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Finite Mathematics
Finite Mathematics
EIGHTH
EDITION
Stefan Waner
Hofstra University
Steven R. Costenoble
Hofstra University
Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States

Finite Mathematics, Eighth Edition © 2023, © 2018, © 2014 Cengage Learning, Inc.
Stefan Waner, Steven R. Costenoble Copyright © 2023 Cengage Learning, Inc. ALL RIGHTS RESERVED.
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Student Edition:
ISBN: 978-0-357-72326-5
Loose-leaf Edition:
ISBN: 978-0-357-72327-2
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Print Number: 01 Print Year: 2023
BRIEF CONTENTS
CHAPTER 0 Precalculus Review 1
CHAPTER 1 Functions and Applications 49
CHAPTER 2 Mathematics of Finance 127
CHAPTER 3 Systems of Linear Equations and Matrices 177
CHAPTER 4 Matrix Algebra 235
CHAPTER 5 Linear Programming 313
CHAPTER 6 Sets and Counting 397
CHAPTER 7 Probability 447
CHAPTER 8 Random Variables and Statistics 545
v
CONTENTS
CHAPTER 0 Precalculus Review 1

Introduction 2
0.1 Real Numbers 2
0.2 Exponents and Radicals 7
0.3 Using Exponent Identities 14
0.4 Multiplying and Factoring Algebraic Expressions 18
0.5 Rational Expressions 24
0.6 Solving Polynomial Equations 26
0.7 Solving Miscellaneous Equations 33
0.8 The Coordinate Plane 37
0.9 Logarithms 41
CHAPTER 1 Functions and Applications 49

Introduction 50
1.1 Functions from the Numerical, Algebraic, and Graphical Viewpoints 50
1.2 Functions and Models 65
1.3 Linear Functions and Models 82
1.4 Linear Regression 99
KEY TOPICS 110
REVIEW EXERCISES 110
CASE STUDY Modeling YouTube Viewership 113
■ TECHNOLOGY GUIDE 117
CHAPTER 2 Mathematics of Finance 127

Introduction 128
2.1 Simple Interest 128
2.2 Compound Interest 137
2.3 Annuities, Loans, and Bonds 147
KEY TOPICS 163
CASE STUDY Adjustable Rate and Subprime Mortgages 165
vii
viii Contents
CHAPTER 3 Systems of Linear Equations and Matrices 177

Introduction 178
3.1 Systems of Two Linear Equations in Two Unknowns 178
3.2 Using Matrices to Solve Systems of Equations 192
3.3 Applications of Systems of Linear Equations 210
KEY TOPICS 223
CASE STUDY Hybrid Cars: Optimizing the Degree of Hybridization 226
CHAPTER 4 Matrix Algebra 235

Introduction 236
4.1 Matrix Addition and Scalar Multiplication 236
4.2 Matrix Multiplication 246
4.3 Matrix Inversion 260
4.4 Game Theory 271
4.5 Input-Output Models 287
KEY TOPICS 299
CASE STUDY Social Network Analysis 302
CHAPTER 5 Linear Programming 313

Introduction 314
5.1 Graphing Linear Inequalities 314
5.2 Solving Linear Programming Problems Graphically 324
5.3 The Simplex Method: Solving Standard Maximization Problems 340
5.4 The Simplex Method: Solving General Linear Programming Problems 357
5.5 The Simplex Method and Duality 371
KEY TOPICS 385
CASE STUDY The Diet Problem 389
CHAPTER 6 Sets and Counting 397

Introduction 398
6.1 Set Operations 398
6.2 Cardinality 409
6.3 Decision Algorithms: The Addition and Multiplication Principles 419
6.4 Permutations and Combinations 430
KEY TOPICS 443
CASE STUDY Designing a Puzzle 445
Contents ix
CHAPTER 7 Probability 447

Introduction 448
7.1 Sample Spaces and Events 448
7.2 Relative Frequency 462
7.3 Probability and Probability Models 470
7.4 Probability and Counting Techniques 487
7.5 Conditional Probability and Independence 496
7.6 Bayes’ Theorem and Applications 511
7.7 Markov Systems 521
KEY TOPICS 534
CASE STUDY The Monty Hall Problem 537
CHAPTER 8 Random Variables and Statistics 545

Introduction 546
8.1 Random Variables and Distributions 546
8.2 Bernoulli Trials and Binomial Random Variables 556
8.3 Measures of Central Tendency 564
8.4 Measures of Dispersion 577
8.5 Normal Distributions 591
KEY TOPICS 602
CASE STUDY Spotting Tax Fraud with Benford’s Law 605
Appendix A Logic 613
Appendix B Area Under a Normal Curve 629
Answers to Selected Exercises A1
Index I1
Index of Applications I13
Index of Companies and Agencies I17

ABOUT THE AUTHORS
Stefan Waner and Steven R. Costenoble both received their Ph.D. from the University
of Chicago, having studied several years apart with the same advisor, J. Peter May.
Their paths merged when Steven joined Stefan at Hofstra University in 1987; since
then, they have coauthored 18 research papers as well as a research-level monograph
in algebraic topology. By the early 1990s they had become dissatisfied with many of
the Finite Mathematics and Applied Calculus textbooks. They wanted textbooks that
were more readable and relevant to students’ interests, containing examples and exer-
cises that were interesting, and reflected the interactive approaches and techniques
they found worked well with their own students. It therefore seemed natural to extend
their research collaboration to a joint textbook writing project that expressed these
ideals. To this day, they continue to work together on their textbook projects, their
research in algebraic topology, and their teaching.
xi
PREFACE
Finite Mathematics is intended for a one- or two-term course for students majoring
in business, the social sciences, or the liberal arts. The eighth edition is designed to
address two challenges: (1) generating enthusiasm and mathematical sophistication in
a student audience that may not have optimum preparation and may not be intrinsically
motivated by traditional mathematics courses, and (2) providing the structure and flex-
ibility to support instructors in implementing a wide variety of pedagogical philoso-
phies and instructional paradigms.
In the eighth edition we meet these challenges through significant enhancements
in content and context:
• we focus on up-to-date real-life applications that students can relate to and instruc-
tors can use to engage their audience,
• we present mathematical concepts intuitively and thoroughly with a writing style
that is informal, engaging, and occasionally even humorous,
• we have streamlined and enhanced the thematic structure throughout the book,
• we support all levels of technology usage. Our text provides comprehensive support
for various technologies, including graphing calculators, spreadsheets, and our pow-
erful online utilities. This is carefully implemented to make this edition work seam-
lessly in courses that use no technology, that focus on a single form of technology, or
that incorporate several technologies.
No previous calculus background is assumed. Although we provide extensive review
of precalculus skills and concepts in Chapter 0, students should have completed col-
lege algebra or the equivalent as a prerequisite.
Complete Support for Various Course Needs

and Learning Environments
In this edition we bring you much more than just a book: In combination with the
WebAssign online homework platform and ebook as well as the extensive author-
developed website at AppliedMathSite.net, we can now deliver a fully interactive
version of this book including adaptive practice for examples linked to a large and
growing knowledge base of support topics.
We integrate resources like gamified interactive tutorials, powerful online tools, and
section-by-section videos. These provide instructors with the resources they need in a
range of class structures and delivery styles, from traditional on-campus classes (with
or without technology support) to various types of hybrid and online classes.
In addition to the trusted homework experience, you’ll find an array of tools and
resources in WebAssign that support other areas of your course.
• Students can practice prerequisite algebra and pre-calculus skills and concepts using
WebAssign boot camps, curated practice assignments, as well as the extensive tutori-
als at AppliedMathSite.net (links to which are provided in WebAssign).
xiii
xiv Preface
• You can assign curated pre- or post-class assessments in WebAssign, containing a

mix of quantitative and qualitative questions. The assessments ensure students com-
plete any assigned pre-class work and/or review material covered in class.
• WebAssign and AppliedMathSite.net offer additional in-class support, like alter-
native worked examples and individual or group activities.
• Students can study for tests and quizzes in a self-paced environment using curated
review assignments in WebAssign and the extensive topic summaries and review
tutorials at AppliedMathSite.net (links to which are also provided in WebAssign).
• You can utilize WebAssign as a quizzing and testing platform with curated test
assignments with built-in academic integrity features.
Our Approach to Pedagogy

Real World Orientation The diversity, breadth and abundance of examples and
exercises included in this edition continue to distinguish our book from the others.
Many of our examples and exercises, as well as the capstone “Case Study” projects at
the end of each chapter, are based on real, referenced, and timely data from business,
economics, the life sciences, and the social sciences.
The sheer number of new and updated examples and exercises in the eighth edi-
tion is unprecedented in earlier editions, and hence focus more on what students and
instructors now see around them. The updated material covers topics ranging from the
rapid rise of volatile cryptocurrencies and a sudden unanticipated global pandemic to
the network technology students constantly use in their phones and the corporations
they will instantly recognize as important in their lives. Historically notable events
like the 1990s Dot Com boom, the 2005–2006 real estate bubble and resulting 2008
economic crisis, the 2010 stock market “Flash Crash,” the earlier outbreaks of SARS
and Ebola in 2003 and 2014, and many more, are also addressed in our examples and
exercises throughout the book.
As in earlier editions, we have been careful to strike a pedagogically sound bal-
ance between applications based on real data and more traditional “generic” applica-
tions. Thus, the density and selection of real data-based applications continues to be
tailored to the pedagogical goals and appropriate difficulty level for each section.
Streamlined Thematic Structure and Readability As in previous editions, our

writing style is geared to our desire to have students read this book, and to enjoy read-
ing this book. Thus, we present the material in a conversational and student-oriented
style and have made frequent use of question-and-answer dialogues to encourage the
development of the student’s mathematical curiosity and intuition. Equally important
is the need, for students and instructors alike, for a carefully delineated thematic struc-
ture so that students can focus on the central ideas in each topic and refer quickly
to appropriate portions of the text, and instructors can more easily organize their
presentations.
The eighth edition is a significant revision in this latter regard, and we have
streamlined the discussion significantly and enhanced the organization of topics within
each section to create a balance between conversational style and a careful focus on
the mathematical ideas presented. The topics students will see and the skills they will
master in each section appear as a brief marginal Topics and Skills list at the begin-
ning of each section. Moreover, through new Practice This Skill marginal elements,
the examples in the text now point to specific exercises based on those examples, just
as many exercises point back to specific examples on which they are based.
We also have reimagined and revised one of our main features, the Key Concept
pedagogy boxes, which introduce each new concept along with short Quick Exam-
ples to reinforce and give immediate context to these concepts the moment they are
introduced.
TOPICS
• Linear function: Roles of m and b What is a Linear Function?
numerically and graphically
The simplest functions, and perhaps the most useful of all mathematical functions, are
210 Chapter 3 Systems of Linear Equations a
• Change in a quantity
the linear functions. Preface xv
• Slope and y-intercept of a straight
line 66. ◆ A certain homogeneous system of linear e
Pedagogical Aids
• Linear cost, demand, Our
and time- unknowns (see Exercise 65) has a solution
series
changehas always distin-
models Key Concept Linear Function 210 Chapter 3 Systems of Linear Equations a
solution unique? Explain.
g• uVelocity
ished itself through A linear function is one that can be written in the form QUICK
67. ◆ Can EXAMPLEsystem (see Exerci
a homogeneous
innovative
SKILLS approaches to 66. ◆ A certain homogeneous system of linear e
f 1x2 5 mx 1 b Function form equations
f 1x2 5be inconsistent? Explain.
3x21
mastering concepts that nor- unknowns (see Exercise 65) has a solution
• Calculating the slope and intercept
mally cause difficulties for or solution unique? Explain.
of a line (Quick Examples 6–10)
students and headaches for
• Recognizing linear data (Example 1) y 5 mx 1 b Equation form 3x 2 1
67. ◆ Canya5homogeneous system (see Exerci
instructors,
• Finding linearand
is no exception.
this edition
equations
For
(Example 2)
instance,
where m and b are fixed numbers (the names m and bTopics
equations be inconsistent? Explain.
and Skills
are traditional*). 3.3 A
• Finding linear cost, demand, and
time-change models (Examples 3–5) TOPICS In the ex
• We present a rewording technique in Chapters 3 and 5 to show how to translate • Resource allocation tems of l
* Actually,
phrases like “there are (at least/at c is sometimes
most) three times asused instead
many X of Asdirectly
asb.Y” for m, there has even been some research into the question
into •Topics and Skills
Flow analysis
of its origin, but no one knows exactly why that particular letter is used.
3.3 A
strike you
equations or inequalities. lems you
•TOPICS
Transportation analysis In the ex
• The counting arguments in Chapter 6 are cast in terms of “decision algorithms” that example
•SKILLS
Resource allocation tems of l
make counting involving permutations and combinations almost mechanical. versions
• Analyzing and solving real world
Flow analysis strikeInyou
ea
problems that lead to systems of lems you
• Transportation analysis then give
Rigor Mathematical rigor need not be antithetical to the kind of focus on concepts linear equations (all Examples) example
and applications that are hallmarks of this book. We have worked hard to ensure that SKILLS system o
versions
on obtain
we are always mathematically honest without being unnecessarily formal. Some- • Analyzing and solving real world
to getInthe
ea
times we do this through the question-and-answer dialogs and sometimes through problems that lead to systems of
linear equations (all Examples) then give
tool at th
the “Before we go on…” discussions that follow examples, but always in a manner system o
designed to provoke the interest of the student. on obtain
toEXAMP
get the
Five Elements of Mathematical Pedagogy to Address Different Learning Practice This Skill tool at th
Styles The “Rule of Four” is a common theme in many mathematics texts. In Try Exercises 1–4. The Arct
implementing this approach, we discuss many of the central concepts numerically, Online: AppliedMathSite.net pineappl
graphically, and algebraically, and clearly delineate these distinctions. The fourth Practice and visualize → Solving a pineapple
EXAMP
element, verbal communication of mathematical concepts, is emphasized through Practice This Skill
blending problem of orang
Try Exercises 1–4. The Arct
800 quar
our discussions on translating English sentences into mathematical statements,
Online: AppliedMathSite.net pineappl
available
and in our numerous Communication and Reasoning exercises at the end of each Practice and visualize → Solving a pineapple
up all of
section. blending problem of orang
The fifth element, interactivity, is taken to a new level in the eighth edition with
800 quar
Solutio
fully embedded interactive elements and randomizable Your Turn versions of all
available
Section 3
key examples in the eBook in WebAssign. In the printed version, these elements
up all of
question
are pointed to via marginal notes that allow them to be easily located at the
AppliedMathSite.net website with a couple of clicks. Each Your Turn example is like this:
Solutio
equipped with an adaptive practice session—often with variable levels of difficulty—
Section 3
tied to a large and expanding knowledge base that can guide a student experiencing
question
difficulties with a particular example all the way back to the practice of the requisite
like this:
basic algebra skills. Instructors can also assign the Your Turn elements to count for
credit, delivered either as a regular assignment or in a gamified form analogous to the Next, we
online game tutorials.
In addition, AppliedMathSite.net offers interactive tutorials in the form of games,
interactive chapter summaries, and chapter review exercises, and online utilities that
automate a variety of tasks, from graphing and linear programming to regression and Next, we
Pineap
matrix algebra. Ora
K
Exercise Sets Comprehensive and wide-ranging exercise sets have been a hallmark
Pineap
of our series, and with each successive edition we have continued to refine and update Notice ho
them to ensure that they continue to provide material that is timely and relevant, while Ora
unknown
remaining varied enough to challenge students at almost every level of preparation, K
the availa
including everything from straightforward drill exercises to interesting and rather linear eq
challenging applications and conceptual exercises. The exercise sets are carefully Notice ho
on” discu
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linear eq
on” discu
xvi Preface
graded to move from basic exercises and exercises that are similar to examples in
the text to more interesting and advanced ones, marked as “more advanced” (▼) for
easy reference. There are also several much more difficult exercises, designated as
“challenging” (◆). We have also included, in virtually every section of every chap-
ter, numerous interesting applications based on real data, and in these applications the
instructor will notice the large number of new and updated versions in the eighth edi-
tion, reflecting the many recent and sometimes dramatic changes in the world around
us. Equally important are the Communication and Reasoning exercises that help stu-
dents articulate mathematical concepts and recognize common errors, and exercises
indicated for the use of technology ( T ).
Some of the scenarios used in application examples and exercises are revisited
several times throughout the book. Thus, for instance, students will find themselves
using a variety of techniques, from solving systems of equations to linear program-
ming, or graphing through the use of derivatives and elasticity, to analyze the same
application. Reusing scenarios and important functions provides unifying threads and
shows students the complex texture of real-life problems.
New To This Edition

