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Prepare for Class “Read the Book”
Feature Description Benefit Page(s)
Every Chapter Opener begins with …
Chapter- Opening Each chapter begins with a discussion of In the concluding project, you will apply 407, 511
Topic & Project a topic of current interest and ends with a what you have learned to solve a problem
related project. related to the topic.

Internet-Based These projects allow for the integration The projects give you an opportunity to 407, 511
Projects of spreadsheet technology that you will collaborate and use mathematics to deal
need to be a productive member of the with issues of current interest.
workforce.
Every Section begins with …
Learning Objectives Each section begins with a list of objectives. These objectives focus your studying by 428
Individual objectives also appear in the text emphasizing what’s most important and
2 where they are covered. where to find it.
Sections contain …
PREPARING FOR Most sections begin with a list of key Ever forget what you’ve learned? This 428
THIS SECTION concepts to review, with page numbers. feature highlights previously learned material
to be used in this section. Review it, and
you’ll always be prepared to move forward.
Now Work the These problems assess whether you have Not sure you need the Preparing for This 428, 439
‘Are You Prepared?’ the prerequisite knowledge for the upcoming Section review? Work the ‘Are You
Problems section. Prepared?’ problems. If you get one wrong,
you’ll know exactly what you need to review
and where to review it!
Now Work These follow most examples and direct you We learn best by doing. You’ll solidify your 437
problems to a related exercise. understanding of examples if you try a
similar problem right away, to be sure you
understand what you’ve just read.
WARNING Warnings are provided in the text. These point out common mistakes and help 462
you avoid them.
Explorations and These graphing utility activities foreshadow a You will obtain a deeper and more intuitive 377, 434
Seeing the Concept concept or reinforce a concept just understanding of theorems and definitions.
presented.
This feature provides alternative Does math ever look foreign to you? This 430
In Words descriptions of select definitions and feature translates math into plain English.
theorems.
Calculus This symbol appears next to information Pay attention–if you spend extra time now, 236, 238,
essential for the study of calculus. you’ll do better later! 373
SHOWCASE EXAMPLES These examples provide “how to” instruction With each step presented on the left and 342–343
by offering a guided, step-by-step approach the mathematics displayed on the right,
to solving a problem. you can immediately see how each step is
employed.
These examples and problems require you It is rare for a problem to come in the 453, 482
to build a mathematical model from either a form “Solve the following equation.”
verbal description or data. The homework Rather, the equation must be developed
Model It! Examples Model It! problems are marked by purple based on an explanation of the problem.
and Problems problem numbers. These problems require you to develop
models that will enable you to describe
the problem mathematically and suggest
a solution to the problem.
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Practice “Work the Problems”
‘Are You Prepared?’ These problems assess your retention of Do you always remember what you’ve 428, 439
Problems the prerequisite material. Answers are learned? Working these problems is
given at the end of the section exercises. the best way to find out. If you get one
This feature is related to the Preparing for wrong, you’ll know exactly what you
This Section feature. need to review and where to review it!
Concepts and These short-answer questions, mainly It is difficult to learn math without knowing 440
Vocabulary fill-in-the-blank, multiple-choice, and the language of mathematics. These
true/false items, assess your understanding problems test your understanding of the
of key definitions and concepts in the formulas and vocabulary.
current section.
Skill Building Correlated with section examples, these It’s important to dig in and develop your 440–442
problems provide straightforward practice. skills. These problems give you ample
opportunity to do so.
Mixed Practice These problems offer comprehensive Learning mathematics is a building 442
assessment of the skills learned in the section process. Many concepts build on each
by asking problems related to more than other and are related. These problems
one concept or objective. These problems help you see how mathematics builds on
may also require you to utilize skills itself and how the concepts are linked
learned in previous sections. together.
Applications and These problems allow you to apply your You will see that the material learned 442–444
Extensions skills to real-world problems. They also within the section has many uses in
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the section.
Explaining Concepts: “Discussion and Writing” problems To verbalize an idea, or to describe it 445
Discussion and are colored red. They support class clearly in writing, shows real understanding.
Writing discussion, verbalization of mathematical These problems nurture that understanding.
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what you put in.
NEW! These problems allow you to practice Remembering how to solve all the 445
Retain Your content learned earlier in the course. different kinds of problems that
Knowledge you encounter throughout the course
is difficult. This practice helps you
remember previously learned skills.
Now Work Many examples refer you to a related If you get stuck while working problems, 429, 437,
problems homework problem. These related look for the closest Now Work problem, 438, 441
problems are marked by a pencil and and refer to the related example to
orange numbers. see if it helps.
Review Exercises Every chapter concludes with a Work these problems to ensure that you 506–509
comprehensive list of exercises to practice. understand all the skills and concepts
Use the list of objectives to determine employed in the chapter. Think of it as a
what objective and examples correspond comprehensive review of the chapter.
to each problem. All answers to Chapter Review problems
appear in the back of the text.

Review “Study for Quizzes and Tests”
The Chapter Review at the end of each chapter contains …
Things to Know A detailed list of important theorems, Review these and you’ll know the most 504–505
formulas, and definitions from the chapter. important material in the chapter!
You Should Be A complete list of objectives by section Do the recommended exercises and you’ll 505–506
Able to … and, for each, examples that illustrate the have mastered the key material. If you
objective, and practice exercises that test get something wrong, go back and work
your understanding of the objective. through the example listed, and try again.
Review Exercises These provide comprehensive review and Practice makes perfect. These problems 506–509
practice of key skills, matched to the Learning combine exercises from all sections,
Objectives for each section. giving you a comprehensive review in one
place.
Chapter Test About 15–20 problems that can be taken Be prepared. Take the sample practice 509
as a Chapter Test. Be sure to take the Chapter test under test conditions. This will get you
Test under test conditions—no notes! ready for your instructor’s test. If you get a
problem wrong, you can watch the Chapter
Test Prep Video.
Cumulative Review These problem sets appear at the end of These problem sets are really important. 510
each chapter, beginning with Chapter 2. Completing them will ensure that you are
They combine problems from previous not forgetting anything as you go. This will
chapters, providing an ongoing cumulative go a long way toward keeping you primed
review. When you use them in conjunction for the final exam.
with the Retain Your Knowledge problems,
you will be ready for the final exam.
Chapter Projects The Chapter Projects apply to what you’ve The Chapter Projects give you an opportunity 511
learned in the chapter. Additional projects to apply what you’ve learned in the chapter
are available on the Instructor’s Resource to the opening topic. If your instructor
Center (IRC). allows, these make excellent opportunities
to work in a group, which is often the best
way of learning math.
Internet-Based In selected chapters, a Web-based project These projects give you an opportunity to 511
Projects is given. collaborate and use mathematics to deal
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561590_MILL_MICRO_FM_ppi-xxvi.indd 2 24/11/14 5:26 PM

COLLEGE ALGEBRA
Enhanced with Graphing Utilities
Seventh Edition
Michael Sullivan
Chicago State University
Michael Sullivan III

Joliet Junior College
Boston Columbus Indianapolis New York San Francisco

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The student edition of this text has been cataloged as follows:

Library of Congress Cataloging-in-Publication Data
Sullivan, Michael, 1942-
College Algebra: enhanced with graphing utilities / Michael Sullivan, Chicago
State University, Michael Sullivan III, Joliet Junior College -- Seventh edition.
pages cm.
Includes index.
ISBN 978-0-13-411131-5
1. Algebra--Textbooks. 2. Algebra--Graphic methods. I. Sullivan, Michael, III, 1967 II. Title.
QA154.3.S765 2017
512.9dc23
2015021319
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ISBN 10: 0-13-411131-1

www.pearsonhighered.com ISBN 13: 978-0-13-411131-5

In Memory of Mary...
Wife and Mother


Contents
Three Distinct Series xvi
The Enhanced with Graphing Utilities Series xvii
Preface to the Instructor xviii
Resources for Success xxiv
To the Student xxvi
R Review 1
R.1 Real Numbers 2

Work with Sets • Classify Numbers • Evaluate Numerical Expressions
• Work with Properties of Real Numbers
R.2 Algebra Essentials 18

Graph Inequalities • Find Distance on the Real Number Line • Evaluate
Algebraic Expressions • Determine the Domain of a Variable • Use the
Laws of Exponents • Evaluate Square Roots • Use a Calculator to Evaluate
Exponents • Use Scientific Notation
R.3 Geometry Essentials 31

Use the Pythagorean Theorem and Its Converse • Know Geometry
Formulas • Understand Congruent Triangles and Similar Triangles
R.4 Polynomials 40
Recognize Monomials • Recognize Polynomials • Add and Subtract
Polynomials • Multiply Polynomials • Know Formulas for Special Products
• Divide Polynomials Using Long Division • Work with Polynomials in Two
Variables
R.5 Factoring Polynomials 50

Factor the Difference of Two Squares and the Sum and Difference of Two
Cubes • Factor Perfect Squares • Factor a Second-Degree
Polynomial: x2 + Bx + C • Factor by Grouping • Factor a Second-Degree
Polynomial: Ax2 + Bx + C, A ≠ 1 • Complete the Square
R.6 Synthetic Division 59

Divide Polynomials Using Synthetic Division
R.7 Rational Expressions 63

Reduce a Rational Expression to Lowest Terms • Multiply and Divide
Rational Expressions • Add and Subtract Rational Expressions • Use the
Least Common Multiple Method • Simplify Complex Rational Expressions
R.8 nth Roots; Rational Exponents 74

Work with nth Roots • Simplify Radicals • Rationalize Denominators •
Simplify Expressions with Rational Exponents
1 Graphs, Equations, and Inequalities 82
1.1 The Distance and Midpoint Formulas; Graphing Utilities;

Introduction to Graphing Equations 83
Use the Distance Formula • Use the Midpoint Formula • Graphing Equations
by Plotting Points • Graph Equations Using a Graphing Utility • Use a
ix

x Contents
Graphing Utility to Create Tables • Find Intercepts from a Graph • Use a

Graphing Utility to Approximate Intercepts
1.2 Solving Equations Using a Graphing Utility; Linear and

Rational Equations 99
Solve Equations Using a Graphing Utility • Solve Linear Equations • Solve
Rational Equations • Solve Problems That Can Be Modeled by Linear
Equations
1.3 Quadratic Equations 110

Solve Quadratic Equations by Factoring • Solve Quadratic Equations Using
the Square Root Method • Solve Quadratic Equations by Completing the
Square • Solve Quadratic Equations Using the Quadratic Formula • Solve
Problems That Can Be Modeled by Quadratic Equations
1.4 Complex Numbers; Quadratic Equations in the Complex

Number System 121
Add, Subtract, Multiply, and Divide Complex Numbers • Solve Quadratic
Equations in the Complex Number System
1.5 Radical Equations; Equations Quadratic in Form; Absolute

Value Equations; Factorable Equations 129
Solve Radical Equations • Solve Equations Quadratic in Form • Solve
Absolute Value Equations • Solve Equations by Factoring
1.6 Problem Solving: Interest, Mixture, Uniform Motion, Constant

Rate Jobs 137
Translate Verbal Descriptions into Mathematical Expressions • Solve
Interest Problems • Solve Mixture Problems • Solve Uniform Motion
Problems • Solve Constant Rate Job Problems
1.7 Solving Inequalities 146

Use Interval Notation • Use Properties of Inequalities • Solve Linear
Inequalities Algebraically and Graphically • Solve Combined Inequalities
Algebraically and Graphically • Solve Absolute Value Inequalities
Algebraically and Graphically
Chapter Review 158

Chapter Test 162
Chapter Projects 163
2 Graphs 164
2.1 Intercepts: Symmetry; Graphing Key Equations 165

Find Intercepts Algebraically from an Equation • Test an Equation for
Symmetry • Know How to Graph Key Equations
2.2 Lines 173

Calculate and Interpret the Slope of a Line • Graph Lines Given a Point
and the Slope • Find the Equation of a Vertical Line • Use the Point–Slope
Form of a Line; Identify Horizontal Lines • Write the Equation of a Line
in Slope–Intercept Form • Find the Equation of a Line Given Two Points •
Graph Lines Written in General Form Using Intercepts • Find Equations of
Parallel Lines • Find Equations of Perpendicular Lines
2.3 Circles 189

Write the Standard Form of the Equation of a Circle • Graph a Circle by
Hand and by Using a Graphing Utility • Work with the General Form of
the Equation of a Circle
2.4 Variation 196

Construct a Model Using Direct Variation • Construct a Model Using Inverse
Variation • Construct a Model Using Joint Variation or Combined Variation

Contents xi
Chapter Review 202

Chapter Test 204
Cumulative Review 204
Chapter Project 205
3 Functions and Their Graphs 206
3.1 Functions 207

Determine Whether a Relation Represents a Function • Find the Value of a
Function • Find the Difference Quotient of a Function • Find the Domain
of a Function Defined by an Equation • Form the Sum, Difference, Product,
and Quotient of Two Functions
3.2 The Graph of a Function 222

Identify the Graph of a Function • Obtain Information from or about the
Graph of a Function
3.3 Properties of Functions 231

Determine Even and Odd Functions from a Graph • Identify Even and Odd
Functions from an Equation • Use a Graph to Determine Where a Function
Is Increasing, Decreasing, or Constant • Use a Graph to Locate Local
Maxima and Local Minima • Use a Graph to Locate the Absolute Maximum
and the Absolute Minimum • Use a Graphing Utility to Approximate Local
Maxima and Local Minima and to Determine Where a Function Is Increasing
or Decreasing • Find the Average Rate of Change of a Function
3.4 Library of Functions; Piecewise-defined Functions 245

Graph the Functions Listed in the Library of Functions • Graph Piecewise-
defined Functions
3.5 Graphing Techniques: Transformations 256

Graph Functions Using Vertical and Horizontal Shifts • Graph Functions
Using Compressions and Stretches • Graph Functions Using Reflections
about the x-Axis and the y-Axis
3.6 Mathematical Models: Building Functions 268

Build and Analyze Functions
Chapter Review 273

Chapter Test 277
4 Linear and Quadratic Functions 280
4.1 Properties of Linear Functions and Linear Models 281

