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The Miller/O’Neill/Hyde
Developmental Math Series
Julie Miller, Molly O’Neill, and Nancy Hyde originally wrote their developmental math series because
students were entering their College Algebra course underprepared. The students were not mathematically
mature enough to understand the concepts of math, nor were they fully engaged with the material. The
authors began their developmental mathematics offerings with intermediate algebra to help bridge that gap.
This in turn developed into several series of textbooks from Prealgebra through Precalculus to help students
at all levels before Calculus.
What sets all of the Miller/O’Neill/Hyde series apart is that they address course issues through an author-
created digital package that maintains a consistent voice and notation throughout the program. This
consistency—in videos, PowerPoints, Lecture Notes, and Group Activities—coupled with the power of
ALEKS and Connect Hosted by ALEKS, ensures that students master the skills necessary to be successful
in Developmental Math through Precalculus and prepares them for the calculus sequence.
Developmental Math Series (Hardback)

The hardback series is the more traditional in approach, yet balanced in its treatment of skills and
concepts development for success in subsequent courses.
Beginning Algebra, Fifth Edition
Beginning & Intermediate Algebra, Fifth Edition
Intermediate Algebra, Fifth Edition
Developmental Math Series (Softback)

The softback series includes a stronger emphasis on conceptual learning through Skill Practice
features and Concept Connections, which are intended to help students with the conceptual
meaning of the problems they are solving.
Basic College Mathematics, Third Edition
Prealgebra, Second Edition
Prealgebra & Introductory Algebra, First Edition
Introductory Algebra, Third Edition
Intermediate Algebra, Third Edition
College Algebra/Precalculus Series

The Precalculus series serves as the bridge from Developmental Math coursework to setting the
stage for future courses, including the skills and concepts needed for Calculus.
College Algebra, Second Edition
College Algebra and Trigonometry, First Edition
Precalculus, First Edition
vii
miL10233_fm_i-xxx vii 11/03/16 07:19 PM

Acknowledgments
The author team most humbly would like to thank all the people who have contributed to
this project.
Special thanks to our team of digital contributors for their thousands of hours of work: to
Kelly Jackson, Andrea Hendricks, Jody Harris, Lizette Hernandez Foley, Lisa Rombes, Kelly
Kohlmetz, and Leah Rineck for their devoted work on the integrated video and study guides.
Thank you as well to Lisa Rombes, J.D. Herdlick, Adam Fischer, and Rob Brieler, the masters of
ceremonies for SmartBook with Learning Resources. To Donna Gerken, Nathalie Vega-Rhodes,
and Steve Toner: thank you for the countless grueling hours working through spreadsheets to
ensure thorough coverage of Connect Math content. To our digital authors, Jody Harris, Linda
Schott, Lizette Hernandez Foley, Michael Larkin, and Alina Coronel: thank you for spreading
our content to the digital world of Connect Math. We also offer our sincerest appreciation
to the outstanding video talent: Jody Harris, Alina Coronel, Didi Quesada, Tony Alfonso, and
Brianna Kurtz. So many students have learned from you! To Hal Whipple, Carey Lange, and
Julie Kennedy: thank you so much for ensuring accuracy in our manuscripts.
Finally, we greatly appreciate the many people behind the scenes at McGraw-Hill without
whom we would still be on page 1. First and foremost, to Luke Whalen, our product developer
and newest member of the team. Thanks for being our help desk. You’ve been a hero filling
some big shoes in the day-to-day help on all things math, English, and editorial. To Amber
Van Namee, our brand manager and team leader: thank you so much for leading us down this
path. Your insight, creativity, and commitment to our project has made our job easier.
To the marketing team, Sally Yagan and Annie Clark: thank you for your creative ideas in
making our books come to life in the market. Thank you as well to Mary Ellen Rahn for
continuing to drive our long-term content vision through her market development efforts.
To the digital content experts, Rob Brieler and Adam Fischer: we are most grateful for your
long hours of work and innovation in a world that changes from day to day. And many thanks
to the team at ALEKS for creating its spectacular adaptive technology and for overseeing
the quality control in Connect Math.
To the production team: Peggy Selle, Carrie Burger, Emily Windelborn, Lora Neyens, and
Lorraine Buczek—thank you for making the manuscript beautiful and for keeping the train
on the track. You’ve been amazing. And finally, to Ryan Blankenship, Marty Lange, and Kurt
Strand: thank you for supporting our projects for many years and for the confidence you’ve
always shown in us.
Most importantly, we give special thanks to the students and instructors who use our series
in their classes.
Julie Miller
Molly O’Neill
Nancy Hyde
viii
miL10233_fm_i-xxx viii 11/03/16 07:19 PM

Contents
Chapter R Review of Basic Algebraic Concepts 1

R.1 Study Skills 2
Group Activity: Becoming a Successful Student 3
R.2 Sets of Numbers and Interval Notation 5
R.3 Operations on Real Numbers 16
R.4 Simplifying Algebraic Expressions 31
Chapter R Summary 39
Chapter R Review Exercises 41
Chapter R Test 42
Chapter 1 Linear Equations and Inequalities in One Variable 43

1.1 Linear Equations in One Variable 44
Problem Recognition Exercises: Equations versus Expressions 56
1.2 Applications of Linear Equations in One Variable 57
1.3 Applications to Geometry and Literal Equations 68
1.4 Linear Inequalities in One Variable 76
1.5 Compound Inequalities 85
1.6 Absolute Value Equations 97
1.7 Absolute Value Inequalities 103
Problem Recognition Exercises: Identifying Equations and Inequalities 113
Group Activity: Understanding the Symbolism of Mathematics 114
Chapter 1 Summary 115
Chapter 1 Review Exercises 122
Chapter 1 Test 125
Chapter 2 Linear Equations in Two Variables and Functions 127

2.1 Linear Equations in Two Variables 128
2.2 Slope of a Line and Rate of Change 145
2.3 Equations of a Line 157
Problem Recognition Exercises: Characteristics of Linear Equations 171
2.4 Applications of Linear Equations and Modeling 171
2.5 Introduction to Relations 183
2.6 Introduction to Functions 192
2.7 Graphs of Functions 204
Problem Recognition Exercises: Characteristics of Relations 217
Group Activity: Deciphering a Coded Message 218
Chapter 2 Test 230
Chapters 1–2 Cumulative Review Exercises 233
ix
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Chapter 3 Systems of Linear Equations and Inequalities 235

3.1 Solving Systems of Linear Equations by the Graphing Method 236
3.2 Solving Systems of Linear Equations by the Substitution Method 246
3.3 Solving Systems of Linear Equations by the Addition Method 253
Problem Recognition Exercises: Solving Systems of Linear Equations 260
3.4 Applications of Systems of Linear Equations in Two Variables 261
3.5 Linear Inequalities and Compound Inequalities in Two Variables 270
3.6 Systems of Linear Equations in Three Variables and Applications 283
3.7 Solving Systems of Linear Equations by Using Matrices 293
Group Activity: Creating a Quadratic Model of the Form y = at 2 + bt + c 302
Chapter 3 Test 314
Chapter 4 Polynomials 319
4.1 Properties of Integer Exponents and Scientific Notation 320
4.2 Addition and Subtraction of Polynomials and Polynomial Functions 329
4.3 Multiplication of Polynomials 340
4.4 Division of Polynomials 350
Problem Recognition Exercises: Operations on Polynomials 359
4.5 Greatest Common Factor and Factoring by Grouping 360
4.6 Factoring Trinomials 368
4.7 Factoring Binomials 382
Problem Recognition Exercises: Factoring Summary 392
4.8 Solving Equations by Using the Zero Product Rule 394
Group Activity: Investigating Pascal’s Triangle 408
Chapter 4 Test 418
Chapter 5 Rational Expressions and Rational Equations 421

5.1 Rational Expressions and Rational Functions 422
5.2 Multiplication and Division of Rational Expressions 432
5.3 Addition and Subtraction of Rational Expressions 437
5.4 Complex Fractions 447
Problem Recognition Exercises: Operations on Rational Expressions 454
5.5 Solving Rational Equations 454
Problem Recognition Exercises: Rational Equations vs. Expressions 462
5.6 Applications of Rational Equations and Proportions 463
5.7 Variation 474
Group Activity: Computing the Future Value of an Investment 483
Chapter 5 Test 492
miL10233_fm_i-xxx x 11/03/16 07:19 PM

Chapter 6 Radicals and Complex Numbers 495

6.1 Definition of an nth Root 496
6.2 Rational Exponents 508
6.3 Simplifying Radical Expressions 515
6.4 Addition and Subtraction of Radicals 522
6.5 Multiplication of Radicals 528
Problem Recognition Exercises: Simplifying Radical Expressions 536
6.6 Division of Radicals and Rationalization 536
6.7 Solving Radical Equations 546
6.8 Complex Numbers 556
Group Activity: Margin of Error of Survey Results 566
Chapter 6 Test 577
Chapter 7 Quadratic Equations, Functions, and Inequalities 581

7.1 Square Root Property and Completing the Square 582
7.2 Quadratic Formula 592
7.3 Equations in Quadratic Form 606
Problem Recognition Exercises: Quadratic and Quadratic Type Equations 611
7.4 Graphs of Quadratic Functions 612
7.5 Vertex of a Parabola: Applications and Modeling 626
7.6 Polynomial and Rational Inequalities 636
Problem Recognition Exercises: Recognizing Equations and Inequalities 648
Group Activity: Creating a Quadratic Model of the Form y = a(x − h)2 + k 649
Chapter 7 Test 658
Chapter 8 Exponential and Logarithmic Functions and Applications 663

8.1 Algebra of Functions and Composition 664
8.2 Inverse Functions 671
8.3 Exponential Functions 680
8.4 Logarithmic Functions 690
Problem Recognition Exercises: Identifying Graphs of Functions 703
8.5 Properties of Logarithms 704
8.6 The Irrational Number e and Change of Base 712
Problem Recognition Exercises: Logarithmic and Exponential Forms 725
8.7 Logarithmic and Exponential Equations and Applications 726
Group Activity: Creating a Population Model 738
Chapter 8 Test 748
xi
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Chapter 9 Conic Sections 753

9.1 Distance Formula, Midpoint Formula, and Circles 754
9.2 More on the Parabola 765
9.3 The Ellipse and Hyperbola 774
Problem Recognition Exercises: Formulas and Conic Sections 783
9.4 Nonlinear Systems of Equations in Two Variables 784
9.5 Nonlinear Inequalities and Systems of Inequalities in Two Variables 791
Group Activity: Investigating the Graphs of Conic Sections on a Calculator 800
Chapter 9 Test 809
Chapter 10 Binomial Expansions, Sequences, and Series 813

10.1 Binomial Expansions 814
10.2 Sequences and Series 820
10.3 Arithmetic Sequences and Series 829
10.4 Geometric Sequences and Series 835
Problem Recognition Exercises: Identifying Arithmetic and Geometric Series 843
Group Activity: Investigating Mean and Standard Deviation 844
Chapter 10 Test 849
Chapter 11 Transformations, Piecewise-Defined Functions, and Probability 1

(Online)
11.1 Transformations of Graphs and Piecewise-Defined Functions 2
11.2 Fundamentals of Counting 15
11.3 Introduction to Probability 24
Chapter 11 Test 36
Additional Topics Appendix A-1

