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COLLEGE ALGEBRA and 11e
Ron Larson
The Pennsylvania State University
The Behrend College
Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States
College Algebra © 2022, 2018 Cengage Learning, Inc.
with CalcChat® and CalcView® WCN: 02-300
Eleventh Edition
Unless otherwise noted, all content is © Cengage.
Ron Larson
ALL RIGHTS RESERVED. No part of this work covered by the copyright
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Production Service: Larson Texts, Inc. ISBN: 978-0-357-45409-1
Compositor: Larson Texts, Inc. Loose-leaf Edition

Illustrator: Larson Texts, Inc. ISBN: 978-0-357-45439-8
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Printed in the United States of America

Print Number: 01 Print Year: 2020
Contents
P Prerequisites 1
P.1 Review of Real Numbers and Their Properties 2
P.2 Exponents and Radicals 14
P.3 Polynomials and Special Products 26
P.4 Factoring Polynomials 34
P.5 Rational Expressions 41
P.6 The Rectangular Coordinate System and Graphs 51
Summary and Study Strategies 60
Review Exercises 62
Chapter Test 65
Proofs in Mathematics 66
P.S. Problem Solving 67
Equations, Inequalities, and

1 Mathematical Modeling 69
1.1 Graphs of Equations 70
1.2 Linear Equations in One Variable 81
1.3 Modeling with Linear Equations 90
1.4 Quadratic Equations and Applications 100
1.5 Complex Numbers 114
1.6 Other Types of Equations 121
1.7 Linear Inequalities in One Variable 131
1.8 Other Types of Inequalities 140
Review Exercises 152
Chapter Test 155
2 Functions and Their Graphs 159

2.1 Linear Equations in Two Variables 160
2.2 Functions 173
2.3 Analyzing Graphs of Functions 187
2.4 A Library of Parent Functions 198
2.5 Transformations of Functions 205
2.6 Combinations of Functions: Composite Functions 214
2.7 Inverse Functions 222
Chapter Test 235
Cumulative Test for Chapters P–2 236
iii
iv Contents
3 Polynomial Functions 241

3.1 Quadratic Functions and Models 242
3.2 Polynomial Functions of Higher Degree 251
3.3 Polynomial and Synthetic Division 264
3.4 Zeros of Polynomial Functions 273
3.5 Mathematical Modeling and Variation 287
Chapter Test 304
4 Rational Functions and Conics 309

4.1 Rational Functions and Asymptotes 310
4.2 Graphs of Rational Functions 318
4.3 Conics 327
4.4 Translations of Conics 341
Chapter Test 355
5 Exponential and Logarithmic Functions 359

5.1 Exponential Functions and Their Graphs 360
5.2 Logarithmic Functions and Their Graphs 371
5.3 Properties of Logarithms 381
5.4 Exponential and Logarithmic Equations 388
5.5 Exponential and Logarithmic Models 398
Chapter Test 415
Cumulative Test for Chapters 3–5 416
6 Systems of Equations and Inequalities 421

6.1 Linear and Nonlinear Systems of Equations 422
6.2 Two-Variable Linear Systems 432
6.3 Multivariable Linear Systems 444
6.4 Partial Fractions 456
6.5 Systems of Inequalities 464
6.6 Linear Programming 474
Chapter Test 489
Contents v
7 Matrices and Determinants 493

7.1 Matrices and Systems of Equations 494
7.2 Operations with Matrices 507
7.3 The Inverse of a Square Matrix 521
7.4 The Determinant of a Square Matrix 530
7.5 Applications of Matrices and Determinants 538
Chapter Test 557
8 Sequences, Series, and Probability 561

8.1 Sequences and Series 562
8.2 Arithmetic Sequences and Partial Sums 572
8.3 Geometric Sequences and Series 581
8.4 Mathematical Induction 590
8.5 The Binomial Theorem 600
8.6 Counting Principles 608
8.7 Probability 618
Chapter Test 635
Cumulative Test for Chapters 6–8 636
Appendices
Appendix A: Errors and the Algebra of Calculus A1
Appendix B: Concepts in Statistics (online)*
B.1 Representing Data
B.2 Analyzing Data
B.3 Modeling Data
Alternative Version of Chapter P (online)*
P.1 Operations with Real Numbers
P.2 Properties of Real Numbers
P.3 Algebraic Expressions
P.4 Operations with Polynomials
P.5 Factoring Polynomials
P.6 Factoring Trinomials
Answers to Odd-Numbered Exercises and Tests A9