Graph Linear Functions • Use Average Rate of Change to Identify Linear
Functions • Determine Whether a Linear Function Is Increasing, Decreasing,
or Constant • Build Linear Models from Verbal Descriptions
4.2 Building Linear Models from Data 291

Draw and Interpret Scatter Diagrams • Distinguish between Linear and
Nonlinear Relations • Use a Graphing Utility to Find the Line of Best Fit
4.3 Quadratic Functions and Their Properties 298

Graph a Quadratic Function Using Transformations • Identify the Vertex
and Axis of Symmetry of a Quadratic Function • Graph a Quadratic
Function Using Its Vertex, Axis, and Intercepts • Find a Quadratic Function
Given Its Vertex and One Other Point • Find the Maximum or Minimum
Value of a Quadratic Function

xii Contents
4.4 Build Quadratic Models from Verbal Descriptions and from Data 310
Build Quadratic Models from Verbal Descriptions • Build Quadratic Models
from Data
4.5 Inequalities Involving Quadratic Functions 320

Solve Inequalities Involving a Quadratic Function
Chapter Review 324

Chapter Test 327
5 Polynomial and Rational Functions 330
5.1 Polynomial Functions and Models 331

Identify Polynomial Functions and Their Degree • Graph Polynomial
Functions Using Transformations • Identify the Real Zeros of a Polynomial
Function and Their Multiplicity • Analyze the Graph of a Polynomial
Function • Build Cubic Models from Data
5.2 The Real Zeros of a Polynomial Function 351

Use the Remainder and Factor Theorems • Use Descartes’ Rule of Signs to
Determine the Number of Positive and the Number of Negative Real Zeros
of a Polynomial Function • Use the Rational Zeros Theorem to List the
Potential Rational Zeros of a Polynomial Function • Find the Real Zeros of
a Polynomial Function • Solve Polynomial Equations • Use the Theorem for
Bounds on Zeros • Use the Intermediate Value Theorem
5.3 Complex Zeros; Fundamental Theorem of Algebra 366

Use the Conjugate Pairs Theorem • Find a Polynomial Function with
Specified Zeros • Find the Complex Zeros of a Polynomial Function
5.4 Properties of Rational Functions 372

Find the Domain of a Rational Function • Find the Vertical Asymptotes of a
Rational Function • Find the Horizontal or Oblique Asymptote of a
Rational Function
5.5 The Graph of a Rational Function 382

Analyze the Graph of a Rational Function • Solve Applied Problems
Involving Rational Functions
5.6 Polynomial and Rational Inequalities 393

Solve Polynomial Inequalities Algebraically and Graphically • Solve
Rational Inequalities Algebraically and Graphically
Chapter Review 400

Chapter Test 404
6 Exponential and Logarithmic Functions 407
6.1 Composite Functions 408

Form a Composite Function • Find the Domain of a Composite Function
6.2 One-to-One Functions; Inverse Functions 416

Determine Whether a Function Is One-to-One • Determine the Inverse of a
Function Defined by a Map or a Set of Ordered Pairs • Obtain the Graph of
the Inverse Function from the Graph of the Function • Find the Inverse of a
Function Defined by an Equation

Contents xiii
6.3 Exponential Functions 428

Evaluate Exponential Functions • Graph Exponential Functions • Define
the Number e • Solve Exponential Equations
6.4 Logarithmic Functions 445

Change Exponential Statements to Logarithmic Statements and Logarithmic
Statements to Exponential Statements • Evaluate Logarithmic Expressions
• Determine the Domain of a Logarithmic Function • Graph Logarithmic
Functions • Solve Logarithmic Equations
6.5 Properties of Logarithms 458

Work with the Properties of Logarithms • Write a Logarithmic Expression
as a Sum or Difference of Logarithms • Write a Logarithmic Expression as a
Single Logarithm • Evaluate a Logarithm Whose Base Is Neither 10 Nor e
• Graph a Logarithmic Function Whose Base Is Neither 10 Nor e
6.6 Logarithmic and Exponential Equations 467

Solve Logarithmic Equations • Solve Exponential Equations • Solve
Logarithmic and Exponential Equations Using a Graphing Utility
6.7 Financial Models 475

Determine the Future Value of a Lump Sum of Money • Calculate Effective
Rates of Return • Determine the Present Value of a Lump Sum of Money
• Determine the Rate of Interest or the Time Required to Double a Lump
Sum of Money
6.8 Exponential Growth and Decay Models; Newton’s Law; Logistic

Growth and Decay Models 484
Find Equations of Populations That Obey the Law of Uninhibited Growth
• Find Equations of Populations That Obey the Law of Decay • Use
Newton’s Law of Cooling • Use Logistic Models
6.9 Building Exponential, Logarithmic, and Logistic Models

from Data 495
Build an Exponential Model from Data • Build a Logarithmic Model from
Data • Build a Logistic Model from Data
Chapter Review 504

Chapter Test 509
7 Analytic Geometry 513
7.1 Conics 514

Know the Names of the Conics
7.2 The Parabola 515

Analyze Parabolas with Vertex at the Origin • Analyze Parabolas with
Vertex at 1h, k2 • Solve Applied Problems Involving Parabolas
7.3 The Ellipse 525

Analyze Ellipses with Center at the Origin • Analyze Ellipses with Center
at 1h, k2 • Solve Applied Problems Involving Ellipses
7.4 The Hyperbola 536

Analyze Hyperbolas with Center at the Origin • Find the Asymptotes of
a Hyperbola • Analyze Hyperbolas with Center at 1h, k2 • Solve Applied
Problems Involving Hyperbolas

xiv Contents
Chapter Review 550

Chapter Test 551
8 Systems of Equations and Inequalities 553
8.1 Systems of Linear Equations: Substitution and Elimination 554

Solve Systems of Equations by Substitution • Solve Systems of Equations
by Elimination • Identify Inconsistent Systems of Equations Containing
Two Variables • Express the Solution of a System of Dependent Equations
Containing Two Variables • Solve Systems of Three Equations Containing
Three Variables • Identify Inconsistent Systems of Equations Containing
Three Variables • Express the Solution of a System of Dependent Equations
Containing Three Variables
8.2 Systems of Linear Equations: Matrices 569

Write the Augmented Matrix of a System of Linear Equations • Write
the System of Equations from the Augmented Matrix • Perform Row
Operations on a Matrix • Solve a System of Linear Equations Using
Matrices
8.3 Systems of Linear Equations: Determinants 585

Evaluate 2 by 2 Determinants • Use Cramer’s Rule to Solve a System of Two
Equations Containing Two Variables • Evaluate 3 by 3 Determinants
• Use Cramer’s Rule to Solve a System of Three Equations Containing Three
Variables • Know Properties of Determinants
8.4 Matrix Algebra 595

Find the Sum and Difference of Two Matrices • Find Scalar Multiples of a
Matrix • Find the Product of Two Matrices • Find the Inverse of a Matrix
• Solve a System of Linear Equations Using an Inverse Matrix
8.5 Partial Fraction Decomposition 612

P
Decompose , Where Q Has Only Nonrepeated Linear Factors • Decompose
Q
P P
, Where Q Has Repeated Linear Factors • Decompose , Where Q Has a
Q Q
P
Nonrepeated Irreducible Quadratic Factor • Decompose , Where Q Has a
Q
Repeated Irreducible Quadratic Factor
8.6 Systems of Nonlinear Equations 620

Solve a System of Nonlinear Equations Using Substitution • Solve a System
of Nonlinear Equations Using Elimination
8.7 Systems of Inequalities 630

Graph an Inequality by Hand • Graph an Inequality Using a Graphing Utility
• Graph a System of Inequalities
8.8 Linear Programming 639

Set Up a Linear Programming Problem • Solve a Linear Programming
Problem
Chapter Review 646

Chapter Test 650

Contents xv
9 Sequences; Induction; the Binomial Theorem 653
9.1 Sequences 654

Write the First Several Terms of a Sequence • Write the Terms of a Sequence
Defined by a Recursive Formula • Use Summation Notation • Find the Sum
of a Sequence Algebraically and Using a Graphing Utility • Solve Annuity
and Amortization Problems
9.2 Arithmetic Sequences 667

Determine Whether a Sequence Is Arithmetic • Find a Formula for an
Arithmetic Sequence • Find the Sum of an Arithmetic Sequence
9.3 Geometric Sequences; Geometric Series 674

Determine Whether a Sequence Is Geometric • Find a Formula for a
Geometric Sequence • Find the Sum of a Geometric Sequence • Determine
Whether a Geometric Series Converges or Diverges
9.4 Mathematical Induction 684

Prove Statements Using Mathematical Induction
9.5 The Binomial Theorem 688

n
Evaluate a b • Use the Binomial Theorem
j
Chapter Review 694

Chapter Test 697
10 Counting and Probability 699
10.1 Counting 700

Find All the Subsets of a Set • Count the Number of Elements in a Set
• Solve Counting Problems Using the Multiplication Principle
10.2 Permutations and Combinations 705

Solve Counting Problems Using Permutations Involving n Distinct Objects
• Solve Counting Problems Using Combinations • Solve Counting Problems
Using Permutations Involving n Nondistinct Objects
10.3 Probability 714

Construct Probability Models • Compute Probabilities of Equally Likely
Outcomes • Find Probabilities of the Union of Two Events • Use the
Complement Rule to Find Probabilities
Chapter Review 724

Chapter Test 726
Answers AN1
Credits C1
Index I1

Three Distinct Series
Students have different goals, learning styles, and levels of preparation. Instructors
have different teaching philosophies, styles, and techniques. Rather than write one
series to fit all, the Sullivans have written three distinct series. All share the same
goal—to develop a high level of mathematical understanding and an appreciation
for the way mathematics can describe the world around us. The manner of reaching
that goal, however, differs from series to series.
Enhanced with Graphing Utilities Series,

Seventh Edition
This series provides a thorough integration of graphing utilities into topics, allowing
students to explore mathematical concepts and encounter ideas usually studied in
later courses. Using technology, the approach to solving certain problems differs from
the Contemporary or Concepts through Functions Series, while the emphasis on
understanding concepts and building strong skills does not: College Algebra, Algebra &
Trigonometry, Precalculus.
Contemporary Series, Tenth Edition

The Contemporary Series is the most traditional in approach, yet modern in its
treatment of precalculus mathematics. Graphing utility coverage is optional and can
be included or excluded at the discretion of the instructor: College Algebra, Algebra
& Trigonometry, Trigonometry: A Unit Circle Approach, Precalculus.
Concepts through Functions Series,

Third Edition
This series differs from the others, utilizing a functions approach that serves as the
organizing principle tying concepts together. Functions are introduced early in various
formats. This approach supports the Rule of Four, which states that functions are
represented symbolically, numerically, graphically, and verbally. Each chapter
introduces a new type of function and then develops all concepts pertaining to that
particular function. The solutions of equations and inequalities, instead of being
developed as stand-alone topics, are developed in the context of the underlying
functions. Graphing utility coverage is optional and can be included or excluded
at the discretion of the instructor: College Algebra; Precalculus, with a Unit Circle
Approach to Trigonometry; Precalculus, with a Right Triangle Approach to Trigonometry.
xvi

The Enhanced with Graphing
Utilities Series
College Algebra
This text provides an approach to college algebra that completely integrates graphing
technology without sacrificing mathematical analysis and conceptualization. The
text has three chapters of review material preceding the chapters on functions. After
completing this text, a student will be prepared for trigonometry, finite mathematics,
and business calculus.
Algebra & Trigonometry

This text contains all the material in College Algebra, but it also develops the
trigonometric functions using a right triangle approach and shows how that
approach is related to the unit circle approach. Graphing techniques are emphasized,
including a thorough discussion of polar coordinates, parametric equations, and
conics using polar coordinates. Graphing calculator usage is integrated throughout.
After completing this text, a student will be prepared for finite mathematics, business
calculus, and engineering calculus.
Precalculus
This text contains one review chapter before covering the traditional precalculus
topics of functions and their graphs, polynomial and rational functions, and
exponential and logarithmic functions. The trigonometric functions are introduced
using a unit circle approach and show how it is related to the right triangle
approach. Graphing techniques are emphasized, including a thorough discussion of
polar coordinates, parametric equations, and conics using polar coordinates. Graphing
calculator usage is integrated throughout. The final chapter provides an introduction to
calculus, with a discussion of the limit, the derivative, and the integral of a function.
After completing this text, a student will be prepared for finite mathematics, business
calculus, and engineering calculus.
xvii