In addition to the new Key Concept structure throughout the text and Topics and Skills
boxes that begin each section, we have made the following changes within individual
chapters.
• Chapter 0: Precalculus Review Recognizing that exponents and radicals are often
areas of weakness in student preparation, we have split the original Section 0.2 on
that subject into two sections: the first to introduce and discuss the various identities
of exponents and radicals, and the second devoted to the use of these identities to
represent algebraic expressions involving them in power form (used in calculus),
positive exponent form (often used for solving equations), and simplest radical form
(to express answers involving radicals in the lowest possible terms). We have also
extended the discussion of logarithms (Section 0.9) by including material on change-
of-base formulas and related properties of logarithms.
• Chapter 1: Functions and Applications In our revision of this important intro-
ductory chapter, we have streamlined much of the material by reducing the size
and complexity of data sets used in the examples and exercises, and removing some
unnecessary discussion. In particular, Section 1.2 on mathematical models is now
significantly more concise and manageable.
• Chapter 2: Mathematics of Finance In general, the discussions in this chapter have
been narrowed to discuss and use fewer variations on each formula than we used in
the seventh edition. In the sections on simple and compound interest, we now give
only one version of each formula, based on time t measured in any convenient units
(not necessarily years) and the interest rate r being the rate per unit of time, allowing
for a simpler presentation than in previous editions. In Section 2.3 on annuities, we
simplify further by insisting that t be measured in compounding periods, so that the
formulas involve only t and r, which is now the interest rate per compounding period.
This change is consistent with the formulas used in the preceding sections and also
with common usage.
• Chapter 4: Matrix Algebra The Chapter 4 Case Study on social networks is com-
pletely new and demonstrates how the concept of an eigenvector—although normally
beyond the scope of a book like this—introduces itself naturally as a measure of par-
ticipants’ degrees of influence in the network.
3. 0 5 0 4. 1 212 5 21
The present value
o’Tunes.† Users ofto an
pay a fee investment
download an entire musicwith
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album. future value
demand earning
FVdepends
for novels on the simple interest
price it charges. During the
5. 10
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10 5of100,000
first month of the service, it was charging $10 per novel and
$5.50 of r perandunit
per album, of oftime,
the cost over
operating and maintaining time is given
t,Lowering
sold 350. byto $5.50 per novel had the effect
the price
o’Tunes amounts to $500 per week. The company is currently of increasing demand to 620 novels per month.
FV
charging customers $9.50 per album. a. Use the given data to construct a linear demand equation.
PV 5
a. What are the associated (weekly) cost, revenue, and profit
Preface xvii
b. Use the demand equation you constructed in part (a) to
1 1 rt
functions? estimate the demand if the price were raised to $15 per
b. How many albums must be sold per week to make a profit? novel.
c. If the charge is lowered to $8.00 per album, how many c. Using the information on cost given in Exercise 40, deter-
Continuing Features
albums must be sold per week to make a profit? mine which of the three prices ($5.50, $10, and $15)
QUICK EXAMPLE
Key Concept Negative Integer Exponents
40. Break-Even Analysis OHaganBooks.com also generates rev- would result in the largest profit, and the size of that
enue through its o’Books e-book service. Author royalties and profit.
• Quick Examples Unique to our series, 7. Ifcopyright

an investment earnsan5%
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average of $4 perannual interest
novel, 43. and will be worth
Demand OHaganBooks.com $1,000
has tried selling musicinalbums
If aandistheanymonthlyreal number
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are included immediately after the FV cost, revenue, and profit func-
a. What are the associated Demand (weekly sales) 440 380 250 180
introduction of new concepts or mathe- PV2n5 1

tions? 1
b. Howa 5be sold# per month 1n times2
a aper# novel, # amany
51 1
many novels must
n rt chow
to break even? a. Use the given data to obtain a linear regression model of
matical terms, and thus solidify the new a to $5.00
c. If the charge is lowered demand.
books must be sold to1,000
break even? b. Use the demand model you constructed in part (a) to
ideas for a student the moment they are 41. Demand and5 5 its$833.33
Profit To generate a profit from new o’Tunes estimate the demand if the company charged $10.50 per
1 1 10.052
service, OHaganBooks.com needs 142
to know how the demand album. (Round the answer to the nearest album.)
introduced. So, by the time students QUICKfor musicEXAMPLES
albums depends on the price it charges. During the 44. Demand OHaganBooks.com has tried selling novels through
first week of the service, it was charging $7 per album and
reach the more extensive “regular” sold 500. Raising1 the price
1 to $9.50 had the effect of lowering o’Books at a variety of prices, with the following results:
1
examples, they are already familiar 223 to5300 albums
7. demand 3
5 per week. 8. 1227 5 27 5 1 Price $5.50 $10 $11.50 $12
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1Demand (monthly sales) 620 350 350 300
with concrete
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Use the demand equation you constructed in part (a) to
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to $12 per
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a 2application.
n a. Use the given data to obtain a linear regression model of
5 n xon cost given in Exercise 39, deter-
a c. Using the information x 1 232 9
b. Use the demand model you constructed in part (a) to esti-
mine which of the three prices ($7, $9.50, and $12) would
works for both positive and nega- 1 mate the demand if the company charged $8 per novel.
result in the largest weekly profit, and the size of that
7 22 7 22
tive n: Moving an expression of the 11. y y 4 5Treasury
EXAMPLE y 2 Bills 12. 0 is not defined.
profit. (Round the answer to the nearest novel.)
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Practice and visualize S
• Case Studies The end-of-chapter
Calculating the present value Solution The future valueCase
of the T-bill is $10,000; the price we paid is its present
Study
“Case Studies” are extended
of an investment with simple value. We know that
HSStyle/iStock/Getty Images
applications that use and illustrate the

interest Modeling YouTube Viewership
central ideas of each chapter, focusing FV 5 $10,000 You are the new director of Impact Advertising Inc. ’s video ad division, which has enjoyed a
* Rates can vary greatly depending r 5 0.0367 steady 0.25% of the worldwide YOUTUBE advertising market. You have drawn up an ambitious
on the development of mathematical
on the state of the economy. During proposal to expand your division in light of your anticipation that YouTube viewership will
models appropriate
the writing ofto the
this topics.
edition, T-billThese
rates andKey Concept Zero Exponent
continue to skyrocket. However, upper management sees things differently and, judging by
the following email, does not seem likely to approve the ambitious budget for your proposal.
applicationswentare
fromideal for assignment
well below the one used in
this example to above it. t5
If a is any 0.5.
real number other than zero, then we define
as projects, and to this end we include
groups of exercises at the end of each. Substitutingainto
0
5 the
1 present value formula, we have
10,000
PV 5 5 9,819.81
QUICK EXAMPLES
1 1 10.03672 10.52
so we
15.paid
30 5$9,819.81
1 for the T-bill. 16. 1,000,0000 5 1
• Before We Go On Most examples 17. 00 is not defined.
conclude with supplementary Before we go on . . . The simplest way to find the interest earned on the T-bill is by
subtraction:
discussions, which may include a
check on the answer, a discussion INT 5 FV 2 PV 5 10,000 2 9,819.81 5 $180.19.
of the feasibility and significance So, after 6 months we received back $10,000: the sum of our original investment and
of a solution, or an in-depth look at $180.19 in interest.
what the solution means.
144 Chapter 2 Mathematics of Finance
FAQs: What Formulas to Use, When to Use Compound

Interest, and the Meaning of Present Value
Q: How do I distinguish a problem that calls for compound interest from one that calls
• Question and Answer Dialogue for simple interest?
We frequently use informal A: Study the scenario to ascertain whether the interest is being withdrawn as it is
question-and-answer dialogues that earned or reinvested (deposited back into the account). If the interest is being
anticipate the kinds of questions withdrawn, the problem is calling for simple interest because the interest is not
that may occur to the student and itself earning interest. If it is being reinvested, the problem is calling for com-
pound interest.
also guide the student through the
development of new concepts. Q: How do I distinguish present value from future value in a problem?
A: The present value always refers to the value of an investment before any interest
is included (or, in the case of a depreciating investment, before any depreciation
takes place). As an example, the future value of a bond is its maturity value. The
value of $1 today in constant 2010 dollars is its present value (even though 2010
is in the past). ■
2.2 Exercises
xviii Preface
• Marginal Technology Notes Our brief marginal technology notes outlining EXAMPLE 3
T Using Technology
the use of graphing calculators, spreadsheets, and website technologies in the Find the correlat
TI-83/84 PLUS
accompanying examples have been shortened, but those with some experience using
these technologies will likely not require more detail. When such detail is desired 2nd CATALOG
Solution The
DiagnosticOn
or indicated, the reader can refer to the extensive discussions in the end-of-chapter Then STAT CALC option #4: these except for
Technology Guides. LinReg? (ax+b)
[More details in the Technology
• End-of-Chapter Technology Guides We continue to include detailed TI-83/84 Plus Guide. ]
and Spreadsheet Guides at the end of each chapter. These Guides are referenced SPREADSHEET
liberally in marginal technology notes at appropriate points in the chapter, so Add a trendline and select the
instructors and students can easily use this material or not, as they prefer. Groups of option to “Display R-squared
exercises for which the use of technology is suggested or required appear throughout value on chart.”
[More details and other alterna-
the exercise sets. tives in the Technology Guide.]
Technology Guide 171 WWW.APPLIEDMATHSITE.NET

