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cONTeNTS v
3.3 Linear Functions 136

1 Graph a linear function 136
2 Graph an equation of the form Ax 1 By 5 C 138
3 Application problems 143
3.4 Slope of a Straight Line 148
1 Find the slope of a line given two points 148
2 Graph a line given a point and the slope 151
3 Average rate of change 154
3.5 Finding Equations of Lines 161
1 Find the equation of a line given a point and the slope 161
2 Find the equation of a line given two points 163
3.6 Parallel and Perpendicular Lines 168
1 Find equations of parallel and perpendicular lines 168
3.7 Inequalities in Two Variables 176
1 Graph the solution set of an inequality in two variables 176
Chapter 3 Summary 179
Chapter 3 Review Exercises 182
Chapter 3 Test 184
CUMULATIVE REVIEW EXERCISES 186
Chapter 4 Systems of Equations and Inequalities 187

Prep Test 187
4.1 Solving Systems of Linear Equations by Graphing and by the
Substitution Method 188
1 Solve a system of linear equations by graphing 188
2 Solve a system of linear equations by the substitution method 191
4.2 Solving Systems of Linear Equations by the Addition Method 196
1 Solve a system of two linear equations in two variables by the addition method 196
2 Solve a system of three linear equations in three variables by the addition method 198
4.3 Solving Systems of Equations by Using Determinants and by Using Matrices 204
1 Evaluate determinants 204
2 Solve systems of linear equations by using Cramer’s Rule 207
3 Solve systems of linear equations by using matrices 210
4.4 Application Problems 221
1 Rate-of-wind and rate-of-current problems 221
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
vi cONTeNTS
4.5 Solving Systems of Linear Inequalities 229

1 Graph the solution set of a system of linear inequalities 229
Chapter 4 Test 238
Chapter 5 Polynomials and Exponents 241

Prep Test 241
5.1 Exponential Expressions 242
1 Multiply monomials 242
2 Divide monomials and simplify expressions with negative exponents 244
3 Scientific notation 248
5.2 Introduction to Polynomials 255
1 Evaluate polynomial functions 255
2 Add or subtract polynomials 259
5.3 Multiplication of Polynomials 265
1 Multiply a polynomial by a monomial 265
2 Multiply two polynomials 266
3 Multiply polynomials that have special products 268
5.4 Division of Polynomials 275
1 Divide a polynomial by a monomial 275
2 Divide polynomials 276
3 Synthetic division 278
4 Evaluate a polynomial using synthetic division 280
5.5 Introduction to Factoring 285
1 Factor a monomial from a polynomial 285
2 Factor by grouping 286
5.6 Factoring Trinomials 290
1 Factor trinomials of the form x2 1 bx 1 c 290
2 Factor trinomials of the form ax2 1 bx 1 c 292
cONTeNTS vii
5.7 Special Factoring 299

1 Factor the difference of two perfect squares and factor perfect-square trinomials 299
2 Factor the sum or the difference of two cubes 301
3 Factor trinomials that are quadratic in form 302
4 Factor completely 302
5.8 Solving Equations by Factoring 307
1 Solve equations by factoring 307
Chapter 5 Test 319
Chapter 6 Rational Expressions 323

Prep Test 323
6.1 Introduction to Rational Functions 324
1 Find the domain of a rational function 324
2 Simplify rational expressions 325
6.2 Operations on Rational Expressions 331
1 Multiply and divide rational expressions 331
2 Add and subtract rational expressions 333
6.3 Complex Fractions 342
1 Simplify complex fractions 342
6.4 Rational Equations 346
1 Solve fractional equations 346
2 Work problems 348
3 Uniform motion problems 350
6.5 Proportions and Variation 358
1 Proportions 358
2 Variation problems 359
6.6 Literal Equations 368
1 Solve literal equations 368
Chapter 6 Test 375
viii cONTeNTS
Chapter 7 Rational Exponents and Radicals 379

Prep Test 379
7.1 Rational Exponents and Radical Expressions 380
1 Simplify expressions with rational exponents 380
2 Write exponential expressions as radical expressions and radical expressions
as exponential expressions 381
3 Simplify radical expressions that are roots of perfect powers 383
7.2 Operations on Radical Expressions 388
1 Simplify radical expressions 388
2 Add and subtract radical expressions 389
3 Multiply radical expressions 391
4 Divide radical expressions 392
7.3 Radical Functions 401
1 Find the domain of a radical function 401
2 Graph a radical function 402
7.4 Solving Equations Containing Radical Expressions 407
1 Solve equations containing one or more radical expressions 407
7.5 Complex Numbers 414
1 Simplify complex numbers 414
2 Add and subtract complex numbers 416
3 Multiply complex numbers 416
4 Divide complex numbers 418
Chapter 7 Test 428
Chapter 8 Quadratic Equations and Inequalities 431

Prep Test 431
8.1 Solving Quadratic Equations by Factoring or by Taking Square Roots 432
1 Solve quadratic equations by factoring 432
2 Solve quadratic equations by taking square roots 434
8.2 Solving Quadratic Equations by Completing the Square and by Using
the Quadratic Formula 439
1 Solve quadratic equations by completing the square 439
2 Solve quadratic equations by using the quadratic formula 442
cONTeNTS ix
8.3 Equations That Are Reducible to Quadratic Equations 450

1 Equations that are quadratic in form 450
2 Radical equations 452
3 Fractional equations 453
8.4 Applications of Quadratic Equations 458
8.5 Properties of Quadratic Functions 464
1 Graph a quadratic function 464
2 Find the x-intercepts of a parabola 468
8.6 Applications of Quadratic Functions 478
1 Minimum and maximum problems 478
2 Applications of minimum and maximum 478
8.7 Nonlinear Inequalities 484
1 Solve nonlinear inequalities 484
Chapter 8 Test 493
Chapter 9 Functions and Relations 497

Prep Test 497
9.1 Translations of Graphs 498
1 Graph by using translations 498
9.2 Algebra of Functions 504
1 Perform operations on functions 504
2 Find the composition of two functions 506
9.3 One-to-One and Inverse Functions 512
1 Determine whether a function is one-to-one 512
2 Find the inverse of a function 514
Chapter 9 Test 524
x cONTeNTS
Chapter 10 Exponential and Logarithmic Functions 529

Prep Test 529
10.1 Exponential Functions 530
1 Evaluate exponential functions 530
2 Graph exponential functions 532
10.2 Introduction to Logarithms 539
1 Write equivalent exponential and logarithmic equations 539
2 The properties of logarithms 542
10.3 Graphs of Logarithmic Functions 552
1 Graph logarithmic functions 552
10.4 Exponential and Logarithmic Equations 558
1 Solve exponential equations 558
2 Solve logarithmic equations 561
10.5 Applications of Exponential and Logarithmic Functions 566
Chapter 10 Test 578
Chapter 11 Sequences and Series 581

Prep Test 581
11.1 Introduction to Sequences and Series 582
1 Write the terms of a sequence 582
2 Evaluate a series 583
11.2 Arithmetic Sequences and Series 588
1 Find the nth term of an arithmetic sequence 588
2 Evaluate an arithmetic series 590
11.3 Geometric Sequences and Series 596
1 Find the nth term of a geometric sequence 596
2 Finite geometric series 598
3 Infinite geometric series 600
cONTeNTS xi
11.4 Binomial Expansions 607

1 Expand 1a 1 b2 n 607
Chapter 11 Test 617
Chapter 12 Conic Sections 619

Prep Test 619
12.1 The Parabola 620
1 Graph parabolas 620
12.2 The Circle 626
1 Find the equation of a circle and then graph the circle 626
2 Write the equation of a circle in standard form and then graph the circle 628
12.3 The Ellipse and the Hyperbola 633
1 Graph an ellipse with center at the origin 633
2 Graph a hyperbola with center at the origin 634
12.4 Solving Nonlinear Systems of Equations 639
1 Solve nonlinear systems of equations 639
12.5 Quadratic Inequalities and Systems of Inequalities 645
1 Graph the solution set of a quadratic inequality in two variables 645
2 Graph the solution set of a nonlinear system of inequalities 646
Chapter 12 Test 655
FINAL EXAM 657

APPENDIX
Table of Properties 661
Keystroke Guide for the TI-83 Plus and TI-84 Plus 663
SOLUTIONS TO CHAPTER PROBLEMS S1
ANSWERS TO SELECTED EXERCISES A1
GLOSSARY G1
INDEX I1
INDEX OF APPLICATIONS I7
Preface
Digital Vision
Among the many questions we ask when we begin the process of revising a textbook, the
most important is, “How can we improve the learning experience for the student?” We find
answers to this question in a variety of ways but most commonly by talking to students and
instructors and evaluating the written feedback we receive from our customers. As we set
out to create the eighth edition of Intermediate Algebra, bearing in mind the feedback we
received, our ultimate goal was to increase our focus on the student.
In the eighth edition, as in previous editions, popular features such as “Take Note” and
“Point of Interest” have been retained. We have also retained the worked Examples and
accompanying Problems, with complete worked-out solutions to the Problems given at the
back of the textbook. New to this edition is the “Focus on Success” feature that appears at the
beginning of each chapter. Focus on Success offers practical tips for improving study habits
and performance on tests and exams.
Also new to the eighth edition are “How It’s Used” boxes. These boxes present real-
world scenarios that demonstrate the utility of selected concepts from the text. New “Focus
On” examples offer detailed instruction on solving a variety of problems. “In the News” ex-
ercises are new application exercises appearing in many of the exercise sets. These exercises
are based on newsworthy data and facts and are drawn from current events. The definition/
key concept boxes have been enhanced in this edition; they now include examples to show
how the general case translates to specific cases.
We trust that the new and enhanced features of the eighth edition will help students
engage more successfully with the content. By narrowing the gap between the concrete and
the abstract, between the real world and the theoretical, students should more plainly see that
mastering the skills and topics presented is well within their reach and well worth the effort.
Updates to This Edition

• NeW! Chapter Openers have been revised and now include “Prep Tests” and “Focus
on Success” vignettes.
• NeW! “Try Exercise” prompts are included at the end of each Example/Problem pair.
• NeW! “How It’s Used” boxes are featured in each chapter.
• NeW! “Focus On” examples provide detailed instructions for solving problems.
• NeW! “Concept Check” exercises have been added to the beginning of each
exercise set.
• NeW! “In the News” applications appear in many of the end-of-section exercise sets.
• NeW! “Projects or Group Activities” exercises are included at the end of each
exercise set.
• Definition/key concept boxes have been enhanced with examples.
• Revised exercise sets include new applications.
• Improved Chapter Summaries now include a separate column containing an objective
and page number for quick reference.
Organizational Changes
We have made the following changes, based on the feedback we received, in order to improve
the effectiveness of the textbook and enhance the student’s learning experience.
Preface xiii
xiv Preface
• Chapter 1 has been reorganized. Section 1.2 of the previous edition, Operations on
Rational Numbers, is now separated into two sections. Section 1.2 focuses on opera-
tions with integers, and Section 1.3 focuses on operations with rational numbers.
1.1â•‡ Introduction to Real Numbers
1.2â•‡ Operations on Integers
1.3â•‡ Operations on Rational Numbers
1.4â•‡ Variable Expressions
1.5â•‡ Verbal Expressions and Variable Expressions
Objective 1.1.2, Interval notation and set operations, has been reorganized to create
aÂ€better link between interval notation and set-builder notation. New examples have
been added.
• Chapter 2 has been reorganized. Section 2.2 of the previous edition, Coin, Stamp,
and Integer Problems, has been deleted, and Sections 2.3 through 2.6 have been
renumbered.
2.1â•‡ Equations in One Variable
2.2â•‡ Value Mixture and Motion Problems
2.3â•‡ Applications: Problems Involving Percent
2.4â•‡ Inequalities in One Variable
2.5â•‡ Absolute Value Equations and Inequalities
In Section 2.4, the material on compound inequalities has been reorganized. A new
example and new exercises covering the applications of inequalities have been added.
• In Chapter 3, two objectives from the previous edition—Objective 3.1.1, Points on a

rectangular coordinate system, and Objective 3.1.2, Find the length and midpoint of
a line segment—have been combined to form a new Objective 3.1.1, Distance and
midpoint formulas. Objective 3.1.2 now covers graphing an equation in two variables.
Objective 3.1.3 from the previous edition, Graph a scatter diagram, has been deleted.
Objective 3.1.4, Average rate of change, has been moved to Section 3.4 as an applica-
tion of the concept of slope.
• The material on the y-intercept in Section 3.3 of the previous edition has been moved
to Section 3.4, Slope of a Straight Line. This change keeps all discussion of the equa-
tion y 5 mx 1 b in one section. New exercises have been added.
• In Section 3.4, the approach to graphing equations using the slope and y-intercept has
changed so that students are instructed first to move up or down from the y-intercept
and then to move right or left to plot a second point.
• As suggested by reviewers, Section 5.5, previously titled Factoring Polynomials, has

been separated into two sections. The revised Section 5.5, now called Introduction to
Factoring, deals with factoring a monomial from a polynomial and factoring by group-
ing. The newly written Section 5.6, Factoring Trinomials, teaches students how to
factor trinomials of the form x2 1 bx 1 c and ax2 1 bx 1 c. The exercise sets have
been modified accordingly.
Preface xv
• Chapter 8 has been reorganized. Nonlinear inequalities now appear in the last section.
8.1 Solving Quadratic Equations by Factoring or by Taking Square Roots
8.2 Solving Quadratic Equations by Completing the Square and by Using
the Quadratic Formula
8.3 Equations That Are Reducible to Quadratic Equations
8.4 Applications of Quadratic Equations
8.5 Properties of Quadratic Functions
8.6 Applications of Quadratic Functions
8.7 Nonlinear Inequalities
Section 8.1 has been extensively revised. Objectives 8.1.1 (Solve quadratic equations
by factoring) and 8.1.2 (Write a quadratic equation given its solutions) of the previous
edition have been combined. New examples have been added, and the exercises have
been revised.
In Section 8.7, Nonlinear Inequalities, the answers to examples and problems are now
given using both interval notation and set-builder notation.
Intermediate Algebra is organized around a carefully constructed hierarchy of OBJECTIVES.

