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INTRODUCTORY
HAEUSSLER JR.
ERNEST F. HAEUSSLER JR.
MATHEMATICAL
WOOD
PAUL
RICHARD S. PAUL
RICHARD J. WOOD
INTRODUCTORY MATHEMATICAL ANALYSIS

F O R B U S IN E S S , E C O N O M IC S , A N D THE LIF E A ND S OCIA L S C IE NC E S
ANALYSIS
FOURTEENTH EDITION
FOR BUSINESS, ECONOMICS, AND
THE LIFE AND SOCIAL SCIENCES
About the Cover
The Royal Ontario Museum (ROM) in Toronto, Canada, opened in

March 1914. The ROM has undergone several overhauls, the most
dramatic being the addition of Daniel Libeskind’s Lee-Chin Crystal,
finished in June of 2007. The soaring glass and metal structure leads
a visitor from the chaos of the street to the more serene atmosphere
of the museum. Like many modern buildings, the Crystal embodies
F O U RT EE N TH E D IT I ON
application of many areas of mathematics in many ways. Readers of
the linear programming chapter (7) of this book may find it useful to
glance at the cover while contemplating routes, via edges, between
the vertices of similar structures.
www.pearsoncanada.ca 90000
ISBN 978-0-13-414110-7
9 780134 141107
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Haeussler-50501 CVR_HAEU1107_14_SE_IFC November 24, 2017 15:5
ALGEBRA
Algebraic Rules for Exponents Radicals
Real numbers
p
a0 D 1 n
a D a1=n p
p
aCbDbCa . a/n D a; n an D a .a > 0/
p
n
1 p m
ab D ba a n
D .a ¤ 0/ p
n
am D . n a/
p D am=n
an n p n
a C .b C c/ D .a C b/ C c n
am an D amCn rab D p a b
a.bc/ D .ab/c a n
a
a.b C c/ D ab C ac .am /n D amn n
Dp n
.ab/n D an bn p b bp
a.b c/ D ab ac m n
p
a D mn a
.a C b/c D ac C bc a n an
.a b/c D ac bc D n
b b
aC0Da
a m Factoring Formulas
a0D0 D am n
a1Da an
a C . a/ D 0 ab C ac D a.b C c/
. a/ D a a2 b2 D .a C b/.a b/
. 1/a D a Special Products a2 C 2ab C b2 D .a C b/2
a b D a C . b/ a2 2ab C b2 D .a b/2
a .b/ D a C b x.y C z/ D xy C xz a3 C b3 D .a C b/.a2 ab C b2 /
1 .x C a/.x C b/ D x2 C .a C b/x C ab a3 b3 D .a b/.a2 C ab C b2 /
a D1
a .x C a/2 D x2 C 2ax C a2
a 1 .x a/2 D x2 2ax C a2
Da .x C a/.x a/ D x2 a2 Straight Lines
b b
.x C a/3 D x3 C 3ax2 C 3a2 x C a3 y2 y1
. a/b D .ab/ D a. b/ .x a/3 D x3 3ax2 C 3a2 x a3 mD (slope formula)
x2 x1
. a/. b/ D ab y y1 D m.x x1 / (point-slope form)
y D mx C b (slope-intercept form)
a a Quadratic Formula x D constant (vertical line)
D
b b y D constant (horizontal line)
a a a If ax2 C bx C c D 0, where
D D a ¤ 0, then
b b b
p Absolute Value
a b aCb b ˙ b2 4ac
C D xD
c c c 2a
jabj D jaj jbj
a b a b ˇaˇ
D ˇ ˇ jaj
c c c ˇ ˇD
Inequalities b jbj
a c ac
D ja bj D jb aj
b d bd
If a < b, then a C c < b C c. jaj a jaj
a=b ad If a < b and c > 0, then ja C bj jaj C jbj (triangle inequality)
D
c=d bc ac < bc.
a ac If a < b and c > 0, then
D .c ¤ 0/ a. c/ > b. c/. Logarithms
b bc
Summation Formulas logb x D y if and only if x D by

Special Sums logb .mn/ D logb m C logb n
m
P
n P
n logb D logb m logb n
cai D c ai P
n n
iDm iDm 1Dn logb mr D r logb m
P
n P
n P
n iD1
.ai C bi / D ai C bi Pn
n.nC1/
logb 1 D 0
iDm iDm iDm iD 2 logb b D 1
P
n Pm
pCn iD1
logb br D r
ai D aiCm p
Pn
n.nC1/.2nC1/
iDm iDp
i2 D 6 blogb p D p .p > 0/
pP1 iD1
P
n P
n
Pn
n2 .nC1/2 loga m
ai C ai D ai i3 D logb m D
iDm iDp iDm 4 loga b
iD1
FINITE MATHEMATICS
Business Relations Compound Interest Formulas
Interest D (principal)(rate)(time) S D P.1 C r/n

Total cost D variable cost C fixed cost P D S.1 C r/ n
total cost r n
Average cost per unit D re D 1 C 1
quantity n
Total revenue D (price per unit)(number of units sold)
Profit D total revenue total cost S D Pert
P D Se rt
re D er 1
Ordinary Annuity Formulas
Matrix Multiplication
1 .1 C r/ n
ADR D Ran r (present value)
r n
X
n .AB/ik D Aij Bjk D Ai1 B1k C Ai2 B2k C C Ain bnk
.1 C r/ 1
SDR D Rsn r (future value) jD1
r
.AB/T D BT AT
A 1 A D I D AA 1
Counting 1
.AB/ D B 1A 1
nŠ
n Pr D Probability
.nr/Š
nŠ
n Cr D #.E/
rŠ.n r/Š P.E/ D
n C0 C n C1 C C n Cn 1 C n Cn D 2n #.S/
n C0 D 1 D n Cn #.E \ F/
P.EjF/ D
D n Cr C n CrC1 #.F/
nC1 CrC1
P.E [ F/ D P.E/ C P.F/ P.E \ F/
P.E0 / D 1 P.E/
Properties of Events P.E \ F/ D P.E/P.FjE/ D P.F/P.EjF/
For E and F events for an experiment with sample space S

For X a discrete random variable with distribution f
E[EDE
E\EDE X
.E0 /0 D E f.x/ D 1
E [ E0 D S x X
E \ E0 D ; D .X/ D E.X/ D xf.x/
E[SDS x X
E\SDE Var.X/ D E..X /2 / D .x /2 f.x/
E[;DE p x
E\;D; D .X/ D Var.X/
E[FDF[E
E\FDF\E
.E [ F/0 D E0 \ F0 Binomial distribution
.E \ F/0 D E0 [ F0
E [ .F [ G/ D .E [ F/ [ G
E \ .F \ G/ D .E \ F/ \ G f.x/ D P.X D x/ D n Cx px qn x
E \ .F [ G/ D .E \ F/ [ .E \ G/ D np
p
E [ .F \ G/ D .E [ F/ \ .E [ G/ D npq
CALCULUS
Graphs of Elementary Functions
y y y y
2 4 4 4
f(x) = 1 f(x) = x2
f(x) = x3
2 f(x) = x 2 2
x x x x
-2 -1 1 2 -4 -2 2 4 -4 -2 2 4 -4 -2 2 4
-1 -2 -2 -2
-2 -4 -4 -4
y y y y
2
4 f(x) = x 4 f(x) = 3 x 4 f (x) = x3 4
2 2 2 2 f(x) = x
x x x x
-4 -2 2 4 -4 -2 2 4 -4 -2 2 4 -4 -2 2 4
-2 -2 -2 -2
-4 -4 -4 -4
y y y y
4 f(x) = 12 4 f(x) = ex 4
x
f(x) = 1x f(x) = lnx
2 2 2
x x x x
-4 -2 2 4 -4 -2 2 4 -4 -2 2 4 -4 -2 2 4
-2 -2 -2 -2
-4 -4 -4 -4
Definition of Derivative of f.x/ Elasticity for Demand q D q.p/

p
d f.x C h/ f.x/ f.z/ f.x/
f0 .x/ D . f.x// D lim D lim p dq q
dx h!0 h z!x z x D D
q dp dp
Differentiation Formulas dq
d d a Integration Formulas
1 du
.c/ D 0 .u / D aua
dx dx dx
Z We assume that u isZa differentiable function
Z of x. Z
d a 1 d 1 du
.x / D axa .ln u/ D k dx D kx C C . f.x/ ˙ g.x// dx D f.x/ dx ˙ g.x/ dx
dx dx u dx
Z Z
d d u du xaC1 uaC1
.cf.x// D cf0 .x/ .e / D eu xa dx D C C; a ¤ 1 ua du D C C; a ¤ 1
dx dx dx Z aC1 Z aC1
x x
d d 1 du e dx D e C C eu du D eu C C
. f.x/ ˙ g.x// D f0 .x/ ˙ g0 .x/ .logb u/ D
dx dx .ln b/u dx Z Z Z
1
d d u du kf.x/ dx D k f.x/ dx du D ln juj C C; u ¤ 0
. f.x/g.x// D f.x/g0 .x/ C g.x/ f0 .x/ .b / D bu .ln b/ u
dx dx dx
(product rule) Consumers’ Surplus for Demand p D f.q/
Z q0
d f.x/ g.x/ f0 .x/ f.x/g0 .x/ d 1 1
D .f .x// D
dx g.x/ .g.x//2 dx f0 . f 1 .x// CS D Œ f.q/ p0 dq
0
(quotient rule)
dy dy du dy 1 Producers’ Surplus for Supply p D g.q/
D (chain rule) D
dx du dx dx dx R q0
dy PS D 0 Œ p0 g.q/ dq
Haeussler-50501 A01_HAEU1107_14_SE_FM November 27, 2017 14:16
INTRODUCTORY ERNEST F. HAEUSSLER JR.

The Pennsylvania State University
RICHARD S. PAUL
MATHEMATICAL
The Pennsylvania State University
RICHARD J. WOOD
Dalhousie University
ANALYSIS FOURTEENTH EDITION

FOR BUSINESS, ECONOMICS, AND
THE LIFE AND SOCIAL SCIENCES
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978-0-13-414110-7
10 9 8 7 6 5 4 3 2 1
Library and Archives Canada Cataloguing in Publication
Haeussler, Ernest F., author
Introductory mathematical analysis for business, economics, and the life
and social sciences / Ernest F. Haeussler, Jr. (The Pennsylvania State
University), Richard S. Paul (The Pennsylvania State University), Richard
J. Wood (Dalhousie University).—Fourteenth edition.
Includes bibliographical references and index.
ISBN 978-0-13-414110-7 (hardcover)
1. Mathematical analysis. 2. Economics, Mathematical. 3. Business
mathematics. I. Paul, Richard S., author II. Wood, Richard James, author
III. Title.
QA300.H32 2017 515 C2017-903584-3
For Bronwen

Contents
Preface ix
PART I COLLEGE ALGEBRA

CHAPTER 0 Review of Algebra 1
0.1 Sets of Real Numbers 2
0.2 Some Properties of Real Numbers 3
0.3 Exponents and Radicals 10
0.4 Operations with Algebraic Expressions 15
0.5 Factoring 20
0.6 Fractions 22
0.7 Equations, in Particular Linear Equations 28
0.8 Quadratic Equations 39
Chapter 0 Review 45
CHAPTER 1 Applications and More Algebra 47

1.1 Applications of Equations 48
1.2 Linear Inequalities 55
1.3 Applications of Inequalities 59
1.4 Absolute Value 62
1.5 Summation Notation 66
1.6 Sequences 70
Chapter 1 Review 80
CHAPTER 2 Functions and Graphs 83

2.1 Functions 84
2.2 Special Functions 91
2.3 Combinations of Functions 96
2.4 Inverse Functions 101
2.5 Graphs in Rectangular Coordinates 104
2.6 Symmetry 113
2.7 Translations and Reflections 118
2.8 Functions of Several Variables 120
Chapter 2 Review 128
CHAPTER 3 Lines, Parabolas, and Systems 131

3.1 Lines 132
3.2 Applications and Linear Functions 139
3.3 Quadratic Functions 145
3.4 Systems of Linear Equations 152
3.5 Nonlinear Systems 162
3.6 Applications of Systems of Equations 164
CHAPTER 4 Exponential and Logarithmic Functions 175

4.1 Exponential Functions 176
4.2 Logarithmic Functions 188
4.3 Properties of Logarithms 194
4.4 Logarithmic and Exponential Equations 200
v
vi Contents
PART II FINITE MATHEMATICS

CHAPTER 5 Mathematics of Finance 208
5.1 Compound Interest 209
5.2 Present Value 214
5.3 Interest Compounded Continuously 218
5.4 Annuities 222
5.5 Amortization of Loans 230
5.6 Perpetuities 234
CHAPTER 6 Matrix Algebra 240

6.1 Matrices 241
6.2 Matrix Addition and Scalar Multiplication 246
6.3 Matrix Multiplication 253
6.4 Solving Systems by Reducing Matrices 264
6.5 Solving Systems by Reducing Matrices (Continued) 274
6.6 Inverses 279
6.7 Leontief’s Input--Output Analysis 286
CHAPTER 7 Linear Programming 294

7.1 Linear Inequalities in Two Variables 295
7.2 Linear Programming 299
7.3 The Simplex Method 306
7.4 Artificial Variables 320
7.5 Minimization 330
7.6 The Dual 335
CHAPTER 8 Introduction to Probability and Statistics 348

8.1 Basic Counting Principle and Permutations 349
8.2 Combinations and Other Counting Principles 355
8.3 Sample Spaces and Events 367
8.4 Probability 374
8.5 Conditional Probability and Stochastic Processes 388
8.6 Independent Events 401
8.7 Bayes’ Formula 411
CHAPTER 9 Additional Topics in Probability 424

9.1 Discrete Random Variables and Expected Value 425
9.2 The Binomial Distribution 432
9.3 Markov Chains 437
Contents vii
PART III CALCULUS

CHAPTER 10 Limits and Continuity 450
10.1 Limits 451
10.2 Limits (Continued) 461
10.3 Continuity 469
10.4 Continuity Applied to Inequalities 474
CHAPTER 11 Differentiation 482

11.1 The Derivative 483
11.2 Rules for Differentiation 491
11.3 The Derivative as a Rate of Change 499
11.4 The Product Rule and the Quotient Rule 509
11.5 The Chain Rule 519
CHAPTER 12 Additional Differentiation Topics 531

12.1 Derivatives of Logarithmic Functions 532
12.2 Derivatives of Exponential Functions 537
12.3 Elasticity of Demand 543
12.4 Implicit Differentiation 548
12.5 Logarithmic Differentiation 554
12.6 Newton’s Method 558
12.7 Higher-Order Derivatives 562
CHAPTER 13 Curve Sketching 569

13.1 Relative Extrema 570
13.2 Absolute Extrema on a Closed Interval 581
13.3 Concavity 583
13.4 The Second-Derivative Test 591
13.5 Asymptotes 593
13.6 Applied Maxima and Minima 603
CHAPTER 14 Integration 619

14.1 Differentials 620
14.2 The Indefinite Integral 625
14.3 Integration with Initial Conditions 631
14.4 More Integration Formulas 635
14.5 Techniques of Integration 642
14.6 The Definite Integral 647
14.7 The Fundamental Theorem of Calculus 653
viii Contents
CHAPTER 15 Applications of Integration 665

15.1 Integration by Tables 666
15.2 Approximate Integration 672
15.3 Area Between Curves 678
15.4 Consumers’ and Producers’ Surplus 687
15.5 Average Value of a Function 690
15.6 Differential Equations 692
15.7 More Applications of Differential Equations 699
15.8 Improper Integrals 706
CHAPTER 16 Continuous Random Variables 713

16.1 Continuous Random Variables 714
16.2 The Normal Distribution 721
16.3 The Normal Approximation to the Binomial Distribution 726
CHAPTER 17 Multivariable Calculus 732

17.1 Partial Derivatives 733
17.2 Applications of Partial Derivatives 738
17.3 Higher-Order Partial Derivatives 744
17.4 Maxima and Minima for Functions of Two Variables 746
17.5 Lagrange Multipliers 754
17.6 Multiple Integrals 761
APPENDIX A Compound Interest Tables 769
APPENDIX B Table of Selected Integrals 777
APPENDIX C Areas Under the Standard Normal Curve 780
Answers to Odd-Numbered Problems AN-1
Index I-1
Preface
T
he fourteenth edition of Introductory Mathematical Analysis for Business, Econo-
mics, and the Life and Social Sciences (IMA) continues to provide a mathematical
foundation for students in a variety of fields and majors, as suggested by the title.
As begun in the thirteenth edition, the book has three parts: College Algebra, Chapters 0–4;
Finite Mathematics, Chapters 5–9; and Calculus, Chapters 10–17.
Schools that have two academic terms per year tend to give Business students a term
devoted to Finite Mathematics and a term devoted to Calculus. For these schools we rec-
ommend Chapters 0 through 9 for the first course, starting wherever the preparation of the
students allows, and Chapters 10 through 17 for the second, including as much as the stu-
dents’ background allows and their needs dictate.
For schools with three quarter or three semester courses per year there are a number
of possible uses for this book. If their program allows three quarters of Mathematics, well-
prepared Business students can start a first course on Finite Mathematics with Chapter 1
and proceed through topics of interest up to and including Chapter 9. In this scenario, a
second course on Differential Calculus could start with Chapter 10 on Limits and Continu-
ity, followed by the three “differentiation chapters”, 11 through 13 inclusive. Here, Section
12.6 on Newton’s Method can be omitted without loss of continuity, while some instructors
may prefer to review Chapter 4 on Exponential and Logarithmic Functions prior to study-
ing them as differentiable functions. Finally, a third course could comprise Chapters 14
through 17 on Integral Calculus with an introduction to Multivariable Calculus. Note that
Chapter 16 is certainly not needed for Chapter 17 and Section 15.8 on Improper Integrals
can be safely omitted if Chapter 16 is not covered.
Approach
Introductory Mathematical Analysis for Business, Economics, and the Life and Social
Sciences (IMA) takes a unique approach to problem solving. As has been the case in ear-
lier editions of this book, we establish an emphasis on algebraic calculations that sets this
text apart from other introductory, applied mathematics books. The process of calculating
with variables builds skill in mathematical modeling and paves the way for students to use
calculus. The reader will not find a “definition-theorem-proof” treatment, but there is a sus-
tained effort to impart a genuine mathematical treatment of applied problems. In particular,
our guiding philosophy leads us to include informal proofs and general calculations that
shed light on how the corresponding calculations are done in applied problems. Emphasis
on developing algebraic skills is extended to the exercises, of which many, even those of
the drill type, are given with general rather than numerical coefficients.
We have refined the organization of our book over many editions to present the content
in very manageable portions for optimal teaching and learning. Inevitably, that process
tends to put “weight” on a book, and the present edition makes a very concerted effort to
pare the book back somewhat, both with respect to design features—making for a cleaner
approach—and content—recognizing changing pedagogical needs.
Changes for the Fourteenth Edition