The following two utilities will
show regression lines and also r 2
TI-83/84 Technology Guide (link to either from Math Tools for
Substituting the
Chapter 1):
Section 2.2 • PMT is not used in this example (it will be used in the
Simple regression utility
next section) and should be 0. r5
Example 1 (page 139) In October 2020, RADIUS BANK function evaluator and grapher
was paying 0.15% annual interest on savings accounts with • FV is the future value, which we shall compute in a "
balances of $2,500 to $24,999.99. If the interest is com- moment; it doesn’t matter what you enter now.
pounded quarterly, find the future value of a $2,500 deposit • P>Y and C>Y stand for payments per year and compound-
174of Chapter
after 6 years. What is the total interest paid over the time 2 Mathematics
ing periods per year,ofrespectively,
Finance but we can use any unit 5
the investment? of time we like, not only years. They should both be set "
to n, the number of compounding periods per unit of time
SOLUTION Spreadsheet Technology Guide
for compound interest problems. (Setting P>Y automati-
cally sets C>Y to the same value.) According to ou
We could calculate the future value using the TI-83/84 Plus
by entering Section 2.2 END or BEGIN is98
• PMT: Chapter
not used 1 Functions
in this example, and it and Applications rounds to 0.8) in
2500(1+0.0015/4)^(4*6) Example
doesn’t matter which you select.
1 (page 139) In October 2020, R ADIUS B ANK prit is that low d
2. To
was paying compute
0.15% annualtheinterest
future value, use the
on savings up or down
accounts with arrow slump caused by
in the Home screen and pressing ENTER . However, the
balances ofto$2,500
put thetocursor 111.
on the
$24,999.99.
▼ Science
theline,
IfFV
Performance
thenispress
interest com- ALPHA in Japan The PISA science perfor- second point
TI-83/84 Plus has this and other useful calculations built ‡
SOLVE . find the future value ofmancea $2,500score
deposit of high school students in Japan was measured
into its TVM (Time Value of Money) Solver.
pounded quarterly, T Explain.
See the note
after 6 years. What is the total interest paid atover
531theintime
2006,
of rose to 547 in 2012, and then dropped to 529
ficient
123. If yinisthis
measuexa
1. Press APPS , then choose item 1:Finance..., andthe investment?
then
choose item 1:TVM Solver.... This brings up the
in 2018. Model thisNote that we
score have
S as formatted the cells B4:C6
a piecewise-linear as currency
function of y 5 mx 1 b,
with two decimal places. If you change the values in
TVM Solver window as shown on the left. SOLUTION the time t in yearscolumn since B,2006, and use your model to esti-
the future value in column C will be auto- in .
You can either compute compound interest mate the or
directly score
use in 2009. (The
matically actual 2009 score was 539.)
recalculated.
112.for▼thisMortgage
example butDelinquencies
1.4 Exercises
financial functions built into your spreadsheet. The follow- Example 2 (page 140) Megabucks Corporation is 124. If the slope i
The percentage of borrowers in
ing worksheet has more than we need issuing 10-year bonds. How much would you pay for bonds dollar, then th
Example
will be useful for 2 (page
other 140) in
examples this the
and highest
Megabucks Corporation
the risk
next sec- category
is issu- whovalue
wereof delinquent onwished
their topay-
ing 10-year bonds. Howis much
labeledwould you pay
timefor
with
is bonds
a maturity $10,000 if you get a and the depen
tion. Although
with
this spreadsheet assuming
ments decreased from
return in▼ 2001
9.7%compounded
of 6.5% moreannually?
advanced
to 4.3% in 2004 ◆ challenging
and
measured in ayears,
maturity
youvalue of $10,000
can use it with if youmeasured
time wish to getina return
any unitsofyou
6.5% compounded
like. annually?
If you do use then
other units, youshot
may up
wantto 10.3%
SOLUTION at the start
T of the real
indicates estatethat
exercises crisis in be125.
should Ifusing
solved a quantity
techno
The screen on the right shows the values you should to change the labels to reflect that.
enter 2007.* Model this percentage P as a piecewise-linear func- by 10 units
You can compute present value in your spreadsheet using the
for this example. The various variables are SOLUTION
tion of the time PV t inworksheet
years sinceIn Exercises
2001,
function. and1–4, compute
useworksheet
The following isthe
your model sum-of-squares
toto
similar behavior in th
error (SSE
To compute the present value using a TI-83/84 Plus: the one in Example hand1, for the
except thatgiven
we set
have of data
entered a and
formulalinear model.
N Number of compounding periods estimate the percentage of delinquent borrowers in 2006. 126. The quantitie
1. Enter the numbers shown below (left) in the TVM for computing the presentSee
[Hint: value from the entered
Example 1.] values.
I% Interest rate per unit of time, as percent, not form
• Communication
decimal and Reasoning Exercises for
Solver window.
Writing andof Discussion These are exercises 2. Put designed
Communication and Reasoning
the cursor on the PV line, and press ALPHA SOLVE . 1. 11,Exercises
12, 12, 22, 13, 42; y 5 x 2 1
PV Negative present value
to
PMTbroaden
Paymentthe student’s period
per compounding grasp of the mathematical 113. How would you test a table2.of10,values 12, 11, of
12,x12,
and
22; yy to
5 xsee
11 Q is positive
(0 in this section) the payment amount in whether it comes from a linear3.function?
concepts and develop modeling skills. They
For this include
example cell B4 should be 10, 212, 11, 32, 14, 62, 15, 02; y 5 2x tity
1 2when T i
FV Future value 0. (We shall use it in the next section.)
exercises in which
P/Y Payments per unit of time
the student is asked to provide his 114. You have ascertained that a 4. 12, 42, 16, 82, 18, 122, 110, 02; y 5 2x 2 8 answers
table of values of x and y corre- your
1. Enter the other numbers as shown. As with other tech-
or her own examples to illustrate
C/Y Compounding periods per unit of time a point or design sponds to a linear function. How do you find an equation for 127. ▼ The velocit
nologies, like the TVM Solver in the TI-83/84 Plus The next worksheet shows the calculated value.
an that (such
linearasfunction? In Exercises 5–8, calculate the sum-of-squares error (SS
PMTapplication
Not used in thiswith a given solution. They
section. alsomoney that you pay to others
calculator, the per second, w
$2,500 you deposit in the bank) should be entered as the given set of data and linear models. Indicate which li
include
Several things “fill in the blank” type exercises,
to notice: exercises
negative, whereas money that is115.
Why is the present value given as To
paid to youwhat
negative? linear function of x does the linear equation
is positive. model gives the better fit. (A) moving
• Nthat
is theinvite discussion
total number and periods,
of compounding debate, so and—perhaps
enter nt Example most
6 (page 143) You ax
have 1 by
$5,000 to
2. The formula entered in cell C6 uses the built-in FV func- 5 c
invest1bat ?
6% 02 correspond? Why did we specify (B) accelera
annual interest
thecompounded
future value monthly.
5. 11, 12, 12, 22, 13, 42; a. y 5 1.5x 2 1(C) decelera
here, not n.
importantly—exercises in which the student tion to must
calculate basedbon?How long will
0?entries
the in it take
• The present value, PV, is entered as a negative number. columnfor B.
your investment
This to grow
formula has to $6,000?format:
the following b. y 5 2x 2 1.5(D) impossib
Inidentify andusing
general, when correct common
the TVM errors.
Solver, any amountThese
of exercises 116. Complete the following. The slope of the line with equation
=FV(i,n,PMT,PV)
SOLUTION 6. 10, 12, 11, 12, 12, 22; a. y 5 0.4x 1 1.1
oftenyouhave
money nosomeone
give to singleelsecorrect
(such as answer.
the $2,500 you y 5 mx 1 b is the Whynumber of units
is the present value that
negative? increases per 128. ▼ The positio
deposit in the bank) will be a negative number, whereas 1.i 5
Enter the numbers
Interest shown
per period We on
use the
B2/B7leftforinthethe TVM Solver
interest. b. y 5 0.5x 1 0.9
any amount of money someone gives to you (such as the n 5 window. unit increase in Example. 6 (page 143) You have $5,000 to invest at 6% t is time in se
Number of periods We use B3*B7 for the number 7. 10, 212, 11, 32, 14, 62, 15,
take02; a. 0.3x 1 1
y 5 moving
future value of your deposit, which the bank will give 2. Put the cursor on the Nofline, interest compounded monthly. How long will it for (A)
117. Complete
and
periods. press ALPHAthe following.
SOLVE .
your If, in
investment to a straight
grow line, y is increasing
to $6,000? b. y 5 0.4x 1 0
back to you) will be a positive number.
PMT 5 Payment per period The payment (B) accelera
three times as fast as x, then its
is 0 (cell B4).
is .
PV 5 Present value. The present value is in cell B5. SOLUTION (C) decelera
118. Suppose that yYouiscan decreasing at a rate
compute the requisite ofof4anunits
length perin
investment (D) impossib
Instead of using the built-in FV function, we could use
3-unit increase of your
x.spreadsheet
What canusing
we the
sayNPER
aboutworksheet function.
the slope of theThe
=-B5*(1+B2/B7)^(B3*B7) following worksheets show the calculation. 129. If f and g are
linear relationship between x and y? What can we say about
based on the future value formula forthe compound inter- tively, then w
intercept?
est. After calculation the result will appear in cell C6.
119. If y and x are related by the linear expression y 5 mx 1 b, 130. If f and g are
how will y change as x changes if m is positive? negative?
Preface xix
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Piecewise-D
30
Breakev
Look again at th
xx Preface 25
20 year 16 through
15 ate, and then, fro
• Learning and Practice Modules These are the “disembodied” interactive examples EXAMPLE
example, we mo 2
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10 This Skill
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Sales NINTENDW
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mem
• Detailed Chapter Summaries Comprehensive sum- f 1t2 5 b
T Using Technology 1.51t
maries with randomizable interactive elements review
TI-83/84 PLUS Solution T
all the basic definitions and problem-solving techniques What, according
discussed in each chapter. These are terrific pre-test Table of values: Vari
Y1=(X≤18)*(3.75(X-16)2)+
FY 2018, and FY
study tools for students.
(X>18)*(1.5(X-18)2+15) The fixedWe
Solution cose
• Downloadable Excel Tutorials Detailed Excel tutorials 2ND TABLE Graph: WINDOW ;
Xmin = 15, Xmax = 22 ZOOM 0 . Fixef
2017 1t 5 172:
are available for almost every section of the book. These
[More details in the End-of-Chapter
interactive Excel sheets expand on the examples given in Technology Guide.]
The1tannual
2018 5 182:ref
the text. bers, it earns a
SPREADSHEET 2021 1t 5 212: f
• On-Line Utilities Our collection of easy-to-use Table of values: Headings t and f (t) in R1x2s
Thus, Nintendo
on-line utilities, referenced in the marginal notes of A1–B1; t-values 16, . . . ,21 in A2–A7.
=(A2<=18)*(3.75*(A2-16)^2) and 28.5
For themillion
profit,
the textbook, allow students to solve many of the +(A2>18)*(1.5*(A2-18)^2+15) To sketch th
technology-based application exercises directly on in B2; copy down through B7. P1x2
already calculate
the Web. The utilities available include a function Graph: Highlight A1 through B7 and
grapher and evaluator that also graphs derivatives insert a scatter chart.
[More details in the Technology
and does curve-fitting, regression tools, a time Guide.]
value of money calculator for annuities, a matrix To make a pr
algebra tool that also manipulates matrices with WWW.APPLIEDMATHSITE.NET even point: th
Go to the Online Utilities → Function The graph
multinomial entries, a linear programming grapher evaluator and grapher and enter
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x:
that automatically solves two dimensional linear (x<=18)*(3.75(X-16)^2) 1. The first form
2x2
programming problems graphically, and a powerful +(x>18)*(1.5(X-18)^2+15)
¶ for y . To obtain a table of values,
Had1 this quadratic not factored
2. The second
21x2fo
simplex method tool.
enter the x-values
we would have 16, . . . , 21 to
needed in use 3. The domain21x i
the
theEvaluator box, and
quadratic press (S ee
formula
“Evaluate” at the top of the box. 4. The heavy so
Section 0.6.)
Graph: Set Xmin = 15, Xmax = 22, T See the note
and press “Plot Graphs”. and the graph in
• Chapter True-False
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Preface xxi
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xxii Preface
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bers to facilitate the updating of homework assignments to the new edition.
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Acknowledgments
This project would not have been possible without the contributions and suggestions
of numerous colleagues, students, and friends. We are particularly grateful to our col-
leagues at Hofstra and elsewhere who used and gave us useful feedback on previous
editions. We are also grateful to everyone at Cengage for their encouragement and
guidance throughout the project. Specifically, we would like to thank Jay Campbell,
Susan Pashos, Shelby Blakey, Rachel Pancare, Ivan Corriher, and Taylor Shenberger
for their unflagging enthusiasm. We thank Jon Booze for his meticulous check of the
mathematical accuracy and Leslie Lahr for whipping the book into shape.
We would also like to thank the numerous reviewers and proofreaders who pro-
vided many helpful suggestions that have shaped the development of this book.
Sviatoslav Archava, East Carolina University

Sergii Bezuglyi, University of Iowa
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Leela Rakesh, Central Michigan University
Joe Rody, Arizona State University
Laurie Zack, High Point University
Ying Zhou, Rhode Island College
Stefan Waner
Steven R. Costenoble
0 Precalculus Review
0.1 Real Numbers

0.2 Exponents and
Radicals
0.3 Using Exponent
Identities
0.4 Multiplying and
Factoring Algebraic
Expressions
0.5 Rational
Expressions
0.6 Solving Polynomial
Equations
0.7 Solving Miscellaneous
Equations
Kali9/E+/Getty Images
0.8 The Coordinate Plane
0.9 Logarithms
www.AppliedMathSite.net
The interactive “game” tutorials
at the Website give you tons
of additional practice on these
important topics.
1
2 Chapter 0 Precalculus Review
Introduction
In this chapter we review some topics from algebra that you need to know to get the
most out of this book. This chapter can be used either as a refresher course or as a
reference.
There is one crucial fact you must always keep in mind: The letters used in alge-
braic expressions stand for numbers. All the rules of algebra are just facts about the
arithmetic of numbers. If you are not sure whether some algebraic manipulation you
are about to do is legitimate, try it first with numbers. If it doesn’t work with numbers,
it doesn’t work.
0.1 Real Numbers

What are Real Numbers?
The real numbers are the numbers that can be written in decimal notation, including
those that require an infinite decimal expansion. The set of real numbers includes all
integers, positive, and negative; all fractions; and the irrational numbers, those with
decimal expansions that never repeat. Examples of irrational numbers are
!2 5 1.414213562373 . . .
and
p 5 3.141592653589 . . .
2 1 0 1 2 It is very useful to picture the real numbers as points on a line, called the real line. As
The Real Line
shown in Figure 1, larger numbers appear to the right, in the sense that if a , b then
Figure 1 the point corresponding to b is to the right of the one corresponding to a.
†
T he names “real” and “imaginary” Q: Why are they called “real” numbers?
are unfortunate but traditional.
There is nothing less real about the A: There is a larger class of numbers called complex numbers that include the real
imaginary numbers, which have numbers as well as imaginary numbers: square roots of negative numbers. In this
practical applications throughout book we focus only on real numbers.† ■
the sciences and engineering.
Intervals
Some subsets of the set of real numbers, called intervals, show up quite often and so
we have a compact notation for them.
Key Concept Interval Notation

Here is a list of types of intervals along with examples.
Type Notation Description Figure Example

Closed 3a, b4 Set of numbers x 30, 104
with a # x # b a b
(includes endpoints)
Open 1a, b2 Set of numbers x 121, 52
with a , x , b a b
(excludes endpoints)
Half-Open 1a, b4 Set of numbers x 123, 14
with a , x # b a b
3a, b2 Set of numbers x 30, 52

with a # x , b a b
0.1 Real Numbers 3
Infinite 3a, q 2 Set of numbers x 310, q 2

with a # x a
1a, q 2 Set of numbers x 123, q 2

a
with a , x
12 q , b4 Set of numbers x 12 q , 234

b
with x # b
12 q , b2 Set of numbers x 12 q , 102

b
with x , b
12 q , q 2 Set of all real 12 q , q 2
numbers
Operations
There are five important operations on real numbers: addition, subtraction,
multiplication, division, and exponentiation. “Exponentiation” means raising a real
number to a power; for instance, 32 5 3 # 3 5 9; 23 5 2 # 2 # 2 5 8.
A note on technology: Most graphing calculators and spreadsheets use an asterisk *
for multiplication and a caret sign ^ for exponentiation. Thus, for instance, 3 # 5 is
entered as 3*5, 3x as 3*x, and 32 as 3ˆ2. On the other hand, when writing mathemat-
ics we sometimes write quantities we wish to multiply next to each other without any
operation. For instance, 3x means 3 # x (multiplication by juxtaposition) and 415 1 x2
means 4 # 15 1 x2. This notation is called implied multiplication.
When we write an expression involving two or more operations, like
2#314
or
2 # 32 2 5
4 2 1 212
we need to agree on the order in which to do the operations. Does 2 # 3 1 4 mean

12 # 32 1 4 5 10 or 2 # 13 1 42 5 14? We all agree to use the following rules for the
order in which we do the operations.
Key Concept Standard Order of Operations

Parentheses and Fraction Bars
First, calculate the values of all expressions inside parentheses or brackets, working
from the innermost parentheses out, before using them in other operations. In a frac-
tion, calculate the numerator and denominator separately before doing the division.
QUICK EXAMPLES
1. 612 1 33 2 54 2 42 5 612 1 1 222 2 42 Innermost bracket
5 61 242 Remaining expression in parentheses
5 224. (Implied) multiplication
‡
We have left the 5x and 4y in paren- 422 2
theses as they are still expressions
2. 5 Expression in parentheses & fraction bars
3122 1 12 31212
as opposed to single numbers
(although the parentheses around
2
5 Numerator and denominator separately
the 5x are not needed). For instance, 23
if x 5 y 5 8 then 2
52
15x2>14y2 5 40>32 5 5>4 3
whereas, as we will see below 3. 1x 1 4x2>1y 1 3y2 5 15x2 > 14y2 ‡ Expressions in parentheses
5x>4y 5 5 # 8>4 # 8 5 80.
Exponents
Next, perform exponentiation.
QUICK EXAMPLES
4. 2 1 42 5 2 1 16 5 18 No parentheses or fraction bars, so do exponents first.
5. 12 1 42 2 5 62 Expression in parentheses first
5 36 Then do exponents. (Compare Quick Example 4.)
6. 211 1 0.12 2 5 211.12 2 Expression in parentheses

5 211.212 Exponents
5 2.42 (Implied) multiplication
2
3 3 2
7. 2a b 5 2a b Expression in parentheses: fraction bars
425 21
5 21232 2 Finish expression in parentheses.
5 2192 Exponents
5 18 (Implied) multiplication
Multiplication and Division

Next, do all multiplications and divisions, from left to right.
QUICK EXAMPLES
8. 213 2 52 >4 # 2 5 21222 >4 # 2 Expression in parentheses
5 24>4 # 2 Left-most product
5 21 # 2 Left-most quotient
5 22 Remaining product
9. 211 1 1>102 2 3 2>10 5 211 1 0.12 2 3 2>10 Expression in parentheses: division
5 2 11.12 2 3 2>10 Finish expression in parentheses.
5 2 3 1.21 3 2>10 Exponents
5 2.42 3 2>10 Left-most product
5 4.84>10 Left-most product
5 0.484 Remaining quotient
2 14 2 22 2 14 2 22
* Whereas a number written next to 10. 4 543 *
3 1 22 # 52 3 122 # 52
Implied multiplication
a fraction generally means multi-
plication, this is not the case with
2 122
3 543 Expressions in parentheses: division
so-called mixed fractions, like 1 ,
4 3 12102
3
which means 1 1 5 1.75. However, 4
4 543 Fraction bars
we will rarely use mixed fractions in 230
this book. 16
5 Left-most product
230
8
¶
S preadsheets and some program- 52 Lowest terms
15
ming languages would interpret 224
(wrongly!) as 1222 4 5 16. So, when 11. 224 5 1 212 3 24 negative sign before an expression
A
working with spreadsheets, write means multiplication by 21.¶
224 as (-1)2^4 or (-1)*2^4 to 5 1 212 3 8 Multiplication
avoid this issue. 5 28
Addition and Subtraction
Last, do all additions and subtractions, from left to right.
QUICK EXAMPLES
12. 213 2 52 2 1 6 2 1 5 21222 2 1 6 2 1 Expression in parentheses first
5 2142 1 6 2 1 Exponents
581621 Multiplication and/or division
5 13 Addition and subtraction
0.1 Real Numbers 5
3
13. 3>2 1 4 5 14 Division first
2
11
5
2
14. 3> 12 1 42 5 3>6 Parentheses first.
1
5 Then division. Compare the preceding Quick Example.
2
T Entering Formulas
Any good calculator or spreadsheet will respect the standard order of operations.
However, we must be careful with division and exponentiation and use parentheses as
necessary. The following table gives some examples of simple mathematical expres-
sions and their equivalents in the functional format used in most graphing calculators,
spreadsheets, and computer programs.
Mathematical
Expression Formula Comments
2 2⁄(3−x) Note the use of parentheses instead of the fraction bar. If we omit the paren-
32x theses, we get the expression shown next.
2 2⁄3−x Without parentheses the standard order of arithmetic operations is followed.

