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 Table of Contents v

7 Rational
Expressions 489
7.1 Rational Expressions and Their Simplification 490
7.2 Multiplying and Dividing Rational Expressions 500
7.3 Adding and Subtracting Rational Expressions
with the Same Denominator 507
7.4 Adding and Subtracting Rational Expressions
with Different Denominators 515
Mid-Chapter Check Point 526
7.5 Complex Rational Expressions 527
7.6 Solving Rational Equations 535
7.7 Applications Using Rational Equations
and Proportions 547
7.8 Modeling Using Variation 560
Chapter 7 Review Exercises 578
Chapter 7 Test 580
Cumulative Review Exercises 581
Mid-Textbook Check Point 582
10 Radicals, Radical Functions, and
Rational Exponents 691
10.1 Radical Expressions and Functions 692
10.2 Rational Exponents 705
10.3 Multiplying and Simplifying Radical Expressions 715
10.4 Adding, Subtracting, and Dividing Radical
Expressions 723
Mid-Chapter Check Point 731
10.5 Multiplying with More Than One Term and
Rationalizing Denominators 732
10.6 Radical Equations 742
10.7 Complex Numbers 752
Chapter 10 Review Exercises 766
Chapter 10 Test 768
Cumulative Review Exercises 769

8 Basics
of Functions 585
8.1 Introduction to Functions 586
8.2 Graphs of Functions 596
8.3 The Algebra of Functions 609
Mid-Chapter Check Point 619
8.4 Composite and Inverse Functions 620
Chapter 8 Review Exercises 637
Chapter 8 Test 639
Cumulative Review Exercises 639

9 Inequalities and Problem

Solving 641
9.1 Reviewing Linear Inequalities and Using
Inequalities in Business Applications 642
9.2 Compound Inequalities 654
9.3 Equations and Inequalities Involving
Absolute Value 663
Mid-Chapter Check Point 674
9.4 Linear Inequalities in Two
Variables 675
Chapter 9 Review Exercises 688
Chapter 9 Test 689
Cumulative Review Exercises 690
vi Table of Contents

11 Quadratic Equations and

Functions 771 13 Conic Sections and Systems of
Nonlinear Equations 935
11.1 The Square Root Property and Completing the Square; 13.1 The Circle 936
Distance and Midpoint Formulas 772 13.2 The Ellipse 944
11.2 The Quadratic Formula 788 13.3 The Hyperbola 956
11.3 Quadratic Functions and Their Graphs 803 Mid-Chapter Check Point 965
Mid-Chapter Check Point 821 13.4 The Parabola; Identifying Conic Sections 966
11.4 Equations Quadratic in Form 822 13.5 Systems of Nonlinear Equations in Two Variables 978
11.5 Polynomial and Rational Inequalities 830 Chapter 13 Review Exercises 991
Chapter 11 Review Exercises 849 Chapter 13 Test 993
Chapter 11 Test 851 Cumulative Review Exercises 993
Cumulative Review Exercises 853

12 Exponential and Logarithmic

Functions 855
12.1 Exponential Functions 856
12.2 Logarithmic Functions 870
12.3 Properties of Logarithms 884
Mid-Chapter Check Point 895
12.4 Exponential and Logarithmic Equations 896
12.5 Exponential Growth and Decay; Modeling Data 911
Chapter 12 Review Exercises 928
Chapter 12 Test 931
Cumulative Review Exercises 933
14 Sequences, Series, and the
Binomial Theorem 995
14.1 Sequences and Summation Notation 996
14.2 Arithmetic Sequences 1006
14.3 Geometric Sequences and Series 1016
Mid-Chapter Check Point 1032
14.4 The Binomial Theorem 1033
Chapter 14 Review Exercises 1043
Chapter 14 Test 1045
Cumulative Review Exercises 1046
Appendix A Mean, Median, and Mode 1047
Appendix B Matrix Solutions to Linear Systems 1053

Appendix C Determinants and Cramer’s Rule 1062

Appendix D Where Did That Come From?

Selected Proofs 1071
Answers to Selected Exercises AA1
Applications Index I1
Subject Index I7
Credits C1
 Preface

Introductory and Intermediate Algebra for College Students, Fifth Edition, provides
comprehensive, in-depth coverage of the topics required in a course combining
the study of introductory and intermediate algebra. The book is written for college
students who have no previous experience in algebra and for those who need a
review of basic algebraic concepts before moving on to intermediate algebra. I wrote
the book to help diverse students, with different backgrounds and career plans, to
succeed in a combined introductory and intermediate algebra course. Introductory
and Intermediate Algebra for College Students, Fifth Edition, has two primary goals:
1. To help students acquire a solid foundation in the skills and concepts of
introductory and intermediate algebra, without the repetition of topics in two
separate texts.
2. To show students how algebra can model and solve authentic real-world problems.