We continue to make the elementary notions in the early chapters pave the way for their
use in more advanced topics. For example, while discussing factoring, a topic many stu-
dents find somewhat arcane, we point out that the principle “ab D 0 implies a D 0 or
b D 0”, together with factoring, enables the splitting of some complicated equations into
several simpler equations. We point out that percentages are just rescaled numbers via the
p
“equation” p% D 100 so that, in calculus, “relative rate of change” and “percentage rate
of change” are related by the “equation” r D r 100%. We think that at this time, when
negative interest rates are often discussed, even if seldom implemented, it is wise to be
absolutely precise about simple notions that are often taken for granted. In fact, in the
ix
x Preface
Finance, Chapter 5, we explicitly discuss negative interest rates and ask, somewhat rhetor-
ically, why banks do not use continuous compounding (given that for a long time now
continuous compounding has been able to simplify calculations in practice as well as in
theory).
Whenever possible, we have tried to incorporate the extra ideas that were in the “Explore
and Extend” chapter-closers into the body of the text. For example, the functions tax rate t.i/
and tax paid T.i/ of income i, are seen for what they are: everyday examples of case-defined
functions. We think that in the process of learning about polynomials it is helpful to include
Horner’s Method for their evaluation, since with even a simple calculator at hand this makes
the calculation much faster. While doing linear programming, it sometimes helps to think
of lines and planes, etcetera, in terms of intercepts alone, so we include an exercise to show
that if a line has (nonzero) intercepts x0 and y0 then its equation is given by
x y
C D1
x0 y0
and, moreover, (for positive x0 and y0 ) we ask for a geometric interpretation of the equivalent
equation y0 x C x0 y D x0 y0 .
But, turning to our “paring” of the previous IMA, let us begin with Linear Program-
ming. This is surely one of the most important topics in the book for Business students. We
now feel that, while students should know about the possibility of Multiple Optimum Solu-
tions and Degeneracy and Unbounded Solutions, they do not have enough time to devote
an entire, albeit short, section to each of these. The remaining sections of Chapter 7 are
already demanding and we now content ourselves with providing simple alerts to these
possibilities that are easily seen geometrically. (The deleted sections were always tagged
as “omittable”.)
We think further that, in Integral Calculus, it is far more important for Applied Mathe-
matics students to be adept at using tables to evaluate integrals than to know about Integra-
tion by Parts and Partial Fractions. In fact, these topics, of endless joy to some as recre-
ational problems, do not seem to fit well into the general scheme of serious problem solving.
It is a fact of life that an elementary function (in the technical sense) can easily fail to have
an elementary antiderivative, and it seems to us that Parts does not go far enough to rescue
this difficulty to warrant the considerable time it takes to master the technique. Since Par-
tial Fractions ultimately lead to elementary antiderivatives for all rational functions, they
are part of serious problem solving and a better case can be made for their inclusion in an
applied textbook. However, it is vainglorious to do so without the inverse tangent function
at hand and, by longstanding tacit agreement, applied calculus books do not venture into
trigonometry.
After deleting the sections mentioned above, we reorganized the remaining material of
the “integration chapters”, 14 and 15, to rebalance them. The first concludes with the Funda-
mental Theorem of Calculus while the second is more properly “applied”. We think that the
formerly daunting Chapter 17 has benefited from deletion of Implicit Partial Differentia-
tion, the Chain Rule for partial differentiation, and Lines of Regression. Since Multivariable
Calculus is extremely important for Applied Mathematics, we hope that this more manage-
able chapter will encourage instructors to include it in their syllabi.
Examples and Exercises

Most instructors and students will agree that the key to an effective textbook is in the
quality and quantity of the examples and exercise sets. To that end, more than 850 exam-
ples are worked out in detail. Some of these examples include a strategy box designed
to guide students through the general steps of the solution before the specific solution
is obtained. (See, for example, Section 14.3 Example 4.) In addition, an abundant num-
ber of diagrams (almost 500) and exercises (more than 5000) are included. Of the exer-
cises, approximately 20 percent have been either updated or written completely anew. In
each exercise set, grouped problems are usually given in increasing order of difficulty.
In most exercise sets the problems progress from the basic mechanical drill-type to more
Preface xi
interesting thought-provoking problems. The exercises labeled with a coloured exercise

number correlate to a “Now Work Problem N” statement and example in the section.
Based on the feedback we have received from users of this text, the diversity of the
applications provided in both the exercise sets and examples is truly an asset of this book.
Many real applied problems with accurate data are included. Students do not need to look
hard to see how the mathematics they are learning is applied to everyday or work-related
situations. A great deal of effort has been put into producing a proper balance between
drill-type exercises and problems requiring the integration and application of the concepts
learned.
Pedagogy and Hallmark Features

Applications: An abundance and variety of applications for the intended audience appear
throughout the book so that students see frequently how the mathematics they are learn-
ing can be used. These applications cover such diverse areas as business, economics,
biology, medicine, sociology, psychology, ecology, statistics, earth science, and archae-
ology. Many of these applications are drawn from literature and are documented by
references, sometimes from the Web. In some, the background and context are given
in order to stimulate interest. However, the text is self-contained, in the sense that it
assumes no prior exposure to the concepts on which the applications are based. (See, for
example, Chapter 15, Section 7, Example 2.)
Now Work Problem N: Throughout the text we have retained the popular Now Work
Problem N feature. The idea is that after a worked example, students are directed to
an end-of-section problem (labeled with a colored exercise number) that reinforces the
ideas of the worked example. This gives students an opportunity to practice what they
have just learned. Because the majority of these keyed exercises are odd-numbered, stu-
dents can immediately check their answer in the back of the book to assess their level of
understanding. The complete solutions to the odd-numbered exercises can be found in
the Student Solutions Manual.
Cautions: Cautionary warnings are presented in very much the same way an instructor
would warn students in class of commonly made errors. These appear in the margin,
along with other explanatory notes and emphases.
Definitions, key concepts, and important rules and formulas: These are clearly stated
and displayed as a way to make the navigation of the book that much easier for the
student. (See, for example, the Definition of Derivative in Section 11.1.)
Review material: Each chapter has a review section that contains a list of important
terms and symbols, a chapter summary, and numerous review problems. In addition,
key examples are referenced along with each group of important terms and symbols.
Inequalities and slack variables: In Section 1.2, when inequalities are introduced we
point out that a b is equivalent to “there exists a non-negative number, s, such that
a C s D b”. The idea is not deep but the pedagogical point is that slack variables, key
to implementing the simplex algorithm in Chapter 7, should be familiar and not distract
from the rather technical material in linear programming.
Absolute value: It is common to note that ja bj provides the distance from a to b. In
Example 4e of Section 1.4 we point out that “x is less than units from ” translates as
jx j < . In Section 1.4 this is but an exercise with the notation, as it should be, but
the point here is that later (in Chapter 9) will be the mean and the standard deviation
of a random variable. Again we have separated, in advance, a simple idea from a more
advanced one. Of course, Problem 12 of Problems 1.4, which asks the student to set up
jf.x/ Lj < , has a similar agenda to Chapter 10 on limits.
Early treatment of summation notation: This topic is necessary for study of the defi-
nite integral in Chapter 14, but it is useful long before that. Since it is a notation that is
new to most students at this level, but no more than a notation, we get it out of the way
in Chapter 1. By using it when convenient, before coverage of the definite integral, it is
not a distraction from that challenging concept.
xii Preface
Section 1.6 on sequences: This section provides several pedagogical advantages.

The very definition is stated in a fashion that paves the way for the more important and
more basic definition of function in Chapter 2. In summing the terms of a sequence we
are able to practice the use of summation notation introduced in the preceding section.
The most obvious benefit though is that “sequences” allows us a better organization
in the annuities section of Chapter 5. Both the present and the future values of an annu-
ity are obtained by summing (finite) geometric sequences. Later in the text, sequences
arise in the definition of the number e in Chapter 4, in Markov chains in Chapter 9, and
in Newton’s method in Chapter 12, so that a helpful unifying reference is obtained.
Sum of an infinite sequence: In the course of summing the terms of a finite sequence,
it is natural to raise the possibility of summing the terms of an infinite sequence. This is
a nonthreatening environment in which to provide a first foray into the world of limits.
We simply explain how certain infinite geometric sequences have well-defined sums and
phrase the results in a way that creates a toehold for the introduction of limits in Chapter
10. These particular infinite sums enable us to introduce the idea of a perpetuity, first
informally in the sequence section, and then again in more detail in a separate section in
Chapter 5.
Section 2.8, Functions of Several Variables: The introduction to functions of several
variables appears in Chapter 2 because it is a topic that should appear long before Cal-
culus. Once we have done some calculus there are particular ways to use calculus in the
study of functions of several variables, but these aspects should not be confused with the
basics that we use throughout the book. For example, “a-sub-n-angle-r” and “s-sub-n-
angle-r” studied in the Mathematics of Finance, Chapter 5, are perfectly good functions
of two variables, and Linear Programming seeks to optimize linear functions of several
variables subject to linear constraints.
Leontief’s input-output analysis in Section 6.7: In this section we have separated vari-
ous aspects of the total problem. We begin by describing what we call the Leontief matrix
A as an encoding of the input and output relationships between sectors of an economy.
Since this matrix can often be assumed to be constant for a substantial period of time,
we begin by assuming that A is a given. The simpler problem is then to determine the
production, X, which is required to meet an external demand, D, for an economy whose
Leontief matrix is A. We provide a careful account of this as the solution of .I A/X D D.
Since A can be assumed to be fixed while various demands, D, are investigated, there is
some justification to compute .I A/ 1 so that we have X D .I A/ 1 D. However, use
of a matrix inverse should not be considered an essential part of the solution. Finally, we
explain how the Leontief matrix can be found from a table of data that might be available
to a planner.
Birthday probability in Section 8.4: This is a treatment of the classic problem of deter-
mining the probability that at least 2 of n people have their birthday on the same day.
While this problem is given as an example in many texts, the recursive formula that we
give for calculating the probability as a function of n is not a common feature. It is reason-
able to include it in this book because recursively defined sequences appear explicitly in
Section 1.6.
Markov Chains: We noticed that considerable simplification of the problem of finding
steady state vectors is obtained by writing state vectors as columns rather than rows.
This does necessitate that a transition matrix T D Œtij have tij D“probability that next
state is i given that current state is j” but avoids several artificial transpositions.
Sign Charts for a function in Chapter 10: The sign charts that we introduced in the
12th edition now make their appearance in Chapter 10. Our point is that these charts
can be made for any real-valued function of a real variable and their help in graph-
ing a function begins prior to the introduction of derivatives. Of course we continue to
exploit their use in Chapter 13 “Curve Sketching” where, for each function f, we advo-
cate making a sign chart for each of f, f0 , and f00 , interpreted for f itself. When this is
possible, the graph of the function becomes almost self-evident. We freely acknowledge
that this is a blackboard technique used by many instructors, but it appears too rarely in
textbooks.
Preface xiii
Supplements
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ISBN 0-134-77040-4 j 978-0-134-77040-6
These instructor supplements are available for download from a password-protected
section of Pearson Canada’s online catalogue (catalogue.pearsoned.ca). Navigate to your
book’s catalogue page to view a list of those supplements that are available. Speak to your
local Pearson sales representative for details and access.
Instructor’s Solution Manual has worked solutions to all problems, including those in
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xiv Preface
Acknowledgments
We express our appreciation to the following colleagues who contributed comments and
suggestions that were valuable to us in the evolution of this text. (Professors marked with
an asterisk reviewed the fourteenth edition.)
E. Adibi, Chapman University P. Huneke, The Ohio State University

R. M. Alliston, Pennsylvania State University C. Hurd, Pennsylvania State University
R. A. Alo, University of Houston J. A. Jiminez, Pennsylvania State University
K. T. Andrews, Oakland University * T. H. Jones, Bishop’s University
M. N. de Arce, University of Puerto Rico W. C. Jones, Western Kentucky University
E. Barbut, University of Idaho R. M. King, Gettysburg College
G. R. Bates, Western Illinois University M. M. Kostreva, University of Maine
*S. Beck, Navarro College G. A. Kraus, Gannon University
D. E. Bennett, Murray State University J. Kucera, Washington State University
C. Bernett, Harper College M. R. Latina, Rhode Island Junior College
A. Bishop, Western Illinois University L. N. Laughlin, University of Alaska, Fairbanks
P. Blau, Shawnee State University P. Lockwood-Cooke, West Texas A&M University
R. Blute, University of Ottawa J. F. Longman, Villanova University
S. A. Book, California State University * F. MacWilliam, Algoma University
A. Brink, St. Cloud State University I. Marshak, Loyola University of Chicago
R. Brown, York University D. Mason, Elmhurst College
R. W. Brown, University of Alaska * B. Matheson, University of Waterloo
S. D. Bulman-Fleming, Wilfrid Laurier University F. B. Mayer, Mt. San Antonio College
D. Calvetti, National College P. McDougle, University of Miami
D. Cameron, University of Akron F. Miles, California State University
K. S. Chung, Kapiolani Community College E. Mohnike, Mt. San Antonio College
D. N. Clark, University of Georgia C. Monk, University of Richmond
E. L. Cohen, University of Ottawa R. A. Moreland, Texas Tech University
J. Dawson, Pennsylvania State University J. G. Morris, University of Wisconsin-Madison
A. Dollins, Pennsylvania State University J. C. Moss, Paducah Community College
T. J. Duda, Columbus State Community College D. Mullin, Pennsylvania State University
G. A. Earles, St. Cloud State University E. Nelson, Pennsylvania State University
B. H. Edwards, University of Florida S. A. Nett, Western Illinois University
J. R. Elliott, Wilfrid Laurier University R. H. Oehmke, University of Iowa
J. Fitzpatrick, University of Texas at El Paso Y. Y. Oh, Pennsylvania State University
M. J. Flynn, Rhode Island Junior College J. U. Overall, University of La Verne
G. J. Fuentes, University of Maine * K. Pace, Tarrant County College
L. Gerber, St. John’s University A. Panayides, William Patterson University
T. G. Goedde, The University of Findlay D. Parker, University of Pacific
S. K. Goel, Valdosta State University N. B. Patterson, Pennsylvania State University
G. Goff, Oklahoma State University V. Pedwaydon, Lawrence Technical University
J. Goldman, DePaul University E. Pemberton, Wilfrid Laurier University
E. Greenwood, Tarrant County College, Northwest M. Perkel, Wright State University
Campus D. B. Priest, Harding College
J. T. Gresser, Bowling Green State University J. R. Provencio, University of Texas
L. Griff, Pennsylvania State University L. R. Pulsinelli, Western Kentucky University
R. Grinnell, University of Toronto at Scarborough M. Racine, University of Ottawa
F. H. Hall, Pennsylvania State University * B. Reed, Navarro College
V. E. Hanks, Western Kentucky University N. M. Rice, Queen’s University
*T. Harriott, Mount Saint Vincent University A. Santiago, University of Puerto Rico
R. C. Heitmann, The University of Texas at Austin J. R. Schaefer, University of Wisconsin–Milwaukee
J. N. Henry, California State University S. Sehgal, The Ohio State University
W. U. Hodgson, West Chester State College W. H. Seybold, Jr., West Chester State College
*J. Hooper, Acadia University * Y. Shibuya, San Francisco State University
B. C. Horne, Jr., Virginia Polytechnic Institute and State G. Shilling, The University of Texas at Arlington
University S. Singh, Pennsylvania State University
J. Hradnansky, Pennsylvania State University L. Small, Los Angeles Pierce College
Preface xv
E. Smet, Huron College B. K. Waits, The Ohio State University

J. Stein, California State University, Long Beach A. Walton, Virginia Polytechnic Institute and State
M. Stoll, University of South Carolina University
T. S. Sullivan, Southern Illinois University Edwardsville H. Walum, The Ohio State University
E. A. Terry, St. Joseph’s University E. T. H. Wang, Wilfrid Laurier University
A. Tierman, Saginaw Valley State University A. J. Weidner, Pennsylvania State University
B. Toole, University of Maine L. Weiss, Pennsylvania State University
J. W. Toole, University of Maine N. A. Weigmann, California State University
* M. Torres, Athabasca University S. K. Wong, Ohio State University
D. H. Trahan, Naval Postgraduate School G. Woods, The Ohio State University
J. P. Tull, The Ohio State University C. R. B. Wright, University of Oregon
L. O. Vaughan, Jr., University of Alabama in C. Wu, University of Wisconsin–Milwaukee
Birmingham B. F. Wyman, The Ohio State University
L. A. Vercoe, Pennsylvania State University D. Zhang, Washington State University
M. Vuilleumier, The Ohio State University
Some exercises are taken from problem supplements used by students at Wilfrid Laurier
University. We wish to extend special thanks to the Department of Mathematics of Wilfrid
Laurier University for granting Prentice Hall permission to use and publish this material,
and also to Prentice Hall, who in turn allowed us to make use of this material.
We again express our sincere gratitude to the faculty and course coordinators of The
Ohio State University and Columbus State University who took a keen interest in this and
other editions, offering a number of invaluable suggestions.
Special thanks are due to MPS North America, LLC. for their careful work on the solu-
tions manuals. Their work was extraordinarily detailed and helpful to us. We also appreciate
the care that they took in checking the text and exercises for accuracy.
Ernest F. Haeussler, Jr.