2x
3
3xy 3*x*y Asterisks are usually used for multiplication in graphing calculators and computers.
2 2⁄(3*x) Putting the denominator in parentheses ensures that the multiplication is carried
3x out first. Some calculators, and also some textbooks and journals, would interpret
2
2⁄3x as , giving multiplication by juxtaposition precedence over division.
33x
2 (2⁄3)*x Putting the fraction in parentheses ensures that it is calculated first.
x
3
223 (2−3)⁄(4+5) Note once again the use of parentheses in place of the fraction bar.
415
23 2^3 The caret ^ is commonly used to denote exponentiation.
232x 2^(3−x) Be careful to use parentheses to tell the calculator where the exponent ends.
Enclose the entire exponent in parentheses.
23 2 x 2^3−x Without parentheses the standard order of arithmetic operations is followed.
3 3 224 3*2^(−4) On some calculators, the negation key is separate from the minus key.
22433 3 5 2^(−4*3)*5 Note once again how parentheses enclose the entire exponent.
0.05 60 100*(1+0.05⁄12)^60 This is a typical calculation for compound interest.
100a1 1 b
12
r mt PV*(1+r∕m)^(m*t) This is the compound interest formula. PV is understood to be a single number
PV a1 1 b (present value) and not the product of P and V (or else we would have used P*V ).
m
2322 3 5 2^(3−2)*5∕(y−x) Notice again the use of parentheses to hold the denominator together. We
y2x or could also have enclosed the numerator in parentheses, although this is
(2^(3−2)*5)∕(y−x) optional. (Why?)
2y 1 1 (2^y +1)∕ Here, it is necessary to enclose both the numerator and the denominator in
2 2 43x (2 − 4^(3*x)) parentheses.
1 2^y +1∕2 − 4^(3*x) This is the effect of leaving out the parentheses around the numerator and
2y 1 2 43x
2 denominator in the previous expression.
Accuracy and Rounding

When we use a calculator or computer, the results of our calculations are often given
to far more decimal places than are useful. For example, suppose we are told that a
square has an area of 2.0 square feet and we are asked how long its sides are. Each side
is the square root of the area, which the calculator tells us is
!2 < 1.414213562 …
However, the measurement of 2.0 square feet is probably accurate to only two digits,
so our estimate of the lengths of the sides can be no more accurate than that. There-
fore, we round the answer to two digits:
Length of one side < 1.4 feet.
The digits that follow 1.4 are meaningless. The following guide makes these ideas
more precise.
Key Concept Significant Digits, Decimal Places, and Rounding

The number of significant digits in a decimal representation of a number is the num-
ber of digits that are not leading zeros after the decimal point (as in .0005) or trailing
zeros before the decimal point (as in 5,400,000). We say that a value is accurate to
n significant digits if only the first n significant digits are meaningful.
When to Round
After doing a computation in which all the quantities are accurate to no more than
n significant digits, round the final result to n significant digits.
QUICK EXAMPLES
15. 0.00067 has two significant digits. he 000 before 67 are
T
leading zeros.
16. 0.000670 has three significant digits. The 0 after 67 is significant.
17. 5,400,000 has two or more significant digits. We can’t say how many of
* If we obtained 5,400,000 by round- the zeros are trailing.*
ing 5,401,011, then it has three sig-
nificant digits because the zero after
18. 5,400,001 has 7 significant digits. The string of zeros is not
trailing.
the 4 is significant. On the other
hand, it we obtained it by round- 19. Rounding 63,918 to three significant digits
ing 5,411,234, then it has only two gives 63,900.
significant digits. The use of scien-
tific notation avoids this ambiguity: 20. Rounding 63,958 to three significant digits
5.40 3 10 6 (or 5.40 E6 on a calcula- gives 64,000.
tor or computer) is accurate to three 22
digits and 5.4 3 10 6 is accurate to 21. p 5 3.141592653 . . ., 5 3.142857142 . . . .
7
two. 22
Therefore, is an approximation of p that is
7
accurate to only three significant digits 13.142.
22. 4.0211 1 0.0221.4 < 4.13

We rounded to three
significant digits.
One more point, though: If, in a long calculation, you round the intermediate
results, your final answer may be even less accurate than you think. As a general rule,
When calculating, don’t round intermediate results. Rather, use the most accurate
results obtainable or have your calculator or computer store them for you.
When you are done with the calculation, then round your answer to the appropriate
number of digits of accuracy.
0.1 Exercises
3 421
Calculate each expression in Exercises 1–24, giving the answer 27. 28.
225 3
as a whole number or a fraction in lowest terms.
1. 214 1 1212 2 12 # 242 2. 3 1 1 34 2 24 # 92 29.
321
30. 3 1
3
816 229
3. 20/(3*)-1 4. 2-(3*4)/10
3 1 133 1 1 252 42 12 2 11 2 42 417 432
5. 6. 31. 3 2 32.
32232 215 2 12 # 2 2 1 8 A 23 B
7. (2-5*(-1))/1-2*(-1) 8. 2-5*(-1)/(1-2*(-1))
2 31x
9. 2 # 1 212 2 >2 10. 2 1 4 # 32 33. 2 xy2 34. 3 1
31x xy
11. 2 # 42 1 1 12. 1 2 3 # 1 222 2
60 x2 2 3
13. 3^2+2^2+1 14. 32^(2^2−2) 35. 3.1x3 2 4x22 2 2
36. 2.1x23 2 x21 1
x 21 2
3 2 21 232 2 1 2 211 2 42 2 A 23 B 2
15. 16.
2614 2 12 2
215 2 12 2 #2 37. 38.
5 A 35 B
17. 10*(1+1∕10)^3 18. 121/(1+1/10)^2 2
39. 3425 3 6 40.
22 # 32 811 2 42 2 3 1 5729
19. 3c d 20. 2 c d
214 2 12 2 2915 2 12 2 4 23 1 1 4 23
41. 3a1 1 b 42. 3a b
100 100
1 2 2 1 2 2 2
21. 3c 1 2 a 2 b d 1 1 22. 3c 2 a b d 11 2
2 9 3 43. 32x21 1 4x 2 1 44. 2x 2 122x 2 2
2 2
23. (1∕2)^2−1∕2^2 24. 2∕(1^2)-(2∕1)^2 45. 22x 2x 1 1 46. 22x 2x 1 1
4e22x e2x 1 e22x
Convert each expression in Exercises 25–50 into its technology 47. 48.
formula equivalent as in the table in the text. 2 2 3e22x e2x 2 e22x
5 1 2 2 1 2 2 2
25. 3 3 12 2 52 26. 4 1 49. 3a1 2 a 2 b b 1 1 50. 3a 2 a b b 1 1
9 2 9 3
0.2 Exponents and Radicals

Integer Exponents
In Section 0.1 we mentioned exponentiation, or “raising to a power”; for example,
23 5 2 # 2 # 2. In this section we discuss the algebra of exponentials more fully. First,
we look at integer exponents: cases in which the powers are positive or negative whole
numbers.
Key Concept Positive Integer Exponents

If a is any real number and n is any positive integer, then by an we mean the
quantity a # a # c # a (n times); thus, a1 5 a, a2 5 a # a, a5 5 a # a # a # a # a. In
the expression an the number n is called the exponent, and the number a is called
the base.
QUICK EXAMPLES
1. 32 5 9 2. 23 5 8
3. 024 5 0 4. 1 212 5 5 21
5. 103 5 1,000 6. 105 5 100,000
Key Concept Negative Integer Exponents

If a is any real number other than zero and n is any positive integer, then we
define
1 1
a2n 5 n 5 a # a # c # a 1n times2
a
QUICK EXAMPLES
1 1 1
7. 223 5 3 5 8. 1227 5 51
2 8 127
†
Thus, the rule
1
1 1 1 1
a 2n 5 9. x21 5 1 5 10. 1 232 22 5 2
5
an x x 1 232 9
orks for both positive and nega-
w 1
tive n: Moving an expression of the 11. y7y22 5 y7 2 12. 022 is not defined.
y
form an from the numerator to the
denominator (or vice-versa) changes 1 1 1 1
the sign of the exponent. 13. 5 59 14. 5 5 an for positive integers n†
3 22 1>9 a2n 1>an
Key Concept Zero Exponent

If a is any real number other than zero, then we define
a0 5 1
QUICK EXAMPLES
15. 30 5 1 16. 1,000,0000 5 1
17. 00 is not defined.

When combining exponential expressions, we use the following identities.
Key Concept Exponent Identities

The following identities hold for all integer exponents and nonzero bases.
Identity QUICK EXAMPLES
1. aman 5 am1n 2322 5 2312 5 25 5 32

1
x3x24 5 x324 5 x21 5
x
x3 1
5 x3 22 5 x3x2 5 x5
x22 x
am 43
2. 5 am2n 5 4322 5 41 5 4
an 42
x3
5 x321222 5 x5
x22
32 1 1
5 3224 5 322 5 2 5
34 3 9
3. 1an 2 m 5 amn 122 2 3 5 26 5 64

13x 2 2 5 32x
4. 1ab2 n 5 anbn 14 # 22 2 5 42 22 5 64
122y2 4 5 1222 4y4 5 16y4
a n an 4 2 42 16
5. a b 5 n a b 5 25
b b 3 3 9
x 3 x3 x3
a b 5 5 2
2y 12y2 3 y3
Caution
• In the first two identities, the bases of the expressions must be the same.
‡
ou might factor out 23, but whether
Y For example, the first gives 3234 5 36, but does not apply to 3242.
that would be a simp lification
d epends on what you were going • People sometimes invent their own identities, such as am 1 an 5 am1n, which is
to do with the expression next. Try it wrong! If you wind up with something like 23 1 24, you are stuck with it; there
with a 5 m 5 n 5 1 . are no identities around to simplify it further.‡
EXAMPLE 1 Combining the Identities

1x2 2 3 x6
5 By (3)
x3 x3
5 x623 By (2)
5 x3.
1x4y2 3 1x4 2 3y3
5 By (4)
y y
x12y3
5 By (3)
y
5 x12y321 By (2)
12 2
5x y.
EXAMPLE 2 Eliminating Negative Exponents

Simplify the following and express the answer using no negative exponents.
x4y23 x21 5
a. b. a b
x5y2 x2y
Solution
x4y23 1
a. 5 2
5 x425y2322 5 x21y25 5
xy xy5
x21 5 1x21 2 5 x25 1

b. a 2
b 5 2 5
5 10 5
5 15 5
xy 1x y2 x y x y
Radicals
If a is any nonnegative real number, then its square root is the nonnegative number
whose square is a. For example, the square root of 16 is 4, because 42 5 16. We write
the square root of n as !n. (Roots are also referred to as radicals.) It is important to
remember that !n is never negative. Thus, for instance, !9 is 3 and not 23, even
though 1 232 2 5 9. If we want to speak of the “negative square root” of 9, we write it
as 2 !9 5 23. If we want to write both square roots at once, we write 6 !9 5 63.
The cube root of a real number a is the number whose cube is a. The cube root of a
3 3
is written as ! a so that, for example, ! 8 5 2 1because 23 5 82. Note that we can take
the cube root of any number, positive, negative, or zero. For instance, the cube root of
3
28 is ! 28 5 22 because 1222 3 5 28. Unlike square roots, the cube root of a num-
ber may be negative. In fact, the cube root of a always has the same sign as a.
Higher roots are defined similarly. The fourth root of the nonnegative number a
4
is defined as the nonnegative number whose fourth power is a, and written ! a. The
fifth root of any number a is the number whose fifth power is a, and so on.
Note We cannot take an even-numbered root of a negative number, but we can take an
odd-numbered root of any number. Even roots are always positive, whereas odd roots
have the same sign as the number we start with.
EXAMPLE 3 nth Roots

!4 5 2 Because 22 5 4
!16 5 4 Because 42 5 16
!1 5 1 Because 12 5 1
If x $ 0, then "x 2 5 x. Because x 2 5 x 2
!2 < 1.414213562 !2 is not a whole number.
* I n general, !a 1 b means the
!1 1 1 5 !2 < 1.414213562 First add, then take the square root.*
square root of the quantity 1a 1 b2.
The radical sign acts like a pair of !9 1 16 5 !25 5 5 Contrast with !9 1 !16 5 3 1 4 5 7.
parentheses or a fraction bar, telling
1 !2
us to evaluate what is inside before 5 Multiply top and bottom by !2.
taking the root. (See the Caution on !2 2
the next page.) 3
! 27 5 3 Because 33 5 27
3
! 264 5 24 Because 1242 3 5 264
4
! 16 5 2 Because 24 5 16
4
! 216 is not defined. Even-numbered root of a negative number
5
! 21 5 21 as 1 212 5 5 21 Odd-numbered root of a negative number
n
! 21 5 21 if n is any odd number.
Q: I n the example we saw that "x 2 5 x if x is nonnegative. What happens if x is

negative?
A: If x is negative, then x2 is positive, and so "x 2 is still defined as the nonnegative
number whose square is x2. This number must be 0 x 0 , the absolute value of x,
which is the nonnegative number with the same size as x. For instance, 0 23 0 5 3,
while 0 3 0 5 3, and 0 0 0 5 0. It follows that
"x 2 5 0 x 0
for every real number x, positive or negative. For instance,
"1 232 2 5 0 23 0 5 3
and
"32 5 0 3 0 5 3.
In general, we find that
n
x 5 x if n is odd, and !x n 5 0 x 0 if n is even.
n n
! ■
We use the following identities to evaluate radicals of products and quotients.
Key Concept Radicals of Products and Quotients

If a and b are any real numbers (nonnegative in the case of even-numbered roots),
then
n n n
! ab 5 ! a ! b Radical of a product 5 Product of radicals
n
a
n !a
5 n if b ? 0 Radical of a quotient 5 Quotient of radicals
Åb !b
Note
• The first rule is similar to the rule 1a # b2 n 5 anbn for the nth power of a product, and
a n an
the second rule is similar to the rule a b 5 n for the nth power of a quotient.
b b
Caution
There is no corresponding identity for addition:
!a 1 b is not equal to !a 1 !b.
(Consider what happens when a 5 b 5 1, for example.) Equating these expressions
is a common error, so be careful!
QUICK EXAMPLES
18. !9 # 4 5 !9 !4 5 3 3 2 5 6 Alternatively, !9 # 4 5 !36 5 6
9 !9 3
19. 5 5
'4 !4 2
!2 !2 !5 !10
20. 5 5
!5 !5 !5 5
21. !413 1 132 5 !41162 5 !4 !16 5 2 3 4 5 8
3 3 3 3
22. ! 2216 5 ! 227182 5 ! 227 ! 8 5 23122 5 26
23. "x3 5 "x2x 5 "x2 !x 5 x!x if x $ 0
x2 1 y2 "x2 1 y2 "x2 1 y2
24. 5 5 We can’t simplify the numerator
Å z2 "z2 0z0 any further.
Rational Exponents
We already know what we mean by expressions such as x4 and a26. The next step is to
make sense of rational exponents: exponents of the form p>q with p and q integers as
in a1>2 and 322>3.
Q: What should we mean by a1>2?