A.1 Determinants and Cramer’s Rule A-1
Student Answer Appendix SA-1
Index I-1
xii
miL10233_fm_i-xxx xii 11/03/16 07:19 PM

To the Student
Take a deep breath and know that you aren’t alone. Your instructor, fellow students, and we, your
authors, are here to help you learn and master the material for this course and prepare you for future
courses. You may feel like math just isn’t your thing, or maybe it’s been a long time since you’ve had a
math class—that’s okay!
We wrote the text and all the supporting materials with you in mind. Most of our students aren’t
really sure how to be successful in math, but we can help with that.
As you begin your class, we’d like to offer some specific suggestions:
1. Attend class. Arrive on time and be prepared. If your instructor has asked you to read prior to
attending class—do it. How often have you sat in class and thought you understood the material,
only to get home and realize you don’t know how to get started? By reading and trying a couple
of Skill Practice exercises, which follow each example, you will be able to ask questions and gain
clarification from your instructor when needed.
2. Be an active learner. Whether you are at lecture, watching an author lecture or exercise video, or
are reading the text, pick up a pencil and work out the examples given. Math is learned only by
doing; we like to say, “Math is not a spectator sport.” If you like a bit more guidance, we encourage
you to use the Integrated Video and Study Guide. It was designed to provide structure and
note-taking for lectures and while watching the accompanying videos.
3. Schedule time to do some math every day. Exercise, foreign language study, and math are three
things that you must do every day to get the results you want. If you are used to cramming and
doing all of your work in a few hours on a weekend, you should know that even mathematicians
start making silly errors after an hour or so! Check your answers. Skill Practice exercises all
have the answer at the bottom of that page. Odd-numbered exercises throughout the text have
answers at the back of the text. If you didn’t get it right, don’t throw in the towel. Try again, revisit
an example, or bring your questions to class for extra help.
4. Prepare for quizzes and exams. At the end of each chapter is a summary that highlights all the
concepts and problem types you need to understand and know how to do. There are additional
problem sets at the end of each chapter: a set of review exercises, a chapter test, and a cumulative
review. Working through the cumulative review will help keep your skills fresh from previous
chapters—one of the key ways to do well on your exams. If you use ALEKS or Connect Hosted by
ALEKS, use all of the tools available within the program to test your understanding.
5. Use your resources. This text comes with numerous supporting resources designed to help you
succeed in this class and your future classes. Additionally, your instructor can direct you to
resources within your institution or community. Form a student study group. Teaching others is a
great way to strengthen your own understanding and they might be able to return the favor if you
get stuck.
We wish you all the best in this class and your educational journey!
Julie Miller Molly O’Neill Nancy Hyde

julie.miller.math@gmail.com molly.s.oneill@gmail.com nhyde@montanasky.com
xiii
miL10233_fm_i-xxx xiii 11/03/16 07:19 PM

Student Guide to the Text

Clear, Precise Writing
Learning from our own students, we have written this text in simple and accessible language. Our goal is to keep you
engaged and supported throughout your coursework.
Callouts
Just as your instructor will share tips and math advice in class, we provide callouts throughout the text to offer tips
and warn against common mistakes.
∙ Tip boxes offer additional insight to a concept or procedure.
∙ Avoiding Mistakes help fend off common student errors.
Examples
∙ Each example is step-by-step, with thorough annotation to the right explaining each step.
∙ Following each example is a similar Skill Practice exercise to give you a chance to test your understanding. You
will find the answer at the bottom of the page—providing a quick check.
∙ When you see this in an example, there is an online dynamic animation within your online materials.
Sometimes an animation is worth a thousand words.
Exercise Sets
Each type of exercise is built for your success in learning the materials and showing your mastery on exams.
∙ S tudy Skills Exercises integrate your studies of math concepts with strategies for helping you grow as a student
overall.
∙ Vocabulary and Key Concept Exercises check your understanding of the language and ideas presented within
the section.
∙ Review Exercises keep fresh your knowledge of math content already learned by providing practice with
concepts explored in previous sections.
∙ Concept Exercises assess your comprehension of the specific math concepts presented within the section.
∙ Mixed Exercises evaluate your ability to successfully complete exercises that combine multiple concepts
presented within the section.
∙ Expanding Your Skills challenge you with advanced skills practice exercises around the concepts presented
within the section.
∙ Problem Recognition Exercises appear in strategic locations in each chapter of the text. These will require you
to distinguish between similar problem types and to determine what type of problem-solving technique to apply.
Calculator Connections
Throughout the text are materials highlighting how you can use a graphing calculator to enhance understanding
through a visual approach. Your instructor will let you know if you will be using these in class.
End-of-Chapter Materials
The features at the end of each chapter are perfect for reviewing before test time.
∙ ection-by-section summaries provide references to key concepts, examples, and vocabulary.
S
∙ Chapter review exercises provide additional opportunities to practice material from the entire chapter.
∙ Chapter tests are an excellent way to test your complete understanding of the chapter concepts.
∙ Cumulative review exercises are the best preparation to maintain a strong foundation of skills to help you move
forward into new material. These exercises cover concepts from all the material covered up to that point in the
text and will help you study for your final exam.
xiv
miL10233_fm_i-xxx xiv 11/03/16 07:19 PM

Get Better Results

How Will Miller/O’Neill/Hyde Help Your
Students Get Better Results?
Better Clarity, Quality, and Accuracy!
Julie Miller, Molly O’Neill, and Nancy Hyde know what students need to be successful in mathematics.
Better results come from clarity in their exposition, quality of step-by-step worked examples, and
accuracy of their exercises sets; but it takes more than just great
authors to build a textbook series to help students achieve success “The most complete text at this level in its
in mathematics. Our authors worked with a strong thoroughness, accuracy, and pedagogical
mathematical team of instructors from around the country to soundness. The best developmental
ensure that the clarity, quality, and accuracy you expect from mathematics text I have seen.”
the Miller/O’Neill/Hyde series was included in this edition. —Frederick Bakenhus, Saint Phillips College
Better Exercise Sets!

Comprehensive sets of exercises are available for every student level. Julie Miller, Molly O’Neill, and
Nancy Hyde worked with a board of advisors from across the country to offer the appropriate depth
and breadth of exercises for your students. Problem Recognition Exercises were created to improve
student performance while testing.
Practice exercise sets help students progress from skill development to conceptual understanding.
Student tested and instructor approved, the Miller/O’Neill/Hyde exercise sets will help your students get
better results.
▶ Problem Recognition Exercises “This series was thoughtfully constructed with students’
▶ Skill Practice Exercises needs in mind. The Problem Recognition section was
▶ Study Skills Exercises extremely well designed to focus on concepts that students
▶ Mixed Exercises often misinterpret.”
—Christine V. Wetzel-Ulrich, Northampton Community College
▶ Expanding Your Skills Exercises
▶ Vocabulary and Key Concepts Exercises
Better Step-By-Step Pedagogy!

Intermediate Algebra provides enhanced step-by-step learning tools to help students get better results.
▶ Worked Examples provide an “easy-to-understand” approach, clearly guiding each student
through a step-by-step approach to master each practice exercise for better comprehension.
▶ TIPs offer students extra cautious direction to
help improve understanding through hints and
further insight. “The book is designed with both instructors and students
▶ Avoiding Mistakes boxes alert students in mind. I appreciate that great care was used in the
to common errors and provide practical placement of ‘Tips’ and ‘Avoiding Mistakes’ as it creates a
ways to avoid them. All three learning aids lot of teachable moments in the classroom.”
will help students get better results by showing —Shannon Vinson, Wake Tech Community College
how to work through a problem using a clearly
defined step-by-step methodology that has
been class tested and student approved.
xv
miL10233_fm_i-xxx xv 11/03/16 07:19 PM

Get Better Results

Formula for Student Success
Step-by-Step Worked Examples
▶ Do you get the feeling that there is a disconnection between your students’ class work and homework?
▶ Do your students have trouble finding worked examples that match the practice exercises? Confirming Pages
▶ Do you prefer that your students see examples in the textbook that match the ones you use in class?
Miller/O’Neill/Hyde’s Worked Examples offer a clear, concise methodology that replicates the mathematical
processes used in the authors’ classroom lectures! Section 1.2 Applications
Confirmingof Linear Equations in One Variable
Pages 59
Example 2 Solving a Linear Equation Involving Classroom Example: p. 66,