Richard S. Paul
Richard J. Wood

Haeussler-50501 M01_HAEU1107_14_SE_C00 November 27, 2017 14:19
0 Review of Algebra
L
esley Griffith worked for a yacht supply company in Antibes, France. Often,
0.1 Sets of Real Numbers
she needed to examine receipts in which only the total paid was reported and
0.2 Some Properties of Real then determine the amount of the total which was French “value-added tax”.
Numbers It is known as TVA for “Taxe à la Value Ajouté”. The French TVA rate was
19.6% (but in January of 2014 it increased to 20%). A lot of Lesley’s business came
0.3 Exponents and Radicals
from Italian suppliers and purchasers, so she also had to deal with the similar problem
0.4 Operations with of receipts containing Italian sales tax at 18% (now 22%).
Algebraic Expressions A problem of this kind demands a formula, so that the user can just plug in a tax
rate like 19.6% or 22% to suit a particular place and time, but many people are able
0.5 Factoring
to work through a particular case of the problem, using specified numbers, without
0.6 Fractions knowing the formula. Thus, if Lesley had a 200-Euro French receipt, she might have
reasoned as follows: If the item cost 100 Euros before tax, then the receipt total would
0.7 Equations, in Particular be for 119.6 Euros with tax of 19.6, so tax in a receipt total of 200 is to 200 as 19.6 is
Linear Equations
to 119.6. Stated mathematically,
0.8 Quadratic Equations tax in 200 19:6
D 0:164 D 16:4%
Chapter 0 Review 200 119:6
If her reasoning is correct then the amount of TVA in a 200-Euro receipt is about 16.4%
of 200 Euros, which is 32.8 Euros. In fact, many people will now guess that

p
tax in R D R
100 C p
gives the tax in a receipt R, when the tax rate is p%. Thus, if Lesley felt confident about
18
her deduction, she could have multiplied her Italian receipts by 118 to determine the tax
they contained.
Of course, most people do not remember formulas for very long and are uncom-
fortable basing a monetary calculation on an assumption such as the one we italicized
above. There are lots of relationships that are more complicated than simple proportion-
ality! The purpose of this chapter is to review the algebra necessary for you to construct
your own formulas, with confidence, as needed. In particular, we will derive Lesley’s
formula from principles with which everybody is familiar. This usage of algebra will
appear throughout the book, in the course of making general calculations with variable
quantities.
In this chapter we will review real numbers and algebraic expressions and the basic
operations on them. The chapter is designed to provide a brief review of some terms and
methods of symbolic calculation. Probably, you have seen most of this material before.
However, because these topics are important in handling the mathematics that comes
later, an immediate second exposure to them may be beneficial. Devote whatever time
is necessary to the sections in which you need review.
1
2 Chapter 0 Review of Algebra
Objective 0.1 Sets of Real Numbers

To become familiar with sets, in A set is a collection of objects. For example, we can speak of the set of even numbers
particular sets of real numbers, and
the real-number line. between 5 and 11, namely, 6, 8, and 10. An object in a set is called an element of
that set. If this sounds a little circular, don’t worry. The words set and element are like
line and point in geometry. We cannot define them in more primitive terms. It is only
with practice in using them that we come to understand their meaning. The situation is
also rather like the way in which a child learns a first language. Without knowing any
words, a child infers the meaning of a few very simple words by watching and listening
to a parent and ultimately uses these very few words to build a working vocabulary.
None of us needs to understand the mechanics of this process in order to learn how to
speak. In the same way, it is possible to learn practical mathematics without becoming
embroiled in the issue of undefined primitive terms.
One way to specify a set is by listing its elements, in any order, inside braces. For
example, the previous set is f6; 8; 10g, which we could denote by a letter such as A,
allowing us to write A D f6; 8; 10g. Note that f8; 10; 6g also denotes the same set, as
does f6; 8; 10; 10g. A set is determined by its elements, and neither rearrangements nor
repetitions in a listing affect the set. A set A is said to be a subset of a set B if and
only if every element of A is also an element of B. For example, if A D f6; 8; 10g and
B D f6; 8; 10; 12g, then A is a subset of B but B is not a subset of A. There is exactly
one set which contains no elements. It is called the empty set and is denoted by ;.
Certain sets of numbers have special names. The numbers 1, 2, 3, and so on form
the set of positive integers:
set of positive integers D f1; 2; 3; : : :g
The three dots are an informal way of saying that the listing of elements is unending
and the reader is expected to generate as many elements as needed from the pattern.
The positive integers together with 0 and the negative integers 1; 2; 3; : : : ;
form the set of integers:
set of integers D f: : : ; 3; 2; 1; 0; 1; 2; 3; : : :g
The set of rational numbers consists of numbers, such as 12 and 53 , that can be
written as a quotient of two integers. That is, a rational number is a number that can
The reason for q ¤ 0 is that we cannot be written as pq , where p and q are integers and q ¤ 0. (The symbol “¤” is read “is not
divide by zero.
equal to.”) For example, the numbers 19 , 2 , and 62 are rational. We remark that 24 , 12 ,
20 7
3 4
6
, 8 , 0:5, and 50% all represent the same rational number. The integer 2 is rational,
Every integer is a rational number. since 2 D 21 . In fact, every integer is rational.
All rational numbers can be represented by decimal numbers that terminate, such
as 34 D 0:75 and 32 D 1:5, or by nonterminating, repeating decimal numbers (composed
of a group of digits that repeats without end), such as 23 D 0:666 : : : ; 114 D 0:3636 : : : ;
2
Every rational number is a real number. and 15 D 0:1333 : : : : Numbers represented by nonterminating, nonrepeating decimals
are called irrational numbers. An irrational number p cannot be written as an integer
The set of real numbers consists of all divided by an integer. The numbers (pi) and 2 are examples of irrational numbers.
decimal numbers. Together, the rational numbers and the irrational numbers form the set of real numbers.
Real numbers can be represented by points on a line. First we choose a point on the
line to represent zero. This point is called the origin. (See Figure 0.1.) Then a standard
measure of distance, called a unit distance, is chosen and is successively marked off
both to the right and to the left of the origin. With each point on the line we associate a
directed distance, which depends on the position of the point with respect to the origin.
Some Points and Their Coordinates
1
-r -1.5 2 2 r Positive
-3 -2 -1 0 1 2 3 direction
Origin
FIGURE 0.1 The real-number line.

Section 0.2 Some Properties of Real Numbers 3
Positions to the right of the origin are considered positive .C/ and positions to the left
are negative . /. For example, with the point 12 unit to the right of the origin there
corresponds the number 12 , which is called the coordinate of that point. Similarly, the
coordinate of the point 1.5 units to the left of the origin is 1:5. In Figure 0.1, the
coordinates of some points are marked. The arrowhead indicates that the direction to
the right along the line is considered the positive direction.
To each point on the line there corresponds a unique real number, and to each
real number there corresponds a unique point on the line. There is a one-to-one cor-
respondence between points on the line and real numbers. We call such a line, with
coordinates marked, a real-number line. We feel free to treat real numbers as points
on a real-number line and vice versa.
EXAMPLE 1 Identifying Kinds of Real Numbers
Is it true that 0:151515 : : : is an irrational number?

Solution: The dots in 0:151515 : : : are understood to convey repetition of the digit
string “15”. Irrational numbers were defined to be real numbers that are represented by a
nonterminating, nonrepeating decimal, so 0:151515 : : : is not irrational. It is therefore a
rational number. It is not immediately clear how to represent 0:151515 : : : as a quotient
5
of integers. In Chapter 1 we will learn how to show that 0:151515 : : : D . You can
33
check that this is plausible by entering 5 33 on a calculator, but you should also think
5
about why the calculator exercise does not prove that 0:151515 : : : D .
33
Now Work Problem 7 G
PROBLEMS 0.1
p
In Problems 1–12, determine the truth of each statement. If the 7. 25 is not a positive integer.
statement is false, give a reason why that is so. p
p 8. 2 is a real number.
1. 13 is an integer. 0
2 9. is rational.
2. is rational. 0
7 10. is a positive integer.
3. 3 is a positive integer. p
11. 0 is to the right of 2 on the real-number line.
4. 0 is not rational.
p 12. Every integer is positive or negative.
5. 3 is rational.
13. Every terminating decimal number can be regarded as a
1 repeating decimal number.
6. is a rational number. p
0
14. 1 is a real number.
Objective 0.2 Some Properties of Real Numbers

To name, illustrate, and relate We now state a few important properties of the real numbers. Let a, b, and c be real
properties of the real numbers and
their operations. numbers.
1. The Transitive Property of Equality

If a D b and b D c; then a D c.
Thus, two numbers that are both equal to a third number are equal to each other.
For example, if x D y and y D 7, then x D 7.
2. The Closure Properties of Addition and Multiplication

For all real numbers a and b, there are unique real numbers a C b and ab.
This means that any two numbers can be added and multiplied, and the result in
each case is a real number.
3. The Commutative Properties of Addition and Multiplication

aCbDbCa and ab D ba
This means that two numbers can be added or multiplied in any order. For example,
3 C 4 D 4 C 3 and .7/. 4/ D . 4/.7/.
4. The Associative Properties of Addition and Multiplication

a C .b C c/ D .a C b/ C c and a.bc/ D .ab/c
This means that, for both addition and multiplication, numbers can be grouped in
any order. For example, 2 C .3 C 4/ D .2 C 3/ C 4; in both cases, the sum is 9. Simi-
larly, 2x C .x C y/ D .2x C x/ C y, and observe that the right side more obviously sim-
plifies to 3x C y than does the left side. Also, .6 13 / 5 D 6. 13 5/, and here the left side
obviously reduces to 10, so the right side does too.
5. The Identity Properties

There are unique real numbers denoted 0 and 1 such that, for each real number a,
0 C a D a and 1a D a
6. The Inverse Properties
For each real number a, there is a unique real number denoted a such that
a C . a/ D 0
The number a is called the negative of a.
For example, since 6 C . 6/ D 0, the negative of 6 is 6. The negative of a num-

ber is not necessarily a negative number. For example, the negative of 6 is 6, since
. 6/ C .6/ D 0. That is, the negative of 6 is 6, so we can write . 6/ D 6.
1
For each real number a, except 0, there is a unique real number denoted a such
that
1
aa D1
1
The number a is called the reciprocal of a.
Zero does not have a reciprocal because Thus, all numbers except 0 have a reciprocal. Recall that a 1 can be written 1a . For
there is no number that when multiplied example, the reciprocal of 3 is 13 , since 3. 13 / D 1. Hence, 13 is the reciprocal of 3. The
by 0 gives 1. This is a consequence of
0 a D 0 in 7. The Distributive Properties. reciprocal of 13 is 3, since . 13 /.3/ D 1. The reciprocal of 0 is not defined.
7. The Distributive Properties
a.b C c/ D ab C ac and .b C c/a D ba C ca

0aD0Da0
For example, although 2.3 C 4/ D 2.7/ D 14, we can also write

2.3 C 4/ D 2.3/ C 2.4/ D 6 C 8 D 14
Similarly,
.2 C 3/.4/ D 2.4/ C 3.4/ D 8 C 12 D 20
and
x.z C 4/ D x.z/ C x.4/ D xz C 4x
The distributive property can be extended to the form
a.b C c C d/ D ab C ac C ad
In fact, it can be extended to sums involving any number of terms.
Subtraction is defined in terms of addition:
a b means a C . b/
where b is the negative of b. Thus, 6 8 means 6 C . 8/.
In a similar way, we define division in terms of multiplication. If b ¤ 0, then
ab means a.b 1 /
a 1
Usually, we write either or a=b for a b. Since b 1 D ,
b b
a 1 1
a D a.b / D a
means a times the reciprocal of b. b b
b
3 a
Thus, 5
means 3 times 15 , where 1
5
is the reciprocal of 5. Sometimes we refer to
as
b
the ratio of a to b. We remark that since 0 does not have a reciprocal, division by 0 is
not defined.
The following examples show some manipulations involving the preceding
properties.
EXAMPLE 1 Applying Properties of Real Numbers
a. x.y 3z C 2w/ D .y 3z C 2w/x, by the commutative property of multiplication.

b. By the associative property of multiplication, 3.4 5/ D .3 4/5. Thus, the result of
multiplying 3 by the product of 4 and 5 is the same as the result of multiplying the
product of 3 and 4 by 5. In either case, the result is 60.
c. Show that a.b c/ ¤ .ab/ .ac/
Solution: To show the negation of a general statement, it suffices to provide a
counterexample. Here, taking a D 2 and b D 1 D c, we see that that a.b c/ D 2 while
.ab/ .ac/ D 4.

p p
a. Show that 2 2D 2 C 2.
p p
Solution: By the definition of subtraction,
p2 2pD2C. 2/. However, by the
addition,p2 C .
commutative property of p 2/ D 2 C 2. Hence, by the transitive
property of equality, 2 2D 2 C 2. Similarly, it is clear that, for any a and b,
we have
a bD bCa
b. Show that .8 C x/ y D 8 C .x y/.
Solution: Beginning with the left side, we have

.8 C x/ y D .8 C x/ C . y/ definition of subtraction
D 8 C .x C . y// associative property
D 8 C .x y/ definition of subtraction
Hence, by the transitive property of equality,
.8 C x/ y D 8 C .x y/
Similarly, for all a, b, and c, we have
.a C b/ c D a C .b c/
c. Show that 3.4x C 2y C 8/ D 12x C 6y C 24.
Solution: By the distributive property,
3.4x C 2y C 8/ D 3.4x/ C 3.2y/ C 3.8/
But by the associative property of multiplication,
3.4x/ D .3 4/x D 12x and similarly 3.2y/ D 6y
Thus, 3.4x C 2y C 8/ D 12x C 6y C 24

ab b
a. Show that Da , for c ¤ 0.
c c
Solution: The restriction is necessary. Neither side of the equation is defined if
c D 0. By the definition of division,
ab 1
D .ab/ for c ¤ 0
c c
But by the associative property,
1 1
.ab/ D a b
c c
1 b
However, by the definition of division, b D . Thus,
c c
ab b
Da
c c
ab a
We can also show that D b.
c c
aCb a b
b. Show that D C for c ¤ 0.
c c c
Solution: (Again the restriction is necessary but we won’t always bother to say so.)
By the definition of division and the distributive property,
aCb 1 1 1
D .a C b/ D a C b
c c c c
However,
1 1 a b
a Cb D C
c c c c
Hence,
aCb a b
D C
c c c

Finding the product of several numbers can be done by considering products of
numbers taken just two at a time. For example, to find the product of x, y, and z, we
could first multiply x by y and then multiply that product by z; that is, we find (xy)z.
Alternatively, we could multiply x by the product of y and z; that is, we find x(yz). The
associative property of multiplication guarantees that both results are identical, regard-
less of how the numbers are grouped. Thus, it is not ambiguous to write xyz. This con-
cept can be extended to more than three numbers and applies equally well to addition.
Not only should you be able to manipulate real numbers, you should also be aware
of, and familiar with, the terminology involved. It will help you read the book, follow
your lectures, and — most importantly — allow you to frame your questions when you
have difficulties.
The following list states important properties of real numbers that you should study
thoroughly. Being able to manipulate real numbers is essential to your success in math-
ematics. A numerical example follows each property. All denominators are assumed to
be different from zero (but for emphasis we have been explicit about these restrictions).
Property Example(s)
1. a b D a C . b/ 2 7 D 2 C . 7/ D 5
2. a . b/ D a C b 2 . 7/ D 2 C 7 D 9
3. a D . 1/.a/ 7 D . 1/.7/
4. a.b C c/ D ab C ac 6.7 C 2/ D 6 7 C 6 2 D 54
5. a.b c/ D ab ac 6.7 2/ D 6 7 6 2 D 30
6. .a C b/ D a b .7 C 2/ D 7 2D 9
7. .a b/ D aCb .2 7/ D 2C7D5
8. . a/ D a . 2/ D 2
9. a.0/ D 0 2.0/ D 0
10. . a/.b/ D .ab/ D a. b/ . 2/.7/ D .2 7/ D 2. 7/ D 14
11. . a/. b/ D ab . 2/. 7/ D 2 7 D 14
a 7 2
12. Da D 7; D 2
1 1 1

a 1 2 1
13. Da for b ¤ 0 D2
b b 7 7
a a a 2 2 2
14. D D for b ¤ 0 D D
b b b 7 7 7
a a 2 2
15. D for b ¤ 0 D
b b 7 7
0 0
16. D0 for a ¤ 0 D0
a 7
a 2 5
17. D 1 for a ¤ 0 D 1; D1
a 2 5

b 7
18. a D b for a ¤ 0 2 D7
a 2
1 1
19. a D 1 for a ¤ 0 2 D1
a 2
a c ac 2 4 24 8
20. D for b; d ¤ 0 D D
b d bd 3 5 35 15

ab a b 27 2 7
21. D bDa for c ¤ 0 D 7D2
c c c 3 3 3
Property Example(s)
a a 1 1 a 2 2 1 1 2
22. D D for b; c ¤ 0 D D
bc b c b c 37 3 7 3 7

a a c ac 2 2 5 25
23. D D for b; c ¤ 0 D D
b b c bc 7 7 5 75
a a a 2 2 2
24. D D D D D D
b. c/ . b/c bc 3. 5/ . 3/.5/ 3.5/
a a 2 2 2
D for b; c ¤ 0 D D
. b/. c/ bc . 3/. 5/ 3.5/ 15
a. b/ . a/b ab 2. 3/ . 2/.3/ 2.3/