Index A90
Index of Applications (online)*
*Available at the text companion website LarsonPrecalculus.com
Preface
Welcome to College Algebra with CalcChat® & CalcView®, Eleventh Edition. I am excited to offer you
a new edition with more resources than ever that will help you understand and master algebra. This text
includes features and resources that continue to make College Algebra a valuable learning tool for students
and a trustworthy teaching tool for instructors.
College Algebra provides the clear instruction, precise mathematics, and thorough coverage that you expect
for your course. Additionally, this new edition provides you with free access to a variety of digital resources:
• GO DIGITAL—direct access to digital content on your mobile device or computer

• CalcView.com—video solutions to selected exercises
• CalcChat.com—worked-out solutions to odd-numbered exercises and access to online tutors
• LarsonPrecalculus.com—companion website with resources to supplement your learning
These digital resources will help enhance and reinforce your understanding of the material presented
in this text and prepare you for future mathematics courses. CalcView® and CalcChat® are also
available as free mobile apps.
Features
NEW GO DIGITAL
Scan the QR codes on the pages of this text to GO DIGITAL on
your mobile device. This will give you easy access from anywhere to
instructional videos, solutions to exercises and Checkpoint problems, GO DIGITAL
Skills Refresher videos, Interactive Activities, and many other resources.
UPDATED ®
The website CalcView.com provides video solutions
of selected exercises. Watch instructors progress
step-by-step through solutions, providing guidance
to help you solve the exercises. The CalcView mobile
app is available for free at the Apple® App Store®
or Google Play™ store. You can access the video
solutions by scanning the QR Code® at the
beginning of the Section exercises, or visiting the
CalcView.com website.
UPDATED ®
Solutions to all odd-numbered exercises and tests are provided for free at CalcChat.com. Additionally,
you can chat with a tutor, at no charge, during the hours posted at the site. For many years, millions of
students have visited my site for help. The CalcChat mobile app is also available as a free download
at the Apple® App Store® or Google Play™ store.
App Store is a service mark of Apple Inc. Google Play is a trademark of Google Inc.
QR Code is a registered trademark of Denso Wave Incorporated.
vi
vii
Preface
REVISED LarsonPrecalculus.com
All companion website features have been
updated based on this revision, including
two new features: Skills Refresher and
Review & Refresh. Access to these features
is free. You can view and listen to worked-out
solutions of Checkpoint problems in English
or Spanish, explore examples, download data
sets, watch lesson videos, and much more.
SKILLS REFRESHER
NEW Skills Refresher For a refresher on finding
This feature directs you to an instructional video the sum, difference,
where you can review algebra skills needed to master product, or quotient of two
the current topic. Scan the on-page code or go to polynomials, watch the video
LarsonPrecalculus.com to access the video. at LarsonPrecalculus.com.
NEW Review and Refresh

These exercises will help you to reinforce previously learned
skills and concepts and to prepare for the next section. View and
listen to worked-out solutions of the Review & Refresh exercises
in English or Spanish by scanning the code on the first page
of the section exercises or go to LarsonPrecalculus.com.
NEW Vocabulary and Concept Check

The Vocabulary and Concept Check appears at the beginning
of the exercise set for each section. It includes fill-in-the-blank,
matching, or non-computational questions designed to help
you learn mathematical terminology and to test basic
understanding of the concepts of the section.
NEW Summary and Study Strategies

The “What Did You Learn?” feature is a section-by-section
overview that ties the learning objectives from the chapter to the
Review Exercises for extra practice. The Study Strategies give
concrete ways that you can use to help yourself with your
study of mathematics.
REVISED Algebra Help

These notes reinforce or expand upon concepts, help you learn how to study mathematics, address
special cases, or show alternative or additional steps to a solution of an example.
viii Preface
REVISED Exercise Sets

