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Cp1150 Essential Mathematics 1St Edition Full Chapter
Cp1150 Essential Mathematics 1St Edition Full Chapter
Essential Mathematics
Review of Prealgebra
10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10
The number line below has scale of 10. The tick marks on the line are 10 units
apart.
The number line below has scale of 0.5. The tick marks on the line are a half unit
apart.
2.5 2.0 1.5 1.0 0.5 0 0.5 1.0 1.5 2.0 2.5
SOLUTION
The tick marks on the number line are 5 units apart. The scale of this number line
is 5.
15 12 9 6 3 0 3 6 9 12 15
Each number corresponds to one point on the number line. To graph a number on the
number line, we locate its position and draw in a darkened circle.
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Review of Prealgebra
10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10
SOLUTION
The numbers are graphed as darkened circles on the number line.
10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10
10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10
What’s That Mean?
Relations Between Numbers Notation
When we look at a number line, we can see that some numbers are larger than others. A set of symbols that represents
something can also be called
Mathematicians express this idea by saying that the integers are a number system that
notation. For example, musical
has order. Order means that we can organize a set of numbers from smallest to largest. notation is formed by musical
The symbols given in the following table are mathematical notation used to express notes and other musical symbols.
order in numbers.
Fill in each blank column with , or .. Draw a number line to visualize the correct
relationship between the values. This is especially helpful in comparing two negative
numbers.
a. 22 25
b. 26 21
c. 0 7
▼
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Review of Prealgebra
SOLUTION
Use the following number line to determine which number is larger. Remember that the
numbers to the right are larger.
10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10
a. 22 . 25 –2 is to the right of –5
on the number line.
b. 26 , 21 – 6 is to the left of –1
on the number line.
c. 0 , 7 0 is to the left of 7
on the number line.
a. 25 28
b. 3 23
c. 22 0
Absolute Value
CONCEPT INVESTIGATION
What is the distance between a number and zero?
Use the following number line to answer the questions.
10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10
What’s That Mean? To discuss distance on a number line, we use the idea of absolute value. Absolute
value is defined to be a distance measurement, so it must be a positive number or 0
Nonnegative (nonnegative). Distances cannot be negative. Therefore, absolute value can never result
When a quantity takes on only in a negative number.
values that are 0 or positive
(that is, greater than or equal to
0), mathematicians will say the DEFINITION
quantity is nonnegative.
Absolute Value The absolute value of a number is the distance between
that number and 0.
Note The symbols are the notation for absolute value.
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Review of Prealgebra
For example, 24 5 4, since the distance between 24 and 0 is 4. See the number
line below.
10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10
SOLUTION
a. 5 5 5, since the distance between 5 and 0 is 5 units.
10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10
10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10
SOLUTION
First, find any absolute values.
22 5 2
0 5 0
3 5 3
25 5 25
12 5 12
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Review of Prealgebra
Opposite of a Number
Look at the following number line. The numbers 7 and 27 are the same distance from
0, so they have the same absolute value.
10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10
Numbers that have the same absolute value but different signs are called opposites.
Another way to read the number 27 (negative 7) is the opposite of 7.
DEFINITION
Opposite of a Real Number The opposite of any number has the same
absolute value but differs in sign.
Note Read 2a as the “opposite of a,” not as “negative a.”
First, rewrite the math expression as a sentence. Then find the value of the expression.
a. 2 27 b. 2 6
SOLUTION
a. The expression translates as “the opposite of negative seven.”
What’s That Mean?
2 27 5 7
Expression
b. The expression translates as “the opposite of six.”
In English, an expression can
mean a word or a phrase. In 2 6 5 26
mathematics, an expression is
a mathematical phrase. It is a PRACTICE PROBLEM FOR EXAMPLE 7
combination of numbers and First, rewrite the math expression as a sentence. Then find the value of the expression.
symbols. An expression does not
contain an equal sign. a. 2 8 b. 2 21 c. 2 0
10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10
Drawing a number line each time we want to add or subtract signed numbers can
be time-consuming. We usually add and subtract signed numbers using the following
steps.
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Review of Prealgebra
SOLUTION
a. These two integers have different signs. Take the absolute value of each number
and subtract the smaller absolute value from the larger. Subtract 15 from 29.
29 2 15 5 14
The number that is larger in absolute value is –29, so the answer will be negative.
Attach a negative sign to 14.