This “objective-based” approach provides an integrated learning environment that allows
both the student and the instructor to easily find resources such as assessment tools (both
within the text and online), videos, tutorials, and additional exercises.
Linear Functions
chapter
3
NeW! FOCUS ON SUCCESS appears at the start
of each Chapter Opener. These tips are designed and Inequalities
to help you make the most of the text and your in Two Variables
time as you progress through the course and
prepare for tests and exams. Focus on Success
Digital Vision
Are you making attending class a priority? Remember that to be successful, you must attend class. You
need to be in class to hear your instructor’s explanations and instructions, as well as to ask questions
when something is unclear. Most students who miss a class fall behind and then find it very difficult to
Each Chapter Opener outlines the learning catch up. (See Class Time, page AIM-5.)
OBJECTIVES that appear in each section. The

list of objectives serves as a resource to guide ObjEcTivES PREP TEST
you in your study and review of the topics. 3.1 1 Distance and midpoint formulas
2 Graph an equation in two Are you ready to succeed in this chapter?
variables A6 ANSWERS TOout
SELECTED EXERCISES
Take the Prep Test below to find if you are
3.2 1 Evaluate a function ready to learn the new material.
2 Graph of a function [ 2.5.2, Example 3] 18. The equation has no solution. [2.5.1, Example 1] 19. It costs less to rent from Agency A if the car is
1. Simplify: 24 1x 2 32
3 Vertical line test driven less than 120 mi. [2.4.3, Problem 6] 20. The lower and upper limits of the amount of medication to be given are 2.9 cc and
3.1 cc. [2.5.3, Example 24] 21.2 The cost of the hamburger mixture is $3.20/lb. [2.2.1, Example 1] 22. The jogger ran a total
3.3 1 Graph a linear function 2. Simplify: " 1262 1 1282
distance of 12 mi. [2.2.2, Example 3] 23. The amount invested at 7.8% was $5000. The amount invested at 9% was $7000.
2 Graph an equation of the form 3 2 1252
[2.3.1, Example 1] 24. 100 oz of pure water must be added. [2.3.2, Example 2]
Ax 1 By 5 C 3. Simplify:
CumulAtive2 Review
26
Complete each PREP TEST to determine
exeRCises
3 Application problems 1.4.2108 22x 12.53for[1.2.2]
[1.2.1]
Evaluate x 5 23. 3. 264 [1.3.2] 4. 28 [1.4.2] 5. The Commutative Property of Addition [1.4.1]
3.4 1 Find the slope of a line given 6. 53, 96 [1.1.2] 7. 217x 1 2 [1.4.3] 8. 25y [1.4.3] 9. The solution is 2. [2.1.1] 10. The solution is . [2.1.1]
1
two points
which topics you may need to study more
2r 2
5.The
11. Evaluate for r 5 5. 12. The solution is 24. [2.1.1] 13. The solution is 2. [2.1.2] 14. The solution is 2. [2.1.2]
solution is 1. [2.1.1]
2 Graph a line given a point and r21
13
the slope 15. The solution is32 . [2.1.2] 16. The solution set is 5x 0 x # 236. [2.4.1] 17. The solution set is [. [2.4.2]
6. Evaluate 2p 253p 1 4 for p 5 21.
carefully in order to be ready to learn the 3.5
3 Average rate of change 18. The solution set is 5x 0 x . 226. [2.4.2] 19. The solutions are 21 and 4. [2.5.1] 20. The solutions are 24 and 7.
x1 1 x2 [2.5.1]
22. The solution set is 5x 0 x . 26 h e x ` x , 2 f . [2.5.2]

1 Find the equation of a line 7. Evaluate for 1 x 5 7 and x2 5 25. 1
given a point and the slope 21. The solution set2is e x ` #1 x # 3 f . [2.5.2]
new material.
3 2
2 Find the equation of a line 8. –Given
23. 5 – 4 – 3 –3x
2 – 1204y 2 12,
1 5 3 4 find
5 the value of24.
[1.1.2] x when
–5 –4 –3 –2 –1 0 1 2 3 4 5
[1.1.2] 25. 3n 1 13n 1 62; 6n 1 6 [1.5.1]
given two points y 5 0.
26. 48 adult tickets were sold. [2.2.1] 27. The speed of the faster plane is 340 mph. [2.2.2] 28. 3 L of 12% acid solution must
3 Application problems be added to the mixture. [2.3.2] 29. $6500 was invested at 9.8%. [2.3.1] 30. The amount of mixed nuts should be between
3.6 1 Find equations of parallel and 3.5 lb and 6 lb. [2.4.3]
perpendicular lines
3.7 1 Graph the solution set of an
inequality in two variables Answers to Chapter 3 Selected Exercises
PReP test
1. 24x 1 12 [1.4.3] 2. 10 [1.2.2] 3. 22 [1.2.2] 4. 11 [1.4.2] 5. 2.5 [1.4.2] 6. 5 [1.4.2]
7. 1 [1.4.2] 8. 4 [2.1.1]
79490_Ch03_109-186.indd 109 10/7/11 7:52 AM
seCtion 3.1
1. 0 3. a. II b. I c. III d. IV 5. I and IV 7. a. Yes b. No c. No d. Yes
7
9. 3; 21; 23; 4 b. The coordinates of the midpoint are a , 7b.
11. a. The distance between the points is 5.
2
3
13. a. The distance between the points is 17. b. The coordinates of the midpoint are a2, 2 b. † 15. a. The distance between
7 2
the points is!17. b. The coordinates of the midpoint are a , 3b. 17. a. The distance between the points is !5.
7 2
b. The coordinates of the midpoint are a21, b. 19. a. The distance between the points is !26.
2
1 9
b. The coordinates of the midpoint are a2 , 2 b. 21. a. The distance between the points is !85.
2 2
3
b. The coordinates of the midpoint are a2, b. 23. IV
2
25. y
27. y
29. 21; 27; 121, 272 † 31. The ordered-pair solution is 125, 42.
4 4
x x
–4 0 4 –4 0 4
–4 –4
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party33.
content may be
The ordered-pair suppressed
solution is 121, 12 . from the
35. The eBooksolution
ordered-pair and/or eChapter(s).
is 10, 222 . † 37. y
39.
y
4 6
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. x x
–4 0 4 –6 0 6
x increases by 1.
1 ? ?
77. If a line has a slope of 2, then the value of y by as the value of x in-
creases by 1.
78. If a line has a slope of 223, then the value of y ? by ? as the value of
x increases by 1.
xvi 79.
Preface
Explain how you can use the slope of a line to determine whether three given points
lie on the same line. Then use your procedure to determine whether the three points
whose coordinates are given lie on the same line.
a. 12, 52, 121, 212, 13, 72
b. 121, 52, 10, 32, 123, 42
3.5 Finding Equations of Lines
objective 1 Find the equation of a line given a point and the slope In every section, OBJECTIVE STATEMENTS introduce
each new topic of discussion.
When the slope of a line and a point on the line are known, the equation of the line can
be determined. If the particular point is the y-intercept, use the slope-intercept form,
y 5 mx 1 b, to find the equation.
162 Chapter 3 Linear Functions and Inequalities in Two Variables
Focus on finding the equation of a line given the y-intercept and the slope
NeW! FOCUS ON boxes alert you to the specific type
79490_Ch03_109-186.indd 161 The known point is the y-intercept, P10, 32.
1
Find the equation of the line that contains the point P 10, 32 and has slope 2 .
10/4/11 2:55 PM
of problem you must master in order to succeed with
Use the slope-intercept form.
1
y 5 mx 1 b
1
the homework exercises or on a test. Each FOCUS ON
Replace m with the given slope, and replace b with 3,
2, y5 x13
2
the y-coordinate of the y-intercept.
The equation of the line is y 5 12x 1 3.

problem is accompanied by detailed explanations for
Focus on
One method of finding the equation of a line when the slope and any point on the line are
each step of the solution.
known involves using the point-slope formula. This formula is derived from the formula
for the slope of a line.
Let P1 1x1, y12 be the given point on the line, and let P1x, y2 be another point on the line.
y 2 y1
Use the formula for the slope of a line. 5m
x 2 x1
y 2 y1
Multiply each side of the equation by 1x 2 x12.
Then simplify.
x2x 1
1x 2 x12 5 m1x 2 x12
y 2 y1 5 m1x 2 x12
NeW! Many of the DEFINITION/KEY CONCEPTS boxes
Point-SloPe Formula now contain examples to illustrate how each definition
Let m be the slope of a line, and let P1 1x1, y12 be a point on the line. The equation
of the line can be found by using the point-slope formula: or key concept applies in practice.
y 2 y1 5 m 1x 2 x12
Focus on finding the equation of a line given a point and the slope
A. Find the equation of the line that contains the point P 14, 212 and has slope 234 .
Use the point-slope formula. y 2 y1 5 m 1x 2 x12
3
Substitute the slope, 234, and the coordinates y 2 1212 5 2 1x 2 42
4
of the given point, 14, 212 , into the point-slope
3
formula. Then simplify. y1152 x13
4
3
Solve for y. y52 x12
4
The equation of the line is y 5 234x 1 2.
Section 3.5 Finding Equations of Lines 163
B. Find the equation of the line that passes through y
the point P14, 32 and whose slope is undefined.
4 (4, 3)
EXAMPLE 1 Find the equation
Because theof slope
the isline that contains
undefined, the point P 122, 42 2and
the point-slope
formula cannot be used to find the equation.
has slope 2.Instead, recall that when the slope is undefined, (4, 0)
The EXAMPLE/PROBLEM matched pairs are designed
x
to actively involve you in the learning process. The

–4 –2 0 2
the line is vertical, and that the equation of a
Solution y 2 y1 5 m1x
vertical 12 is x 5 a, where
2 xline • Useathe point-slope
is the x-coordinateformula. –2
y 2 4 5 23x
of the 1222 4 Because
2 x-intercept. • Substitute
the line is the slope, 2, and the coordinates
vertical –4
and passes through the point P 14, 32, the
of the given point, 122, 42 , into the point-
coordinates of the x-intercept are 14, 02. Problems are based on the Examples. They are paired
The equation of the line isslope formula.
x 5 4.
y 2 4on5
Focus 21x 1 22
y 2 4 5 2x 1 4
• Solve for y.
so that you can easily refer to the steps in the Example
as you work through the accompanying Problem.
79490_Ch03_109-186.indd 162 The equation of the line is y 5 2x 1 8. 10/4/11 2:55 PM
Problem 1 Find the equation of the line that contains the point P14, 232 and
has slope 23.
Solution See page S9. NeW! TRY EXERCISE prompts are given at the end of
† Try Exercise 7, page 165. each Example/Problem pair. They point you to a similar
objective 2 Find the equation of a line given two points exercise at the end of the section. By following the
The point-slope formula and the formula for slope are used to find the equation of a line
when two points are known.
prompts, you can immediately apply the techniques
presented in worked Examples to homework exercises.
Focus on finding the equation of a line between two points
Find the equation of the line containing the points P1 13, 22 and P2 125, 62.
To use the point-slope formula, we must know the slope. Use the formula for slope to
determineSOLUTIONS
the slope of theTO
lineCHAPTER PROBLEMS
between the two given points. S9
y 2 y1 622 4 1
Let 1x1, y12 5 13, 22 and 1x2, y22 5 125, 62. m5 2 5 5 52
x2 2 x1 25 2 3 28 2
Section 3.5
Now use the point-slope formula with y 2 y1 5 m1x 2 x12
m 5 212 and 1x1, y12 5 13, 22.
• Write the slope with a Problem 1 1
y 2 2 5 2 1x 2 32
2
denominator of 1. y 2 y1 5 m1x 2 x12 • Use the point-slope formula. Complete WORKED-OUT SOLUTIONS to the Problems
1 3
y2
Solve for y. 1232 5 23 1x 2 42 • m 5 23 and 1xy1, 2
y1225
5214, x232
1 .
• Graph 123, 222 . From
that point, use the slope y 1 3 5 23x 1 12 • Solve for y.
2 2
are found in an appendix at the back of the text.
to move 3 units up and y 5 23x 1 9 Compare your solution to the solution given in
1
1 unit right. The equation
The equation of the line isofy 5 x 1 72is
the22line . y 5 23x 1 9.
Focus on the appendix to obtain immediate feedback and
Problem 2
EXAMPLE 2 Find the equation of the line containing the points P1 12, 32 and reinforcement of the concept(s) you are studying.
1x1, y12 5 12, 0212.and 1x2, y22 5 15, 32 .
P2 14,
iven x-coordinates. y2 2 y1 y2 2 3 y2 01 2 33 22
mSolution 5 5 55 15 21 • Find thetheslope.
1
5 m 55 • Find slope. Let
x2 2 x1 x2 2 5 x2
1 24 2 23 2 1x , y 2 5 12, 32 and 1 1
y 2 y1 5 m 1x 2 x12 1x , y 2 5 14, 12.

• Point-slope formula 2 2
y22
y 2 0 5 11x y1 522m1x 2 x12 • Substitute the
• Substitute theslope and the
slope
y 2 3 5 211x 2 22 coordinates of either one of
andthethe coordinates
known points into the
of Ppoint-slope
1.
formula.
en P1 124, 112 and 2 3 5 2x 1 2 • Solve for y.
y 5 xy2 2
y 5 2x 1 5
• Solve for y.
The equation
Theof the line
equation of theisline 2x 2.
y is5y x5 2 1 5.
Problem 3
4 Strategy c Select the independent and dependent
109-186.indd 163
variables. Because the function will predict10/4/11 2:55 PM
ween the two points is 24. the Celsius temperature, that quantity is
the dependent variable, y. The Fahrenheit
temperature is the independent variable.
million: 11900, 1.52 c From the given data, two ordered pairs are
9 million: 12000, 33.92 1212, 1002 and 132, 02 . Use these ordered
pairs to determine the linear function.
Solution Let 1x , y12 5 132, 02 and 1x2, y22 5 1212, 1002.
Editorial review has deemed that any1suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Preface xvii
Intermediate Algebra contains a WIDE VARIETY OF EXERCISES that promote skill build-
ing, skill maintenance, concept development, critical thinking, and problem solving.
NeW! CONCEPT CHECK exercises promote