25. D D D D D D
c c c 5 5 5
. a/. b/ ab . 2/. 3/ 2.3/ 6
D for c ¤ 0 D D
c c 5 5 5
a b aCb 2 3 2C3 5
26. C D for c ¤ 0 C D D
c c c 9 9 9 9
a b a b 2 3 2 3 1
27. D for c ¤ 0 D D
c c c 9 9 9 9
a c ad C bc 4 2 43C52 22
28. C D for b; d ¤ 0 C D D
b d bd 5 3 53 15
a c ad bc 4 2 43 52 2
29. D for b; d ¤ 0 D D
b d bd 5 3 53 15
a 2
b a c a d ad 3 2 7 2 5 25 10
30. c D D D D D D D
b d b c bc 7 3 5 3 7 37 21
d 5
for b; c; d ¤ 0
a b c ac 2 3 5 25 10
31. D a D a D for b; c ¤ 0 D2 D2 D D
b c b b 3 5 3 3 3
c 5
a 2
b a a 1 a 3 2 2 1 2 2
32. D cD D for b; c D 0 D 5D D D
c b b c bc 5 3 3 5 35 15
Property 23 is particularly important and could be called the fundamental

principle of fractions. It states that multiplying or dividing both the numerator and
denominator of a fraction by the same nonzero number results in a fraction that is
equal to the original fraction. Thus,
7 78 56
D D D 56
1 1 1
8
8 8
By Properties 28 and 23, we have

2 4 2 15 C 5 4 50 2 25 2
C D D D D
5 15 5 15 75 3 25 3
We can also do this problem by converting 25 and 15
4
into fractions that have the same
denominators and then using Property 26. The fractions 25 and 154
can be written with
a common denominator of 5 15:
2 2 15 4 45
D and D
5 5 15 15 15 5
However, 15 is the least such common denominator and is called the least common
denominator (LCD) of 25 and 15
4
. Thus,
2 4 23 4 6 4 6C4 10 2
C D C D C D D D
5 15 53 15 15 15 15 15 3
Similarly,
3 5 33 52
D LCD D 24
8 12 8 3 12 2
9 10 9 10
D D
24 24 24
1
D
24
PROBLEMS 0.2
In Problems 1–10, determine the truth of each statement. In Problems 21–27, show that the statements are true by using
1. Every real number has a reciprocal. properties of the real numbers.
2. The reciprocal of 6:6 is 0:151515 : : :. 21. 2x.y 7/ D 2xy 14x

x z
1 22. z D x
3. The negative of 7 is . y y
7
4. 1.x y/ D .1 x/.1 y/ 23. .x C y/.2/ D 2x C 2y
5. xCyD yCx 24. a.b C .c C d// D a..d C b/ C c/
6. .x C 2/.4/ D 4x C 8 25. x..2y C 1/ C 3/ D 2xy C 4x

xC3 x x 3x 26. .1 C a/.b C c/ D b C c C ab C ac
7. D C3 8. 3 D 27. Show that .x y C z/w D xw yw C zw.
5 5 4 4
9. 2.x y/ D .2x/ .2y/ 10. x.4y/ D 4xy [Hint: b C c C d D .b C c/ C d.]
Simplify each of the following, if possible.
In Problems 11–20, state which properties of the real numbers are
being used. 28. 2 C . 4/ 29. aCb 30. 6 C . 4/
31. 7 2 3 33. 5 . 13/
11. 2.x C y/ D 2x C 2y 32.
2 1
12. .x C 5:2/ C 0:7y D x C .5:2 C 0:7y/ 34. . a/ C . b/ 35. . 2/.9/ 36. 7. 9/
13. 2.3y/ D .2 3/y 1
37. . 1:6/. 0:5/ 38. 19. 1/ 39.
a 1 1
14. D a
b b a
15. 5.b a/ D .a b/. 5/ 40. . 6 C x/ 41. 7.x/ 42. 3.a b/
16. y C .x C y/ D .y C x/ C y 43. . 6 C . y// 44. 3 3a 45. 9 . 27/
5x y 46. . a/ . b/ 47. 3 C .3 1 9/ 48. 3. 2.3/ C 6.2//
17. D 1=7.5x y/
7 49. . a/. b/. 1/ 50. . 12/. 12/ 51. X.1/
18. 5.4 C 7/ D 5.7 C 4/ 52. 71.x 2/ 53. 4.5 C x/ 54. .x y/

19. .2 C a/b D 2b C ba 1 X
55. 0. x/ 56. 8 57.
20. . 1/. 3 C 4/ D . 1/. 3/ C . 1/.4/ 11 1
14x 2x 2 1 X Y 3 1 1 3 5
58. 59. 60. 70. p p 71. C 72.
21y 2 3 x 5 5 2 4 6 7 9
a 62. 5a C .7 5a/ aby l x
61. .3b/ 63.
c ax 6 w y2
73. x 74. 75. z
a 1 2 5 1 1 m
64. 65. 66. C y xy
b c x y 2 3
x y 3 7 a c 7 0 0
67. C 68. 69. C 76. 77. ; for X ¤ 0 78.
3a a 10 15 b b 0 X 0
Objective 0.3 Exponents and Radicals

To review positive integral exponents, The product x x x of 3 x’s is abbreviated x3 . In general, for n a positive integer, xn is
the zero exponent, negative integral
exponents, rational exponents, the abbreviation for the product of n x’s. The letter n in xn is called the exponent, and
principal roots, radicals, and the x is called the base. More specifically, if n is a positive integer, we have
procedure of rationalizing the
denominator.
1 1
1. xn D x„ x ƒ‚
x : : : …x 2. x n
D n
D for x ¤ 0
x x x ƒ‚
„ x ::: …
x
n factors
Some authors say that 00 is not defined. 1 n factors
However, 00 D 1 is a consistent and 3. D xn for x ¤ 0 4. x0 D 1
x n
often useful definition.
EXAMPLE 1 Exponents
4
1 1 1 1 1 1
a. D D
2 2 2 2 2 16
1 1 1
b. 3 5D 5 D D
3 33333 243
1 5
c. D 3 D 243
3 5
d. 20 D 1; 0 D 1; . 5/0 D 1
e. x1 D x

If rn D x, where n is a positive integer, then r is an nth root of x. Second roots,
the case n D 2, are called square roots; and third roots, the case n D 3, are called cube
roots. For example, 32 D 9, so 3 is a square root of 9. Since . 3/2 D 9; 3 is also a
square root of 9. Similarly, 2 is a cube root of 8, since . 2/3 D 8, while 5 is a
fourth root of 625 since 54 D 625.
Some numbers do not have an nth root that is a real number. For example, since
the square of any real number is nonnegative: there is no real number that is a square
root of 4.
The principal nth root of x is the nth root of x that is positive if x is positive
p and is
negative if x is negative and n is odd. We denote the principal nth root of x by n x. Thus,

p
n positive if x is positive
x is
negative if x is negative and n is odd
r
p p 1 p
For example, 2
9 D 3; 3
8D 2, and 3
D 13 . We define n 0 D 0.
27
Section 0.3 Exponents and Radicals 11

p
Although both 2 and 2 are square roots n
of 4, the principal p The symbol p x is called

p a radical. With principal square roots we usually write
p square root of 4 is 2, 2
x instead of x. Thus, 9 D 3.
not 2. Hence, p 4 D 2. For positive x,
we often write ˙ x to indicate both
If x is positive, the expression xp=q , p
where p and q are integers with no common
p
square roots of x, and “˙ 4 D ˙2” factors and q is positive, is defined to be q xp . Hence,
p is a
p short way of writing “ 4 D 2
convenient p4
p
3
p3
and
p 4 D 2”, but the only value of x3=4 D x3 I 82=3 D 82 D 64 D 4
4 is 2. r
p2 1 1
1=2 1
4 D 4 D D
4 2
Here are the basic laws of exponents and radicals:
Law Example(s)
m
1. x x D x n mCn 23 25 D 28 D 256; x2 x3 D x5
2. x0 D 1 20 D 1
1 1 1
3. x n D n 2 3D 3 D
x 2 8
1 1 1
4. D xn D 2 D 8I 5 D x5
3
x n 2 3 x
xm 1 212 4 x8 1
5. n D xm n D n m 8
D 2 D 16I 12
D 4
x x 2 x x
m 4
x 2
6. m D 1 D1
x 24
7. .xm /n D xmn .23 /5 D 215 I .x2 /3 D x6
8. .xy/n D xn yn .2 4/3 D 23 43 D 8 64 D 512
n 3
x xn 2 23 8
9. D n D 3 D
y y 3 3 27
n n 2 2
x y 3 4 16
10. D D D
y x 4 3 9
p 1=5
p5
11. x1=n D n x 3 D 3
1 1 1 1 1
12. x 1=n D 1=n D p 4 1=2 D 1=2 D p D
x n
x 4 4 2
p p p p3
p3
p
3
13. n x n y D n xy 9 2 D 18
p r p r
n
x x
3
90 3 90
p3
14. p D n p3
D D 9
n y y 10 10
q p
m p p 3 p4
p
15. n
x D mn x 2 D 12 2
p p p3
p
16. xm=n D xm D . n x/m
n 82=3 D 82 D . 3 8/2 D 22 D 4
p p
17. . m x/m D x . 8 7/8 D 7
EXAMPLE 2 Exponents and Radicals
When computing
p xm=n , it is often easier a. By Law 1,
to first find n x and then raise the result
x6 x8 D x6C8 D x14
to the mth power. Thus,
p
. 27/4=3 D . 3 27 /4 D . 3/4 D 81. a3 b2 a5 b D a3 a5 b2 b1 D a8 b3
x11 x 5
D x11 5
D x6
z2=5 z3=5 D z1 D z
xx1=2 D x1 x1=2 D x3=2
b. By Law 16,
3=2 r !3 3
1 1 1 1
D D D
4 4 2 8
4=3 r !4 p !4
3
8 3 8 8
c. D D p
3
Laws 16 and 14
27 27 27
4
2
D
3
. 2/4 16
D D Law 9
34 81
d. .64a3 /2=3 D 642=3 .a3 /2=3 Law 8
p
3
D . 64/2 a2 Laws 16 and 7
2 2 2
D .4/ a D 16a

Rationalizing the numerator is a similar Rationalizing the denominator of a fraction is a procedure in which a fraction hav-
procedure. ing a radical in its denominator is expressed as an equal fraction without a radical in
its denominator. We use the fundamental principle of fractions, as Example 3 shows.
EXAMPLE 3 Rationalizing Denominators

p
2 2 2 51=2 2 51=2 2 5
a. p D 1=2 D 1=2 1=2 D D
5 5 5 5 51 5
2 2 2 2 35=6 x1=6
b. p
6
Dp p6
D D for x ¤ 0
3x5 6
3 x5 31=6 x5=6 31=6 x5=6 35=6 x1=6
p
6
2.35 x/1=6 2 35 x
D D
3x 3x

The following examples illustrate various applications of the laws of exponents
and radicals. All denominators are understood to be nonzero.
EXAMPLE 4 Exponents
x 2 y3
a. Eliminate negative exponents in for x ¤ 0, z ¤ 0.
z 2
x 2 y3 2 1 1 3 2 y3 z2
Solution: Dx y3 D y z D
z 2 z 2 x2 x2
By comparing our answer with the original expression, we conclude that we can
bring a factor of the numerator down to the denominator, and vice versa, by chang-
ing the sign of the exponent.
x2 y7
b. Simplify 3 5 for x ¤ 0, y ¤ 0.
xy
x2 y7 y7 5 y2
Solution: 3 5
D 3 2 D
xy x x
c. Simplify .x5 y8 /5 .
Solution: .x5 y8 /5 D .x5 /5 .y8 /5 D x25 y40
Section 0.3 Exponents and Radicals 13
d. Simplify .x5=9 y4=3 /18 .

Solution: .x5=9 y4=3 /18 D .x5=9 /18 .y4=3 /18 D x10 y24
!5
x1=5 y6=5
e. Simplify for z ¤ 0.
z2=5
!5
Solution: x1=5 y6=5 .x1=5 y6=5 /5 xy6
D D
z2=5 .z2=5 /5 z2
x3 x6
f. Simplify for x ¤ 0, y ¤ 0.
y2 y5
x3 x6 x3 y5 y3
Solution: D D
y2 y5 y2 x6 x3

EXAMPLE 5 Exponents
1 1
a. For x ¤ 0 and y ¤ 0, eliminate negative exponents in x Cy and simplify.
1 1 1 1 yCx
Solution: x Cy D C D
x y xy
b. Simplify x3=2 x1=2 by using the distributive law.
Solution: x3=2 x1=2 D x1=2 .x 1/
2
c. For x ¤ 0, eliminate negative exponents in 7x C .7x/ 2 .
2 2 7 1 7 1 344
Solution: 7x C .7x/ D C D 2C D
x2 .7x/2 x 49x2 49x2
d. For x ¤ 0 and y ¤ 0, eliminate negative exponents in .x 1 y 1 / 2 .

1 1 2 y x 2
Solution: .x 1 y 1 / 2 D D
x y xy
2
xy x2 y2
D D
y x .y x/2
e. Apply the distributive law to x2=5 .y1=2 C 2x6=5 /.
Solution: x2=5 .y1=2 C 2x6=5 / D x2=5 y1=2 C 2x8=5
EXAMPLE 6 Radicals
p
a. Simplify 4 48.
p4
p4
p4
p4
p4
Solution: 48 D 16 3 D 16 3 D 2 3
p
b. Rewrite 2 C 5x without using a radical sign.
p
Solution: 2 C 5x D .2 C 5x/1=2
p5
2
c. Rationalize the denominator of p 3
and simplify.
6
p5
p
15
2 21=5 62=3 23=15 610=15 .23 610 /1=15 23 610
Solution: p D D D D
3 1=3
6 6 2=3 6 6 6
6

p
20
d. Simplify p .
5
p r
20 20 p
Solution: p D D 4D2
5 5
EXAMPLE 7 Radicals
p
a. Simplify 3 x6 y4 .
p
3 6 4
p p p p
Solution: x y D 3 .x2 /3 y3 y D 3 .x2 /3 3 y3 3 y
p
D x2 y 3 y
r
2
b. Simplify .
7
r rr p p
27
2 14 14 14
Solution: D D D p D
77
7 72 2 7
7
p p p
c. Simplify 250 50 C 15 2.
p p p p p p
Solution: 250 50 C 15 2 D 25 10 25 2 C 15 2
p p p
D 5 10 5 2 C 15 2
p p
D 5 10 C 10 2
p
d. If x is any real number, simplify x2 .
p
2 x if x 0
Solution: x D
x if x < 0
p p
Thus, 22 D 2 and . 3/2 D . 3/ D 3.
PROBLEMS 0.3
In Problems 1–14, simplify and express all answers in terms of 4=5 2=5
1 243
positive exponents. 27. 28.
32 1024
1. .23 /.22 / 2. x6 x9 3. 175 172
In Problems 29–40, simplify the expressions.
3 2 x3 x5 12 4
p p p3
4. z zz 5. 9 5 6. .x / 29. 50 30. 3 54 31. 2x3
y y r
14 2 p p x
.a3 /7 13 32. 4x 33. 49u8 34. 4
7. 8. 9. .2x2 y3 /3 16
.b4 /5 13 r
p p p 3
2 3 2 6 35. 2 8 5 27 C 3 128 36.
w s x9 2a4 13
10. 11. 5 12.
y2 x 7b5 37. .9z4 /1=2 38. .729x6 /3=2
3 4 2 3 3 2 3 2=3
.y / .x / .x / 27t 256 3=4
13. 14. 39. 40.
.y2 /3 y2 .x3 /4 8 x12
In Problems 15–28, evaluate the expressions. In Problems 41–52, write the expressions in terms of positive
p p p exponents only. Avoid all radicals in the final form. For example,
15. 25 16. 4 81 17. 7
128
r r p x1=2
p 1 8 y 1
xD
18. 5 0:00243 19. 4 20. 3
y
16 27
21. .49/1=2 22. .64/1=3 23. 813=4 a5 b 3 p
5 1 2 3
5=2 2=5 1=2 41. 42. x2 y3 z 10 43. 3a b c
24. .9/ 25. .32/ 26. .0:09/ c2
Section 0.4 Operations with Algebraic Expressions 15
44. x C y 1 45. .3t/ 2 46. .3 z/ 4 In Problems 69–86, simplify. Express all answers in terms of
p5 p p positive exponents. Rationalize the denominator where necessary
47. 5x2 48. .X5 Y 7 / 4 49. x y to avoid fractional exponents in the denominator.
2
u v w6 3 p p4 3
50. 51. x2 4 xy 2 z3 52. a 3 b 2 a5 b 4 69. 2x2 y 3 x4 70. 5=2 1=2
vw 5 u v
In Problems 53–58, rewrite the exponential forms using radicals. p
243 72. ...3a3 /2 / 5 / 2
53. .a b C c/3=5 54. .ab2 c3 /3=4 71. p
3
55. x 4=5 56. 2x1=2 .2y/1=2 p
30 s5
57. 3w 3=5 .3w/ 3=5
58. ..y 2 /1=4 /1=5 73. 4 2=3 2 3 74. p
.3 x y / 3 2
s
p p p
In Problems 59–68, rationalize the denominators. 75. 3 2 3
x yz xy3 2 4
76. . 3/8
6 3 4 p
59. p 60. p 4
61. p 77. 32 .32/ 2=5
3
78. . u3 v2 /2=3
5 8 2x
y 1 2 1 2 2 3
62. p 63. p 64. p 79. .2x y / 80. p p
3 y 4 x
2y 5
3b 3 3 y2
p p p p p 2 3p 2 p
12 18 5
2 81. x x y xy 82. 75k4
65. p 66. p 67. p
3 2 4
a2 b .a3 b 4 c5 /6 p
3
p 83. 84. 7.49/
3
3 .a 2 c 3 / 4
68. p 3 2
.x2 /3 x p
2 85. 86. . 6/. 6/
x4 .x3 /2
Objective 0.4 Operations with Algebraic Expressions

