intermediate Algebra: A Guided Approach, © 2015, 2011, Cengage Learning
Tenth Edition WCN: 02-200-203
Rosemary M. Karr, Marilyn B. Massey,
R. David Gustafson ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
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About the Authors
graduated from Eastern Kentucky University

rosemary m. karr
(EKU) with a Bachelor’s degree in Mathematics,
attained her Master of Arts degree at EKU in Mathematics Education, and earned her
Ph.D. from the University of North Texas. After two years of teaching high school math-
ematics, she joined the faculty at Eastern Kentucky University, where she earned tenure as
Assistant Professor of Mathematics. A professor at Collin College in Plano, Texas, since
1990, Professor Karr has written more than 10 solutions manuals, presented numerous
papers, and been an active member in several educational associations including President
of the National Association for Developmental Education. She has been honored several
times by Collin College, and has received such national recognitions as U.S. Professor of the
Year (2007) and induction as Fellow by the Council of Learning Assistance and Develop-
mental Education Associations (2012).
Marilyn B. Massey teaches mathematics at Collin College in

McKinney, Texas, where she joined the faculty
in 1991. She has been President of the Texas Association for Developmental Education,
served as academic chair of the Developmental Mathematics Department, and received an
Excellence in Teaching Award from the National Conference for College Teaching and
Learning. Professor Massey has presented at numerous state and national conferences. She
earned her Bachelor’s degree from the University of North Texas and Master of Arts degree
in Mathematics Education from the University of Texas at Dallas.
R. David Gustafson is Professor Emeritus of Mathematics at Rock

Valley College in Illinois and also has taught exten-
sively at Rockford College and Beloit College. He is coauthor of several best-selling math-
ematics textbooks, including Gustafson/Frisk/Hughes, College Algebra; Gustafson/Karr/
Massey, Beginning Algebra, Intermediate Algebra, Beginning and Intermediate Algebra: A
Combined Approach; and the Tussy/Gustafson and Tussy/Gustafson/Koenig developmen-
tal mathematics series. His numerous professional honors include Rock Valley Teacher of
the Year and Rockford’s Outstanding Educator of the Year. He has been very active in
AMATYC as a Midwest Vice-president and has been President of IMACC, AMATYC’s
Illinois affiliate. He earned a Master of Arts degree in Mathematics from Rockford College
in Illinois, as well as a Master of Science degree from Northern Illinois University.
iii

To my husband and family, for their
unwavering support of my work
—R.M.K.
To YoYo, Danielle, and Ethan

—M.B.M.
To Craig, Jeremy, Paula, Gary, Bob, Jennifer,

John-Paul, Gary, and Charlie
—R.D.G.

Contents
1 " A Review of Basic Algebra 1

REACH FOR SUCCESS 2
1.1 The Real Number System 3
1.2 Arithmetic and Properties of Real Numbers 15
1.3 Exponents 29
1.4 Scientific Notation 40
1.5 Solving Linear Equations in One Variable 48
1.6 Using Linear Equations to Solve Applications 59
1.7 More Applications of Linear Equations in One Variable 70
■ Projects 77
REACH FOR SUCCESS EXTENSION 78
CHAPTER REVIEW 79
CHAPTER TEST 87
2 " Graphs, Equations of Lines, and Functions 89

REACH FOR SUCCESS 90
2.1 Graphing Linear Equations 91
2.2 Slope of a Line 105
2.3 Writing Equations of Lines 117
2.4 Introduction to Functions 129
2.5 Graphing Other Functions 142
■ Projects 152
CHAPTER REVIEW 155
CHAPTER TEST 160
Cumulative review for chapters 1–2 161

vi CONTENTS
3 " Systems of Linear Equations 163

3.1 Solving Systems of Two Linear Equations in Two Variables by Graphing 165
3.2 Solving Systems of Two Linear Equations in Two Variables by Substitution
and Elimination (Addition) 175
3.3 Solving Systems of Three Linear Equations in Three Variables 189
3.4 Solving Systems of Linear Equations Using Matrices 199
3.5 Solving Systems of Linear Equations Using Determinants 207
■ Projects 218
CHAPTER REVIEW 221
CHAPTER TEST 226
4 " Inequalities 229

4.1 Solving Linear Inequalities in One Variable 231
4.2 Solving Absolute Value Equations and Inequalities in One Variable 241
4.3 Solving Linear Inequalities in Two Variables 254
4.4 Solving Systems of Linear and Quadratic Inequalities in Two Variables
by Graphing 262
4.5 Solving Systems Using Linear Programming 269
■ Projects 279
CHAPTER REVIEW 281
CHAPTER TEST 286
CUMULATIVE REVIEW FOR CHAPTERS 1–4 287
" Polynomials, Polynomial Functions,

5 and Equations 289
5.1 Polynomials and Polynomial Functions 291
5.2 Adding and Subtracting Polynomials 300
5.3 Multiplying Polynomials 306
5.4 The Greatest Common Factor and Factoring by Grouping 316
5.5 The Difference of Two Squares; the Sum and Difference of Two Cubes 324
5.6 Factoring Trinomials 332

CONTENTS vii
5.7 Summary of Factoring Techniques 344

5.8 Solving Equations by Factoring 347
■ Projects 355
CHAPTER REVIEW 358
CHAPTER TEST 363
6 " Rational Expressions 365

6.1 F inding the Domain of Rational Functions and Simplifying
Rational Expressions 367
6.2 Multiplying and Dividing Rational Expressions 377
6.3 Adding and Subtracting Rational Expressions 385
6.4 Simplifying Complex Fractions 395
6.5 Solving Equations Containing Rational Expressions 404
6.6 Dividing Polynomials 414
6.7 Synthetic Division 421
6.8 Proportion and Variation 428
■ Projects 441
CHAPTER REVIEW 444
CHAPTER TEST 450
CUMULATIVE REVIEW FOR CHAPTERS 1–6 451
7 " Radical Expressions and Equations 453

7.1 Radical Expressions 455
7.2 Applications of the Pythagorean Theorem and the Distance Formula 467
7.3 Rational Exponents 474
7.4 Simplifying and Combining Radical Expressions 482
7.5 Multiplying Radical Expressions and Rationalizing 492
7.6 Radical Equations 501
7.7 Complex Numbers 510
■ Projects 520
CHAPTER REVIEW 523
CHAPTER TEST 530

viii CONTENTS
" Q
uadratic Equations and Functions;
8 Inequalities; and Algebra, Composition,
and Inverses of Functions 533
8.1 S olving Quadratic Equations Using the Square-Root Property
and by Completing the Square 535
8.2 Solving Quadratic Equations Using the Quadratic Formula 546
8.3 The Discriminant and Equations That Can Be Written
in Quadratic Form 553
8.4 Graphs of Quadratic Functions 562
8.5 Quadratic and Other Nonlinear Inequalities 578
8.6 Algebra and Composition of Functions 588
8.7 Inverses of Functions 595
■ Projects 605
CHAPTER REVIEW 608
CHAPTER TEST 615
cumulative review for chapters 1–8 616
9 " Exponential and Logarithmic Functions 619

9.1 Exponential Functions 621
9.2 Base-e Exponential Functions 632
9.3 Logarithmic Functions 640
9.4 Natural Logarithms 650
9.5 Properties of Logarithms 656
9.6 Exponential and Logarithmic Equations 666
■ Projects 677
CHAPTER REVIEW 680
CHAPTER TEST 686

CONTENTS ix
10 " Conic Sections and More Graphing 687

10.1 The Circle and the Parabola 689
10.2 The Ellipse 702
10.3 The Hyperbola 712
10.4 Systems Containing Second-Degree Equations 723
10.5 Piecewise-Defined Functions and the Greatest Integer Function 729
■ Projects 736
CHAPTER REVIEW 738
CHAPTER TEST 745
cumulative review FOR CHAPTERS 1–10 746
11 " Miscellaneous Topics 749

11.1 The Binomial Theorem 751
11.2 Arithmetic Sequences and Series 759
11.3 Geometric Sequences and Series 768
11.4 Infinite Geometric Sequences and Series 776
11.5 Permutations and Combinations 782
11.6 Probability 791
■ Projects 797
CHAPTER REVIEW 800
CHAPTER TEST 805
cumulative review FOR CHAPTERS 1–11 805
Glossary G-1
Appendix 1 " Symmetries of Graphs A-1
Appendix 2 " Sample Final Examination A-7
Appendix 3 " Tables A-11
Appendix 4 " Answers to Selected Exercises A-15
Index I-1


Preface
To the Instructor
This tenth edition of Intermediate Algebra: A Guided Approach is an exciting and innova-
tive revision. The new edition reflects a thorough update, has new pedagogical features
that make the text easier to read, and has an entirely new and fresh interior design. This
series is known for its integrated approach, for the clarity of its writing, for making alge-
bra relevant and engaging, and for developing student skills. The revisions to this already
successful text will further promote student achievement. Coauthors Rosemary Karr and
Marilyn Massey joined David Gustafson and have now assumed primary responsibility,
bringing more experience in developmental education.
This new edition has expanded on the learning plan that helps students transition
to the next level, teaching them the problem-solving strategies that will serve them well
in their everyday lives. Most textbooks share the goals of clear writing, well-developed
examples, and ample exercises, whereas the Karr/Massey/Gustafson series develops stu-
dent success beyond the demands of traditional required coursework. The tenth edition’s
learning tools have been developed with your students in mind.
Through their collective teaching experience, the authors have developed an acute
awareness of students’ approaches to homework and have determined that exercise sets
should serve as more than just a group of problems to work. The authors’ philosophy is
to guide the student through new material in a gentle progression of thought develop-
ment that slowly reduces the student’s dependence on external factors and relates new
concepts to previously learned material. They have written the textbook to guide stu-
dents through the material while providing a decreasing level of support throughout each
section. Initially, the authors provide a map to the content through learning objectives
that serve as advanced organizers for what students can expect to learn that day. The
vocabulary encourages students to speak the language of mathematics. Getting Ready
exercises at the beginning of each section prepares students for the upcoming concepts by
reviewing relevant previous skills. The instructor may guide the students through the ex-
amples, but the students will independently attempt the Self Checks. Students will begin
to use their “mathematical voice” to explain problems to one another or work collectively
to find a solution to a problem not previously encountered, a primary goal of the Now
Try This feature. The guidance shifts from instructor to fellow students to individual
through carefully designed exercise sets.
■ New to This Edition

The major changes to this edition are the inclusion of Self Checks for ALL examples,
study skills strategies for each chapter, modification of the Warm-Up exercises, and the
revision of many exercises.
• The Warm-Ups have been significantly revised to reflect the original intention
of this group of exercises. We wanted the Warm-Ups to be just that, warm-ups.
Thus, most have been revised to include skills needed for the development of
section concepts.
• A set of interactive study skills strategies, called Reach for Success have been
incorporated throughout the textbook for a more holistic learning experience.
xi

xii PREFACE
The authors feel that most students already know effective study strategies
and could list many of the successful techniques, but it is the authors’ intent to
encourage the student’s thoughtful consideration and implementation of these
skills. The interactive approach engages the student, encouraging an active
participation to develop and reinforce the skills. The incorporation of student
advising and the development of study skills is critical for academic success.
This is why this feature is titled REACH for Success. The authors hope to help
students do just that. These worksheets (and others) are available online for
flexibility in the order of assignment.
• Everyday Connections have been revised to more accurately reflect a topic of
the selected chapter.
• Self Checks have been included for EVERY example in the textbook, especially
significant for applications where students need to develop problem solving
strategies.
• Additional Teaching Tips have been included at the request of our reviewers.
Calculators
The use of calculators is assumed throughout the text although the calculator icon
makes the exercises easily identifiable for possible omission if the instructor chooses to
do so. We believe that students should learn calculator skills in the mathematics class-
room. They will then be prepared to use calculators in science and business classes and
for nonacademic purposes.
Since most intermediate algebra students now have graphing calculators, key-
strokes are given for both scientific and graphing calculators. Removable cards for the
Basic Calculator Keystroke Guide for the TI-83/84 Family of Calculator and Basic Calcula-
tor Keystroke Guide for the fx-9750GII CASIO are bound into the book as resources for
those students learning how to use a graphing calculator.