Preface to the Instructor
A
s professors at an urban university and a community New Learning, Do the Math” published in the Edurati
college, Michael Sullivan and Michael Sullivan III Review. In this article, Kevin Washburn suggests that
are aware of the varied needs of College Algebra “the more students are required to recall new content or
students. Such students range from those who have little skills, the better their memory will be.” It is frustrating
mathematical background and are fearful of mathematics when students cannot recall skills learned earlier in
courses, to those with a strong mathematical education and the course. To alleviate this recall problem, we have
a high level of motivation. For some of your students, this created “Retain Your Knowledge” problems. These are
will be their last course in mathematics, whereas others will problems considered to be “final exam material” that
further their mathematical education. We have written this students can use to maintain their skills. All the answers
text with both groups in mind. to these problems appear in the back of the text, and all
As a teacher, and as an author of precalculus, engineering are programmed in MyMathLab.
calculus, finite mathematics, and business calculus texts, • Guided Lecture Notes Ideal for online, emporium/
Michael Sullivan understands what students must know if redesign courses, inverted classrooms, or traditional
they are to be focused and successful in upper-level math lecture classrooms. These lecture notes help students take
courses. However, as a father of four, he also understands thorough, organized, and understandable notes as they
the realities of college life. As an author of a developmental watch the Author in Action videos. They ask students to
mathematics series, Michael’s son and co-author, Michael complete definitions, procedures, and examples based on
Sullivan III, understands the trepidations and skills that the content of the videos and text. In addition, experience
students bring to the College Algebra course. As the father suggests that students learn by doing and understanding
of a current college student, Michael III realizes that today’s the why/how of the concept or property. Therefore, many
college students demand a variety of media to support their sections have an exploration activity to motivate student
education. This text addresses that demand by providing learning. These explorations introduce the topic and/or
technology and video support that enhances understanding connect it to either a real-world application or a previous
without sacrificing math skills. Together, both authors have section. For example, when the vertical-line test is
taken great pains to ensure that the text offers solid, student- discussed in Section 3.2, after the theorem statement, the
friendly examples and problems, as well as a clear and notes ask the students to explain why the vertical-line test
seamless writing style. works by using the definition of a function. This challenge
A tremendous benefit of authoring a successful series helps students process the information at a higher level of
is the broad-based feedback we receive from teachers and understanding.
students. We are sincerely grateful for their support. Virtually
• Illustrations Many of the figures now have captions to
every change in this edition is the result of their thoughtful
help connect the illustrations to the explanations in the
comments and suggestions. We are confident that, building on
body of the text.
the success of the first six editions and incorporating many of
these suggestions, we have made College Algebra Enhanced • TI Screen Shots In this edition we have replaced all
with Graphing Utilities, 7th Edition, an even better tool for the screen shots from the sixth edition with screen
learning and teaching. We continue to encourage you to share shots using TI-84 Plus C. These updated screen shots
with us your experiences teaching from this text. help students visualize concepts clearly and help make
stronger connections among equations, data, and graphs
in full color.
Features in the Seventh Edition
• Exercise Sets All the exercises in the text have been
A descriptive list of the many special features of reviewed and analyzed for this edition, some have been
College Algebra can be found in the front of this text. removed, and new ones have been added. All time-
This list places the features in their proper context, as sensitive problems have been updated to the most
building blocks of an overall learning system that has been recent information available. The problem sets remain
carefully crafted over the years to help students get the classified according to purpose.
most out of the time they put into studying. Please take the The ‘Are You Prepared?’ problems have been
time to review this and to discuss it with your students at improved to better serve their purpose as a just-in-time
the beginning of your course. When students utilize these review of concepts that the student will need to apply in
features, they are more successful in the course. the upcoming section.
The Concepts and Vocabulary problems have been
New to the Seventh Edition expanded and now include multiple-choice exercises.
Together with the fill-in-the-blank and true/false
• Retain Your Knowledge This new category of problems problems, these exercises have been written to serve as
in the exercise set is based on the article “To Retain reading quizzes.
xviii

Preface xix
Skill Building problems develop the student’s R 1

computational skills with a large selection of exercises that
10 2 9
are directly related to the objectives of the section. Mixed
Practice problems offer a comprehensive assessment of 3
skills that relate to more than one objective. Often these 4 5 6 7
require skills learned earlier in the course.
8
Applications and Extensions problems have been
updated. Further, many new application-type exercises
have been added, especially ones involving information
and data drawn from sources the student will recognize, Chapter R Review
to improve relevance and timeliness. This chapter consists of review material. It may be used as
The Explaining Concepts: Discussion and Writing the first part of the course or later as a just-in-time review
exercises have been improved and expanded to provide when the content is required. Specific references to this
more opportunity for classroom discussion and group chapter occur throughout the text to assist in the review
projects. process.
New to this edition, Retain Your Knowledge exercises
consist of a collection of four problems in each exercise Chapter 1 Equations and Inequalities
set that are based on material learned earlier in the Primarily a review of intermediate algebra topics, this
course. They serve to keep information that has already material is a prerequisite for later topics. The coverage of
been learned “fresh” in the mind of the student. Answers complex numbers and quadratic equations with a negative
to all these problems appear in the Student Edition. discriminant is optional and may be postponed or skipped
The Review Exercises in the Chapter Review have entirely without loss of continuity.
been streamlined, but they remain tied to the clearly
expressed objectives of the chapter. Answers to all these Chapter 2 Graphs
problems appear in the Student Edition. This chapter lays the foundation for functions. Section 2.4
• Annotated Instructor’s Edition As a guide, the author’s is optional.
suggestions for homework assignments are indicated by
a blue underscore below the problem number. These Chapter 3 Functions and Their Graphs
problems are assignable in MyMathLab. This is perhaps the most important chapter. Section 3.6 is
optional.
Content Changes in the Chapter 4 Linear and Quadratic Functions
Seventh Edition Topic selection depends on your syllabus. Sections 4.2 and
4.4 may be omitted without loss of continuity.
• Section 3.1 The objective Find the Difference Quotient
of a Function has been added.
Chapter 5 Polynomial and Rational Functions
• Section 5.2 The objective Use Descartes’ Rule of Signs Topic selection depends on your syllabus.
has been included.
• Section 5.2 The theorem Bounds on the Zeros of a Chapter 6 Exponential and Logarithmic Functions
Polynomial Function is now based on the traditional Sections 6.1–6.6 follow in sequence. Sections 6.7, 6.8, and
method of using synthetic division. 6.9 are optional.
• Section 5.5 Content has been added that discusses the
role of multiplicity of the zeros of the denominator of a Chapter 7 Analytic Geometry
rational function as it relates to the graph near a vertical Sections 7.1–7.4 follow in sequence.
asymptote.
Chapter 8 Systems of Equations and Inequalities
Using the Seventh Edition Effectively Sections 8.2–8.7 may be covered in any order, but each
requires Section 8.1. Section 8.8 requires Section 8.7.
with Your Syllabus
To meet the varied needs of diverse syllabi, this text Chapter 9 Sequences; Induction; The Binomial
contains more content than is likely to be covered in an Theorem
College Algebra course. As the chart illustrates, this text There are three independent parts: Sections 9.1–9.3,
has been organized with flexibility of use in mind. Within a Section 9.4, and Section 9.5.
given chapter, certain sections are optional (see the details
that follow the accompanying figure) and can be omitted Chapter 10 Counting and Probability
without loss of continuity. The sections follow in sequence.

xx Preface
Acknowledgments to excellence; and the Pearson Math and Science Sales

team for their continued confidence and personal
Texts are written by authors, but they evolve from idea to support of our texts.
final form through the efforts of many people.
• Accuracy checkers: C. Brad Davis read the entire
Thanks are due to the following people for their as-
manuscript and checked the accuracy of answers. His
sistance and encouragement during the preparation of this
attention to detail is amazing. Timothy Britt created the
edition:
Solutions Manuals and accuracy-checked answers.
• From Pearson Education: Anne Kelly for her • Michael Sullivan III would like to thank his colleagues
substantial contributions, ideas, and enthusiasm; Dawn at Joliet Junior College for their support and feedback.
Murrin, for her unmatched talent at getting the details
right; Joseph Colella for always getting the reviews and Finally, we offer our sincere thanks to the dedicated
pages to us on time; Peggy McMahon for directing the users and reviewers of our texts, whose collective
always difficult production process; Rose Kernan for insights form the backbone of each text revision.
handling liaison between the compositor and author; The list of those to whom we are indebted continues
Peggy Lucas for her genuine interest in marketing this to grow. If we’ve forgotten anyone, please accept our
text; Chris Hoag for her continued support and genuine apology. Thank you to all.
interest; Paul Corey for his leadership and commitment
Ryan Adams, Northwest Florida Barry Booten, Florida Atlantic Theodore C. Coskey, South Seattle Scott Fallstrom, Shoreline
State College University Community College Community College
James Africh, College of DuPage Rebecca Bonk, Joliet Junior Rebecca Connell, Troy University Pete Falzone, Pensacola Junior
Steve Agronsky, Cal Poly State College Donna Costello, Plano Senior College
University Larry Bouldin, Roane State High School Arash Farahmand, Skyline College
Gererdo Aladro, Florida Community College Paul Crittenden, University of W.A. Ferguson, University of
International University Bob Bradshaw, Ohlone College Nebraska at Lincoln Illinois-Urbana/Champaign
Grant Alexander, Joliet Junior Trudy Bratten, Grossmont College John Davenport, East Texas State Iris B. Fetta, Clemson University
College Martin Bredeck, Northern University Mason Flake, student at Edison
Dave Anderson, South Suburban Virginia Community College Faye Dang, Joliet Junior College Community College
College (Annandale Campus) Antonio David, Del Mar College Timothy W. Flood, Pittsburg State
Richard Andrews, Florida A&M Tim Bremer, Broome Community Stephanie Deacon, Liberty University
University College University Robert Frank, Westmoreland
Joby Milo Anthony, University of Tim Britt, Jackson State Duane E. Deal, Ball State County Community College
Central Florida Community College University Merle Friel, Humboldt State
James E. Arnold, University of Michael Brook, University of Jerry DeGroot, Purdue North University
Wisconsin-Milwaukee Delaware Central Richard A. Fritz, Moraine Valley
Adel Arshaghi, Center for Joanne Brunner, Joliet Junior Timothy Deis, University of Community College
Educational Merit College Wisconsin-Platteville Dewey Furness, Ricks College
Carolyn Autray, University of West Warren Burch, Brevard Joanna DelMonaco, Middlesex Mary Jule Gabiou, North Idaho
Georgia Community College Community College College
Agnes Azzolino, Middlesex Mary Butler, Lincoln Public Vivian Dennis, Eastfield College Randy Gallaher, Lewis and Clark
County College Schools Deborah Dillon, R. L. Turner High College
Taoufik Bahadi, University of Tampa Melanie Butler, West Virginia School Tina Garn, University of Arizona
Wilson P. Banks, Illinois State University Guesna Dohrman, Tallahassee Dawit Getachew, Chicago State
University Jim Butterbach, Joliet Junior Community College University
Scott Barnett, henry Ford College Cheryl Doolittle, Iowa State Wayne Gibson, Rancho Santiago
Community College William J. Cable, University of University College
Sudeshna Basu, Howard Wisconsin-Stevens Point Karen R. Dougan, University of Loran W. Gierhart, University of
University Lois Calamia, Brookdale Florida Texas at San Antonio and
Dale R. Bedgood, East Texas State Community College Jerrett Dumouchel, Florida Palo Alto College
University Jim Campbell, Lincoln Public Community College at Robert Gill, University of
Beth Beno, South Suburban Schools Jacksonville Minnesota Duluth
College Roger Carlsen, Moraine Valley Louise Dyson, Clark College Nina Girard, University of
Carolyn Bernath, Tallahassee Community College Paul D. East, Lexington Pittsburgh at Johnstown
Community College Elena Catoiu, Joliet Junior College Community College Sudhir Kumar Goel, Valdosta State
Rebecca Berthiaume, Edison State Mathews Chakkanakuzhi, Palomar Don Edmondson, University of University
College College Texas-Austin Adrienne Goldstein, Miami Dade
William H. Beyer, University of Tim Chappell, Penn Valley Erica Egizio, Lewis University College, Kendall Campus
Akron Community College Laura Egner, Joliet Junior Joan Goliday, Sante Fe
John Bialas, Joliet Junior John Collado, South Suburban College Community College
College College Jason Eltrevoog, Joliet Junior Lourdes Gonzalez, Miami Dade
Annette Blackwelder, Florida Alicia Collins, Mesa Community College College, Kendall Campus
State University College Christopher Ennis, University of Frederic Gooding, Goucher
Richelle Blair, Lakeland Nelson Collins, Joliet Junior College Minnesota College
Community College Rebecca Connell, Troy University Kathy Eppler, Salt Lake Donald Goral, Northern Virginia
Linda Blanco, Joliet Junior College Jim Cooper, Joliet Junior College Community College Community College
Kevin Bodden, Lewis and Clark Denise Corbett, East Carolina Ralph Esparza Jr., Richland Sue Graupner, Lincoln Public
College University College Schools
Jeffrey Boerner, University of Carlos C. Corona, San Antonio Garret J. Etgen, University of Mary Beth Grayson, Liberty
Wisconsin-Stout College Houston University