One major obstacle in the way of achieving these goals is the fact that very few
students actually read their textbook. This has been a regular source of frustration
for me and for my colleagues in the classroom. Anecdotal evidence gathered over
years highlights two basic reasons students give when asked why they do not take
advantage of their textbook:
• “I’ll never use this information.”
• “I can’t follow the explanations.”

I’ve written every page of the Fifth Edition with the intent of eliminating these two
objections. The ideas and tools I’ve used to do so are described in the features that follow.
These features and their benefits are highlighted for the student in “A Brief Guide to
Getting the Most from This Book,” which appears inside the front cover.

What’s New in the Fifth Edition?

• New Applications and Real-World Data. The Fifth Edition contains 163 new
or revised worked-out examples and exercises based on updated and new data
sets. Many of these applications involve topics relevant to college students and
newsworthy items. Among topics of interest to college students, you’ll find
new and updated data sets describing student loan debt (Chapter 1, Review,
Exercise 103; Exercise Set 3.5, Exercise 39), grade inflation of As and deflation
of Cs (Exercise Set 2.1, Exercises 65–66; Exercise Set 2.7 Exercises 105–106),
median weekly earnings, by education and gender (Exercise Set 1.8,
Exercises 99–100; Section 2.2, Example 8; Exercise Set 2.2, Exercises 71–72),
political orientation of college freshmen (Chapter 3 Test, Exercise 20),
and dormitory charges at public and private colleges (Exercise Set 14.2,
Exercises 65–66). Among newsworthy topics, new applications include income
inequality (Exercise Set 2.4, Exercises 57–58; Exercise Set 4.3, Exercise 70),
perceptions of police officers (Exercise Set 2.4, Exercises 59–60), marijuana use
vii
viii Preface

among college-age students (Chapter 3 Review, Exercise 44), marriage

equality (Chapter 4 Cumulative Review, Exercises 17–20), transformation of the
music industry by the Internet (Exercise Set 7.5, Exercises 51–52), racism,
measured by age and political orientation (Section 5.1 opener; Exercise Set 5.1,
Exercises 103–104), and the changing U.S. population, by race/ethnicity
(Section 14.2, Example 3).
• New Blitzer Bonus Videos with Assessment. The Blitzer Bonus features
throughout the textbook have been turned into animated videos that are built into
the MyMathLab course. These videos help students make visual connections to
algebra and the world around them. Assignable exercises have been created within
the MyMathLab course to assess conceptual understanding and mastery. These
videos and exercises can be turned into a media assignment within the Blitzer
MyMathLab course.
• Updated Learning Guide. Organized by the textbook’s learning objectives,
this updated Learning Guide helps students learn how to make the most of
their textbook for test preparation. Projects are now included to give students
an opportunity to discover and reinforce the concepts in an active learning
environment and are ideal for group work in class.
• Updated Graphing Calculator Screens. All screens have been updated using the
TI-84 Plus C.

What’s New in the Blitzer Developmental

Mathematics Series?
Two new textbooks and MyMathLab courses have been added to the series:
• Developmental Mathematics, First Edition, is intended for a course sequence
covering prealgebra, introductory algebra, and intermediate algebra. The text
provides a solid foundation in arithmetic and algebra.
• Pathways to College Mathematics, First Edition, provides a general survey
of topics to prepare STEM and non-STEM students for success in a variety of
college math courses, including college algebra, statistics, liberal arts mathematics,
quantitative reasoning, finite mathematics, and mathematics for education majors.
The prerequisite is basic math or prealgebra.
• MyMathLab with Integrated Review courses are also available for select Blitzer
titles. These MyMathLab courses provide the full suite of resources for the core
textbook, but also add in study aids and skills check assignments keyed to the
prerequisite topics that students need to know, helping them quickly get up to speed.