To add, subtract, multiply, and divide If numbers, represented by symbols, are combined by any or all of the operations of
algebraic expressions. To define a
polynomial, to use special products, addition, subtraction, multiplication, division, exponentiation, and extraction of roots,
and to use long division to divide then the resulting expression is called an algebraic expression.
polynomials.
EXAMPLE 1 Algebraic Expressions
r
3
3 3x 5x 2
a. is an algebraic expression in the variable x.
10 x
p 5
b. 10 3 y C is an algebraic expression in the variable y.
7 C y2
.x C y/3 xy
c. C 2 is an algebraic expression in the variables x and y.
y
The algebraic expression 5ax3 2bxC3 consists of three terms:C5ax3 ; 2bx, and
C3. Some of the factors of the first term, 5ax3 , are 5; a; x; x2 ; x3 ; 5ax, and ax2 . Also,
5a is the coefficient of x3 , and 5 is the numerical coefficient of ax3 . If a and b represent
fixed numbers throughout a discussion, then a and b are called constants.
Algebraic expressions with exactly one term are called monomials. Those having
exactly two terms are binomials, and those with exactly three terms are trinomials.
Algebraic expressions with more than one term are called multinomials. Thus, the
p
multinomial 2x 5 is a binomial; the multinomial 3 y C 2y 4y2 is a trinomial.
The words polynomial and multinomial A polynomial in x is an algebraic expression of the form
should not be used interchangeably. A 1
polynomial is a special kindpof cn xn C cn 1 xn C C c1 x C c0
multinomial. For example, x C 2 is
a multinomial but not a polynomial. On where n is a nonnegative integer and the coefficients c0 ; c1 ; : : : ; cn are constants with
the other hand, x C 2 is a polynomial and cn ¤ 0. Here, the three dots indicate all other terms that are understood to be included
hence a multinomial. in the sum. We call n the degree of the polynomial. So, 4x3 5x2 Cx 2 is a polynomial
in x of degree 3, and y5 2 is a polynomial in y of degree 5. A nonzero constant is a
polynomial of degree zero; thus, 5 is a polynomial of degree zero. The constant 0 is
considered to be a polynomial; however, no degree is assigned to it.
In the following examples, we illustrate operations with algebraic expressions.
EXAMPLE 2 Adding Algebraic Expressions
Simplify .3x2 y 2x C 1/ C .4x2 y C 6x 3/.

Solution: We first remove the parentheses. Next, using the commutative property of
addition, we gather all like terms together. Like terms are terms that differ only by their
numerical coefficients. In this example, 3x2 y and 4x2 y are like terms, as are the pairs
2x and 6x, and 1 and 3. Thus,
.3x2 y 2x C 1/ C .4x2 y C 6x 3/ D 3x2 y 2x C 1 C 4x2 y C 6x 3
2 2
D 3x y C 4x y 2x C 6x C 1 3
By the distributive property,
3x2 y C 4x2 y D .3 C 4/x2 y D 7x2 y
and
2x C 6x D . 2 C 6/x D 4x
2
Hence, .3x y 2x C 1/ C .4x2 y C 6x 3/ D 7x2 y C 4x 2
EXAMPLE 3 Subtracting Algebraic Expressions
Simplify .3x2 y 2x C 1/ .4x2 y C 6x 3/.

Solution: Here we apply the definition of subtraction and the distributive property:
.3x2 y 2x C 1/ .4x2 y C 6x 3/
2 2
D .3x y 2x C 1/ C . 1/.4x y C 6x 3/
D .3x2 y 2x C 1/ C . 4x2 y 6x C 3/
2 2
D 3x y 2x C 1 4x y 6x C 3
D 3x2 y 4x2 y 2x 6x C 1 C 3
2
D .3 4/x y C . 2 6/x C 1 C 3
2
D xy 8x C 4
EXAMPLE 4 Removing Grouping Symbols
Simplify 3f2xŒ2x C 3 C 5Œ4x2 .3 4x/g.

Solution: We first eliminate the innermost grouping symbols (the parentheses). Then
we repeat the process until all grouping symbols are removed—combining similar
terms whenever possible. We have
3f2xŒ2x C 3 C 5Œ4x2 .3 4x/g D 3f2xŒ2x C 3 C 5Œ4x2 3 C 4xg
2 2
D 3f4x C 6x C 20x 15 C 20xg
D 3f24x2 C 26x 15g
2
D 72x C 78x 45
Observe that properly paired parentheses are the only grouping symbols needed
3f2xŒ2x C 3 C 5Œ4x2 .3 4x/g D 3.2x.2x C 3/ C 5.4x2 .3 4x///
but the optional use of brackets and braces sometimes adds clarity.
The distributive property is the key tool in multiplying expressions. For example,
to multiply ax C c by bx C d we can consider ax C c to be a single number and then
use the distributive property:
.ax C c/.bx C d/ D .ax C c/bx C .ax C c/d
Using the distributive property again, we have
.ax C c/bx C .ax C c/d D abx2 C cbx C adx C cd
D abx2 C .ad C cb/x C cd
Thus, .ax C c/.bx C d/ D abx2 C .ad C cb/x C cd. In particular, if a D 2; b D 1,
c D 3, and d D 2, then
.2x C 3/.x 2/ D 2.1/x2 C Œ2. 2/ C 3.1/x C 3. 2/
D 2x2 x 6
We now give a list of special products that can be obtained from the distributive
property and are useful in multiplying algebraic expressions.
Special Products
1. x.y C z/ D xy C xz distributive property
2
2. .x C a/.x C b/ D x C .a C b/x C ab
3. .ax C c/.bx C d/ D abx2 C .ad C cb/x C cd
4. .x C a/2 D x2 C 2ax C a2 square of a sum
2 2 2
5. .x a/ D x 2ax C a square of a difference
6. .x C a/.x a/ D x2 a2 product of sum and difference
3 3 2 2 3
7. .x C a/ D x C 3ax C 3a x C a cube of a sum
3 3 2 2 3
8. .x a/ D x 3ax C 3a x a cube of a difference
EXAMPLE 5 Special Products
a. By Rule 2,
.x C 2/.x 5/ D .x C 2/.x C . 5//
D x2 C .2 5/x C 2. 5/
2
Dx 3x 10
b. By Rule 3,
.3z C 5/.7z C 4/ D 3 7z2 C .3 4 C 5 7/z C 5 4
D 21z2 C 47z C 20
c. By Rule 5,
.x 4/2 D x2 2.4/x C 42
D x2 8x C 16
d. By Rule 6,
p p p
. y2 C 1 C 3/. y2 C 1 3/ D . y2 C 1/2 32
D .y2 C 1/ 9
D y2 8
e. By Rule 7,
.3x C 2/3 D .3x/3 C 3.2/.3x/2 C 3.2/2 .3x/ C .2/3
D 27x3 C 54x2 C 36x C 8

EXAMPLE 6 Multiplying Multinomials
Find the product .2t 3/.5t2 C 3t 1/.

Solution: We treat 2t 3 as a single number and apply the distributive property twice:
.2t 3/.5t2 C 3t 1/ D .2t 3/5t2 C .2t 3/3t .2t 3/1
3 2 2
D 10t 15t C 6t 9t 2t C 3
D 10t3 9t2 11t C 3
aCb a b
In Example 3(b) of Section 0.2, we showed that D C . Similarly,
a b a b c c c
D . Using these results, we can divide a multinomial by a monomial
c c c
by dividing each term in the multinomial by the monomial.
EXAMPLE 7 Dividing a Multinomial by a Monomial
x3 C 3x x3 3x
a. D C D x2 C 3
x x x
4z3 8z2 C 3z 6 4z3 8z2 3z 6
b. D C
2z 2z 2z 2z 2z
3 3
D 2z2 4z C
2 z
Long Division
To divide a polynomial by a polynomial, we use so-called long division when the
degree of the divisor is less than or equal to the degree of the dividend, as the next
example shows.
EXAMPLE 8 Long Division
Divide 2x3 14x 5 by x 3.

Solution: Here 2x3 14x 5 is the dividend and x 3 is the divisor. To avoid errors,
it is best to write the dividend as 2x3 C 0x2 14x 5. Note that the powers of x are in
decreasing order. We have
2
2x C 6x C 4 quotient
divisor ! x 3 2x C 0x2 14x 5
3
dividend
2x3 6x2
6x2 14x
6x2 18x
4x 5
4x 12
7 remainder
Note that we divided x (the first term of the divisor) into 2x3 and got 2x2 . Then we
multiplied 2x2 by x 3, getting 2x3 6x2 . After subtracting 2x3 6x2 from 2x3 C 0x2 ,
we obtained 6x2 and then “brought down” the term 14x. This process is continued
until we arrive at 7, the remainder. We always stop when the remainder is 0 or is a
polynomial whose degree is less than the degree of the divisor. Our answer can be
written as
7
2x2 C 6x C 4 C
x 3
That is, the answer to the question
dividend
D‹
divisor
has the form
remainder
quotient C
divisor
A way of checking a division is to verify that
.quotient/.divisor/ C remainder D dividend
By using this equation, you should be able to verify the result of the example.
PROBLEMS 0.4
Perform the indicated operations and simplify.
p p p
1. .8x 4y C 2/ C .3x C 2y 5/ 29. . 5x 2/2 30. . y 3/. y C 3/
2. .4a2 2ab C 3/ C .5c 3ab C 7/ 31. .2s 1/.2s C 1/ 32. .a2 C 2b/.a2 2b/
3. .8t2
6s / C .4s2
2t C 6/ 2 2 33. .x2 3/.x C 4/ 34. .u 1/.u2 C 3u 2/
p p p p 2 2 3 2
4. . x C 2 x/ C .3 x C 4 x/ 35. .x 4/.3x C 2x 1/ 36. .3y 2/.4y C 2y 3y/
p p p p
5. . a C 2 3b/ . c 3 3b/ 37. t.3.t C 2/.t 4/ C 5.3t.t 7///
2
6. .3a C 7b 9/ .5a C 9b C 21/ 38. ..2z C 1/.2z 1//.4z C 1/
p p
2
7. .7x C 5xy C 2/ .2z 2xy C 2/ 39. .s t C 4/.3s C 2t 1/
p p p p 40. .x2 C x C 1/2 41. .2a C 3/3
8. . x C 2 x/ . x C 3 x/
p p p p 42. .2a 3/3 43. .2x 3/3
9. . 2 2x C 3 3y/ . 2 2x C 4 4z/
z2 18z
10. 4.2z w/ 3.w 2z/ 44. .3a C b/3 45.
z
11. 3.3x C 3y 7/ 3.8x 2y C 2/
2x3 7x C 4 6u5 C 9u3 1
12. .4s 5t/ C . 2s 5t/ C .s C 9/ 46. 47.
x 3u2
13. 5.x2 y2 / C x.y 3x/ 4y.2x C 7y/ .3y 4/ .9y C 5/
14. .7 C 3.x 3/ .4 5x// 48.
3y
15. 2.3.3.x2 C 2/ 2.x2 5/// 49. .x2 C 7x 5/ .x C 5/
16. 4.3.t C 5/ t.1 .t C 1/// 50. .x 2
5x C 4/ .x 4/
17. 2.3u2 .2u C 2/ 2.u2 .5 2u/// 51. .3x 3 2
2x C x 3/ .x C 2/
18. . 3Œ2a C 2b 2 C 5.2a C 3b/ a.2.b C 5/// 52. .x4 C 3x2 C 2/ .x C 1/
19. .2x C 5/.3x 2/ 20. .u C 2/.u C 5/ 53. x3 .x C 2/
21. .w C 2/.w 5/ 22. .x 4/.x C 7/ 54. .8x2 C 6x C 7/ .2x C 1/
23. .2x C 3/.5x C 2/ 2 2
24. .t 5t/.3t 7t/ 55. .3x2 4x C 3/ .3x C 2/
2 2
25. .X C 2Y/ 26. .2x 1/ 56. .z3 C z2 C z/ .z2 z C 1/
2
p p
27. .7 X/ 28. . x 1/.2 x C 5/
Objective 0.5 Factoring

To state the basic rules for factoring If two or more expressions are multiplied together, the expressions are called factors of
and apply them to factor expressions.
the product. Thus, if c D ab, then a and b are both factors of the product c. The process
by which an expression is written as a product of its factors is called factoring.
Listed next are rules for factoring expressions, most of which arise from the special
products discussed in Section 0.4. The right side of each identity is the factored form
of the left side.
Rules for Factoring

1. xy C xz D x.y C z/ common factor
2. x2 C .a C b/x C ab D .x C a/.x C b/
3. abx2 C .ad C cb/x C cd D .ax C c/.bx C d/
4. x2 C 2ax C a2 D .x C a/2 perfect-square trinomial
5. x2 2ax C a2 D .x a/2 perfect-square trinomial
6. x2 a2 D .x C a/.x a/ difference of two squares
7. x3 C a3 D .x C a/.x2 ax C a2 / sum of two cubes
8. x3 a3 D .x a/.x2 C ax C a2 / difference of two cubes
When factoring a polynomial, we usually choose factors that themselves are

2
polynomials.
p p For example, x 4 D .x C 2/.x 2/. We will not write x 4 as
. x C 2/. x 2/ unless it allows us to simplify other calculations.
Always factor as completely as you can. For example,
2x2 8 D 2.x2 4/ D 2.x C 2/.x 2/
EXAMPLE 1 Common Factors
a. Factor 3k2 x2 C 9k3 x completely.

Solution: Since 3k2 x2 D .3k2 x/.x/ and 9k3 x D .3k2 x/.3k/, each term of the orig-
inal expression contains the common factor 3k2 x. Thus, by Rule 1,
3k2 x2 C 9k3 x D 3k2 x.x C 3k/
Note that although 3k2 x2 C9k3 x D 3.k2 x2 C3k3 x/, we do not say that the expression
is completely factored, since k2 x2 C 3k3 x can still be factored.
b. Factor 8a5 x2 y3 6a2 b3 yz 2a4 b4 xy2 z2 completely.
Solution: 8a5 x2 y3 6a2 b3 yz 2a4 b4 xy2 z2 D 2a2 y.4a3 x2 y2 3b3 z a2 b4 xyz2 /

EXAMPLE 2 Factoring Trinomials
a. Factor 3x2 C 6x C 3 completely.

Solution: First we remove a common factor. Then we factor the resulting expres-
sion completely. Thus, we have
3x2 C 6x C 3 D 3.x2 C 2x C 1/
D 3.x C 1/2 Rule 4
b. Factor x2 x 6 completely.
Section 0.5 Factoring 21
Solution: If this trinomial factors into the form .x C a/.x C b/, which is a
product of two binomials, then we must determine the values of a and b. Since
.x C a/.x C b/ D x2 C .a C b/x C ab, it follows that
x2 C . 1/x C . 6/ D x2 C .a C b/x C ab
It is not always possible to factor a By equating corresponding coefficients, we want
trinomial, using real numbers, even if
the trinomial has integer coefficients. aCbD 1 and ab D 6
We will comment further on this point in If a D 3 and b D 2, then both conditions are met and hence
Section 0.8.
x2 x 6 D .x 3/.x C 2/
As a check, it is wise to multiply the right side to see if it agrees with the left side.
c. Factor x2 7x C 12 completely.
Solution: x2 7x C 12 D .x 3/.x 4/

EXAMPLE 3 Factoring
The following is an assortment of expressions that are completely factored. The num-
bers in parentheses refer to the rules used.
a. x2 C 8x C 16 D .x C 4/2 .4/
b. 9x2 C 9x C 2 D .3x C 1/.3x C 2/ .3/
c. 6y3 C 3y2 18y D 3y.2y2 C y 6/ .1/
D 3y.2y 3/.y C 2/ .3/
d. x2 6x C 9 D .x 3/2 .5/
e. z1=4 C z5=4 D z1=4 .1 C z/ .1/
f. x4 1 D .x2 C 1/.x2 1/ .6/
D .x2 C 1/.x C 1/.x 1/ .6/
2=3
g. x 5x1=3 C 4 D .x1=3 1/.x1=3 4/ .2/
h. ax2 ay2 C bx2 by2 D a.x2 y2 / C b.x2 y2 / .1/; .1/
D .x2 y2 /.a C b/ .1/
D .x C y/.x y/.a C b/ .6/
3 3
i. 8 x D .2/ .x/ D .2 x/.4 C 2x C x2 /
3
.8/
j. x6 y6 D .x3 /2 .y3 /2 D .x3 C y3 /.x3 y3 / .6/
D .x C y/.x2 xy C y2 /.x y/.x2 C xy C y2 / .7/; .8/

Note in Example 3(f) that x2 1 is factorable, but x2 C 1 is not. In Example 3(h),
note that the common factor of x2 y2 was not immediately evident.
Students often wonder why factoring is important. Why does the prof seem to think
that the right side of x2 7x C 12 D .x 3/.x 4/ is better than the left side? Often,
the reason is that if a product of numbers is 0 then at least one of the numbers is 0. In
symbols
If ab D 0 then a D 0 or bD0
This is a useful principle for solving equations. For example, knowing x2 7x C