A: The overriding concern here is that all the exponent identities should remain true.
In this case, the identity to look at is the one that says that 1am 2 n 5 amn. This iden-
tity tells us that
1a1>2 2 2 5 a1 5 a
That is, a1>2, when squared, gives us a. But that must mean that a1>2 is the square
root of a, or
a1>2 5 !a.
A similar argument tells us that, if q is any positive whole number, then
q
a1>q 5 !a, the qth root of a.
Notice that if a is negative, this makes sense only for q odd. To avoid this problem,
we usually stick to positive a in general discussion.
Q: If p and q are integers (q positive), what should we mean by ap>q?
A: By the exponent identities, ap>q should equal both 1ap 2 1>q and 1a1>q 2 p. The first
is the qth root of ap, and the second is the pth power of a1>q, which gives us the
following. ■
Key Concept
Conversion Between Rational Exponents
and Radicals
If a is any nonnegative number, then
q p q
ap>q 5 !a 5 1! a2 p
↑ ↑ ↑
Using exponents Using radicals
Notes
• If a is negative, all of this makes sense only if q is odd.
• All of the exponent identities continue to work when we allow rational exponents
p>q. In other words, we are free to use all the exponent identities even though the
exponents are not integers.
QUICK EXAMPLES
25. 43>2 5 1 !4 2 3 5 23 5 8
3
26. 82>3 5 1 ! 82 2 5 22 5 4
1 1 1 1
27. 923>2 5 3>2
5 3
5 35
9 1 !9 2 3 27
!3 31>2 6
28. 3
5 5 31>221>3 5 31>6 5 ! 3
! 3 31>3
29. 2227>2 5 222311>2 5 222321>2 5 2521>2 5 25 !2
EXAMPLE 4 Simplifying Algebraic Expressions

Simplify the following, expressing the answer with no negative exponents.
1x3 2 5>3 4 6 1xy2 23y23>2
a. b. ! a c.
x3 x22 !y
Solution
1x3 2 5>3 x5
a. 5 5 x2
x3 x3
a 5 a6>4 5 a3>2 5 a # a1>2 5 a!a
4 6
b. "
1xy2 23y23>2 x23y23y23>2 1 1

c. 5 5 5
x 22
!y x y 22 1>2
x 2213 1>21313>2
y xy5
0.2 Exercises
Evaluate the expressions in Exercises 1–16. Simplify each expression in Exercises 17–30, expressing your
1. 33
2. 1 222 3
3. 212 # 32 2 4. 14 # 22 2 answer with no negative exponents.
17. x3x2 18. x4x21 19. 2x2x23y 20. 2xy21x21
22 2 3 3
5. a b 6. a b 7. 1 222 23
8. 22 23
x3 y 5
xy2 2
x21y
3 2 21. 22. 23. 24.
x4 y3 x21y x2y2
1 22 22 22
9. a b 10. a b 11. 2 # 30 12. 3 # 1 222 0
4 3 1xy21z3 2 2 x2yz2 xy22z 3
25. 26. 27. a b
13. 2322 14. 323 15. 2222124224 16. 5252352522 x2yz2 1xyz21 2 21 x21z
x2y21z0 2 x21y22z2 22 xy22 23

28. a b 29. a b 30. a b 46. !3 8 3 64 47. "1 222 2 48. "1 212 2
xyz xy x2y21z
1 1
49. 11 1 152 50. 13 1 332
Evaluate the expressions in Exercises 31–50, rounding your '4 '9
answer to four significant digits where necessary.
31. !4 32. !5 33. 1 Simplify the expressions in Exercises 51–58, given that x, y, z,
'4 a, b, and c are positive real numbers.
1 16 9 a2
34. 35. 36.
'9 '9 '4 51. "a2b2 52. 53. "1x 1 92 2
Å b2
!4 6
37. 38. 39. !9 1 !16 3 3 3 4 x4
5 !25 54. 1 !x 1 9 2 2 55. " x 1a 1 b3 2 56.
Å a4b4
40. !25 2 !16 41. !9 1 16 42. !25 2 16
3 4
4xy3 41x2 1 y2 2
43. ! 8 2 27 44. ! 81 2 16 45. !3 27>8 57. 58.
Åxy2 Å c2
0.3 Using Exponent Identities

Power Form, Positive Exponent Form, and Simplest
Radical Form
When solving equations involving an expression involving negative powers, such as
3 22
x 5 9, it is often useful to first rewrite the expression with no negative exponents,
2
3
as in 2 5 9 before going on to solve. In this case, we are converting the expression
2x
3 22
x to positive exponent form.
2
On the other hand, in calculus we must often convert algebraic expressions such
3 3
as 2 into expressions in which x does not appear in the denominator, such as x 2 2.
2x 2
3
In this case, we are converting the expression 2 to power form.
2x
Finally, when rewriting "x4 more simply as x2, or !8 more simply as 2!2,
we are converting it to simplest radical form, in which any factors that are perfect
squares have been taken out of the radical.
Key Concept Positive Exponent Form

An expression is in positive exponent form if it contains no radicals and is
written with positive exponents only.
QUICK EXAMPLES
1
1. 32 1 is in positive exponent form.
24
2. 423 1 23 is not in positive exponent form because 423 is not a positive power of 4.
3
3. is not in positive exponent form because 60 is not a positive power of 6.
60
2
4. 2 is in positive exponent form.
3x
x 6
5. 1 is in positive exponent form.
6 x
2x 2 1>2
6. is not in positive exponent form because x21/2 is not a positive power of x.
3
2
7. 1>2 is Quick Example 6 converted to positive exponent form.
3x
Key Concept Power Form

An expression is in power form if it contains no radicals, and all powers of
unknowns occur in the numerator. We write such expressions as sums or differ-
ences of terms of the form
1 2 3>2
Constant 3 1Expression with x 2 p As in x
3
QUICK EXAMPLES
2 4
8. x 2 3x 2 1>3 is in power form.
3
x 6
9. 1 is not in power form because the second summand has x in the
6 x
denominator.
1
10. x 1 6x 2 1 is Quick Example 9 converted to power form.
6
3
11. ! x is not in power form because it includes a radical.
1
†
Compare Quick Example 17 below. 12. 11 1 x2 2 21>2 is in power form, but is not.†
2
"1 1 x
Key Concept Simplest Radical Form

An expression is in simplest radical form if all fractional powers have been
converted to radicals, and factors of expressions under radicals that are perfect squares
‡
S ome also insist that fractions do not (or expressions under nth roots that are nth powers) have been taken out of the radical.‡
contain radicals in the denomina-
tor but we will not; expressions with
QUICK EXAMPLES
x
radicals in the denominator, like ,
!2 2 2
are often simpler than those that do 13. 3
1 is in simplest radical form.
x !2 5! x x
not permit them, like .
2 1
14. !7 aand also b are in simplest radical form, as 7 is not a multiple of a
!7
perfect square.
15. On the other hand, !9 is not in simplest radical form as it is a perfect
square, so it needs to be converted to 3, which is in simplest radical form.
16. !8 is not in simplest radical form, as 8 is a multiple of a perfect square:
8 5 4 3 2. We can convert !8 to simplest radical form by taking the factor
4 out of the radical:
!8 5 "4 3 2 5 "4"2 5 2"2,
which is now in simplest radical form.
1
17. is in simplest radical form, but the equivalent expression
"1 1 x2
11 1 x2 2 21>2 is not.
2x21>3
18. 1 2x21 is not in simplest radical form because x21>3 has a fractional
5
exponent.
2
19. 3
1 2x 2 1 is Quick Example 18 in simplest radical form.
5! x
20. "x2 1 x3 is not in simplest radical form, as the expression under the radical
has x2 as a factor. We can convert it to simplest radical form by taking the
factor out of the radical:
"x2 1 x3 5 "x2 11 1 x2 5 "x2 "11 1 x2 5 0 x 0 "1 1 x,

* Recall from Section 0.2 that "x2 5 0 x 0 .
which is now in simplest radical form.*
EXAMPLE 1 Converting from One Form to Another

Convert the following to positive exponent form:
1 22 4 25 2 2
a. x 1 x b. 2 24
2 3 !x x
Convert the following to power form:
3 x 6 4 2 3
c. 2 1 1 d. 2 5
4x2 6 x 3!x 1x 1 12 2 4! 2x 2 1
Convert the following to simplest radical form:
1 21>2 4 25>4 13 1 x2 21>3
e. x 1 x f.
2 3 5
g. 14x 2 4x2 2 1>2 h. 1x3 1 x4 2 2 1>3
Solution For parts (a) and (b) we eliminate radicals and negative exponents:
1 22 4 25 1 # 1 4 1 1 4
a. x 1 x 5 1 # 55 21 5
2 3 2 x2 3 x 2x 3x
2 2 2
b. 2 24 5 1>2 2 2x4
!x x x
For parts (c) and (d), we eliminate all radicals and move all expressions involving x to
the numerator:
3 x 6 4 3 1 4
c. 2
2 1 1 5 x22 2 x 1 6x21 1 1>2
4x 6 x 3!x 4 6 3x
3 1 4
5 x22 2 x 1 6x21 1 x21>2
4 6 3
2 3 3
d. 2
2 5 5 21x 1 12 22 2
1x 1 12 4! 2x 2 1 412x 2 12 1>5
3
5 21x 1 12 22 2 12x 2 12 21>5
4
For parts (e) and (f) we rewrite all terms with fractional exponents as radicals and
remove any nth powers from under nth roots:
1 4 1 1 4 1
e. x21>2 1 x25>4 5 # 1>2 1 # 5>4
2 3 2 x 3 x
1 1 4 1 1 4
5 # 1 # 4 5 1 4
2 !x 3 "x5 2!x 3"x5
13 1 x2 21>3 1 1
f. 5 5 3
5 513 1 x2 1>3 5! 31x
g. 14x 2 4x2 2 1>2 5 "41x 2 x2 2 5 "4 "x 2 x2 5 2"x 2 x2

1 1 1
h. 1x3 1 x4 2 2 1>3 5 3
5 3
5
3 3 3 3
" x 11 1 x2 "x "1 1 x x" 1 1 x
Solving Equations with Constant Exponents

The exponent identities are extremely handy in solving equations that involve constant
exponents. (For equations in which the unknown appears in an exponent, we may need
to use logarithms—see Section 0.9.)
EXAMPLE 2 Solving Equations

Solve the following equations:
1
a. x3 1 8 5 0 b. x2 2 5 0 c. x3>2 2 64 5 0
2
Solution
a. Subtracting 8 from both sides gives x3 5 28. Taking the cube root of both sides
gives x 5 22.
1 1 1 1
b. Adding to both sides gives x2 5 . Thus, x 5 6 56 .
2 2 Å2 "2
c. Adding 64 to both sides gives x3>2 5 64. Taking the reciprocal 12>32 power of both
sides gives
1x3>2 2 2>3 5 642>3
3
x1 5 1 ! 64 2 2 5 42 5 16
x 5 16.
0.3 Exercises
Convert the expressions in Exercises 1–6 to positive exponent Convert the expressions in Exercises 7–18 to simplest radical form.
form. 7. 22>3 8. 34>5 9. x4>3 10. y7>4
1 24 3 22>3 3 4 3>2
1. 3x24 2. x 3. x 11. 1x1>2y1>3 2 1>5 12. x21>3y3>2 13. 2 x 21>4 14. x
2 4 2 5
4 23>4 0.3 6 1 0.1x22 3 3.1 11 21>7
4. y 5. 1 2 2 x 21 6. 1 15. 0.2x22>3 1 16. 24>3 2
x
5 x 22 5 3x 24 3 7x 21>2
x 7
3 9 Simplify the expressions in Exercises 39–48.