Consecutive Integers Exercise 24
Three times the sum of two consecutive odd integers is 516. Find the integers.
276 Chapter 4 Systems of Linear Equations in Two Variables
Solution:
Classroom Example: p. 282, StepExample Solving
1: Read 2the problem a System of Linear Equations by Graphing
carefully.
Exercise 32
Solve2:theLabel
Step systemtheby
unknowns:
the graphing method. y = 2x
Let x represent the first odd integer. y = 2
“As always, MOH’s Worked Examples Then x + 2 represents the next odd integer.
are so clear and useful for the students.
Solution:
Step 3: Write an equation in words.
All steps have wonderfully detailedThe equation
3[(firsty = 2xinteger)
odd is written in slope-intercept
+ (second form
odd integer)] as y = 2x + 0. The line passes
= 516
explanations written with wordingthrough
that the origin, with a slope of 2.
3[x + (x + 2)] = 516 Step 4: Write a mathematical equation.
the students can understand. MOH isThe line3(2x y = 2 is a horizontal line and has a
+ 2) = 516 Step 5: Solve for x. 5
y
slope of 0.
also excellent with arrows and labels 6x + 6 = 516
4
y = 2x
Because the lines have different slopes, the lines “yE=asy
2 to read step-by-step solutions to
3
making the Worked Examples extremely 6x = 510
must be different and nonparallel. From this, we know
2
(1, 2) Point of
sample 1
textbook
intersection problems. The ‘why’
clear and understandable.” that the lines must intersect
x = 85 at exactly one point. Graph −5 −4 −3 −2 −1 1 2 3 4 5
x
the lines
—Kelli Hammer, Broward College–South to find the point of intersection (Figure 4-2). is provided
−1 for students, which is
Step 6: Interpret your results. −2
The point (1, 2) appears to be the point of intersec- invaluable
−3 when working Avoiding Mistakes
exercises
tion. This can
The beodd
first confirmed byx :substituting x = 1 and
integer is 85 −4
After completing a word problem,
y = 2 intoThe
both original without
−5 available teacher/tutor
second oddequations.
integer is x + 2 : it is always a good idea to check
2x + 2(2) =? 2(1) ✓ True 87
y = 85
assistance.”
Figure 4-2 that the answer is reasonable.
Notice that 85 and 87 are
—Arcola Sullivan,
Answer: The integers are 85 and y =87.
2 (2) =? 2 ✓ True consecutive odd integers, and three
Copiah-Lincoln Community College
times their sum is 3(85 + 87),
The solution set is {(1, 2)}. which equals 516.
Skill Practice
Skill Practice
2. Four Solve
times the sumtheof system by the graphing
three consecutive method.
integers is 264. Find the integers.
3. y = −3x
x = −1
3. Applications Involving Percents and Rates
In many real-world applications, percents are used to represent rates.
Classroom Example: p. 282, Example
∙ The 3 rate Solving
sales tax a System
for a certain county isof Linear Equations by Graphing
6%.
Exercise 30 282 Chapter 4 Systems of Linear Equations in Two Variables
∙Solve
An the
ice system by the graphing
cream machine method.
is discounted 20%.
∙ A real estate sales broker receives a 4_12x%−commission
2y = −2 on sales. 30. x + y = −1 31. 2x + y = 6
∙ A savings account earns 7% simple interest.
−3x + 2y = 6 2x − y = −5 {(−2, 1)} x = 1 {(1, 4)}
The following models are used to compute sales tax, commission, and simple interest. y
y
In each case the value is found by multiplying the base by the percentage.
Solution: 2x − y = −5 6
Classroom Examples One method to graph thetax
Sales lines is to write
= (cost each
of merchandise)(tax rate) y
5
4 5
4 (1, 4)
y= 3
+3 3
2x
equationalso
To ensure that the classroom experience in slope-intercept
matches form,
the y = mx
examples + b.in the text
Commission = (dollars in sales)(commission rate)5 2 3
2x + y = 6
4 (−2, 1) 2
1 1
y=2x+1
and the practice exercises, we haveEquation
included references
1Simple to(principal)(annual
= even-numbered
interestEquation 2 interest rate)(time
Point of
3 in years)
−5 −4 −3 −2 −1 1 2 3 4 5
x 1
2 x
−1
exercises to be used as Classroom Examples.
x − 2y = −2 These exercises
I = Prt
−3x + 2y =are
6 highlighted(−2, 0)
intersection
1 −2
x + y = −1 −5 −4 −3 −2 −1
−1
1 2 3 4 5
−2
in the Practice Exercises at the end of−2y
each
= −xsection.
−2 2y = 3x + 6 −5 −4 −3 −2 −1
−1
1 2 3 4 5
x −3
−4
−3
Answer x=1
−2 −5 −4
3. {(−1, 3)} −2y ___
____ −x ___
2 2y ___
___ 3x __
6 −3 −5
y = − = +
5
−2 −2 −2 2 2 2 −4
4
−5
33. − 6x − 3y =Answer
0 No solution; 34. 2x − 6y = 12 No solution;
1 3
xvi (−1, 3) 3 y = __ x + 1 y = __x + 3 Figure 4-3
4x + 2y = 4
2. The{ integers
}; are 21, 22, and 23.
−3x + 9y = 12
{ };
2 2 2 inconsistent system inconsistent sy
1 y y
−5 −4 −3 −2 −1 1 2 3 4 5
x From their slope-intercept forms, we see that the lines have different slopes, indicating 5 5
−1
−2
that the lines are different and nonparallel. Therefore, the lines must intersect at exactly 4 4
−3x + 9y = 12
x = −1
−3
y = −3x one point. Graph the lines to find that point (Figure 4-3). −6x − 3y = 0
3 3
2 2
−4
1 1
−5
x x
miL10233_fm_i-xxx xvi miL10233_ch01_057-068.indd 59 −5 −4 −3 −2 −1 1 11/03/16
2 3 4 5 07:19 PM
10/31/16 05:17
−5PM
−4 −3 −2 −1 1 2 3 4 5
−1 −1
−2 −2
4x + 2y = 4
432 Chapter 5 Rational Expressions and Rational Equations
Section 5.2 Multiplication and Division of Rational Expressions
Concepts 1. Multiplication of Rational Expressions

1. Multiplication of Rational Recall that to multiply fractions, we multiply the numerators and multiply the denomina-
Expressions tors. The same is true for multiplying rational expressions.
2. Division of Rational
Expressions
Multiplication Property of Rational Expressions
Let p, q, r, and s represent polynomials, such that q ≠ 0 and s ≠ 0. Then
p _r __
__ pr
⋅ =
q s qs
For example:
Better Learning Tools Multiply

__
2 __
__
the Fractions
5 10
⋅ = ___
3 7 21
Multiply
___ the Rational Expressions
2x __
___
3y 7
5z 10xz
⋅ = ____
21y
Sometimes it is possible to simplify a ratio of common factors to 1 before multiplying. To
TIP and Avoiding Mistakes Boxes do so, we must first factor the numerators and denominators of each fraction.
1 1 1
___ 15
7 ___ Factor. 7 ____
____ 3⋅5 7⋅3⋅5
_________ 1
__
⋅ ⋅ = =
TIP and Avoiding Mistakes boxes 10 21 have been 2 ⋅ 5 3 created
⋅ 7 2 ⋅ 5 ⋅ 3 ⋅ based
7 2 on the authors’ classroom experiences—they have also been
Worked
integrated into theThe same processExamples. These
is also used to multiply rationalpedagogical
expressions. tools will help students get better results by learning how to
work through a problem using a clearly defined step-by-step methodology.
Multiplying Rational Expressions
Step 1 Factor the numerator and denominator of each expression.
Step 2 Multiply the numerators, and multiply the denominators.
Step 3 Reduce the ratios of common factors to 1 or −1 and simplify.
Avoiding Mistakes Boxes

Example 1 Multiplying Rational Expressions Avoiding Mistakes boxes are integrated
Rev Confirming Pages
5a − 5b 2
Multiply. _______ ⋅ ______
10 a2 − b2
throughout the textbook to alert students to
Solution: common errors and how to avoid them.
5a − 5b _____
______ 2
⋅
10 a2 − b2 342 Chapter 4 Polynomials
5(a − b) 2
= ______ ⋅ __________
5⋅2 (a − b)(a + b)
Factor numerator and denominator. “MOH presentation of reinforcement concepts builds
Multiplying Polynomials
Classroom Example: p. 347, Example 4
5(a − b)
= _______________
⋅ 2 Exercise 18
Multiply.
students’ confidence and provides easy to read
Multiply the polynomials. (3y + 2)(7y − 6)
5 ⋅ 2 ⋅ (a − b)(a + b)
Avoiding Mistakes guidance in developing basic skills and understanding
If all factors in the numerator sim-
1 1 1 Solution:
5(a − b) ⋅ 2 1
= _________________ = ____ Reduce common factors and simplify.
plify to 1, do not forget to write the
factor of 1 in the numerator.
5 ⋅ 2 ⋅ (a − b)(a + b) a + b concepts. I love the visual clue boxes ‘Avoiding
(3y + 2)(7y − 6) Multiply each term in the
Mistakes.’ Visual clue boxes provide
first polynomial by each tips and advice to
term in the second.
assist students in
= (3y)(7y) + (3y)(−6) + (2)(7y) + (2)(−6)
avoiding common
Apply the distributive
mistakes.”
—Arcola Sullivan, Copiah-Lincoln Community College
property.
= 21y2 − 18y + 14y − 12 Simplify each term.
miL10233_ch05_432-436.indd 432 = 21 y2 −05:19
10/31/16 4y −PM12 Combine like terms.
TIP: The acronym, FOIL (first outer inner last) can be used as a memory device to
TIP Boxes multiply the two binomials.
Outer terms First Outer Inner Last
Teaching tips are usually revealed only in the
classroom. Not anymore! TIP boxes offer First terms
students helpful hints and extra direction to (3y + 2)(7y − 6) = (3y)(7y) + (3y)(−6) + (2)(7y) + (2)(−6)
help improve understanding and provide Inner terms = 21y 2 − 18y + 14y − 12
further insight. Last terms = 21y 2 − 4y − 12

Note: It is important to realize that the acronym FOIL may only be used when finding
the product of two binomials.
Skill Practice Multiply the polynomials.

5. (4t + 5)(2t + 3)
Better Exercise Sets! Better Practice! Better Results!

2. Special Case Products: Difference of Squares
and Perfect Square Trinomials
▶ Do your students have trouble with problem solving?
In some cases, the product of two binomials takes on a special pattern.
▶ Do you want to help students overcome mathI. anxiety?

The first special case occurs when multiplying the sum and difference of the same two
terms. For example:
▶ Do you want to help your students improve performance
(2x + 3)(2x − 3) on⎫ mathopposites.
assessments?
Notice that the “middle terms” are
⎪
= 4x2 − 6x + 6x − 9 ⎬
This leaves only the difference
⎪ between the square of the first term and the
2
= 4x − 9 ⎭ square of the second term. For this reason,
the product is called a difference of squares.
Note: The binomials 2x + 3 and 2x − 3 are called conjugates. In one expression, 2x and 3
are added, and in the other, 2x and 3 are subtracted. In general, a + b and a − b are
conjugates of each other.
Answer
5. 8t 2 + 22t + 15
miL10233_ch04_340-349.indd 342 10/31/16 05:21 PM
xvii
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Confirming Pages
Get Better Results 648 Chapter 7 Quadratic Equations, Functions, and Inequalities
Graphing Calculator Exercises
Problem Recognition
96. To solve theExercises
inequality
x
_____
x−2
>0 97. To solve the inequality
x
_____
x−2
<0
enter Y1 as x/(x
Problem Recognition Exercises − 2) andadetermine
present where
collection ofthe graph
problems enter
that look Y1 as x/(x
similar to −a 2) and determine
student uponwhere
firstthe graph but are
glance,
is above the x-axis. Write the solution in interval is below the x-axis. Write the solution in interval
actually quite differentnotation.
in the manner of their individual solutions. Students
(−∞, 0) ∪ (2, ∞) notation. sharpen
(0, 2) critical thinking skills and better
develop their “solution recall” to help them distinguish the method needed to solve an exercise—an essential skill in
98. To solve the inequality x2 − 1 < 0, enter Y1 as 99. To solve the inequality x2 − 1 > 0, enter Y1 as
developmental mathematics.
x2 − 1 and determine where the graph is below the x2 − 1 and determine where the graph is above the
Write the solution in interval notation. Write the solution in interval notation.
Problem Recognition x-axis.
Exercises
(−1, 1)
were tested “The PREs arex-axis.
an−1)excellent
(−∞, ∪ (1, ∞) source of additional mixed problem
in the authors’ developmental mathematics
For Exercises 100–103, sets.theFrequently
determine the solution by graphing inequalities. students have questions/comments like
classes and were created 2 to improve student
100. x + 10x + 25 ≤ 0 {−5} ‘Where do 101.I start?’
−x2 + 10xor ‘I know
− 25 ≥ 0 {5}what to do once I get started,
performance on tests. but I have trouble getting started.’ Perhaps with these PREs,
8 −6
102. _____ <0 { } 103. _____ > 0 { }
x2 + 2 students willxbe
2
+ 3able to overcome this obstacle.”
—Erika Blanken, Daytona State College
Problem Recognition Exercises
Recognizing Equations and Inequalities

At this point, you have learned how to solve a variety of equations and inequalities. Being able to distinguish the type of
problem being posed is the first step in successfully solving it.
For Exercises 1–20,

a. Identify the problem type. Choose from
∙ linear equation ∙ polynomial equation
∙ quadratic equation ∙ linear inequality
∙ rational equation ∙ polynomial inequality
∙ absolute value equation ∙ rational inequality
∙ radical equation ∙ absolute value inequality
∙ equation quadratic in form ∙ compound inequality
b. Solve the equation or inequality. Write the solution to each inequality in interval notation if possible.
1. (z2 − 4)2 − (z2 − 4) − 12 = 0 2. 3 + ∣4t − 1∣ < 6 3. 2y(y − 4) ≤ 5 + y
_______ 5 3
4. 3
√ 11x − 3 +4=6 5. −5 = −∣w − 4∣ 6. _____ + _____ = 1
x−2 x+2
7. m3 + 5m2 − 4m − 20 ≥ 0 8. −x − 4 > −5 and 2x − 3 ≤ 23 9. 5 − 2[3 − (x − 4)]≤ 3x + 14