Section 3.5 Finding Equations of Lines 165
conceptual understanding. Completing130these Chapter 3 Linear Functions and Inequalities in Two Variables
3.5 Exercises
exercises will deepen your understanding of the
21. Does the diagram below representConCept Explain 22.
a function?CheCk Does the diagram below represent a function? Explain
topics in the section. your answer. your answer. 1. How many lines with a given slope can be drawn through a given point in the
plane?
Domain Range Domain
2. Given two points in the plane, how many lines can be drawn through the two Range
points?
–2 –2
3. Can the point-slope formula be used to find the equation of a line with zero
–1 slope? –1
0 0 0
0 Explain.
4. Can the point-slope formula be used to find the equation of any line?
1 1
2 130 Chapter 3 Linear Functions and Inequalities in Two Variables
1 Find the equation of a line given a point and the slope (See pages 161–163.) 2
NeW! IN THE NEWS application exercises help GettinG Ready
21. Does the diagram below represent a function? Explain 22. Does the diagram below represent a function? Explain
you see the usefulness of mathematics in our 6
your answer. 5. In the equation of the line that has slope 2 5 and y-intercept P10, 22, m is your answer.
23. Shipping Use the table in the news article at theDomain
right. Range ? and b is ? . The equation is y 5 ? . In the News
Domain Range
everyday world. They are based on information
a. Does the table define a function? –2
6. To find the equation of the line that contains the point P 124, 52 and has slope
–2
b. Given p 5 3.15 lb, find c. –1
2, use the point-slope formula.
Express Mail Rates –1
culled from popular media sources, including
c. Given p 5 2 lb, find c.
0
1
0 y 2 y1 5 m 1x 2 x12
y 2 5 5 21x 2 1242 2 • Substitute ? for y1, ? for m, and
on the Rise 0 0
1
2 ? for x1. The U.S. Postal Service is set 2
d. How much does it cost to send a package that weighs 0.55 lb?
newspapers, magazines, and the Internet. y 2 5 5 21x 1 ? 2 • Simplify inside the parentheses.
to raise the shipping costs for
24. Shipping The table at the right showsy 2the 5 5cost ? to send • Use the Distributive Property on the right side
Weight, in
of the equation. Express Mail packages. New
an overnight package using United Parcel Service. y5 ? • Add 5 topounds (x)
each side of the equation.Cost (y) rates, like those shown here
23. Shipping Use the table in the news article at the right. In the News
a. Does the table define a function? a. Does the table define a function? 0 , x # 1 $25.20 for Zone 3 packages, go into
b. Given x 5 3.54 lb, find y. b. Given p 5 3.15 lb, find c. effect in early January. Express Mail Rates
1 , x # 2 $27.40
Find the equation of the line that contains the given point and has the given slope.
c. Given x 5 2 lb, find y. c.52,Given 1 on the Rise
† 7. P10, m 5 2 p 5 2 lb, find c. 8. P10, 32 , m 5 1 9. P 12, 32 , m 5
2send
, xa# 3 $29.10 Pounds 2 (p) Cost (c) The U.S. Postal Service is set
d. How much does it cost to send a package d. How much
that weighs
2 does it cost to package
5 that weighs 0.55 lb? 3
10. P15, 12, m 5 11. P13, 02, m 5 2 12. P 122, 02, m 5 to raise the shipping costs for
0.35 lb? 3 3 , x # 4 3 $30.45 0 , p 2, 0.5 $15.90
24. Shipping The table at the right shows the cost to send 1 in
Weight, Express Mail packages. New
13. P121, 72, m 5 23 14. P122, 42 , m 5 24 15. P 10, 02 , m 5
an overnight package using United 4 , x Parcel
# 5 Service.$31.75 0.5 p , 1 Cost
#2 (x)
pounds $20.70
(y) rates, like those shown here
3
a.02,Does
16. P10, m 5 the table define a17.function?
P12, 232 , m 5 3 18. P 14, 252, m x 2#
,5p for Zone 3 packages, go into
4 10 # ,12 $25.20 $21.85
b. Given
19. P13, 52, m 5 2
2x 5 3.54 lb, find y.
20. P15, 12, m 5 2
4
21. P 10, 232, 1 m,5x 21
#2 $27.40
effect in early January.
c. Given 3x 5 2 lb, find y. 5 2#p,3 $23.20
5 2,x#3 $29.10 Pounds (p) Cost (c)
d.02,How
22. P12, m 5 much does it cost23.
6 toP13,
send242a, slope
package that weighs24. P 122, 52, slope is undefined
is undefined
33 # p,4 $24.70
0.35 ,x#4 $30.45 0 , p , 0.5 $15.90
25. P122, 232 , m lb?
50 26. P123, 222 , m 5 0 27. P 14, 252, m 5 22
4 , x www.stamps.com,
Sources: #5 $31.75 0.5 # p , 1 $20.70
28. P123, 52, m 5 3 29. P125, 212 , slope is undefined 30. P 10, 42 , slope is undefined
www.usps.com 1#p,2 $21.85
2#p,3 $23.20
3#p,4 $24.70
25. What does it mean to evaluate a function? Explain 26. What is the value of a function? Sources: www.stamps.com,
how to evaluate f1x2 5 3x when x 5 2. www.usps.com
27. True or false? If f is a function, then it is possible that 28.

79490_Ch03_109-186.indd 165
True or false? If f is a function, then it is possible that 10/4/11 2:55 PM
f102 5 22 and f 132 5 22. 25. What does it mean to evaluate 3 and f 142
f142 5a function? 5 2.
Explain 26. What is the value of a function?
how to evaluate f1x2 5 3x when x 5 2.
27. True or false? If f is a function, then it is possible that 28. True or false? If f is a function, then it is possible that
f102 5 22 and f132 5 22. f 142 5 3 and f142 51312.
GettinG Ready Section 3.2 Introduction to Functions
GETTING READY exercises appear in most 29. Given f 1x2 5 5x 2 7, find f132 by completing the following. 33. v1s2 5 6 2 3s
2
34. p 1z2 5 4 2 6z
2 5
GettinG Ready a. v 132 b. v 1222 c. va2 b
3
a. pa b
3
b. p142 c. pa2 b
6
end-of-section exercise sets. These exercises f1x2 5 5x 2 7 29. Given f 1x2 5 5x 2 7, find f 132 by completing the following. 3
35. f 1x2 5 2 x 2 2
2
3
36. f 1x2 5 x 1 1
4
f1 ? 2 5 51 ? 2 2 7 • Replace x byf3.
1x2 5 5x 2 7 4 8
provide guided practice and test your ?
a. f 142 b. f 1222 c. f a b
3
a. f 182 b. f 1242 c. f a2 b
3
f132 5 f 1 ? 2 5 51 ? 2 2 7
• Simplify. • Replace x by 3.
1
37. p1c2 5 c 2
3 2
38. H 1x2 5
5
2 x
understanding of the underlying concepts in f 132 5 the
30. Given f 1x2 5 x2 2 3x 1 1, find f1222 by completing ? following. • Simplify. a. pa b
7
2 4
1
b. pa2 b
1
c. pa b
3
2
a. Ha2 b
6
b. H 122 c. H102
2 2 2 5
a lesson. They act as stepping stones to the f1x2 5 x2 2 3x 1 1 30. Given f 1x2 5 x 2 3x 1 1, find f 1222 by completing the following.
† 39. f 1x2 5 4x 2 1
a. f 1a 1 32
2
b. f 12a2
40. f 1x2 5 3x 2 2
a. f 12 2 h2 b. f 124h2
2
f1x2 5 x 2 3x 1 1
remaining exercises for the objective. f1 ? 2 5 1 ? 2 2
2 3 1 ? 2 11 • Replace x by 22.
f 1 ? 2 5 1 ? 2 2 31 ? 2 1 1
41. f 1x2 5 2x2 2 1
a. f 132
• Replace x by 22. b. f 1222
2
c. f 102
42. f 1x2 5 2x2 1 3
a. f 102 b. f 1232 c. f 122
f1222 5 ? • 5Simplify.
43. h1t2 5 3t2 2 4t 2 ? 44. p 1t2 5 3 2 4t 2 2t2
f1222 5 • Simplify.
a. h 1222 b. h1212 c. h 1w2 a. p142 b. p 1242 c. p 102
45. g1x2 5 x2 1 2x 2 1 46. g 1x2 5 2x2 2 4x 1 1
a. g 112 the function.
Evaluate b. g1232 c. g 1a2 a. g1222 b. g142 c. g 1z2
Evaluate the function.
47. p1t2 5 4t2 2 8t 1 3 48. r 1s2 5 3 2 6s 2 3s2
31. f 1x2 5 4x 1 5 32. g1x2 5 22x 2 7
31. f 1x2 5 4x 1 5 1 32. g 1x2 5 22x1022 7 2
f 122
a.a. p 1222 b f 1222
b. pa b. c. p12a2 c. f a. r 1222 b. ra2 ba. g1232
c. r 12x2 b. g112 c. g102
a. f 122 b. f 1222 c. f 102 2 a. g 1232 b. g112 3 c. g102
49. f 1x2 5 0 x 2 3 0 50. h 1x2 5 0 2x 1 4 0
a. f 1212 b. f 152 c. f 132 a. h1222 b. h132 c. h1232
51. C1r2 5 3 0 r 0 2 2 52. y 1x2 5 3 2 0 2x 0
a. C 1232 b. C142 c. C102 1 3 1
79490_Ch03_109-186.indd 130 a. ya b b. ya2 b c. ya b 10/4/11 2:54 PM
2 2 4
NeW! TRY EXERCISE † icons are used to link 79490_Ch03_109-186.indd 130 53. K1p2 5 5 2 3 0 p 1 2 0 54. R 1s2 5 2 0 1 2 s 0 2 3 10/4/11 2:54 PM
a. K 1222 b. K1272 c. K 132 a. R1272 b. R142 c. R1212
exercises back to Examples from the section. † 55. Evaluate s 1t2 5 216t2 1 48t when t 5 3. 56. Evaluate T1s2 5 s2 2 4s 1 1 when s 5 4 .
3
57. Evaluate P 1x2 5 3x3 2 4x2 1 6x 2 7 when x 5 2. 58. Evaluate R1s2 5 s3 2 2s2 2 5s 1 2 when s 5 23.
3p x11
59. Evaluate R 1p2 5 when p 5 23. 60. Evaluate f 1x2 5 when x 5 3.
2p 2 3 3x 2 1
Find the range of the function defined by each equation, for the given domain.
† 61. f 1x2 5 3x 2 5; domain 5 523, 22, 21, 0, 1, 26 62. g 1x2 5 1 2 2x; domain 5 524, 22, 0, 2, 4, 66
t 3
63. r1t2 5 ; domain 5 523, 22, 21, 0, 1, 26 64. v 1s2 5 s 2 1; domain 5 528, 24, 0, 4, 86
2 4
65. f 1x2 5 x 1 3; domain 5 523, 22, 21, 0, 1, 26

2
66. r 1t2 5 t2 2 t 2 6; domain 5 522, 21, 0, 1, 2, 36
67. c1n2 5 n3 2 n 2 2; domain 5 523, 22, 21, 0, 1, 26 68. q 1x2 5 x3 1 2x2 2 x 2 2; domain 5
523, 22, 21, 0, 1, 26
79490_Ch03_109-186.indd 131 10/4/11 2:54 PM
3x 1 y 5 0 2x 1 2y 5 28 2x 1 4y 5 7
† 57. x 1 3y 5 4 58. 6x 1 2y 5 7 59. 2x 2 4y 5 16

x 5 5 2 3y y 5 23x 1 2 2x 1 2y 5 28
60. 3x 2 12y 5 224 61. 3x 2 y 5 10 62. 6x 2 4y 5 3
xviii
2x 1 4y 5 8 6x 2 2y 5 5 3x 2 2y 5 9
Preface
63. y 5 3x 1 2 64. y 5 3x 2 7 65. x 5 2y 1 1
y 5 2x 1 3 y 5 2x 2 5 x 5 3y 2 1
66. x 5 4y 1 1 67. y 5 5x 2 1 68. y 5 3 2 2x

x 5 22y 2 5 y552x y 5 2 2 3x
THINK ABOUT IT exercises promote conceptual

Applying ConCepts
understanding. Completing these exercises will 69. For what values of k will the following system of
equations be independent?
70. If the following system of equations is inconsistent,
how are the values of C and D related?
deepen your understanding of the concept being 2x 1 3y 5 6

2x 1 ky 5 9
3x 2 4y 5 C
3x 2 4y 5 D
228 71. SupposeChapter 4 Systems of Equations and Inequalities
the following system of equations is an in- 72. Suppose the following system of equations is a de-
addressed. dependent system of equations. What is the relationship
25. Home Economics a1 During
pendent or inconsistent system of equations. What is the
a2 one month, a homeowner used 400 units of electricity and a1 a2
between and ? relationship between and ?
120 units of gasbfor
1 a total
b2 cost of $147.20. The next month, 350 units of electricity and b1 b2
200 units of gas were used for a total cost of $144. Find the cost per unit of gas.
APPLYING CONCEPTS exercises may involve a1x 1 b1y 5 c1
26. Construction
a2x 1 b2A y5contractor
c2 buys 20 yd2 of nylon carpet and 28 yd2 of
a1 x 1 b1 y 5 c1
a2xwool
1 b2carpet
for $1360. A second purchase, at the same prices, includes 15 yd2 of nylon carpet and
y 5 c2
further exploration and analysis of topics, 20 yd2 of wool carpet for $990. Find the cost per square yard of the wool carpet.
Use a graphing utility to solve each of the following systems of equations. Round an-
27. Manufacturing A company
swers to the nearest manufactures both mountain bikes and trail bikes. The
hundredth.
cost of materials for a mountain bike is $70, and the cost of materials for a trail bike
or they may integrate concepts introduced
1 2
is $50.
73. yThe
52 costx of
1 labor
2 74. y a5mountain
to manufacture 1.2x 1 2bike is $80, and75.the
y5cost!2x
of labor
21 76. y 5 px 2
to manufacture2 a trail bike is $40. During
y 5a 21.3x 3
week in2which the companyy has budgeted
5 2!3x 11
3
p
$2500 for 2x 2 1 and $2600 for labor, how many mountain bikes does the company
y 5materials y 5 2x 1
earlier in the text. Optional graphing calculator

2
plan to manufacture?
28. Manufacturing A company manufactures both liquid crystal display (LCD) and
exercises are included, denoted by .

plasma televisions. The cost of materials for an LCD television is $125, and the cost
projeCts or group ACtivities
of materials for a plasma TV is $150. The cost of labor to manufacture one LCD
77.
television Given
is $80,a and
system of equations
the cost of labor in
to two variables,one
manufacture how can you,
plasma withoutis solving
television $85. the
system
How many of of equations,
each determinecan
type of television whether the system of
the manufacturer equations
produce is independent,
during a week in de-
which pendent,
$18,000 orhasinconsistent?
been budgeted for materials and $10,750 has been budgeted for
Working through the application exercises that labor?
78. Write a system of equations in two variables that satisfies the given condition.
a. The system of equations has 123, 52 as its only solution.
Fuel Economy Use the
b. The system of information
equations is in the article at
a dependent the right for Exercises 29 and 30.
system.
contain REAL DATA will prepare you to use real- 29. One week, thesystem
c. The owner of aequations
hybrid car
is drove 394 mi and
an inconsistent spent $34.74 on gasoline. How
system.
many miles did the owner drive in the city? On the highway?
In the News
Hybrids Easier on the
world information to answer questions and solve 30. Gasoline for one week of driving cost the owner of a hybrid car $26.50. The owner
would have spent $51.50 for gasoline to drive the same number of miles in a traditional
Pocketbook?
A hybrid car can make up
car. How many miles did the owner drive in the city? On the highway? for its high sticker price
problems. 31. Health Science A pharmacist has two vitamin-supplement powders. The first
with savings at the pump. At
current gas prices, here’s a
powder is 25% vitamin B1 and 15% vitamin B2. The second is 15% vitamin B1 and look at the cost per mile for
20% vitamin B2. How many milligrams of each of the two powders should the pharma- one company’s hybrid and
traditional cars.
cist use to make a mixture that contains 117.5 mg of vitamin B1 and 120 mg of vitamin
B2 ? Gasoline Cost per Mile
79490_Ch04_187-240.indd 195 10/4/11 2:56 PM
32. Chemistry A chemist has two alloys, one of which is 10% gold and 15% lead and the City Highway
Car Type ($/mi) ($/mi)
other of which is 30% gold and 40% lead. How many grams of each of the two alloys
should be used to make an alloy that contains 60 g of gold and 88 g of lead? Hybrid 0.09 0.08
Traditional 0.18 0.13
33. Business On Monday, a computer manufacturing company sent out three shipments.
Source: www.fueleconomy.gov
The first order, which contained a bill for $114,000, was for 4 Model II, 6 Model VI,
and 10 Model IX computers. The second shipment, which contained a bill for $72,000,
was for 8 Model II, 3 Model VI, and 5 Model IX computers. The third shipment, which
contained a bill for $81,000, was for 2 Model II, 9 Model VI, and 5 Model IX comput-
ers. What does the manufacturer charge for a Model VI computer?
34. Health Care A relief organization supplies blankets, cots, and lanterns to victims
of fires, floods, and other natural disasters. One week the organization purchased 15
blankets, 5 cots, and 10 lanterns for a total cost of $1250. The next week, at the same
prices, the organization purchased 20 blankets, 10 cots, and 15 lanterns for a total cost
of $2000. The next week, at the same prices, the organization purchased 10 blankets,
15 cots, and 5 lanterns for a total cost of $1625. Find the cost of one blanket, the cost
of one cot, and the cost of one lantern.
† 35. Investments An investor has aChapter
total of $18,000 Chapter 4 Summary 233
174 3 deposited
Linearin Functions
three differentand
accounts,
Inequalities in Two Variables
which earn annual interest of 9%, 7%, and 5%. The amount deposited in the 9% ac-
count is twice the amount in the 5% account. If the three accounts earn total annual
interest of $1340, how much money is deposited in each account?
For Exercises 25 to 28, a and b are positive numbers such that a . b. Describe the
By completing the WRITING EXERCISES, you 3.6