Preface xxi
Jennifer L. Grimsley, University of Linda J. Kyle, Tarrant Country Jr. Kathleen Miranda, SUNY at Old Elsi Reinhardt, Truckee Meadows
Charleston College Westbury Community College
Ken Gurganus, University of H.E. Lacey, Texas A & M Chris Mirbaha, The Community Jose Remesar, Miami Dade
North Carolina University College of Baltimore County College, Wolfson Campus
James E. Hall, University of Harriet Lamm, Coastal Bend Val Mohanakumar, Hillsborough Jane Ringwald, Iowa State
Wisconsin-Madison College Community College University
Judy Hall, West Virginia University James Lapp, Fort Lewis College Thomas Monaghan, Naperville Douglas F. Robertson, University
Edward R. Hancock, DeVry Matt Larson, Lincoln Public North High School of Minnesota, MPLS
Institute of Technology Schools Miguel Montanez, Miami Dade Stephen Rodi, Austin Community
Julia Hassett, DeVry Institute, Christopher Lattin, Oakton College, Wolfson Campus College
Dupage Community College Maria Montoya, Our Lady of the William Rogge, Lincoln Northeast
Christopher Hay-Jahans, Julia Ledet, Lousiana State Lake University High School
University of South Dakota University Susan Moosai, Florida Atlantic Howard L. Rolf, Baylor University
Michah Heibel, Lincoln Public Adele LeGere, Oakton University Mike Rosenthal, Florida
Schools Community College Craig Morse, Naperville North International University
LaRae Helliwell, San Jose City Kevin Leith, University of High School Phoebe Rouse, Lousiana State
College Houston Samad Mortabit, Metropolitan University
Celeste Hernandez, Richland JoAnn Lewin, Edison College State University Edward Rozema, University of
College Jeff Lewis, Johnson County Pat Mower, Washburn University Tennessee at Chattanooga
Gloria P. Hernandez, Louisiana Community College Tammy Muhs, University of David Ruffato, Joliet Junior
State University at Eunice Heidi Lyne, Joliet Junior College Central Florida College
Brother Herron, Brother Rice Janice C. Lyon, Tallahassee A. Muhundan, Manatee Dennis C. Runde, Manatee
High School Community College Community College Community College
Robert Hoburg, Western Jean McArthur, Joliet Junior Jane Murphy, Middlesex Alan Saleski, Loyola University of
Connecticut State University College Community College Chicago
Lynda Hollingsworth, Northwest Virginia McCarthy, Iowa State Richard Nadel, Florida Susan Sandmeyer, Jamestown
Missouri State University University International University Community College
Deltrye Holt, Augusta State Karla McCavit, Albion College Gabriel Nagy, Kansas State Brenda Santistevan, Salt Lake
University Michael McClendon, University of University Community College
Charla Holzbog, Denison High Central Oklahoma Bill Naegele, South Suburban Linda Schmidt, Greenville
School Tom McCollow, DeVry Institute of College Technical College
Lee Hruby, Naperville North High Technology Karla Neal, Lousiana State Ingrid Scott, Montgomery
School Marilyn McCollum, North University College
Miles Hubbard, St. Cloud State Carolina State University Lawrence E. Newman, Holyoke A.K. Shamma, University of West
University Jill McGowan, Howard University Community College Florida
Kim Hughes, California State Will McGowant, Howard Dwight Newsome, Pasco-Hernando Zachery Sharon, University of
College-San Bernardino University Community College Texas at San Antonio
Stanislav, Jabuka, University of Dave McGuire, Joliet Junior Victoria Noddings, MiraCosta Martin Sherry, Lower Columbia
Nevada, Reno College College College
Ron Jamison, Brigham Young Angela McNulty, Joliet Junior Denise Nunley, Maricopa Carmen Shershin, Florida
University College Community Colleges International University
Richard A. Jensen, Manatee Laurence Maher, North Texas James Nymann, University of Tatrana Shubin, San Jose State
Community College State University Texas-El Paso University
Glenn Johnson, Middlesex Jay A. Malmstrom, Oklahoma City Mark Omodt, Anoka-Ramsey Anita Sikes, Delgado Community
Community College Community College Community College College
Sandra G. Johnson, St. Cloud State Rebecca Mann, Apollo High Seth F. Oppenheimer, Mississippi Timothy Sipka, Alma College
University School State University Charlotte Smedberg, University of
Tuesday Johnson, New Mexico Lynn Marecek, Santa Ana Leticia Oropesa, University of Tampa
State University College Miami Lori Smellegar, Manatee
Susitha Karunaratne, Purdue Sherry Martina, Naperville North Linda Padilla, Joliet Junior College Community College
University North Central High School Sanja Pantic, University of Illinois Gayle Smith, Loyola Blakefield
Moana H. Karsteter, Tallahassee Alec Matheson, Lamar University at Chicago Cindy Soderstrom, Salt Lake
Community College Nancy Matthews, University of E. James Peake, Iowa State Community College
Donna Katula, Joliet Junior College Oklahoma University Leslie Soltis, Mercyhurst College
Arthur Kaufman, College of James Maxwell, Oklahoma State Kelly Pearson, Murray State John Spellman, Southwest Texas
Staten Island University-Stillwater University State University
Thomas Kearns, North Kentucky Marsha May, Midwestern State Dashamir Petrela, Florida Atlantic Karen Spike, University of North
University University University Carolina
Jack Keating, Massasoit James McLaughlin, West Chester Philip Pina, Florida Atlantic Rajalakshmi Sriram, Okaloosa-
Community College University University Walton Community College
Shelia Kellenbarger, Lincoln Judy Meckley, Joliet Junior Charlotte Pisors, Baylor University Katrina Staley, North Carolina
Public Schools College Michael Prophet, University of Agricultural and Technical
Rachael Kenney, North Carolina David Meel, Bowling Green State Northern Iowa State University
State University University Laura Pyzdrowski, West Virginia Becky Stamper, Western Kentucky
John B. Klassen, North Idaho Carolyn Meitler, Concordia University University
College University Carrie Quesnell, Weber State Judy Staver, Florida Community
Debra Kopcso, Louisiana State Samia Metwali, Erie Community University College-South
University College Neal C. Raber, University of Robin Steinberg, Pima Community
Lynne Kowski, Raritan Valley Rich Meyers, Joliet Junior College Akron College
Community College Matthew Michaelson, Glendale Thomas Radin, San Joaquin Delta Neil Stephens, Hinsdale South
Yelena Kravchuk, University of Community College College High School
Alabama at Birmingham Eldon Miller, University of Aibeng Serene Radulovic, Florida Sonya Stephens, Florida A&M
Ray S. Kuan, Skyline College Mississippi Atlantic University Univeristy
Keith Kuchar, Manatee James Miller, West Virginia Ken A. Rager, Metropolitan State Patrick Stevens, Joliet Junior
Community College University College College
Tor Kwembe, Chicago State Michael Miller, Iowa State Kenneth D. Reeves, San Antonio Mary Stinnett, Umpqua
University University College Community College

xxii Preface
John Sumner, University of Tampa Marilyn Toscano, University of Donna Wandke, Naperville North Brad Wind, Florida International
Matthew TenHuisen, University of Wisconsin, Superior High School University
North Carolina, Wilmington Marvel Townsend, University of Timothy L.Warkentin, Cloud Anna Wiodarczyk, Florida
Christopher Terry, Augusta State Florida County Community College International University
University Jim Trudnowski, Carroll College Melissa J. Watts, Virginia State Mary Wolyniak, Broome
Diane Tesar, South Suburban College Robert Tuskey, Joliet Junior University Community College
Theresa Thompson, Tulsa College Hayat Weiss, Middlesex Canton Woods, Auburn
Community College Mihaela Vajiac, Chapman Community College University
Tommy Thompson, Brookhaven University-Orange Kathryn Wetzel, Amarillo Tamara S. Worner, Wayne State
College Julia Varbalow, Thomas Nelson College College
Martha K. Tietze, Shawnee Community College-Leesville Darlene Whitkenack, Northern Terri Wright, New Hampshire
Mission Northwest High Richard G. Vinson, University of Illinois University Community Technical
School South Alabama Suzanne Williams, Central College, Manchester
Richard J. Tondra, Iowa State Jorge Viola-Prioli, Florida Atlantic Piedmont Community Aletheia Zambesi, University of
University University College West Florida
Florentina Tone, University of Mary Voxman, University of Larissa Williamson, University of George Zazi, Chicago State
West Florida Idaho Florida University
Suzanne Topp, Salt Lake Jennifer Walsh, Daytona Beach Christine Wilson, West Virginia Steve Zuro, Joliet Junior
Community College Community College University College
Michael Sullivan
Chicago State University

Joliet Junior College

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MyMathLab® Online Course for the Enhanced with Graphing
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The author team, led by Michael Sullivan and Michael Sullivan III, has developed
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PowerPoint® Lecture Slides numbered exercises.
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Test Gen® thorough, organized, and understandable notes
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instructor to build, edit, print, and administer tests actively participate in learning the how/why of
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Applications Index
Acoustics Biology product design, 646
amplifying sound, 507 alcohol and driving, 453, 458 production scheduling, 645
loudness of sound, 457, 509 bacterial growth, 485–486, 500 product promotion, 187
whispering galleries, 532–533 E-coli, 243, 282 profit, 610–611
blood types, 704 maximizing, 643–644, 645–646
Agriculture bone length, 326 profit function, 221
farm management, 645 cancer, 443, 500 rate of return on, 482
farm workers in U.S., 494 cricket chirp rate and temperature, 319 restaurant management, 566
field enclosure, 628 healing of wounds, 442, 457 revenue, 144, 308, 323
minimizing cost, 645 maternal age versus Down syndrome, 297 airline, 646
watering a field, 119 yeast biomass as function of time, 499 of clothing store, 599–600
daily, 309
Air travel Business from digital music, 267
cost of transatlantic, 220–221, 229 advertising, 326 maximizing, 308, 316
distance between two planes, 269–270 automobile production, 414, 583 monthly, 309
intersection point for two planes, 269–270 blending coffee, 144, 161 online advertising, 503
parking at O’Hare International Airport, cable rates, 502 from seating, 683
253 candy bar size, 119 theater, 567
car rentals, 288 revenue equation, 200
Applet(s) checkout lines, 723 RV rental, 327
slope, 188 clothing store, 725 salary, 673
cookie orders, 649–650 gross, 220, 415
Archaeology cost increases in, 682, 696
age of ancient tools, 487–488 of can, 389–390, 392 sales
age of fossil, 493 of charter bus, 161 commission on, 157, 325
age of tree, 493 of commodity, 415 of movie theater ticket, 554, 558–559, 566
date of prehistoric man’s death, 508 of manufacturing, 30, 144, 229, 399, 638 net, 98
marginal, 308–309, 326 salvage value, 508
Architecture minimizing, 326, 645 straight-line depreciation, 285–286, 289
brick staircase, 673, 696 of printing textbooks, 345–346 supply and demand, 286–287, 289
Burj Khalifa building, 32 of production, 242, 414, 610, 650 tax, 399
floor design, 671, 696 of theater ticket per student, 400 theater attendance, 109
football stadium seating, 673 of transporting goods, 254 toy truck manufacturing, 638
mosaic design, 673, 696 cost equation, 186–187, 200 transporting goods, 638
Norman window, 38, 317 cost function, 289 truck rentals, 186, 290
parabolic arch, 317 average, 225 unemployment, 726
racetrack design, 535 demand wages
special window, 317 for candy, 200 of car salesperson, 187
stadium construction, 673 for jeans, 297 hourly, 106, 108
window design, 317 demand equation, 325, 327, 405 Word users, 494
window dimensions, 119 depreciation, 407
discounts, 109, 415 Calculus
Art drive-thru rate area under a curve, 267
framing a painting, 161 at Burger King, 438–439 area under graph, 242
at Citibank, 443, 457 Simpson’s rule, 317
Astronomy at McDonald’s, 443
distance from Earth to its moon, 30 equipment depreciation, 682 Carpentry. See also Construction
distances of planets from Sun, 666 expense computation, 145 pitch, 188
light-year, 30 Jiffy Lube’s car arrival rate, 443, 457
planetary orbits, 532 managing a meat market, 645 Chemistry, 108
Earth, 535 milk production, 501 alpha particles, 549
elliptical, 535 mixing candy, 144 decomposition reactions, 493
Jupiter, 535 mixing nuts, 144 drug concentration, 391
Mars, 535 orange juice production, 583 ethanol production, 500
Neptune, 552 precision ball bearings, 30 gas laws, 201
Pluto, 535, 552 presale order, 566 pH, 456
price markup, 109 purity of gold, 145
Aviation of new car, 157 radioactive decay, 492, 493, 500–501, 508,
orbital launches, 566 price vs. quantity demanded, 290 509, 646
xxvii
A02_SULL1438_07_APP_INDEX_ppxxvii-xxxii.indd 27 25/11/15 4:39 PM

xxviii Applications Index
radioactivity from Chernobyl, 493 of enclosures of storm, 160

reactions, 317 around garden, 145 traveled by wheel, 38
solutions, 566 around pond, 145 between two moving vehicles, 98
salt, 145, 161 maximizing area of, 312, 316, 325 toward intersection, 271
sugar molecules, 145 of fencing, 312, 316, 325, 628 visibility of Gibb’s Hill Lighthouse beam,
volume of gas, 156 minimum cost for, 392 39
of flashlight, 523 visual, 39
Combinatorics of headlight, 523 walking, 230
airport codes, 706 installing cable TV, 272
binary codes, 725 patio dimensions, 119 Economics
birthday permutations, 708, 712, 719–720, of rain gutter, 317 Consumer Price Index (CPI), 483
724, 726 of ramp demand equations, 405
blouses and skirts combinations, 704 access ramp, 187 federal stimulus package of 2009, 482
book arrangements, 712 of rectangular field enclosure, 316 inflation, 482–483
box stacking, 712 of stadium, 317, 673 IS-LM model in, 567
code formation, 712 of steel drum, 392 marginal propensity to consume, 683
combination locks, 713 of swimming pool, 38, 39 multiplier, 683
committee formation, 710, 712, 713, 726 TV dish, 523 participation rate, 221
Senate committees, 713 vent pipe installation, 535 per capita federal debt, 482
flag arrangement, 711, 725 poverty rates, 349
letter codes, 706 Cryptography poverty threshold, 98
license plate possibilities, 712, 725, 726 matrices in, 611 relative income of child, 611
lining up people, 707, 712 unemployment, 726
number formation, 704, 712, 713, 726 Decorating
objects selection, 713 Christmas tree, 33 Education
seating arrangements, 725 age distribution of community
shirts and ties combinations, 704 Demographics college, 726
telephone numbers, 725 birth rate(s), 319, 698 college costs, 482, 610
two-symbol codewords, 703 of unmarried women, 309 college value, 120
word formation, 710–711, 713, 726 death rates, 698 computing grades, 157
diversity index, 456 degrees awarded, 702
Communications divorced population, 314–315 doctorates, 723
cell phone towers, 502 marital status, 705 education savings account, 665
data plan, 229, 242–243 mosquito colony growth, 492 faculty composition, 724
wireless, 206, 278 population. See Population field trip, 400
installing cable TV, 272 poverty rates, 349 funding a college education, 508
international calling, 290 rabbit colony growth, 666 grades, 109
phone charges, 289 learning curve, 444, 457
satellite dish, 521, 523 Design maximum level achieved, 652
smartphones, 109 of box with minimum surface multiple-choice test, 712
social networking, 109, 495, 501 area, 392 spring break, 645, 662
spreading of rumors, 443, 457 student loan, 277
Direction interest on, 610
Computers and computing of fireworks display, 548 true/false test, 712
graphics, 611–612 of lightning strikes, 548 tuition, 508
households owning PCs, 494 video games and grade-point
iPod data storage capacity, 290 Distance average, 296
laser printers, 145 Bermuda Triangle, 39 working students and GPA, 120
smartphones, 109 bicycle riding, 230
website design, 611 of explosion, 549 Electricity, 108
website map, 611 height cost of, 251–252
Word users, 494 of bouncing ball, 682, 696 current in RC circuit, 444
of Great Pyramid of Cheops, 39 current in RL circuit, 444, 457
Construction of Mt. Everest, 30 impedance, 129
of border around a garden, 119 from home, 230 Kirchhoff’s Rules, 567, 584
of border around a pool, 119 of hot-air balloon parallel circuits, 129
of box, 116–117, 119, 628 from intersection, 98 resistance in, 381
closed, 276 from intersection, 269–270, 271 rates for, 157, 187
open, 272 limiting magnitude of telescope, 508 resistance, 71, 73, 201, 204, 381
of brick staircase, 696 pendulum swings, 679, 682 voltage
of can, 403 range of airplane, 145 foreign, 30
of coffee can, 146 of search and rescue, 161 household, 156
of cylindrical tube, 628 sound to measure, 136–137 U.S., 30