PREFACE xiii
A Guided Tour
Chapter Openers showcase the variety

of career paths available in the world of mathematics.
We include a brief overview of each career, as well as job
outlook statistics from the U.S. Department of Labor,
including potential job growth and annual earning
potential.
Graphs, Equations of Lines,
and Functions
2
Reach for Success analyzing your Time
© Ryan McGinnis/Alamy
We can all agree that we only have 24 hours in a day, right? The
expression “My, how time flies!” is certainly relevant. It might surprise
you where the time goes when you begin to monitor the hours.
Careers and Mathematics
How can you schedule your time to allow for a successful semester? atMosPherIc scIentIsts,
reach for success
Begin by completing the pie chart to analyze a typical day. IncLuDInG MeteoroLoGIsts
©Brad Collett/Shutterstock.com
2.1 Graphing Linear Equations

2.2 Slope of a Line
Atmospheric science is the study of the atmosphere—the 2.3 Writing Equations of Lines
blanket of air covering the Earth. Atmospheric scientists,
2.4 Introduction to Functions
including meteorologists, study the atmosphere’s physical
characteristics, motions, and processes. The best-known
2.5 Graphing Other Functions
application of this knowledge is in forecasting the weather. ■ Projects
A bachelor’s degree in meteorology, which generally reach for success extensIon
includes advanced courses in mathematics, chaPter reVIeW
How many Hours a day do you spend: 24-Hour Pie Chart is usually the minimum chaPter test
For every hour spent on each activity shade that many pie educational
ntists
is Cumulative Review
segments. (It might be helpful to use a different color to shade requirement for an tlook: ic scie as the
Job Ou ospher fast
of atm about as ugh 2020. stry
for each question.) There are no right or wrong answers. You entry-level position ment se ro du
Employted to increa pations th private in
just need an honest assessment of your time. in the field. cu
projec e for all oc be greater t.
in
averag unities will governmen
rt
Oppo the federa
l 
______ working at outside employment (include than in In this chapter
gs:
commute time)? Earnin It is often said that “A picture is worth a
 Annual 2,130
–$13 thousand words.” In this chapter, we will
$4 5,050
______ sleeping? ation: 51.htm
ore Inform co/oco
s0
show how numerical relationships can
For M .bls.g
ov/o
______ preparing meals, eating, and exercising? www be described by using mathematical
http:// ication:
e Appl pictures called graphs.
Sampl 2.1.
ction
______ getting ready for work/class? For a 1 in Se
ample
See Ex
______ in class (include lab hours, commuting, or
tutoring time)?
______ with family and friends? 89
______ on the Internet, phone, playing video
games, texting, watching TV, going to
movies, or other entertainment?
62502_ch02_ptg01_lr_089-105.indd 89 7/13/13 12:36 PM
Now we have a mathematics problem! How many hours are left for studying? Remember, the rule of thumb is for
every 1 hour in class, you will need at least 2 hours of studying. For mathematics, you could need even more. The key
is to spend as much time as you need to understand the material. There is no magic formula!
Reach for Success is a new feature where study

A Successful Study Strategy . . . skills have been written for inclusion in every chapter.
This feature is designed as an opening activity to help the
` Adjust your schedule as needed to support your educational goals.
student prepare for a successful semester.

At the end of the chapter you will find an additional exercise to guide you in planning
for a successful semester.
3.1 Solving Systems of Two Linear Equations in Two Variables by Graphing 165
2 Unless otherwise noted, all content on this page is © Cengage Learning.
Appearing at the beginning of each section, Learning Objectives Section

Solving Systems of Two Linear Equations
are mapped to the appropriate content, as well as to relevant exercises in
the Guided Practice section. Measurable objectives allow students to iden-
62502_ch01_ptg01_lr_001-015.indd 2 7/13/13 12:37 PM
3.1 in Two Variables by Graphing
tify specific mathematical processes that may need additional reinforce- 1 Solve a system of two linear equations by graphing.
Objectives
2 Recognize that an inconsistent system has no solution.

ment. For the instructor, homework assignments can be developed more 3 Express the infinitely many solutions of a dependent system as a general
easily with problems keyed to objectives, thus facilitating identification of ordered pair.
4 Use a system of linear equations in two variables to solve a linear
appropriate exercises. equation in one variable graphically.
In order to work mathematics, one must be able to speak the language.

Vocabulary
Not only are Vocabulary words identified at the beginning of each section, system of equations inconsistent system independent equations
consistent system distinct lines dependent equations
these words are also bolded within the section. Exercises include questions equivalent systems
on the vocabulary words, and a glossary has been included to facilitate the
students’ reference to these words. An optional Spanish glossary is avail- Let y 5 23x 1 2. Find the value of y when
Getting Ready
1
x 5 0. x 5 3. x 5 23. x 5 2 3.
able upon request. 1.
Find five pairs of numbers
2. 3. 4.
Getting Ready questions appear at the beginning of each section, 5. with a sum of 12. 6. with a difference of 3.
linking past concepts to the upcoming material.

In the pair of linear equations
x 1 2y 5 4
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additionale content at any time if subsequent rights restrictions require it.
2x 2 y 5 3
(called a system of equations) there are infinitely many ordered pairs 1 x, y 2 that satisfy
the first equation and infinitely many ordered pairs 1 x, y 2 that satisfy the second equation.
However, there is only one ordered pair 1 x, y 2 that satisfies both equations at the same
time. The process of finding this ordered pair is called solving the system.
xiv PREFACE 374 CHAPTER 6 Rational Expressions
EXAMPLE 8 Find the mean hourly cost when the service described in Figure 6-3 is used for
a. 3 hours. b. 70.4 hours.
352 CHAPTER 5 Polynomials, Polynomial Functions, and Equations
Solution Examplesarecost
a. To find the mean hourly worked out
for 3 hours of in each
access time,chapter,
we substitute 3 for n in
Equation 1 and simplify:
Form and solve an equation We can substitute x for h, 3x for b, and highlighting the concept being discussed. We
96 for A in the formula for the area of a
1.501 32 1 6
1
triangle A 5 2 bh and solve for x. x include c 5Author
f 1 32 5 notes
3
in
5 many
3.5 of the text’s
1
A5
2
bh
3x examples, giving students insight into the thought
The mean hourly cost for 3 hours of access time is $3.50.
1
96 5 1 3x2 x
2
Figure 5-8 process one
b. To find the meangoes
hourlythrough
cost for 70.4 when approaching
hours of access a 70.4 for n in
time, we substitute
192 5 3x 2 Multiply both sides by 2 to clear fractions. problem
Equation 1and working toward a solution.
and simplify:
64 5 x 2
1.501 70.42with
16 a
Divide both sides by 3.
0 5 x 2 2 64 Subtract 64 from both sides. All
c 5examples
f 1 70.42 5 end Self Check, so that
5 1.585227273
0 5 1 x 1 82 1 x 2 82 70.4
students can measure their reading comprehension.
Factor the difference of two squares.
x1850 or x 2 8 5 0 Set each factor equal to zero.
The mean hourly cost for 70.4 hours of access time is approximately $1.59.
x58
x 5 28
Answers to each section’s Self Checks are found at
State the conclusion SELf
Since the height of a triangle cannot be negative, we must discard the negative solution.
Thus, the height of the truss is 8 feet, and its width is 31 82 , or 24 feet.
a ChECk 8 Find the mean hourly cost when the service is used for 5 hours.
the end of that section for ease of reference.
Check the result The area of a triangle with a width (base) of 24 feet and a height of 8 feet is 96 square 7.2 Exercises 471
feet:
1 1 3 2 4a 3 2x 2 3
A 5
2
bh 5 1 242 1 82 5 121 82 5 96
2 aa SELf ChECk
SelfANSWERS
CheCk 3 2
Find the diagonal
7. 2
1. a.
5
distance
2a 1 b
b. , 21
8. $2.70
2. 12`, 2 2 < 12, ` 2
b
in feet from the intersection
3.
2x 1 3
of 25th
2 4. x 1 3 5.
Street and 8th Avenue to
6. a 1 1
a SeLf CheCk 8 Find the width and height of the truss if the area is 150 square feet. the intersection bof 28th Street and 12th Avenue.
Each section ends with Now Try This Now TRy THis
eXAMPLe 9 BALLISTICS If the initial velocity of ana Self CheCk
exercises intended to per
increase conceptual
second, when will it hit the ground? understanding through
object shot straight up into the air is 176 feet 1. no 2. 13 units 3. 4,250 ft
ANSWeRS A vertical asymptote appears at any value for which a simplified rational function is undefined.
active classroom participation
Analyze the problem Recall the formulaandfor theinvolvement.
height of an object thrown These problems
or shot straight up into the air
is h 5 vt 2 16t , where h represents height in feet, v represents initial velocity in feet
2
A hole in the graph of a function occurs at any value resulting from a factor common to the
numerator and denominator of the original function.
transition to the Exercise Sets, as well as to material in future sections
per second, and t represents the number of seconds since the object was released.
For each
Form and solve an equation When the object hits the ground, its height will be 0. Thus, we set h equal to 0, set Now Try Thisof the functions below, determine where the vertical asymptote(s) occurs
and can be worked independently ort. in small groups. The exercises
v equal to 176, and solve for (if any) and where the hole(s) occurs (if any). Graph the original function and any
h 5 vt 2 16t 2 simplified
1. Determine whether function and compare
the points 14, 222,their
122,graphs. What124,
242, and 22 notice?
do you are the vertices of an isos-
reinforce topics, digging a little deeper than the examples. To
0 5 176t 2 16t 2
celes triangle (two xequal1 4 sides), an equilateral triangle (three equal
x 2 3x2
sides), or neither. Is the 3 2
1. f 1x 2 5 2. g1x 2 5
discourage a student from simply looking
0 5 16t1 11 2 t2
16t 5 0 or 11 2 t 5 0
up the answer and trying
Factor out 16t, the GCF. triangle a right x 29
triangle? 15x 2 5x
2 2
Set each factor equal to 0.

points with coordinates of 12x 1 1, x 1 12 and 12x 2 3, x 2 22.
to find the process that will t 5 0produce the answer, answers to these 2. Find the distance between
t 5 11 x 2 6x 1 9 2
State the conclusion When t 5 0, the object’s height above the ground is 0 feet, because it has not been
3. h1x 2 5
problems will be provided x 5x 16 2
released. only in11,the Annotated
is again 0 feet,Instructor’s Edition
hit the of the text.
2
When t 5 the height because the object has
ground. The solution is 11 seconds. Note: Graph the functions using the window settings of x 5 324.7, 4.74 and y 5 325, 54 in
Check the result Verify that h 5 0 when t 5 11. order to see the holes. Use the TRACE feature to verify the location of the holes. (There will
The Exercise
a SeLfSets transition
CheCk
7.2
Exercises
9 If the intial velocity of an object shot straight up into the air is 128 feet per second, when
will it hit the ground?
students through progressively ` be no value for y.)
more difficult homework problems. WARM-UPS Evaluate each expression. 19. b 5 18 m and c 5 82 m B
20. b 5 7 ft and c 5 25 ft
Students are initially asked to
work quick, basic problems on
1. "625
3. "72 1 242
6.1 Exercises 2. "289
Unless otherwise noted, all content on this page is © Cengage Learning.
4. "152 1 82
` 21. a 5 14 in. and c 5 50 in.
22. a 5 8 cm and b 5 15 cm
c
a
5. "52 2 32 WARM-UPS Evaluate. 6. "52 2 42 x 2 1 b 5 "8 mi 32