17. 18.
411 2 x2 5>2 411 2 x2 27>3 21>a
39. 421>247>2 40. 41. 32>3321>6
Convert the expressions in Exercises 19–38 to power form. 22>a
x3>2 y5>4
19. !3 20. !8 21. "x3 42. 21>322122>3221>3 43. 44.
3 2 3
x5>2 y3>4
22. " x 23. " xy2 24. "x2y
x1>2y2 x21>2y
x2 x 3 45. 46.
25. 26. 27. 2 x 21>2
y x2y3>2
!x !x 5x
x 1>3 y 2>3 x 21>3 y 1>3
2 3x 21.2
1 2 x 2.1 47. a b a b 48. a b a b
28. 29. 2 30. 2 y x y x
5x23 2 3x2.1 3x21.2 3
Solve each equation in Exercises 49–62 for x, rounding your
2x x0.1 4 4x2 x3>2 2 answer to four significant digits where necessary.
31. 2 1 1.1 32. 1 2 2
3 2 3x 3 6 3x 49. x2 2 16 5 0 50. x2 2 1 5 0
3!x 5 4 3 5!x 7 4 1
33. 2 1 34. 2 1 3 51. x2 2 50 52. x2 2 50
4 3!x 3x!x 5!x 8 2! x 9 10
5 53. x2 2 11 1 2x2 2 5 0 54. x2 2 12 2 3x2 2 5 0
3"x2 7 1 2
35. 2 36. 2 5 55. x5 1 32 5 0 56. x4 2 81 5 0
4 2"x3 8x!x 3" x3
57. x1>2 2 4 5 0 58. x1>3 2 2 5 0
3 2 7
1 3 2 3" 1x 1 12 1 2 6
37. 2 3
2 3 38. 2
2 59. 1 2 2 5 0 60. 3 2 4 5 0
1x 1 12 4" x2 1 1 31x 1 12 23 4 x x x
61. 1x 2 42 21>3 5 2 62. 1x 2 42 2>3 1 1 5 5
0.4 M
ultiplying and Factoring Algebraic
Expressions
Multiplying Algebraic Expressions
Key Concept Distributive Law

The distributive law for real numbers states that
a1b 6 c2 5 ab 6 ac
1a 6 b2c 5 ac 6 bc
for any real numbers a, b, and c.
QUICK EXAMPLES
1. 2 1x 2 32 is not equal to 2x 2 3 but is equal to 2x 2 2132 5 2x 2 6.
2. x 1x 1 12 5 x1x2 1 x112 5 x2 1 x
3. 2x 13x 2 42 5 2x13x2 2 2x142 5 6x2 2 8x
4. 1x 2 42x2 5 x1x2 2 2 41x2 2 5 x3 2 4x2
5. 1x 1 22 1x 1 32 5 x 1x 1 32 1 21x 1 32
5 1x2 1 3x2 1 12x 1 62 5 x2 1 5x 1 6
6. 1x 2 22 1x 1 32 5 x 1x 1 32 2 21x 1 32
5 1x2 1 3x2 2 12x 1 62 5 x2 1 x 2 6
There is a quicker way of expanding expressions like the last two, called the FOIL
method (First, Outer, Inner, Last). Consider, for instance, the expression in Quick
Example 5, 1x 1 22 1x 1 32. When we used the distributive law, we got the sum of
terms x2 1 3x 1 2x 1 6. These are, respectively, the product of the first terms, x # x 5 x2,
the product of the outer terms, x # 3 5 3x, the product of the inner terms, 2 # x 5 2x,
and the product of the last terms, 2 # 3 5 6. The FOIL method says to take these four
products and add them all up.
EXAMPLE 1 FOIL
a. 1x 2 22 12x 1 52 5 2x2 1 5x 2 4x 2 10 5 2x2 1 x 2 10
↑ ↑ ↑ ↑
First Outer Inner Last
2 3 2
b. 1x 1 12 1x 2 42 5 x 2 4x 1 x 2 4
↑ ↑ ↑ ↑
First Outer Inner Last
c. 1a 2 b2 1a 1 b2 5 a2 1 ab 2 ab 2 b2 5 a2 2 b2
d. 1a 1 b2 2 5 1a 1 b2 1a 1 b2 5 a2 1 ab 1 ab 1 b2 5 a2 1 2ab 1 b2
e. 1a 2 b2 2 5 1a 2 b2 1a 2 b2 5 a2 2 ab 2 ab 1 b2 5 a2 2 2ab 1 b2
The last three are particularly important and are worth memorizing.
Key Concept Special Formulas

1a 2 b2 1a 1 b2 5 a2 2 b2 Difference of two squares
1a 1 b2 2 5 a2 1 2ab 1 b2 Square of a sum
1a 2 b2 2 5 a2 2 2ab 1 b2 Square of a difference
QUICK EXAMPLES
7. 12 2 x2 12 1 x2 5 22 2 x2 5 4 2 x2
8. 11 1 a2 11 2 a2 5 1 2 a2
9. 1x 1 32 2 5 x2 1 21x2 132 1 32 5 x2 1 6x 1 9
10. 14 2 x2 2 5 42 2 2142 1x2 1 x2 5 16 2 8x 1 x2
11. 1x 2 !22 1x 1 !22 5 x2 2 1 !22 2 5 x2 2 2
Here are some longer examples that require the distributive law.
EXAMPLE 2 Multiplying Algebraic Expressions

a. 1x 1 12 1x2 1 3x 2 42 5 1x 1 12x2 1 1x 1 123x 2 1x 1 124
5 1x3 1 x2 2 1 13x2 1 3x2 2 14x 1 42
5 x3 1 4x2 2 x 2 4
1 1 1
b. a x2 2 1 1b 12x 1 52 5 a x2 2 1 1b 2x 1 a x2 2 1 1b 5
x x x
5
5 12x3 2 2 1 2x2 1 a 5x2 2 1 5b
x
3 2 5
5 2x 1 5x 1 2x 1 3 2
x
c. 1x 2 y2 1x 2 y2 1x 2 y2 5 1x2 2 2xy 1 y2 2 1x 2 y2
5 1x2 2 2xy 1 y2 2x 2 1x2 2 2xy 1 y2 2y
5 1x3 2 2x2y 1 xy2 2 2 1x2y 2 2xy2 1 y3 2
5 x3 2 3x2y 1 3xy2 2 y3
Factoring Algebraic Expressions

We can think of factoring as applying the distributive law in reverse. For example,
2x2 1 x 5 x12x 1 12,
which can be checked by using the distributive law. Factoring is an art that you will
learn with experience and the help of a few useful techniques.
Key Concept Factoring Using a Common Factor

To use this technique, locate a common factor: a term that occurs as a factor in
each of the expressions being added or subtracted (for example, x is a common
factor in 2x2 1 x, because it is a factor of both 2x2 and x). Once you have located
a common factor, “factor it out” by applying the distributive law.
QUICK EXAMPLES
12. 2x3 2 x2 1 x has x as a common factor, so
2x3 2 x2 1 x 5 x12x2 2 x 1 12.
13. 2x2 1 4x has 2x as a common factor, so
2x2 1 4x 5 2x1x 1 22.
14. 2x2y 1 xy2 2 x2y2 has xy as a common factor, so
2x2y 1 xy2 2 x2y2 5 xy12x 1 y 2 xy2.
15. 1x2 1 12 1x 1 22 2 1x2 1 12 1x 1 32 has x2 1 1 as a common
factor, so
1x2 1 12 1x 1 22 2 1x2 1 12 1x 1 32 5 1x2 1 12 31x 1 22 2 1x 1 32 4
5 1x2 1 12 1x 1 2 2 x 2 32
5 1x2 1 12 1 212 5 21x2 1 12.
16. 12x1x2 2 12 5 1x3 1 12 6 1 18x2 1x2 2 12 6 1x3 1 12 5 has
6x1x2 2 12 5 1x3 1 12 5 as a common factor, so
12x 1x 2 2 12 5 1x 3 1 12 6 1 18x 2 1x 2 2 12 6 1x 3 1 12 5
5 6x 1x2 2 12 5 1x3 1 12 5 321x3 1 12 1 3x1x2 2 12 4
5 6x 1x 2 2 12 5 1x 3 1 12 5 12x 3 1 2 1 3x 3 2 3x 2
5 6x 1x 2 2 12 5 1x 3 1 12 5 15x 3 2 3x 1 22.
Factoring Quadratics
We saw in Example 1(a) how to use the distributive law or FOIL to do calculations like
1x 2 22 12x 1 52 5 2x2 1 x 2 10.
The expressions that occur here are mathematically quite simple, but of great
importance: The expressions x 2 2 and 2x 1 5 on the left-hand side are called linear
expressions, while the expression on the right is a quadratic expression.
Key Concept Linear and Quadratic Expressions

A linear expression is an expression of the form ax 1 b, where a and b are real
numbers with a nonzero. The numbers a and b are called the coefficients of the
linear expression.
QUICK EXAMPLES
17. 3x 1 12 a 5 3, b 5 12
18. x 2 2 a 5 1, b 5 22
19. 2x 1 5 a 5 2, b 5 5
20. 26x a 5 26, b 5 0
21. 3 is not linear, because a 5 0.
A quadratic expression or just a quadratic is an expression of the form ax2 1

bx 1 c, where a, b, and c are real numbers with a nonzero. The numbers a, b,
and c are called the coefficients of the quadratic expression.
QUICK EXAMPLES
22. 3x2 1 2x 1 6 a 5 3, b 5 2, c 5 6
23. 2x2 1 x 2 10 a 5 2, b 5 1, c 5 210
24. x2 2 x a 5 1, b 5 21, c 5 0
25. x2
a 5 1, b 5 0, c 5 0
26. 3x 2 2 is not quadratic, because a 5 0.
Let us now go back to the calculation in Example 1(a):

1x 2 22 12x 1 52 5 2x2 1 x 2 10.
We would now like to reverse the process; that is, starting with the expression 2x2 1
x 2 10, we would like to factor it and get back the original expression 1x 2 22 12x 1 52.
So, given a quadratic expression ax2 1 bx 1 c, we would like to write it as a product
1dx 1 e2 1 fx 1 g2 of two linear factors, if possible. When such a factorization is pos-
†
athematically, every quadratic
M sible, we say that ax2 1 bx 1 c factors over the reals, or just that it factors.†
does factor as a product of linear fac- Sometimes, the coefficients of the linear factors can be chosen to be integers, in
tors, but the linear factors may have which case we say that the quadratic ax2 1 bx 1 c factors over the integers. The
coefficients that are complex num-
bers rather than only real ones. In this
usual technique of factoring such quadratics is a “trial and error” approach.
book we consider only factorization
over the reals, so when we say that
a “quadratic factors” without saying
how, we will mean that it factors over
Key Concept Factoring over the Integers
the reals. Given a quadratic ax2 1 bx 1 c with a, b, and c integers, use the following steps
to factor it over the integers:
1. Factor ax2 as 1a1x2 1a2x2 with a1 and a2 integers, a1 positive, and 0 a1 0 # 0 a2 0 .
2. Factor c as c1 c2 with c1 and c2, c1 positive, and 0 c1 0 # 0 c2 0 .
3. Check whether ax2 1 bx 1 c 5 1a1x 1 c1 2 1a2x 1 c2 2 or 1a1x 2 c1 2 1a2x 2 c2 2.
4. Switch c1 and c2 and try again if the resulting factors are different.
5. If none of the above works, try other factorizations of a and c.
If the above procedure does not result in a factorization, then the given quadratic
cannot be factored over the integers.
Note The only difference between the two factorizations 1a1x 1 c1 2 1a2 x 1 c2 2 and
1a1x 2 c1 2 1a2 x 2 c2 2 in Step 3 is the resulting sign of the middle term, so you can
skip the second possibility if the middle term is wrong by more than just a sign.
QUICK EXAMPLES
27. To factor x2 2 6x 1 5, factor x2 as 1x2 1x2, and 5 as 152 112.
1x 1 52 1x 1 12 5 x2 1 6x 1 5 No good
1x 2 52 1x 2 12 5 x2 2 6x 1 5 Desired factorization
2 2
28. To factor x 2 4x 2 12, factor x as 1x2 1x2, and 212 as 112 1 2122,
122 1 262, or 132 1 242.
1x 1 12 1x 2 122 5 x2 2 11x 2 12 No good
1x 2 12 1x 1 122 5 x2 1 11x 2 12 No good
(Also, switching the 1 and 12 gives the same two factors in reverse order.)
1x 1 22 1x 2 62 5 x2 2 4x 2 12 Desired factorization
2
29. To factor 4x 2 25, we can follow the above procedure, or recognize
4x2 2 25 as the difference of two squares.
4x2 2 25 5 12x2 2 2 52 5 12x 2 52 12x 1 52
30. If we try to factor x2 1 1, the only possibility to try would be to factor
x2 as 1x2 1x2, and 1 as 112 112.
1x 1 12 1x 1 12 5 x2 1 2x 1 1 No good
1x 2 12 1x 2 12 5 x2 2 2x 1 1 No good
Thus, x2 1 1 does not factor over the integers.
Here are examples requiring either a little more work or a little more thought.
EXAMPLE 3 Factoring Quadratics