“These are so important to test whether a student can
recognize different 3
10. types
∣2x − 6∣of
= ∣xproblems
+ 3∣ and the11.
method
_____ ≤ 1of 12. 9 < ∣x + 4∣
x−2
solving each. They seem ____
very unique—I have not noticed
√t + 8 − 6 = t
13. other
this feature in many texts or at least your 14. (4x − 3)2 = −10
presentation 15. −4 − x > 2 or 8 < 2x
of the problems is very1 organized

3 5 and unique.” 2 10
16. __x − 2 = __ + __x 17. x − 10x ≤ −25 18. _____ <0
3 —Linda
4 6 Kuroski, Erie Community College x2 + 1
__
19. x − 13√x + 36 = 0 20. x4 − 13x2 + 36 = 0
Confirming Pages
Student-Centered Applications! Writing Translating Expression Geometry Scientific Calculator Video
The Miller/O’Neill/Hyde Board of Advisors partnered with our authors to bring the best applications from every
region in the country! These applications include real data and topics that are more relevant and interesting to
Section 3.4 Applications of Systems of Linear Equations in Two Variables 269
today’s student.
miL10233_ch07_637-649.indd 648 10/31/16 05:25 PM
37. A rowing team trains on the Halifax River. It can 38. In her kayak, Taylor can travel 31.5 mi downstream
row upstream 10 mi against the current in 2.5 hr with the current in 7 hr. The return trip against the
and 16 mi downstream with the current in the same current takes 9 hr. Find the speed of the kayak in
amount of time. Find the speed of the boat in still still water and the speed of the current.
water and the speed of the current.
© Karl Weatherly/Getty Images RF

© JupiterImages/Comstock RF
xviii 39. There are two types of tickets sold at the Cana- 40. A basketball player scored 19 points by shooting
dian Formula One Grand Prix race. The price of 6 two-point and three-point baskets. If she made a
grandstand tickets and 2 general admissions tickets total of eight baskets, how many of each type did
is $2330. The price of 4 grandstand tickets and 4 she make? The player made 5 two-point baskets and
general admission tickets is $2020. What is the 3 three-point baskets.
price of each type of ticket? Grandstand tickets cost
$330 each and general admission tickets cost $175 each.
miL10233_fm_i-xxx xviii 41. A bank offers two accounts, a money market 42. Angelo invested $8000 in two accounts: one that 11/03/16 07:19 PM
account at 2% simple interest and a regular savings pays 3% and one that pays 1.8%. At the end of
account at 1.3% interest. If Svetlana deposits $3000 the first year, his total interest earned was $222.
Group Activities! Confirming Pages

Each chapter concludes with a Group Activity to promote classroom discussion and collaboration—helping students not
only to solve problems but to explain their solutions for better mathematical mastery. Group Activities are great for both
full-time and adjunct instructors—bringing a more interactive approach to teaching mathematics! All required materials,
activity time, and suggested group sizes are provided in the end-of-chapter material.Group Activity 483
Group Activity
Computing the Future Value of an Investment
Materials: Calculator
Estimated time: 15 minutes
Group Size: 3
Suppose you are able to save $100 per month. If you invest the money in an account that pays 6% annual interest, how much
money would you have at the end of 10 yr? This question can be answered by using the following formula.
S is the future value of the investment.

S = R[_]
(1 + i)n − 1 R is the amount saved per period.
where
i i is the interest rate per period.
n is the total number of periods.
In this example, R = $100 (amount invested per month)

0.06
i = ____ = 0.005 (annual interest rate divided by 12 months)
12 Instructor Note: Remind students to use
n = (12)(10) = 120 (12 months per year times 10 years) the decimal form of the percent for the
interest rate. Students should also be
careful to note that i is the interest rate
[ ]
(1 + 0.005)120 − 1
Therefore, S = $100 _______________ per compound period (not necessarily
0.005 per year).
S = $16,387.93
1. Compute the future value of an account if you save $150 per month for 30 yr at an annual interest rate of 6%.
“This is one part ofRthe

= book that would have me “MOH’s group activity involves true
adopt the MOH book. i=
Many books just haveS = participation and interaction; fun with
problems for this, but the MOH book provides fractions!”
an actual activity.”n = —Monika Bender, Central Texas College
—Sharon
2. Compute Giles,
the future Grossmont
value College
of an account given the monthly saving, interest rate, and time period given in the table.
With your group members, discuss how the value of the account varies with the interest rate and time the money
is invested.
Monthly Savings Annual Interest Rate Years Future Value

$100 6% 20 $46,204.09
$150 6% 20 $69,306.13
$200 6% 20 $92,408.18
Monthly Savings Annual Interest Rate Years Future Value

$200 2.4% 20 $61,529.99
$200 3.6% 20 $70,148.00
$200 4.8% 20 $80,335.01
miL10233_ch05_474-484.indd 483 10/31/16 05:24 PM
xix
miL10233_fm_i-xxx xix 11/03/16 07:19 PM

Get Better Results

Dynamic Math Animations
The Miller/O’Neill/Hyde author team has developed a series of animations to illustrate difficult
concepts where static images and text fall short. The animations leverage the use of on-screen movement
and morphing shapes to enhance conceptual learning.
Through their classroom experience, the authors recognize that such media assets are great
teaching tools for the classroom and excellent for online learning. The Miller/O’Neill/Hyde animations
are interactive and quite diverse in their use. Some provide a virtual laboratory for which an application is
simulated and where students can collect data points for analysis and modeling. Others provide interactive
question-and-answer sessions to test conceptual learning. For word problem applications, the animations ask
students to estimate answers and practice “number sense.”
The animations were created by the authors based on over 75 years of combined teaching
experience! To facilitate the use of the animations, the authors have placed icons in the text to indicate
where animations are available. Students and instructors can access these assets online in either the
ALEKS 360 Course product or Connect Math Hosted by ALEKS.
Additional Supplements
SmartBook. . . NOW with Learning Resources!
SmartBook is the first and only adaptive reading experience available for the world of higher education, and facilitates
the reading process by identifying what content a student knows and doesn’t know. As a student reads, the material
continuously adapts to ensure the student is focused on the content he or she needs the most to close specific knowledge
gaps. Additionally, new interactive Learning Resources now allow students to explore connections between different
representations of problems, and also serve as an added resource right at the moment when a student answers a probe
incorrectly and needs help. These Learning Resources—such as videos, interactive activities, and kaleidoscopes—are
available at all times to provide support for students, even when they are working late at night or over the weekend and
therefore do not have access to an instructor.
NEW Integrated Video and Study Workbooks

The Integrated Video and Study Workbooks were built to be used in conjunction with the Miller/O’Neill/Hyde Developmental
Math series online lecture videos. These new video guides allow students to consolidate their notes as they work through
the material in the book, and provide students with an opportunity to focus their studies on particular topics that they are
struggling with rather than entire chapters at a time. Each video guide contains written examples to reinforce the content
students are watching in the corresponding lecture video, along with additional written exercises for extra practice. There
is also space provided for students to take their own notes alongside the guided notes already provided. By the end
of the academic term, the video guides will not only be a robust study resource for exams, but will serve as a portfolio
showcasing the hard work of students throughout the term.
Student Resource Manual

The Student Resource Manual (SRM), created by the authors, is a printable, electronic supplement available to students
through Connect Math Hosted by ALEKS Corp. Instructors can also choose to customize this manual and package with
their course materials. With increasing demands on faculty schedules, this resource offers a convenient means for both
full-time and adjunct faculty to promote active learning and success strategies in the classroom.
This manual supports the series in a variety of different ways:

• Discovery-based classroom activities written by the authors for each section
• Worksheets for extra practice written by the authors
xx
miL10233_fm_i-xxx xx 11/03/16 07:19 PM

Excel activities that not only provide students with numerical insights into algebraic concepts, but also teach
•
simple computer skills to manipulate data in a spreadsheet
Additional fun group activities
•
• Lecture Notes designed to help students organize and take notes on key concepts
• Materials for a student portfolio
Lecture Videos Created by the Authors (Available in ALEKS and Connect Math Hosted
by ALEKS Corp.)
Julie Miller began creating these lecture videos for her own students to use when they were absent from class. The
student response was overwhelmingly positive, prompting the author team to create the lecture videos for their entire
developmental math book series. In these new videos, the authors walk students through the learning objectives using
the same language and procedures outlined in the book. Students learn and review right alongside the author! Students
can also access the written notes that accompany the videos.
All videos are closed-captioned for the hearing-impaired, and meet the Americans with Disabilities Act Standards for
Accessible Design. These videos are available online through Connect Math Hosted by ALEKS Corp. as well as in ALEKS 360.
Exercise Videos (Available in ALEKS and Connect Math Hosted by ALEKS Corp.)
The authors, along with a team of faculty who have used the Miller/O’Neill/Hyde textbooks for many years, have created new
exercise videos for designated exercises in the textbook. These videos cover a representative sample of the main objectives
in each section of the text. Each presenter works through selected problems, following the solution methodology employed in
the text.
Annotated Instructor’s Edition

In the Annotated Instructor’s Edition (AIE), answers to all exercises appear adjacent to each exercise in a color used only
for annotations. The AIE also contains Instructor Notes that appear in the margin. These notes offer instructors assistance
with lecture preparation. In addition, there are Classroom Examples referenced in the text that are highlighted in the
Practice Exercises. Also found in the AIE are icons within the Practice Exercises that serve to guide instructors in their
preparation of homework assignments and lessons.
Powerpoints (Available in the Resources of Connect Math Hosted by ALEKS Corp.)

The Powerpoints present key concepts and definitions with fully editable slides that follow the textbook. An instructor may
project the slides in class or post to a website in an online course.
McGraw-Hill Connect Math Hosted by ALEKS Corp.