The exercise sets have been carefully and extensively examined to ensure they are rigorous and
relevant, and include topics our users have suggested. The exercises have been reorganized and
titled so you can better see the connections between examples and exercises. Multi-step, real-life
exercises reinforce problem-solving skills and mastery of concepts by giving you the opportunity
to apply the concepts in real-life situations. Two new sets of exercises, Vocabulary and Concept
Check and Review & Refresh, have been added to help you develop and maintain your skills.
Section Objectives
A bulleted list of learning objectives provides you the opportunity to preview what will be
presented in the upcoming section.
Side-By-Side Examples
Throughout the text, we present solutions to
many examples from multiple perspectives—
algebraically, graphically, and numerically.
The side-by-side format of this pedagogical
feature helps you to see that a problem can
be solved in more than one way and to see
that different methods yield the same result.
The side-by-side format also addresses
many different learning styles.
Checkpoints
Accompanying every example, the Checkpoint
problems encourage immediate practice and
check your understanding of the concepts
presented in the example. View and listen
to worked-out solutions of the Checkpoint
problems in English or Spanish at
LarsonPrecalculus.com. Scan the
on-page code to access the solutions.
Technology
The technology feature gives suggestions for effectively using tools such as calculators, graphing
utilities, and spreadsheet programs to help deepen your understanding of concepts, ease lengthy
calculations, and provide alternate solution methods for verifying answers obtained by hand.
Historical Notes
These notes provide helpful information regarding famous mathematicians and their work.
186 Chapter 2 Functions and Their Graphs
ix
Preface
Modeling Data In Exercises 81–84, determine which 87.
of the following functions
c 88.
f (x) = cx, g(x) = cx2, h(x) = c√ x , and r(x) =
Summarize
∣∣ x f (x) =
The Summarize
can be used to model the data and feature at the
determine the value
end of
of the constant ceach
that will makehelps
section the function fit the data
you organize the
in the table.
lesson’s key concepts into a concise
81. summary, providing you with a
x −4 −1 0 1 4
valuable study tool. Use this feature
y −32 −2 0 −2 −32
to prepare for a homework assignment, 89. x3 − 3
82. to help you study for an exam, or as a 90. x3 + 2
x −4 −1 0 1 4
review for previously covered sections. 91. 0=−
− 14 1
y −1 0 4 1 92. 0 = 2
83.
x −4 −1 0 1 4 identify the
y −8 −32 Undefined 32 8 93.
Algebra of Calculus
84.
Throughout the text, special emphasis is given to the x −4 −1 0 1 4
algebraic techniques used in calculus. Algebra of Calculus y 6 3 0 3 6
examples and exercises are integrated throughout the text
and are identified by the symbol . 85. Error Analysis Describe the error.
The functions
1
f (x) = √x − 1 and g(x) =
Error Analysis √x − 1
This exercise presents a sample solution that contains a 95. y = 2x
have the same domain, which is the set
common error which you are asked to identify. of all real numbers x such that x ≥ 1. ✗ 96.
97.
y = x4
y = x2
98. y = x3
How Do You See It? 86. HOW DO YOU SEE IT? The graph
represents the height h of a projectile after
The How Do You See It? feature in each section presents t seconds.
a real-life exercise that you will solve by visual inspection ((3)2 +
using the concepts learned in the lesson. This exercise is
h 99.
30
excellent for classroom discussion or test preparation.
Height (in feet)
25 (9 32)
100.
20 9
15 1 1
10 3 − 2
101.
Project 5 6−4
t
The projects at the end of selected sections involve in-depth 0.5 1.0 1.5 2.0 2.5 − √19
102.
applied exercises in which you will work with large, real-life Time (in seconds) 9
data sets, often creating or analyzing models. These projects (a) Explain why h is a function of t. √32
103.
are offered online at LarsonPrecalculus.com. (b) Approximate the height of the projectile
3
4 −
after 0.5 second and after 1.25 seconds. √4
104.
(c) Approximate the domain of h. (1 +
Collaborative Project (d) Is t a function of h? Explain.
You can find these extended group projects at
LarsonPrecalculus.com. Check your understanding
of the chapter concepts by solving in-depth, real-life
problems. These collaborative projects provide an
interesting and engaging way for you and other students
to work together and investigate ideas.
9780357452080_0202.indd 186
Instructor Resources
Built by educators, WebAssign from Cengage is a fully customizable online

solution for STEM disciplines. WebAssign includes the flexibility, tools, and
content you need to create engaging learning experiences for your students. The
patented grading engine provides unparalleled answer evaluation, giving students
instant feedback, and insightful analytics highlight exactly where students are
struggling. For more information, visit cengage.com/webassign.
Complete Solutions Manual

This manual contains solutions to all exercises from the text, including
Chapter Review Exercises and Chapter Tests, and Practice Tests with solutions.
The Complete Solutions Manual is available on the Instructor Companion Site.
Cengage Testing Powered by Cognero®

Cengage Testing, Powered by Cognero®, is a flexible online system that allows
you to author, edit, and manage test bank content online. You can create multiple
versions of your test in an instant and deliver tests from your LMS or exportable PDF
or Word docs you print for in-class assessment. Cengage Testing is available
online via cengage.com.
Instructor Companion Site