25. x 1 y , a
Exercises
solution set of each system of inequalities.
26. x 1 y . a
x1y,b x1y,b
will improve your communication skills while 79490_Ch04_187-240.indd 228
27. ConCept
x1y,a CheCk 28. x 1 y . a
10/4/11 2:56 PM
x1.1 y . b the slopes of two lines, explain how to determine whether

x 1 y .the
b two lines are
increasing your understanding of mathematical Given
parallel.
concepts. Applying
2. ConCepts
Given the slopes of two lines, how can you determine whether the two lines are
perpendicular?
Graph the solution set.
29. 2x
3. 1
Complete 30. x 1lines
3y # 15the following sentence. Parallel 6 the same
y #have ? . 31. x 2 y # 5
3x 2 y # 6 3 x2y#2 2x 2 y $ 6
4. Whaty$is the
0 negative reciprocal of 2 4? x$0 y$0
5. The slope of a line is 25. What is the slope of any line 6. The slope of a line is 32. What is the slope of any line par-
parallel to this line?
allel to this line?
32. 7.
x2 The
3yslope
# 6 of a line is 4. What is the 33.
slope
2xof2any
y #line
4 per- 8. The slope of a34.
line is
x2 245y. #
What
4 is the slope of any line
5x 2 2y $ 4 to this line?
pendicular 3x 1 y , 1 2x 1
perpendicular to this 3y . 6
line?
y$0 y#0 x$0
9. Give the slope of any line that is parallel to the graph of 10. Give the slope of any line that is perpendicular to the
y 5 213 x 1 5. graph of y 5 35 x 1 2.
NeW! PROJECTS OR GROUP ACTIVITIES projeCts or group ACtivities
appear at the end of each set of exercises. A set of points in a plane is a convex set if each line segment connecting a pair of points
1 Find
in the set equations
is contained of parallel
completely within theand
set. perpendicular lines (See pages 168–173.)
Your instructor may assign these individually, or 35. 11.
Which of the
Is the following
graph of x 5are
22convex sets?
perpendicular to the graph of 12. Is the graph of y 5 1 perpendicular to the graph of
2
y 5 3?
(i) (ii) (iii) (iv)y 5 24?
you may be asked to work through the activities 13. Is the graph of x 5 23 parallel to the graph of 14. Is the graph of x 5 4 perpendicular to the graph of
y 5 13? y 5 24?
in groups. 2
15. Is the graph of y 5 2 4 parallel to the graph of 16. Is the graph of y 5 22x 1 23 parallel to the graph of
3x
36. Graph
y 5the 23system
x 2 4?of inequalities given below. Is the solution set a convex set?1 3?
y 5 22x
x 1 y # 210
1 3
2x 1
17. 15 of y 5 43 x 2 2 perpendicular to the graph of 18. Is the graph of y 5 2 x 1 2 perpendicular to the graph of
Is ythe#graph
x $y0,5y2$3 x01 2?
4
y 5 212x 1 32?
† 19. Are the graphs of 2x 1 3y 5 2 and 2x 1 3y 5 24 paral- 20. Are the graphs of 2x 2 4y 5 3 and 2x 1 4y 5 23
lel? parallel?
† 21. Are the graphs of x 2 4y 5 2 and 4x 1 y 5 8 perpen- 22. Are the graphs of 4x 2 3y 5 2 and 4x 1 3y 5 27 per-
dicular? pendicular?
23. Is the line that contains the points with coordinates 13, 22 24. Is the line that contains the points with coordinates
CHAPTER
coordinates 121,4 32 Summary
and 11, 62 parallel to the line that contains the points with
and 121, 212?
14, 232 and 12, 52 parallel to the line that contains the
points with coordinates 122, 232 and 124, 12?
25. Is the line that contains the points with coordinates 123, 22 26. Is the line that contains the points with coordinates
and 14, 212 perpendicular to the line that containsObjective
the and 121, 22 and 13, 42 perpendicular to the line that contains
Key points
Words with coordinates 11, 32 and 122, 242? Page Referencethe points with coordinates 121, 32 and 124, 12? Examples
27. Is the line that contains the points with coordinates 28. Is the line that contains the points with coordinates 13, 52
A system
125,of02 equations
and 10, 22 isparallel
two or to
more
the equa- [4.1.1, p.the
line that contains 188] and 123, 32The solution of the
perpendicular to system
the line that contains the
tions considered
points withtogether. A solution
15, 12 andof10,a 212?
coordinates 1 y 5 2 12, 252 and 124, 42?
points with xcoordinates
system of equations in two variables is an x2y54
29. Find
ordered pairthe
thatequation of the
is a solution that contains the point 30.
line equa-
of each Find the equation of the line that contains the point
122,
tion ofPthe 242 and is parallel to the graph of 2x 2 3y 5 2.
system. P13, 22 andis is
theparallel
orderedto the13,graph
pair 212. 13,
of 212
3x 1isythe
5 23.
only ordered pair that is a solution of both
equations.
79490_Ch04_187-240.indd 233 10/4/11 2:57 PM

79490_Ch03_109-186.indd 174 10/4/11 2:55 PM
32. x 2 3y # 6 33. 2x 2 y # 4 34. x2y#4
5x 2 2y $ 4 3x 1 y , 1 2x 1 3y . 6
y$0 y#0 x$0
projeCts or group ACtivities

A set of points in a plane is a convex set if each line segment connecting a pair of points
Preface xix
in the set is contained completely within the set.
35. Which of the following are convex sets?
(i) (ii) (iii) (iv)
Intermediate Algebra addresses a broad range of study styles by offering a WIDE VARIETY
36. Graph the system of inequalities given below. Is the solution set a convex set?
OF TOOLS FOR REVIEW. x 1 y # 10
2x 1 y # 15
x $ 0, y $ 0
At the end of each chapter, you will find a

SUMMARY outlining KEY WORDS and ESSENTIAL CHAPTER 4 Summary
RULES AND PROCEDURES presented in the Key Words
Objective and
Page Reference Examples
chapter. Each entry includes an objective-level A system of equations is two or more equa- [4.1.1, p. 188] The solution of the system
tions considered together. A solution of a
x1y52
reference and a page reference to show you system of equations in two variables is an
ordered pair that is a solution of each equa-
tion of the system.
x2y54
is the ordered pair 13, 212 . 13, 212 is the
where in the chapter the concept was introduced.

only ordered pair that is a solution of both
equations.
An example demonstrating the concept is also

79490_Ch04_187-240.indd 233 10/4/11 2:57 PM
included. Chapter 4 Review Exercises 237
Elementary row operations are used to [4.3.3, pp. 210, 212] 1 4 22 3

rewrite a matrix in row echelon form. £0 1 3 † 21 § Row echelon form
1. Interchange two rows. 0 0 1 6
2. Multiply all the elements in a row by the
same nonzero number.
3. Replace a row by the sum of that row and
a multiple of any other row.
In the CHAPTER REVIEW EXERCISES, the order

in which different types of problems appear CHAPTER 4 Review Exercises
is different from the order in which the topics 1. Solve by substitution: 2x 2 6y 5 15
x 5 3y 1 8
2. Solve by substitution: 3x 1 12y 5 18
x 1 4y 5 6
were presented in the chapter. The ANSWERS to 3. Solve by the addition method: 3x 1 2y 5 2 4. Solve by the addition method: 5x 2 15y 5 30
x1y53 x 2 3y 5 6
these exercises include references to the section 5. Solve by the addition method: 3x 1 y 5 13 6. Solve by the addition method:
2y 1 3z 5 5 3x 2 4y 2 2z 5 17
objectives upon which the exercises are based. x 1 2z 5 11 4x 2 3y 1 5z 5 5
5x 2 5y 1 3z 5 14
This will help you to quickly identify where to go 7. Evaluate the determinant: `
6 1
`
1
8. Evaluate the determinant: † 22
5
1
22
4 †
2 5
to review a concept if you need more practice. A14Rule: 2x 2 y 5 ANSWERS
9. Solve by using Cramer’s 7 TO SELECTED EXERCISES
10. Solve by using Cramer’s Rule: 3x 2 4y 5 10
4 3 28
3x 1 2y 5 7 2x 1 5y 5 15
SECTION 4.5
1. ii Rule:
11. Solve by using Cramer’s 3. Intersection
x 1 y 1 z 55.0 a. A; D 12.
b. Solve
A; B by using † 7. Rule:y x 1 3y 1 z9.5 6
c. A Cramer’s y
4
x 1 2y 1 3z 5 5 2x 1 y 2 z 5 12
2x 1 y 1 2z 5 3 0 x 14 2y 2 z 5 –13
x x
–4 4 0 4
–4
13. Solve by the addition method: x 2 2y 1 z 5 7 14. Solve by using Cramer’s Rule: 3x 2 2y 5 2
y y y
11. y
3x 2 13.
z 5 21 15. 17. y
22x 1 3y 19.
51
4 4 4
3y 1 z 5 1
x x x x x
–4 4 –4 0 4 –4 0 4 –4 –4 0 4
–4
3 22 4 5
–4
15. Solve by using the Gaussian elimination method: 16. Evaluate the determinant: † 4 6 3†
2x 2 2y 2 6z 5 1 21. y
23. y
25. Points below the graph of1the line
2x1
1 y5b 27. Region between the graphs of
4x 1 2y 1 3z 5 1 4 4
the parallel lines x 1 y 5 a
2x 2 3y 2 3z 5 3 –4 0
x
–4 0 4
x and x 1 y 5 b
–4
17. Solve by using Cramer’s Rule: 4x 2 3y 5 17 18. Solve by using the Gaussian elimination method:
y y y
29. 3x 2 2y 531.12 33.
3x 1 2y 2 z 5 21 35. ii, iii
4 4
x 1 2y 1 3z 5 21
x
–4 0 4 –4 0
x
3x 1– 44y 01 6z4 5x 0
–4 –4 –4
CHAPTER 4 REVIEW EXERCISES

1 3
1. The system of equations has no solution. [4.1.2] 2. The solutions are the ordered pairs ax, 2 x 1 b. [4.1.2]
4 2
1
3. The solution is 124, 72. [4.2.1] 4. The solutions are the ordered pairs ax, x 2 2b. [4.2.1]
79490_Ch04_187-240.indd 237 3 10/4/11 2:57 PM
5. The solution is 15, 22, 32. [4.2.2] 6. The solution is 13, 21, 222. [4.2.2] 7. 28 [4.3.1] 8. 0 [4.3.1]
110 25
9. The solution is 13, 212. [4.3.2] 10. The solution is a , b. [4.3.2] 11. The solution is 121, 23, 42. [4.3.2]
23 23
8 7
12. The solution is 12, 3, 252. [4.3.2] 13. The solution is 11, 21, 42. [4.2.2] 14. The solution is a , b. [4.3.2]
5 5
1 1
15. The solution is a , 21, b. [4.3.3] 16. 12 [4.3.1] 17. The solution is 12, 232. [4.3.2]
2 3
y
18. The solution is 12, 23, 12. [4.3.3] 19. y [4.1.1] 20. [4.1.1]
4
x x
–4 0 –4 0 4
–4 –4
The solution is 10, 32 . The solutions are the ordered pairs 1x, 2x 2 42.
y y
21. [4.5.1] 22. [4.5.1] 23. The rate of the cabin cruiser in calm water is 16 mph. The rate of the
4
current is 4 mph. [4.4.1]
x x
–4 0 4 –4 0
–4
24. The rate of the plane in calm air is 175 mph. The rate of the wind is 25 mph. [4.4.1] 25. The number of children attending on
Friday was 100. [4.4.2] 26. There is $10,400 invested at 8%, $5200 invested at 6%, and $9400 invested at 4%. [4.2.2]
CHAPTER 4 TEST
3 7
1. The solution is a , b. [4.1.2, Example 3A] 2. The solution is 123, 242. [4.1.2, Focus On, page 191]
4 8
3. The solution is 12, 212. [4.1.2, Example 3A] 4. The solution is 122, 12 . [4.3.3, Example 7]
5. The system of equations has no solution. [4.2.1, Problem 1B] 6. The solution is 11, 12. [4.2.1, Examples 1 and 2]
7. The system of equations has no solution. [4.2.2, Focus On, part B, page 200] 8. The solution is 12, 21, 222 . [4.3.3, Example 8]
79490_em-ans_A01-A46.indd 14 10/4/11 3:04 PM
24. Uniform Motion –A 4
plane flying with the wind flew 600 mi in– 4 3 h. Flying against the
wind, the plane required 4 h to travel the same distance. Find the rate of the plane in
calm air and
21.the ratey of the wind.23. y
25. Points below the graph of the line x 1 y 5 b 27. Region between the graphs of
4 4
the parallel lines x 1 y 5 a
25. Recreation At a movie theater, admission tickets are $5 for children and $8 for adults.
x x and x 1 y 5 b
The receipts for– 4one0 Friday evening were
–4 0 $2500.
4 The next day, there were three times
as many children as the preceding evening –4
and only half as many adults as the night
before, yet the receipts were still $2500. Find the number of children who attended the
xx
y y y
29. evening.
movie Friday 31. 33. 35. ii, iii
Preface 4 4
26. Investments An investorxhas a total of $25,000xdeposited in three different

x
accounts,
which earn annual
–4
interest
0 4
rates of 8%,
–4
6%,
0
and 4%. The amount
–4 0
deposited
4
in the 8%
–4 –4 –4
account is twice the amount in the 6% account. If the three accounts earn total annual
interest of $1520, how much money is deposited in each account?
CHAPTER 4 REVIEW EXERCISES
1 3
1. The system of equations has no solution. [4.1.2] 2. The solutions are the ordered pairs ax, 2 x 1 b. [4.1.2]
Each CHAPTER TEST is designed to simulate 3. The solution is 124, 72 . [4.2.1] 4. The solutions are the ordered pairs ax,
1
3
x 2 2b. [4.2.1]
4 2
a typical test of the concepts covered in the CHAPTER 4 Test

5. The solution is 15, 22, 32. [4.2.2] 6. The solution is 13, 21, 222. [4.2.2]
110 25
7. 28 [4.3.1] 8. 0 [4.3.1]
9. The solution is 13, 212 . [4.3.2] 10. The solution is a , b. [4.3.2] 11. The solution is 121, 23, 42. [4.3.2]
23 23
chapter. The ANSWERS include references to 1. Solve by substitution: 3x 1
12. The solution 2y 3,5252.
is 12, 4 [4.3.2]
x 5 2y 2 1
2. Solve
13. The solution is 11, by
21,substitution:
42. [4.2.2] 5x14.1The
2y 5 223 is a 8 , 7 b. [4.3.2]
solution
2x 1 y 5 210 5 5
1 1
section objectives. Also provided is a reference 15. The solution is a , 21, b. [4.3.3]
3. Solve by substitution: y 5is3x
18. The solution
2
12,2
3
7 12. [4.3.3]
23, 19.
16. 12 [4.3.1]
y 4. Solve by using20.
[4.1.1]
17. The solution is 12, 232. [4.3.2]
the Gaussian
y elimination
[4.1.1] method:
y 5 22x 1 3 3x 1 4y 5 22 4
to an Example, Problem, or Focus On, which –4 0
–4
2x
x
1 5y 5 1 x
–4
–4
0 4
5. Solve by the addition method: 4x 2 6y 5 5 6. Solve by the addition method:
refers students to a worked example in the text 21. y

6x 2 9y 5 4
[4.5.1] 22. y
The solution 3x
[4.5.1]
is 10, 2x 1 yThe
y 5Cumulative
2 32. 1solutions
2 Review
5x 1 2y 5 y 1 6
239
are the ordered pairs 1x, 2x 2
Exercises 42.
23. The rate of the cabin cruiser in calm water is 16 mph. The rate of the
that is similar to the given test question.