Connect Math Hosted by ALEKS Corp. is an exciting new assignment and assessment ehomework platform. Instructors can
assign an AI-driven ALEKS Asssessment to identify the strengths and weaknesses of each student at the beginning of the
term rather than after the first exam. Assignment creation and navigation is efficient and intuitive. The gradebook, based on
instructor feedback, has a straightforward design and allows flexibility to import and export additional grades.
ALEKS Prep for Developmental Mathematics

ALEKS Prep for Intermediate Algebra focuses on prerequisite and introductory material for this text. The prep products
can be used during the first 3 weeks of a traditional course or in a corequisite course where students need to quickly
narrow the gap in their skill and concept base.
ALEKS Prep Course Products Feature:

• Artificial Intelligence Targeting Gaps in Individual Student’s Knowledge
• Assessment and Learning Directed Toward Individual Student’s Needs
• Open Response Environment with Realistic Input Tools
• Unlimited Online Access—PC and Mac Compatible
Free trial at www.aleks.com/free_trial/instructor
xxi
miL10233_fm_i-xxx xxi 11/03/16 07:19 PM

Get Better Results

Instructor’s and Student’s Solutions Manuals (Available in the Resources of
Connect Math Hosted by ALEKS Corp., the Online Learning Center, and at www.
mcgrawhillcreate.com, our print-on-demand book-building website)
The Instructor’s Solutions Manual provides comprehensive, worked-out solutions to all exercises in the Chapter Openers,
the Practice Exercises, the Problem Recognition Exercises, the end-of-chapter Review Exercises, the Chapter Tests,
and the Cumulative Review Exercises. The Student’s Solutions Manual provides answers to the odd-numbered exercises
in the text.
lnstructor’s Test Bank (Available in the Resources of Connect Math Hosted by ALEKS Corp.)
Among the supplements is a computerized test bank utilizing algorithm-based testing software to create customized exams
quickly. Hundreds of text-specific, open-ended, and multiple-choice questions are included in the question bank. Sample
chapter tests are also provided.
Loose-Leaf Text
This three-hole punched version of the traditional printed text allows students to carry it lightly and comfortably in a binder,
integrated with notes and workbook pages as desired.
Acknowledgments and Reviewers

Paramount to the development of Intermediate Algebra was the invaluable feedback provided by the
instructors from around the country that reviewed the manuscript or attended a market development event
over the course of the several years the text was in development.
Reviewers of Miller/O’Neill/Hyde Developmental Mathematics Series

Maryann Faller, Adirondack Community College Adedoyin Adeyiga, Cheyney University of Pennsylvania
Albert Miller, Ball State University Dot French, Community College of Philadelphia
Debra Pearson, Ball State University Brad Berger, Copper Mountain College
Patricia Parkison, Ball State University Donna Troy, Cuyamaca College
Robin Rufatto, Ball State University Brianna Kurtz, Daytona State College–Daytona Beach
Melanie Walker, Bergen Community College Jennifer Walsh, Daytona State College–Daytona Beach
Robert Fusco, Bergen Community College Marc Campbell, Daytona State College–Daytona Beach
Latonya Ellis, Bishop State Community College Richard Rupp, Del Mar College
Ana Leon, Bluegrass Community College & Technical College Joseph Hernandez, Delta College
Kaye Black, Bluegrass Community College & Technical College Randall Nichols, Delta College
Barbara Elzey, Bluegrass Community College & Thomas Wells, Delta College
Technical College Paul Yun, El Camino College
Cheryl Grant, Bowling Green State University Catherine Bliss, Empire State College–Saratoga Springs
Beth Rountree, Brevard College Laurie Davis, Erie Community College
Juliet Carl, Broward College Linda Kuroski, Erie Community College
Lizette Foley, Broward College David Usinski, Erie Community College
Angie Matthews, Broward College Ron Bannon, Essex County College
Mitchel Levy, Broward College David Platt, Front Range Community College
Jody Harris, Broward College Alan Dinwiddie, Front Range Community College
Michelle Carmel, Broward College Andrea Hendricks, Georgia Perimeter College
Antonnette Gibbs, Broward College Shanna Goff, Grand Rapids Community College
Kelly Jackson, Camden Community College Betsy McKinney, Grand Rapids Community College
Elizabeth Valentine, Charleston Southern University Cathy Gardner, Grand Valley State University
xxii
miL10233_fm_i-xxx xxii 11/15/16 04:21 AM

Reviewers of the Miller/O’Neill/Hyde Developmental Mathematics Series

Jane Mays, Grand Valley State University Lydia Gonzalez, Rio Hondo College
John Greene, Henderson State University Mark Littrell, Rio Hondo College
Fred Worth, Henderson State University Matthew Pitassi, Rio Hondo College
Ryan Baxter, Illinois State University Wayne Lee, Saint Philips College
Angela Mccombs, Illinois State University Paula Looney, Saint Philips College
Elisha Van Meenen, Illinois State University Fred Bakenhus, Saint Philips College
Teresa Hasenauer, Indian River State College Lydia Casas, Saint Philips College
Tiffany Lewis, Indian River State College Gloria Guerra, Saint Philips College
Deanna Voehl, Indian River State College Sounny Slitine, Saint Philips College
Joe Jordan, John Tyler Community College Jessica Lopez, Saint Philips College
Sally Copeland, Johnson County Community College Lorraine Lopez, San Antonio College
Nancy Carpenter, Johnson County Community College Peter Georgakis, Santa Barbara City College
Susan Yellott, Kilgore College Sandi Nieto-Navarro, Santa Rosa Junior College
Kim Miller, Labette Community College Steve Drucker, Santa Rosa Junior College
Michelle Hempton, Lansing Community College Jean-Marie Magnier, Springfield Tech Community College
Michelle Whitmer, Lansing Community College Dave Delrossi, Tallahassee Community College
Nathalie Vega-Rhodes, Lone Star College Natalie Johnson, Tarrant County College South
Kuen Lee, Los Angeles Trade Tech Marilyn Peacock, Tidewater Community College
Nic Lahue, MCC-Longview Community College Yvonne Aucoin, Tidewater Community College
Jason Pallett, MCC-Longview Community College Cynthia Harris, Triton College
Janet Wyatt, MCC-Longview Community College Jennifer Burkett, Triton College
Rene Barrientos, Miami Dade College—Kendall Christyn Senese, Triton College
Nelson De La Rosa, Miami Dade College—Kendall Jennifer Dale, Triton College
Jody Balzer, Milwaukee Area Technical College Patricia Hussey, Triton College
Shahla Razavi, Mt. San Jacinto College Glenn Jablonski, Triton College
Shawna Bynum, Napa Valley College Myrna La Rosa, Triton College
Tammy Ford, North Carolina A & T University Michael Maltenfort, Truman College
Ebrahim Ahmadizadeh, Northampton Community College Abdallah Shuaibi, Truman College
Christine Wetzel-Ulrich, Northampton Community College Marta Hidegkuti, Truman College
Sharon Totten, Northeast Alabama Community College Sandra Wilder, University of Akron
Rodolfo Maglio, Northeastern Illinios University Sandra Jovicic, University of Akron
Christine Copple, Northwest State Community College Edward Migliore, University of California–Santa Cruz
Sumitana Chatterjee, Nova Community College Kelly Kohlmetz, University of Wisconsin—Milwaukee
Charbel Fahed, Nova Community College Leah Rineck, University of Wisconsin—Milwaukee
Ken Hirschel, Orange County Community College Carolann Van Galder, University of Wisconsin—Rock County
Linda K. Schott, Ozarks Technical Community College Claudia Martinez, Valencia College
Matthew Harris, Ozarks Technical Community College Stephen Toner, Victor Valley Community College
Daniel Kopsas, Ozarks Technical Community College David Cooper, Wake Tech Community College
Andrew Aberle, Ozarks Technical Community College Karlata Elliott, Wake Tech Community College
Alan Papen, Ozarks Technical Community College Laura Kalbaugh, Wake Tech Community College
Angela Shreckhise, Ozarks Technical Community College Kelly Vetter, Wake Tech Community College
Jacob Lewellen, Ozarks Technical Community College Jacqui Fields, Wake Tech Community College
Marylynne Abbott, Ozarks Technical Community College Jennifer Smeal, Wake Tech Community College
Jeffrey Gervasi, Porterville College Shannon Vinson, Wake Tech Community College
Stewart Hathaway, Porterville College Kim Walaski, Wake Tech Community College
Lauran Johnson, Richard Bland College Lisa Rombes, Washtenaw Community College
Matthew Nickodemus, Richard Bland College Maziar Ouliaeinia, Western Iowa Tech Community College
Cameron English, Rio Hondo College Keith McCoy, Wilbur Wright College
Also, a special thanks to all instructors who have reviewed previous editions of this series.
xxiii
miL10233_fm_i-xxx xxiii 11/03/16 07:19 PM

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Our Commitment to Market
Development and Accuracy
McGraw-Hill’s Development Process is an ongoing, never-ending, market-oriented approach to building
accurate and innovative print and digital products. We begin developing a series by partnering with authors
that desire to make an impact within their discipline to help students succeed. Next, we share these ideas
and manuscript with instructors for review for feedback and to ensure that the authors’ ideas represent the
needs within that discipline. Throughout multiple drafts, we help our authors adapt to incorporate ideas and
suggestions from reviewers to ensure that the series carries the same pulse as today’s classrooms. With any
new series, we commit to accuracy across the series and its supplements. In addition to involving instructors
as we develop our content, we also utilize accuracy checks through our various stages of development and
production. With our commitment to this process, we are confident that our series has the most developed
content the industry has to offer, thus pushing our desire for quality and accurate content that meets the
needs of today’s students and instructors.
New and Updated Content for Miller/O’Neill/Hyde

Intermediate Algebra, Fifth Edition:
∙ New Chapter Openers focused on contextualized learning that introduce the main idea of each chapter
in an applied setting
∙ New SmartBook with Learning Resources digital resource added for students that includes over 1,400
student learning resources, over 500 learning objectives, and over 1,300 student activity probes
∙ New Integrated Video & Study Guide workbook to accompany the online lecture video series created by
the Miller/O’Neill/Hyde author team
∙ Updated Applications to be timely in all instances where appropriate
∙ Modularized content for easier course customization and flexibility in a digital or traditional classroom
environment
∙ Over 200 new algorithmic exercises added to Connect Math to better cover developmental math content
for students
∙ New online chapter added to provide students with additional targeted instruction on transformations,
piecewise-defined functions, and probability
xxiv
miL10233_fm_i-xxx xxiv 11/03/16 07:19 PM

Students lacking confidence in math? Looking for a

Students lacking confidence in math? Looking for a
consistent voice between text and digital?
consistent voice between text and digital?
Problem Solved!
Problem Solved!
Connect Math Hosted by ALEKS + SmartBook is Developed by instructors for
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miL10233_fm_i-xxx xxx 11/03/16 07:19 PM

Review of Basic
Algebraic Concepts R
CHAPTER OUTLINE
R.1 Study Skills 2
Group Activity: Becoming a Successful Student 3
R.2 Sets of Numbers and Interval Notation 5
R.3 Operations on Real Numbers 16
R.4 Simplifying Algebraic Expressions 31
Mathematics and Consistency

Many of the activities we perform every day follow a
natural order. For example, we would not put on our
shoes before putting on our socks, nor would a doctor
begin surgery before giving an anesthetic.
In mathematics, it is also necessary to follow a
prescribed order of operations to simplify an algebraic
expression. This is important, for example, because
we would not want two different engineers working
on a space probe to Mars to interpret a mathematical
statement differently.
Suppose that the high temperature for a summer
day near the equator of Mars is 20°C. To convert this to
degrees Fahrenheit F, we would substitute 20 for C in
the equation.
9 S
ubstitute 20 for C 9
F = __
   C + 32 F = __
(20) + 32
5 5
In this expression, the operation between _95 and 20 is

implied multiplication, and it is universally understood
that multiplication is performed before addition. Thus, © Digital Vision/Getty Images RF
9
F = __
   (20) + 32 = 36 + 32 = 68. The temperature in Fahrenheit is 68° F.
5
If an engineer had erroneously added 20 and 32 first and then multiplied by _95 ,a different temperature of 93.6°F would
result. This illustrates the importance of a prescribed order for mathematical operations.
miL10233_chR_001-005.indd 1 08/03/16 02:13 AM