What Familiar Features Have Been Retained in the Fifth

Edition of Introductory and Intermediate Algebra for
College Students?
• Learning Objectives. Learning objectives, framed in the context of a student
question (What am I supposed to learn?), are clearly stated at the beginning of each
section. These objectives help students recognize and focus on the section’s most
important ideas. The objectives are restated in the margin at their point of use.
• Chapter-Opening and Section-Opening Scenarios. Every chapter and every
section open with a scenario presenting a unique application of mathematics in
students’ lives outside the classroom. These scenarios are revisited in the course of
the chapter or section in an example, discussion, or exercise.
• Innovative Applications. A wide variety of interesting applications, supported by
up-to-date, real-world data, are included in every section.
• Detailed Worked-Out Examples. Each example is titled, making the purpose of
the example clear. Examples are clearly written and provide students with detailed
step-by-step solutions. No steps are omitted and each step is thoroughly explained
to the right of the mathematics.
 Preface ix

• Explanatory Voice Balloons. Voice balloons are used in a variety of ways

to demystify mathematics. They translate algebraic ideas into everyday
English, help clarify problem-solving procedures, present alternative ways of
understanding concepts, and connect problem solving to concepts students have
already learned.
• Check Point Examples. Each example is followed by a similar matched problem,
called a Check Point, offering students the opportunity to test their understanding
of the example by working a similar exercise. The answers to the Check Points are
provided in the answer section.
• Concept and Vocabulary Checks. This feature offers short-answer exercises,
mainly fill-in-the-blank and true/false items, that assess students’ understanding
of the definitions and concepts presented in each section. The Concept and
Vocabulary Checks appear as separate features preceding the Exercise Sets.
• Extensive and Varied Exercise Sets. An abundant collection of exercises is
included in an Exercise Set at the end of each section. Exercises are organized
within eight category types: Practice Exercises, Practice Plus Exercises, Application
Exercises, Explaining the Concepts, Critical Thinking Exercises, Technology
Exercises, Review Exercises, and Preview Exercises. This format makes it easy to
create well-rounded homework assignments. The order of the Practice Exercises is
exactly the same as the order of the section’s worked examples. This parallel order
enables students to refer to the titled examples and their detailed explanations to
achieve success working the Practice Exercises.
• Practice Plus Problems. This category of exercises contains more challenging
practice problems that often require students to combine several skills or concepts.
With an average of ten Practice Plus problems per Exercise Set, instructors are
provided with the option of creating assignments that take Practice Exercises to a
more challenging level.
• Mid-Chapter Check Points. At approximately the midway point in each chapter,
an integrated set of Review Exercises allows students to review and assimilate the
skills and concepts they learned separately over several sections.
• Early Graphing. Chapter 1 connects formulas and mathematical models to data
displayed by bar and line graphs. The rectangular coordinate system is introduced
in Chapter 3. Graphs appear in nearly every section and Exercise Set. Examples
and exercises use graphs to explore relationships between data and to provide ways
of visualizing a problem’s solution.
• Geometric Problem Solving. Chapter 2 (Linear Equations and Inequalities in One
Variable) contains a section that teaches geometric concepts that are important
to a student’s understanding of algebra. There is frequent emphasis on problem
solving in geometric situations, as well as on geometric models that allow students
to visualize algebraic formulas.
• A Getting Ready for Intermediate Algebra section helps students make the
transition from introductory algebra to intermediate algebra, ensuring that they
have the appropriate prerequisite skills needed to move on.
• Thorough, Yet Optional, Technology. Although the use of graphing utilities
is optional, they are utilized in Using Technology boxes to enable students to
visualize and gain numerical insight into algebraic concepts. The use of graphing
utilities is also reinforced in the Technology Exercises appearing in the Exercise
Sets for those who want this option. With the book’s early introduction to graphing,
students can look at the calculator screens in the Using Technology boxes and gain
an increased understanding of an example’s solution even if they are not using a
graphing utility in the course.
• Great Question! This feature presents a variety of study tips in the context of
students’ questions. Answers to questions offer suggestions for problem solving,
point out common errors to avoid, and provide informal hints and suggestions.
As a secondary benefit, this feature should help students not to feel anxious or
threatened when asking questions in class.
x Preface

• Achieving Success. The Achieving Success boxes at the end of many sections offer
strategies for persistence and success in college mathematics courses.
• Chapter Review Grids. Each chapter contains a review chart that summarizes the
definitions and concepts in every section of the chapter. Examples that illustrate
these key concepts are also included in the chart.
• End-of-Chapter Materials. A comprehensive collection of Review Exercises for
each of the chapter’s sections follows the review grid. This is followed by a Chapter
Test that enables students to test their understanding of the material covered in the
chapter. Beginning with Chapter 2, each chapter concludes with a comprehensive
collection of mixed Cumulative Review Exercises.
• Blitzer Bonuses. These enrichment essays provide historical, interdisciplinary, and
otherwise interesting connections to the algebra under study, showing students that
math is an interesting and dynamic discipline.
• Discovery. Discover for Yourself boxes, found throughout the text, encourage
students to further explore algebraic concepts. These explorations are optional
and their omission does not interfere with the continuity of the topic under
consideration.