A y
their own, then proceed to work 23. a 5 "8
5. mi and when
12x
x5 2 6.
y23
when yb 5 1 C
x x 24. a 5 "11 ft and b 5 "38 ft
exercises keyed to examples and/or
62502_ch05_ptg01_lr_348-357.indd 352 7/13/13 12:39 PM
REVIEW Find1.each when x 5 0 2. when x 5 2

x 2product.
2 x22
REVIEW Factor the
eachgiven
expression.
objectives, and finally to complete 7. 1 2x 1 52 13x 2 42 8. 16y 2 72 14y 1 52
Find the distance between points. If an answer is not exact,
y11 y11 7. 3x 2 and
use a calculator 2 9xgive an approximation8. 6t 2 5tnearest
to2 the 2 6 tenth.
applications and critical-thinking 3.
y 29
when y 5 23 4.
y 29
2
when y 5 21 2 See example 2. (Objective 2)
9. 4a 2 3b2
1 15a 2 2b2 10. 14r 2 32 12r 2
1 3r 2 42
questions on their own. 25. 10, 02, 13, 242 26. 10, 02, 126, 82
27. 110, 82, 122, 32 28. 15, 92, 18, 132
29. 127, 122, 121, 42 30. 125, 222 , 17, 32
VOCABULARY AND CONCEPTS Fill in the blanks.
31. 112, 262, 123, 22 32. 1214, 292 , 1 10, 222
• Warm-Ups get students 11. In a right triangle, the side opposite the 90° angle is called the 123, 52, 125, 252 12, 232 , 14, 282
62502_ch06_ptg01_lr_365-377.indd 374 33. 34. 7/13/13 12:41 PM
into the homework mind- .
35. 129, 32, 14, 72 36. 121, 232 , 125, 82
12. In a right triangle, the two shorter sides are called .
set, asking quick memory- 13. If a and b are the lengths of two legs of a right triangle and c ADDITIONAL PRACTICE In Exercises 37–40, use a
testing questions. is the length of the hypotenuse, then . calculator to approximate each value to the nearest foot. The baseball
14. In any right triangle, the square of the length of the hypot- diamond is a square, 90 feet on a side.
• Review exercises are included to remindenuse isstudents
equal to the of of previous skills.
the squares of the lengths of the
two . This fact is known as the . 2nd base
15. If x2 5 25 and x is positive, we can conclude that x is the
• Vocabulary and Concepts exercises emphasize the main
square root of 25. Thus, x 5 5.
concepts taught in this
90
section. 16. The formula for finding the distance between two points on a rect- 90
ft ft
angular coordinate system is d 5 .
• Guided Practice exercises are keyed to the objectives to increase student success 3rd 1st
GUIDED PRACTICE The lengths of two sides of the right base base
by directing students to the concept covered
triangle ABC shownin that
in the group
illustration are of exercises.
given. Find the lengthShould
of a
90
student encounter difficulties working
the thirda problem,
side. See examplea1. (Objective
specific1) example within the ft 60 ft, 6 in.
ft
90
objective is also cross-referenced. 17. a 5 6 ft and b 5 8 ft
18. a 5 10 cm and c 5 26 cm Home plate
• Additional Practice problems are mixed and not linked to objectives or examples,
providing the student with the opportunity to distinguish among problem types
and to select an appropriate problem-solving strategy. This will help students pre-
pare for the format generally seen on exams.
65202_ch07_ptg01_lr_467-473.indd 471 7/13/13 12:42 PM

PREFACE xv
7.2 Exercises 471
• Applications ask students to apply their new skills in real-life situations, Writing
a Self CheCk 3 Find the diagonal distance in feet from the intersection of 25th Street and 8th AvenueProjects
to 279
the intersection of 28th Street and 12th Avenue.
Each DVD player has a profit of $40, and each TV has a 12 workers per acre, and 100,000 workers are available.
About Math problems build students’ mathematical communication skills, and Some-
a DVD
profit of $32. How many Self CheCk 1. no 2. 13 units 3. 4,250 ft
players and TVs should be Government contracts require that there be at least 3 times as
ANSWeRS
manufactured weekly to maximize profit? Find the maximum many acres of soybeans as flowers planted. It costs $250 per
profit. acre to plant soybeans and $300 per acre to plant flowers, and
Now Try This there is a budget of $3 million. If the profit from soybeans is
34. Production A company manufactures one type of computer
thing to Think About encourages students to consider what they have learned in a
chip that runs at 1.66 GHz and another that runs 1.at Determine
2.66 GHz. $1,600
whether the points 14, 222,per acre
122, 242,andand the
124, profit from
22 are the flowers
vertices is $2,000 per acre,
of an isos-
celes triangle (two equal sides),
how an many
equilateral triangle
acres (three crop
of each equal sides),
should or neither. Is the to maximize
be planted
The company can make a maximum of 50 fast chipstriangle per daya right triangle?
and a maximum of 100 slow chips per day. It takes 6 hours profit? Find the maximum profit.
12x 12x
2. Find the distance between points with coordinates of 1 1, x 1 12 and 2 3, x 2 22.
to make a fast chip and 3 hours to make a slow chip, and
the company’s employees can provide up to 360 hours of
labor per day. If the company makes a profit of $20 on each
2.66-GHz chip and $27 on each 1.66-GHz chip, how many
WRITING ABOUT MATH section, and apply those concepts to a new situation.
7.2 Exercises `
of each type should be manufactured to earn the maximum 37. What is meant by the constraints of a linear program?
profit? 38. What is meant by a feasible solution of a linear program?
WARM-UPS Evaluate each expression. 19. b 5 18 m and c 5 82 m B
• Many exercises are available online through Enhanced WebAssign®. These homework
35. Financial planning A stockbroker has $200,000 to invest 20. b 5 7 ft and c 5 25 ft
in stocks and bonds. She wants to invest at least
1. "625 $100,000 in
2. "289 SOMETHING TO THINK ABOUT
21. a 5 14 in. and c 5 50 in.
c
a
stocks and at least $50,000 1 24
3. "72 in 2
bonds. an82annual
"152 1
If stocks4. have 22. a 5 8 cm and b 5 15 cm
39. Try to construct a linear programming problem. CWhat dif-
"52 2
yield of 9% and bonds5.have an32annual yield of "52 2
6. 7%, 42 much
how 23. a 5 "8 mi and b 5 "8 mi
A
b
problems are algorithmic, ensuring that your students will learn mathematical pro-
ficulties do you encounter?
24. a 5 "11 ft and b 5 "38 ft
should she invest in each to maximize her income? Find the
REVIEW Find each product. 40. Try to construct a linear programming problem that will have
maximum return. Find the distance between the given points. If an answer is not exact,
7. 12x 1 52 13x 2 42 8. 16y 2 72 14y 1 52 ause
maximum at every point alongto an edge of the feasibility
a calculator and give an approximation the nearest tenth.
region.
See example 2. (Objective 2)
450 CHAPTER
36. Production A small6 14aRational
9.country Expressions
2 3b2exports
2b2 soybeans
10. 14rand
2 32flowers.
cesses, not just how to work with specific numbers.

15a 2 12r 2 1 3r 2 42
25. 10, 02, 13, 242 26. 10, 02, 126, 82
Soybeans require 8 workers per acre, flowers require 27. 110, 82, 122, 32 28. 15, 92, 18, 132
29. 127, 122, 121, 42 30. 125, 222 , 17, 32
VOCABULARY AND CONCEPTS Fill in the blanks.
Using similar triangles to find the length of a The two triangles 31. below are
112, 262, 123, 22
similar. Find
32.the value
1214, 110,x.222
292, of
11. In a right triangle, the side opposite the 90° angle is called the 33. 123, 52, 125, 252 34. 12, 232, 14, 282
missing side:
Projects .
12. In a right triangle, the two shorter sides are called .
x
5
8bound 32, 14,
35. 129, on the72 volume of
Corresponding sides
36. the 232 , 125,
121, shed 82
(3,000 cubic feet)
13. If a and b are the lengths of two legs of a right triangle and5c 20and
If two angles of one triangle have the same measure then minimizing the surface
are in proportion.
ADDITIONAL 8 ftarea
PRACTICE In Exercises 37–40,
of the walls
use a
as two angles of a second triangle, the triangles are
Project 1 is the length of the hypotenuse, then . that must
calculator be built.each
to approximate The
valuevolume
to the nearest offoot.
theTheshed can
baseball20 ftbe
similar. 20x 5 40 diamondTheis aproduct
square, 90of the
A farmer is building
14. In any right triangle, the square of the length of the hypot-
a ismachine
equal to the shed onto his barn,
lengthsas
expressed feet
in a formula that contains h1 and h2. Derive
on a side.
Chapter-ending Projects encourage in-depth exploration of key concepts.

enuse of the squares of the of the extremes is equal
The measure of corresponding
two sidesisofknown
. This similarthe this formula, and include 2nd base thexvolume ft restriction in
shown in the illustration. It isfactto be 12asfeet wide, 20 feet. to the product of
15. If x2 5 25 and x is positive, we can conclude that x is the
triangles are in proportion. yourthe design constraints. Then find the dimensions
long, and h2 must be no more than
square root 20Thus,
of 25. feet.x 5For
5. all of the means.
shed to be useful16.for storing machinery, h1 must be on ata rect- that will minimize ft the total90 area of the two ends5 ft
The formula for finding the distance between two points
x52 Solve for x. 90 ft
least 6 feet. For theangularroofcoordinate

to shed system is d 5
rain and melting snow . of the shed and the outside wall. (The inner wall is
1 The length of the already
unknown present as a wall of the barn
3rd side is 2 ft. 1st
and therefore
adequately, the slopeGUIDED of the roof must
PRACTICE be atof least
The lengths two sides ,ofbut
2 to
the right base base
triangle ABC shown in the illustration are given. Find the length of involves no new cost.)
be easily
Direct shingled,
variation: the it must
third have
side. See examplea slope that1) is no greater
1. (Objective
Express each sentence as a formula: 90
60 ft, 6 in.
ft
than 1. The distance, d , a car travels is directly proportional ft to the time, t, it has been
y 5 kx is a constant2
1k 17. a 5 6 ft and b 5 8 ft
traveling. Project 2 90
18. a 5 10 cm and c 5 26 cm Home plate
Knowing any three points on the graph of a parabolic
d 5 kt
Unless otherwise noted, all content on this page is © Cengage Learning. function is enough to determine the equation of that
Inverse variation: The temperature, T , ofItthefollows
parabola. coffee inthat for any
the mug three
varies points
inversely that
to the t, it
could
time,
has been sitting on thelie
possibly counter.
on a parabola, there is exactly one parabola
k
y5 1k is a constant2 that passes through those points, and this parabola will
x k
65202_ch07_ptg01_lr_467-473.indd 471 T 5 have the equation y 5 ax2 1 bx 1 c for appropriate
7/13/13 12:42 PM a,
h2 t
20 ft b, and c.
Joint variation: The interest, I , on the money in a bank account is jointly proportional to the
principle, Pa. Forthea interest
, and set of three
rate, rpoints
. to lie on the graph of a para-
y 5 kxz 1k is a hconstant2
1 bolic function, no two of the points can have the same
12 ft I 5 kPr x-coordinate, and not all three can have the same
20 ft
Combined variation: The pressure, Py-coordinate. Explain
, of the gas varies why
directly wetemperature,
as the need these Trestrictions.
, and inversely
V.
b. Suppose
as the volume, that the points 1 1, 32 and 1 2, 62 are on the
kx on a graph all of the possible values for h
a. Represent
y5 1k is a constant2 1 graph of a parabola. What restrictions would have to
and h2, zsubject to the constraints listed above. P5
kT
be placed on a and b to guarantee Review 79
that the y-intercept
V
b. The farmer wants to minimize the construction costs of the parabola has an absolute value of 4 or less? Can
A Chapter Review grid presents the material cleanly and simply, giving students an efficient
while still making sure that the shed is large enough 1 21, 82 be a third point on such a parabola?
REVIEW EXERCISES
1
for his purposes. He does this by setting a lower
x11
Review
Solve each proportion.
4x 2 2 1 ` x 1 10
54. Assume that x varies jointly with y and z. Find the constant
of variation if x 5 24 when y 5 3 and z 5 4.
means of reviewing the chapter.