Everything you need for your course in one place! Access and download
PowerPoint® presentations, test banks, the solutions manual, and more.
This collection of book-specific lecture and class tools is available
online via cengage.com.
Test Bank
The test bank contains text-specific multiple-choice and free response test forms
and is available online at the Instructor Companion Site.
LarsonPrecalculus.com
In addition to its student resources, LarsonPrecalculus.com also has resources to
help instructors. If you wish to challenge your students with multi-step and group
projects, you can assign the Section Projects and Collaborative Projects. You can
assess the knowledge of your students before and after each chapter using the
pre- and post-tests. You can also give your students experience using an online
graphing calculator with the Interactive Activities. You can access these features
by going to LarsonPrecalculus.com or by scanning the on-page code .
MathGraphs.com
For exercises that ask students to draw on the graph, I have provided free,
printable graphs at MathGraphs.com. You can access these features by going to
MathGraphs.com or by scanning the on-page code at the beginning of the
section exercises, review exercises, or tests.
Student Resources
Prepare for class with confidence using WebAssign from Cengage. This online
learning platform, which includes an interactive eBook, fuels practice, so that you
truly absorb what you learn and prepare better for tests. Videos and tutorials walk
you through concepts and deliver instant feedback and grading, so you always know
where you stand in class. Focus your study time and get extra practice where you
need it most. Study smarter with WebAssign! Ask your instructor today how you can
get access to WebAssign, or learn about self-study options at cengage.com/webassign.
Student Study Guide and Solutions Manual

This guide offers step-by-step solutions for all odd-numbered text exercises,
Chapter Tests, and Cumulative Tests. It also contains Practice Tests. For more
information on how to access this digital resource, go to cengage.com
Note-Taking Guide
This is an innovative study aid, in the form of a notebook organizer, that helps
students develop a section-by-section summary of key concepts. For more
information on how to access this digital resource, go to cengage.com
Of the many features at this website, students have told me that the videos are
the most helpful. You can watch lesson videos by Dana Mosely as he explains
various mathematical concepts. Other helpful features are the data downloads
(editable spreadsheets so you do not have to enter the data), video solutions of the
Checkpoint problems in English or Spanish, and the Student Success Organizer.
The Student Success Organizer will help you organize the important concepts
of each section using chapter outlines. You can access these features by going
to LarsonPrecalculus.com or by scanning the on-page code .
CalcChat.com
This website provides free step-by-step solutions to all odd-numbered exercises
and tests. Additionally, you can chat with a tutor, at no charge, during the hours
posted at the site. You can access the solutions by going to CalcChat.com or by
scanning the on-page code on the first page of the section exercises, review
exercises, or tests.
CalcView.com
This website has video solutions of selected exercises. Watch instructors progress
step-by-step through solutions, providing guidance to help you solve the exercises.
You can access the videos by going to CalcView.com or by scanning the on-page
code on the first page of the section exercises, review exercises, or tests.
MathGraphs.com
For exercises that ask you to draw on the graph, I have provided free, printable
graphs at MathGraphs.com. You can access the printable graphs by going to
MathGraphs.com or by scanning the on-page code on the first page of
the section exercises, review exercises, or tests.
xi
Acknowledgments
I would like to thank the many people who have helped me prepare the text and the
supplements package. Their encouragement, criticisms, and suggestions have been
invaluable.
Thank you to all of the instructors who took the time to review the changes in
this edition and to provide suggestions for improving it. Without your help, this book
would not be possible.
Reviewers of the Eleventh Edition

Ivette Chuca, El Paso Community College
Russell Murray, St. Louis Community College-Meramec
My Linh Nguyen, The University of Texas at Dallas
Michael Wallace, Northern Virginia Community College
Reviewers of the Previous Editions

Gurdial Arora, Xavier University of Louisiana; Darin Bauguess, Surry Community
College; Timothy Andrew Brown, South Georgia College; Blair E. Caboot, Keystone
College; Russell C. Chappell, Twinsburg High School, Ohio; Shannon Cornell,
Amarillo College; Gayla Dance, Millsaps College; John Elias, Glenda Dawson
High School; John Fellers, North Allegheny School District; Paul Finster, El Paso
Community College; Paul A. Flasch, Pima Community College West Campus;
Vadas Gintautas, Chatham University; Lorraine A. Hughes, Mississippi State
University; Shu-Jen Huang, University of Florida; Renyetta Johnson, East Mississippi
Community College; George Keihany, Fort Valley State University; Brianna Kurtz,
Daytona State College; Mulatu Lemma, Savannah State University; Darlene Martin,
Lawson State Community College; William Mays Jr., Salem Community College;
Marcella Melby, University of Minnesota; Jonathan Prewett, University of Wyoming;
Denise Reid, Valdosta State University; Professor Steven Sikes, Collin College;
Ann Slate, Surry Community College; David L. Sonnier, Lyon College; David H.
Tseng, Miami Dade College—Kendall Campus; Kimberly Walters, Mississippi
State University; Richard Weil, Brown College; Solomon Willis, Cleveland
Community College; Kathy Wood, Lansing Catholic High School;
Bradley R. Young, Darton College
My thanks to Robert Hostetler, The Behrend College, The Pennsylvania State