I hope that my passion for teaching, as well as my respect for the diversity of
students I have taught and learned from over the years, is apparent throughout this
new edition. By connecting algebra to the whole spectrum of learning, it is my intent to
show students that their world is profoundly mathematical, and indeed, p is in the sky.
Robert Blitzer
Resources for Success
MyMathLab for the Blitzer Developmental
Algebra Series
MyMathLab is available to accompany Pearson’s market-leading text offerings. This text’s flavor and
approach are tightly integrated throughout the accompanying MyMathLab course, giving students a
consistent tone, voice, and teaching method that make learning the material as seamless as possible.

Section Lecture and Chapter Test Prep

Videos
An updated video program provides a multitude of
resources for students. Section Lecture videos walk
students through the concepts from every section of the
text in a fresh, modern presentation format. Chapter Test
Prep videos walk students through the solution of every
problem in the text’s Chapter Tests, giving students video
resources when they might need it most.

Blitzer Bonus Videos

NEW! Animated videos have been created to mirror the Blitzer Bonus features throughout the textbook.
Blitzer Bonus features in the text provide interesting real-world connections to the mathematical topics at
hand, conveying Bob Blitzer’s signature style to engage students. These new Blitzer Bonus videos will help
students to connect the topics to the world around them in a visual way. Corresponding assignable exercises
in MyMathLab are also available, allowing these new videos to be turned into a media assignment to truly
ensure that students have understood what they’ve watched.

Learning Catalytics
Integrated into MyMathLab, the Learning Catalytics
feature uses students’ devices in the classroom for an
engagement, assessment, and classroom intelligence
system that gives instructors real-time feedback on
student learning. Learning Catalytics contains Pearson-
created content for developmental math topics that
allows you to take advantage of this exciting technology
immediately.

Student Success Modules

These modules are integrated within the MyMathLab
course to help students succeed in college courses and
prepare for future professions.

www.mymathlab.com
xi
 Resources for Success
Instructor Resources
Annotated Instructor’s Edition
This version of the text contains answers to
exercises printed on the same page, with graphing
answers in a special Graphing Answer Section at
the back of the text.
The following resources can be downloaded from
www.pearsonhighered.com or in MyMathLab.
PowerPoint® Lecture Slides
Fully editable slides correlated with the textbook
include definitions, key concepts, and examples
for use in a lecture setting.
Instructor’s Solutions Manual
This manual includes fully worked-out solutions
to all text exercises.
Instructor’s Resource Manual
This manual includes a Mini-Lecture, Group
Activities, and Additional Exercises for every
section of the text. It also includes Chapter Test
forms, as well as Cumulative and Final Exams,
with answers.
TestGen®
TestGen® (www.pearsoned.com/testgen) enables
instructors to build, edit, print, and administer
tests using a computerized bank of questions
developed to cover all the objectives of the text.
www.mymathlab.com
xii
Student Resources
The following additional resources are available
to support student success:
Learning Guide
UPDATED! Organized by learning objectives,
the Learning Guide helps students make the
most of their textbook and prepare for tests.
Now updated to include projects, students will
have the opportunity to discover and reinforce
the concepts in an active learning environment.
These projects are ideal for group work in class.
The Learning Guide is available in MyMathLab,
and available as a printed supplement.
Video Lecture Series
Available in MyMathLab, the video program
covers every section in the text, providing
students with a video tutor at home, in lab, or on
the go. The program includes Section Lecture
Videos and Chapter Test Prep videos.
Student Solutions Manual
This manual provides detailed, worked-out
solutions to odd-numbered section exercises,
plus all Check Points, Review/Preview Exercises,
Mid-Chapter Check Points, Chapter Reviews,
Chapter Tests, and Cumulative Reviews.
 Preface xiii

Acknowledgments
An enormous benefit of authoring a successful series is the broad-based feedback
I receive from the students, dedicated users, and reviewers. Every change to this
edition is the result of their thoughtful comments and suggestions. I would like to
express my appreciation to all the reviewers, whose collective insights form the
backbone of this revision. In particular, I would like to thank the following people
for reviewing Introductory and Intermediate Algebra for College Students.