Applications Index xxix
Electronics depreciation, 442 hospital diet, 568, 583

comparing tablets, 120 of car, 474, 511 hot dog and soda combinations, 290
microphones, 172 discounts, 415 ice cream, 645
division of money, 108, 139–140 “light” foods, 157
Energy electricity rates, 187 number of possible meals, 702–703
nuclear power plant, 548 federal debt, 243 pig roasts, 493–494
solar, 172 federal stimulus package of 2009, 482 warming time of beer stein, 493
solar heat, 524 financial planning, 139–140, 160, 566, 579–
thermostat control, 266–267 580, 583, 584, 636, 638, 639–640, 646 Forestry
foreign exchange, 415 wood product classification, 491–492
Engineering fraternity purchase, 120
bridges funding a college education, 508 Games
Golden Gate, 313–314 fundraising lottery, 391 die rolling, 726
parabolic arch, 326, 524 future value of money, 350 grains of wheat on a chess board, 682
semielliptical arch, 534–535, 551 gross salary, 220 lottery, 726, 727
suspension, 317, 523 growth of investment, 496–497
crushing load, 137 inheritance, 108 Gardens and gardening. See also
Gateway Arch (St. Louis), 524 international calling plan, 290 Landscaping
grade of road, 188 life cycle hypothesis, 318 border around, 119
horsepower, 201 loans, 144 enclosure for, 145
maximum weight supportable by pine, 198 amortization schedule, 163
safe load for a beam, 201 car, 665 Geography
searchlight, 523, 551 home, 665 inclination of mountain trail, 629
whispering galleries, 535 interest on, 139, 160, 163, 277, 610
repayment of, 482 Geology
Entertainment student, 610 earthquakes, 457–458
Demon Roller Coaster customer rate, 443 mortgages
theater revenues, 567 fees, 254 Geometry
interest rates on, 482, 483–484 balloon volume, 414
Environment payments, 197, 200, 203, 663 circle
endangered species, 443 second, 482 area of, 143
invasive species, 494 price appreciation of homes, 482 circumference of, 29, 143
lake pollution control laws, 665 prices of fast food, 568 equation of, 594
oil leakage, 414 price vs. quantity demanded, 289 inscribed in square, 271
refunds, 567 radius of, 628
Finance, 108. See also revenue equation, 200 collinear points, 594
Investment(s) revenue maximization, 308, 310–311, 316 cone volume, 201, 415
annuity, 682 rich man’s promise, 683 cube
balancing a checkbook, 30 salary options, 683 length of edge of, 365
bills in wallet, 726 sales commission, 157 surface area of, 30
clothes shopping, 651 saving volume of, 30
computer system purchase, 482 for a car, 482 cylinder
cost for a home, 682 inscribing in cone, 272
of car, 109 for spring break, 662 inscribing in sphere, 271
of car rental, 254 savings accounts interest, 482 volume of, 201, 415
of college, 482 selling price, 205 Descartes’s method of equal roots,
of data plan, 229, 242–243 sinking fund, 682 628–629
of driving a car, 187 taxes, 289 equation of line, 594
of electricity, 251–252 competitive balance, 289 polygon
of fast food, 566 e-Filing returns, 243 area of, 594
minimizing, 326, 392 federal income, 254, 427 diagonals of, 120
of natural gas, 254 withholding, 415 Pythagorean Theorem, 119
of pizza, 108 used-car purchase, 482 rectangle
of printing textbooks, 345–346 water bills, 157 area of, 29, 220, 269, 276
of transatlantic travel, 220, 229 dimensions of, 109, 119, 160, 628
cost equation, 200 Food and nutrition inscribed in ellipse, 535
cost function, 289 animal, 646 inscribed in semicircle, 270
cost minimization, 308–309 candy, 295 perimeter of, 29
credit cards color mix of candy, 726 pleasing proportion for, 161
balance on, 619 cooler contents, 726 semicircle inscribed in, 270–271
debt, 665 cooling time of pizza, 493 sphere
interest on, 482 fast food, 391, 566, 568 surface area of, 29
payment, 255, 665 Girl Scout cookies, 723 volume of, 29

xxx Applications Index
square return on, 482, 645, 646 mixing candy, 144

area of, 144 savings account, 478 solutions, 566
perimeter of, 144 in stock water and antifreeze, 145
surface area analyzing, 329
of balloon, 414 appreciation, 482 Money. See Finance; Investment(s)
of cube, 30 NASDAQ stocks, 712
of sphere, 29 NYSE stocks, 712 Motion. See also Physics
triangle portfolios of, 705 of golf ball, 228–229
area of, 29, 38, 594 price of, 683 revolutions of circular disk, 38
equilateral, 29, 97 time to reach goal, 482, 483 tortoise and the hare race, 628
inscribed in circle, 271 tripling of, 480, 483 uniform, 141–142, 144
isosceles, 97, 220, 628
lengths of the legs, 161 Landscaping. See also Gardens and Motor vehicles
medians of, 97 gardening alcohol and driving, 453, 458
Pascal’s, 666 tree planting, 583 automobile production, 414, 583
average car speed, 146
Government Law and law enforcement brake repair with tune-up, 726
federal debt, 243 motor vehicle thefts, 723 cost of driving a car, 187
federal income tax, 221, 254, 427 violent crimes, 221 depreciation, 407, 474, 511
federal stimulus package of 2009, 482 with Global Positioning System
federal tax withholding, 157 Leisure and recreation (GPS), 508
first-class mail, 255 cable TV, 272 loans for, 665
per capita federal debt, 482 community skating rink, 277 markup of new car, 157
Ferris wheel, 195 runaway car, 323
Health. See also Medicine field trip, 400 speed and miles per gallon, 318–319
age versus total cholesterol, 503 video games and grade-point average, 296 stopping distance, 221, 309, 427
cigarette use among teens, 187 used-car purchase, 482
exercising, 157 Mechanics, 108. See also Physics
expenditures on, 221 Music
heartbeats during exercise, 283–284 Medicine. See also Health revenues from, 267
ideal body weight, 427 age versus total cholesterol, 503
life cycle hypothesis, 318 cancer, 443, 500 Optics
life expectancy, 156 drug concentration, 242, 391 intensity of light, 201
drug medication, 443, 457 lensmaker’s equation, 73
Home improvement. See also healing of wounds, 442, 457 light obliterated through glass, 442
Construction spreading of disease, 509 mirrors, 549
painting a house, 568 reflecting telescope, 524
Meteorology
Housing. See also Real estate weather balloon height and atmospheric Pediatrics
apartment rental, 318 pressure, 498 height vs. head circumference, 427
number of rooms in, 220
price appreciation of homes, 482 Miscellaneous Pharmacy
prices for, 403 banquet seating, 645 vitamin intake, 567, 584
bending wire, 628
Investment(s), 105–106, 108, 144, citrus ladders, 673 Physics, 108
160, 509 coffee container, 511 bouncing balls, 696
annuity, 661–662 cross-sectional area of beam, 221, 228 diameter of atom, 30
in bonds, 646 curve fitting, 564, 567, 583, 649 Doppler effect, 392
Treasuries, 583, 584, 636, 638, 639–640 diameter of copper wire, 30 effect of elevation on weight, 229
zero-coupon, 479, 483 drafting error, 98 falling objects, 200
in CD, 478–479, 646 motor, 30 force, 144
compound interest on, 475–476, 477, pet ownership, 723 of wind on a window, 199, 201
478–479, 481 reading books, 157 gravity, 381, 400
diversified, 568 surface area of balloon, 414 on Earth, 220, 427
doubling of, 480, 483 volume of balloon, 414 on Jupiter, 220
education savings account, 665 wire enclosure area, 271 heat loss
finance charges, 482 through a wall, 198
in fixed-income securities, 483, 646 Mixtures. See also Chemistry through glass window, 203
401k, 682, 696 blending coffees, 140–141, 144, 161, 638, horsepower, 201
growth of, 496–497 649 intensity of light, 161, 201
rate of, 481–482 blending teas, 144 kinetic energy, 144, 201
IRA, 482, 665, 682 cement, 146 maximum weight supportable by pine, 198
Roth, 665 mixed nuts, 144, 566, 638, 650 missile trajectory, 329

Applications Index xxxi
Newton’s law, 200 of filling Statistics. See Probability

pendulum motion, 137, 679 a tub, 146
period, 267, 427 a tank, 161 Surveys
simple pendulum, 200 speed of appliance purchases, 704
pressure, 144, 200 average, 146 data analysis, 701–702, 704
projectile motion, 119, 312–313, of current, 144 stock portfolios, 705
316–317 of cyclists going in opposite directions, of summer session attendance, 704
artillery, 323 146 of TV sets in a house, 723
safe load for a beam, 201 of motorboat, 144
sound of moving walkways, 144 Temperature
to measure distance, 136–137 per gallon rate and, 318–319 of air parcel, 673
speed of, 157 of plane, 145, 146 body, 30, 156
stress of materials, 201 of sound, 157 conversion of, 415, 427
stretching a spring, 200 cooling time of pizza, 493
thrown object, 161 Real estate
cricket chirp rate and, 319
ball, 318, 323 commission, 157 measuring, 187
uniform motion, 141–142, 144, 161, mortgage fees, 254 after midnight, 350
271 saving for a home, 682 relationship between scales, 267
velocity down inclined planes, 81 selling price of, 205 of skillet, 508
vertically propelled object, 323 value of, 164 warming time of beer stein, 493
vibrating string, 200 wind chill factor, 508
wavelength of visible light, 30 Recreation
weight, 201, 203 bungee jumping, 400 Time
work, 144 Demon Roller Coaster customer for beer stein to warm, 493
rate, 443 to go from an island to a town, 272
Population. See also Demographics online gambling, 723 hours of daylight, 405–406
bacterial, 492, 494, 500
for pizza to cool, 493
decline in, 492–493 Seismology
for rescue at sea, 161
E-coli growth, 243, 282 calibrating instruments, 551 waiting, for fast food, 391
of endangered species, 494
of fruit fly, 490–491 Sequences. See also Transportation
as function of age, 220 Combinatorics
high-speed walkways, 144
growth in, 492, 494, 495 ceramic tile floor design, 671
insect, 381, 492, 495 Drury Lane Theater, 673 Travel. See also Air travel
of trout, 665 football stadium seating, 673
of United States, 474, 501 drivers stopped by the police, 510
seats in amphitheater, 673
of world, 474, 502, 508, 653 driving to school, 200
Speed parking at O’Hare International Airport, 253
Probability of current, 650
checkout lines, 723
Volume
as function of time, 230, 271
classroom composition, 724 of gasoline in tank, 81
wind, 566
exponential, 438–439, 443, 457 of ice in skating rink, 277
household annual income, 723 Sports of water in cone, 272
Poisson, 443 baseball, 713, 725
Price is Right games, 723 Weapons
diamond, 97
of same birthday in roomful of people, homeruns, 296 artillery, 323
494–495 Little League, 97 cannons, 329
of winning lottery, 699, 724 on-base percentage, 291–292
World Series, 713
Weather
Psychometrics basketball, 713 atmospheric pressure, 442, 457
IQ tests, 157 free throws, 228 cooling air, 673
granny shots, 228 hurricanes, 295
Publishing biathlon, 146 hurricanes, 349
textbook printing cost, 345–346 bungee jumping, 400 lightning and thunder, 160
cycling, 146 lightning strikes, 545–546, 548
Pyrotechnics exacta betting, 726 relative humidity, 443
fireworks display, 548 football, 145, 535, 713 tornadoes, 295
field design, 120 weather satellites, 195
Rate. See also Speed golf, 228–229, 503 wind chill, 255, 508
current of stream, 567 Olympic heroes, 146
of emptying races, 145, 162, 625–626, 628 Work
oil tankers, 145 relay runners, 725 constant rate jobs, 650
a pool, 146 tennis, 144 working together, 143, 145, 161


To the Student
As you begin, you may feel anxious about the number of theorems, definitions,
procedures, and equations you encounter. You may wonder if you can learn it all
in time. Don’t worry, your concerns are normal. This text was written with you in
mind. If you attend class, work hard, and read and study effectively, you will build
the knowledge and skills you need to be successful. Here’s how you can use the text
to your benefit.
Read Carefully
When you get busy, it’s easy to skip reading and go right to the problems. Don’t! The
text provides a large number of examples and clear explanations to help you break
down the mathematics into easy-to-understand steps. Reading will provide you with
a clearer understanding, beyond simple memorization. Read before class (not after)
so you can ask questions about anything you didn’t understand. You’ll be amazed at
how much more you’ll get out of class when you do this.
Use the Features

We use many different methods in the classroom to communicate. Those methods,
when incorporated into the text, are called “features.” The features serve many pur-
poses, from supplying a timely review of material you learned before ( just when you
need it), to providing organized review sessions to help you prepare for quizzes and
tests. Take advantage of the features and you will master the material.
To make this easier, we’ve provided a brief guide to getting the most from this
book. Refer to the “Prepare for Class,” “Practice,” and “Review” guidelines on
pages i–iii. Spend fifteen minutes reviewing the guide and familiarizing yourself with
the features by flipping to the page numbers provided. Then, as you read, use them.
This is the best way to make the most of your text.
Please do not hesitate to contact us, through Pearson Education, with any ques-
tions, comments, or suggestions about ways to improve this text. We look forward to
hearing from you, and good luck with all of your studies.
Best Wishes!
Michael Sullivan
A03_SULL1438_07_SE_FM03.indd 33 25/11/15 4:12 pm


R Review
A Look Ahead Outline

R.1 Real Numbers
Chapter R, as the title states, contains review material. Your instructor may R.2 Algebra Essentials
choose to cover all or part of it as a regular chapter at the beginning of your R.3 Geometry Essentials
course or later as a just-in-time review when the content is required. Regardless, R.4 Polynomials
when information in this chapter is needed, a specific reference to this chapter R.5 Factoring Polynomials
will be made so you can review. R.6 Synthetic Division
R.7 Rational Expressions
R.8 nth Roots; Rational
Exponents
M00_SULL0430_07_Ch0R_pp001-081.indd 1 31/07/15 4:00 pm