University, David Heyd, The Behrend College, The Pennsylvania State University,
and David C. Falvo, The Behrend College, The Pennsylvania State University, for
their significant contributions to previous editions of this text.
I would also like to thank the staff at Larson Texts, Inc. who assisted with
proofreading the manuscript, preparing and proofreading the art package, checking
and typesetting the supplements, and developing the websites LarsonPrecalculus.com,
CalcView.com, CalcChat.com, and MathGraphs.com.
On a personal level, I am grateful to my spouse, Deanna Gilbert Larson, for her
love, patience, and support. Also, a special thanks goes to R. Scott O’Neil. If you
have suggestions for improving this text, please feel free to write to me. Over the
past two decades, I have received many useful comments from both instructors and
students, and I value these comments very highly.
Ron Larson, Ph.D.

Professor of Mathematics
Penn State University
www.RonLarson.com
xii
P P.1
Prerequisites
Review of Real Numbers and Their Properties
GO DIGITAL
P.2 Exponents and Radicals

P.3 Polynomials and Special Products
P.4 Factoring Polynomials
P.5 Rational Expressions
P.6 The Rectangular Coordinate System and Graphs
Chapter P Section 6 Exercise 39
PREV. 29 31 33 35 37 39 41 43 45 47 49 NEXT
P.1 Federal Deficit (Exercises 47–50, p. 13) P.6 Flying Distance (Exercise 44, p. 58)
1
left, © Gary718/Shutterstock.com; right, © Song_about_summer/Shutterstock.com
2 Chapter P Prerequisites
P.1 Review of Real Numbers and Their Properties

Represent and classify real numbers.
Order real numbers and use inequalities.
Find the absolute values of real numbers and find the distance
between two real numbers.
Evaluate algebraic expressions.
Use the basic rules and properties of algebra.
Real Numbers
Real numbers can describe quantities in everyday life such as age, miles per gallon,
and population. Real numbers are represented by symbols such as
Real numbers can represent
4
many real-life quantities. For −5, 9, 0, , 0.666 . . . , 28.21, √2, π, and √ 3 −32.
example, in Exercises 47–50 3

on page 13, you will use real Three commonly used subsets of real numbers are listed below. Each member in these
numbers to represent the subsets is also a member of the set of real numbers. (The three dots, called an ellipsis,
federal surplus or deficit. indicate that the pattern continues indefinitely.)
{ 1, 2, 3, 4, . . . } Set of natural numbers
{ 0, 1, 2, 3, 4, . . . } Set of whole numbers
{ . . . , −3, −2, −1, 0, 1, 2, 3, . . . } Set of integers
A real number is rational when it can be written as the ratio pq of two integers,
where q ≠ 0. For example, the numbers
1 1 125
= 0.3333 . . . = 0.3, = 0.125, and = 1.126126 . . . = 1.126
3 8 111
Real
are rational. The decimal form of a rational number either repeats (as in 55 = 3.145 )
173
numbers
or terminates (as in 2 = 0.5). A real number that cannot be written as the ratio of two
1
integers is irrational. The decimal form of an irrational number neither terminates nor
Irrational Rational repeats. For example, the numbers
numbers numbers
√2 = 1.4142135 . . . ≈ 1.41 and π = 3.1415926 . . . ≈ 3.14
are irrational. (The symbol ≈ means “is approximately equal to.”)
Integers Noninteger Several common subsets of the real numbers and their relationships to each other
fractions
(positive and
are shown in Figure P.1.
negative)
EXAMPLE 1 Classifying Real Numbers
Negative Whole
Determine which numbers in the set { −13, − √5, −1, − 3, 0, 8, √2, π, 7} are
1 5
integers numbers
(a) natural numbers, (b) whole numbers, (c) integers, (d) rational numbers, and
(e) irrational numbers.
Natural Zero Solution
numbers
a. Natural numbers: { 7 } b. Whole numbers: { 0, 7 }
Common subsets of the real numbers c. Integers: { −13, −1, 0, 7 } d. Rational numbers: { −13, −1, − 13, 0, 58, 7}
e. Irrational numbers: { − √5, √2, π}
Figure P.1
Checkpoint Audio-video solution in English & Spanish at LarsonPrecalculus.com
Repeat Example 1 for the set { −π, − 14, 63, 12√2, −7.5, −1, 8, −22}.
Scan the to access digital content available for this page.