229 1 15 5 214
The final answer is –14.
b. These two integers have different signs. Take the absolute value of each number
and subtract the smaller absolute value from the larger. Subtract 13 from 18.
18 2 13 5 5
Since the number that is larger is 118, the answer is 15 or just 5.
SOLUTION
a. The two integers are being subtracted. Change the sign of the second number
(7 to 27). Add the two numbers using the rule for adding integers.
3 2 7 5 3 1 27 5 24
The final answer is 24.
b. The two integers are being subtracted. Change the sign of the second integer
(29 to 9). Add the two numbers using the rule for adding integers.
25 2 29 5 25 1 9 5 4
The final answer is 4. ▼
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Review of Prealgebra
a. If the temperature is 25°F and the temperature rises by 8°F, then what is the new
temperature?
b. If the temperature is 212°F and the temperature drops by 2°F, then what is the new
temperature?
SOLUTION
a. The temperature can be found by adding 25 1 8. These integers have different
signs. The number with the larger absolute value is 8.
F C
50 82553 Subtract 5 from 8, as the number with the larger absolute value is 8.
120
100
40 25 1 8 5 3 The result is positive, as the number with the larger absolute value
30 was positive 8.
80 20
60
The final temperature is 3°F.
10
40 0 b. The temperature can be found by subtracting 212 2 2. To subtract two integers,
20 –10 change the sign of the second integer and add. Therefore, we compute
–20
0 212 1 22 5 214
–20 –30
–40 The final temperature is 214°F.
–40
PRACTICE PROBLEM FOR EXAMPLE 10
The highest point in the state of California is Mount Whitney, which has an elevation of
14,494 feet, and the lowest point in California is Death Valley, which is 282 feet below
sea level.
© iStockphoto.com/Henryk Lippert
© iStockphoto.com/Tomas Bercic
Source: www.netstate.com/states/geography.
a. Write the elevation of Mount Whitney as an integer. Note: A positive elevation will
be above sea level.
b. Write the elevation of Death Valley as an integer. Note: A negative elevation will be
below sea level.
c. Find the difference in elevation between the highest and lowest points in the state
of California.
Absolute value can be used to find the distance between two points on a number line.
DEFINITION
Distance Between Two Points on the Number Line The distance between
two points on a number line, a and b, can be found as b 2 a .
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Review of Prealgebra
SOLUTION
One way to find the distance between 28 and 23 is to graph the two points on a number
line and count the spaces in between them.
10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10
Since there are five spaces in between 28 and 23, the distance between these two numbers is 5.
Another way to find the distance between these two points is to use the formula
b 2 a . Let a 5 28 and b 5 23 and substitute into the formula.
b 2 a 5 23 2 28
5 23 + 8
5 5
55
Note that if we switch the order of the points, the formula still gives the correct answer.
Let a 5 23 and b 5 28 and substitute into the formula.
b 2 a 5 28 2 23
5 28 + 3
5 25
55
CONCEPT INVESTIGATION
What pattern of signs do you see?
1. Complete the following table.
Calculation Result
44 16
43
42
41
40
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Review of Prealgebra
2. What happens to the result as the number you multiply 4 by goes down by 1 in
each row?
3. When you multiply two positive numbers together, is the result a positive or
negative number?
4. Use the pattern from part 1 to complete the following table.
Calculation Result
42 8
41
40
4 21
4 22
4 23
4 24
5. When a positive number and a negative number are multiplied together, is the result
a positive or negative number?
6. Use a pattern to complete the following table.
Problem Solution
24 4 216
24 3
24 2
24 1
24 0
24 21
24 22
24 23
24 24
7. When a negative number and a negative number are multiplied together, is the
result a positive or negative number?
SOLUTION
a. 23 7 5 221
The answer is negative, since the two integers have different signs.
b. 29 26 5 54
The answer is positive, since
custom the two integers have the same sign.
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Review of Prealgebra
DEFINITIONS
Basic Operations The basic operations used in arithmetic are as follows.
1. Addition The two (or more) numbers being added are called addends or
terms. The result of an addition is called a sum.
2. Subtraction The result of a subtraction is called a difference.
3. Multiplication The two (or more) numbers being multiplied are called
factors. The result of a multiplication is called a product.
4. Division The result of a division is called a quotient.
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Review of Prealgebra
What’s That Mean? There are many times in a problem when we are faced with calculating more than one
operation. For example, suppose we want to find the value of 4 3 1 8.