2 CHAPTER R Review
R.1 Real Numbers

PREPARING FOR THIS TEXT Before getting started, read “To the Student” at the front of this text.
OBJECTIVES
1 Work with Sets (p. 2)
2 Classify Numbers (p. 4)
3 Evaluate Numerical Expressions (p. 8)
4 Work with Properties of Real Numbers (p. 10)
1 Work with Sets

A set is a well-defined collection of distinct objects. The objects of a set are called its
elements. By well-defined, we mean that there is a rule that enables us to determine
whether a given object is an element of the set. If a set has no elements, it is called
the empty set, or null set, and is denoted by the symbol ∅.
For example, the set of digits consists of the collection of numbers 0, 1, 2, 3, 4,
5, 6, 7, 8, and 9. If we use the symbol D to denote the set of digits, then we can write
D = 5 0, 1, 2, 3, 4, 5, 6, 7, 8, 96
In this notation, the braces 5 6 are used to enclose the objects, or elements, in
the set. This method of denoting a set is called the roster method. A second way
to denote a set is to use set-builder notation, where the set D of digits is written as
D = 0 x is a digit}
{ x
c
$%+++&
c c
6 2
Read as “D is the set of all x such that x is a digit.”
EX AMPLE 1 Using Set-builder Notation and the Roster Method

(a) E = 5x 0 x is an even digit6 = 50, 2, 4, 6, 86
(b) O = 5x 0 x is an odd digit6 = 51, 3, 5, 7, 96
Because the elements of a set are distinct, we never repeat elements. For
example, we would never write 51, 2, 3, 26; the correct listing is 51, 2, 36. Because a
set is a collection, the order in which the elements are listed is immaterial. 51, 2, 36,
51, 3, 26, 52, 1, 36, and so on, all represent the same set.
If every element of a set A is also an element of a set B, then A is a subset of B,
which is denoted A ⊆ B. If two sets A and B have the same elements, then A equals
B, which is denoted A = B.
For example, 51, 2, 36 ⊆ 51, 2, 3, 4, 56 and 51, 2, 36 = 52, 3, 16.
DEFINITION If A and B are sets, the intersection of A with B, denoted A ∩ B, is the set
consisting of elements that belong to both A and B. The union of A with B,
denoted A ∪ B, is the set consisting of elements that belong to either A or B,
or both.
EX AMPLE 2 Finding the Intersection and Union of Sets

Let A = 51, 3, 5, 86, B = 53, 5, 76, and C = 52, 4, 6, 86. Find:
(a) A ∩ B (b) A ∪ B (c) B ∩ 1A ∪ C2

SECTION R.1 Real Numbers 3
Solution (a) A ∩ B = 51, 3, 5, 86 ∩ 53, 5, 76 = 53, 56

(b) A ∪ B = 51, 3, 5, 86 ∪ 53, 5, 76 = 51, 3, 5, 7, 86
(c) B ∩ 1A ∪ C2 = 53, 5, 76 ∩ 3 51, 3, 5, 86 ∪ 52, 4, 6, 86 4
= 53, 5, 76 ∩ 51, 2, 3, 4, 5, 6, 86 = 53, 56
Now Work problem 15
Usually, in working with sets, we designate a universal set U, the set consisting of
all the elements that we wish to consider. Once a universal set has been designated,
we can consider elements of the universal set not found in a given set.
DEFINITION If A is a set, the complement of A, denoted A, is the set consisting of all the
elements in the universal set that are not in A.*
EX AMPLE 3 Finding the Complement of a Set

If the universal set is U = 51, 2, 3, 4, 5, 6, 7, 8, 96 and if A = 51, 3, 5, 7, 96, then
A = 52, 4, 6, 86.
It follows from the definition of complement that A ∪ A = U and A ∩ A = ∅.

Do you see why?
Now Work problem 19
Universal set It is often helpful to draw pictures of sets. Such pictures, called Venn diagrams,
represent sets as circles enclosed in a rectangle, which represents the universal
B
set. Such diagrams often help us to visualize various relationships among sets. See
A Figure 1.
If we know that A ⊆ B, we might use the Venn diagram in Figure 2(a). If we
C know that A and B have no elements in common—that is, if A ∩ B = ∅—we might
use the Venn diagram in Figure 2(b). The sets A and B in Figure 2(b) are said to be
disjoint.
Figure 1 Venn diagram
Universal set Universal set
B
A A B
Figure 2 (a) A B (b) A B 5

subset disjoint sets
Figures 3(a), 3(b), and 3(c) use Venn diagrams to illustrate the definitions of
intersection, union, and complement, respectively.
Universal set Universal set Universal set
A B A B A A
Figure 3 (a) A B (b) A B (c) A

intersection union complement
*Some texts use the notation A′ for the complement of A.

4 CHAPTER R Review
2 Classify Numbers
It is helpful to classify the various kinds of numbers that we deal with as sets. The
counting numbers, or natural numbers, are the numbers in the set 51, 2, 3, 4, c6.
(The three dots, called an ellipsis, indicate that the pattern continues indefinitely.)
As their name implies, these numbers are often used to count things. For example,
there are 26 letters in our alphabet; there are 100 cents in a dollar. The whole
numbers are the numbers in the set 50, 1, 2, 3, c6—that is, the counting numbers
together with 0. The set of counting numbers is a subset of the set of whole numbers.
DEFINITION The integers are the set of numbers 5 c, - 3, - 2, - 1, 0, 1, 2, 3,c6.
These numbers are useful in many situations. For example, if your checking account
has $10 in it and you write a check for $15, you can represent the current balance
as −$5.
Each time we expand a number system, such as from the whole numbers to the
integers, we do so in order to be able to handle new, and usually more complicated,
problems. The integers enable us to solve problems requiring both positive and
negative counting numbers, such as profit/loss, height above/below sea level,
temperature above/below 0°F, and so on.
But integers alone are not sufficient for all problems. For example, they do not
answer the question “What part of a dollar is 38 cents?” To answer such a question,
38
we enlarge our number system to include rational numbers. For example,
100
answers the question “What part of a dollar is 38 cents?”
a
DEFINITION A rational number is a number that can be expressed as a quotient of two
b
integers. The integer a is called the numerator, and the integer b, which cannot
be 0, is called the denominator. The rational numbers are the numbers in the
a
set e x ` x = , where a, b are integers and b ≠ 0 f.
b
3 5 0 2 100 a
Examples of rational numbers are , , , - , and . Since = a for any
4 2 4 3 3 1
integer a, it follows that the set of integers is a subset of the set of rational numbers.
Rational numbers may be represented as decimals. For example, the rational
3 5 2 7
numbers , , - , and may be represented as decimals by merely carrying out
4 2 3 66
the indicated division:
3 5 2 7
= 0.75 = 2.5 - = - 0.666c = - 0.6 = 0.1060606c = 0.106
4 2 3 66
3 5
Notice that the decimal representations of and terminate, or end. The decimal
4 2
2 7
representations of - and do not terminate, but they do exhibit a pattern of
3 66
2
repetition. For - , the 6 repeats indefinitely, as indicated by the bar over the 6; for
3
7
, the block 06 repeats indefinitely, as indicated by the bar over the 06. It can be
66
shown that every rational number may be represented by a decimal that either
terminates or is nonterminating with a repeating block of digits, and vice versa.
On the other hand, some decimals do not fit into either of these categories. Such
decimals represent irrational numbers. Every irrational number may be represented
by a decimal that neither repeats nor terminates. In other words, irrational numbers
a
cannot be written in the form , where a, b are integers and b ≠ 0.
b

Irrational numbers occur naturally. For example, consider the isosceles right
triangle whose legs are each of length 1. See Figure 4. The length of the hypotenuse
is 22, an irrational number.
Also, the number that equals the ratio of the circumference C to the diameter d
of any circle, denoted by the symbol p (the Greek letter pi), is an irrational number.
See Figure 5.
C
2
1
d
1
C
Figure 4 Figure 5 p =
d
DEFINITION The set of real numbers is the union of the set of rational numbers with the set
of irrational numbers.
Figure 6 shows the relationship of various types of numbers.*
Irrational numbers Rational

numbers
Integers
Whole numbers
Natural or
counting
numbers
Real numbers
Figure 6
EX AMPLE 4 Classifying the Numbers in a Set

List the numbers in the set
4
b - 3, , 0.12, 22, p, 10, 2.151515c1where the block 15 repeats2 r
3
that are
(a) Natural numbers (b) Integers (c) Rational numbers
(d) Irrational numbers (e) Real numbers
Solution (a) 10 is the only natural number.
(b) - 3 and 10 are integers.
4
(c) - 3, 10, , 0.12, and 2.151515c are rational numbers.
3
(d) 22 and p are irrational numbers.
(e) All the numbers listed are real numbers.
Now Work problem 25

*The set of real numbers is a subset of the set of complex numbers. We discuss complex numbers in
Chapter 1, Section 1.4.

6 CHAPTER R Review
Approximations
Every decimal may be represented by a real number (either rational or irrational),
and every real number may be represented by a decimal.
In practice, the decimal representation of an irrational number is given as an
approximation. For example, using the symbol ≈ (read as “approximately equal
to”), we can write
22 ≈ 1.4142 p ≈ 3.1416
In approximating decimals, we either round off or truncate to a given number of

decimal places.* The number of places establishes the location of the final digit in
the decimal approximation.
Truncation: Drop all of the digits that follow the specified final digit in the
decimal.
Rounding: Identify the specified final digit in the decimal. If the next digit
is 5 or more, add 1 to the final digit; if the next digit is 4 or less, leave the final
digit as it is. Then truncate following the final digit.
EX AMPLE 5 Approximating a Decimal to Two Places

Approximate 20.98752 to two decimal places by
(a) Truncating
(b) Rounding
Solution For 20.98752, the final digit is 8, since it is two decimal places from the decimal point.
(a) To truncate, we remove all digits following the final digit 8. The truncation of
20.98752 to two decimal places is 20.98.
(b) The digit following the final digit 8 is the digit 7. Since 7 is 5 or more, we add 1
to the final digit 8 and truncate. The rounded form of 20.98752 to two decimal
places is 20.99.
EX AMPLE 6 Approximating a Decimal to Two and Four Places
Rounded Rounded Truncated Truncated

to Two to Four to Two to Four
Decimal Decimal Decimal Decimal
Number Places Places Places Places
(a) 3.14159 3.14 3.1416 3.14 3.1415
(b) 0.056128 0.06 0.0561 0.05 0.0561
(c) 893.46125 893.46 893.4613 893.46 893.4612
Now Work problem 29
Significant Digits
There are two types of numbers—exact and approximate. Exact numbers are
numbers whose value is known with 100% certainty and accuracy. For example,
there are 12 donuts in a dozen donuts, or there are 50 states in the United States.
*Sometimes we say “correct to a given number of decimal places” instead of “truncated.”

Approximate numbers are numbers whose value is not known with 100% certainty
or whose measurement is inexact. When values are determined from measurements
they are typically approximate numbers because the exact measurement is limited
by the accuracy of the measuring device and the skill of the individual obtaining the
measurement. The number of significant digits in a number represents the level of
accuracy of the measurement.
The following rules are used to determine the number of significant digits in
approximate numbers.
The Number of Significant Digits

• Leading zeros are not significant. For example, 0.0034 has two significant
digits.
• Embedded zeros are significant. For example, 208 has three significant
digits.
• Trailing zeros are significant only if the decimal point is specified. For example,
2800 has two significant digits. However, if we specify the measurement is
accurate to the ones digit, then 2800 has four significant digits.
When performing computations with approximate numbers, it is important

not to report the result with more accuracy than the measurements used in the
computation.
When performing computations using significant digits, proceed with the
computation as you normally would, then round the final answer to the number
of significant digits as the least accurately known number. For example, suppose we
want to find the area of a rectangle whose width is 1.94 inches (three significant
digits) and whose length is 2.7 inches (two significant digits). Because the length
has two significant digits, we report the area to two significant digits. The area,
(1.94 inches) (2.7 inches) = 5.238 square inches, can only be written to two significant
digits and is reported as 5.2 square inches.
Calculators
Calculators are incapable of displaying decimals that contain a large number of digits.
For example, some calculators are capable of displaying only eight digits. When a
number requires more than eight digits, the calculator either truncates or rounds. To
see how your calculator handles decimals, divide 2 by 3. How many digits do you
see? Is the last digit a 6 or a 7? If it is a 6, your calculator truncates; if it is a 7, your
calculator rounds.
There are different kinds of calculators. An arithmetic calculator can only
add, subtract, multiply, and divide numbers; therefore, this type is not adequate for
this course. Scientific calculators have all the capabilities of arithmetic calculators
and contain function keys labeled ln, log, sin, cos, tan, xy, inv, and so on. Graphing
calculators have all the capabilities of scientific calculators and contain a screen on
which graphs can be displayed. As you proceed through this text, you will discover
how to use many of the function keys.
2
Figure 7 shows on a TI-84 Plus C graphing calculator. How many digits are
3
Figure 7 displayed? Does a TI-84 Plus C round or truncate? What does your calculator do?
Operations
In algebra, we use letters such as x, y, a, b, and c to represent numbers. The
symbols used in algebra for the operations of addition, subtraction, multiplication,
and division are +, - , # , and >. The words used to describe the results of these

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Chapter XIII.
1, 2 (= 1 Kings xv. 1, 2).
Abijah succeeds.
¹In the eighteenth year of king Jeroboam

began Abijah to reign over Judah.
1. Abijah] Called Abijam in 1 Kings (LXX. Ἀβιού, i.e. Abijahu).
²Three years reigned he in Jerusalem: and his

mother’s name was Micaiah the daughter of
Uriel of Gibeah. And there was war between
Abijah and Jeroboam.
2. Micaiah] Read with LXX., Maacah; compare note on xi. 20.
Torrey, however, (Ezra Studies, p. 217) suggests that some words
have fallen out of the text through similarity of ending. He would read
“And his mother’s name was Maacah <daughter of Absalom, and he
took to wife> Maacah the daughter of Uriel of Gibeah”: the
inconsistency as to Maacah’s parentage between this verse and xi.
20 would disappear, and the suggestion that Maacah was grand-
daughter of Absalom (see xi. 20, note) would be unnecessary.
3‒20 (no parallel in 1 Kings).