Cindy Adams, San Jacinto College Charles C. Edgar, Onondaga Community

Gwen P. Aldridge, Northwest Mississippi
Community College
Ronnie Allen, Central New Mexico
Community College
Dr. Simon Aman, Harry S. Truman
College
Howard Anderson, Skagit Valley College
John Anderson, Illinois Valley
Community College
Michael H. Andreoli, Miami Dade
College – North Campus
Michele Bach, Kansas City Kansas
Community College
Jana Barnard, Angelo State University
Rosanne Benn, Prince George’s
Community College
Christine Brady, Suffolk County
Community College
Gale Brewer, Amarillo College
Carmen Buhler, Minneapolis
Community & Technical College
Warren J. Burch, Brevard College
Alice Burstein, Middlesex Community
College
Edie Carter, Amarillo College
Jerry Chen, Suffolk County Community
College
Sandra Pryor Clarkson, Hunter College
Sally Copeland, Johnson County
Community College
Valerie Cox, Calhoun Community
College
Carol Curtis, Fresno City College
Robert A. Davies, Cuyahoga Community
College
Deborah Detrick, Kansas City Kansas
Community College
Jill DeWitt, Baker College of Muskegon
Ben Divers, Jr., Ferrum College
Irene Doo, Austin Community College
College
Karen Edwards, Diablo Valley College
Scott Fallstrom, MiraCosta College
Elise Fischer, Johnson County
Community College
Susan Forman, Bronx Community
College
Wendy Fresh, Portland Community
College
Jennifer Garnes, Cuyahoga Community
College
Gary Glaze, Eastern Washington
University
Jay Graening, University of Arkansas
Robert B. Hafer, Brevard College
Andrea Hendricks, Georgia Perimeter
College
Donald Herrick, Northern Illinois
University
Beth Hooper, Golden West College
Sandee House, Georgia Perimeter
College
Tracy Hoy, College of Lake County
Laura Hoye, Trident Community College
Margaret Huddleston, Schreiner
University
Marcella Jones, Minneapolis Community &
Technical College
Shelbra B. Jones, Wake Technical
Community College
Sharon Keenee, Georgia Perimeter
College
Regina Keller, Suffolk County
Community College
Gary Kersting, North Central Michigan
College
Dennis Kimzey, Rogue Community
College
Kandace Kling, Portland Community
College
xiv Preface

Gray Knippenberg, Lansing Community Matthew Peace, Florida Gateway College

College
Mary Kochler, Cuyahoga Community
College
Scot Leavitt, Portland Community College
Robert Leibman, Austin Community
College
Jennifer Lempke, North Central Michigan
College
Ann M. Loving, J. Sargent Reynolds
Community College
Kent MacDougall, Temple College
Jean-Marie Magnier, Springfield
Technical Community College
Hank Martel, Broward College
Kim Martin, Southeastern Illinois College
John Robert Martin, Tarrant County
College
Lisa McMillen, Baker College of Auburn
Hills
Irwin Metviner, State University of New
York at Old Westbury
Jean P. Millen, Georgia Perimeter College
Lawrence Morales, Seattle Central
Community College
Morteza Shafii-Mousavi, Indiana
University South Bend
Lois Jean Nieme, Minneapolis
Community & Technical College
Allen R. Newhart, Parkersburg
Community College
Karen Pain, Palm Beach State College
Peg Pankowski, Community College of
Allegheny County – South Campus
Robert Patenaude, College of the
Canyons
Dr. Bernard J. Piña, New Mexico State
University – Doña Ana Community
College
Jill Rafael, Sierra College
James Razavi, Sierra College
Christopher Reisch, The State University
of New York at Buffalo
Nancy Ressler, Oakton Community
College
Katalin Rozsa, Mesa Community College
Haazim Sabree, Georgia Perimeter
College
Chris Schultz, Iowa State University
Shannon Schumann, University of
Phoenix
Barbara Sehr, Indiana University
Kokomo
Brian Smith, Northwest Shoals
Community College
Gayle Smith, Lane Community College
Dick Spangler, Tacoma Community
College
Janette Summers, University of Arkansas
Robert Thornton, Loyola University
Lucy C. Thrower, Francis Marion College
Mary Thurow, Minneapolis Community &
Tech College
Richard Townsend, North Carolina
Central University
Cindie Wade, St. Clair County
Community College
Andrew Walker, North Seattle
Community College
Kathryn Wetzel, Amarillo College