11. Solve
7. Solve byaddition
by the using4Cramer’s
method:Rule: x 2 y 5 3 12. Solve
8. Solve by using
bycurrent
using isthe Cramer’s
4 mph. Rule:
[4.4.1]
Gaussian elimination method:
2x 1 4y 2 z 5 –4 3 0 4
x 2x 1 y–5
4
24
0
x
x2y2 x2z5 y15 z52
x 1 2y 1 z 5 5 –4 2x2x
12 z5 y22 z51
4x 1 8y 2 2z 5 7 x 1 2y 2
3y 2 2z 5 1 3z 5 24
24. The rate of the plane in calm air is 175 mph. The rate of the wind is 25 mph. [4.4.1] 25. The number of children attending on
13. Solve Friday wasCramer’s
by using Rule: 26. There is $10,400 invested at
100. [4.4.2] 14.8%, $5200
Solve byinvested at 6%,2xand
graphing: $9400
3y 5 invested
12 22 26
3
at 4%. [4.2.2]
3x 1the
2y determinant:
1 2z 5 2 3 21 1 2x 2 y 5 2
9. Evaluate ` ` 10. Evaluate the determinant: † 3 1 1†
x 2CHAPTER
2y 2 z 5 1 4 TEST 2
22 4
2x 2 3y 2 3z 5 23 3 7 2 21 22
1. The solution is a , b. [4.1.2, Example 3A] 2. The solution is 123, 242. [4.1.2, Focus On, page 191]
4 8
15. Solve 3.
by The
graphing:
solution isx12, 2y .5[4.1.2,
2212 25 Example 3A] 4. The16. Graphis the
solution 122,solution set:Example
12 . [4.3.3, 2x 27]y , 3
5. The system of3xequations
1 4y 5has 215
no solution. [4.2.1, Problem 1B] 6. The solution is 11, 4x 3y ,Examples
12.1[4.2.1, 11 1 and 2]
7. The system of equations has no solution. [4.2.2, Focus On, part B, page 200] 8. The solution is 12, 21, 222. [4.3.3, Example 8]
17. Graph the solution set: x1y.2

79490_Ch04_187-240.indd 238 10/4/11 2:57 PM
2x 2 y , 21
79490_em-ans_A01-A46.indd 14 10/4/11 3:04 PM
18. Uniform Motion A plane flying with the wind went 350 mi in 2 h. The return trip,
flying against the wind, took 2.8 h. Find the rate of the plane in calm air and the rate of
the wind.
19. Purchasing A clothing manufacturer purchased 60 yd of cotton and 90 yd of wool for
a total cost of $1800. Another purchase, at the same prices, included 80 yd of cotton
and 20 yd of wool for a total cost of $1000. Find the cost per yard of the cotton and of
the wool.
CUMULATIVE REVIEW EXERCISES, which

appear at the end of each chapter (beginning Cumulative Review Exercises
with Chapter 2), help you maintain the skills 3 3 1 7 5 2. Find the equationANSWERS TO SELECTED
of the line EXERCISES
that contains the points A15
1. Solve: x 2 1 x 5 x 2
2 8 4 12 6 P1 12, 212 and P2 13, 42 .
you learned previously. The ANSWERS include 9. 215
3. Simplify: 33x 2 10 [4.3.1,
2 2x2 Example
2 4x4 11A]
6 10. 232 [4.3.1, Example 1B] a 11.
4. Evaluate 1 bcThe 2 whenisaa2
4solution
1
5 34,, 2
b5
10
b. [4.3.2, Example 2]
3 8, and c 5 22.
1 6 3
references to the section objectives upon which 12. The solution is a , 2 , b. [4.3.2, Example 3]
5. Solve: 2x 2 3 , 9 or 5x 2 1 , 45
14. y
5 5
[4.1.1, Example 1]
13. The solution is 10, 22, 32. [4.3.2, Example 3]
6. Solve: 0 x 2 2 0 2 4 , 2
15. y [4.1.1, Example 1]
7. Solve: 0 2x 2 3 0 . 5 8.4 Given f 1x2 5 3x3 2 2x2 1 1, evaluate f 1232 .
the exercises are based.
4
x x
F 1x2 5 x2 2 3, find F122.
0 4
9. Find the range of f1x2 5 3x2 2 2x if the domain is 10.0 Given
4
522, 21, 0, 1, 26. –4
11. Given f1x2 5 3x 2The4,solution

write f12 142h2. 2 f122 in simplest The
is 13, 12.solution 125,
Graph:is 5x 02 .26 d 5x 0 x . 236
0x #
form. 16. y
[4.5.1, Example 1] 17. y [4.5.1, Example 1]
4
13. Find the equation – 4of 0the 4line

x that contains the point 14. Find
–4 4
xthe equation of the line that contains the point
P122, 32 and has slope 23.

2
–4
P 121, 22 and is perpendicular to the graph of
2x 2 3y 5 7.
18. The rate of the plane in calm air is 150 mph. The rate of the wind is 25 mph. [4.4.1, Problem 1] 19. The cost per yard of cotton is
$9. The cost per yard of wool is $14. [4.4.2, Problem 2]
CUMULATIVE REVIEW EXERCISES

11
1. The solution is 2 . [2.1.1] 2. The equation is y 5 5x 2 11. [3.5.2] 3. 3x 2 24 [1.4.3] 4. 24 [1.4.2]
28
5. The solution set is 5x 0 x , 66. [2.4.2] 6. The solution set is 5x 0 24 , x , 86. [2.5.2]
7. The solution set is 5x 0 x . 46 h 5x 0 x , 216. [2.5.2]
79490_Ch04_187-240.indd 239 10/4/11 3:43 PM
8. 298 [3.2.1]
9. The range is 50, 1, 5, 8, 166. [3.2.1] 10. 1 [3.2.1] 11. 3h [3.2.1] 12. [1.1.2]
–5 –4 –3 –2 –1 0 1 2 3 4 5
2 5 3 1
13. The equation is y 5 2 x 1 . [3.5.1] 14. The equation is y 5 2 x 1 . [3.6.1] 15. The distance is 2"10. [3.1.1]
3 3 2 2
1 y
16. The coordinates of the midpoint are a2 , 4b. [3.1.1] 17. [3.4.2] 18. y [3.7.1]
2 4 4
x x
–4 0 4 –4 0 4
–4 –4
19. The solution is 125, 2112 . [4.1.2] 20. The solution is 11, 0, 212 . [4.2.2] 21. 3 [4.3.1] 22. y
[4.1.1]
x
–4 0 4
–4
The solution is (2, 0).
23. The solution is 12, 232. [4.3.2] 24. y

[4.5.1] 25. The amount of water that should be added is 60 ml. [2.3.2]
2
x
–4 0
26. The rate of the wind is 12.5 mph. [4.4.1] 27. The cost per pound of steak is $5. [4.4.2] 28. The lower and upper limits
of the resistor are 10,200 ohms and 13,800 ohms. [2.5.3] 29. The slope is 40. The account executive earns $40 for each $1000 of
sales. [3.4.1]
Final Exam 657
A FINAL EXAM is included after the last Final Exam

79490_em-ans_A01-A46.indd 15 10/4/11 3:05 PM
chapter of the text. It is designed to simulate a 1. Simplify: 12 2 833 2 1222 4 2 4 5 2 3 2. Evaluate

a2 2 b2
a2b
when a 5 3 and b 5 24.
comprehensive exam covering all the concepts ANSWERS TO SELECTED EXERCISES A45
3
12 2 x2 2
3. Simplify: 5 2 233x 2 718. y 5x 4 [12.5.2, Example 2A]4. Solve:
19. x y2 2 5 4 [12.5.1, Problem 1A]
4 8
presented in the text. The ANSWERS to the final 8
x x
–8 0 8 –8 8
2 2 4x x26 5x 2 2
exam questions are provided in the appendix at – 8 0 5 2 3x 0 5 1

5. Solve: 2 5 –8 6. Solve: 8 2
3 12 6
20. y The system of inequalities has no real solution. [12.5.2, Example 2B]
8
the back of the text and include references to 7. Solve: 0 2x 1 5 0 , 3 –8
–8
0 8
x
8. Solve: 2 2 3x , 6 and 2x 1 1 . 4
the section objectives upon which the questions FINAL

9. Find the equation of the EXAM
line that contains the point 10. Simplify: 2a 35 2 a12 2 3a2 2 2a4 1 3a2
2
P122, 12 and is perpendicular
1. 231to the line with
[1.2.2] equation
2. 21 [1.4.2] 3. 33 2 10x [1.4.3] 4. The solution is 8. [2.1.1] 5. The solution is . [2.1.2]
are based. 3
3x 2 2y 5 6. 2
6. The solutions are 4 and 2 . [2.5.1] 7. The solution set is 5x 0 24 , x , 216. [2.5.2]
3
3
8. The solution set is x 0 x .
3
2 {
. [2.4.2] } 2 1
9. The equation is y 5 2 x 2 . [3.6.1]
12. Write
3 3
10. 6a3 2 5a2 1 10a [5.3.1]
a quadratic equation that has integer coefficients 2 2
11. Divide: 6 3
21i 11. 2 i [7.5.4] 12. The equation is 2x2 2 3x 2 2 5 0. 1 [8.1.1] 13. 12 2 xy2 14 1 2xy 1 x y 2 [5.7.2]
5 5 and has solutions 22 and 2.
5 x1x 2 12
14. 1x 2 y2 11 1 x2 11 2 x2 [5.7.4] 15. x2 2 2x 2 3 2 [5.4.2] 16. [6.2.1]
2x 2 3 2x 2 5
10x x13 7 a 2 a1
17. 2 18. 20. d 5 n
13. Factor: 8 2 x3y3 x14.
1x 1 22 1x 2 32 1 Factor:
1 x 2 y19.
[6.3.1] [6.2.2]
2 xThe
3
1solution
x2y is 2 4 . [6.4.1] n21
[6.6.1]
y4 1 x2 !2y
21. 3 [5.1.2]
8 5 [7.1.1] 23. 22x2y !2y [7.2.2]
22. 24. 2 [7.2.4]
162x
64x y 2y
2
3 1 !17 3 2 !17 x 2 3x 4x 2 12
15. Divide: 12x3 2 7x2 1 4225. 12x solutions
4 The 2 32 are and 16. Divide:
. [8.2.2] 2 26. The solutions
4 2 are 27 and 28. [8.3.1]
4 4 2x 2 3x 2 5 4x 2 4
3
27. The equation is y 5 23x 1 7. [3.5.2] 28. The solutions are and 22. [8.3.3] 29. The solution is 13, 42 . [4.2.1]
2
30. 10 [4.3.1] 31. The solution is 6. [10.4.2] 32. 2y 1 2y 1 2y3 1 2y4 1 2y5 [11.1.2]
2
3 1
23 1 5 3 3
x22 x 1 33.
3 [11.3.3] 34. 144x7y2 [11.4.1] x 1 is4 a , 2 b.
35. Thex solution [12.4.1] 36. f 21 1x2 5 x16 [9.3.2]
17. Subtract: 2 45 18. Simplify: 2 2 2
x12 x23 a2 9 1y 3
37. log2 [10.2.2] 38. x-intercept: a , 0b 6 1 [3.3.2] 39. [3.7.1]
y
b2 2 x x14 6
y-intercept: 10, 232 –6 0 6

x
x
–6 0 6
5 5 1 –6
19. Solve: 2 2 5 20. Solve an 5 a1 1 1n 2 12d for d. –6
x22 x 24 x12
40. y [8.5.1/12.1.1] 41. y [12.3.1] 42. y [10.3.1]
6 6 6
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the
2 21 right
22 to2remove
21 3
x
additional content at anyx time if subsequent rights
–6 0
x
6 restrictions require it. –6 6 –6 0 6
4x y 2x y
21. Simplify: a b a b– 6 –6
2 1
3 2 6
7 1 7 1
£0 1 5 † 25 § 28R2 1 R3 S
In mathematics, a function is used ≥ 0 1 two
to describe a relationship between
25 ¥
5 ∞ quantities. B
0 8 16 21 24 3
0 0 5
cause two quantities are involved, it is natural to use ordered pairs. 5
Step 5: Change a33 to 1 by multiplying xxi of a .
Preface row 3 by the reciprocal
33
DEfinition of a function
1 3 5 21
1 3 5 21
5
Other Key Features A function is a set of ordered 7 pairs1 in which
≥ 0 1 5 ∞ 25 ¥ 24 3
R no
S two≥ 0 1 5pairs
ordered 7 1
∞ 25have
¥ the same
first coordinate. The domain 24of a function
3 is the set of first coordinates
1 of the or-
MARGINS Within the margins, youdered can find
pairs;the
thefollowing
range 0 of0 a features.
function
5 5 is the set of second0 coordinates
0 1 8 of the ordered
pairs.
230 Chapter 4 Systems of Equations and Inequalities 1 3 5 21
EXaMPLES
Take Note TAKE NOTE
1. 5 11, 22 , 12,boxes
A row
42 , 13,alert
echelon
you
62 , 14, 82 6to
form of the matrix is 7 1
≥ 0 1 5 ∞ 25 ¥ .
The order of the elements in a 1
concepts
Domainthat 5 require
5 1, 2, 3, 4special
6 0 0 1
Focus
set does not matter. For instance, on solving a system of linear inequalities
8
in example (3) at the right, we attention.
Range 5 5 2, 4,set: 6, 8 62x 21 y 23 2 1
A. Graph the solution #3
could have written the domain 5 121, 02 6
2.Problem , 10, 0Write
2 , 11,3x 0£2 24
,112,2y02. , 183, 02 60 † 22 § in row echelon form.
14
as 54, 25, 21, 276. However, it
SolveDomain 5 5 21, 0, 2 6 25 23 16
for1,y.2, 32x 2 y # 3
Take
is customaryNoteto list the numbers each inequality 3x 1 2y . 8
from least to greatest as we did Range 5 5 0 6 2y # 22x 1 3 2y . 23x 1 8
You can use a test point to check
in the example. Also, recall that 3. 5Solution
125, 52 , 121,See 12 , pages
127, 10 2 , 14, 52 6
S12–S13. 3
that the correct region has been y $ 2x 2 3 y.2 x14
elements of a set are not repeated.
Point
designated ofas theInterest
solution set. We
In example (3), the number 5 is POINT Domain 5 5 27, 25,
OF INTEREST 21, 4which
boxes, 6 2
can see from the graph that the † Try Exercise 73, page 219.
included only once in the range.
point with coordinates 12, 42 is relate
Graph yto5the
Range 2x 5topic
5 21, 35,as10 a6 soliddiscussion,
under line. Because the y
in the solution set, and as shown inequality