GO DIGITAL
© Gary718/Shutterstock.com
Real numbers are represented graphically on the real number line. When you draw
a point on the real number line that corresponds to a real number, you are plotting the
real number. The point representing 0 on the real number line is the origin. Numbers
to the right of 0 are positive, and numbers to the left of 0 are negative, as shown in
Figure P.2. The term nonnegative describes a number that is either positive or zero.
Origin
Negative Positive
direction −4 −3 −2 −1 0 1 2 3 4 direction
The real number line
Figure P.2
As illustrated in Figure P.3, there is a one-to-one correspondence between real numbers

and points on the real number line.
− 53
0.75 π − 2.4 2
−3 −2 −1 0 1 2 3 −3 −2 −1 0 1 2 3
Every real number corresponds to exactly Every point on the real number line
one point on the real number line. corresponds to exactly one real number.
Figure P.3
EXAMPLE 2 Plotting Points on the Real Number Line

Plot the real numbers on the real number line.
7 2
a. − b. 2.3 c. d. −1.8
4 3
Solution The figure below shows all four points.
− 1.8 − 74 2
3
2.3
−2 −1 0 1 2 3
a. The point representing the real number

7
− = −1.75 Write in decimal form.
4
lies between −2 and −1, but closer to −2, on the real number line.
b. The point representing the real number 2.3 lies between 2 and 3, but closer to 2, on
the real number line.
c. The point representing the real number
2
= 0.666 . . . Write in decimal form.
3
lies between 0 and 1, but closer to 1, on the real number line.
d. The point representing the real number −1.8 lies between −2 and −1, but closer to
−2, on the real number line. Note that the point representing −1.8 lies slightly to
the left of the point representing − 74.
Plot the real numbers on the real number line.

5 3
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a. b. −1.6 c. − d. 0.7
2 4
Ordering Real Numbers

One important property of real numbers is that they are ordered. If a and b are real
numbers, then a is less than b when b − a is positive. The inequality a < b denotes
the order of a and b. This relationship can also be described by saying that b is greater
a b than a and writing b > a. The inequality a ≤ b means that a is less than or equal to b,
−1 0 1 2 and the inequality b ≥ a means that b is greater than or equal to a. The symbols <, >,
a < b if and only if a lies to the left ≤, and ≥ are inequality symbols.
of b. Geometrically, this implies that a < b if and only if a lies to the left of b on the
Figure P.4 real number line, as shown in Figure P.4.
EXAMPLE 3 Ordering Real Numbers

Place the appropriate inequality symbol (< or >) between the pair of real numbers.
−4 −3 −2 −1 0
(a)
a. −3, 0 b. −2, −4 c. 14, 13
Solution
−4 −3 −2 −1 0 a. On the real number line, −3 lies to the left of 0, as shown in Figure P.5(a). So, you
(b) can say that −3 is less than 0, and write −3 < 0.
b. On the real number line, −2 lies to the right of −4, as shown in Figure P.5(b). So,
1 1
4 3
you can say that −2 is greater than −4, and write −2 > −4.
0 1 c. On the real number line, 14 lies to the left of 13, as shown in Figure P.5(c). So, you can
say that 14 is less than 13, and write 14 < 13.
(c)
Figure P.5 Checkpoint Audio-video solution in English & Spanish at LarsonPrecalculus.com
Place the appropriate inequality symbol (< or >) between the pair of real numbers.
a. 1, −5 b. 32, 7 c. − 23, − 34
EXAMPLE 4 Interpreting Inequalities

See LarsonPrecalculus.com for an interactive version of this type of example.
Describe the subset of real numbers that the inequality represents.
x≤2
x a. x ≤ 2 b. −2 ≤ x < 3
0 1 2 3 4
Solution
(a)
a. The inequality x ≤ 2 denotes all real numbers less than or equal to 2, as shown in
−2 ≤ x < 3 Figure P.6(a). In the figure, the bracket at 2 indicates 2 is included in the interval.
x b. The inequality −2 ≤ x < 3 means that x ≥ −2 and x < 3. This “double inequality”
−2 −1 0 1 2 3 denotes all real numbers between −2 and 3, including −2 but not including 3, as
(b) shown in Figure P.6(b). In the figure, the bracket at −2 indicates −2 is included in
Figure P.6 the interval, and the parenthesis at 3 indicates that 3 is not included in the interval.
Describe the subset of real numbers that the inequality represents.

a. x > −3 b. 0 < x ≤ 4
Inequalities can describe subsets of real numbers called intervals. In the bounded
intervals on the next page, the real numbers a and b are the endpoints of each interval.
The endpoints of a closed interval are included in the interval, whereas the endpoints
of an open interval are not included in the interval.
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Bounded Intervals on the Real Number Line
Let a and b be real numbers such that a < b.