The Battle of Zemaraim.
The account of Abijah’s astonishing triumph over the host of

Jeroboam should be compared with xiv. 9‒15 (Asa’s victory) and xx.
1‒30 (Jehoshaphat’s victory; see Introduction pp. xlix f.), passages
which like the present are nowhere else recorded, and are
essentially unhistorical. No reliance can be placed on the high
numbers of the opposing armies (verse 3), on the pious speech
ascribed to king Abijah which neatly and forcibly expresses the
ecclesiastical view of schismatic Israel held by the Chronicler and his
school (verses 4‒12), or on the appalling carnage wrought in the
Israelite army (verse 17). The tale, in fact, is of a markedly midrashic
character, i.e. a narrative intended to edify and not to be treated as
serious history. But in all such cases it is fair to distinguish between
the form and the substance: at least the bare substance of the tale.
Thus in the present instance the judgement stated above does not
preclude the possibility that war took place between Abijah and
Jeroboam, and that the former gained a useful success over the
more powerful Northern Kingdom. The absence from Kings of any
mention of such victory is a serious objection; but it is not fatal,
unless we take the view—objected to in the Introduction § 5—that
the Chronicler had absolutely no sources, oral or written, of the
faintest value for pre-exilic days apart from the canonical writings.
Yet it must be admitted that it would be not unnatural to the workings
of the Chronicler’s mind to infer that some signal success must have
rewarded so near a descendant of David if only to compensate in
part for Rehoboam’s disastrous reign and at any rate to punish the
glaring iniquity of a schismatic and idolatrous Israel. Judging from
the brief account of Abijah in 1 Kings xv. 1‒7, we may conclude that
the continued hostility between North and South was a fact, but that
it is extremely improbable there was a reliable tradition (if any at all)
regarding a great Judean victory in his reign: see note on Zemaraim
below.
³And Abijah joined battle with an army of

valiant men of war, even four hundred
thousand chosen men: and Jeroboam set the
battle in array against him with eight hundred
thousand chosen men, who were mighty men
of valour.
3. four hundred thousand ... eight hundred thousand] The
numbers are of course vastly in excess of any historic possibility;
compare the notes on xi. 1, xiv. 8, and especially that on xvii. 14.
⁴And Abijah stood up upon mount Zemaraim,

which is in the hill country of Ephraim, and
said, Hear me, O Jeroboam and all Israel;
4. Abijah stood up] Abijah attempts conference before beginning
civil war, not simply because his was the weaker side numerically but
because he had a telling appeal to make to the revolted tribes
(verses 8, 12). Jeroboam breaks off the conference after using it to
cover his stratagem (verse 13).
Zemaraim] A Zemaraim is mentioned in Joshua xviii. 22 as one of

the cities of Benjamin, whereas here Mount Zemaraim is assigned to
Ephraim. The natural inference is that the battle took place on the
border of the two kingdoms. The tradition that a battle took place
here between North and South, and perhaps between Abijah and
Jeroboam, may be correct.
⁵ought ye not to know that the Lord, the God

of Israel, gave the kingdom over Israel to
David for ever, even to him and to his sons by
a covenant of salt? ⁶Yet Jeroboam the son of
Nebat, the servant of Solomon the son of
David, rose up, and rebelled against his lord.
5. a covenant of salt] Salt was necessary for the efficacy of a
sacrifice (Leviticus ii. 13), so that Covenant of salt became a phrase
for a sure covenant (Numbers xviii. 19). The sacredness of the bond
which is acknowledged among the Arabs between two persons who
have “eaten salt” together as host and guest is common knowledge.
It is not, however, necessary that salt should be taken; any food, e.g.
milk, will serve (W. R. Smith, Religion of the Semites, p. 270).
⁷And there were gathered unto him vain men,
sons of Belial ¹, which strengthened
themselves against Rehoboam the son of
Solomon, when Rehoboam was young and
tenderhearted, and could not withstand them.
⁸And now ye think to withstand the kingdom of
the Lord in the hand of the sons of David;
and ye be a great multitude, and there are
with you the golden calves which Jeroboam
made you for gods.
¹ That is, worthlessness.
7. sons of Belial] margin sons of worthlessness. The general

sense “worthless persons” or rather “vile scoundrels” (for gross
wickedness is implied) is clear, but the precise meaning of Belial has
not yet been determined. The etymology of the word is quite
obscure, see Encyclopedia Biblia I. 525 f.
young] Literally a child. If this word is to be literally understood,

the statement made is inconsistent with xii. 13, where it is said that
Rehoboam was forty-one years old when he began to reign. It is
possible, however, that the word is used metaphorically to describe
one who was young (as indeed his conduct showed) in experience of
government; so Solomon (1 Kings iii. 7) calls himself a little child, by
which he meant simply to express his consciousness of the
smallness of his own ability when compared with the greatness of
the task which lay before him, compare 1 Chronicles xxix. 1. A
similar difficulty arises in regard to the age of Solomon, see
Encyclopedia Britannica s.v. Solomon.
tenderhearted] i.e., according to Hebrew phraseology, weak in

understanding, the heart being considered to be the seat of the
mind. Or we may translate the Hebrew phrase as in Deuteronomy
xx. 8, fainthearted.
⁹Have ye not driven out the priests of the

Lord, the sons of Aaron, and the Levites, and
have made you priests after the manner of the
peoples of other lands? so that whosoever
cometh to consecrate himself with a young
bullock and seven rams, the same may be a
priest of them that are no gods.
9. driven out] see note on xi. 14.
after the manner of the peoples of other lands] i.e. who, unlike
Israel, had no special class from which alone their priests were
taken. Possibly, following the LXX., we should read from the people
of the land (i.e. anyone who chose to apply, whether a Levite or not),
compare 1 Kings xii. 31, xiii. 33.
to consecrate himself] Literally to fill his hand. Moses is directed

(Exodus xxix. 1 ff.) to ordain Aaron and his sons priests by three
ceremonies: (1) by anointing them, (2) by filling their hands, i.e. by
presenting them with victims upon which they laid their hands, (3) by
hallowing them, i.e. by sprinkling some of the blood of the victim
upon them.
a young bullock and seven rams] Aaronic priests were

consecrated with a young bullock and two rams (Exodus xxix. 1).
¹⁰But as for us, the Lord is our God, and we

have not forsaken him; and we have priests
ministering unto the Lord, the sons of Aaron,
and the Levites in their work:
10. in their work] sc. ministering unto the Lord, as above. Part of
the ideal of the Priestly Code was that the Levites should be
restricted to the duty of helping the priests, and should be prevented
from executing priestly functions themselves. With this ideal the
Chronicler plainly sympathised, but it could not always be realised.
¹¹and they burn unto the Lord every morning

and every evening burnt offerings and sweet
incense: the shewbread also set they in order
upon the pure table; and the candlestick of
gold with the lamps thereof, to burn every
evening: for we keep the charge of the Lord
our God; but ye have forsaken him.
11. every morning and every evening] Exodus xxix. 38‒42.
sweet incense] Exodus xxx. 7.
the shewbread also set they in order] Literally and an ordering of

bread [they set in order]. The Hebrew phrase used here for
“shewbread” signifies bread arranged as for an offering. Another
term is “bread of the presence,” i.e. bread set forth continually before
the Lord (Exodus xxv. 30). See 1 Chronicles ix. 32 (note).
the candlestick] Exodus xxv. 31 ff., xl. 24, 25.
¹²And, behold, God is with us at our head, and

his priests with the trumpets of alarm to sound
an alarm against you. O children of Israel,
fight ye not against the Lord, the God of your
fathers; for ye shall not prosper.
12. the trumpets of alarm] (Numbers x. 9). Abijah here threatens
his opponents with a jihād or holy war.
¹³But Jeroboam caused an ambushment to
come about behind them: so they were before
Judah, and the ambushment was behind
them. ¹⁴And when Judah looked back, behold,
the battle was before and behind them: and
they cried unto the Lord, and the priests
sounded with the trumpets.
13. Jeroboam caused an ambushment] While Abijah was
endeavouring to shake the fidelity of the Northern army, the Northern
leader secures a tactical advantage. The greater the advantages of
the Israelites and the more disastrous the position ascribed to the
army of Judah, so much the more glorious is the victory which Judah
achieves by its reliance on Jehovah.
¹⁵Then the men of Judah gave a shout: and as

the men of Judah shouted, it came to pass,
that God smote Jeroboam and all Israel before
Abijah and Judah. ¹⁶And the children of Israel
fled before Judah: and God delivered them
into their hand.
15. gave a shout] This shout had the character of a religious
function; compare Joshua vi. 10, 16; Judges vii. 20, where the same
Hebrew word is used.
God smote Jeroboam] Compare xiv. 12. Supernatural aid

secures the victory.
¹⁷And Abijah and his people slew them with a

great slaughter: so there fell down slain of
Israel five hundred thousand chosen men.
17. The Chronicler has little or no interest in military matters as
such, and is heedless of probability so far as the numbers he
mentions are concerned. They must be sufficiently immense to
enhance the power of Jehovah and to convey the impression that
the days of old were mighty days. Comparison has been made with
the phrase “a hundred and twenty thousand in one day” (xxviii. 6),
and from the absence of the words “in one day,” it has been argued
that the present passage refers to the losses of the whole campaign.
Even so the figure, 500,000, is an immense exaggeration.
¹⁸Thus the children of Israel were brought

under at that time, and the children of Judah
prevailed, because they relied upon the Lord,
the God of their fathers.
18. because they relied] Compare note on xii. 2.
¹⁹And Abijah pursued after Jeroboam, and

took cities from him, Beth-el with the towns
thereof, and Jeshanah with the towns thereof,
19. Beth-el] Beth-el was apparently subsequently recovered by
the Northern Kingdom; compare 2 Kings x. 29. But, as it is very
doubtful whether this section has any historical basis (see the head-
note, xiii. 3), Beth-el may never have come under the rule of Abijah
as is here stated. Nothing is said, be it noted, of the capture of the
golden calf.
Jeshanah] Nothing is certainly known of this place, which is

mentioned here only. It has been identified with Ain Sīnia, a little to
the north of Beth-el.
Ephron] so the Kethīb, whereas the Authorized Version following

the Ḳerī has Ephrain. Ephrain is a later form of the name Ephron, as
Shamrain (Ezra iv. 10, 17) is of Shomron (Samaria). The place has
been identified with eṭ-Ṭaiyebeh, a place south-east of Ain Sīnia and
north-east of Beitin (Beth-el). It was probably the city called Ephraim,
to which our Lord retired after the raising of Lazarus (John xi. 54).
²⁰and Ephron ¹ with the towns thereof. Neither

did Jeroboam recover strength again in the
days of Abijah: and the Lord smote him, and
he died.
¹ Another reading is, Ephrain.
20. the Lord smote him, and he died] The same phrase is used
of the death of Nabal (1 Samuel xxv. 38); it implies suddenness or
some other unusual circumstance (compare Acts xii. 23, the death of
Herod Agrippa). 1 Kings xiv. 20 says simply Jeroboam ... slept with
his fathers.
21, 22.
The Epilogue of Abijah’s Reign.
²¹But Abijah waxed mighty, and took unto

himself fourteen wives, and begat twenty and
two sons, and sixteen daughters.
21. fourteen wives] The many wives are mentioned here as a
symbol of the wealth and state of Abijah.
²²And the rest of the acts of Abijah, and his

ways, and his sayings, are written in the
commentary of the prophet Iddo.
22. his ways] The Chronicler takes a much more favourable view
of Abijah than Kings, where it is said of him that “he walked in all the
sins of his father...” (1 Kings xv. 3), and received favour from
Jehovah only on account of the merits of David. Evidently the
Chronicler deemed it fitting to fasten on the fact of the favour,
perhaps because he felt it imperative that Jeroboam should receive
from the next king of Judah the punishment for his sins which
Rehoboam could not inflict.
in the commentary] Hebrew Midrash. See Introduction, § 5, p.

xxxi.
Iddo] See note on ix. 29.
Chapter XIV.
1‒5 (compare 1 Kings xv. 9‒15).
The Religious Policy of Asa.
In Kings the reign of Asa is reviewed with entire approval,

according to Chronicles his conduct was marred only by the lack of
faith manifested in his reliance on the king of Syria (see xvi. 1‒10),
and in his recourse to physicians at the close of his reign (xvi. 12).
¹So Abijah slept with his fathers, and they

buried him in the city of David, and Asa his
son reigned in his stead: in his days the land
was quiet ten years. ²And Asa did that which
was good and right in the eyes of the Lord his
God:
1. ten years] These ten years of rest are naturally to be assigned
to the beginning of Asa’s reign; later on there was a rest of twenty
years (compare xv. 10 with xv. 19). The number ten here makes a
discrepancy with 1 Kings, for Baasha became king of Israel in the
third year of Asa (1 Kings xv. 28, 33), and “there was war between
Asa and Baasha all their days” (1 Kings xv. verse 32). If, however,
we allow some latitude to the language both of 1 Kings and of
Chronicles, the discrepancy becomes unimportant.
³for he took away the strange altars, and the

high places, and brake down the pillars ¹, and
hewed down the Asherim; ⁴and commanded
Judah to seek the Lord, the God of their
fathers, and to do the law and the
commandment.
¹ Or, obelisks.
3. he took away] In 1 Kings xv. 12, 13 he is said to have put away

the sodomites, and all the idols that his fathers had made; and also
“the abominable image” which Maacah, his mother, had made.
These remarks are here ignored by the Chronicler, probably because
they would be out of harmony with the comparatively pious character
he has ascribed to Asa’s predecessors, Rehoboam and Abijah. They
are given, however, in xv. 16, 17, where see note.
the strange altars] i.e. altars belonging to gods other than

Jehovah.
and the high places] a direct contradiction of 1 Kings xv. 14,

where it is said “But the high places were not taken away:
nevertheless the heart of Asa was perfect with the Lord all his
days.” This remarkable contrast affords a vivid illustration of the
different standpoints of Kings and Chronicles In Kings the removal of
the high-places is the great reform of later days effected by Hezekiah
(1 Kings xviii. 4, 22), by Josiah (2 Kings xxiii. 8). To the Chronicler,
who believed that the law centralising the worship of Jehovah in
Jerusalem was in force from the Mosaic age, the abolition of the
high-places was felt to be a minimum of reform and must surely have
been carried out by any king with a claim to piety. See also the note
on xv. 17.
the pillars] LXX. τὰς στήλας. The “pillar” or “obelisk,” Hebrew