If an
may augmented is $,
be historical shade
matrix above
in rowthe
inis nature orline.
echelonmayform, the corresponding system 6
of equations c
below, it is a solution of each be solved by
be of general substitution. For instance, consider the following matrix in row echelon fo
andGraph y 5 22xinterest.
the corresponding
3
1 4system as a dashed line.
of equations.
inequality in the system. This
indicates that the solution set as Now consider
Because the
the23 set of ordered
inequality pairsabove 5 11, 22 , 1line.
4, 52 , 17, 82 , 14, 62 6 . This set of ordere
pairs is not1a function. 4 There 7is ., shade
2 3yordered
arex two 1 4zthe 5 7 14, 52 and– 164, 62 , with
pairs, 0 the same
6
x
fir
graphed is correct.
The solution
coordinate. £ 0This set1set of3 †the
of 26system
ordered § pairs is the region
1 3z 5
isycalled 26
a relation. A relation is any set of ordere
2x 2 y # 3
of
pairs. the
A plane
function
0 that
0 is arepresents
1 special
21 typethe intersection
of relation. z The
5 21concepts of domain –and range apply
2 122 2 142 # 3 of theas solution
6
well assets of the individual inequalities.
The Granger Collection
relations to functions.
0 # 3 True From the last equation of the system above, we have y 1 3z 5 26
B.
z 5Graph
There 21. the solution
areSubstitute
various thisset:
ways in 2xinto
which
value 1we2ythecan$ 4describe
second a function: as a graph,
equation y 1 as 3 1a21 2 5 26
table, and a
3x 1 2y . 8
an
and equation.
solve for Wey. will
Thus look
y 5 at
23. x 2 of
each 2y these.
$6 y 2 3 5 26
3 122 1 2142 . 8
y 5 23
Johann Carl14Friedrich. 8 True Gauss TheSolve
bar grapheach inequality
at the rightfor y. 2x
shows the1num- 2y $ 4 x 2 2y $ 6
(1777–1855) is considered one of ber of people
Substitute y 5who 23watched
and z 5the 21Superin theBowl 2y $ x 1
first equation of 4 Super
22y Bowl
$ Viewers
2x 1 6
x 2 3y 1 4z 5 7
1 x 2 3y123 1 4 1212 5 7
the greatest mathematicians of all for
the the yearsand
system 2005solve to 2010.
for x.The Thusjaggedx 5 2.line y$ x12 #2 1 x23
time. He contributed not only to between 0 and 85 on the vertical axis indi- 2 110
x2 1 9 2 4 5106.5 7
Millions of viewers
Linear Functions and Inequalities in mathematics but to astronomy and cates that aHOW portion ofUSEDthe vertical axis has 105
124 Chapter 3 Two Variables
NeW! IT’S boxes relate x 5 2
physics asbetween
well.theA independent
unit of magne- Shade above the solid line graph of y 98.7
We write y 5 f1x2 to emphasize the
How
relationship
It’s Used variable x and the been
The omitted.
solution of the system of equations is 12, 23,100 21 2. 97.4
to
y 5the
1 topic under discussion. These 93.2
tism called a gauss was named in 2 x 1 2.
dependent variable y. Remember: y and f1x2 are different symbols for the same number. 95
Also, the name of the function is f ; the value of the function at x is f1x2 . 90.7 4
Large
his systems of linear inequali-
honor. The data
Theboxes
processinpresent
the
of graph
solving cana be
real-world written
system as a set by using
of equations
scenarios 90 elementary
86.1 row operations is cal
Focus on evaluating a function ties containing over 100 inequali- of
theordered
Shade
Gaussian pairs.
below the solid line
elimination graph of
method. 85 2
Find the value of R 1v2 5 v 1 3v ties
3
2 5vhave been
2 6 when v 5 used
22.2
to solve ap- that 1demonstrate the utility of
Take Note y 5 x 2
25 12005,3. 86.12 , 1from 2006, the 2,
90.7text. 0
Replace v by 22 and simplify.
plication problems in such diverse selected concepts 2005 2006 2007 2008 2009 2010 x
To evaluate a function, you can –4 –2 0 2 4
substitute open parentheses for R 1v2 5 v 1 3v 2 5v 2 6
3 2
areas as providing health care and Because 12007,
the 93.2
solution2 , 12008,
sets 97.4
of the2 , two inequalities Year
the variable in each term. For R 1222 5 1222 1 31222 2 5 1222 2 6
3 2
– 2
instance,
R 1v2 5 v 1 3v 2 5v 2 6
3 2 5 28 1 12 1 10 2 6
hardening a nuclear missile silo. do not12009, 98.7the
intersect, 2 , 12010,
solution 106.5set2 of6 the system
R 1 2 5 1 2 1 31 2 2 5 1 2 2 6
3 2
To evaluate the function, fill each

58 is the empty set. –4
pair of parentheses with the same 79490_Ch04_187-240.indd
The value of R 1v2 when v 5 22 is 8. 214 This set is a function. There are no two ordered pairs with the same first co
number and then simplify. Focus on
Focus on ordinate. The Section 2.2 Value Mixture and Motion Problems
is 5 2005, on
65
While the textdomain is not dependent 2006, the2007,
use of a 2009, 2010 6 . The range
2008,
5 86.1, 90.7, 93.2,
we can 97.4,
use the 98.7, 106.5 6 . Theto ordered
There are several ways to use a calculator to
\Y = X^3+3X –5X–6
Plot1 Plot2 Plot3
1 2
For instance,
calculator,
$5.25 per TECHNOLOGY
value mixture equation
boxes that focuspair
find the value of 12(2010,
on 106.5) means that in 201
lb of coffee
the costing pound.
evaluate a function. The screens at the right,
which illustrate the evaluation of R1222 given
\Y =
\Y = Y (-2)
2
3
1 number of people who watched the Super Bowl was 106.5 million.
above, show one way. See the Appendix Key- \Y =
\Y =
4
5
8
calculator V 5 ACinstruction are included for selected
stroke Guide for other methods of evaluating a \Y = $2.25 6 $6.00
5 12 15.252
function. \Y = per 7
per topics.V The boxes contain tips for using a
EXAMPLE V 5 63 1
pound pound
Graph the solution set.
graphing calculator.
The value of the coffee is $63.
$3.5
0 A. y $ x 2 1 B. 2x 1 3y . 9
EXAMPLE 2 Let q1r2 5 2r 1 5r 2 6. 3 2
per
79490_Ch03_109-186.indd 120 o u nd Solve: How many pounds of peanuts that cost $2.25 per pound must be mixed with 2 40 lb
A. Find q1232 . p
of cashews that cost $6.00 per pound y ,to22x make a mixture that costs $3.50yper 2 x11
,pound?
B. Find the value of q 1r2 when r 5 2. 3
Solution A. q1r2 5 2r3 1 5r2 2 6
PROBLEM-SOLVING STRATEGIES q1232 5 2 1232 3 1 51232 2 2 6

The problem- • Replace r by 23. Solution A. y • Shade above the solid line graph of
5 2 12272 1 5 192 2 6 5 254 1 45 2 6 • Simplify. STRATEGY for Solving a value mixture problem y 5 x 2 1.
solving approach usedq1232 5 throughout
215 the text c 4 a numerical or variable expression for
For each ingredient in the mixture, write
• Shade below the dashed line graph of
B. To find the value of q 1r2 when r 5 2 means to evaluate the the amount of the ingredient used, the unit cost of the ingredient, and the value
emphasizes the importance
function when r 5 2.of a well-defined
y 5 22x.
2 a numerical or variable expression
of the amount used. For the mixture, write
3 2
q1r2 5 2r 1 5r 2 6 for the amount, the unit cost of the mixture, and the value of the amount. The
strategy. Model strategies are presented• Replace
q122 5 2122 1 5122 2 6
as r by 2. 3 2
results can be recorded in a table. x
–4 –2 0 2 4
guides for you to follow 5 2182 as
1 5142you
2 6 5 attempt
16 1 20 2 6 the
• Simplify.
q122 5 30 –2
parallel Problem that accompanies each
Amount of peanuts: x –4
numberedProblem
Example.
2 Let f1z2 5 z 1 0 z 0 .
A. Find f1242.
Amount, A # Unit cost, C 5 Value, V
B. Evaluate f1z2 when z 5 3.
Peanuts x
The# solution
2.25
set of 5
the system
2.25x
is the intersection of the solution
Solution See page S7.
† Try Exercise 55, page 131.
sets
#
of the individual inequalities.
Cashews 40 6.00 5 6.00 1402
Mixture x 1 40 # 3.50 5 3.50 1x 1 402
79490_Ch03_109-186.indd 124 10/4/11 2:54 PM
c Determine how the values of the individual ingredients are related. Use the
xxii Preface
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raatelen sydäntäni, ruokin sitä vihalla. »Kyllä minä hänelle, kyllä
minä hänelle vielä sen maksan!» Näin huusin pimeässä. Ja kun
äkkiä muistan, että en voi tehdä hänelle mitään, mutta hän nyt
nauraa minulle tai kenties on kokonaan unohtanut eikä muistakaan,
niin heittäydyn vuoteesta lattialle, vuodatan voimattomia kyyneliä ja
vapisen päivän sarastukseen asti. Aamulla nousen vihaisempana
kuin koira, myöhemmin, mitäs arvelet: aloin koota pääomaa, tulin
säälimättömäksi, lihoin, — luuletko, että olen tullut viisaammaksi?
Enhän, ei kukaan sitä tiedä eikä näe koko maailmassa, mutta kun
alkaa yön pimeys, niin yhä vieläkin, kuten tyttönä viisi vuotta sitten,
toisinaan makaan kiristellen hampaitani ja itken koko yön: »Kyllä
minä hänelle, kyllä minä hänelle», ajattelen! Kuulitko tämän kaiken?
No, kuinka sinä siis nyt minut ymmärrät: kuukausi sitten tulee minulle
äkkiä juuri tuo kirje: hän saapuu, on jäänyt leskeksi, tahtoo tavata
minua. Ihan hengitykseni silloin pysähtyi, Herra Jumala, ja äkkiä
ajattelin: hän tulee ja viheltää minulle, kutsuu minua, ja minä ryömin
hänen luokseen kuin piesty koira, syyllisenä! Ajattelen tätä enkä
usko itsekään itseäni: »Olenko alhainen vai enkä ole alhainen,
juoksenko hänen luokseen vai enkö juokse?» Ja sellainen vihastus
itseäni kohtaan valtasi minut koko tämän kuukauden ajaksi, että sen
on vielä pahempi kuin viisi vuotta sitten. Näetkö nyt, Aljoša, kuinka
hurja minä olen, miten vihan vimmassa olen sanonut sinulle
totuuden: Leikin huvikseni Mitjan kanssa, etten rientäisi tuon toisen
luo. Ole vaiti, Rakitka, ei ole sinun asiasi tuomita minua, en ole
puhunut sinulle. Ennen teidän tuloanne makailin tässä, odotin,
ajattelin, koko kohtaloani punnitsin, ettekä te koskaan voi saada
tietää, mitä oli sydämessäni. Ei, Aljoša, sano neidillesi, että hän ei
olisi vihoissaan toissapäiväisestä!… Eikä tiedä kukaan koko
maailmassa, millaiselta minusta nyt tuntuu, eikä voikaan tietää…
Sillä kenties minä otan tänään sinne mukanani veitsen, en ole vielä
tehnyt päätöstäni…
Ja lausuttuaan tämän »surkean» sanan Grušenjka äkkiä ei voinut

hillitä itseään, ei puhunut loppuun, peitti kasvonsa käsiinsä, heittäytyi
sohvalle tyynyjen väliin ja alkoi itkeä ääneensä kuin pieni lapsi.
Aljoša nousi paikaltaan ja meni Rakitinin luo.
— Miša, — lausui hän, — älä ole vihainen. Hän on loukannut

sinua, mutta älä ole vihainen. Kuulitko häntä äsken? Ei saa pyytää
ihmisen sielulta niin paljon, pitää olla armahtavaisempi…
Aljoša lausui tämän sydämensä hillittömän purkauksen vallassa.

Hänen oli pakko saada lausutuksi sanottavansa ja hän kääntyi
Rakitinin puoleen. Jos Rakitinia ei olisi ollut, niin hän olisi
huudahdellut yksinään. Mutta Rakitin katsoi ivallisesti ja Aljoša
pysähtyi äkkiä.
— Sinut ladattiin äsken täyteen luostarinvanhintasi ja nyt sinä

laukaisit luostarinvanhimmallasi minuun, Aljošenjska, pieni Jumalan
mies, — lausui Rakitin hymyillen vihamielisesti.
— Älä naura, Rakitin, älä pilkkaa, älä puhu vainajasta: hän on

korkeampi kaikkia, jotka ovat eläneet maan päällä! — huudahti
Aljoša itku kurkussa. — En ole noussut puhumaan sinulle tuomarina,
vaan olen itse viimeinen tuomittavista. Mikä minä olen hänen
edessään? Minä tulin tänne joutuakseni tuomioon ja sanoin: Olkoon,
olkoon! ja tämän tein heikkoluontoisuudessani, mutta hän, joka on
kärsinyt viisi vuotta, heti kun vain joku tuli ja lausui hänelle
vilpittömän sanan, — antoi kaikki anteeksi, unohti kaikki ja itkee!
Hänen loukkaajansa on tullut takaisin, kutsuu häntä, ja hän antaa
tälle anteeksi kaiken ja kiiruhtaa hänen luokseen riemuissaan eikä
ota veistä, ei ota! Ei, minä en ole sellainen. En tiedä, oletko sinä,
Miša, sellainen, mutta minä en ole sellainen. Olen tänään, nyt juuri
saanut tämän opin… Hän on rakkaudessa yläpuolella meitä…
Oletko kuullut häneltä ennen sitä, minkä hän nyt kertoi? Et, et ole
kuullut; jos olisit kuullut, niin olisit jo kauan sitten ymmärtänyt
kaiken… ja toinen, jota loukattiin toissa päivänä, antakoon hänkin
hänelle anteeksi! Ja hän antaakin, kunhan saa tietää… ja hän saa
tietää… Tämä on vielä lepyttämätön sielu, täytyy häntä säästää…
kenties tässä sielussa on aarre…
Aljoša vaikeni, sillä hän oli tukahtua. Rakitin katsoi kaikesta

vihastuksestaan huolimatta häneen ihmetellen. Hän ei olisi koskaan
odottanut hiljaiselta Aljošalta moista sanatulvaa.
— Jopa ilmestyi asianajaja! Oletko rakastunut häneen, vai mitä?