Additional acknowledgments are extended to Dan Miller and Kelly Barber

for preparing the solutions manuals and the new Learning Guide; Brad Davis,
for preparing the answer section and serving as accuracy checker; the codeMantra
formatting team for the book’s brilliant paging; Brian Morris and Kevin Morris at
Scientific Illustrators, for superbly illustrating the book; and Francesca Monaco, project
manager, and Kathleen Manley, production editor, whose collective talents kept every
aspect of this complex project moving through its many stages.
I would like to thank my editors at Pearson, Dawn Giovanniello and Megan Tripp,
who guided and coordinated the book from manuscript through production. Thanks
to Beth Paquin and Studio Montage for the quirky cover and interior design.
Finally, thanks to marketing manager Alicia Frankel for your innovative marketing
efforts, and to the entire Pearson sales force, for your confidence and enthusiasm
about the book.
 To the Student

The bar graph shows some of the qualities that students say make a great teacher.

Q UAL
ITIES
T H AT
MAKE
Explain
s thing A GRE
s clearl AT T E A
y CHER
Funny a
n d entert
aining
Helpfu 70%
l 47%

Passio
their s nate about
40%
ubjec t
22%
10%
Source:
Avanta Le 30%
arning Sy
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50%

70%

It was my goal to incorporate each of the qualities that make a great teacher
throughout the pages of this book.

Explains Things Clearly

I understand that your primary purpose in reading Introductory and Intermediate
Algebra for College Students is to acquire a solid understanding of the required topics
in your algebra course. In order to achieve this goal, I’ve carefully explained each
topic. Important definitions and procedures are set off in boxes, and worked-out
examples that present solutions in a step-by-step manner appear in every section.
Each example is followed by a similar matched problem, called a Check Point, for you
to try so that you can actively participate in the learning process as you read the book.
(Answers to all Check Points appear in the back of the book.)

xv
xvi To the Student

Funny/Entertaining
Who says that an algebra textbook can’t be entertaining? From our quirky cover to
the photos in the chapter and section openers, prepare to expect the unexpected.
I hope some of the book’s enrichment essays, called Blitzer Bonuses, will put a smile
on your face from time to time.

Helpful
I designed the book’s features to help you acquire knowledge of introductory
and intermediate algebra, as well as to show you how algebra can solve authentic
problems that apply to your life. These helpful features include:
• Explanatory Voice Balloons: Voice balloons are used in a variety of ways to make
math less intimidating. They translate algebraic language into everyday English,
help clarify problem-solving procedures, present alternative ways of understanding
concepts, and connect new concepts to concepts you have already learned.
• Great Question!: The book’s Great Question! boxes are based on questions
students ask in class. The answers to these questions give suggestions for problem
solving, point out common errors to avoid, and provide informal hints and
suggestions.
• Achieving Success: The book’s Achieving Success boxes give you helpful strategies
for success in learning algebra, as well as suggestions that can be applied for
achieving your full academic potential in future college coursework.
• Detailed Chapter Review Charts: Each chapter contains a review chart that
summarizes the definitions and concepts in every section of the chapter. Examples
that illustrate these key concepts are also included in the chart. Review these
summaries and you’ll know the most important material in the chapter!

Passionate about Their Subject

I passionately believe that no other discipline comes close to math in offering a more
extensive set of tools for application and development of your mind. I wrote the book
in Point Reyes National Seashore, 40 miles north of San Francisco. The park consists
of 75,000 acres with miles of pristine surf-washed beaches, forested ridges, and bays
bordered by white cliffs. It was my hope to convey the beauty and excitement of
mathematics using nature’s unspoiled beauty as a source of inspiration and creativity.
Enjoy the pages that follow as you empower yourself with the algebra needed to
succeed in college, your career, and your life.

Regards,
Bob
Robert Blitzer
 About the Author

Bob Blitzer is a native of Manhattan and

received a Bachelor of Arts degree with dual
majors in mathematics and psychology (minor:
English literature) from the City College
of New York. His unusual combination of
academic interests led him toward a Master
of Arts in mathematics from the University of
Miami and a doctorate in behavioral sciences
from Nova University. Bob’s love for teaching
mathematics was nourished for nearly 30 years
at Miami Dade College, where he received
numerous teaching awards, including Innovator
of the Year from the League for Innovations
in the Community College and an endowed
chair based on excellence in the classroom.
In addition to Introductory and Intermediate
Algebra for College Students, Bob has written
textbooks covering developmental mathematics,
introductory algebra, intermediate algebra,
college algebra, algebra and trigonometry, precalculus, and liberal arts mathematics,
all published by Pearson. When not secluded in his Northern California writer’s cabin,
Bob can be found hiking the beaches and trails of Point Reyes National Seashore,
and tending to the chores required by his beloved entourage of horses, chickens, and
irritable roosters.

xvii
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 1

CHAPTER
Variables, Real Numbers,
and Mathematical Models
W
•
hat can algebra possibly tell me about

the rising cost of movie ticket prices over the years?