2 Chapter R Review of Basic Algebraic Concepts
Section R.1 Study Skills
Concepts In taking a course in algebra, you are making a commitment to yourself, your instruc-
tor, and your classmates. Following some or all of the study tips below can help you be
1. Before the Course successful in this endeavor. The features of this text that will assist you are printed in blue.
2. During the Course
3. Preparation for Exams
4. Where to Go for Help 1. Before the Course
∙ Purchase the necessary materials for the course before the course begins or on the first
day.
∙ Obtain a three-ring binder to keep and organize your notes, homework, tests, and any
other materials acquired in the class. We call this type of notebook a portfolio.
∙ Arrange your schedule so that you have enough time to attend class and to do h omework.
A common rule is to set aside at least 2 hours for homework for every hour spent
in class. That is, if you are taking a 4-credit-hour course, plan on at least 8 hours a
week for homework. If you experience difficulty in mathematics, plan for more time.
A 4-credit-hour course will then take at least 12 hours each week—about the same as a
part-time job.
∙ Communicate with your employer and family members the importance of your success
in this course so that they can support you.
∙ Be sure to find out the type of calculator (if any) that your instructor requires. Also
determine if there will be online homework or other computer requirements.
© Blend Images/Getty Images RF
2. During the Course
∙ To prepare yourself for the next day’s class, read the section in the text before coming
to class. This will help you familiarize yourself with the material and terminology.
∙ Attend every class and be on time.
∙ Take notes in class. Write down all of the examples that the instructor presents. Read
the notes after class, and add any comments to make your notes clearer to you. Use an
audio recorder to record the lecture if the instructor permits the recording of lectures.
∙ Ask questions in class.
∙ Read the section in the text after the lecture, and pay special attention to the Tip boxes
and Avoiding Mistakes boxes.
∙ After you read an example, try the accompanying Skill Practice exercise. The skill
practice exercise mirrors the example and tests your understanding of what you have
read.
∙ Do homework every night. Even if your class does not meet every day, you should still
do some work every night to keep the material fresh in your mind.
∙ Check your homework with the answers that are supplied in the back of this text.
Analyze what you did wrong and correct the exercises that do not match. Circle or star
those that you cannot correct yourself. This way you can easily find them and ask your
instructor the next day.
∙ Be sure to do the Vocabulary and Key Concepts exercises found at the beginning of the
Practice Exercises.
∙ The Problem Recognition Exercises are found in each chapter. These provide additional
practice distinguishing among a variety of problem types. Sometimes the most difficult
part of learning mathematics is retaining all that you learn. These exercises are e xcellent
tools for retention of material.
miL10233_chR_001-005.indd 2 08/03/16 02:13 AM

Group Activity 3
∙ Form a study group with fellow students in your class, and exchange phone numbers.
You will be surprised by how much you can learn by talking about mathematics with
other students.
∙ If you use a calculator in your class, read the Calculator Connections boxes to learn how
and when to use your calculator.
∙ Ask your instructor where you might obtain extra help if necessary.
3. Preparation for Exams

∙ Look over your homework and rework exercises that gave you trouble. Pay special
attention to the exercises you have circled or starred to be sure that you have learned
that concept.
∙ Read through the Summary at the end of the chapter. Be sure that you understand each
concept and example. If not, go to the section in the text and reread that section.
∙ Give yourself enough time to take the Chapter Test uninterrupted. Then check the
answers. For each problem you answered incorrectly, go to the Review Exercises and
do all of the problems that are similar.
∙ To prepare for the final exam, complete the Cumulative Review Exercises at the end of
each chapter. If you complete the cumulative reviews after finishing each chapter, then
you will be preparing for the final exam throughout the course. The Cumulative Review
Exercises are another excellent tool for helping you retain material.
4. Where to Go for Help

∙ At the first sign of trouble, see your instructor. Most instructors have specific office
hours set aside to help students. Don’t wait until after you have failed an exam to seek
assistance.
∙ Get a tutor. Most colleges and universities have free tutoring available.
∙ When your instructor and tutor are unavailable, use the Student Solutions Manual for
step-by-step solutions to the odd-numbered problems in the exercise sets.
∙ Work with another student from your class.
∙ Work on the computer. Many mathematics tutorial programs and websites are available
on the Internet, including the website that accompanies this text. © PhotoDisc/Getty Images RF
Group Activity
Becoming a Successful Student
Materials: Computer with Internet access
Estimated time: 15 minutes
Group Size: 4
Good time management, good study skills, and good organization will help you be successful in this course.
Answer the following questions and compare your answers with your group members.
1. To motivate yourself to complete a course, it is helpful to have clear reasons for taking the course. List your goals for
taking this course and discuss them with your group.
miL10233_chR_001-005.indd 3 08/03/16 02:13 AM

4 Chapter R Review of Basic Algebraic Concepts
2. Taking 12 credit-hours is the equivalent of a full-time job. Often students try to work too many hours while taking
classes at school.
a. Write down the number of hours you work per week and the number of credit-hours you are taking this term.
Number of hours worked per week _____________
Number of Maximum Number of
Number of credit-hours this term _____________ Credit-Hours Hours of Work per Week
b. The table gives a recommended limit to the number of hours you 3 40

should work for the number of credit-hours you are taking at school. 6 30
(Keep in mind that other responsibilities in your life such as your 9 20
family might also make it necessary to limit your hours at work even 12 10
more.) How do your numbers from part (a) compare to those in the
15 0
table? Are you working too many hours?
c. It is often suggested that you devote two hours of study and homework time outside of class for each credit-hour you
take at school. For example:
12 credit-hours
+    24 study hours
  
  
36 total hours          full-time job!
Based on the number of credit-hours you are taking, how many study hours should
you plan for? _____________
What is the total number of hours (class time plus study time) that you should devote
to school? _____________
3. For the following week, write down the times each day that you plan to study math.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
4. Write down the date of your next math test. _____________
5. Look through a chapter and find the page number corresponding to each feature in the book. Discuss with your group
members how you might use each feature.
Problem Recognition Exercises: page _____________
Chapter Summary: page _____________
Chapter Review Exercises: page _____________
Chapter Test: page _____________
Cumulative Review Exercises: page _____________
miL10233_chR_001-005.indd 4 08/03/16 02:13 AM

Another random document with
no related content on Scribd:
But there is further evidence. If we could definitely claim the
platypus design as authentic, it would mean that the ancient artist
was familiar with the form of an animal which at the present time is
quite unknown in central Australia. But geology tells us that in times
gone by, in the Pliocene period, perhaps even later, all the great lake
systems of the Australian interior were not salt, as they are now, but
fresh water. Under those conditions, it is quite feasible that the duck-
billed monotreme might easily have lived in that region; if so, it might
have supplied prehistoric man in Australia with a model he
perpetuated in the rocks.
The platypus design is by no means unique. Among the carvings
at Yunta there are several depicting the spoor of a very large animal,
which are rounded at one end like a heel and have four or five
serrations resembling toe-marks at the other. The picture is not
unlike that of a wombat track, but the dimensions are far too great.
The Yunta “tracks” measure nearly ten inches in length and are
practically the same in width. There is no animal living in Australia at
the present time whose track would be anything like as large; the
nearest known animal which might answer the form of the carving
would perhaps be that of a hippopotamus. This animal is, of course,
not indigenous to Australia, but we know that an extinct animal,
probably not unlike a hippopotamus, used to roam the fertile plains
of central Australia in Pliocene times; that was the Diprotodon. In the
accompanying sketch I have placed a tracing of the Yunta carving
beside one of the reconstructed manus of the Diprotodon, and one
must admit that there is a plausible agreement between the two.
Vide Fig. 13.
Fig. 13. Sketch of reconstructed manus of Diprotodon compared
with tracing of carving of supposed Diprotodon track at Yunta (×
1/8).
An aboriginal never exaggerates the dimensions of a track when

drawing from Nature. Upon this point, indeed, he is most exacting,
because upon an accurate knowledge of and familiarity with such
things his very livelihood depends, and the acquisition of accuracy
represents part of the recognized standard of his educational
system. He would never, for instance, draw the track of a wallaby
larger than it is in reality, because confusion would immediately arise
as to whether it might not be that of a kangaroo or euro; and if he
drew it smaller than it actually is, doubt would be raised as to
whether it might not represent the track of a kangaroo-rat, or even of
a marsupial mouse. So, too, when he wishes to draw a turkey track,
he has to be careful, because if he makes it bigger than it should be,
it might be mistaken for that of an emu; and if he makes it smaller,
people who see the track might take it to be that of a curlew, or even
of a plover.
For the above reason alone, a native would never draw the track
of a wombat on the elaborate scale of the Yunta carving.
Furthermore, there are some exceptionally large bird tracks carved
into the rocks at Balparana, in the Flinders Ranges, which seem too
big to be intended for those of an emu; the question might
reasonably be asked whether they could not have been made by a
primitive hunter at a time when the now extinct “moa” or Genyornis
still lived in Australia.
A type of decorative art quite similar to the ancient rock carvings,
though on a much smaller scale, is to be found on the stone-
tjuringas of the Arunndta, Tjingali, and other central Australian tribes.
The designs, like those on the wooden objects, consist largely of
engraved circles, straight and sinuous lines, and tracks of totemic
significance. The intaglios are usually tinted with red ochre.
Leaving the discussion of carved rocks and stones for the time
being, and directing our attention to the subject of carved trees, we
find that this interesting cult flourished principally in the tribal
territories which are now included in the State of New South Wales
and the extreme southern portion of Queensland, the haunts of
tribes now practically extinct.
The design or decoration was either carved straight into the bark,
or the latter was previously removed and the cutting done in the
sapwood or heartwood. Great variety was displayed in the choice of
designs. Some were crude and unshapely, others neatly and cleanly
cut and of intricate pattern; among them were perfect geometrical
designs, consisting of groups of circles and quadrilateral figures,
usually concentric and often combined with parallel, wavy, zig-zag,
or spiral lines; yet another class of design would consist of some
animal or human form, more or less grotesquely modified.
The object of this elaborate tree-carving was of a twofold nature.
Firstly a certain number of trees would be so treated, within the
immediate surroundings of the grave of a notable tribesman, to
permanently mark the place of sepulchre; and, secondly, the butt of
a tree commanding the ground of an initiation ceremony might have
been so distinguished, if the importance of the occasion warranted it.
Along the north-west coast of Australia, where the boabab tree
flourishes, the tribes often carve animalistic and other designs into
the bark, which, on account of its softness, lends itself admirably for
the purpose. The carvings are usually to be found near a camp or at
the site of an ordinary corroboree ground. The designs, once they
have been cut into the bark, remain there during the life of the tree.
The accompanying illustration (Plate XLII, 2) depicts an emu, which
stands three feet high, carved into a boabab off King Sound,
Western Australia. The whole of the bark within the area occupied by
the design has been removed. The feet, it will be observed, are
portrayed in a perfectly free way in order to leave no doubt in the
mind of an observer as to the track the bird actually makes. Two
other figures stood beside the emu, cut in a similar way into the bark
of the same tree; one was a snake, a shade over five feet in length,
the other an emu track.
In place of the carved trees, the Melville and Bathurst Islanders
erect carved and painted posts around the graves of their people—
men, women, and children alike. These pillars, which are of hard and
heavy wood, are from four to six feet high, circular in section, and
have the top carved into a “head” of one or other of the patterns
drawn in the accompanying figure. The top of the pillar is either flat,
rounded, or pointed, the “head” being formed by cutting one or more
circumferential grooves of chosen width, and at chosen distances,
below the top. At times an oblong hole is cut transversely through
the post five or six inches from the top, leaving only two narrow strips
of timber, one on either side, to support the “head” thus formed. Vide
Fig. 14.
Fig. 14. Carved grave posts of Melville and Bathurst Islanders (× 1/40).
Designs and patterns quite similar to, but on a smaller scale than
those cut on trees, are found carved upon weapons of some of the
tribes. Shields and spear-throwers are those most commonly found
decorated with incised patterns. Some of the hardwood shields of
the River Murray tribes are richly incised with parallel, zig-zag, and
geniculate lines, and with squares standing point to point in a
longitudinal line, all the spaces between the squares being filled in
with parallel “elbows.” The Worora tribe at Port George IV, on the
other hand, decorate their shields with fantastic representations of
snakes, emus, and tracks of various animals. The light-wood shields
of central Australia are destitute of any ornamentation except wide
and shallow longitudinal grooves, which are also characteristic of the
bark food-carriers in use all over the continent of Australia.
So far as spear-throwers are concerned, the handsomely carved
specimens produced by the natives of the Warburton and Gascoyne
Rivers, and of the King Leopold Ranges in Western Australia,
deserve special mention. The favourite pattern in that region appears
to be longitudinal geniculate bands, alternately incised lengthwise
and crosswise, together giving the effect of a false herring-bone
motive. A new element is introduced in wood-carving in the
ceremonial spear-throwers of central Australian tribes by the
inclusion of the concentric circles pattern already referred to; the
Arunndta in particular produce some very showy specimens on gala
occasions. The decoration is very finely graved upon the inner flat
surface. The old Victorian types occasionally had pictures of animals,
birds, and men carved upon them.
Boomerangs are often decorated with incised patterns, but more
frequently the decoration is only lightly graved into the wood with the
point of a stone-knife or with the sharp cutting edge of a shell, tooth,
or bone. From an art point of view, the finest productions come from
the north of Western Australia. The King Leopold Ranges natives
cover one whole side of their boomerangs with an incised pattern,
consisting usually of parallel geniculate lines, false herring-bone, or
concentric rhomboids posed along a median line. Some of the most
attractive specimens, however, come from the Pidunga tribe at
Broome. These natives covered both surfaces of the missile with a
wonderful variety of designs, which included excellent
representations of emu, kangaroo, snakes, crocodiles, turtle, tracks
of every description, dancing men, corrobboree circles, and many
decorative designs. Other articles, such as adze-handles, tjuringas,
and message sticks, are carved after much the same fashion.
Fig. 15. Ochre drawing, Glenelg River, Western