Evaluate Janelle says to evaluate the multiplication first and then do the addition. Thus, we
In mathematics, to evaluate would get 4 3 5 12 and then compute 12 1 8 5 20. But Curtis says to do the addition
something means to compute the first and then the multiplication (working right to left). This would give us 3 1 8 5 11
numerical value. and then 4 11 5 44. This is not the same result at all.
43185?
SOLUTION
a. This expression has three terms. Terms are things we add or subtract, so they will
be separated by addition and subtraction symbols. The terms in the expressions
above are circled.
6 2 4 5 1 10 4 2
b. This expression has four terms. Remember, the terms are things we add or subtract,
so they will be separated by addition and subtraction symbols. The terms are
circled.
8 4 4 2 16 1 9 3 2 5
50 2 4 10
Now that we have learned to identify terms, we can use the order-of-operations
agreement.
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Review of Prealgebra
SOLUTION
First, circle the terms. Then working from left to right inside each term, do the multipli-
cations and divisions. Do the additions and subtractions last, working from left to right. What’s That Mean?
a. This expression has three terms. Simplify
926312 Circle the terms. In mathematics, to simplify
something means to use arithmetic
5926312 Do the operation in each term. or algebraic operations to express
5 9 2 18 1 2 Add and subtract in order the answer in the simplest possible
from left to right. form. In this chapter, we will work
5 29 1 2
with arithmetic. In later chapters,
5 27 we will work with both arithmetic
and algebraic operations.
b. There are no additions or subtractions, so this expression has one term.
48 4 3 4 Circle the term.
5 48 4 3 4 Inside the term, do the operations in
order, working from left to right.
5 16 4
5 64
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Review of Prealgebra
R.1 Exercises
For Exercises 1 through 10, classify each number as
For Exercises 21 through 26, list all numbers in the
a natural number, a whole number, or an integer. If a
given set.
number belongs to more than one set, list all possible
sets it belongs to. 21. All integers between –5 and 1, including –5 and 1.
1. 0 2. 6 22. All integers between 22 and 4, including 22 and 4.
3. 220 4. 27 23. All natural numbers between –5 and 5, not including
–5 and 5.
5. 11 6. 0
24. All natural numbers between –6 and 4, not including
7. 29 8. 23
–6 and 4.
9. 1 10. 21
25. All whole numbers between –4 and 0, including –4 and 0.
For Exercises 11 through 20, determine the set(s), natural 26. All whole numbers between –3 and 3, including
numbers, whole numbers, or integers to which all possible –3 and 3.
numbers described by the statement could belong.
For Exercises 27 through 30, determine the scale of the
11. The population of Los Angeles, California, each year.
number line.
12. The number of people in a crowd at the beach.
27. 20 16 12 8 4 0 4 8 12 16 20
13. The population of Norfolk, Virginia.
14. The number of children attending Sullivan Middle 28. 35 28 21 14 7 0 7 14 21 28 35
School graduation.
15. The number of kittens in a local animal shelter. 29. 0.5 0.4 0.3 0.2 0.1 0 0.1 0.2 0.3 0.4 0.5
© 2010 photog67. Image from BigStockPhoto.
10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10
16. The number of puppies in a local animal shelter. 31. 25 32. 22 33. 1
34. 9 35. 24 36. 27
For Exercises 53 through 58, place the list of numbers in For Exercises 81 through 86, find the distance between
increasing order ( from smallest to largest). the two points on the number line. See Example 11.
23
___ 1 81. Find the distance between 7 and 22.
53. 3 21 2.95 0.5 __
2 3
82. Find the distance between 5 and 26.
21
___
54. 22 5 21.75 3.5 24.5 83. Find the distance between 21 and 29.
4
55. 25 25 22 22 84. Find the distance between 28 and 222.
56. 8 28 20 0
85. Find the distance between 216 and 235.
2
__
57. 24 23.5 25 4.2 86. Find the distance between 226 and 25.
3
5 9
58. 27 27 __ 21 __ 23 For Exercises 87 through 100, multiply or divide as
4 3
indicated without a calculator.
For Exercises 59 through 64, first rewrite the 87. 3 22 88. 5 26
mathematical expression in sentence form and
89. 24 5 90. 23 15
then find the value of the expression.