Notation Interval Type Inequality Graph
[a, b] Closed a ≤ x ≤ b x
a b
(a, b) Open a < x < b x

a b
[a, b) a ≤ x < b x
a b
(a, b] a < x ≤ b x
a b
The reason that the four types of intervals above are called bounded is that each
has a finite length. An interval that does not have a finite length is unbounded. Note
in the unbounded intervals below that the symbols ∞, positive infinity, and − ∞,
negative infinity, do not represent real numbers. They are convenient symbols used to
describe the unboundedness of intervals such as (1, ∞) or (− ∞, 3].
Unbounded Intervals on the Real Number Line

ALGEBRA HELP
Let a and b be real numbers.
Whenever you write an interval
containing ∞ or − ∞, always Notation Interval Type Inequality Graph
use a parenthesis and never a [a, ∞) x ≥ a x
a
bracket next to these symbols.
This is because ∞ and − ∞ are (a, ∞) Open x > a x
never included in the interval. a
(− ∞, b] x ≤ b x
b
(− ∞, b) Open x < b x
b
(− ∞, ∞) Entire real line −∞ < x < ∞ x
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EXAMPLE 5 Representing Intervals
x Verbal Algebraic Graphical
−2 −1 0 1 2 3 4
a. All real numbers greater than (−1, 3) or −1 < x < 3 See Figure P.7(a).
(a) −1 and less than 3
b. All real numbers greater than [2, ∞) or x ≥ 2 See Figure P.7(b).
x
−1 0 1 2 3 4 5
or equal to 2
(b) c. All real numbers less than or (− ∞, 2] or x ≤ 2 See Figure P.7(c).
equal to 2
x
d. All real numbers greater than (−3, 5] or −3 < x ≤ 5 See Figure P.7(d).
−1 0 1 2 3 4 5
−3 and less than or equal to 5
(c)
x
−3 −2 −1 0 1 2 3 4 5 a. Represent the interval [−2, 5) verbally, as an inequality, and as a graph.
(d) b. Represent the statement “x is less than 4 and at least −2” as an interval, an
Figure P.7 inequality, and a graph.
Absolute Value and Distance

The absolute value of a real number is its magnitude, or the distance between the origin
and the point representing the real number on the real number line.
Definition of Absolute Value
If a is a real number, then the absolute value of a is
∣a∣ = {−a,
a, a ≥ 0
.
a < 0
5 Notice in this definition that the absolute value of a real number is never negative.
x ∣ ∣
For example, if a = −5, then −5 = − (−5) = 5, as shown in Figure P.8. The
−5 −4 −3 −2 −1 0 absolute value of a real number is either positive or zero. Moreover, 0 is the only real
Absolute value as the distance from the
number whose absolute value is 0. So, 0 = 0. ∣∣
origin
Figure P.8 Properties of Absolute Values
∣∣
1. a ≥ 0 ∣ ∣ ∣∣
2. −a = a
∣ ∣ ∣ ∣∣ ∣
3. ab = a b 4.
∣∣
a
b
=
∣a∣, b ≠ 0
∣b∣
EXAMPLE 6 Finding Absolute Values
∣ ∣
a. −15 = 15 b.
3
=
3 ∣∣
2 2
c. ∣−4.3∣ = 4.3 d. − ∣−6∣ = − (6) = −6

Evaluate each expression.
∣∣
a. 1 b. −
∣∣3
4
c.
2
−3
d. − 0.7
∣ ∣ ∣ ∣
EXAMPLE 7 Evaluating an Absolute Value Expression
Evaluate
∣x∣ for (a) x > 0 and (b) x < 0.
x
Solution
∣x∣ = x = 1.
a. If x > 0, then x is positive and x = x. So, ∣∣ x x
∣x∣ = −x = −1.
b. If x < 0, then x is negative and x = −x. So, ∣∣ x x
Evaluate
∣x + 3∣ for (a) x > −3 and (b) x < −3.
x+3
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The Law of Trichotomy states that for any two real numbers a and b, precisely
one of three relationships is possible:
a = b, a < b, or a > b. Law of Trichotomy
In words, this property tells you that if a and b are any two real numbers, then a is equal
to b, a is less than b, or a is greater than b.
EXAMPLE 8 Comparing Real Numbers