• how I can stretch or shrink my lifespan?
• the widening imbalance between numbers of women and men on college campuses?
• the number of calories I need to maintain energy balance?
• the widening imbalance between salaries of male and female college graduates?

In this chapter, you will learn how the special language of algebra describes your world.

Here’s where you’ll find these applications:

• Movie ticket prices: Exercise Set 1.1, Exercises 83–84
• Stretching or shrinking my lifespan: Section 1.6, Example 6
• College gender imbalance: Section 1.7, Example 9
• Caloric needs: Section 1.8, Example 12; Exercise Set 1.8, Exercises 97–98
• Gender divide in salaries for college graduates: Exercise Set 1.8, Exercises 99–100.

1958 1967 1980 1990 2000 2010 2013

Cat on a Hot Tin Roof Cool Hand Luke Ordinary People Dances with Wolves Miss Congeniality Alice in Wonderland 12 Years a Slave
TICKET PRICE TICKET PRICE TICKET PRICE TICKET PRICE TICKET PRICE TICKET PRICE TICKET PRICE
$0.68 $1.22 $2.69 $4.23 $5.39 $7.89 $8.38

Sources: Motion Picture Association of America, National Association of Theater Owners (NATO), and Bureau of Labor Statistics (BLS) 1
2 C H AP T E R 1 Variables, Real Numbers, and Mathematical Models
SEC TION
1.1
What am I supposed
to learn?
After studying this section,
you should be able to:
1 Evaluate algebraic
expressions.
2 Translate English
phrases into algebraic
expressions.
3 Determine whether a
number is a solution of
an equation.
4 Translate English
sentences into
algebraic equations.
5 Evaluate formulas.
1 Evaluate algebraic
expressions.
Introduction to Algebra: Variables and
Mathematical Models
You are thinking about buying a high-
definition television. How much distance
should you allow between you and the
TV for pixels to be undetectable and the
image to appear smooth?
Algebraic Expressions
Let’s see what the distance between you
and your TV has to do with algebra. The
biggest difference between arithmetic and
algebra is the use of variables in algebra. A variable
is a letter that represents a variety of different numbers. For example, we can let x
represent the diagonal length, in inches, of a high-definition television. The industry
rule for most of the current HDTVs on the market is to multiply this diagonal length
by 2.5 to get the distance, in inches, at which a person with perfect vision can see a
smooth image. This can be written 2.5 # x, but it is usually expressed as 2.5x. Placing a
number and a letter next to one another indicates multiplication.
Notice that 2.5x combines the number 2.5 and the variable x using the operation
of multiplication. A combination of variables and numbers using the operations of
addition, subtraction, multiplication, or division, as well as powers or roots, is called an
algebraic expression. Here are some examples of algebraic expressions:
x
x + 2.5 x − 2.5 2.5x 2.5 3x + 5 !x + 7.
6JGXCTKCDNGx 6JGXCTKCDNGx VKOGUVJG 6JGXCTKCDNGx OQTGVJCP OQTGVJCP
KPETGCUGFD[ FGETGCUGFD[ XCTKCDNGx FKXKFGFD[ VKOGUVJG VJGUSWCTGTQQV
XCTKCDNGx QHVJGXCTKCDNGx
Great Question!
Are variables always represented by x?
No. As you progress through algebra, you will often see x, y, and z used, but any letter
can be used to represent a variable. For example, if we use l to represent a TV’s diagonal
length, your ideal distance from the screen is described by the algebraic expression 2.5l.
Evaluating Algebraic Expressions
We can replace a variable that appears in an algebraic expression by a number. We
are substituting the number for the variable. The process is called evaluating the
expression. For example, we can evaluate 2.5x (the ideal distance between you and
your x-inch TV) for x = 50. We substitute 50 for x. We obtain 2.5 # 50, or 125. This
means that if the diagonal length of your TV is 50 inches, your distance from the
screen should be 125 inches. Because 12 inches = 1 foot, this distance is 12512 feet, or
approximately 10.4 feet.
Many algebraic expressions involve more than one operation. The order in which
we add, subtract, multiply, and divide is important. In Section 1.8, we will discuss the
rules for the order in which operations should be done. For now, follow this order:
 SECTI ON 1.1 Introduction to Algebra: Variables and Mathematical Models 3

A First Look at Order of Operations

1. Perform all operations within grouping symbols, such as parentheses.

2. Do all multiplications in the order in which they occur from left to right.
3. Do all additions and subtractions in the order in which they occur from left
to right.