91. 23 26 92. 25 29
59. 2 5 60. 2 25 61. 2 22
93. 224 4 28 94. 212 4 23
62. 2 24 63. 2 26 64. 2 2 25
95. 30 4 25 96. 27 4 29
For Exercises 65 through 76, add or subtract the integers 97. 9 4 0 98. 25 4 0
without a calculator.
99. 0 4 8 100. 0 4 22
65. 23 1 25 66. 24 1 29
For Exercises 101 through 108, identify the terms in
67. 16 1 27 68. 28 1 15
each expression.
69. 213 1 6 70. 220 1 12
101. 23 1 5 6
71. 27 2 9 72. 26 2 13
102. 16 3 1 9
73. 24 2 28 74. 27 2 21
103. 224 4 3 7
75. 212 2 211 76. 217 2 218
104. 100 22 4 5
For Exercises 77 through 80, use the information given in 105. 3 1 22 4 11 2 16 4 4
each exercise to answer the questions.
106. 42 4 5 2 26 7 1 12
77. At noon, it was 223°F outside. The temperature drops
3 degrees in an hour. What is the new temperature? 107. 92 28 1 26 4 13 2 1 1 7 23
108. 25 26 2 4 4 22 1 10 2 4 22
78. At 10:00 A.M., it was 26°F, and the temperature rose
20 degrees by 1:00 P.M. that afternoon. What was the
For Exercises 109 through 118, identify the number
temperature at 1:00 P.M.?
of terms. Then simplify using the order-of-operations
79. Assume that depths below the ocean’s surface are agreement.
represented by negative values and heights above the
109. 16 4 28 3 110. 225 4 5 24
ocean’s surface are represented by positive values. Ray
and Karin are scuba diving in the Bahamas. They are 111. 29 1 3 5 112. 6 22 1 18
at 30 feet below the surface of the ocean, and they dive
113. 9 1 24 4 3 2 3 22
another 20 feet. Now what is their depth?
114. 56 4 28 1 3 5 2 27
80. The Badwater Ultramarathon is a 135-mile race that
is run every year in California. The runners begin 115. 214 4 2 1 5 4 4 10 2 21
in Death Valley, at an elevation of 282 feet below
116. 9 4 4 26 2 216 1 8 2
sea level. They end up at the Mount Whitney Portal,
which is 8360 feet above sea level. What is the total 117. 100 4 50 3 2 2 27 1 4 2 2 22
change in elevation that the runners experience in
118. 32 4 28 1 3 7 2 9 2 48 4 12 5
the race?
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Review of Prealgebra
SOLUTION
a. 12 Think of any factorization of 12.
534 4 is not prime, so we continue to factor.
5322 Factor 4 into prime factors.
Note that in the last step, 4 is not a prime number, and we factor 4 into its prime
factors, that is, we write 4 5 2 2. ▼
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Review of Prealgebra
48
2 2
48 5 2 2 2 2 3
We use the idea of prime factorization to find the greatest common factor (GCF)
for a list of numbers.
SOLUTION
a. First, find the prime factorization of both 8 and 20.
85245222
20 5 4 5 5 2 2 5
The GCF is the product of the common factors. Therefore, the
GCF is 2 2 5 4
b. Find the prime factorization of both 12 and 18.
12 5 4 3 5 2 2 3
18 5 2 9 5 2 3 3
The GCF is the product of the common factors. Therefore, the
GCF is 2 3 5 6 ▼
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Review of Prealgebra
2
What’s That Mean? When we write a fraction such as __ , it represents the shaded part of the circle.
4
Numerator and denominator
The denominator of a fraction
tells us (denominates) how many
equal-sized pieces the whole is 2–
divided into. For example, in the 4
2
fraction __ , the whole is divided
4
up into four equal-sized pieces.
The numerator of a fraction tells 1
When we write the fraction __ , it represents the shaded
us (enumerates) how many of the 2
equal-sized pieces to consider. part of the circle. Because these two fractions represent the
2 1–
In the fraction __ , we count 2 of same portion of the circle, they are equivalent fractions. This
4 2
the 4 equal-sized pieces. 2 1 2 1
means that __ 5 __ . The right side of this equation, __ 5 __ , is
4 2 4 2
said to be reduced to lowest terms.
SOLUTION
a. The GCF for 9 and 18 is 9. Divide out 9 from the numerator and denominator of
the fraction.
9
___ 9 1
5 ____ 5 __
18 92 2
Skill Connection
b. The GCF for 16 and 36 is 4. Divide out 4 from the numerator and denominator of
Fraction Bar
the fraction.