12 D .x 3/.x 4/ it follows that if x2 7x C 12 D 0 then .x 3/.x 4/ D 0 and
from the principle above, x 3 D 0 or x 4 D 0. Now we see immediately that either
x D 3 or x D 4. We should also remark that in the displayed principle the word “or” is
If ab D 0, at least one of a and b is 0. use inclusively. In other words, if ab D 0 it may be that both a D 0 and b D 0.
PROBLEMS 0.5
Factor the following expressions completely.
1. 5bx C 5b 2. 6y2 4y 27. 2x3 C 2x2 12x 28. x2 y2 4xy C 4
29. .4x C 2/2 30. x2 .2x2 4x3 /2
3. 10xy C 5xz 4. 3x2 y 9x3 y3
31. x3 y2 16x2 y C 64x 32. .5x2 C 2x/ C .10x C 4/
5. 3a3 bcd2 4ab3 c2 d2 C 2a3 bc4 d3 33. .x3 4x/ C .8 2x2 / 34. .x2 1/ C .x2 x 2/
6. 5r2 st2 C 10r3 s2 t3 15r2 t2 35. 4ax2 ay2 C 12bx2 3by2
7. z2 49 8. x2 x 6 36. t3 u 3tu C t2 w2 3w2
9. p2 C 4p C 3 10. t2 t 12 37. b3 C 64 38. x3 1
11. 25y2 4 12. x2 C 2x 24 39. x6 1 40. 64 C 27t3
13. a2 C 12a C 35 14. 4t2 9s2 41. .x C 4/3 .x 2/ C .x C 4/2 .x 2/2
15. y2 C 8y C 15 16. t2 18t C 72 42. .a C 5/3 .a C 1/2 C .a C 5/2 .a C 1/3

43. P.1 C r/ C P.1 C r/r
17. 5x2 C 25x C 30 18. 3t2 C 12t 15
44. .X 3I/.3X C 5I/ .3X C 5I/.X C 2I/
19. 3x2 3 20. 6x2 C 31x C 35
45. 16u2 81v2 w2 46. 256y4 z4
21. 5x2 C 16x C 3 22. 4x2 x 3
47. y8 1 48. t4 4
23. 12s3 C 10s2 8s 24. 9z2 C 30z C 25
49. X 4 C 4X 2 5 50. 4x4 20x2 C 25
25. a11=3 b 4a2=3 b3 26. 4x6=5 1
51. a4 b 8a2 b C 16b 52. 4x3 6x2 4x
Objective 0.6 Fractions

To simplify, add, subtract, multiply, and Students should take particular care in studying fractions. In everyday life, numerical
divide algebraic fractions. To rationalize
the denominator of a fraction. fractions often disappear from view with the help of calculators. However, manipula-
tion of fractions of algebraic expressions is essential in calculus, and here most calcu-
lators are of no help.
Simplifying Fractions
By using the fundamental principle of fractions (Section 0.2), we may be able to sim-
plify algebraic expressions that are fractions. That principle allows us to multiply or
divide both the numerator and the denominator of a fraction by the same nonzero
quantity. The resulting fraction will be equal to the original one. The fractions that
we consider are assumed to have nonzero denominators. Thus, all the factors of the
denominators in our examples are assumed to be nonzero. This will often mean that
certain values are excluded for the variables that occur in the denominators.
EXAMPLE 1 Simplifying Fractions
x2 x 6
a. Simplify .
x2 7x C 12
Solution: First, we completely factor both the numerator and the denominator:
x2 x 6 .x 3/.x C 2/
D
x2 7x C 12 .x 3/.x 4/
Dividing both numerator and denominator by the common factor x 3, we have
.x 3/.x C 2/ 1.x C 2/ xC2
D D for x ¤ 3
.x 3/.x 4/ 1.x 4/ x 4
Usually, we just write
x2 x 6 .x 3/.x C 2/ xC2
D D for x ¤ 3
x2 7x C 12 .x 3/.x 4/ x 4
Section 0.6 Fractions 23
The process of eliminating the common factor x 3 is commonly referred to as

“cancellation.” We issued a blanket statement before this example that all fractions
are assumed to have nonzero denominators and that this requires excluding certain
values for the variables. Observe that, nevertheless, we explicitly wrote “for x ¤ 3”.
xC2
This is because the expression to the right of the equal sign, , is defined for
x 4
x D 3. Its value is 5 but we want to make it clear that the expression to the left of
the equal sign is not defined for x D 3.
2x2 C 6x 8
b. Simplify .
8 4x 4x2
Solution: 2x2 C 6x 8 2.x2 C 3x 4/ 2.x 1/.x C 4/
2
D 2
D
8 4x 4x 4.2 x x / 4.1 x/.2 C x/
2.x 1/.x C 4/
D
The simplified expression is defined for 2.2/Œ. 1/.x 1/.2 C x/
x D 1, but since the original expression
is not defined for x D 1, we explicitly
xC4
D for x ¤ 1
exclude this value. 2.2 C x/
Multiplication and Division of Fractions

a c
The rule for multiplying by is
b d
a c ac
D
b d bd
EXAMPLE 2 Multiplying Fractions
x xC3 x.x C 3/
a. D
xC2 x 5 .x C 2/.x 5/
Note that we explicitly excluded the x2 4x C 4 6x2 6 Œ.x 2/2 Œ6.x C 1/.x 1/
values that make the “cancelled b. D
factors” 0. While the final expression is
x2 C 2x 3 x2 C 2x 8 Œ.x C 3/.x 1/Œ.x C 4/.x 2/
defined for these values, the original
6.x 2/.x C 1/
expression is not. D for x ¤ 1; 2
.x C 3/.x C 4/

a c
To divide by , where b ¤ 0, d ¤ 0, and c ¤ 0, we have
b d
a
In short, to divide by a fraction we invert a c b a d
the divisor and multiply. D c D
b d b c
d
EXAMPLE 3 Dividing Fractions
x xC3 x x 5 x.x 5/
a. D D
xC2 x 5 xC2 xC3 .x C 2/.x C 3/
x 5 x 5
x 3 x 3 x 5 1 x 5
b. D D D
2x 2x x 3 2x 2x.x 3/
1
4x
x2 1 4x x 1 4x.x 1/
c. 2
D 2 2 D
2x C 8x x 1 2x C 8x Œ.x C 1/.x 1/Œ2x.x C 4/
x 1
2
Why did we write “for x ¤ 0; 1”? D for x ¤ 0; 1
.x C 1/.x C 4/
Rationalizing the Denominator

Sometimes
p thepdenominator
p of a fraction has two terms and involves square roots, such
as 2 3 or 5 C 2. The denominator may then be rationalized by multiplying by
an expression that makes the denominator a difference of two squares. For example,
p p
4 4 5 2
p p D p p p p
5C 2 5C 2 5 2
p p p p
4. 5 2/ 4. 5 2/
D p p D
. 5/ 2 . 2/ 2 5 2
p p
4. 5 2/
Rationalizing the numerator is a similar D
procedure. 3
EXAMPLE 4 Rationalizing Denominators

pp
x x 2C6
x. 2 C 6/
a. p Dp p D p
2 6 2 6 2C6 . 2/2 62
p p
x. 2 C 6/ x. 2 C 6/
D D
2 36 34
p p p p p p
5 2 5 2 5 2
b. p p Dp p p p
5C 2 5C 2 5 2
p p 2 p p p
. 5 2/ 5 2 5 2C2 7 2 10
D D D
5 2 3 3
Addition and Subtraction of Fractions

a b aCb
In Example 3(b) of Section 0.2, it was shown that C D . That is, if we add
c c c
two fractions having a common denominator, then the result is a fraction whose denom-
inator is the common denominator. The numerator is the sum of the numerators of the
a b a b
original fractions. Similarly, D .
c c c
EXAMPLE 5 Adding and Subtracting Fractions
p2 5 3p C 2 .p2 5/ C .3p C 2/
a. C D
p 2 p 2 p 2
p2 C 3p 3
D
p 2
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“Put the can back and don’t let on we know about it,” said Sam. And
this was done, and they escaped from the stateroom just in the nick
of time. Then they returned to their own quarters and all four of the
boys set to work to clean out the bepitched shoes.
“We must get square for this,” said Frank. “To let it pass unnoticed
would be criminal.”
“Right you are,” responded Darry. “And as he did his best to place
the blame on me I claim the honor for hatching out the plot to even
up.”
“But we are going to help,” put in Sam; and so it was agreed.
CHAPTER XVIII
HAYTI, SUGAR MAKING, AND ANOTHER JOKE
The weather remained all that could be desired, and the run to Cape
Haytien was made without special incident. Darry did his best to
hatch out something against Hockley but no opportunity occurred for
“squaring up” as the boys called it. Perhaps Professor Strong
suspected that something was afloat, for he kept a close watch on all
his charges.
He no longer suspected Darry of being the author of the pitch joke,
for Mark and Frank had told him that Darry had said he was
innocent, and he had always found the fun-loving lad truthful. The
boys had said nothing of finding the can in Hockley’s stateroom,—
that was their own secret.
The harbor of Cape Haytien is rather a difficult one to enter, on
account of the many reefs and shoals in that vicinity, but the bay
upon which the town is located is a fine one, being encircled by
many hills, covered with forests of various hues.
“This isn’t so bad,” observed Mark, on landing. “It’s a good deal
cleaner than I thought.”
“Cape Haytien has quite a commerce with the United States,” said
Professor Strong. “Sugar and molasses are staples here. If you wish
we can visit a sugar works and see how the toothsome article and
molasses are made.”
“I don’t like molasses,” said Hockley. “It’s too common. I always take
honey on my buckwheat cakes,” and then everybody laughed.
“There are a good many ruins here,” went on Professor Strong.
“They are due to the bombardment which the town sustained at the
hands of the British, in 1865, and to other outbreaks, and
earthquakes. The inhabitants number about twenty-five thousand.
There is a cathedral here, and also several public buildings, which
are worth visiting.”
Having but a single day ashore, they hired a carriage and took a long
drive around, passing several large and well-kept squares, and also
the soldiers’ barracks, the post-office, and other points of interest.
Then they drove out to a plantation noted for its fine grade of sugar
and molasses.
“As all of you know,” said Professor Strong, while waiting for an
attendant to take them around, “Sugar in the West Indies is made
almost wholly from the sugar cane, which is cut down when it is ripe
and hauled to the mills. The mills are of all sorts, from the most
primitive of old Spanish days to the up-to-date American mill which
costs many thousands of dollars to erect.
“The process of manufacturing sugar and refining it is a complicated
one as carried on to-day, yet the principle of making sugar is very
simple. The cane is fed between large iron or steel rollers, weighing
ten or twelve tons. The rollers run very slowly and every bit of the
juice of the cane is squeezed out of it. This juice is then brought
gradually to a boil and all the foreign matter is either skimmed off or
the clear fluid is drawn away from underneath. Then what is left is
boiled again until the sugar begins to separate from the molasses.
The last boiling is a very delicate process and only workers of long
experience can make really good sugar. From being a thin kind of
syrup the sugar gradually becomes like porridge and thicker, and it is
then run off into forms, containing one or two hundred pounds. From
these forms runs the syrup not yet crystalized, and this is either
boiled up once more or rejected and barreled as molasses.”
“Then molasses is really sugar that won’t get hard,” said Frank.
“That is about it, Frank, although there are different kinds of
molasses. Cheap molasses has less of the sugary element left in it
than that of a high grade. The very best of molasses is not called
molasses at all but treacle. This is made, not during ordinary sugar
making, but while the sugar is being refined or manufactured into
fancy forms. Treacle is much used in England.”
They were soon shown through the sugar mill, and watched with
interest the huge rollers squeezing out the juice of the cane, which
looked dark and dirty. At one place they saw bullock’s blood poured
in to help cleanse it of impurities, and they saw long rows of pots
with the sugar being passed from one to another in the clarifying
process, and also saw a huge vacuum pan, where the sugar could
be brought to a boil at a low degree of heat.
“Too much heat spoil de sugar,” explained the attendant. “Sugar best
like dis,” and he put his hand into the syrup and withdrew it and then
spread out two fingers, showing the gummy liquid expanded like thin
rubber. Then he led them to where sugar was being made into fancy
squares and other forms.
“A good part of the sugar is sent to our country in its raw state,” said
the professor, as they were coming away from the mill. “It is refined
at large refineries, where the proprietors make a specialty of catering
to our own peculiar tastes. Some time ago I saw a statement printed
that Americans use more sugar per capita than any other nation, and
I believe it is true.”
“Sure,” said Darry. “And you know why? Because the girls eat so
many caramels and so much fudge.”
“And because some boys like their coffee and tea doubly sweet,”
returned the professor, dryly, and then a laugh went up, for all knew
this was one of Darry’s weaknesses.
They had put in what Mark called “a big day,” and all were glad
enough to go back to the steamer by nightfall. In the evening Cape
Haytien is a dull place, poorly lighted, and with only a few
amusements, and those usually of the commoner sort. But before
coming away they listened to a number of natives who played guitars
and sang, and the music was exceedingly sweet.
The following day found the Clarissa leaving the harbor and turning
eastward for Porto Rico. So far the weather had been fine, but now
the sky began to cloud over, showing that a tropical storm was
approaching.
“I hope we don’t catch much of it,” said Frank to Darry. “I’ve had
enough of that sort of thing.”
“I should like to see a little storm, and that at night,” answered Darry.
“A little storm at night? What for?”
“So I can pay Hockley for the trick he played us.”
“But I don’t understand, Darry.”
“You will understand, if the storm comes,” answered the light-hearted
lad, but would say no more.
A little later Frank met Sam and Mark and told them of what Darry
had said.
“He’s got something up his sleeve,” said Mark. “Well, we promised to
let him have his inning first, so let him do as he pleases.”
By nightfall the storm was close at hand and the rain kept them in
the cabin. There was considerable wind, but the officers of the ship
assured the passengers that there was no danger.
Hockley read for an hour and then declared his intention of going to
bed. He had hardly disappeared when Darry followed, but first told
his chums to watch for fun.
It was raining hard when Hockley turned in. Truth to tell the rolling
and pitching of the ship had made him somewhat sick and he had
retired partly to avoid the others, for he knew they might laugh at
him. But he was a good sleeper and soon he was slumbering
soundly.
In the meantime Darry was not idle. From a stateroom he obtained a
large basin of water. Then he hunted up a couple of cheap glass
tumblers and placed them in the foot of an old sock. Thus armed he
crept to Hockley’s door. It was unfastened, and the snoring of the
lank youth told him that the time was ripe for what he intended to do.
Bang! the door flew open with a crash, arousing Hockley on the
instant. As he sat up in the berth a dash of water landed on his head
and ran down his spinal column. Then came a crash of glass that
made him jump.
“All hands on deck!” he heard a hoarse voice cry. “The ship is
sinking!” And then came another crash of glass and more water hit
him in the face.
Confused, and almost scared out of his wits, the bully gave one
bound that took him half way across the stateroom floor. He caught
up his trousers and slipped them on. “We are going down!” he
groaned. “Oh, why did I ever leave land!” And then, as the steamer
gave a lurch, he caught up the rest of his clothing and made for the
corridor, down which he bolted like lightning and up the stairs leading
to the main deck. Reaching this he glared around, blinking in the
light.
“What—who—what shall we do?” he demanded of the first
passenger he met, a rather fussy old gentleman who did not like
boys.
“Do?” demanded the old gentleman. He adjusted his eyeglasses and
stared at Hockley. “Why, young man, what is the matter with you?
Have you gone crazy?”
“Ain’t the ship sinking?” gasped Hockley.
“Not that I am aware of.”
“But—er—” The youth gazed around him in amazement. Nobody
appeared to be excited, and some folks were even at the piano,
playing and singing. Then he caught sight of Darry and the other
boys, who were behind a nearby column and laughing heartily.
“Hi! what are you laughing at?” he roared, rushing toward the crowd.
“I want to know——”
“Glummy must have been dreaming the ship was going to sink,”
came from Mark.
“And he wasn’t going to leave his shoes behind either,” put in Frank,
pointing to the pair the bully carried in his hand.
“Nor his collar and tie,” added Sam. “Nothing like being dressed up,
even if you’re swimming for your life.”
“I won’t stand this—I’ll fix all of you, see if I don’t!” howled Hockley,
shaking his fists at them and dropping half of his wearing apparel in
his excitement. “I’ll—I’ll——” And then he suddenly thought of the
figure he cut, and the crowd that was beginning to gather, and ran for
his stateroom with as much speed as he had used in leaving it.
He was in too much of a rage to retire again, and as soon as he had
dressed he came out to hunt up the boys. They were waiting for him,
fearful that he would inform Professor Strong of the affair.
Fortunately the professor had been in the smoking room at the time
and he as yet knew nothing of what had occurred.
“See here,” began Hockley. “I want to know who played that trick on
me.”
“I don’t think you’ll find out,” answered Mark.
“I’m going to tell the professor. My berth is soaked with water and I
came pretty close to cutting my foot on a piece of glass on the floor.”
“Didn’t step into any pitch, did you?” asked Sam, dryly.
“I say I am going to tell the professor,” went on Hockley, working
himself up into a magnificent rage.
“I don’t think you will tell him,” answered Darry, steadily. “You thought
it a fine thing to put off that pitch joke on my shoulders, didn’t you?
Now I guess I’ve paid you back, so we are quits.”
“So you did it?” howled Hockley. “I’m going to Professor Strong this
minute and show him the berth——”
“If you do I’ll show him something else.”
“What?”
“The can you had full of pitch. We found it, and all can testify it was
under your berth. Maybe the professor won’t be angry at your
duplicity in that affair, Glummy. The best thing you can do is to drop
the matter and call it square.”
At these words Hockley’s face grew dark and full of resentment.
“I’ll never drop it, never!” he exclaimed, vehemently. “You are all
against me! But I shan’t stand it. Just wait until we are on shore and
I’ll show you what I can do!”
And with this he turned off on his heel and left them.
CHAPTER XIX
A TALK ABOUT PORTO RICO
“He’s down on us now, if he never was before,” was Sam’s