Factor the following: a. 4x2 2 5x 2 6 b. x4 2 5x2 1 6 c. x2 2 8
Solution
a. Possible factorizations of 4x2 are 12x2 12x2 or 1x2 14x2. Possible factorizations of
26 are 112 1 262, 122 1 232. We now systematically try out all the possibilities until
we come up with the correct one:
* A
s changing the signs in the fac- 12x2 12x2 and 112 1 262: 12x 1 12 12x 2 62 5 4x2 2 10x 2 6 No good*
torization would affect only the
sign of the middle term, we won’t
12x2 12x2 and 122 1 232: 12x 1 22 12x 2 32 5 4x2 2 2x 2 6 No good
2
bother trying, as the middle term is 1x2 14x2 and 112 1 262: 1x 1 12 14x 2 62 5 4x 2 2x 2 6 No good
wrong by more than just a sign. Also,
switching the 1 and 6 gives the same
1x2 14x2 and 162 1 212: 1x 1 62 14x 2 12 5 4x2 1 23x 2 6 No good
two factors in reverse order. 1x2 14x2 and 122 1 232: 1x 1 22 14x 2 32 5 4x2 1 5x 2 6 Almost!
Change signs: 1x 2 22 14x 1 32 5 4x2 2 5x 2 6 Correct
‡
e will study polynomials in some
W 4 2
detail in Section 0.6. Briefly, a
b. The expression x 2 5x 1 6 is not a quadratic, you say? Correct. It’s a quartic,
polynomial is an expression of the or a degree 4 polynomial.‡ However, it looks rather like a quadratic. In fact, it is
form quadratic in x2, meaning that it is
axn 1 bxn21 1 … 1 rx 1 s
1x2 2 2 2 51x2 2 1 6 5 y2 2 5y 1 6,
f or constants a, b, …, s, and its
degree is the highest power of x that where y 5 x2. The quadratic y2 2 5y 1 6 factors as
appears (in a nonzero term). For
instance, quadratics are degree two y2 2 5y 1 6 5 1y 2 32 1y 2 22
polynomials, 2x 3 1 1 is a degree
so
3 polynomial, and 5x5 1 x3 2 x2 is a
degree 5 polynomial. x4 2 5x2 1 6 5 1x2 2 32 1x2 2 22.
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as if she was a naughty child. He was entirely relieved of the burthen
of her support; he could start well and unweighted in the race. She
would pay for Harry too. Her father was impossible at present; he
was dreadfully worried about money matters—he was ill. She was
doing her best for Laurence and Harry. Surely, he knew that, and
that she would rather be with them than here. But as she glanced at
her magnificent surroundings, and at her silver tea equipage, just
brought in by two powdered servants, with a request to know “if there
were any orders for the carriage?” her heart misgave her.
Would not Laurence think that she preferred all this—that this
wealth was her attraction, luxury her idol—an idol that had cast out
him and poor little Harry?
She made a sudden decision. She would go and see Laurence.
Yes, that very evening partake of his frugal dinner—a chop, no doubt
—and coax him into a better frame of mind, and a better humour with
herself. She would wear her usual evening toilette, and give him an
agreeable surprise. The idea pleased her. She swallowed down her
tea, ran quickly up to her room, and rang for Josephine.
“Josephine,” she said, as that very smart person appeared, “I am
going out to dine with a friend—an old friend that I knew when I was
at school. I want to look my very best, though it will not be a party,
only one or two. What shall I wear?” beginning to pull off her velvet
morning-gown.
“Well, miss, for two or three—a quiet dinner, but smart no doubt—
your primrose satin with the chiffon body, just lighted with a few
brilliants. I’ll do your hair in the new knot, and run the diamond arrow
through it.”
This simple toilet occupied a considerable time. What with
dressing Madeline’s hair, lacing her gown, arranging her ornaments,
it was nearly seven before the great business was completed; but it
was finished at last, to Josephine’s entire satisfaction.
“Well, mademoiselle, I never saw you look better—no, nor as
well!”
Madeline could not refrain from a smile as she glanced at her
reflection in the mirror; but her present sweet complacency was but
momentary. There was a bitter drop in the cup. Was it for this, asked
Madeline—this costly dress, those diamonds, and such-like delights
—that she sacrificed her home?
“No!” she retorted angrily, aloud, and much to Josephine’s
astonishment. “No, it is not.”
Yet even so she was but half convinced. She was presently
enveloped in a long crimson velvet mantle reaching to the ground,
and trimmed with furs that were as much an outward and visible sign
of Mr. West’s wealth as his house and carriage—Russian sables.
Then she tied a scarf over her head, took up her fan and gloves,
and, in spite of Josephine’s almost impassioned appeals to take a
footman and go in the brougham, set out in a hansom alone. She
herself gave the reply through the trap, in answer to the “Where to,
miss?”
And the attendant footman could not catch the address.
There was a flavour of wild adventure about the whole expedition
that made her heart beat unusually fast. The idea of taking Laurence
by storm in his musty chambers, of cajoling him into a more
amenable frame of mind, of dining with him tête-à-tête, of trying the
effect of her much-augmented charms upon her own husband—for
she had now fully learnt to know the value of youth, beauty, and
dress—all carried her away out of her usual somewhat languorous
frame of mind.
She felt a little nervous as she stepped out of the hansom in the
vicinity of the gloomy old Temple, and proceeded to Laurence’s
chambers, as before, on foot.
Fortunately the pavement was dry, and her dainty shoes were
none the worse.
She came to the door, and rang a pretty loud peal this time,
smiling to herself as she thought of Laurence sitting over his solitary
meal, probably by the light of an equally solitary candle.
The door was opened by a curious jerk, and by some invisible
agency, and she beheld before her, half way up the stairs, the
bearded beldame, carrying a heavy tray, who, unable to turn her
head, shouted out querulously—“If that’s the washing, come in. I
hope to gracious you’ve done his shirts a bit better nor last week.
They were a sight; and his collars! deary, deary me!”
And thus ejaculating, she rounded the staircase, and was lost to
view; but still she shouted, though her voice did not come like a
falling star.
“You can go in by the other door, and lay them in his bedroom, and
leave the basket.”
Madeline was half suffocated with suppressed laughter as she
tripped quickly up after this authoritative old person, and as she went
she removed her head gear, and when she came to the top landing,
she rapidly divested herself of her long cloak.
The old woman was already in the outer office, which was lit, and
had deposited her load upon a table when, hearing a rustle and a
footfall, she turned and beheld Madeline—in other words, a tall,
lovely young lady, wearing a yellow evening dress, with diamond
buttons, diamonds in her hair, and carrying a huge painted fan in her
exquisitely gloved hands. No pen could convey any idea of her
amazement, no brush seize the expression of her countenance, as
she staggered back against the nearest desk, with limp arms,
protruding eyes, and open mouth, which presently uttered, in a loud
and startled key, the one word “Laws!”
CHAPTER XXIV.
AN UNEXPECTED HONOUR.
A dapper man-servant (hired) next came upon the scene, and his
astonishment was no less profound, though more skilfully concealed.
He looked politely at Madeline, and said in his most proper and
parrot-like tone of voice, “Who shall I say, ma’am?”
“Say,” returned the young lady, giving her fringe a little pat, her
chiffon frill a little twitch, and smiling slightly all the time, “say Miss
West.”
“Miss West!” bawled the waiter, flinging the door open with a
violence that nearly tore it from its ancient hinges, and then stood
back, eager to witness the effect of his announcement on the
company.
Madeline was scarcely less surprised than they were. She beheld
a round table, decorated with flowers, wax candles, and coloured
shades—really, a most civilized-looking little table—the room well lit
up, its shabbiness concealed by the tender rose-coloured light,
looking quite venerable and respectable, and, seated at table,
Laurence and two other men—one of whom she knew! Horror! This
was a great deal more than she had bargained for. She had never
dreamt of dropping in thus upon a cosy little bachelor party!
And who shall paint their amazement? They were talking away,
just between the soup and fish, and Wynne had been regretting the
absence through illness of Mr. Jessop, whose vacant place awaited
him. There had been a little professional discussion, an allusion to a
big race, a society scandal, a commendation of some excellent dry
sherry, and they were all most genial and comfortable, when the
door was flung wide open, and “Miss West” was announced in a
stentorian voice.
And who the deuce was Miss West? thought the two guests. All
looked up and beheld a lady—a young lady—in full evening dress,
and literally blazing with diamonds, standing rather doubtfully just
within the doorway. Laurence Wynne felt as if he was turned to
stone.
“Madeline!” he ejaculated under his breath. Madeline, looking like
a fairy princess—but surely Madeline gone mad?
What could he say—what could he do? He might cut the Gordian
knot by explaining, “Gentlemen, this beautiful girl, who has dropped,
as it were, from the skies, is Mrs. Wynne—my wife”—if she had not
heralded her entrance by her maiden name. He might have done
this, but now, as matters stood, his lips were sealed. He must take
some step immediately. His friends and the waiter were staring at
him expectantly. They evidently thought that there had been a
mistake.
“Miss West!” he said, suddenly pushing back his chair and rising.
“This is, indeed, an unexpected honour. What can I do for you?
There is nothing wrong at—at home, I hope?” now approaching her,
and shaking hands.
“No, no,” trying to speak calmly, and casting wildly about for some
plausible excuse. “I thought I should have found you alone.” Then,
colouring violently, “I—I mean disengaged, and I wished to consult
you on some—some family business.”
“If you will honour me by taking a seat at table, and partaking of
our—er—bachelor fare, Miss West, I shall be entirely at your service
afterwards,” he said, conducting her to a vacant place opposite his
own. “May I introduce my friend Mr. Treherne”—(Mr. Treherne had
seen her on the stairs, and hugged himself as he noted the fact)
—“and Mr. Fitzherbert?”
“I think Miss West and I have met before,” said Mr. Fitzherbert,
smiling and bowing as he rose simultaneously with Mr. Treherne,
and then subsided into his chair. This was nuts. The beautiful Miss
West coming quite on the sly to Wynne’s chambers—and Wynne
such a staid and proper Johnnie too!—and finding, to her horror,
company! It was altogether most peculiar.
However, Mr. Fitzherbert had his wits about him, and was full of
society small-talk and presence of mind, and soon he and the lady
were conversing vivaciously of mutual friends, and the awkward
edge of this extraordinary incident had been blunted.
Soup was brought back for Miss West. The waiter waited as a
waiter should wait. The dinner was well chosen and excellent
(supplied from a neighbouring restaurant).
Meanwhile the good laundress watched the whole proceedings
with her eye glued to a crack in the door, and suffered no look or
gesture to escape her. She owed this to the whole of her
acquaintance, for surely such a sight as she enjoyed was rarely
seen. Three young bachelors, in evening dress, sitting by
themselves so nice and proper, and then a grand young lady, in a
beautiful dress and jewels, walking in unasked, and taking a place
among them! What could it mean? It was surely not the thing for a
lady—and she looked that—to be coming alone, and on foot, to
chambers in the Temple, and especially to see Mr. Wynne, of all the
quiet, reasonable-like men, who never looked at a woman! Oh, it
beat all, that it did! And how grave he seemed, though he was talking
away pleasant enough.
Thus we leave her, with her eye to the door, thoroughly enjoying
herself for once in her life.
It was more than could be said for Laurence Wynne. Never had he
felt so uncomfortable. What would Fitzherbert and Treherne think of
Miss West? If the story got round the clubs, Madeline’s reputation
was at the mercy of every old woman—ay, and old man—in London.
What on earth did she mean by descending on him at this hour, and
dressed as if she was going to the opera?
He stole a glance across the candle-shades. She was conversing
quite at her ease with Mr. Treherne, who was looking all the
admiration he no doubt felt—and no doubt Madeline was beautiful.
What a complexion, what eyes, what clean-cut features, what a
radiant, vivacious expression—and all set off by youth, a good
milliner, and diamonds.
“Who would dream,” he said, as he slowly withdrew his gaze, “that
she was the same Madeline who, two years previously, had been
Miss Selina’s slave, and had attracted his notice and commiseration
in her darned and shabby black gown? or that she was the same
Madeline who had pawned the very dress off her back not twelve
months ago? She could not be the same.” He looked at her again.
The idea of such a thing was grotesque nonsense. She, this brilliant
being who had suddenly presented herself at his humble
entertainment, had surely never been his hard-working, poverty-
stricken, struggling wife. If she had, he could not realize the fact.
This magnificent-looking young lady was a stranger to him. This was
a woman—or girl—of the world.
There she sat, this charming, unchaperoned young person, dining
with three bachelors in the Temple with as much sangfroid as if it
were a most conventional and everyday occurrence.
The truth was that, the first shock recovered, the fair guest was
actually enjoying herself extremely. She was extraordinarily
adaptable. For one thing, she liked the risqué, unusual situation—her
two amusing, clever, mystified supporters on either hand, who were
doing their utmost to take it all as a matter of course, and to be
unusually agreeable and entertaining. And she liked looking across
the table at her husband’s handsome, gloomy face, and remarked to
herself that this was positively their first dinner-party, and that it
should not be her fault if it did not go off well!
Laurence’s silence and gravity implied that it was all very wrong;
but it was, nevertheless, delightful. She felt quite carried out of
herself with excitement and high spirits, and more than once the idea
flashed across her mind—
“Shall I tell—shall I tell? Oh, it would be worth anything to see their
faces when they hear that I am Mrs. Wynne!”
But Mrs. Wynne was not very good at telling, as we know, and,
without any exhausting effort of self-restraint, she was enabled to
hold her peace.
CHAPTER XXV.
PLAIN SPEAKING.
All went merry as a marriage bell. The dinner was a success.