The fraction bar, such as the bar in
16
___ 44
____ 4
__ 9
5 5 the fraction ___ , may be thought of
36 94 9 18
as a division line. This might help
c. The GCF for 25 and 70 is 5. Divide out 5 from the numerator and denominator of you to remember that fractions
the fraction. come from dividing integers.
25
___ 55 5
5 _____ 5 ___
70 14 5 14
SOLUTION
a. Comparing the denominators of 3 and 12, we have that 3 4 5 12. Therefore, we
multiply the numerator and denominator by 4.
24
____ 8
5 ___
34 12
b. Comparing the denominators of 7 and 42, we have that 7 6 5 42. Therefore, we
multiply the numerator and denominator by 6.
56
____ 30
5 ___
76 42
Hanna hätkähti.
»Miten niin?»
»Rouva Bergin…»
»Oh ei, hyvä rouva, se menisi yli voimieni. Enempää kuin yhtä,
enintään kahta oppilasta en voi opettaa.»
Hanna nousi.
»Rouva…»
»Se on aikomukseni.»
»Kyllä.»
»Hyvin musikaalinen.»
Seuraavana päivänä aikaisin hän meni rouva Bergin luo. Tämä oli
juuri saapunut toimistoon ja luki saapunutta postia.
»Mitenkä niin? Totta kai teillä on joku tuttu, joka tuntee teidät ja
johon te voitte vedota?»
»Ei, rouva Berg, minä olen outo täällä. Te ette eilen: kysynyt
sellaisista mitään ettekä myöskään sanonut, että niitä tarvitaan…»
»Ei — ketään.»
»Tosin kyllä, mutta jos teillä on syytä salata perheenne nimi, niin
syy voi olla sitä laatua, ettette ole sopiva kasvattamaan nuoria
tyttöjä, ja edesvastuu olisi minun. Kas tässä, neiti, on
sisäänkirjoitusrahanne… Olen pahoillani, että olen pakotettu
poistamaan teidät kirjoistani.»
Mutta kyyneleet eivät auta. Hanna ajatteli sinne ja tänne. Mitä hänen
oli nyt tekeminen. Oh, hänen elämäntarinansa ei ollut omiaan
herättämään myötätuntoa. Hän oli aivan masennuksissa rouva
Bergin sanoista: »jos teillä on syytä salata perheenne nimi, niin syy
voi olla sitä laatua, ettette ole sopiva kasvattamaan nuoria tyttöjä.»
Ja asianlaita olikin niin. Hänhän oli rikollinen, langennut. Kuinka hän
ei ollut ajatellut tätä ennen, mitenkä hän oli voinut pitää itseään
siveänä ja ylväänä ja unohtaa, että vaimo, joka jättää miehensä
heittäytyäkseen rakastajansa syliin, on viimeinen, jonka hoitoon äiti
uskoo nuoret tyttönsä?
Hanna.»
»Ei tässäkään.»
Raskain mielin Hanna poistui ja lohdutti itseään sillä, että
huomenna onnistuu paremmin.
Sitten hän avasi Dori tädin kirjeen. Tätä hän juuri oli niin
levottomasti odotellut. Hän levitti paperin. Siinä oli vain muutamia
rivejä otsakirjoituksetta. Ensi silmäykseltä Hanna saattoi jo huomata
ettei kirje tuonut lohtua. Kirjeen ulkonäöstä voi jo päättää, mitä se
tuo, vaikkei se vielä ole puhunutkaan. Kenraalitar kirjoitti todellakin
seuraavasti:
»Missä on vaimosi?»
»Oletko suunniltasi?»
»Olin silloin, kun uskoin nuoren vaimo raukkani..» Hänellä oli kova
sana huulilla, mutta hän hillitsi itsensä… »maailmannaisen
huostaan.»
»Portinvartian vaimo näki hänen hiipivän pois, eikä hän ole tullut
takaisin. Herra on itkenyt koko yön tuolla; saatoin kuulla sen oven
läpi. Vasta aamulla hän meni sänkykamariin ja heittäytyi vuoteelle —
ja olen nähnyt, että kaikki laatikot ovat avatut ja että paperipalasia on
lattialla. Aamiaistakaan ei herra ole tahtonut, raukka. Vein hänelle
kahvia, mutta ei hän siihen koskenutkaan.»