49. 5 50. 5 55. Assume that x varies directly with t and inversely with y.
8 all content on24this page is © Cengage Learning.
Unless otherwise noted, 6 x112
SECTION 1.1 The Real Number System
51. Find the height of a tree if it casts a 44-foot shadow when a
Find the constant of variation if x 5 2 when t 5 8 and
1 y 5 64.
DEFINITIONS 22-foot shadow.
AND aCONCEPTS
4-foot tree casts EXAMPLES
56. Taxes The property taxes in a city vary directly with the
52.A Assume that x varies
set is a collection directly with y. If x 5 18 when y 5 3,
of objects. Which numbers in the set
assessed valuation. If a tax of $1,575 is levied on a house
find the
Natural value of x when y 5 9.
numbers: assessed2 at $90,000, find the tax on a building assessed at
e 25, 0, , 1.75, "49, p, 6 f are
53. 279
62502_ch04_ptg01_lr_270-279.indd Assume 4, 5,x. .varies
{1, 2, 3,that .} inversely with y. If x 5 24 when y 5 3, 3
$312,000. 7/13/13 12:44 PM
find the value of y when x 5 12.

Whole numbers: a. natural numbers, b. whole numbers, c. integers,
Cumulative Review
d. rational numbers, e. irrational numbers, 287
{0, 1, 2, 3, 4, 5, . . .} f. real numbers, g. prime numbers, h. composite
numbers, i. even integers, j. odd integers?
SolveIntegers:
each system. y$1
6 Chapter Tests allow students to pinpoint their strengths and challenges with the material.
a. "49, 6 1"49 is a natural number since "49 5 72
y#2
17. e
2x 2 3y $ 6
Even 2x 1 1
y #integers: Test `
{. . . , 23, 22, 21, 0, 1, 2, 3, . . .}
{.y. . , 26, 24, 22, 0, 2, 4, 6, . . .}

18. e
y $ x2
y,x13
y
19.
b. 0, "49, 6 P 5 3x 2 y subject to µ
Maximize
c. 25, 0, "49, 6
y # 3x 1 1
x#1
Answers are included at the back of the book.

Simplify each rational expression. Assume no division by 0. 2 x16
d.4.25, 0, , 1.75,
Given 5 6
f 1x 2 "49,
Odd integers: 3 x23
212x 2y 3z 2 5x 1 15 e. p
1. {. . . , 25, 23, 21, 1, 3, 5, . .2.
.} 2 a. State all values of the variable for which f 1x 2 is unde-
18x 3y 4z 2 x 29 2
f. 25, 0,fined.
, 1.75, "49, p, 6
7a 2 28b
Prime numbers: x 3
3. b. Write the domain of f 1x 2 in interval notation.
4b 2{2,a3, 5, 7, 11, 13, . . .} g. "49
x
h. 6
Composite numbers:
i. 0, 6
{4, 6, 8, 9, 10, 12, . . .}
j. 25, "49 Unless otherwise noted, all content on this page is © Cengage Learning.
Rational numbers: numbers that can be written as
a
" Cumulative Review '

umulative Review Exercises follow the end of chapter material for every even-
C
e ` a and b are integers and b 2 0 f
b
Irrational numbers: numbers that can be written as nonterminating,

nonrepeating decimals
62502_ch06_ptg01_lr_443-452.indd 450
Find each value, given that f 1 x 2 5 3x2 2 x.
7/13/13 1:21 PM
1. Draw a number line and graph the prime numbers from
numbered chapter, and keep students’ skills current before moving on to the next topic.
Real numbers: numbers that can be written as decimals
50 to 60.
19. f 1212 20. f 1232
2x 1 y 5 5
21. Use graphing to solve: e
2. Find the additive inverse of 27. x 2 2y 5 0
674 CHAPTER 9 Exponential and Logarithmic Functions
y
Evaluate each expression when x 5 2 and y 5 24.
x2 2 y2
3. x2 2 y 4.
3x 1 y
To find the number of generations
x that have passed while a population of 1,000
Simplify each expression. Assume no variable is zero.
cells per milliliter has grown to a population of 1 million cells per milliliter, we substi-
5. 1x3x5 2 3 6. 1x2 2 3 1x4 2 2
tute 1,000 for b and 1,000,000 for b in Equation 2 on the previous page and solve for n.
A Glossary has been included to function as a student reference to the vocabulary words and
x3 22 a 2bn
7. a 5 b 8. n 2
x a b 122. Use substitution
1,000,000 3x 1 y 5 4
9. Write 455,000,000 in scientific notation. n5 log to solve: e
2x 2 3y 5 21
log 2 1,000 x 1 2y 5 22
definitions.
10. Write 0.000012 in scientific notation.
23. Use elimination to solve: e
1 2x 2 y 5 6
Solve each equation.
5 log 1,000 Simplify.
log 2
x y 1
11. 4x 2 10 5 12 12. 61x 2 12 5 21x 1 32 10 1 5 5 2
24. Solve: • x
5b
< 3.32192809512 2325 5 10 log1 2 < 3.321928095 and log 1,000 5 3.
b y 13
13. 2 10 5 1 3
2 3
x1y1z51
14. 2a 2 5 5 22a 1 41a 2 22 1 1 < 9.965784285
25. Solve: • 2x 2 y 2 z 5 24
Determine whether the lines represented by the equations are x 2 2y 1 z 5 4
62502_ch01_ptg01_lr_078-088.indd 79
Approximately 10 generations will have passed. 7/24/13 9:21 PM
parallel, perpendicular, or neither. x 1 2y 1 3z 5 1
15. 5x 1 3y 5 9, 3x 2 5y 5 10 26. Solve: • 3x 2 2y 1 z 5 21
■ Additional Features
a
16. 3x 5 y 1 4, y 5 31x 2 42 2 1 Self CheCk 11 How many generations 2y will
1 2z 5pass
1 by the time the culture has grown to a population of
17. Write the equation of the line passing through 122,10
32 million
and cells 3 22
per milliliter?
27. Evaluate: ` `
perpendicular to the graph of 3x 1 y 5 8. 1 21
1 2 3 21
18. Solve the formula A 5 2 h1b1 1 b2 2 for h.
28. Evaluate: † 21 21 2 †
4 1 21
Everyday connections Everyday Connections boxes reveal the real-world power of mathemat-
U.S. Population Growth
ics. Each Everyday Connections box invites students to see how the material
covered in the chapter is relevant to their lives.
Historical and Projected U.S. Population
450
400
62502_ch04_ptg01_lr_280-288.indd 287 7/13/13 1:15 PM
350
300
Population (millions)
250
200
Projected
Growth
150
100
50
0
8.2 Solving Quadratic Equations Using the Quadratic Formula 549
1790
1800
1810
1820
1830
1840
1850
1860
1870
1880
1890
1900
1910
1920
1930
1940
1950
1960
1970
1980
1990
2000
2010
2020
2030
2040
2050
Population growth in the United States can be modeled by

an exponential function of the form P1 t2 5 P0 ? ert, where
2. Given that the United States population was 280 million in
2000 and approximately 300 million in 2010, determine the Perspective The fibonacci Among the many special
P0 5 the initial population during a given time interval, growth rate of the population during this time period.
Sequence and properties of these numbers
and t represents the number of years in that time interval. 3. Using the population growth rate from Question 2, to the
nearest year how long would it take for the United States The Golden RaTio is the fact that, as we gener-
1. Given that the United States population was approximately population to double?
200 million in 1970 and approximately 280 million in
2000, determine the growth rate of the population during Source: http://www.npg.org/popfacts.htm
Perhaps one of the most intriguing examples of how a ate more and more numbers
this time period. mathematical idea can represent natural phenomena is in the list, the ratio of succes-
the Fibonacci Sequence, a list of whole numbers that is sive numbers approaches a
generated by a very simple rule. This sequence was first constant value. This value is
Perspective boxes highlight interesting developed by the Italian mathematician Leonardo da designated by the symbol f
Pisa, more commonly known as Fibonacci. The Fibo-
facts from mathematics history or important
and often is referred to as the
nacci Sequence is the following list of numbers “Golden Ratio.” One way to
mathematicians, past and present. These brief 1, 1, 2, 3, 5, 8, 13, 21, . . . calculate the value of f is to Leonardo Fibonacci
solve the quadratic equation
but interesting biographies connect students to
65202_ch09_ptg01_lr_667-678.indd 674 8/12/13 8:54 AM
where each successive number in the list is obtained by

f2 2 f 2 1 5 0.
adding the two preceding numbers. Although Fibonacci
discoveries of the past and their importance to the originally developed this sequence to solve a mathe- 1. Using the quadratic formula, find the exact value of f.
present. matical puzzle, subsequent study of the numbers in this
sequence has uncovered many examples in the natural
2. Using a calculator, find a decimal approximation of f,
world in which this sequence emerges. For example, the
correct to three decimal places.
arrangement of the seeds on the face of a sunflower, the
hibernation periods of certain insects, and the branching Note: Negative solutions are not applicable in this
patterns of many plants all give rise to Fibonacci numbers. context.
2 Solve a formula for a specified variable using the quadratic formula.
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.EXAMPLE An object
Due to electronic rights, thrown
some third partystraight
contentup
maywith an initial from
be suppressed velocity of v0 feet
the eBook pereChapter(s).
and/or second will reach 4
a right
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the height of s feet
to remove in t seconds
additional contentaccording
at any timetoif the formularights
subsequent 216t2 1 vrequire
s 5 restrictions 0t. Solve
it. the
formula for t.
Solution We begin by writing the equation in standard form:
s 5 216t2 1 v0 t
62502_00_fm_ptg01_hr_i-xxvi.indd 15 16t2 2 v0 t 1 s 5 0 8/21/13 2:58 PM
xvi PREFACE
2.1 Graphing Linear Equations 97
Accent If an equation in x and y is solved for y, we can use a graphing calculator to generate a table
on technology of solutions. The instructions in this discussion are for a TI-84 graphing calculator.
To construct a table of solutions for 2x 1 5y 5 10, we first solve for y.
Generating Tables
of Solutions 2x 1 5y 5 10 Accent on Technology boxes teach students the calcula-
5y 5 22x 1 10 Subtract 2x from both sides.
2 tor skills to prepare them for using these tools in science and
y52 x12 Divide both sides by 5 and simplify.
5
business classes, as well as for nonacademic purposes. Calculator
2
To enter y 5 x 1 2, we press Y5 and enter (–) ( 2 ÷ 5 ) x, T, u, n (x) + 2, as
25
shown in Figure 2-9(a). examples are given in these boxes, and keystrokes are given for
To enter the x-values that are to appear in the table, we press 2nd window
both scientific and graphing calculators. For instructors who do
Courtesy of Texas Instruments Incorporated
(TBLSET) and enter the first value for x on the line labeled TblStart5. In Figure 2-9(b),
25 has been entered on this line. Other values for x that are to appear in the table are
determined by setting an increment value on the line labeled DTbl5. Figure 2-9(b) shows
not use calculators in the classroom, the material on calculators
that an increment of 1 was entered. This means that each x-value in the table will be 1 unit
larger than the previous x-value.
is easily omitted without interrupting the flow of ideas.
The final step is to press the keys 2nd GRAPH (TABLE). This displays a table of
solutions, as shown in Figure 2-9(c).
Plot1 Plot2 Plot3 TABLE SETUP X Y1