There was no hitch; the laundress (with interludes devoted to the
crack in the door) safely brought up course after course. Now they
had ceased, and the company were discussing dessert, and many of
the topics of last season—Henley, Ascot, Mrs. Pat Campbell, the
rival charms of Hurlingham and Ranelagh.
“Wynne here never goes to these frivolous places,” said Treherne.
“I’m not a member, you see.”
“‘Can’t afford it,’ that’s his cry to all these delights. He can afford it
well—a single man, no claims on his purse, and getting such fees.”
“Fees, indeed! How long have I been getting a fee at all?” he
asked good-humouredly.
“There’s Milton, who has not half your screw—keeps his hunters.”
“Ah, but he has a private income. I’m a poor man.”
“You old miser! You don’t even know the meaning of the word
‘poverty.’ How do you define it?”
“In the words of the plebeian philosopher, ‘It ain’t no crime—only
an infernal ill-convenience.’”
“Well, I shouldn’t think it had ever ill-convenienced you much—eh,
Miss West?”
Miss West—born actress—made a gesture of airy negation, and,
turning quickly to Mr. Fitzherbert, asked him “if he remembered Mrs.
Veryphast last season, and her extraordinary costumes. She quite
gloried in her shame, and liked to know that every eye was fixed
upon her. She had one awful gown—pale yellow, with enormous
spots. She reminded me of a Noah’s-ark dog. It was her Sunday
frock; but it was not as bad as her hat, which was like an animated
lobster salad—claws and all.”
Then Mr. Fitzherbert had his turn, and told several anecdotes that
had already seen some service, but which made Miss West laugh
with charming unrestraint. Presently it occurred to the two gentlemen
guests that the lady had come for an audience, that it was nearly
nine o’clock, and, making one or more lame excuses, which,
however, were very readily accepted, they rose reluctantly, and,
taking a deferential leave of Miss West, with a “By-bye, old chappie,”
to their host, effected their exit, leaving—had they but known it—Mr.
and Mrs. Wynne tête-à-tête, alone.
“Well, Laurence,” exclaimed Madeline, with her usual smiling and
insouciant air, rising slowly, coming to the fire, and spreading her
hands to the blaze.
“Well, Madeline,” he echoed, following her, laying his arm on the
mantelpiece, and looking as severe as if he were going to cross-
examine a witness. “What does this mean? Have you gone mad, or
have you come to stay?”
“Not I,” she replied coolly, now putting an extremely neat little shoe
upon the fender. “Papa is away, and won’t be back until late, and I
took it into my head that I would come over and dine with you, and
give you an agreeable surprise; but”—with a laugh—“seemingly it
has been a surprise only; the word ‘agreeable’ we may leave out.”
“You may,” he said roughly. “I wonder you have not more sense! If
you had sent me a wire that you were coming—if you had even had
yourself ushered in under your lawful name; but to come
masquerading here as Miss West is—is too much, and I tell you
plainly, Madeline, that I won’t have it. What must those fellows have
thought of you to-night? Fitzherbert will blazon it all over London.
Have you no regard for your reputation—your good name?”
“There, there, Laurence, my dear,” raising her hands with a
gesture of graceful deprecation, “that is lecturing enough—that will
do!”
“But it won’t do,” he repeated angrily. “I really believe that you are
beginning to think of me as a miserable, weak-minded idiot, who will
stand anything. There’s not another man in England would have
stood as much as I have done, and, by George! I’ve had enough of
it,” with a wave of his hand in his turn. “This visit of yours is the last
straw. If you have no regard for Miss West’s reputation, be good
enough to think of mine. I do not choose to have gaily-dressed
young women coming flaunting to my humble chambers at any hour
of the day. I’ve been hitherto considered rather a steady, respectable
sort of fellow; I wonder what people will think of me now? Your visit
will be all over the Inns to-morrow, and half my circuit will be
clamouring to know ‘who my friend was?’”
“Nonsense, Laurence! What an old-fashioned frump you are! Girls
do all sorts of things nowadays, and no one minds. It is the fashion
to be emancipated. Why, the two De Minxskys go and dine with men,
and do a theatre afterwards! Chaperons are utterly exploded! And
look at girls over in America.”
“We are not in America, but London, where people ask for
explanations.”
“Well, you can easily explain me away! You must be a very bad
lawyer if you are not equal to such a trifling occasion as this! Oh, my
dear Laurence,” beginning to laugh at the mere recollection, “I wish
you could have seen your own face when I walked in—a study in
sepia, a nocturne in black. Come, now, you can tell your anxious
friends that I’m a client, and they will be so envious; or that I’m your
step-sister, a sister-in-law, or any little fib you fancy. And as you so
seldom have the pleasure of my society, make much of me”—
drawing forward a chair, and seating herself—“and tell that old
woman of yours to bring me a cup of coffee.” There was nothing like
taking high ground.
“Yes, presently; but before that there is something that I wish to
say to you,” also taking a seat. “We won’t have any more of this
shilly-shallying, Madeline. You will have to make your choice now—
to be either Miss West or Mrs. Wynne, permanently and publicly.”
A pause, during which a cinder fell out of the grate, and the clock
ticked sixty seconds. Then Madeline, who would not have believed,
she told herself, that Laurence could be so shockingly bearish,
plucked up spirit and said—
“I will be both for the present! And soon I will be Mrs. Wynne only.
Papa is not well now—worried, and very cross. I began to try and tell
him only two nights ago, and his very look paralyzed me. I must have
a little more time. As it is, I think, between my visits to the Holt farm
and here, I play my two parts extremely well!”
“Then you must permit me to differ with you,” said her husband, in
a frosty voice. “The part of wife, as played for many months, has
certainly been a farce; but, to put the case in a mild form, it has not
been a success. As to your rôle of mother, the less said the better.”
“Laurence”—aghast, and drawing in her breath—“how can you
speak to me in that way? It is not like you!”
“How do you know what I am like now? People change. And since
you are so much changed, you need not be astonished if I am
changed too!”
“And oh, Laurence, I am so—so angry with you about one thing!”
she exclaimed irrelevantly. “I went to the Holts’ on Tuesday and saw
Harry; he looks a perfect little angel!”
“Is that why you are so angry?”
“Nonsense! Why did you tell Mrs. Holt to refuse my money? Why
may I not pay for him?”
“Because it is not your affair, but mine.”
“Not my affair?” she repeated incredulously.
“No; it is my business to maintain my son. And I shall certainly not
suffer him to be paid for by Mr. West’s money!”
“It is mine; he gives it to me for my own use.”
“No doubt—to expend in dress and such things. Not for the
support of his unknown grandchild. You would be taking his money
under false pretences. Your father pays for his daughter’s expenses;
I pay for my son’s expenses.”
“And I may not?”
“No.” He shook his head curtly.
“But I am his mother!” she said excitedly.
“I thought you had forgotten that! Now, look here, Maddie, I am not
going to be put off with words any longer! You cannot run with the
hare and hunt with the hounds. You must come home at once. Tell
your father the truth, or let me tell him the truth, and make your
choice once for all. This double life, where all of it is spent in one
sphere, and only the shadow falls on the other, won’t do. Think of
your child”—with rising heat—“growing up a stranger to you! Poor
chap! he believes that Mrs. Holt is his mother. I—I try and see him;
but what good am I? I’m only a man, and not much of a hand with
small children. Madeline, this cursed money has poisoned your
mind! Admiration has turned your head. You are no more what you
once were——”
“Don’t say it, Laurence!” she cried, springing up and laying her
head on his mouth. “I have been waiting, waiting, waiting, trying to
bring my courage to the sticking-point, and hoping to bring you and
my father quietly together. I see I have been wrong. I—I will tell him
to-morrow—yes, there is my hand on it; and if he turns me out, as is
most probable, I shall be sitting here making your tea to-morrow
evening! You believe me, Laurence?” standing over him as he leant
his head in his hand, and looked into the fire.
“There have been so many to-morrows, Maddie. I’m like the man
in the fable about the boy and the wolves; but”—suddenly pulling
himself together, and confronting her—“I will believe that this time it
really is wolf.” Standing up and looking at her, he added, “I will
believe you, and trust you. And now”—ringing the bell as he spoke
—“you shall have your coffee, and I am going to take you home in a
hansom.”
“Home! It’s too early yet—ten past nine. Take me to the theatre for
an hour. Take me to the Haymarket; it will be such fun!”
“Fun!” he echoed impatiently. “Supposing any one was to see you
—any of your friends—what would they think? They do not know that
I am your husband; they would only take me for some admirer, who,
presuming on your father’s absence, had escorted you to the
theatre, under the rose—that would be capital fun!”
“What harm would it be? I like puzzling people. I like to give them
something to talk about,” she answered recklessly.
“And I do not. And I suppose I know a little more of the world than
you do. You seem to think it would be a joke to fling down your good
name, and allow it to be destroyed from pure wantonness, but I shall
not permit it.”
“Laurence how you do talk! One would think you were addressing
a jury, or were some old fogey laying down the law!”
“I am laying down the law.”
“You must please remember that I am accustomed to be spoiled.
Now, my wishes are law in Belgrave Square, and you are going to
carry them out, and take me to see ‘The Notorious Mrs. Ebbsmith.’”
“Take care that you do not become the notorious Miss West.”
“Now, Laurence, you know you cannot really say ‘no’ to me.
Oh!”—with a slight start—“here comes the coffee at last!” as the
laundress, who insisted upon doing this little errand in person, in
order to have what she called “a rare good look,” fumbled at the
door, pushed it open with her knee, and marched in, carrying a small
tray, which she laid very slowly on the table, her eyes all the while
being fixed on the beautiful vision standing by the fire.
She had her face turned away; but Mr. Wynne, who was leaning
his head on his hand, and his elbow on the mantelpiece, confronted
her steadily and said, in a less cordial tone than usual, “There, Mrs.
Potts, that will do! You need not wait. Call a hansom as soon as you
go downstairs,” and Mrs. Potts very reluctantly shuffled out. She had
seen a good deal, but was as much at sea as ever.
The young woman had her hand on Mr. Wynne’s arm when she
went in, and was saying, “you know you cannot say ‘no’ to me, and
are going to take me to the theatre.” Was ever such a brazen piece!
He had his head turned away, and looked as if he’d rather have her
room than her company. The girls run after the men now, and no
mistake! It was scandalous! The haystack after the cow! Supposing
this young person’s folk were to know of her carryings on—and with
Mr. Wynne, of all men! It beat everything that Mrs. Potts had come
across right away into a cocked hat!
A few minutes later they were coming down the stairs, miss all
wrapped up in a long velvet cloak, which velvet cloak Mrs. Potts
having found in the outer office, had done herself the pleasure of
examining, and—low be it spoken—trying on. None of your “paletot
things,” as she expressed it, but a long mantle of crimson velvet,
reaching down to the floor, trimmed with thick, soft fur, and lined with
satin, smelling powerfully of some sweet perfume—violets. Mrs.
Potts, being squat and of short stature, was lost in it. But the time
when she was enveloped in a six-hundred-pound wrap was
indisputably one of her happiest moments. There was a pocket
inside, and in that pocket a dainty lace-edged handkerchief, which, I
am sorry to say, Mrs. Potts felt called upon to confiscate as a
souvenir.
It did not appear to be one of Mr. Wynne’s happiest moments, as
he pulled on his great coat, and followed the daintily tripping, high-
heeled steps of his visitor downstairs.
Mrs. Potts, who had naturally hung about the door below, did
herself the honour of seeing the couple into the hansom, and heard
the order—“Haymarket theatre.”
“So she had got her way,” said the charwoman, as she stood
boldly in the doorway and looked after them. Then she went upstairs
to Mr. Wynne’s room and finished the sherry, poured herself out a
cup of coffee, which she sipped at her leisure, as she sat
comfortably over the fire in Mr. Wynne’s own chair. One half of the
world certainly does not know how the other half lives!
“Really, it is very ridiculous of you to be so strait-laced and grumpy,
Laurence!” said his wife. “Think of all I am going to relinquish for your
sake!”—touching her furs. “This mantle, which makes other women
green with envy, cost nearly six hundred pounds!”
“Six hundred fiddlesticks!” he echoed incredulously.
“You can see the bill, if you like.”
“You ought to be ashamed to wear it, Maddie!”
“Not at all, my dear. It is for the good of trade. If some people did
not buy and wear fine feathers, what would become of trade?”
“Six hundred pounds! More than he could earn in twelve months!
And she paid that for an opera-cloak!”
“You really must make yourself agreeable, Laurence. This may be
the last time I shall play the fairy princess, before I go back to my
rags. No, no, I don’t mean that.”
“Something tells me, all the same, that this will not be your last
appearance in your present character. Not that I question for a
moment your good intentions, Maddie, or disbelieve your word. But I
have a presentiment—a sort of depressing sensation that I cannot
account for—that, far from your returning home to-morrow, our lives
will somehow have drifted farther apart than ever.”
“Fancy a clever man like you, dear, believing in such foolish things
as presentiments! They are merely remnants of the dark ages. I
hope we shall be able to get a box,” she added, as they drew up at
the theatre, “no matter how tiny; a stall would be too conspicuous.”
The Wynnes were late. The orchestra was playing during an
interval, and they had the great good luck to secure a box
overlooking the stage.
Madeline removed her mantle, and, taking a seat with her back to
the house, having glanced round with affected nervousness, said to
her companion, in a smothered whisper—
“Sister Ann, Sister Ann! do you see anybody looking? Do you think
any one recognized me by my back hair?”
Laurence had noted several familiar faces; and one man in an
opposite box had recognized him. But this was of no importance, as
he could not possibly identify Madeline.
Madeline whispered and laughed and chattered to him behind her
fan. He told himself that he was a sour, sulky brute to be so gruff and
irresponsive to the beautiful girl opposite to him, although he could
hardly realize that she was his wife as he glanced at her at this
special moment, as she sat with her head resting on her hand,
diamonds glittering on her gown and in her hair, a gay smile on her
lips, no wedding-ring on her finger. Could this really be Madeline
West, Mrs. Harper’s pupil-teacher, and his wife?
His acquaintance in the opposite box was astonished to see
Wynne over against him. Surely it was not to another man that he
was thus bending forward and stooping his head so politely, as if to
lose nothing of what was being told him! Ah, no—he thought not! as
presently a very pretty hand, wrist, and arm emerged from the
shadow of the curtain, and lay upon the velvet cushion.
He snatched up his excellent opera-glass, and noted a sparkling
bracelet and diamond rings. But no—there was not a wedding-ring
amongst them!
CHAPTER XXVI.
MR. WYNNE MAKES A STATEMENT.
When the play was over the Wynnes prudently waited, and were
almost the last to leave. But, even so, when they passed through the
lobbies, a good many people were still to be seen. They were a
rather remarkable couple, and although Madeline had drawn her
lace scarf well over her head, it was of no avail. On the stairs she
came face to face with Lord Tony.
“Hullo!” he exclaimed, as he accosted her. “I did not know you
were coming here to-night. Rachel told me she lunched with you to-
day, and you were alone in your glory. Whom did you come with?”
And he looked as if he was expecting to see some of the party.
“I came in very good company,” she replied. “But, pray, who made
you my father confessor?”
“I only wish I was! Are you going on to supper at the Candy-tufts?
If so, we shall meet again.”
“No, I’m going home this moment.”
“How virtuous! Well, you’ll be in the Row to-morrow—riding—at
the usual hour?”
“I’m not sure.”
“I’ll look out for you about ten. Good night.” And he hurried off.
“Who is that?” inquired Laurence.
“Oh, a great friend of papa’s—Lord Anthony Foster.”
“Indeed! I shouldn’t have thought they had many tastes in
common.”
“Well, at any rate they have one,” she answered, with a flippant
laugh.
“Yes, dense as I am, I think I can guess it!”
Mr. Wynne was also recognized by several of his own friends.
Why is it that there is always some one to see you when you wish to
escape notice, and, when you particularly desire to court
observation, there is never any one forthcoming?
No; and yet if you lose a front tooth, and, with a gaping chasm in
your neat front row, are en route to the dentist, you are bound to
encounter half your acquaintances.
Mr. FitzHerbert and Mr. Treherne were standing on the steps as
their friend passed, and wished him a cheerful good night.
He did not accompany Madeline; she would not permit it. She
must get home at once, before her father returned, she whispered;
“and supposing she were seen driving up, escorted by a gentleman,
a stranger!”
“All right, all right, Maddie,” wringing her hand. “But, mind you, it is
the last time. Remember, to-morrow! Send me a wire, and I shall
come and fetch you.”
Then, with a gesture of farewell, he stepped back, and she was
quickly whirled away.
Mr. FitzHerbert and Mr. Treherne were still endeavouring to light
up, and had not yet started to walk; the night was fine and frosty, and
they had not far to go.
“I’m coming your way. Hold on a minute till I get out my cigar-
case,” said their late host. And soon the trio were facing homewards,
discussing the piece, the actresses, the audience; but not a word
dropped from either gentleman’s lips with regard to Wynne’s
mysterious lady friend, though, like the celebrated parrot, they
thought the more. Wynne was a reserved sort of chap. For nearly a
year he had dropped out of their ken. Jessop alone was his
confidential friend. None ever dreamt of poking their noses into his
affairs, as a caustic reply, or a painful snub was sure to be the
reward of the experiment. He was of good family—that they knew;
and latterly some of his influential relations had been looking him up.
(Nothing succeeds like success, and the brilliant author of society
skits was now eagerly claimed by his connections.)
Nevertheless, they were exceedingly anxious to know more
respecting Miss West, the gay vivacious beauty, whose fame had
spread far and wide, whose riches and whose disheartening
indifference to the advances of the most eligible partis were alike
proverbial.
What on earth had she to do with a hard-working barrister like
Wynne, who rarely mixed in society? They asked each other this
question after they had left Wynne and his client tête-à-tête.
“Business?”
It was confoundedly odd that she should pitch on such an hour,
and on such an uncommonly handsome fellow as Wynne for her
legal adviser; and the funniest part of it all was, that Wynne was not
particularly pleased to see her, and treated her as coolly as if she
had been his grand-aunt by marriage! Talking of matters far different
from their inmost thoughts brought the trio to Mr. Treherne’s
chambers.
“Come up, you fellows, and have some devilled bones,” he said
hospitably; “the night is young!”
Mr. FitzHerbert never turned a deaf ear to such an appeal, but
Wynne on this occasion, rather to his friend’s surprise, said, “All
right, I’ll come up for a minute,” and sprang up the stairs two steps at
a time.
“I’m not going to stay,” he said, taking off his hat and standing with
his back to the fire, still in his top coat; “but I’ve just wished to have a
word with you two fellows. I want to ask you, as a special favour to
me, to say nothing to any one of having met Miss West in my
chambers.”
The two guests muttered, “Oh, of course not; certainly not;” but
without any great alacrity. This demand was decidedly a blow, for
they were only human, and were looking forward to describing the
scene with pleasurable anticipation.

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CHAPTER 0 Precalculus Review 1

CHAPTER 1 Functions and Applications 49

CHAPTER 2 Mathematics of Finance 127

CHAPTER 3 Systems of Linear Equations and Matrices 177

CHAPTER 4 Matrix Algebra 235

CHAPTER 5 Linear Programming 313

CHAPTER 6 Sets and Counting 397

CHAPTER 7 Probability 447

CHAPTER 8 Random Variables and Statistics 545

CHAPTER 0 Precalculus Review 1

CHAPTER 1 Functions and Applications 49

CHAPTER 2 Mathematics of Finance 127

CHAPTER 3 Systems of Linear Equations and Matrices 177

CHAPTER 4 Matrix Algebra 235

CHAPTER 5 Linear Programming 313

CHAPTER 6 Sets and Counting 397

CHAPTER 7 Probability 447

CHAPTER 8 Random Variables and Statistics 545

Appendix A Logic 613

Appendix B Area Under a Normal Curve 629

Answers to Selected Exercises A1

Index of Applications I13

Index of Companies and Agencies I17

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3a, b2 Set of numbers x 30, 52

Infinite 3a, q 2 Set of numbers x 310, q 2

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Key Concept Standard Order of Operations

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Key Concept Positive Exponent Form

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