Australia (× 1/8).
There is yet another class of incised decorative art to record which

is found in the far north of Western Australia. The King Sound and
other natives of the northern Kimberley district have developed a cult
quite peculiar to themselves, in that they carve ornate designs upon
the brown surface of the large nuts of the boabab. The method they
have adopted is to hold the nut firmly in the left hand and work the
designs into the dark, outer layer of the shell with the sharp point of a
bone, or, as is the case nowadays, with the point of a piece of iron
wire or of a pocket knife. The instrument is held in the right hand,
with the four fingers against the palm, while the thumb is laid straight
along it on top. The nut is steadied against the body whilst the point
of the instrument is applied from the distant side. By applying semi-
rotary movements with the hand, the point is made to plough
forwards, and by so doing the thin, brown surface-skin is broken and
falls away, leaving a white, and slightly jagged, line upon a dark
background. Many are the designs which cover the surface of a
boabab nut; and it must be admitted the artists exercise considerable
judgment in the grouping of the subjects displayed. Among the more
important figures are included animals, birds, reptiles, fish, and
human beings, besides many of a more complicated and less
apparent nature. Vide Plate XLIII, 1.
The north-western tribes, from Broome to Wyndham, and to a
lesser extent those of the Northern Territory, artistically decorate the
pearl-shell coverings they wear suspended from the belt by cutting
designs into the smooth surface of the inner shell of the oyster. By
rubbing powdered red ochre into the portions thus roughened, the
carvings stand out in bold contrast against the nacreous background.
The designs are largely conventional and often embody the human
form; a few tracks of animals or of birds are also occasionally added.
Fig. 16. Carved crocodile design on boabab nut, Derby district, Western Australia
(× 3/5). Tracing.
Unlike his racial relative, who used to live in Europe during the
Stone Age, the Australian aboriginal does not pay much attention to
the carving of bone. The little he does, in fact, is more utilitarian than
artistic. We have had occasion to note that the old Murray River
tribes used to make the points of their spear-throwers of bone. In
central Australia a wing bone of the pelican is cut at both ends and
worn through the septum of the nose; occasionally one end is
plugged with triodia resin whilst the hollow in the opposite end
carries a plume. Not infrequently the slender ulna of a kangaroo
serves a similar purpose; the shaft is cut about six inches from one
end and sharpened by scraping it with a stone fragment; the
condyles are left intact to represent the head of the pin. Two types of
bone fish-hooks have already been referred to.
The central tribes make a useful gouge out of a strong hollow
bone of the kangaroo or dingo by splitting it longitudinally and
grinding down its ends on the slope. The implement thus fashioned
has a sharp, bevelled, semi-cylindrical cutting edge at either one or
both ends.
We now come to the consideration of another big and important
branch of primitive art, which comprises the charcoal, kaolin, and
ochre drawings of the aboriginal of Australia. As did his palæolithic
relative in the Old World, the aboriginal during the rainy season
spends much of his time under the cover of overhanging rock
shelters, well within the cheerful influence of his never-failing fire.
Moreover, in mid-summer months, when the heat of the sun
becomes intense, he often finds his way to the same haunts to have
the full benefit of the shade the solid walls of rock produce.
Congregated under these conditions, there are always some who
spend their time in decorating the surrounding walls of the cave. This
may be done for purely æsthetic reasons, or as the result of a
discussion, or, indeed, to sanctify the abode and so to make it
impregnable to the Evil Spirit. Whatever the reason may be, the
mere act of drawing a figure upon the wall by a recognized artist
always solicits the patronage of many, who will follow the different
manipulations of the entertainer with considerable interest. There are
usually a few men in every tribe who have established a reputation
as artists; and their work is prized by the heads and protected by
tribal law from the hands of vandals who would at a frivolous
moment deface or disfigure a work of art which the tribe is proud to
look upon as their own. It is gratifying to observe that there is very
little tendency on the part of the aboriginal, humble as he is, to
destroy wantonly or deliberately a work designed to create an
environment for him during his leisure or to protect his body and kin
against aggression by evil during the darkness of night.
Fig. 17. “Dangorra,” the great emu in the southern sky.
Usually the interior of rock shelters and caves has, in

consequence of long ages of weathering and mineral precipitation,
become deeply stained and dark in colour. In addition, the continued
burning of fires within has helped to smut the stony roof. This
condition makes an admirable background for the application of
colour. Where the wall is black, charcoal naturally finds no favour,
and the pigments available are reduced to white, yellow, and red.
Pipe-clay and ochres are always stocked in quantity; not a tribe in
the whole of Australia has ever been known to be without them.
Where the tribal ground is not in possession of natural deposits,
supplies are obtained from a neighbouring tribe, it may be from
considerable distance, by barter or by an actual expedition to the
ochre mine.
In quite the same sense as modern peoples refer to red ochre as
blood-stone, the natives of Australia connect the formation of the
natural, red pigment with blood mythologically.
There is a fine deposit of red ochre in the Flinders Ranges, near
Parachilna, which for ages past has supplied more than one tribe
with pigment; the mine was known as Yarrakinna. The ochre was
regarded as the blood of a sacred emu which was there killed by a
horde of wild dogs. From time immemorial the “Salt-water Tribe”
used to send a number of its men across from Queensland to obtain
a large supply of the precious stone at the spot and return with it to
their native ground.
The expedition would be under the leadership of an old man, and
his party would consist of young men who had recently been
initiated. The journey was a long and arduous undertaking, and
young fellows were selected in order that their strength and powers
of endurance might be put to the test. When they reached to within a
certain stage of the mine, the old man ordered everybody to discard
any belongings he might be carrying, and, upon a given signal, the
party, led by the old man, began to run towards a big hill which stood
before them. Many a hurdle was in their way, but it was imperative
that they kept running. Then they took the sloping ground, and
presently a large boulder lay in front of them; this the young men
were informed was the petrified dog which had killed the emu. Each
in his turn was asked to throw a stone at it as he skipped by. Next,
they came upon a group of stones which they were told represented
the cursed remains of the female dog and pups. As the names of
these were mentioned, each of the men again threw stones.
Fig. 18. Boomerang with a number of emu designs carved upon it, Pidunga tribe,
Broome (× 1/7.) Tracing.
Suddenly the party was ordered to halt. Just ahead of them was
the platform of rock upon which the sacred emu had expired. The
men were requested to remain where they stood and to keep silent
whilst the old fellow made for a chasm below the platform. He
returned not long after, with his hands full of rich red ochre, which he
rubbed over the bodies of his young attendants. Thereupon all
present cut off their beards, which they had been wearing long
purposely for the occasion, and walked in a body to the chasm. “The
great Emu wants feathers,” they exclaimed, “we offer her the token
of our manhood”; and, as they spoke, they threw the beards into the
chasm below. Then each man was allowed to fill his bag with red
ochre, and, placing it upon his head, he ran down the hill to the place
at which he left his belongings. Nobody was allowed to look back;
and should, by accident, a bag of ochre be dropped on the way, it
had to be left just where it fell, and under no circumstances picked
up again.
According to the Kukata, there was once an old man who had
several wild dogs, which were ferocious in habit, generally, but
obeyed their master. One day, when he was out hunting, he saw the
track of a kangaroo which he made up his mind to follow. He had his
little daughter with him, and, not thinking it advisable to take her with
him into the scrub, he decided to leave her to play on a clay-pan
while he followed his prey into the hills. He captured the kangaroo
and returned to the clay-pan, but imagine his disgust when he found
that his dogs had, during his absence, killed his child and devoured
her flesh.
In his wrath, the old man chased the dogs into the hills at the point
of his spears, until eventually he drove them into a cave, the
entrance of which he closed with a number of large stones. The
wounded dogs in their plight attacked one another and tore
themselves to pieces. In consequence, their blood poured freely into
the cave and soaked deeply into the rocks. Ever since, the tribe have
gone to that cave to collect supplies of the “blood-stained” rock—the
red ochre—which they require for their ceremonies and
corrobborees.
Ochre and pipe-clay, which form an article for inter-tribal barter,
are carried from one tribe to another in oblong parcels contained in
bark wraps, which are folded at the ends and kept together with
fibre-string. Small quantities are always carried by the men in their
chignons and dilly bags, and, when larger supplies are required for
special occasions, they are consigned to the care of the women.
When ochre is required for decorative purposes, it is necessary to
reduce it to a fine powder. This is done by placing a measured
amount upon a level surface of rock and grinding it with the aid of a
medium-sized pebble. Hand-mills of this description are to be found
at any sites which natives have been in the habit of embellishing with
their drawings; they may be recognized as small, shallow
depressions scooped into the surface by the continued abrasion of
the hand-piece. Where there is no flat, natural surface available, the
grinding is done upon portable slabs the women carry around from
one camp to another.
Fig. 19. Charcoal sketch of crows, Pigeon Hole, Victoria River (× 1/3). Tracing.
The ochre (or pipe-clay), having been finely ground, it is collected

upon a piece of bark, or in a bark food-carrier, and mixed with
sufficient water to make a thick paste; and it is ready for application.
The Bathurst Islanders use the large, concave shells of Cyrena in
much the same way as European artists formerly used the valves of
fresh-water mussels (Unio pictorum) for mixing their pigments in.
Fig. 20. Pipe-clay cave-drawings of dancing figures, Humbert River, Northern