Maṣṣēbāh, was a monolith standing by an altar as a symbol of the
god worshipped at the altar. In later days an image took the place of
the pillar, i.e. the mere symbol was succeeded by the likeness of the
god. (W. R. Smith, Religion of the Semites², pp. 203 ff., and for
illustrations of those recently discovered at Gezer see Macalister,
Bible Side-lights, or Driver, Modern Research as illustrating the
Bible, p. 63.)
and hewed down the Asherim] An Ashērah (plural Ashērim and

Ashēroth) was a wooden pole planted beside an altar as the symbol
of a deity. It appears to have been a survival of tree-worship, as the
Maṣṣēbāh was a survival of stone-worship. The Ashērah of itself did
not represent any particular deity, but it could be carved to bear the
symbol of any special god or goddess, e.g. of Ashtarte. (W. R. Smith,
Religion of the Semites², pp. 186 ff.) Probably the term Ashērah was
used in reference to the living sacred trees, which are still common
in Palestine: see the present writer’s edition of the Mishna tractate,
‘Aboda Zara, pp. 60 f.
⁵Also he took away out of all the cities of

Judah the high places and the sun-images:
and the kingdom was quiet before him.
5. the sun-images] Compare xxxiv. 4; Isaiah xvii. 8, xxvii. 9. The
Hebrew word (“ḥamman”) is of uncertain meaning and the supposed
connection with heat or the sun is unsatisfactory. On the whole the
evidence points to the conclusion that the “ḥamman” was a stone
pillar associated with the altar, and much the same as the
“Maṣṣēbāh,” the difference perhaps being that the former was
artificially shaped, the latter was of natural stone (see article Baal in
Hastings’ Dictionary of Religion and Ethics, pp. 287, 288).
6‒8.
Defensive Measures of Asa.
From xvi. 1‒6 = 1 Kings xv. 17‒22, it appears that there was a
strong and probably a reliable tradition ascribing to Asa activity in
building defensive townships in Judah. It is likely that the present
verses with their vague reference to strongly built cities with no
mention of their number or names are only an expansion of the more
precise references in xvi. 6. The Chronicler has assigned the
narrative given in xvi. 1‒6 (the war with Baasha) to the close of Asa’s
reign (for reasons noted under xvi. 1), and he obviously wanted
something to occupy the ten years of peace with which—according
to his story—the reign of Asa opened. This is conveniently found in a
general allusion to building and fortification.
⁶And he built fenced cities in Judah: for the

land was quiet, and he had no war in those
years; because the Lord had given him rest.
⁷For he said unto Judah, Let us build these
cities, and make about them walls, and
towers, gates, and bars; the land is yet before
us, because we have sought the Lord our
God; we have sought him, and he hath given
us rest on every side. So they built and
prospered. ⁸And Asa had an army that bare
bucklers and spears, out of Judah three
hundred thousand; and out of Benjamin, that
bare shields and drew bows, two hundred and
fourscore thousand: all these were mighty
men of valour.
8. that bare bucklers and spears ... that bare shields and drew
bows] LXX., δύναμις ὁπλοφόρων (= ὁπλιτῶν) αἰρόντων θυρεοὺς καὶ
δόρατα ... πελτασταὶ καὶ τοξόται. The Chronicler divides Asa’s army
into the heavy-armed men belonging to Judah and the light-armed
bowmen belonging to Benjamin. Asa apparently had no chariots.
“Bucklers” and “shields” should be transposed as in ix. 15.
of Judah three hundred thousand ... of Benjamin ... two hundred

and fourscore thousand] The total is 580,000. Under Asa’s
successor, Jehoshaphat, the numbers are (xvii. 14‒18), Judah
780,000, Benjamin 380,000, making a total of 1,160,000, i.e. twice
the total given above. The moral which the Chronicler would enforce
by these figures seems to be that Judah was strong in the early days
of Asa, while Asa showed faith in God, and that it became still
stronger under his really religious successor, Jehoshaphat.
Regarding the exaggeration of these figures, see the notes on xi. 1,
and xvii. 14.
9‒15 (no parallel in Kings).

Asa’s victory over Zerah: the Battle of Mareshah.
The present passage has much the same midrashic character as

the account of Abijah’s victory related in the previous chapter, and
some scholars consider that the story of the raid and defeat of Zerah
has no basis in fact. It is, however, more probable that it originates in
a genuine tradition of the repulse of some Egyptian, or rather
Arabian (see note, verse 9), inroad, not necessarily, however, in the
time of Asa: compare the Introduction § 7, p. l.
⁹And there came out against them Zerah the

Ethiopian with an army of a thousand
thousand, and three hundred chariots; and he
came unto Mareshah.
9. against them] We should expect either against him (i.e. Asa) or
against Judah. Perhaps this account has been torn out from some
older document without regard to the context, so that the reference
of them is lost. Compare notes on verses 12, 13, 14.
Zerah the Ethiopian] Rather, Zerah the Cushite (“man of Cush”).

Cush (Genesis x. 7) was the ancestor of certain Arabian tribes,
including Saba, see 1 Chronicles i. 9; and Arabians and Cushites
(“Ethiopians” Authorized Version, also Revised Version) are
mentioned as neighbours (2 Chronicles xxi. 16). It is therefore highly
probable that the leader of the inroad was an Arabian (Sabean) and
not an Ethiopian. (Compare S. A. Cook in Expository Times June,
1906, p. 541, against Petrie, History of Egypt.) Zerah perhaps
represents Dhirrīh (Zirrīh), a title (meaning “the magnificent”) of
several of the oldest princes of Saba. The tradition may therefore be
brought into connection with the many indications in Chronicles of
Arabian incursions on the southern borders of Judah. Mareshah,
where the battle was fought (verse 9), was one of the ancient seats
of the Calebites from which they were driven northwards (compare 1
Chronicles ii.). Those who prefer to regard Cushite as = Ethiopian—
see 1 Chronicles i. 8—and Zerah as an Egyptian king, have to
suppose that “Ethiopian” is applied to him loosely and somewhat
ignorantly; and further, as no king of Egypt is so named, that Zerah
must denote Osorkon I or II, or perhaps be the name of a general of
Osorkon. From xvi. 8 (see the note on Lubim) it would seem
probable that the Chronicler believed Zerah’s host to be an Egyptian
force.
a thousand thousand] An inroad of the “children of the East” was

formidable from sheer weight of numbers. We may gather from xvi. 8
that the original assailants were joined by other hordes as they drew
near the border of Judah. The number a thousand thousand is
probably meant to signify that the host was too great to number; it is,
of course, not to be taken literally.
three hundred chariots] The chariots, though comparatively few,

are mentioned, (1) perhaps because Asa himself had none,
(2) perhaps also because they represent an Egyptian contingent.
This suggestion receives support from xvi. 8, where the Lubim
(compare xii. 3) are associated with the Cushites in the invasion. The
cowardly foreign policy of Egypt may have led her on this occasion
to defend her own borders from the barbarian hordes by
encouraging them to invade her neighbour’s territories.
The reading three hundred is supported by the LXX. and is

probably right. The reading of the Peshitṭa, “thirty thousand,” and the
wording of xvi. 8, “with exceeding many chariots and horsemen,”
seem like a retouching of the narrative to make the number of the
chariots and horsemen correspond with the number of the whole
host.
Mareshah] See note on xi. 8.
¹⁰Then Asa went out to meet him, and they set

the battle in array in the valley of Zephathah at
Mareshah. ¹¹And Asa cried unto the Lord his
God, and said, Lord, there is none ¹ beside ²
thee to help, between the mighty and him that
hath no strength: help us, O Lord our God;
for we rely on thee, and in thy name are we
come against this multitude. O Lord, thou art
our God; let not man prevail against thee.
¹ Or, there is no difference with thee to help, whether the
mighty or him &c.
² Or, like.
10. in the valley] Probably the valley in which Beit-Jibrin now

stands, one of several valleys giving access from the Shephelah into
central Judah (G. A. Smith, Historical Geography of the Holy Land,
pp. 230‒233). In such a place a large force might easily be
discomfited by a few resolute men (compare 2 Samuel xvii. 9, 10).
of Zephathah at Mareshah] Render with LXX., north of
Mareshah (reading Ṣaphonah for Zephathah). No valley or town
called “Zephathah” is known.
¹²So the Lord smote the Ethiopians before

Asa, and before Judah; and the Ethiopians
fled.
12. the Lord smote] Compare xiii. 15. The use of The Name,
Jehovah (translated The Lord), instead of the general word “God”
here and in verses 13, 14 is in favour of the view that the Chronicler
took this account from some earlier document, perhaps a midrashic
history of Judah (Introduction § 5, p. xxxvi).
the Ethiopians] Rather, the Cushites.
¹³And Asa and the people that were with him

pursued them unto Gerar: and there fell of the
Ethiopians so many ¹ that they could not
recover themselves; for they were destroyed ²
before the Lord, and before his host; and
they carried away very much booty.
¹ Or, so that none remained alive. ² Hebrew broken.
13. Gerar] Identified with Jerār, ruins three hours south of Gaza;
compare 1 Chronicles iv. 39 (read “Gerar,” LXX. Γέραρα),
so many that they could not recover themselves] Or perhaps, as

margin, so that none remained alive.
very much booty] The phrase used belongs to a style earlier than
that of the Chronicler. Compare note on verse 9 (against them).
¹⁴And they smote all the cities round about
Gerar; for the fear of the Lord ¹ came upon
them: and they spoiled all the cities; for there
was much spoil in them.
¹ Or, a terror from the Lord.
14. the fear of the Lord] The Chroniclers own phrase is “the fear
of God” (xx. 29).
much spoil] Again we miss a favourite expression of the

Chronicler: “exceeding (lārōbh) much spoil.”
¹⁵They smote also the tents of cattle, and

carried away sheep in abundance and camels,
and returned to Jerusalem.
15. the tents of cattle] These words are so strange an expression
that it is probable the text is corrupt. If so, the original reading is
unknown, for the LXX. has the same reading as the Hebrew It adds
a proper name, evidently intended as the name of an Arabian tribe,
but this addition appears to be a gloss derived from a reading of the
LXX. in xxii. 1.
Chapter XV.
1‒15 (no parallel in Kings).
The Prophecy of Azariah the Son of Oded and its Sequel.
¹And the spirit of God came upon Azariah

the son of Oded:
1. Azariah the son of Oded] is mentioned only in this passage.
Compare xvi. 7, where a prophet (Hanani), also known to us only
through Chronicles, delivers a rebuke to Asa.
²and he went out to meet Asa, and said unto

him, Hear ye me, Asa, and all Judah and
Benjamin: the Lord is with you, while ye be
with him; and if ye seek him, he will be found
of you; but if ye forsake him, he will forsake
you.
2. went out to meet] Compare xix. 2.
if ye seek him] compare 1 Chronicles xxviii. 9.
Verses 3‒6 contain the reflections of the Chronicler himself or a

glossator on the whole course of Israelite history. The wording is too
vague and there are periods in the history too obscure to make it
possible to determine the reference definitely.
³Now for long seasons ¹ Israel hath been

without the true God, and without a teaching
priest, and without law: ⁴but when in their
distress they turned unto the Lord, the God of
Israel, and sought him, he was found of them.
¹ Or, a long season.
3. without a teaching priest, and without law] The connection

between these two is closer than the English suggests. “Law”
(Hebrew tōrah) is properly “teaching, guidance.” A “teaching” priest
(Hebrew mōreh) is one who gives “tōrah” or “guidance” on doubtful
points of morality or ritual. Compare Malachi ii. 7.
⁵And in those times there was no peace to him

that went out, nor to him that came in, but
great vexations were upon all the inhabitants
of the lands.
5. vexations] Rather, afflictions; compare Acts xii. 1, “to vex
(Revised Version ‘to afflict’) certain of the church.”
of the lands] The reference is probably to the Israelite territory

only; compare xi. 23, xxxiv. 33; and 1 Chronicles xiii. 2 (margin).
⁶And they were broken in pieces, nation

against nation, and city against city: for God
did vex them with all adversity.
6. nation against nation] Apparently Israel is meant. In the civil
strife of the days of the Judges, and again in the contentions of the
Northern and Southern Kingdoms, Israel seemed at times to be a
collection of related but hostile tribes: compare Judges viii. 13‒17, ix.
26 ff., xii. 1 ff., xx. 12 ff.
vex] Rather, afflict; see verse 5.

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College Algebra Enhanced with

Graphing Utilities 7th Edition Sullivan

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Michael Sullivan III

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The student edition of this text has been cataloged as follows:

ISBN 10: 0-13-411131-1

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The Enhanced with Graphing Utilities Series xvii

Preface to the Instructor xviii

Resources for Success xxiv

To the Student xxvi

R.1 Real Numbers 2

R.2 Algebra Essentials 18

R.3 Geometry Essentials 31

R.5 Factoring Polynomials 50

R.6 Synthetic Division 59

R.7 Rational Expressions 63

R.8 nth Roots; Rational Exponents 74

1 Graphs, Equations, and Inequalities 82

1.1 The Distance and Midpoint Formulas; Graphing Utilities;

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Graphing Utility to Create Tables • Find Intercepts from a Graph • Use a

1.2 Solving Equations Using a Graphing Utility; Linear and

1.3 Quadratic Equations 110

1.4 Complex Numbers; Quadratic Equations in the Complex

1.5 Radical Equations; Equations Quadratic in Form; Absolute

1.6 Problem Solving: Interest, Mixture, Uniform Motion, Constant

1.7 Solving Inequalities 146

Chapter Review 158

2.1 Intercepts: Symmetry; Graphing Key Equations 165

2.2 Lines 173

2.3 Circles 189

2.4 Variation 196

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Chapter Review 202

3 Functions and Their Graphs 206

3.1 Functions 207

3.2 The Graph of a Function 222

3.3 Properties of Functions 231

3.4 Library of Functions; Piecewise-defined Functions 245

3.5 Graphing Techniques: Transformations 256

3.6 Mathematical Models: Building Functions 268

Chapter Review 273

4 Linear and Quadratic Functions 280