\Y1 = –(2/5)X + 2 TablStart=–5 –5 4
\Y2 = ∆Tbl=1 –4 3.6
\Y3 =
\Y4 =
512
Indpnt: Auto Ask
Depend: Auto Ask
CHAPTER–3
–2
7 Radical
3.2
2.8
Expressions and Equations
–1 2.4
\Y5 = 0 2
\Y6 = 1 1.6
\Y7 =
Comment notations alert students to
X=–5
(a) (b) (c)
Comment If a and b are both negative, then "ab 2 !a "b. Recall, the simplified
common errors as well as provide helpful and
Figure 2-9
form of a radical expression does not contain a negative radicand. Therefore the "216
For instructions regarding the use of a Casio graphing calculator, please see the Casio
pertinent information about
Keystroke Guide the
in the back of theconcepts
book. they and the "24 must be simplified prior to multiplying. For example, if a 5 216 and
are learning. b 5 24, we have
4 Graph a horizontal line and a vertical line. " 1 216 2 " 1 24 2 5 1 4i 2 1 2i 2 5 8i 2 5 8 1 21 2 5 28
Equations such as y 5 3 and x 5 22 are linear equations in two variables, because they
can be written in the form Ax 1 By 5 C. The imaginary numbers are a subset of a set of numbers called the complex numbers.
y53 is equivalent to 0x 1 1y 5 3
x 5 22 is equivalent to 1x 1 0y 5 22
In the next example, we will discuss how to graph these equations.
ComPlEx NumbERs A complex number is any number that can be written in the standard form a 1 bi,
For the instructor, Teaching
EXAMPLE 5 Graph: a. y 5 3 b. xTips 5 22 are provided in where a and b are real numbers and i 5 "21.
Solution a. Since the equation y 5 3 does not contain x, the numbers chosen for x have no effect In the complex number a 1 bi, a is called the real part, and b is called the
the margins of theonAnnotated Instructor’s
y. The value of y is always Edition
3. After plotting the pairs 1x, y 2 shown in Figure 2-10
on the next page, we see that the graph is a horizontal line with a y-intercept of 1 0, 32. imaginary part.
as interesting historical
The line hasinformation,
no x-intercept. alternative
approaches for teaching the material, and class
activities.
If b 5 0, the complex number a 1 bi is a real number. If b 2 0 and a 5 0, the com-
plex number 0 1 bi (or just bi) is an imaginary number.
A Spanish Glossary is available for inclusion upon Any imaginary number can be expressed in bi form. For example,
"21 5 i
62502_ch02_ptg01_lr_089-105.indd 97 7/13/13 12:51 PM
request. Comment The expression

"3i is sometimes written as "29 5 "9 1 21 2 5 "9"21 5 3i
i"3 to make it clear that i is "23 5 "3 1 21 2 5 "3"21 5 "3i
not part of the radicand.
The relationship among the real numbers, the imaginary numbers, and the complex
numbers is shown in Figure 7-18.
Complex numbers
Real numbers a + 0i Imaginary numbers 0 + bi (b ≠ 0)

7
3, – , π, 125.345 4i, −12i, √−4
3
1
4 + 7i, 5 − 16i, ––––––– , 15 + √−25
32 − 12i
Figure 7-18
2 Write a complex number in a 1 bi form.

The next example shows how to write complex numbers in 1 a 1 bi 2 form. It is common to
use 1 a 2 bi 2 as a substitute for a 1 1 2b 2 i.
EXAMPLE 2 Write each number in a 1 bi form.

a. 7 5 7 1 0i b. 3i 5 0 1 3i
c. 4 2 "216 5 4 2 "21 1 16 2 d. 5 1 "211 5 5 1 "21 1 11 2
5 4 2 "16"21 5 5 1 "11"21
5 4 2 4i 5 5 1 "11i
a SELf ChECk 2 Write 3 2 "225 in a 1 bi form.
65202_ch07_ptg01_lr_510-521.indd 512 7/13/13 12:53 PM
62502_00_fm_ptg01_hr_i-xxvi.indd 16 8/22/13 10:52 AM

PREFACE xvii
" Supplements
FOR THE STUDENT FOR THE INSTRUCTOR
Annotated Instructor Edition
(ISBN: 978-1-4354-6251-9)
The Annotated Instructor Edition features answers to all
problems in the book.
Student Solutions Manual Complete Solutions Manual

(ISBN: 978-1-285-84624-8) (ISBN: 978-1-285-84623-1)
Author: Michael Welden, Mt. San Jacinto College Author: Michael Welden, Mt. San Jacinto College
The Student Solutions Manual provides worked-out solutions The Complete Solutions Manual provides worked-out solutions
to the odd-numbered problems in the book. to all of the problems in the text.
Student Workbook Instructor’s Resource Binder

(ISBN: 978-1-285-84625-5) (ISBN: 978-0-538-73675-6)
Author: Maria H. Andersen, former math faculty at Muskegon Com- Author: Maria H. Andersen, former math faculty at Muskegon Com-
munity College and now working in the learning software industry munity College and now working in the learning software industry
The Student Workbook contains all of the assessments, activi- The Instructor’s Resource Binder contains uniquely designed
ties, and worksheets from the Instructor’s Resource Binder for Teaching Guides, which include instruction tips, examples,
classroom discussions, in-class activities, and group work. activities worksheets, overheads, and assessments, with answers
provided.
Instructor Companion Website

Everything you need for your course in one place! This collection
of book-specific lecture and class tools is available online via www
.cengage.com/login. Formerly found on the PowerLecture, access
Guided Tour and download PowerPoint® presentations, images, and more.
Solution Builder
This online instructor database offers complete worked solutions
to all exercises in the text, allowing you to create customized,
secure solutions printouts (in PDF format) matched exactly to
the problems you assign in class. For more information, visit
www.cengage.com/solutionbuilder.
Enhanced WebAssign® Enhanced WebAssign®

( Printed Access Card ISBN: ( Printed Access Card ISBN:
978-1-285-85770-1 978-1-285-85770-1
Online Access Code ISBN: Online Access Code ISBN:
978-1-285-85773-2) 978-1-285-85773-2)
Enhanced WebAssign (assigned by the instructor) provides Instant feedback and ease of use are just two reasons why
instant feedback on homework assignments to students. This WebAssign is the most widely used homework system in higher
online homework system is easy to use and includes a multi education. WebAssign’s homework delivery system allows you to
media eBook, video examples, and problem-specific tutorials. assign, collect, grade, and record homework assignments via the
web. And now this proven system has been enhanced to include a
multimedia eBook, video examples, and problem-specific tutori-
als. Enhanced WebAssign is more than a homework system—it is
a complete learning system for math students.
Text-Specific Videos
Author: Rena Petrello
These videos are available at no charge to qualified adopters of
the text and feature 10–20 minute problem-solving lessons that
cover each section of every chapter.

xviii PREFACE
To the Student
Congratulations! You now own a state-of-the-art textbook that has been written espe
cially for you. We have tried to write a book that you can read and understand. The
text includes carefully written narrative and an extensive number of worked examples
with corresponding Self Checks. Now Try This exercises can be worked with your
classmates, and Guided Practice exercises tell you exactly which example to use as a
resource for each question. These are just a few of the many features included in this
text with your success in mind. Perhaps the biggest change is the inclusion of Study
Skill strategies at the start and end of each chapter. We urge you to take the time to
complete these worksheets to increase your understanding of what it takes to be a
successful student.
To get the most out of this course, you must read and study the textbook carefully.
We recommend that you work the examples on paper first, and then work the Self Checks.
Only after you thoroughly understand the concepts taught in the examples should you
attempt to work the exercises. A Student Solutions Manual is available, which contains the
worked-out solutions to the odd-numbered exercises.
Since the material presented in Intermediate Algebra, Tenth Edition, may be of value
to you in later years, we suggest that you keep this text. It will be a good reference in the
future and will keep at your fingertips the material that you have learned here.
■ Hints on Studying Algebra

The phrase “practice makes perfect” is not quite true. It is “perfect practice that makes
perfect.” For this reason, it is important that you learn how to study algebra to get the
most out of this course.
Although we all learn differently, here are some hints on studying algebra that most
students find useful.
lanning a Strategy for Success To get where you want to be, you need a goal and a plan.
P
Your goal should be to pass this course with a grade of A or B. To earn one of these
grades, you must have a plan to achieve it. A good plan involves several points:
• Getting ready for class,
• Attending class,
• Doing homework,
• Making use of the extensive extra help available, including WebAssign if your
instructor has set up a course, and
• Having a strategy for taking tests.

Getting Ready for Class To get the most out of every class period, you will need to pre-
pare for class. One of the best things you can do is to preview the material in the text
that your instructor will be discussing in class. Perhaps you will not understand all of
what you read, but you will be better able to understand your instructor when he or she
discusses the material in class.
Do your work every day. If you fall behind, you will become frustrated and
discouraged. Make a promise that you will always prepare for class, and then keep
that promise.
ttending Class The classroom experience is your opportunity to learn from your instruc-
A
tor and interact with your classmates. Make the most of it by attending every class. Sit
near the front of the room where you can see and hear easily. Remember that it is your
responsibility to follow the discussion, even though it takes concentration and hard work.
Pay attention to your instructor, and jot down the important things that he or she
says. However, do not spend so much time taking notes that you fail to concentrate on
what your instructor is explaining. Listening and understanding the big picture is much
more important than just copying solutions to problems.

PREFACE xix
Do not be afraid to ask questions when your instructor asks for them. Asking ques-
tions will make you an active participant in the class. This will help you pay attention and
keep you alert and involved.
Doing Homework It requires practice to excel at tennis, master a musical instrument, or

learn a foreign language. In the same way, it requires practice to learn mathematics. Since
practice in mathematics is homework, homework is your opportunity to practice your
skills and experiment with ideas. Consider creating note cards for important concepts.
It is important for you to pick a definite time to study and do homework. Set a for-
mal schedule and stick to it. Try to study in a place that is comfortable and quiet. If you
can, do some homework shortly after class, or at least before you forget what was dis
cussed in class. This quick follow-up will help you remember the skills and concepts your
instructor taught that day.
Each formal study session should include three parts:
1. Begin every study session with a review period. Look over previous chapters
and see if you can do a few problems from previous sections. Keeping old
skills alive will greatly reduce the amount of time you will need to prepare
for tests.
2. After reviewing, read the assigned material. Resist the temptation to dive
into the problems without reading and understanding the examples. Instead,
work the examples and Self Checks with pencil and paper. Only after you
completely understand the underlying principles behind them should you try
to work the exercises.
Once you begin to work the exercises, check your answers with the
printed answers in the back of your text. If one of your answers differs from
the printed answer, see if the two can be reconciled. Sometimes answers have
more than one form. If you decide that your answer is incorrect, compare
your work to the example in the text that most closely resembles the exercise,
and try to find your mistake. If you cannot find an error, consult the Student
Solutions Manual. If nothing works, mark the problem and ask about it in
your next class meeting.
3. After completing the written assignment, preview the next section. This
preview will be helpful when you hear the material discussed during the next
class period.
You probably already know the general rule of thumb for college homework: two to
three hours of practice for every hour you spend in class. If mathematics is difficult for
you, plan on spending even more time on homework.
To make doing homework more enjoyable, study with one or more friends. The
interaction will clarify ideas and help you remember them. If you choose to study alone, a
good study technique is to explain the material to yourself out loud or use a white board
where you can stand back and look at the big picture.
Accessing Additional Help Access any help that is available from your instructor. Often,
your instructor can clear up difficulties in a short period of time. Find out whether your
college has a free tutoring program. Peer tutors often can be a great help or consider set-
ting up your own study group.

Taking Tests Students often become nervous before taking a test because they are afraid
that they will do poorly.
To build confidence in your ability to take tests, rework many of the problems in
the exercise sets, work the exercises in the Chapter Reviews, and take the Chapter Tests.
Check all answers with the answers printed at the back of your text.
Guess what the instructor will ask, build your own tests, and work them. Once you
know your instructor, you will be surprised at how good you can get at selecting test ques-
tions. With this preparation, you will have some idea of what will be on the test, and you
will have more confidence in your ability to do well.