comment, after Hockley had disappeared.
“But he won’t go to Professor Strong with his tale of woe,” put in
Mark. “When Darry spoke of the can of pitch he was scared and
showed it.”
“He knew it was mean to put off that joke on me,” said Darry. And
then he added: “I don’t think my joke was such a brilliant affair, but I
reckon it squared accounts.”
He had to go into the details of what he had done, and the boys had
another laugh, for boys are but boys, and it had been fun to see the
bully dancing around in such alarm.
By morning the storm was over and the sun came out so fiercely that
all were glad enough to remain in the shade of the awning spread
over the forward deck, where a little breeze was blowing.
“We are now in the track of Columbus on his first voyage to the New
World,” said Professor Strong. “He sailed across this very spot a little
over four hundred and eight years ago.”
“What tremendous changes since then,” said Sam. “He found our
own States inhabited by Indians and now a good many of our
inhabitants have never seen an Indian, outside of a Wild West show
or a circus.”
“Yes, the march of progress has been great, Samuel, and I do not
doubt but what it will be still greater in the future. We are coming to a
point where everything seems possible, even to wireless telephones
and practical airships.”
During the afternoon the professor called the boys together in a quiet
corner of the cabin and hung up a large map of Porto Rico.
“I want all of you to know something about this new territory of the
United States before we visit it,” he said, when they had settled
themselves. “To us it is, just at present, the most important of the
West Indies.”
“It doesn’t look very large,” said Hockley, gazing rather blankly at the
map.
“The island is about a hundred miles long, east and west, and about
thirty-five miles wide, north and south. It is almost rectangular in
shape, as you can see, and contains about 3,600 square miles of
territory.”
“It looks to be mountainous,” came from Mark.
“There is a range of mountains running from one end of the island to
the other. The average height is fifteen hundred feet but one peak is
three-quarters of a mile high. Between the mountains are many well-
watered valleys and here the soil is remarkably productive.”
“I’ve heard of Porto Rico tobacco,” came from Darry.
“Yes, large quantities of very fine tobacco are raised there, and also
sugar, coffee, cattle and hides. In years gone by they also raised a
superior kind of cotton, but that industry does not appear to be
flourishing just now.”
“I’ve heard that they used to have lots of slaves here,” came from
Frank.
“Yes, Porto Rico did have its full share of slaves, and the Spanish
plantation owners were very cruel to them. Slavery flourished until
1873, when the last of the poor blacks, numbering probably twenty
thousand souls, were freed. All told, there are now about a million
people on the island, and the majority of them are blacks or of mixed
Spanish and black blood.”
“I thought there were a great many folks here from the United
States,” said Mark.
“People are coming in by every steamer, and it will not be long
before Porto Rico will have all the Yankees it can profitably use.
Then first-class railroads will be built and the mines developed, and
some day the island will find itself rich.”
“Aren’t there any railroads now?” asked Hockley.
“Yes, but they do not amount to a great deal. Along the north shore
there is a line from San Juan to Hatillo, on the west coast one from
Aguadilla to Mayaguez, and on the south shore one from Yauco to
Ponce, and that is all, so far as I know. There is none in the east,
where one is badly needed, and none from the north side of the
island to the south side. The only means of communication between
San Juan, the principal city on the north, to Ponce, the capital on the
south, is by means of the great military highway, which I mentioned
to you before, and which was built years ago. This highway runs in
an irregular course around the mountains and over the hills, and
connects half a dozen important inland cities with the seacoast.
What those cities are we shall see when we ride over the road from
San Juan to Ponce, a distance of seventy-five miles or more.
“Unlike Cuba and Jamaica, Porto Rico has a great number of rivers
and many of these are deep, so that ships of fair size can sail upon
them. The water is very pure and some of it is shipped to other
islands for drinking purposes.
“The raising of cattle and sheep forms an important industry and is
carried on with ease, for there are no wild animals to molest the
stock and very little disease.”
“No wild animals?” repeated Frank, and his face fell. “That means no
hunting.”
“You are right, Frank. About the only wild animals I ever saw on the
island were pigs and dogs. Under the old Spanish rule,” continued
the professor, “matters were carried with a high hand by the
government. The people were taxed outrageously and received little
or nothing in return. Everything was taxed, even to a dancing party,
and to prevent a revolution there was a law forbidding more than
nineteen people to assemble at a given place without a special
license or else the representative of the government had to be
present. What few schools the people had were only such in name,
and all citizens who could afford it sent their sons and daughters off
to be educated. Newspapers were of the poorest and I never heard
of but one magazine, which was worse than those sold for five cents
at home. Those who owned slaves treated them horribly, and the
slaves would often retaliate by misusing the horses, mules and
cattle, and to-day horses are misused there shamefully.”
“I saw a picture of an ox cart,” said Mark. “Do they use them in Porto
Rico?”
“Yes, they use all sorts of carts drawn by oxen, and the poor beasts
are driven along by having goads prodded into them, so that the
blood streams from them. But under our rule all these cruelties will
some day cease.
“Strictly speaking, there is very little poverty in the island, for a
person can live on very little. The climate is such that but scant
clothing is required, and fruit and vegetables are exceedingly cheap.
Any kind of a hut does for a shelter, and nothing has to be spent for
fuel or light. If a native owns a little garden patch, and a few chickens
and a cow, he can get along without any trouble, even though the
whole outfit may not be worth a hundred dollars.”
“It must be lazy man’s land,” laughed Darry.
“To a certain extent it is, and many of the Porto Ricans have the old
Spanish habit of putting off till to-morrow what should be done to-
day. They lie around and smoke cigarettes, and arrange for cock
fights, which are here, as in other islands, the national amusement.
Years ago they used to have bull fights, but that is a thing of the
past.”
The talk now became general, and the boys and the professor spent
a good hour over the map, noting the position of the various towns
and rivers, bays and mountains. The professor told a story about
getting lost on a strange road, and of how he had seen a ghost
which proved to be nothing but swamp-damp.
“When I finally got back to the road and told a native of this, he said
the swamp-damp came from the bodies of brave soldiers who had
died in battle,” concluded Amos Strong.
The entrance to San Juan harbor is a difficult one and steamers
must be piloted in with great care. But once inside there is a fine
anchorage, two miles wide by three miles long, situated on the south
side of the city. Along this shore are located the governor’s castle,
the soldiers’ barracks, the custom house, and a large number of
warehouses and other buildings. On the north side of the city is a
finely-kept cemetery and also another soldiers’ barracks.
“This city is really on an island,” said the professor, when they found
themselves landed, the day after the talk above mentioned. “It is a
long, narrow peninsula, separated from the mainland by a shallow
body of water spanned by the San Antonio bridge. As you can see, it
is inclosed by a high wall, which gives it the appearance of being
what it really is, an old Spanish town. The castle you see on the bluff
is Morro Castle, which played an important part during the War with
Spain, just as did Morro Castle at Havana.”
The streets were alive with people, and the boys were surprised to
see how many were Americans. English signs were everywhere in
evidence, and one reading, “Shooting Gallery, 3 Shots for 5 Cents,”
made Darry laugh.
“We are in an American town now for sure,” he observed. “You’d
never see such a sign elsewhere.”
“To be sure we are on United States soil,” cried Frank. “Hurrah for
Porto Rico and its people!”
He had scarcely spoken when a hack driver rushed up to them.
“This way, gents!” he bawled. “Any hotel in the city. Take the six of
you for a dollar! Best keb in the city!”
“Well!” ejaculated Mark, stopping short. “That sounds as if we had
struck the Grand Central Depot in New York.”
“Oh, they are going to be up-to-date,” laughed the professor. “No, we
may as well walk to the hotel and see the sights on the way,” he
added, and shook his head at the cabman, and also at the crowd of
native drivers who swarmed around them.
“I see they have gas and telephones,” said Sam.
“Yes, and also electric lights, Samuel—in fact they now have
everything which you will find in any well-kept town in the States.”
“But the streets are narrow,” put in Frank.
“Only in the old part.”
The houses were of stone and brick, painted various colors. The
majority were of the old Spanish style of architecture, with small
windows and flat roofs. Here and there was a new building, looking
strangely out of place, with its wide windows and broad balconies.
Professor Strong had a friend in the hotel business in San Juan, and
to his place, called the Randall House, they made their way. It
proved to be a comfortable hostelry, and they were assigned three
spacious rooms on the second floor. From the roof of the hotel a
splendid view of the entire city could be obtained, and here the boys
spent some time, while the professor and the hotel proprietor pointed
out various points of interest to them.
CHAPTER XX
AN ADVENTURE IN THE MOUNTAINS
Three days passed swiftly by. There was much to be seen in San
Juan, and the boys were out most of the time, only resting during the
middle of the day, when the heat was too much for them.
During these days they visited various public buildings and also the
main college and two of the principal churches. They learned that the
city had seven parks, and in one, the Plazuela de Santiago, they saw
a life-like statue of Columbus. They also visited the governor’s
palace, built by Ponce de Leon, and the Santa Catalina fortifications.
But what interested them more than anything was the small, huddled
up native shops, with their quaint keepers and their grand mixture of
merchandise, and the still more strange markets, with many
vegetables and fruits new to them. To these shops came the native
ladies, but they never dismounted from their carriages but made the
shop-keepers bring out everything to them.
“They try to live as lazy and easy a life as they can,” was Mark’s
comment. “How American energy must open their eyes.”
“The professor told me that San Juan used to be an awfully dirty
town,” said Sam. “But as soon as our soldiers took hold they made
the citizens clean up, and the place has been kept clean ever since.
That helps to lessen disease and is certainly a blessing.”
During the stay in San Juan all the boys received letters from home,
and one which Hockley got contained a money order which pleased
him greatly. He had written that he must have money, that Professor
Strong would allow him next to nothing, and his over-indulgent father
had relented and sent him two hundred dollars.
“Now I’ll have some good times,” the bully told himself. “And the rest
of the fellows can go to grass.”
The letters received by Mark and Frank contained news of unusual
interest to them. It was to the effect that Mr. Newton and Mr.
Robertson had started for the West Indies on a trip combining
business with pleasure. They intended to stop off at Kingston,
Jamaica, and were then going to St. Pierre, Martinique, and to
Kingstown, on the island of St. Vincent. The business was one
connected with the importation of certain dyes and coloring matters
which the dry goods importer was anxious to obtain.
“I wish we could meet them down here!” cried Frank, enthusiastically,
when telling the others the news.
“Perhaps we’ll meet them at St. Pierre,” said the professor. “I had
planned to take you down there after our trip overland to Ponce. You
wanted to see an extinct volcano and there is a large one there
called Mont Pelee, only a few miles from the city.”
“Just the thing!” burst out Mark. “Let us write letters at once and send
them to St. Pierre, so our fathers will be sure to get them on their
arrival.” And the letters were sent without delay.
Two days later found them on the ancient military road which runs
from San Juan to Ponce. The direct distance from the principal
seaport on the north to the capital city on the south is only forty-five
miles, but the road is a winding one, running from village to village
and town to town, and by this the journey becomes almost twice as
long. At many points the way is exceedingly hilly, so that fast
traveling, especially in the hot sun, is out of the question.
“We will take our time and make a week’s journey of it,” said the
professor. “That will give us time to stop off at the various points of
interest. We shall go through the towns of Rio Piedras, Guaynabo,
Aguas Buenas, Caguas, Cayey, Aibonito, Coamo, Juan Diaz, and
others, and we may as well take in all there is to see while we are at
it.”
“I’d rather get down to Ponce and put in some time there,” grumbled
Hockley. “I understand there is lots to see there.” He was anxious to
have a “good time” on the money he had received.
“We will have plenty of time at Ponce to see all there is worth looking
up,” answered Professor Strong.
The boys had begged to be allowed to make the journey on
horseback, and the professor had consented, and obtained the
necessary steeds from the best livery stable in San Juan. Darry
wanted a lively animal but Amos Strong shook his head.
“You’ve had runaways enough,” he said. “We want to make this
journey without accident.”
The day was a perfect one and they found the first stage of the
journey truly delightful. They passed through a rolling country and
not far away were the mountains, with ridges sharply outlined
against the sky. Some of the boys wanted to gallop ahead of the
others but Amos Strong held them in check.
“We must keep together,” he said. “I don’t want any of you to get on
the wrong road.”
In a couple of hours they passed through the town of Rio Piedras,
taking a look at the various public buildings and at a large sugar mill
which was in the course of construction. It was midday and the place
looked deserted.
“Shall we remain here or push on to the next place?” asked the
professor.
“Let’s push on,” said Mark, and soon they were on the way to
Guaynabo, where they stopped for dinner at a native house which
was far from large and not over clean. Yet a good meal was
prepared for them, and this they ate eagerly, for the ride had given
them an appetite.
Nightfall found them in the vicinity of Aguas Buenas. They had
stopped a dozen times on the road, to look at the plantations, and
once to assist a native whose ox cart had broken down. It had begun
to cloud up and now a few drops of rain came down.
“We are in for a storm,” said Frank. “I reckon we had best look for
some sort of shelter.”
“Why not push on to the next town?” questioned Sam.
“We can try it,” answered Professor Strong. “But there is no use of
our getting soaked.”
Tropical storms are apt to come up in a hurry, and inside of a quarter
of an hour it was raining in torrents. They had crossed the bridge of a
small stream and now they found shelter under the shed of a long
warehouse which was old and empty.
“This is certainly a downpour,” remarked Professor Strong, when
they were out of it. “See how the water is rushing along the
roadway.”
He was right, the rain was coming down as if there had been a
cloudburst. There was a little lightning and thunder, but not enough
to cause alarm. But the heavy fall of water made the very roof of the
old warehouse sag.
“I never saw the water come down like this before,” observed the
professor, as the downfall continued. “It will certainly wash things out
in the valley.”
For over an hour the heavy fall of rain continued. It was coming
through the roof of the warehouse and they had trouble in keeping
even comparatively dry. But now the thunder was rolling up to the
northward, and it slacked a trifle.
“Hark!” cried Sam, presently.
“What did you hear?” came from several of the others.
“Thought I heard somebody calling for help. Listen!”
They listened, and the cry was repeated. It came from down a side
trail which joined the highway just in front of the old warehouse.
“Somebody is in trouble down there!” ejaculated Mark. “Let us go
and investigate.”
Without waiting to obtain permission from the professor, he started
down the side trail, with the others following. The trail led downward
into something of a bottom, full of loose rocks, with here and there a
patch of mud.
“I see her!” cried Mark, presently, as he turned a corner of the trail
and came in sight of a wide and shallow stream, backed up by a
rocky hill and a tangle of forest growth. “It’s a woman on a hut, and
she is in danger of drowning!”
Mark was right. In the middle of the wide stream was a native hut
which had been washed away from somewhere and become lodged
in between the rocks. On the frail building, which looked as if it might
go to pieces at any instant, sat an old colored woman, shrieking for
help at the top of her voice. The old woman had with her two
children, a white girl and a white boy of perhaps five or six years of
age, and to these she was clinging desperately.
“Save us! save us!” cried the colored woman, in Spanish.
“We’ll do what we can,” called back the professor. “Hold tight till we
can get to you.”
“How are you going to get to her?” demanded Hockley. “That water
is running like mad.”
“I think we can leap from rock to rock,” suggested Sam.
“Let’s take hold of hands,” came from Frank.
“One of you run back for that rope which we saw at the warehouse,”
said the professor, and Hockley did so, for the lank youth had no
desire to risk his life in that foaming and dashing torrent.
It was no easy matter to leap from one rock to the next, and
Professor Strong and the boys advanced with caution. The rain still
came down, keeping the footholds wet and blinding their eyesight.
Once Mark slipped and went into the stream, but fortunately it was in
a shallow where the water only reached to his knees.
At last the hut was gained and with trembling hands the old colored
woman handed down first the girl and then the boy. By this time
Hockley had returned with the rope, and this was passed out and a
line was formed.
“See the children safe first, do not mind me,” said the old colored
woman, and this was done, and Mark took one while Sam took the
other. Then Frank and Professor Strong brought in the old colored
dame, who was so excited and exhausted that she could scarcely
stand. Once on the bank of the stream the whole party made for the
shelter of the warehouse.
It was a long while before the colored woman recovered sufficiently
to speak. Then she said that she was a nurse, and that she worked
for a certain Señor Alcamba, of Ponce. The two children were the
señor’s, his only beloved ones, since his wife had died. The nurse
had been traveling from one village to another with them, when the
storm had overtaken her and she had resolved to remain for some
hours at the home of a friend. But she had lost her way in the rain
and sought shelter in the hut near the bank of the stream. Without
warning the rain had washed the hut into the water and she had had
a desperate struggle to save the boy and the girl from drowning. She
had been almost ready to give up in despair when the good
Americanos had appeared. She was very, very grateful and kissed
their hands, while tears of gratitude streamed down her fat cheeks.
As it promised to keep on raining for at least several hours it was
decided that they should move on to Aguas Buenas. The colored
woman said she could ride a horse and she was given Sam’s steed.
She carried the little girl, while the professor took the boy. Sam
hopped up behind Frank, and thus the entire party reached the town
mentioned a little over an hour later. Accommodations were found at
a hotel which had just been established by a Porto Rican and an
American, and Professor Strong saw to it that the colored woman
and her charges were looked after with care. The colored woman
sent out a messenger to look up some of her friends and by nightfall
a man came with a carriage and made arrangements for taking her
and the children away early in the morning.
“I shall not forget you,” said the woman to Professor Strong. “Señor
Alcamba shall know of your bravery and kindness, and he will surely
reward you.”
“We want no reward,” was the professor’s answer. “We are glad to
know that we were able to assist you.”
CHAPTER XXI
ACROSS PORTO RICO ON HORSEBACK
By the time the boys were stirring the next morning the colored
woman and the boy and girl were gone. The storm had cleared away
and the sun was shining brightly. But out in the roadway and in the
garden attached to the hotel the traces of the heavy downfall of rain
were still in evidence.
“I see some beautiful flowers around here,” said Mark, taking a walk
with the professor before sitting down to breakfast. “But a great
number are strange to me, and so are many of the vegetables and
fruits they use.”
“The vegetables mostly in use throughout the island are white and
sweet potatoes, carrots, turnips, beets, radishes, cabbage, yams,
yautias, cassava, or tapioca, and okra root,” answered Professor
Strong. “There are many kinds of beans and peas and also a great
variety of squashes and pumpkins. Of fruits the banana is, of course,
the leader, but Porto Rico pineapples are delicious and so are the
oranges and the cantelopes. Limes are much in use for lime water.
Lemons are raised for export. There are also a vast number of
shrubs and trees which furnish medical extracts, and numerous
dyewoods are found here, including fustic, which gives a yellow dye,
divi-divi, which gives a reddish-brown dye, mora, which gives bluing,
and annotto, which grows in great profusion and furnishes the
peculiar golden yellow often used in coloring butter and cheese.”
“Gracious, I didn’t know they used coloring here,” cried Mark.
“They use some, but I am sorry to say the most of the butter coloring
goes to the United States. There are also trees here which produce
a variety of gums and resins, some of them very much in demand,
and which, consequently, bring fancy prices.”
“It’s certainly a land of plenty,” said Frank, who had come up while
the professor was speaking. “The Porto Ricans ought to be happy.”
“They will be as soon as they have gotten used to the new order of
things, Frank. But I doubt if they will ever get used to what we call
hustling. They are used to taking their own time about everything,
and the climate is against the strenuous life.”
The town of Aguas Buenas is perched high up on the side of a
mountain, with a broad valley lying below,—where the flood had
occurred. The place is of small importance and contains little but
thatched huts, with here and there a building of prominence. There is
an old church, and a hotel or two is springing up, ready to
accommodate the American tourist when he comes, and he surely
will come when this fine climate is better known.
By nine o’clock they were again on the way heading along the
smooth road leading to Caguas, five miles away. As they went down
into the valley the tropical vegetation became more luxurious than
ever, the out-spreading branches of palms and other trees often
brushing them as they passed.
“Not far away from here is a wonderful opening,” said Professor
Strong. “It is called Dark Cave, and is said to extend over a mile
underground. I was never inside, but the interior is said to be very
beautiful.”
“Let us go and see it,” cried Frank.
“No, we haven’t time, and besides, it is said to be a very dangerous
cave to visit, on account of the numerous pitfalls.”
As they journeyed along the professor pointed out the Luquillo
Mountains far to the eastward.
“That highest peak is Mount Yunque, the highest peak on the island,”
he said. “It has quite a history. Years and years ago Porto Rico was
swept by hurricanes and earthquakes, and then the natives thought
that Mount Yunque was angry and did all they could think of to
appease the monster.”
They did not stop at Caguas but pushed on directly for Cayey, fifteen
miles to the south-westward. They now passed numerous villages,
each but a collection of thatched huts, some standing directly on the
ground and others, near the water, on little stilts. But few animals
were visible outside of cows and sheep. Of poultry there was a large
quantity, and at one spot they came upon a group of natives
watching a cock fight directly in the middle of the road. The cocks
had been fighting for some time, evidently, for both were horribly
wounded.
“What a barbarous custom!” exclaimed Sam, with a shudder. “I hope
that our government puts a stop to that sport.”
“It will come in time, Samuel,” said the professor. “But everything
cannot be done at once. As it is, I am glad there are no more bull
fights.”
At the streams they passed they would often come upon native
women washing clothes and numerous youngsters in bathing.
Youngsters also filled the roadway at certain villages, running and
shouting in their sport. The majority wore but little clothing, and in
some cases they acted as if even this was a burden to them. A good
many would run away on seeing the Americans and shout out in
Spanish, “the shooters!” thinking of the soldiers that had fought on
the island during the late war.
“This whole territory was in a state of suspense during the war,” said
Professor Strong. “The army was under General Miles and an
advance was made from three different directions. The natives were
secretly in sympathy with our soldiers, but Spain had many soldiers
here and the natives were forced to obey them. The fighting was
stopped in the midst of a battle, when a messenger appeared with
news that an armistice had been agreed upon. Then, as you know,
the war came to an end, and some time later, Porto Rico was ceded
by Spain to the United States, along with the Philippines and other
islands of lesser importance.”
After a stop at Cayey over night they pushed westward to Aibonito, a
distance of ten miles further. A gentle breeze was blowing into the
valley from the mountains, making the ride more delightful than ever,
and they visited several plantations in that vicinity.
“This is the best of the weather to be met with in Porto Rico,”
observed the professor, as they moved along at a walk, to take in the
scenery around them. “For a sick man nothing is better, unless, of
course, he needs the bracing air of a high altitude. I think in years to
come folks will come here for their health just as they now go to
Jamaica and the Bermudas.”
At Aibonito the accommodations were very poor, and late as it was
they decided to push on to Coamo, on the river by that name. This
was a distance of seven or eight miles, and Hockley growled at
having to ride so much further. But nobody paid attention to him.
“He is getting to be a regular sore-head,” whispered Frank to Mark.
“If he keeps on I guess the professor will have to take him in hand.”
“He hasn’t gotten over that trick on shipboard,” replied Mark. “And he
has received money. That always puffs him up.”
“Do you think the professor knows about the money?”
“I guess not. Glummy never shows his wad when the professor is
around. But he loves to shove it under our noses,” added Mark.
All were thoroughly tired when Coamo was reached and after supper
were glad enough to retire. They slept soundly, although Darry
afterward declared that he had been bitten almost to death by fleas.
“Yes, Porto Rico has its full share of those pests,” said Professor
Strong, when told of this. “I felt them myself. It is too bad, but there
seems to be no help for it. The natives will have to fight them long
and hard if they ever wish to get totally rid of the pests.”
There was not much to see in Coamo outside of the church and one
or two small public buildings, and some odd looking fishing smacks
on the river, and shortly after breakfast they started on the last stage
of their journey across the island. Their course was now westward,
through Juan Diaz, where they stopped for another day, and towns
of lesser importance. For the greater portion of the distance, the road
here is not more than five miles from the sea, and at certain high
points they could catch glimpses of the rolling Caribbean, flashing
brightly in the sunlight. They crossed half a dozen streams, and at
last turned down the slope leading into the outskirts of Ponce,
named after the well-known discoverer, Ponce de Leon.
“It’s certainly been a delightful trip,” was Sam’s comment. “And we
have seen a good deal of native life. Much more than a fellow could
see by rushing past in a train—if there was a railroad.”
Ponce is situated about three miles north of the harbor, in a wide
plain surrounded by numerous gardens and plantations. The boys
could see numerous churches and public buildings, and as they
came closer saw several fine hotels which have been erected within
the past two years.
“This is something like it,” said Darry, as he smiled at the scene. “Is
Ponce a very large place?”
“It has a population of about thirty thousand,” answered the
professor, “although newcomers are drifting in from the States by
every steamer. It is a great shipping point for all islands south of this,
and, as you know, the terminus of one of the three railroads of Porto
Rico.”
Half an hour saw them in the center of the city, at the hotel the
professor had selected, a hostelry very much like that they had
stopped at in Havana. The street was filled with people coming and
going, and venders were pushing their way this direction and that,
each with a wide board balanced on his head, containing fruits,
candies, or pastries. Around at the side door of the hotel were
several mules, each carrying two trunks, strapped together and hung
over the beast’s sides. And over all a little native boy was running
along with a bundle of newspapers under his arm shrieking at the top
of his lungs: “Americano news! Who buy de papair? Americano
newspapair!”
“Hurrah! At last we have struck the Porto Rican cousin of the Bowery
newsboy!” cried Frank. “I declare, it makes a fellow feel quite at
home. Let’s buy some papers.” And they did, paying what was equal
to fifteen cents each for the sheets. They were New York papers and
nearly a week old, but all were satisfied later on to sit down and read
them thoroughly.
CHAPTER XXII
HOCKLEY IN TROUBLE
On the following morning all the boys, with the exception of Hockley,
were up bright and early. They wanted to see as much as possible of
Ponce, for the professor assured them that the public buildings, the
ancient churches, and the parks and public drives were all well worth
visiting.
“I don’t want to go out,” said Hockley, when called. “The horseback
riding made me stiff. I’d rather rest to-day,” and so, while the others
spent a day visiting a score of places, he was left behind to do as he
pleased.
The money he had received from his indulgent father had been
“burning a hole in his pocket,” to use a common expression. He
wanted a chance to have a good time, and as soon as Professor
Strong and the others had departed he set out for that purpose.
“I’m going to do as I please after this,” he told himself. “And no
Captain Sudlip shall get the best of me either.”
Having finished his breakfast Hockley purchased a package of
cigarettes and then went to the café for a “bracer.” He thought it quite
manly to drink a “bracer,” although he was in no need of the liquor.
To show off he paid for the drink out of a twenty dollar bill he
possessed and at the same time took good care to show the roll of
money he carried.
The foolish boy did not realize that Ponce was at this time filled with
fortune hunters of all sorts, men who had drifted in from the States
and from other places, all anxious to see if American rule of the
island would not give them some chance of bettering their condition.
Many of the fortune hunters were hard working and honest, but there
was another sort, gamblers and those who lived by their wits. These
were the fellows to be met with at the cafés and other drinking
resorts.
Not far from where Hockley was standing stood a man of about forty,
stout, and dressed in a checked suit of loud pattern. The man
boasted of a profusion of heavy jewelry, and from his shirt bosom
sparkled an immense “diamond”—of the sort which can be
purchased in any large city for ten or twenty-five cents. The man
wore patent leather boots, and his general appearance showed him
to be the sport that he was.
In an easy way he lounged up to Hockley. His eye had noted the
youth’s roll of bills and he made up his mind that here was a possible
victim. He put his hand in his pocket and drew forth a large dead
bug.
“Excuse me,” he said, politely and reached for Hockley’s collar. “It’s a
pinching bug, I guess,” and he threw the bug on the floor and
crushed it with his foot.
Of course Hockley thanked the stranger for his kindness and then,
as the latter was not drinking, asked him to have something. The
invitation was promptly accepted, and in return the stranger also
treated.
“My name is Brown,” he said. “J. Rutherford Brown, and I am from
Montana. I take it you are a newcomer in Ponce.”
“I am,” answered Hockley, and told his name and mentioned the
party of which he was a member. “It’s rather slow, traveling around
with those other fellows,” he added. “I want to see some sport.”
“Of course,” rejoined J. Rutherford Brown, enthusiastically. “I like a
little sport myself.”
More talk followed, and in the end it was agreed that the pair should
go on a little trip of their own, down the seashore, to a resort where,
according to the man from Montana, a “bang up, good, all around
time” could be had. “I’ll show you some real life,” said J. Rutherford
Brown. “Nothing like it anywhere.”
They were soon on the way, in a carriage the man from Montana
insisted on engaging. The route lay out of Ponce proper and along a
seaside drive to where some enterprising American hotel men had
erected several buildings, devoted partly to keeping boarders but
mostly to gambling.
The man from Montana had brought a flask of liquor with him, and
he insisted on treating, so that by the time the resort he had in mind
was reached poor Hockley was in anything but a clear state
mentally. He felt strangely elated.
“This is all right,” he repeated several times. “You’re a good fellow,
Brown, a fine fellow. Glad we met. You’ll lose nothing on me, no, sir.
I’ve got money, I have, and I mean to spend it.”
“That’s all right, but I insist on paying my own way,” answered J.
Rutherford Brown, smoothly. “I’ve got money myself.”
Once at the resort it was an easy matter for the sharper to get
Hockley into a side room, where the pair were free from observation.
In pulling a handkerchief from his pocket, the man from Montana let
fall a pack of cards.
“Hullo, you play cards?” asked Hockley. “But of course you do. So do
I. Let’s have a game.”
J. Rutherford Brown was willing, indeed, he was going to suggest a
game himself, and having ordered more liquor, and also a fine
dinner, they sat down. At first they played for fun. But then the man
from Montana spoke of a game in which he had won five dollars, and
poor, deluded Hockley at once insisted they put up something. Thus
the betting started, at a dollar, and the youth was allowed to win
twenty times that sum.
“Told you I could do it,” said Hockley. “But you shall have a chance to
win it back directly after dinner.” And after the meal the game began
again, and lasted the best part of two hours.
It is not my intention in these pages to describe the manner in which
Hockley was fleeced out of his money, nearly a hundred and
seventy-five dollars all told. Let me say flatly that I do not approve of
gambling in any form, and the person who gambles and loses his
money deserves no sympathy. It is a poor way in which to waste
valuable time, and money won at gambling rarely does the winner
any good. It is generally a case of “easy come and easy go,” and
with the coming and going the player loses a self-respect which is
hard to regain.
When the last game was played Hockley sat back in a dazed, blank
way. He had lost it all—every dollar had passed into the hands of J.
Rutherford Brown. And not only his money but also his watch and his
ring, those precious gifts from his father and his mother. At first he
could not realize it.
“Gone!” he muttered hoarsely, and there was almost a sob in his
voice.
“Better luck next time,” returned the man from Montana, cheerfully.
And then he shoved a glass of liquor at the foolish youth, who
clutched and drank it eagerly, in the hope of regaining his “nerve.”
What happened immediately after that Hockley could scarcely tell
with certainty. He remembered being helped into a carriage, and of
taking a long drive, and then all became a blank.
When he came to his senses he sat up in a dazed fashion. He knew
nothing but that his head ached as if it was going to split open and
that his mouth felt parched to the last degree.
“Where am I?” he muttered and stared around him. On all sides were
boxes and barrels, and he had been lying on some of these, with
some old bagging for a pillow. Gradually it dawned upon him that this
was a warehouse and that the rising sun was shining in at several of
the long, slatted windows. A strong smell of tobacco pervaded the
place.
“A tobacco warehouse,” he murmured, slowly. “Now how did I come
here and what makes my head ache so?” He tried to collect his
thoughts. “I went out riding with that stranger and we had a big
dinner together, and then we played cards——”
He stopped short and felt into his pockets. They were empty. Then
he clutched his watch pocket and felt of his finger upon which the
ring had rested. The full realization of what had occurred now burst