Agrafena Aleksandrovna, paastoojammehan on todellakin
rakastunut sinuun, olet voittanut! — huudahti hän julkeasti nauraen.
Grušenjka nosti päänsä tyynyjen välistä ja katsoi Aljošaan

hymyillen hellää hymyä, joka äkkiä oli valaissut hänen kyynelistä
pöhöttyneet kasvonsa.
— Anna sinä hänen olla, Aljoša, kerubini, näethän millainen hän

on, jopa löysitkin, kenelle puhua. Minä, Mihail Osipovitš, — kääntyi
hän Rakitinin puoleen, — tahdoin pyytää sinulta anteeksi sitä, että
olin sinua haukkunut, mutta nyt taas en tahdo. Aljoša, tule luokseni,
istuudu tähän, — houkutteli hän Aljošaa iloisesti hymyillen, — kas
niin, istuudu tähän, sano sinä minulle (hän tarttui Aljošan käteen ja
katseli hymyillen hänen kasvojaan), — sano sinä minulle: rakastanko
minä häntä vai enkö? Loukkaajaani nimittäin, rakastanko vai enkö?
Makasin ennen teidän tuloanne täällä pimeässä kysellen yhä
sydämeltäni: rakastanko häntä vai enkö? Ratkaise sinä se minulle,
Aljoša, aika on tullut, mitä päätät, niin tapahtuu. Onko minun
annettava hänelle anteeksi vai eikö?
— Olethan jo antanut anteeksi, — lausui Aljoša hymyillen.
— Olen todellakin antanut anteeksi, — lausui Grušenjka

mietteissään. — Kuinka halpamainen sydän. Halpamaisen sydämeni
malja! — sanoi hän temmaten äkkiä pöydältä pikarin, joi sen yhdellä
kertaa pohjaan, kohotti ylös ja paiskasi voimakkaasti lattiaan. Lasi
meni helisten sirpaleiksi. Jokin kova piirre vilahti hänen hymyssään.
— Kenties vielä en olekaan antanut anteeksi, — lausui hän

omituisen uhkaavasti luoden silmänsä maahan aivan kuin puhuisi
itsensä kanssa. — Kenties sydän vasta valmistautuu antamaan
anteeksi. Taistelen vielä sydäntäni vastaan. Näetkö, Aljoša, minä
olen alkanut kovasti rakastaa viiden vuoden vanhoja kyyneliäni…
Ehkäpä olen rakastanut ainoastaan kärsimääni loukkausta enkä
ollenkaan häntä.
— Enpä tahtoisi olla hänen nahoissaan! — sähisi Rakitin.
— Etkä tule olemaankaan, Rakitka, et koskaan tule olemaan

hänen nahoissaan. Sinä saat ommella minulle kenkiä, Rakitka,
semmoiseen työhön minä sinua käytän, etkä sinä koskaan saa
nähdäkään sellaista kuin minä… Ja ehkäpä hänkään ei saa nähdä…
— Hänkö? Entä miksi olet koristautunut? — ärsytti Rakitin

ilkeämielisesti hymyillen.
— Älä moiti minua ulkoasuni tähden, Rakitka, et tunne vielä koko

minun sydäntäni! Jos tahdon, niin repäisen heti koristeeni, heti
repäisen, tällä hetkellä, — huudahti Grušenjka heleällä äänellä. — Et
tiedä sinä, miksi olen tässä puvussa, Rakitka! Kenties astun hänen
eteensä ja sanon: »Oletko nähnyt minut tämmöisenä, vai etkö vielä
ole?» — Hänhän jätti minut seitsemäntoistavuotiaana, laihana,
keuhkotautisena vetistelijänä. Istuudun hänen viereensä, ihastutan
hänet, saan hänet hehkumaan: »Näitkö millainen nyt olen», sanon,
»no, riittäköön se sinulle, hyvä herra, pyyhi suutasi, sivu suun meni!»
— kenties tämä asu on vain sitä varten, Rakitka, — lopetti Grušenjka
vihaisesti nauraen. — Hurja minä olen, Aljoša, villitty. Riistän yltäni
tämän asuni, raatelen itseni, kauneuteni, poltan kasvoni ja viiltelen
niitä veitsellä, menen kerjäämään. Jos tahdon, niin en mene nyt
mihinkään enkä kenenkään luo; jos päähäni pistää, — niin jo
huomenna lähetän Kuzjmalle takaisin kaikki, mitä hän on minulle
lahjoittanut, ja kaikki hänen rahansa, ja lähden itse koko elämäni
ajaksi tekemään työtä päiväläisenä!… Luuletko, että minä en tee
tätä, Rakitka, etten uskalla tehdä? Teen, teen, heti voin sen tehdä,
älkää vain minua ärsyttäkö… Mutta hänet minä ajan pois, hänelle
näytän pitkännenän, hän ei minua näe!
Viimeiset sanat hän huusi hysteerisesti, mutta ei taaskaan

jaksanut hillitä itseään, kätki kasvonsa käsiinsä, heittäytyi tyynyä
vastaan ja alkoi taas väristä nyyhkytyksistä. Rakitin nousi paikaltaan:
— On jo aika, — sanoi hän. — On myöhä, luostariin ei päästetä.
Grušenjka hypähti heti paikaltaan.
— Tahdotko, Aljoša, todellakin mennä pois! — huudahti hän

surullisen hämmästyksen valtaamana. — Mitä sinä nyt teetkään
minulle: olet kohottanut minut ja kokonaan näännyttänyt, ja nyt taas
tämä yö, taas minun on jäätävä yksin!
— Eihän hän voi jäädä yöksi sinun luoksesi? Mutta jos tahdot —
niin olkoon! Voin lähteä yksinkin! — sanoi Rakitin leikillään ja
myrkyllisesti.
— Ole vaiti, paha- henki, — huudahti Grušenjka hänelle

raivostuneena, — et ole koskaan puhunut minulle sellaisia sanoja,
jollaisia hän on tullut minulle sanomaan.
— Mitä hän sitten on sanonut sinulle? — mutisi Rakitin

ärsyttävästi.
— En tiedä minä, en käsitä, en tiedä mitään, mitä hän on minulle

sanonut, sydämelle on puhunut, sydämeni hän on kääntänyt… Hän
on ensimmäinen ja ainoa, joka on minua säälinyt, siinä se! Miksi
sinä, kerubi, et ole tullut ennen, — hän lankesi äkkiä Aljošan eteen
polvilleen aivan kuin pois suuniltaan joutuneena. — Minä olen koko
elämäni ajan odottanut sellaista kuin sinä, olen tietänyt, että joku
sellainen tulee ja antaa minulle anteeksi. Olen uskonut, että joku
rakastaa minuakin kehnoa, ei vain riettauden tähden!…
— Mitä minä oikeastaan olen sinulle tehnyt? — vastasi hellästi

hymyillen Aljoša, kumartui hänen puoleensa ja tarttui hellästi hänen
käsiinsä. — Sipulin olen sinulle antanut, vain hyvin pienen sipulin, en
mitään muuta!…
Ja tämän sanottuaan hän alkoi itsekin itkeä. Sillä hetkellä alkoi

ulkoeteisestä äkkiä kuulua kolinaa, joku astui sisälle eteiseen.
Grušenjka hyppäsi pystyyn aivan kuin olisi hirveästi pelästynyt.
Huoneeseen juoksi kolisten ja huutaen Fenja.
— Rouva-kulta, rouva, pikalähetti on tullut! — huusi hän iloisesti ja

hengästyneenä. — Mokrojesta ovat tulleet matkavaunut teitä
hakemaan.
Kyytimies Timotei kolmivaljakolla, heti vaihdetaan uudet hevoset…
Kirje, kirje, rouva, tässä on kirje!
Hänellä oli kirje kädessä, ja kaiken aikaa huutaessaan hän

heilutteli sitä ilmassa. Grušenjka sieppasi häneltä kirjeen ja vei sen
lähelle kynttilää. Se oli vain kirjelippu, muutamia rivejä, hän luki sen
silmänräpäyksessä.
— Huusi! — huudahti hän aivan kalpeana, ja hänen kasvonsa

vääristyivät tuskalliseen hymyyn. — Vihelsi! Ryömi, koiranpentu!
Mutta vain silmänräpäyksen hän seisoi ikäänkuin empien. Äkkiä

tulvahti veri hänen päähänsä, ja hänen poskensa hehkuivat kuin
tulessa.
— Minä lähden! — huudahti hän äkkiä. — Viisi elämäni vuotta!

Hyvästi! Hyvästi, Aljoša, kohtaloni on ratkaistu… Menkää, menkää,
menkää pois nyt luotani kaikki, etten teitä enää näkisi!… Grušenjka
on lentänyt uuteen elämään… Älä muistele minua pahalla sinäkään,
Rakitka. Kenties menen kohti kuolemaa! Uh! Olen kuin juovuksissa!
Hän jätti heidät äkkiä ja juoksi makuuhuoneeseensa.
— No, ei hän nyt jouda meitä ajattelemaan! — mutisi Rakitin. —

Menkäämme, muuten kukaties taas alkaa tuo akkojen huuto. Minua
tympäisevät jo nämä kyynelpitoiset huudot…
Aljoša antoi koneellisesti kuljettaa itsensä ulos. Pihalla seisoivat

matkavaunut, hevosia riisuttiin valjaista, kuljetettiin lyhdyt käsissä,
touhuttiin. Avoimesta portista tuotiin vereksiä hevosia
kolmivaljakkoon. Mutta tuskin olivat Aljoša ja Rakitin päässeet ulos
ovesta, kun äkkiä Grušenjkan makuuhuoneen ikkuna avautui ja hän
huusi sointuvalla äänellä Aljošan jälkeen:
— Aljošetška, sano terveisiä veljellesi Mitenjkalle, ja sano hänelle,

ettei muistelisi minua, pahantekijäänsä, pahalla. Ja kerro hänelle
myös näillä minun sanoillani: »Grušenjka joutui lurjuksen omaksi,
eikä sinulle, jalolle miehelle!» Ja lisää hänelle myös, että Grušenjka
rakasti häntä tunnin ajan, ainoastaan yhden tunnin kaiken kaikkiaan
rakasti, — niin että hän tästä lähin muistaisi tuon tunnin koko
elämänsä ajan, niin määräsi, sano, Grušenjka sinulle koko elämän
ajaksi!…
Hän lopetti äänellä, joka oli täynnä nyyhkytystä. Ikkuna sulkeutui.
— Hm! Hm! — mylvähti Rakitin nauraen. — Surmasi veli

Mitenjkan ja käskee vielä muistamaan sitä koko elämän ajan. Siinä
peto!
Aljoša ei vastannut mitään, aivan kuin ei olisi kuullut; hän kulki

Rakitinin vieressä nopeasti, aivan kuin hänellä olisi ollut hyvin kiire;
oli kuin hän olisi unohtanut kaiken, hän kulki koneellisesti. Rakitinia
äkkiä pisti jokin aivan kuin häntä olisi sormella kosketettu kipeään
haavaan. Aivan toista hän oli odottanut äsken, kun oli vienyt
Grušenjkan ja Aljošan yhteen; aivan toista oli tapahtunut eikä sitä,
mitä hän niin mielellään olisi tahtonut.
— Hän on puolalainen, tuo Grušenjkan upseeri, — alkoi hän taas

puhua hillitysti, — eikä hän nyt ole ensinkään mikään upseeri, vaan
palveli tullivirkamiehenä Siperiassa, jossakin Kiinan rajalla
luullakseni, mikä lieneekin raihnainen pieni puolalainen. Kuuluu
menettäneen paikkansa. On nyt saanut kuulla Grušenjkalle
kertyneen omaisuutta ja on tullut takaisin, — siinä koko se ihme.
Aljoša ei näyttänyt taaskaan kuulevan. Rakitin ei voinut hillitä
itseään:
— No, käännytitkö syntisen? — naurahti hän ilkeästi Aljošalle. —

Palautitko porton oikealla tielle? Taisit ajaa pois seitsemän
riivaajaista? Kas siinähän tapahtuivat nuo äskeiset ihmeemme, joita
odotettiin!
— Lakkaa, Rakitin, — lausui Aljoša kärsien sielussaan.
— Sinä »halveksit» kai nyt minua äskeisten viidenkolmatta ruplan

tähden? Möi muka todellisen ystävän. Mutta ethän sinä ole Kristus
enkä minä ole Juudas.
— Ah, Rakitin, vakuutan sinulle, että olin sen kokonaan unohtanut,

— huudahti Aljoša, — sinä itse nyt juuri muistutit sen mieleeni…
Mutta Rakitin oli jo lopullisesti suuttunut.
— Piru teidät vieköön kaikki ja jokaisen! — karjaisi hän äkkiä. —

Ja mitä perhanaa minä puutuin tekemisiin kanssasi! En tahdo tästä
lähin enää tuntea sinua. Mene yksin, tuossa on sinun tiesi!
Ja hän kääntyi äkkiä toiselle kadulle jättäen Aljošan yksin

pimeyteen.
Aljoša lähti kaupungista ja meni kedon poikki luostariin.
4.
Galilean Kaanaa
Oli jo sangen myöhä luostarin tapojen mukaan, kun Aljoša saapui
erakkomajaan; hänet päästi portinvahti sisälle erikoista tietä. Kello oli
jo lyönyt yhdeksän, — oli yleisen levähdyksen ja rauhan hetki kaikille
niin levottoman päivän jälkeen. Aljoša avasi arasti oven ja astui
luostarinvanhimman kammioon, jossa nyt oli tämän ruumisarkku.
Kammiossa ei ollut ketään muita kuin isä Paísi, joka yksinään luki
ruumisarkun ääressä evankeliumia, ja nuori palvelijamunkki Porfiri,
joka väsyneenä eilisestä yöllisestä keskustelusta ja tämän päivän
touhusta nukkui viereisessä huoneessa lattialla sikeätä nuoren
miehen unta. Vaikka isä Paísi kuulikin Aljošan tulon, niin hän ei
katsahtanutkaan häneen päin. Aljoša meni ovesta oikealla olevaan
nurkkaan, polvistui ja alkoi rukoilla. Hänen sydämensä oli täysi,
mutta kaikki oli omituisen epäselvää eikä yksikään tunne eronnut
toisista muita voimakkaampana, päinvastoin toinen työnsi tieltään
toisen jonkinmoisessa hiljaisessa, tasaisessa kiertoliikkeessä ollen.
Mutta sydämessä tuntui suloiselta, eikä Aljoša, omituista kyllä
ihmetellyt sitä. Taas hän näki edessään tämän ruumisarkun, mutta
itkuista, valittelevaa, kipeätä surua ei ollut hänen sielussaan, kuten
oli ollut aamulla. Heti sisään tultuaan hän oli langennut polvilleen
niinkuin pyhän esineen eteen langetaan, mutta riemu, riemu säteili
hänen mielessään ja hänen sydämessään. Yksi kammion ikkunoista
oli auki, ilma oli raikas ja kylmänpuoleinen, — haju on siis tullut vielä
voimakkaammaksi, koska on katsottu tarpeelliseksi avata ikkuna, —
ajatteli Aljoša. Mutta ei tämäkään mädänneen hajun ajatteleminen,
joka hänestä vielä äsken tuntui niin kauhealta ja kunnialle käyvältä,
synnyttänyt hänessä äskeistä surumielisyyttä ja äskeistä
paheksumista. Hän alkoi hiljaa rukoilla, mutta tunsi pian itse
rukoilevansa miltei koneellisesti. Ajatusten katkelmia välähteli hänen
sielussaan, ne syttyivät kuin tähdet ja sammuivat hamassa,
vaihtuivat toisiin, mutta sen sijaan hänen sielussaan oli vallalla
jotakin kokonaista, lujaa, viihdyttävää, ja hän oli itse siitä tietoinen.
Väliin hän aloitti palavan rukouksen, hänen teki niin kovin mieli kiittää
ja rakastaa… Mutta aloitettuaan rukouksen hän siirtyi äkkiä johonkin
muuhun, vaipui ajatuksiinsa, unohti sekä rukouksen että sen, mikä
oli sen katkaissut. Hän alkoi kuunnella, mitä isä Paísi luki, mutta kun
hän oli hyvin uupunut, niin hän alkoi vähitellen torkahdella…
»Ja kolmantena päivänä olivat Häät Galilean Kaanaassa», luki isä

Paísi, »ja Jeesuksen äiti oli siellä. Niin Jeesus ja hänen
opetuslapsensa kutsuttiin myös häihin.»
— Häät? Mitä tämä on… häät… pyöri vihurina Aljošan mielessä,

— hänellä on myös onni… lähti kemuihin… Ei, hän ei ottanut veistä,
ei ottanut veistä… Se oli vain »surkea» sana… No… surkeat sanat
täytyy antaa anteeksi, ehdottomasti. Surkeat sanat tuovat lohtua
sielulle… ilman niitä kävisi suru liian raskaaksi ihmisille. Rakitin lähti
syrjäkadulle. Niin kauan kuin Rakitin ajattelee kärsimiään
loukkauksia, hän aina poikkeaa syrjäkadulle… Mutta tie… tie on
suuri valtatie, suora, valoisa, kristallinkirkas, ja sen päässä on
aurinko… Mitä?… mitä luetaan?
»… Ja koska viini puuttui, sanoi Jeesuksen äiti hänelle: ei heillä

ole viiniä»… kuuli Aljoša.
— Niin, minulta jäi tässä huomaamatta, vaikka en tahtonut jättää

huomaamatta, mutta tästä paikasta minä pidän: tämä on Galilean
Kaanaa, on ensimmäinen ihme… Ah, tämä on ihme, ah, tämä on
ihana ihme! Ei murheessa, vaan ihmisten riemussa oli läsnä Kristus,
kun teki ensimmäisen kerran ihmeen, ihmisten iloa hän auttoi…
»Ken rakastaa ihmisiä, hän rakastaa heidän iloaankin»… Tätä
toisteli vainaja myötäänsä, tämä oli yksi hänen pääajatuksiaan…
Ilman iloa ei voi elää, sanoi Mitja… Niin, Mitja… Kaikki, mikä on totta
ja kaunista, on aina täynnä kaiken anteeksi antamusta — tätä hän
myös puhui…
»… Jeesus sanoi hänelle: vaimo, mitä minun on sinun kanssasi?