Another random document with
no related content on Scribd:
(Sealed) “MOHAMMED EL-AMEEN BEN MOHAMMED EL-
KANEMY .”
Dated “23d of Rabee-ul-thani, 1239,”
(Corresponding to January, 1824).
No. VII.
A Letter from the Chieftain Mohammed Gamsoo, at Sackatoo, to the

Prince of Ya-oory.
“In the name of God, the merciful and the clement; and prayers
and peace be unto our Lord, Mohammed.
“From the slave of God, Mohammed, son of the Hadgi Omar
Gamzoo, to our friend, the dearest we have, the Prince of Ya-oory.
“Salutation without end or termination be unto you and all your
friends and relations. If you inquire after our health, and that of the
Prince of the Mooslemeen, and our friends, we are all sound and
vigorous. Our slave has reached us with the letter from you, which I
showed and read to the prince, and he was delighted with it; and we
are prevented from sending you a messenger with an answer, only
by the prince having ordered us to proceed to the eastern parts of
the country to attend to some of his affairs there. But, if God be
pleased to cause us to return in safety, you shall receive an express
messenger from me.
“The prince now sends you the English Rayes Abdallah (Captain
Clapperton’s assumed name), who is anxious to see your country
and visit you. He has been honoured and esteemed by the sheikh (of
Bornou), and by the prince of Kanoo, as also by the prince of the
Mooslemeen; and as you rank among the generous, receive him and
honour him generously. When he returns, send us a letter, and
express all your wishes in it.
“Give our salutation to our brother and all the friends, and we
exhort you to attend to the contents of this epistle for the sake of the
friendship which was established between you and our ancestors,
and is now between me and you; especially as you never behaved
towards us but very laudably. And may God bestow upon you more
good sense, in addition to that which you possess.”
No. VIII.
A Document relating to the Death of Mungo Park.
“Hence, be it known that some Christians came to the town of

Youri, in the kingdom of Yaoor, and landed and purchased
provisions, as onions and other things; and they sent a present to
the King of Yaoor. The said king desired them to wait until he should
send them a messenger, but they were frightened, and went away by
the sea (river). They arrived at the town called Bossa, or Boossa,
and their ship then rubbed (struck) upon a rock, and all of them
perished in the river.
“This fact is within our knowledge, and peace be the end.
“It is genuine from Mohammed ben Dehmann.”
[In addition to the above, there is a kind of postscript appended to
the document by a different hand; which, being both ungrammatical
and scarcely legible, I had some difficulty in translating and giving it
a proper meaning. The words, however, are, I think, as follows;
though most of them have been made out by conjecture.]
“And they agreed, or arranged among themselves, and swam in
the sea (river), while the men, who were with (pursuing) them,
appeared on the coast of the sea (bank of the river), and fell upon
them till they went down (sunk) in it.”
No. IX.
A Letter from the Sheikh of Bornou to Captain Clapperton.
“Praise be to God, and prayers and peace be unto the Apostle of

God.
“From the slave of the high God, Mohammed El-ameen ben
Mohammed El-kanemy, to the Ra-yes Abd-allah, the Englishman.
Peace be unto him who follows the light of instruction.
“Hence, we received your letter, and comprehended its contents;
as also what you acquainted us with relative to the kindness and
friendship which the people showed you. May God bless them; and
we never doubted this behaviour on their part.
“With regard to what you stated upon the subject of the calumny
uttered by some of the Arabs against you, you need not turn your
mind to, nor think of it; as nothing shall befal you, while you are in
this land, but what God Almighty may inflict upon you, without the
instigation of any of his creatures.
“The physician your friend is dead. This is the state of the world;
and may God increase your life. Before his death, he promised to
give his pistols to us as a present; and on this condition he kept them
for his own use, as being borrowed from us, until his return to his
own country: but now, as he is dead, you may deliver them to our
friend Hadgi Saleh, to send them to us. And may God conduct you
(to your own country) in health and safety.
(Sealed) “MOHAMMED EL-AMEEN BEN MOHAMMED EL-
KANEMY .”
No. X.
A Document made at the Court of Justice of Bornou.
“Praise be to God alone. May God bless our Lord Mohammed,

and all his relations and friends.
“Whereas, at the court of (here the titles of the sheikh and his
pedigree follow,) the Lord Sheikh Mohammed El-Kanemy, Hadgi Alij,
son of Hadgi Moosa ben Khalloom, and the English physician, with
his two friends, Rayes Abdallah, and Rayes Khaleel, appeared; the
physician demanded of the said Hadgi Alij the restitution of two
thousand hard silver dollars, which he and his said friends had lent
to his late brother Abu Bakr ben Khalloom, through the English
consul at Tripoli, on condition of repaying them after their arrival at
Barnooh, according to his own acknowledgment and a bond in the
said physician’s possession; and that they demanded this debt from
Hadgi Alij, because he took possession of all his deceased brother’s
property. Hadgi Alij replied, that he knew nothing of their claim upon
his late brother: but, if they possessed a bond, they might produce it
to prove their claim. They produced a paper, not written in Arabic,
bearing the seal of the said deceased Abu Bakr; and, as no one
could read what that paper contained, the judge told them that,
notwithstanding it bore the seal of the said deceased, it could not be
valid, nor of any use to them. They then produced one of the friends
of the deceased Abu Bakr, as witness, who attested that, while at
Tripoli, he was sent by him to the consul’s house, where he received
the two thousand dollars and delivered them to him (the deceased),
knowing that they were to be repaid at Barnooh, according to the
present claim. His testimony, however, was not approved of by the
judge.
“They appeared a second time at the said court of justice, and
alleged that Hadgi Alij, after their first appearance, acknowledged,
and pledged himself to pay them the two thousand dollars which
they claimed from his late brother; that he paid them a part of the
said sum in cotton clothes to the value of six hundred dollars in
Barnooh money, and that the remaining fourteen hundred were to be
repaid to them by him at the city of Kanoo in Soodan; and they,
therefore, wished to legalize this before the judge.
“Hadgi Alij, however, said, that he gave them the six hundred
dollars, merely as an act of kindness on his part, and as a loan from
him to them, which they were to return to him at Kanoo; and that he
never acknowledged, nor promised to pay his brother’s debt; but
that, he told them, if they should be in want of more money at Kanoo,
he would advance them as much as he could afford. They then
requested the judge to restrict him from selling, or sending his
brother’s property to Kanoo (lest it should be lost on the road), until
they had proved their claim by better evidence. Hadgi Alij, at last,
agreed, either himself or through his agent, to pay them five hundred
dollars more, in addition to the six hundred, two months after their
arrival at Kanoo; and fixed a period of one year, from the date of this
document between them and him, for the proof of the justice of their
claim; and that, if they fail to prove their demand upon his deceased
brother before the lapse of the said period, they were to repay him
the eleven hundred dollars, and forego all their claims. But if, on the
contrary, they should be able to substantiate their demand within the
stipulated period, he would then repay to them the nine hundred
dollars, balance of the two thousand.
“Upon these conditions, both parties agreed and declared
themselves content and satisfied, while they were in a perfect state
of health and mind as to deserve reliance and dependence upon.
“Issued from the Court of Justice of the honoured and learned
sheikh Mohammed El-ameen ben Mohammed El-kanemy, at
Barnooh, on the 27th day of Rabee-ul-a-wal, one thousand two
hundred and thirty-nine of the Prophetical Hejra, (corresponding to
December, 1823); in presence of Mohammed Zain-ul-Abedeen ben
Akhmed ben Mohammed; of Mohammed ben Akhmed ben Aba
Bakr; and of Mohammed ben Hadgi Meelad ben Taleb. And may the
high God be witness upon all.”
No. XI.
Translation of Letters and Documents received from the Sheikh of

Bornou concerning Mr. Tyrwhit’s Death.
1.—A Letter from the above-mentioned Sheikh to the British Consul

at Tripoli.
“Praise be to God, and blessings and peace be unto the Apostle

of God, (Mohammed).
“From the slave of the High God, Mohammed El Ameen ben
Mohammed El Kanemy, to the head of his people, the respected and
honoured by the children of his nation, the English Consul resident at
Tripoli. After the due salutation, and our inquiry after your health, we
have to inform you that we are, by the grace of God, enjoying perfect
health and prosperity. Your letter which you sent to Fezzan has
reached us, and we comprehended its contents; but the letter you
sent by our messengers Abraham and Abdullah has not come to our
hand yet, though we hope their arrival will be soon.
“You are well aware, that the omnipotent God hath ordained to
every man a certain age, which can neither be increased nor
decreased, and hath destined to him a grave, in which he can
neither enter before his time, nor from which he can fly when his time
comes. Thus, when you know this, it may be an alleviation to your
sorrow and grief, when you hear of the death of your friends and
relations: so that we have now to acquaint you, that your son Tair
(Tyrwhit) ended his life, and his days and hours terminated by his
death, on Monday the end of Saffar 1240[68], while we were absent
in a war with our enemies. After his death and interment, the elders
and priests of our metropolis entered his house, to ascertain and
note down the effects he left, in order, and from fear, that in the
course of time, there may be no suspicion of distrust thrown upon
the trustees. They found the property he left was not considerable:
they made a list of it, which herewith you will receive, and left the
whole in the hands of his trustees, Eben Saada of Tripoli, and the
Hadje Aly El-ma-yel, who were his servants. But God knows whether
this was the whole of his property, or some of it was fraudulently
concealed by those who were in the house at his death.
“With regard to the desire which you expressed to us, to know the
source of the inundation of the river that divides our country, we have
to inform you that this sea (river) of ours is a great and extensive
lake, the circumference of which is about twenty days’ journey, and
into which various rivers empty themselves from the part of the land
of Soodan, and from the right and east of our country, which joins the
uninhabited mountains and the land of the Pagans, to whom no one
goes. And God only knows what is to be found on the other side of
these places.
“Send our salutation to the great King of the English, and to every
one who inquires after us amicably.
(Sealed) “MOHAMMED EL KANEMY .”
(Dated) “Sunday, the eve of the end of the month of
Rajab, 1240.” (About the 20th of March, 1825.)
2.—A Document containing the List of the Property left by Mr.

Tyrwhit, as alluded to in the foregoing Letter, and a Certificate of
his Death, and the Things that were found after the Return of the
Sheikh from his Expedition.
The List.
“Whereas the Elders and Priests of the metropolis of the Arabs