Great Question! EXAMPLE 1 Evaluating Expressions

What am I supposed
to do with the worked Evaluate each algebraic expression for x = 5:
examples?
a. 3 + 4x b. 4(x + 3).
Study the step-by-step
solutions in these examples.
Reading the solutions slowly Solution
and with great care will a. We begin by substituting 5 for x in 3 + 4x. Then we follow the order of operations:
prepare you for success with Multiply first, and then add.
the exercises in the Exercise
Sets. 3 + 4x

4GRNCEGxYKVJ

=3+4∙5
= 3 + 20 Perform the multiplication: 4 # 5 = 20.
= 23 Perform the addition.

Great Question! b. We begin by substituting 5 for x in 4(x + 3). Then we follow the order of operations:
Why is it so important to
Perform the addition in parentheses first, and then multiply.
work each of the book’s
Check Points? 4(x + 3)
You learn best by doing.
Do not simply look at the 4GRNCEGxYKVJ
worked examples and
conclude that you know how = 4(5 + 3)
to solve them. To be sure
you understand the worked = 4(8) Perform the addition inside the
examples, try each Check parentheses: 5 + 3 = 8.
Point. Check your answer 4(8) can also be written as 4 # 8.
in the answer section before = 32 Multiply. 
continuing your reading.
Expect to read this book
with pencil and paper handy
CHECK POINT 1 Evaluate each expression for x = 10:
to work the Check Points. a. 6 + 2x b. 2(x + 6).

Example 2 illustrates that algebraic expressions can contain more than one
variable.

EXAMPLE 2 Evaluating Expressions

Evaluate each algebraic expression for x = 6 and y = 4:

3x + 5y + 2
a. 5x - 3y b. .
2x - y
4 C H AP T E R 1 Variables, Real Numbers, and Mathematical Models

Solution
a. 5x − 3y This is the given algebraic expression.

4GRNCEG 4GRNCEG
xYKVJ yYKVJ

=5∙6−3∙4 We are evaluating the expression for x = 6 and y = 4.

= 30 - 12 Multiply: 5 # 6 = 30 and 3 # 4 = 12.

= 18 Subtract.

b. 3x + 5y + 2 This is the given algebraic expression.

2x − y
4GRNCEGxYKVJ 4GRNCEGyYKVJ

3∙6+5∙4+2
=
2∙6−4 We are evaluating the expression for x = 6 and y = 4.

18 + 20 + 2
= Multiply: 3 # 6 = 18, 5 # 4 = 20, and 2 # 6 = 12.
12 - 4
40
= Add in the numerator.
8 Subtract in the denominator.
= 5 Simplify by dividing 40 by 8. 

CHECK POINT 2 Evaluate each algebraic expression for x = 3 and y = 8:

6x - y
a. 7x + 2y b. .
2y - x - 8

2 Translate English Translating to Algebraic Expressions

phrases into algebraic Problem solving in algebra often requires the ability to translate word phrases into
expressions. algebraic expressions. Table 1.1 lists some key words associated with the operations of
addition, subtraction, multiplication, and division.

Table 1.1 Key Words for Addition, Subtraction, Multiplication, and Division
Operation Addition ( + ) Subtraction ( − ) Multiplication ( ~ ) Division ( ÷ )
plus minus times divide
sum difference product quotient
Key words
more than less than twice ratio
increased by decreased by multiplied by divided by

EXAMPLE 3
Translating English Phrases
into Algebraic Expressions
Write each English phrase as an algebraic expression. Let the variable x represent the
number.
a. the sum of a number and 7
b. ten less than a number
c. twice a number, decreased by 6
d. the product of 8 and a number
e. three more than the quotient of a number and 11
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 He Addressed the Jury.
A man who had never seen the inside of a courtroom until he was
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The judge, in a bland and courteous manner, said,—
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Punctuation has been made consistent.
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