Ei minun aikani ole vielä tullut. Hänen äitinsä sanoi palvelijoille: mitä
hän teille sanoo, se tehkäät…»
— Tehkäät… Ilo, joittenkin köyhien, hyvin köyhien ihmisten ilo…

Tietysti köyhien, kun ei häissäkään heillä ollut viiniä…
Historiantutkijat kirjoittavat, että Gennesaretin järven ympärillä ja
niillä seuduin kaikkialla asui silloin kaikkein köyhintä väestöä, mitä
vain voi kuvitella… Ja tiesi silloin toisen siellä olevan suuren olennon
suuri sydän, Hänen äitinsä sydän, että Hän ei ollut tullut silloin alas
maan päälle ainoastaan suurta, peloittavaa sankaritekoaan
suorittamaan, vaan että Hänen sydämensä ymmärtää myös
joidenkin aivan valistumattomien ja viekastelemattomien olentojen
vilpittömän ja yksinkertaisen ilon, noiden olentojen, jotka olivat
ystävällisesti kutsuneet Hänet köyhiin häihinsä. »Ei minun aikani ole
vielä tullut», sanoo Hän hiljaa hymyillen (aivan varmasti Hän hymyili
äidilleen lempeästi!)… Tosiaankin, sitä vartenko Hän oli astunut alas
maan päälle, että antaisi lisää viiniä köyhissä häissä? Mutta Hän
meni kuitenkin ja teki äitinsä pyynnön mukaisesti… Ah, hän lukee
taas:
»… Jeesus sanoi heille: täyttäkää vesiastiat vedellä. Ja he täyttivät

ne ylön täyteen.
»Ja hän sanoi heille: pankaat nyt sisälle ja viekäät edeskäyvälle.

Ja he veivät.
»Mutta kun edeskäypä maisti sitä vettä, joka viiniksi tullut oli (eikä
tietänyt, kusta se tuli, mutta palvelijat tiesivät, jotka veden
ammensivat), kutsui edeskäypä yljän.
»Ja sanoi hänelle: jokainen antaa ensisti hyvää viiniä, ja kun

juovutaan, niin sitte huonompaa; sinä kätkit hyvän viinin tähän asti.»
— Mutta mitä tämä on, mitä tämä on? Miksi huone liikkuu… Ah,
niin… nythän on häät, hääpidot… niin, tietysti. Tuossa ovat
vieraatkin, tuossa istuvat nuoret ja iloinen joukko ja… missä on
viisas edeskäypä? Mutta kuka tämä on? Kuka? Taas huone siirtyy
paikaltaan… Kuka nousee tuolta suuren pöydän äärestä? Kuinka?…
Hänkin on täällä? Hänhän on ruumisarkussa… Mutta hän on
täälläkin… on noussut, nähnyt minut, tulee tänne… Herra Jumala!…
Niin, hänen luokseen, hänen luokseen astui hän, kuivettunut pieni

ukko, jolla oli pieniä ryppyjä kasvoissa, iloisena ja nauraen hiljaisesti.
Ruumisarkkua ei ole enää, ja hän on samassa puvussa, jossa
eilenkin istui heidän parissaan, kun vieraat kokoontuivat hänen
luokseen. Kasvot ovat avoimet, silmät säteilevät. Kuinka, hän on siis
myös kemuissa, myös kutsuttu häihin Galilean Kaanaassa..
— Olen myös, rakkaani, kutsuttu, kutsuttu ja pyydetty, — kuuluu

hiljainen ääni hänen päällään. — Miksi olet hautautunut tänne, niin
ettei sinua saa nähdäkään… tule sinäkin meille.
Hänen äänensä, luostarinvanhin Zosiman ääni… Miten siis on

hänen laitansa, jos hän kerran kutsuu? Vanhus nosti Aljošan
kädellään, ja Aljoša kohosi pystyyn polviltaan.
— Iloitkaamme, — jatkoi kuivettunut ukko, — juokaamme uutta

viiniä, uuden suuren riemun viiniä; näetkö, miten paljon on vieraita?
Tuossa on sulhanen ja morsian, tuossa on viisas edeskäypä,
maistaa uutta viiniä… Miksi ihmetellen katsot minua? Minä olen
antanut sipulin, siksi minäkin olen täällä. Ja monet täällä ovat
antaneet vain sipulin, yhden pienen sipulin vain… Mitä ovat meidän
tekomme? Sinäkin, hiljainen, sinäkin, nöyrä poikani, sinäkin olet
tänään osannut antaa sipulin isoovalle. Aloita, rakkaani, aloita, sinä
lempeä, toimintasi!… Näetkö Aurinkomme, näetkö Hänet?
— Minä pelkään… en uskalla katsoa… — kuiskasi Aljoša.
— Älä pelkää Häntä. Peloittava on Hän suuruudessaan meidän

edessämme, kauhistuttava korkeudessaan, mutta loppumattomasti
armollinen, tuli rakkaudesta meidän kaltaiseksemme ja iloitsee
kanssamme, muuttaa veden viiniksi, ettei vierasten ilo loppuisi,
odottaa uusia vieraita, kutsuu uusia vieraita lakkaamatta ja ikuisiin
aikoihin. Kas, tuossa tuodaan uutta viiniä, näetkö, pikareita tuodaan.
Jotakin paloi Aljošan sydämessä, jokin täytti sen äkkiä, niin että
teki kipeätä, innostuksen kyynelet tulvahtivat hänen sielustaan…
Hän levitti kätensä, huudahti ja heräsi…
Taas oli siinä ruumisarkku, avoin ikkuna ja hiljaista, juhlallista,

selvää evankeliumin lukua. Mutta Aljoša ei enää kuunnellut mitä
luettiin. Omituista, hän oli nukahtanut polvistuneena, mutta nyt hän
seisoi, ja äkkiä hän ikäänkuin riuhtaisten itsensä liikkeelle astui
kolmella lujalla ja nopealla askelella aivan ruumisarkun luo. Hipaisipa
hän olkapäällään isä Paísiakin eikä huomannut sitä. Tämä kohotti
hetkeksi silmänsä kirjasta häneen, mutta käänsi ne heti taas
toisaalle, sillä hän ymmärsi nuorukaiselle tapahtuneen jotakin
omituista. Aljoša katsoi noin puoli minuuttia ruumisarkkuun peitettyä,
liikkumattomana pitkänään makaavaa ruumista, jonka rinnalla oli
jumalankuva ja päässä päähine kahdeksankärkisine risteineen. Hän
oli äsken juuri kuullut hänen äänensä, ja tämä ääni kaikui vielä
hänen korvissaan. Hän koetti vielä kuunnella, hän odotti vielä
ääniä… mutta äkkiä hän teki jyrkän käännöksen ja meni ulos
kammiosta.
Hän ei pysähtynyt kuistillekaan, vaan meni nopeasti portaita alas.

Hänen riemun täyttämä sydämensä janosi vapautta, tilaa, avaraa
alaa. Hänen yläpuolellaan oli leveänä, näkymättömänä taivaan
kupukatto, täynnä hiljaa tuikkivia tähtiä. Keskitaivaalta
taivaanrannalle asti häämötti vielä epäselvänä kaksihaarainen
linnunrata. Maata ympäröi raikas ja liikkumattoman hiljainen yö.
Kirkon valkeat tornit ja kultaiset kupukatot kimmelsivät safiirinsinistä
taivasta vastaan. Upeat syyskukkaset lavoissaan talon vierellä olivat
vaipuneet uneen aamuun asti. Maan hiljaisuus näytti sulavan yhteen
taivaan hiljaisuuden kanssa, maan salaisuus kosketti tähtien
salaisuutta… Aljoša seisoi ja katsoi, ja äkkiä hän, aivan kuin jalkansa
olisivat pettäneet, lankesi maahan.
Hän ei tietänyt, minkä tähden hän syleili maata, hän ei selvitellyt

itselleen, miksi hänen niin vastustamattomasti teki mieli sitä
suudella, suudella sitä kokonaisuudessaan, mutta hän suuteli sitä
itkien, ääneensä nyyhkyttäen ja kostuttaen sitä kyynelillään, ja hän
vannoi kiihkeästi rakastavansa sitä, rakastavansa ikuisiin aikoihin
asti. »Kostuta maa ilokyynelilläsi ja rakasta näitä kyyneliäsi»… kaikui
hänen sielussaan. Mitä hän itki? Oi, hän itki innostuksessaan noita
tähtiäkin, jotka tuikkivat häntä vastaan syvyydestä, »eikä hävennyt
tätä innostusta». Oli kuin rihmoja kaikista noista lukemattomista
Luojan maailmoista olisi samalla kertaa yhtynyt hänen sielussaan, ja
se värisi »koskettaessaan toisia maailmoita». Teki mieli antaa
anteeksi kaikille ja kaikki ja pyytää anteeksi, oi! — ei itselleen, vaan
kaikkien ja kaiken puolesta, ja »toisetkin pyytävät minun puolestani»,
kaikui taas hänen sielussaan. Ja joka silmänräpäys hän tunsi
selvästi ja ikäänkuin kouraantuntuvasti, kuinka jotakin lujaa ja
järkähtämätöntä niinkuin tuo taivaan holvi siirtyi hänen sieluunsa.
Jokin aate tuntui saavan vallan hänen mielessään — koko elämän
ajaksi ja ikuisiin aikoihin. Hän oli langennut maahan heikkona
nuorukaisena, mutta hän nousi taistelijana, joka oli pysyvä lujana
koko elämänsä ajan, ja hän oli siitä tietoinen ja tunsi sen yhtäkkiä
tuona samana innostuksensa hetkenä. Eikä koskaan, ei koskaan
sitten koko elämänsä aikana Aljoša voinut unohtaa tätä hetkeä.
»Joku kävi sielussani sillä hetkellä!» sanoi hän myöhemmin uskoen
lujasti omiin sanoihinsa…
Kolmen päivän kuluttua hän jätti luostarin, mikä oli sopusoinnussa

myös hänen luostarinvanhin-vainajansa sanan kanssa, tämä kun oli
käskenyt häntä »olemaan maailmassa».
Kolmas osa jatkuu II niteessä.

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(eBook PDF) Intermediate Algebra 8th

Edition by Richard N. Aufmann

(eBook PDF) Beginning Algebra 8th Edition by Richard N.

(eBook PDF) College Algebra 8th Edition by Richard N.

(eBook PDF) Mathematical Excursions 3rd Edition by

(eBook PDF) Mathematical Excursions 4th Edition by

(eBook PDF) Intermediate Algebra 8th Edition by Tobey

(eBook PDF) Student Solutions Manual for Intermediate

(eBook PDF) Algebra Foundations: Prealgebra,

(eBook PDF) Intermediate Algebra: Algebra Within Reach

3.3 Linear Functions 136

Chapter 4 Systems of Equations and Inequalities 187

4.5 Solving Systems of Linear Inequalities 229

Chapter 5 Polynomials and Exponents 241

5.7 Special Factoring 299

Chapter 6 Rational Expressions 323

Chapter 7 Rational Exponents and Radicals 379

Chapter 8 Quadratic Equations and Inequalities 431

8.3 Equations That Are Reducible to Quadratic Equations 450

Chapter 9 Functions and Relations 497

Chapter 10 Exponential and Logarithmic Functions 529

Chapter 11 Sequences and Series 581

11.4 Binomial Expansions 607

Chapter 12 Conic Sections 619

FINAL EXAM 657

Updates to This Edition

• In Chapter 3, two objectives from the previous edition—Objective 3.1.1, Points on a

• As suggested by reviewers, Section 5.5, previously titled Factoring Polynomials, has

Intermediate Algebra is organized around a carefully constructed hierarchy of OBJECTIVES.

OBJECTIVES that appear in each section. The

22. The solution set is 5x 0 x . 26 h e x ` x , 2 f . [2.5.2]

3.5 Finding Equations of Lines

The equation of the line is y 5 12x 1 3.

to actively involve you in the learning process. The

y 2 y1 5 m 1x 2 x12 1x , y 2 5 14, 12.

NeW! CONCEPT CHECK exercises promote

27. True or false? If f is a function, then it is possible that 28.

65. f 1x2 5 x 1 3; domain 5 523, 22, 21, 0, 1, 26

79490_Ch03_109-186.indd 131 10/4/11 2:54 PM

† 57. x 1 3y 5 4 58. 6x 1 2y 5 7 59. 2x 2 4y 5 16

60. 3x 2 12y 5 224 61. 3x 2 y 5 10 62. 6x 2 4y 5 3

66. x 5 4y 1 1 67. y 5 5x 2 1 68. y 5 3 2 2x

THINK ABOUT IT exercises promote conceptual

deepen your understanding of the concept being 2x 1 3y 5 6

earlier in the text. Optional graphing calculator

exercises are included, denoted by .

By completing the WRITING EXERCISES, you 3.6

x1.1 y . b the slopes of two lines, explain how to determine whether

79490_Ch04_187-240.indd 233 10/4/11 2:57 PM

projeCts or group ACtivities

At the end of each chapter, you will find a

where in the chapter the concept was introduced.

An example demonstrating the concept is also

included. Chapter 4 Review Exercises 237

Elementary row operations are used to [4.3.3, pp. 210, 212] 1 4 22 3

In the CHAPTER REVIEW EXERCISES, the order

CHAPTER 4 REVIEW EXERCISES

79490_em-ans_A01-A46.indd 14 10/4/11 3:04 PM

26. Investments An investorxhas a total of $25,000xdeposited in three different

a typical test of the concepts covered in the CHAPTER 4 Test

to an Example, Problem, or Focus On, which –4 0

5. Solve by the addition method: 4x 2 6y 5 5 6. Solve by the addition method:

refers students to a worked example in the text 21. y

that is similar to the given test question.