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Introductory Mathematical Analysis for

Business, Economics, and the Life and

INTRODUCTORY MATHEMATICAL ANALYSIS

About the Cover

The Royal Ontario Museum (ROM) in Toronto, Canada, opened in

561590_MILL_MICRO_FM_ppi-xxvi.indd 2 24/11/14 5:26 PM

Summation Formulas logb x D y if and only if x D by

Interest D (principal)(rate)(time) S D P.1 C r/n

For E and F events for an experiment with sample space S

Deﬁnition of Derivative of f.x/ Elasticity for Demand q D q.p/

INTRODUCTORY ERNEST F. HAEUSSLER JR.

ANALYSIS FOURTEENTH EDITION

561590_MILL_MICRO_FM_ppi-xxvi.indd 2 24/11/14 5:26 PM

PART I COLLEGE ALGEBRA

CHAPTER 1 Applications and More Algebra 47

CHAPTER 2 Functions and Graphs 83

CHAPTER 3 Lines, Parabolas, and Systems 131

CHAPTER 4 Exponential and Logarithmic Functions 175

PART II FINITE MATHEMATICS

CHAPTER 6 Matrix Algebra 240

CHAPTER 7 Linear Programming 294

CHAPTER 8 Introduction to Probability and Statistics 348

CHAPTER 9 Additional Topics in Probability 424

PART III CALCULUS

CHAPTER 11 Differentiation 482

CHAPTER 12 Additional Differentiation Topics 531

CHAPTER 13 Curve Sketching 569

CHAPTER 14 Integration 619

CHAPTER 15 Applications of Integration 665

CHAPTER 16 Continuous Random Variables 713

CHAPTER 17 Multivariable Calculus 732

APPENDIX A Compound Interest Tables 769

APPENDIX B Table of Selected Integrals 777

APPENDIX C Areas Under the Standard Normal Curve 780

Answers to Odd-Numbered Problems AN-1

Changes for the Fourteenth Edition

Examples and Exercises

interesting thought-provoking problems. The exercises labeled with a coloured exercise

Pedagogy and Hallmark Features

Section 1.6 on sequences: This section provides several pedagogical advantages.

E. Adibi, Chapman University P. Huneke, The Ohio State University

E. Smet, Huron College B. K. Waits, The Ohio State University

Ernest F. Haeussler, Jr.

561590_MILL_MICRO_FM_ppi-xxvi.indd 2 24/11/14 5:26 PM

2 Chapter 0 Review of Algebra

Objective 0.1 Sets of Real Numbers

Some Points and Their Coordinates

FIGURE 0.1 The real-number line.

Section 0.2 Some Properties of Real Numbers 3

EXAMPLE 1 Identifying Kinds of Real Numbers

Is it true that 0:151515 : : : is an irrational number?

Objective 0.2 Some Properties of Real Numbers

1. The Transitive Property of Equality

4 Chapter 0 Review of Algebra

2. The Closure Properties of Addition and Multiplication

3. The Commutative Properties of Addition and Multiplication

4. The Associative Properties of Addition and Multiplication

5. The Identity Properties

For example, since 6 C . 6/ D 0, the negative of 6 is 6. The negative of a num-

7. The Distributive Properties

a.b C c/ D ab C ac and .b C c/a D ba C ca

Section 0.2 Some Properties of Real Numbers 5

For example, although 2.3 C 4/ D 2.7/ D 14, we can also write

Simplify 3f2xŒ2x C 3 C 5Œ4x2 .3 4x/g.