(Barnoo), having assembled and repaired to the house of the
deceased English traveller, named Tair (Tyrwhit), who died on
Monday the last day of Saffar, 1240, to ascertain and note down
what he left; it proved, in their presence, that all his property was as
follows:
“First, two swords and a sash, a musket, a pair of pistols, another
pair ditto, three . . . ., a sash, six silver spoons, a fork, a razor,
fifteen bottles of . . . . . ., eleven . . . . . ., four coffee cups,
three cupping glasses, a sun scale (quadrant), a . . . . ., three
squares of soap, a box containing some . . . . ., four . . . . .,
two pair of boots or slippers, a skull cotton cap, a woollen ditto, an
Indian looking-glass, twenty pieces of wearing apparel, as shirts,
drawers, &c. of his country, six towels, a paper containing some
cinnamon, a black napkin handkerchief for his neck, four hand
napkins, two . . . . ., a pillow of Soodan manufacture, a silk sash,
a silk cord, a . . . . ., a jacket embroidered with silver, a yard of
red cloth, a canvas bag, three gun covers, a cord for trowsers, some
boxes containing part of these things, a pair of Constantinople
slippers, a pair of Barbary ditto, or shoes, two scrapers of pig’s hair
(tooth-brushes), a looking-glass, ten pounds of gunpowder, twenty-
three bundles of . . . . ., three looking-glasses for the nose
(spectacles), a . . . . ., another hand napkin, three empty . . . .
., a broken glass, three squares of soap again, a . . . . three watch
rings, a pair of fine razors, a pound of antimony, a pound of coral,
fifty-three beads of amber, a pair of Soodanie boots, three pair ditto
of his country, a red cloth bornouse or cloak, a . . . . ., fifty hard
dollars, fifty-two books, a coffee waiter, two tin cans, three burning
glasses, a telescope, a waistcoat, a white bornouse of Barbary, a
towel, another bornouse, a writing desk, an umbrella, two loaves of
sugar, a . . . . ., two time pieces for the road (compasses), a nose
looking-glass (spectacles), a razor, two cork-screws, or ramrod
screws, a . . . . ., five . . . . ., three pair of trowsers, four tiger
skins, two mats of Noofee, two beds, or small Turkish carpets, a
pillow of Soodan, five sacks, fifteen water skins, or leather bags, a
cooking pot, a saucepan, an ewer, two large jars, a pan, two coffee
pots, two . . . ., two hooks, four empty . . . . ., a chisel, a
hammer, a camel, a female ditto, a horse, a mule, two saddles of
Barnoo, one ditto of his country, three wax cloth covers, a . . . . .,
two sun glasses, fifty medicine bottles, a woollen bed or carpet, a . .
. . .; and Hamdo Et-tafteef has by him a network shirt or dress, a
bird called Jamaj-mak; and he confessed that he borrowed fifty
dollars from the deceased.
“Besides the above property, it was found that he has to receive
twenty dollars from one of the inhabitants of Barnoo, and thirty from
another; as likewise twenty-four dollars from the servant of the sharif
Barakat, sixty dollars from the Mamluk Bey Mohammed, and 165
from the Mamluk Mohammed, son of Hadje Mahmood.
“His debts to various persons are as follows: fourteen and a half
dollars to Hamdo Et-tafteef for . . . . ., eight dollars to the same,
for a bed and six pounds of . . . . ., four feathers to . . . . ., and
the wages of his two servants; as likewise, three dollars to the
burying people, and two dollars to the man who watched his tomb at
night, to prevent the body from being devoured by the hyena.
“His servant Ben Saada stated that this account of the debts
owing by, and due to the deceased, were contracted through him for
his master.
“This is the whole of the property left by the deceased; and
whatever has been noted down in this document, whether of great or
little value, has been deposited in the hands of his abovenamed
servant Ben Saada of Tripoli, and his fellow-servants.”
THE CERTIFICATE.
“Whereas our Master and Lord, defender of the Moosleman faith,

the Sheikh Mohammed El Kanemy, having, after his return from
subduing his enemies, assembled the elders and priests of the
inhabitants of his metropolis, and gave them a special audience,
ordered that the foregoing list, which was written during his absence,
be read in their presence; and, after every one heard and
understood it, commanded a revisal of the property left by the
deceased Englishman to be made, to ascertain its amount afresh.
Accordingly, we the undersigned repaired to the house of the
deceased, and found all the beforementioned articles extant except
the following, which have been used or lost by his servant,
Mohammed ben Saada of Tripoli, who had the things under his care.
A pair of boots, four bottles out of the fifteen, a napkin or
handkerchief for the neck, three pair of trowsers, three . . . ., three
squares of soap, a canvas bag, and two . . . . . But a few more
articles, which had not been inserted in the list, were found. They are
as follows: a piece of Egyptian mat, two pieces of sealing-wax, a
bullet mould, four charts or maps, two travelling bags (one of which
contains some of the articles, and is deposited with his other servant
Hadje Aly El-ma-yel), a cannon ramrod screw, a pound of . . . . .,
two . . . . ., two bridles, a . . . . ., two covers, three horse-
shoes, five tin canisters for meat, a wooden bowl, a wax cloth cover,
a large tin canister, a writing box containing eight pens, two blank
books, nine . . . . ., and a bottle containing some oil.
“His horse, which is mentioned in the list, has been sold to
Mohammed Sal-ha for 172 dollars.
“His servant, Mohammed ben Saada, declared before the
assembly, that his master, the said deceased Englishman, named
Tair (Tyrwhit), on finding his life was hopeless, bequeathed the
following articles to his Excellency the Sheikh. A mule, a red
bornouse, a looking-glass, or telescope, a pair of pistols, ten
canisters of gunpowder, of which, however, eight only were found, a
pair of Egyptian shoes or slippers, a sword, though it was rusty, a . .
. . ., a dining waiter or table-cloth, and a . . . . .
“After this, the assembly agreed, by the order of our Lord the
Sheikh, to allow to each of the three servants of the deceased (who
are intrusted with the things he left), three dollars per month.
“Done on the evening of Monday, the last day of Rajab 1240, in
the presence of the noble Sheikh and his assembly, of which we the
undersigned are members, and do hereby bear witness before the
Almighty God.
(Sealed) “MOHAMMED EL AMEEN BEN MOHAMMED EL KANEMY .
(Signed) “YOUSOF BEN ABD ELKADER EL-KAKARY ,
“SALEH BEN EL-HADJE HAMED ,
“MOHAMMED EL WARDI BEN EL HADJE ALY ,
“BEN ABD ELKADER ABA-NEARAN ,
“MOHAMMED BEN IBRAHEEM ET-TAFTEEF ,
and “MOHAMMED BEN EL-HADJE ISSA BEN AHMED EL-
MESSRATI [69].”
3. A Letter from the Sheikh to Ra-yes-Khaleel, or Major Denham.
“Praise be to God, and blessings and peace be unto the Apostle

of God.
“From the slave of the High God, Mohammed El Ameen ben
Mohammed El Kanemy, to the honoured by the children of his
nation, Ra-yes Khaleel, the Englishman. After our salutation and
inquiry after your health, we have to inform you that we are, by the
grace of God, enjoying perfect health and prosperity. Your letter has
reached us, and we comprehended its contents.
“You are well aware, that the Omnipotent God hath ordained to
every man a certain age, which can neither be increased nor
decreased; and hath destined to him a grave, in which he can
neither enter before his time, nor from which he can fly when his time
comes. Thus, when you know this, it may be an alleviation to your
sorrow and grief, when you hear of the death of your friends and
relations: so that we have now to acquaint you that your brother Tair
(Tyrwhit) ended his life, and his days and hours terminated by his
death, on Monday, the end of Saffar, 1240, while we were absent in
a war with our enemies. After his death and interment, the elders
and priests of our metropolis entered his house, to ascertain and
note down the effects he left, in order, and from fear that, in the
course of time, there might be no suspicion of distrust thrown upon
the trustees. They found the property he left was not considerable:
they made a list of it, which herewith you will receive, and left the
whole in the hands of his trustees, Eben Saada of Tripoli, and the
Hadje Aly El-ma-yel, who were his servants. But God knows whether
this was the whole of his property, or whether some of it might have
been fraudulently concealed by those who were in the house at his
death.
“The war in which we were engaged was with Aly Yamanook, who
first declared hostilities against us. We went out to him through the
Kanoom road on the last day of Moharram 1240, and arrived near
the islands in which he was intrenched on Thursday the 19th of the
month of the sacred birth of our Prophet[70].
“He entered the islands, and left between him and us seven
streams; two of which could not be crossed but in boats, two were as
deep as to cover a man to the neck, and the other three had their
water as high as the navel only, or perhaps lower.
“We besieged him till he was in great distress, suffered much
famine, and most of his animals perished; and when we had
collected canoes for the landing of our troops on the islands, he
submitted, and begged forgiveness. We at first refused; but when he
repeated his applications and solicitations, we consented, binding
him by many severe and heavy conditions, which he accepted, and
restored to us, according to our demands, all that he had taken from
our people. He then came out of the islands, humble like a camel led
by his driver, and submissive like a tender twig to the hand that roots
it out.
“Thus we withdrew our army, after a siege of three months and
ten days, and after having likewise subdued all the disobedient and
disorderly Arabs, and returned to our home on Sunday the middle of
Rajab[71].
“Nothing new has happened since you left us, but every good and
happiness, and the increase of tranquillity and cheapness. We,
however, have lost our illustrious and noble friend Hassan Et-Teflati,
who died in this town; as likewise Mohammed Ben Dehman of
Katacoom, and Yakoob El-Owjal of An-karno, to whom may God
show mercy and forgiveness.
“The news from the interior is, that the ruler of Wa-da-i made an
expedition against the eastern part of the country towards Tamak;
but that he was repulsed and returned routed. The truth of this,
however, we could not ascertain, because it came from indirect
channels.
“The ruler of Foor, also, sent an army against the Turks[72], who
are in Kordafal or Kordofal; and it is reported that they had a battle at
a place called Kajah, which ended with the defeat of the army of
Foor, and the death of three of their grandees, besides what fell of
the troops; but that the said chieftain is gathering a larger army, and
means to send it against them. God only, however, knows what will
be the result.
“The ruler of Bakermy, who last year fled to the land of the
Pagans, has not returned; and a brother of his from Wa-da-i has
collected what troops he could, and proceeded against him. But God
knows what will happen between them.
“Give our salutation to your sister, and all your family and friends;
and peace be with you.”
Dated and sealed as the foregoing, viz. Letter No. I.
FOOTNOTES:
[68]About the 22d or 23d of October 1824.

[69]Explanation. The blanks in this list are those of the names
of some articles which I could not make out; they being mostly
English in the Moorish character, or described according to the
idea those people have of their use. A. S.
[70]From this it seems, that the journey was made in forty-nine
days, viz. the last day of Moharram, which is the first month of the
year, the twenty-nine days of the following month Saffar, and
nineteen days of the month in which Mohammed was born, which
is the third in the year. Being unacquainted with the distance and
the spot, I cannot, of course, pretend to give any farther
illustration. A. S.
[71]The middle of Rajab is the 164th or 165th day from his first
departure; and according to this, it appears that the sheikh, on
returning home, made the journey in fifteen or sixteen days only;
whereas, on going, it took him forty-nine days. This difference
may perhaps be accounted for, on account of the incumbrances
and slow movement of the army. A. S.
[72]The Sheikh says “he went” through the Kanoom (or
Kanem) road, which is by the north side of the lake; and the
difference of time occupied in the journey out and home may
therefore be easily accounted for, by supposing him to have
returned across the Shary by the southern end of the lake, this
road being much the shortest, as will appear on referring to the
map. Indeed, I see no other way of accounting for the difference.
D. D.
No. XII.
Translation of an Arabic MS. brought by Captain Clapperton from the