Territory (× 1/12).
The native spreads the paint with his fingers, where larger
surfaces are concerned, and with a short stick where finer lines or
details are to be added. The Bathurst Islanders cut short pieces off
the green shoots of the lawyer-cane (Calamus) and chew one or
both ends of the sticks until all the fibres have been separated; these
then fulfil the same purpose as the paint brushes of a modern artist.
PLATE XL
1. Rock-carving of human form, Port Hedland.
2. Rock-carvings of lizard, pubic-tassel, and owl, Flinders Ranges.
A favourite practice, and one which is met with all over the
continent, is to obtain a “negative” shape of a person’s hand. This is
done in the following way: The person puts a small handful of ochre
or pipe-clay into his mouth and crunches it to a pulp; then he fills his
mouth with water and thoroughly mixes the contents. He holds the
hand he wishes to stencil against a flat surface, spacing the fingers
at equal distances, and spurts the contents of his mouth all about it.
A short while after, the hand is withdrawn. The area which it covered
remains in its natural condition, whilst the space surrounding it has
adopted the colour of the ochre or clay. Very often the “hand” is
subsequently painted over with a colour different from that of the
surrounding area. The Arunndta refer to the hand-marks as “ilja
imbadja.” Vide Plate XLIV.
Fig. 21. Charcoal drawing of hopping kangaroos, Pigeon Hole, Victoria River (×
1/6). Tracing.
A native attaches considerable importance to his identity being

thus recorded and preserved in some of the caves, believing the
brand to stand for his individuality with as much certitude as, say, the
European who leaves his card or carves his name in stone or wood.
It is compulsory for members of a certain rank in the Worora tribe to
have their “hand-shadows” perpetuated upon the walls of caves in
which the bones of their ancestors are reposed, because the spirits
of the dead are thus supposed to be apprised of any visits which
have been made to their last earthly resting places.
It is beyond dispute that the natives possess the faculty of being
able to recognize the hand-marks of their relatives and tribesmen,
even though they may not have been present when they were made.
Less frequently, the negative imprint process is applied to a
person’s feet or any of his private belongings, such as stone
tomahawks. At times, too, the hand is smeared over with ochre and
then smacked against a surface to obtain a positive. Vide Plate
XLIV, 2.
The number of ochre drawings one finds on rock surfaces is
naturally unlimited, especially when extending observations over the
whole of Australia; and the variety in regard to subject, colour,
composition, and execution is correspondingly large.
Without at this stage attempting to delve deeply into the
consideration of individual designs and their artistic merits, let us
cast our eyes for a moment upon an illustration, which might be
considered typical, to familiarize ourselves with the general
appearance of Australian cave drawings (Plate XLV, 1). We have
before us a rock shelter or abris on the Forrest River in the north of
Western Australia, a more or less vertical wall at the base, overhung
at the top by a solid ledge or “roof” of quartzite. For the better part of
the day this spot is protected from the intense heat of a tropical sun;
and during the “wet season,” also, it provides a shelter from the
prolific rains. But a casual glance at the picture suffices to convince
one of the presence of a number of conspicuous designs drawn in
ochre upon the rock faces. One in particular, that of a huge snake,
immediately catches the eye, but if a careful scrutiny of the lower
portion of the escarpment is made, many other smaller designs will
be discovered.
When the rocky background is light-coloured, and not sooty, the
artists often include charcoal drawings among the coloured ochre
designs. The native applies the charcoal either in the form of a
powder with the aid of his fingers, or he selects a piece of charred
wood, big enough to hold between his fingers, and this he uses after
the fashion a modern artist does a crayon. According to the method
employed, the result is either a figure blackened all over, or a line
drawing, shaded here and there. Some particularly creditable
charcoal drawings were obtained near Pigeon Hole on the Victoria
River in the Northern Territory; these are described later.
Fig. 22. Bark-drawing depicting an
eagle-hawk clawing and tearing the
carcass of a wallaby, Port Darwin.
An aboriginal not only paints the sides of the caves he temporarily

occupies, but he also delights in decorating the sheets of bark which
in certain districts, such as the north coast of Australia and Melville
and Bathurst Islands, are used for making his huts waterproof. The
method he adopts in applying ochre to bark is precisely similar to
that already considered in connection with his cave drawings. And
we might at the same time extend these remarks to the decorative
designs which appear in such profusion upon his spears, shields,
boomerangs, spear-throwers, waddies, clubs, food and water
carriers, dilly bags, ceremonial objects, personal ornaments, and, in
fact, anything he has occasion to manufacture and handle.
A special variety of ochre drawing which may justify a few remarks
is the tribal body decoration. We know that as a simple, but effective,
means of protecting his skin against the weather, an aboriginal
periodically anoints his body with emu fat; moreover, to evade
detection by the game he is stalking, he often covers his body with
ochre, earth, or clay to simulate the colour of his surroundings as
nearly as possible. But for reasons, to him entirely cosmetic, he finds
occasion to rub red ochre powder (and charcoal also) over his face
and body.
Fig. 23. Pipe-clay drawing of man and dogs, Humbert River (× 1/12).
He has a distinct liking for the beautiful and does not hesitate to
avail himself of anything which might tend to make his person more
attractive looking by the application of colour. Not only the sire, but
the whole family endeavour to improve their swarthy appearance by
painting ornate designs over different regions of their bodies.
Longitudinal, parallel bands of red, yellow, or black, extending up the
legs, back, and abdomen, together with transverse lines on the
chest, shoulders, upper arms, and outer surfaces of thighs, are
symmetrically drawn, and connected here and there (as, for
instance, on the chest or back) by lattice patterns and concentric
circles. Parents are very proud of their children thus decorated. On
the Forrest River, a favourite mode is to draw a broad step-ladder-
like pattern from the ankles up the front surfaces of the legs,
continuing this up the trunk to about the level of the nipples, and then
circling outwards, down an arm on either side, to run out at the
elbow. This design is usually painted in yellow.
PLATE XLI
1. Rock carvings (including platypus design), Flinders Ranges.
2. Rock carvings, Flinders Ranges.

Fig. 24. Charcoal sketch of native hunting buffalo, Pigeon Hole, Victoria River (×
1/3). Tracing.
We have frequently referred to the fact that during corrobborees

and ceremonial dances, the bodies of the performers are decorated.
White pipe-clay is one of the principal pigments used, although red
ochre is also much in evidence. In the performance of ceremonies,
we learned that a common motive embodied in the decorations was
the human skeleton. The quickest, and perhaps most effective, way
of whitening the face in the representation of the skull is for the
performer to literally “wash” it in finely crushed pipe-clay. To
accomplish this, he scoops a quantity of the material with his hands,
and, closing his eyes, rubs the stuff all over his face and possibly his
head, too. By this process even the eyelids are thoroughly whitened.
The other lines, horizontal and vertical, which are to represent the
bones, he rubs on to the body with his fingers (Plate XLVI).

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Intermediate Algebra (Hardcover) 5th Edition, (Ebook

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Chapter R Review of Basic Algebraic Concepts 1

Chapter 1 Linear Equations and Inequalities in One Variable 43

Chapter 2 Linear Equations in Two Variables and Functions 127

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Chapter 3 Systems of Linear Equations and Inequalities 235

Chapter 5 Rational Expressions and Rational Equations 421

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Chapter 6 Radicals and Complex Numbers 495

Chapter 7 Quadratic Equations, Functions, and Inequalities 581

Chapter 8 Exponential and Logarithmic Functions and Applications 663

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Chapter 9 Conic Sections 753

Chapter 10 Binomial Expansions, Sequences, and Series 813

Chapter 11 Transformations, Piecewise-Defined Functions, and Probability 1

Additional Topics Appendix A-1

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Julie Miller Molly O’Neill Nancy Hyde

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Student Guide to the Text

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Get Better Results

Better Exercise Sets!

Better Step-By-Step Pedagogy!

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Get Better Results

Example 2 Solving a Linear Equation Involving Classroom Example: p. 66,

Concepts 1. Multiplication of Rational Expressions

Better Learning Tools Multiply

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further insight. Last terms = 21y 2 − 4y − 12

Skill Practice Multiply the polynomials.

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Graphing Calculator Exercises

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Recognizing Equations and Inequalities

For Exercises 1–20,

1. (z2 − 4)2 − (z2 − 4) − 12 = 0 2. 3 + ∣4t − 1∣ < 6 3. 2y(y − 4) ≤ 5 + y

7. m3 + 5m2 − 4m − 20 ≥ 0 8. −x − 4 > −5 and 2x − 3 ≤ 23 9. 5 − 2[3 − (x − 4)]≤ 3x + 14

of the problems is very1 organized

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miL10233_fm_i-xxx xi 11/03/16 07:19 PM

miL10233_fm_i-xxx xii 11/03/16 07:19 PM

miL10233_fm_i-xxx xiii 11/03/16 07:19 PM

miL10233_fm_i-xxx xiv 11/03/16 07:19 PM

miL10233_fm_i-xxx xv 11/03/16 07:19 PM

miL10233_fm_i-xxx xvii 11/03/16 07:19 PM

“This is one part ofRthe

miL10233_fm_i-xxx xix 11/03/16 07:19 PM

miL10233_fm_i-xxx xx 11/03/16 07:19 PM

miL10233_fm_i-xxx xxi 11/03/16 07:19 PM

miL10233_fm_i-xxx xxii 11/15/16 04:21 AM

miL10233_fm_i-xxx xxiii 11/03/16 07:19 PM

miL10233_fm_i-xxx xxiv 11/03/16 07:19 PM

miL10233_fm_i-xxx xxv 11/03/16 07:19 PM

miL10233_fm_i-xxx xxvi 11/03/16 07:19 PM

miL10233_fm_i-xxx xxvii 11/03/16 07:19 PM

miL10233_fm_i-xxx xxviii 11/03/16 07:19 PM

miL10233_fm_i-xxx xxix 11/03/16 07:19 PM

miL10233_fm_i-xxx xxx 11/03/16 07:19 PM

In this expression, the operation between _95 and 20 is

miL10233_chR_001-005.indd 1 08/03/16 02:13 AM

miL10233_chR_001-005.indd 2 08/03/16 02:13 AM

miL10233_chR_001-005.indd 3 08/03/16 02:13 AM

miL10233_chR_001-005.indd 4 08/03/16 02:13 AM