Interior of Africa, containing a geographical and historical Account
of the Kingdom of Tak-roor, now under the Control of Sultan
Mohammed Bello of Hoossa, extracted from a larger Work
composed by the said Sultan.
“In the name of God, the merciful and the clement, &c. &c.
“This is an extract taken from the work entitled, “Enfak El-may-
soor, fee tareekh belad Et-tak-roor,” (viz. The Dissolver of Difficulties,
in the History of the Country of Tak-roor), composed by the ornament
of his time, and the unequalled among his contemporaries, the
Prince of the faithful, and defender of the faith, Mohammed Belo, son
of the prodigy of his age, the noble Sheikh Ossman,” &c.
PART I.
THE GEOGRAPHICAL ACCOUNT.
SECTION I.
“The first province of this dominion (Tak-roor), on the east side, is,
as it is supposed, Foor (Darfoor); and, next to it, on the west side,
are those of Wa-da-i, and Baghar-mee. Foor is an extensive country,
containing woods, and rivers, and fields fit for cultivation. Its
inhabitants are partly composed of itinerants who became settlers,
and partly of Arabs who still wander about; and it contains a great
number of herdsmen, or graziers of cattle. The food of these
inhabitants is the dokhn dura (millet), and the daj’r, or peas.
Mooslemanism spread itself very much in this province, and most of
its inhabitants perform the pilgrimage; and, it is said, have great
respect for the pilgrims, and interrupt them not on their way.
“The inhabitants of Wa-da-i and Baghar-mee are nearly of the
same description. Baghar-mee, however, is now desolated. The
cause of its ruin was, as they say, the misconduct of her king, who,
having increased in levity and licentiousness to such a frightful
degree, as even to marry his own daughter, God Almighty caused
Saboon, the Prince of Wa-da-i, to march against him, and destroy
him, laying waste, at the same time, all his country, and leaving the
houses uninhabited, as a signal chastisement for his impiety.
“These provinces are bounded on the north by deserts and dry
sands, which, in the spring only, are frequented by herdsmen; and
on the south by a great many countries, inhabited by various tribes
of Soodan, each of whom speak a different language, and among
whom Mooslemanism is not much spread.
“Adjoining this country, Baghar-mee, on the west side, is the
province of Barnoo, which contains rivers, and forests, and extensive
sands. It has always been well peopled, even before the last
mentioned country, and its extent and wealth are unequalled by any
part of this tract of the earth. Its inhabitants are the Barbar, the
Felateen, the before-mentioned Arabs, and a great many of the
slaves of the Barbar. These Barbars are of the remnants of those
who first inhabited the country between Zanj and Abyssinia, and who
were expelled from Yemen by Hemeera[73], subsequent to their
establishment in that country by Africus. The cause of their being
brought to Yemen was, as it is related, as follows:—While Africus
reigned over Yemen, and the Barbars in Syria, the inhabitants of the
latter country, being oppressed by the iniquities and impiety of their
rulers, applied to Africus to deliver them from their hands, and, at the
same time, they proclaimed and acknowledged him as their legal
sovereign. He marched against the Barbars, fought and destroyed
them, except the children, whom he kept in Yemen as slaves and
soldiers. After his death, and the elapse of a long period, they
rebelled against Hemeera, who then ruled Yemen. He fought and
turned them out of that country; whence they emigrated to a spot
near Abyssinia (the coast of the Red Sea facing Mokha), where they
took refuge. They then went to Kanoom, and settled there, as
strangers, under the government of the Tawarék, who were a tribe
related to them, and called Amakeetan. But they soon rebelled
against them, and usurped the country. Fortune having assisted
them, their government flourished for some time, and their dominion
extended to the very extremity of this tract of the earth; and Wa-da-i
and Baghar-mee, as well as the country of Hoosa, with those parts
of the province of Bow-sher which belong to it, were in their
possession. In the course of time, however, their government
became weakened, and their power destroyed.
SECTION II.
“Adjoining this province (Barnou), on the south side, is that of

Aáheer, which is spacious, and contains extensive plains. It is
inhabited by the Tawarék, and by some remnants of the Sonhajá,
and the Soodan. This province was formerly in the hands of the
Soodan inhabitants of Ghoobér; but five tribes of the Tawarék, called
Amakeetan, Tamkak, Sendal, Agdálar, and Ajdaraneen, came out of
Aowjal, and took it from them; and, after having settled themselves,
they agreed to nominate a prince to rule over them, in order to
render justice to the weak against the powerful. They appointed a
person of the family of Ansatfén; but they soon quarrelled among
themselves, and dismissed him. They then nominated another, and
continued upon this system, viz. whenever a prince displeased them,
they dethroned him, and appointed a different one. These Tawaréks
were of the remnants of the Barbar, who spread themselves over
Africa at the time of its conquest.
“The Barbars are a nation, descendants of Abraham;—though it is
stated that they descended from Yafet (Japhet); and others say, from
Gog and Magog, whom “the two horned” Alexander (the great)
immured[74]; but that, at the time, a tribe of them, happening to be at
Ghair-oon, remained there, and intermarried with the Turks and
Tattars.
“It is likewise stated that they (the Barbars) originated from the
children of the Jan, or Jinn (Demon), under the following
circumstances:—A company of them having gone to Jerusalem, and
slept during the night in a plain there, their women became pregnant
by the Jinn of that spot. They are, therefore, naturally inclined to
blood-shedding, plundering, and fighting. It is also said, that they
were the people who slew the prophets Zachariah and Eliah; and
that, after leaving Palestine, they proceeded westwards till they
arrived at Wa-leeba and Morakéba,—two towns in the interior, west
of Egypt, where the Nile does not reach, but the inhabitants drink the
rain water[75],—where they fixed their residence for some time. They
then divided themselves into different tribes, and proceeded
westwards in Africa. The tribes of Zedata and Magh-yala first
entered the Gharb, and inhabited the mountains. These were
followed by that of Láwata, who inhabited the country of Enttablos
(Tripoli), which is Barka. They afterwards spread themselves over
the interior of the Gharb, till they reached the country of Soossa,
where the tribe of Hawazna took possession of the city of Lebda,
and the tribe of Nafoosa entered the city of Ssabra, and expelled the
Room (Greeks or Romans) who then ruled there.
“It is again stated that they descended from Farek, son of
Yonssar, son of Ham; and that, when Yonssar conquered Africa, they
spread themselves over the Gharb, and first inhabited Tunis. Thence
they proceeded in tribes towards the southern parts of the Gharb,
which communicates with the country of Soodan, where they settled
at Aowjal, Fazaran, Ghadamess, and Ghata.
“Thus they came in five tribes from Aowjal, as before mentioned,
and conquered this province (Aáheer), as before stated.
SECTION III.
“Next to the above-mentioned province, on the right hand side,

and west of Barnoo, the country of Howssa lies. It consists of seven
provinces, to each of which a prince is appointed to superintend its
affairs, and the inhabitants of the whole speak one language. The
central province of this kingdom is Kashnah, the most extensive is
Zag-Zag, the most warlike is Ghoobér, and the most fertile is Kanoo.
“It contains rivers, woods, sands, mountains, valleys, and thickets
inhabited by the Soodans (who originated from the slaves of the
Barbars, and from the people of Barnoo), the Falateen, and the
Tawarék. It is presumed that the first father of the Soodans of this
country was a slave, named Ba-oo, belonging to one of the former
kings of Barnoo; and, on this account we said above, their origin was
from the slaves of the Barbars, and the people of Barnoo.
“My friend, the prince of the faithful, Mohammed El-bákery, son of
Sultan Mohammed El-ad-dal, informed me that the inhabitants of
Kashnah, Kanoo, Zag-Zag, Dor, or Dowry, Ranoo, and Yareem,
originated from the children of the above-named slave, Ba-oo, but
that the people of Ghoobér are free born; because their origin was
from the Copts of Egypt, who had emigrated into the interior of the
Gharb, or western countries. This tradition he found in the records
which they possess.
“These seven provinces (of Howssa) contain a great many
wonderful and rare things; and the first who ruled over them was, as
it is stated, ’Amenáh, daughter of the Prince of Zag-Zag. She
conquered them by the force of her sword, and subjected them,
including Kashnah and Kanoo, to be her tributaries. She fought, and
took possession of the country of Bow-sher, till she reached the
coast of the ocean on the right hand and west side. She died at
Atágára, or Ataghér.
“In consequence of these conquests, the province of Zag-Zag is
the most extensive in the kingdom of Howssa, including in it the
country of Bow-sher; which consists of various provinces inhabited
by tribes of Soodan.
“Among the provinces of Bow-sher, the following are the most
considerable:—First is Ghoo-wary, which contains seven divisions,
inhabited by seven tribes of Soodan, who speak one language, and
who have not embraced Mooslimanism. Second is Ghoondar. Third
is Reer-wa, or Rear-wee, which contains a lead mine. Fourth, fifth,
sixth, and seventh, are Yass, Kodoor, Kotoo, and Aádám. Eighth is
another Kotoo, which contains a copper mine, and one of alum. And
ninth is Kornorfa, which embraces about twenty divisions, ruled by
one king, who often sallied forth upon Kanoo and Barnoo, and
caused much desolation. A gold mine is found in it, as likewise one
of salt, and another of antimony. Near to this province there is an
anchorage or harbour for the ships of the Christians, who are sent by
two sovereigns to traffic or trade with the people of Soodan.
“The province of Atagára, or Ataghér, is likewise one of the most
extensive in the territory of Zag-Zag; and near it there is also an
anchorage or harbour for the ships of the said Christians. Both these
places are on the coast of the ocean.
“In all the above-mentioned provinces of Bow-sher and Zag-Zag,
Mohammedanism was not known before our conquest.
SECTION IV.
“West of Kashnah and Ghoobér there are seven different

provinces, extending into the territory of Howssa, which are—
Zanfarah, Kabi, Ya-ory, Noofee, Yarba, Barghoo, and Ghoorma. To
each of these there is a prince appointed as governor.
“With regard to Zanfarah, it is presumed that the first father of its
inhabitants was from Kashnah, and their mother from Ghoobér. They
had the government of the province in their own hands, and their
authority increased after the decline of the power of the people of
Kabi. They had once a very ambitious sultan, named Yá-koob
(Jacob) ben Bub, who, on coming into power, marched against Kabí,
and conquered and ruined most of its towns and villages. He
likewise went to Kashnah, and conquered the greatest part of it.
Their power, however, was destroyed by one of the sultans of
Ghoobér, whose name was Bá-bari, and who, after taking
possession of their country (Zanfarah), entailed it upon his
generation for a period of fifty years, till they were conquered by us.
“Kabí is an extensive province, containing rivers, forests, and
sands. Its inhabitants, it is supposed, had their first father from
Sanghee, and their mother from Kashnah. They ruled their own
country, and their government flourished very much during the reign
of Sultan Kantá, who, it is said, was a slave of the Falateen. He
governed with equity, conquered the country, and established peace
in its very extremities and remotest places. His conquests, it is
stated, extended to Kashnah, Kanoo, Ghoobér, Zag-Zag, and the
country of Aáheer; but having oppressed the inhabitants of some of

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(eBook PDF) Intermediate Algebra: A

Guided Approach 10th Edition

To learn more about Cengage Learning Solutions, visit www.cengage.com.

Printed in the United States of America

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graduated from Eastern Kentucky University

Marilyn B. Massey teaches mathematics at Collin College in

R. David Gustafson is Professor Emeritus of Mathematics at Rock

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To YoYo, Danielle, and Ethan

To Craig, Jeremy, Paula, Gary, Bob, Jennifer,

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1 " A Review of Basic Algebra 1

2 " Graphs, Equations of Lines, and Functions 89

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3 " Systems of Linear Equations 163

4 " Inequalities 229

" Polynomials, Polynomial Functions,

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5.7 Summary of Factoring Techniques 344

6 " Rational Expressions 365

7 " Radical Expressions and Equations 453

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9 " Exponential and Logarithmic Functions 619

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10 " Conic Sections and More Graphing 687

11 " Miscellaneous Topics 749

Appendix 1 " Symmetries of Graphs A-1

Appendix 2 " Sample Final Examination A-7

Appendix 3 " Tables A-11

Appendix 4 " Answers to Selected Exercises A-15

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■ New to This Edition

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Chapter Openers showcase the variety

Reach for Success analyzing your Time

2.1 Graphing Linear Equations

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Reach for Success is a new feature where study

student prepare for a successful semester.

2 Unless otherwise noted, all content on this page is © Cengage Learning.

Appearing at the beginning of each section, Learning Objectives Section

2 Recognize that an inconsistent system has no solution.

In order to work mathematics, one must be able to speak the language.

linking past concepts to the upcoming material.

Set each factor equal to 0.

5. "52 2 32 WARM-UPS Evaluate. 6. "52 2 42 x 2 1 b 5 "8 mi 32

REVIEW Find1.each when x 5 0 2. when x 5 2

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7.2 Exercises 471

cesses, not just how to work with specific numbers.

Chapter-ending Projects encourage in-depth exploration of key concepts.

least 6 feet. For theangularroofcoordinate

means of reviewing the chapter.

find the value of y when x 5 12.

3 " Systems of Linear Equations 163

" Polynomials, Polynomial Functions,

6 " Rational Expressions 365

7 " Radical Expressions and Equations 453

9 " Exponential and Logarithmic Functions 619

10 " Conic Sections and More Graphing 687

11 " Miscellaneous Topics 749

Chapter Openers showcase the variety

Doing Homework It requires practice to excel at tennis, master a musical instrument, or