Place the appropriate symbol (<, >, or =) between the pair of real numbers.
a. −4 ∣ ∣■∣3∣ b. ∣−10∣■∣10∣ c. − ∣−7∣■∣−7∣
Solution
∣ ∣ ∣∣ ∣ ∣ ∣∣
a. −4 > 3 because −4 = 4 and 3 = 3, and 4 is greater than 3.
∣ ∣ ∣ ∣
b. −10 = 10 because −10 = 10 and 10 = 10. ∣ ∣ ∣ ∣
∣ ∣ ∣ ∣ ∣ ∣ ∣ ∣
c. − −7 < −7 because − −7 = −7 and −7 = 7, and −7 is less than 7.
Place the appropriate symbol (<, >, or =) between the pair of real numbers.
a. −3 ∣ ∣■∣4∣ b. − ∣−4∣■− ∣4∣ c. ∣−3∣■− ∣−3∣
Absolute value can be used to find the distance between two points on the real
7 number line. For example, the distance between −3 and 4 is
−3 −2 −1 0 1 2 3 4
∣−3 − 4∣ = ∣−7∣
=7 Distance between −3 and 4
The distance between −3 and 4 is 7.
Figure P.9 as shown in Figure P.9.
Distance Between Two Points on the Real Number Line
Let a and b be real numbers. The distance between a and b is
∣
d(a, b) = b − a = a − b . ∣ ∣ ∣
EXAMPLE 9 Finding a Distance

Find the distance between −25 and 13.
Solution
The distance between −25 and 13 is
∣−25 − 13∣ = ∣−38∣ = 38. Distance between −25 and 13
One application of finding the The distance can also be found as follows.
distance between two points on
the real number line is finding a ∣13 − (−25)∣ = ∣38∣ = 38 Distance between −25 and 13
change in temperature.
Find the distance between each pair of real numbers.

a. 35 and −23 b. −35 and −23 c. 35 and 23
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© Alexander Uhrin/Shutterstock.com
Algebraic Expressions
One characteristic of algebra is the use of letters to represent numbers. The letters are
variables, and combinations of letters and numbers are algebraic expressions. Here
are a few examples of algebraic expressions.
4
5x, 2x − 3, , 7x + y
x2 + 2
Definition of an Algebraic Expression
An algebraic expression is a collection of letters (variables) and real

numbers (constants) combined using the operations of addition, subtraction,
multiplication, division, and exponentiation.
The terms of an algebraic expression are those parts that are separated by addition.
For example, x 2 − 5x + 8 = x 2 + (−5x) + 8 has three terms: x 2 and −5x are the
variable terms and 8 is the constant term. For terms such as x2, −5x, and 8, the
numerical factor is the coefficient. Here, the coefficients are 1, −5, and 8.
EXAMPLE 10 Identifying Terms and Coefficients

Algebraic Expression Terms Coefficients
1 1 1
a. 5x − 5x, − 5, −
7 7 7
b. 2x2 − 6x + 9 2x2, −6x, 9 2, −6, 9
3 1 4 3 1 4 1
c. + x −y , x , −y 3, , −1
x 2 x 2 2
Identify the terms and coefficients of −2x + 4.
The Substitution Principle states, “If a = b, then b can replace a in any

expression involving a.” Use the Substitution Principle to evaluate an algebraic
expression by substituting values for each of the variables in the expression. The next
example illustrates this.
EXAMPLE 11 Evaluating Algebraic Expressions

Value of Value of
Expression Variable Substitution Expression
a. −3x + 5 x=3 −3(3) + 5 −9 + 5 = −4
b. 3x 2 + 2x − 1 x = −1 3(−1)2 + 2(−1) − 1 3−2−1=0
2x 2(−3) −6
c. x = −3 =3
x+1 −3 + 1 −2
Note that you must substitute the value for each occurrence of the variable.
Evaluate 4x − 5 when x = 0.
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Basic Rules of Algebra

There are four arithmetic operations with real numbers: addition, multiplication,
subtraction, and division, denoted by the symbols +, × or ∙ , −, and ÷ or ,
respectively. Of these, addition and multiplication are the two primary operations.
Subtraction and division are the inverse operations of addition and multiplication,
respectively.
Definitions of Subtraction and Division
Subtraction: Add the opposite. Division: Multiply by the reciprocal.
(b) = b .
1 a
a − b = a + (−b) If b ≠ 0, then ab = a
In these definitions, −b is the additive inverse (or opposite) of b, and 1b is the
multiplicative inverse (or reciprocal) of b. In the fractional form ab, a is the
numerator of the fraction and b is the denominator.
The properties of real numbers below are true for variables and algebraic
expressions as well as for real numbers, so they are often called the Basic Rules of
Algebra. Formulate a verbal description of each of these properties. For example, the
first property states that the order in which two real numbers are added does not affect
their sum.
Basic Rules of Algebra
Let a, b, and c be real numbers, variables, or algebraic expressions.

Property Example
Commutative Property of Addition: a+b=b+a 4x + x 2 = x 2 + 4x
Commutative Property of Multiplication: ab = ba (4 − x) x 2 = x 2(4 − x)
Associative Property of Addition: (a + b) + c = a + (b + c) (x + 5) + x 2 = x + (5 + x 2)
Associative Property of Multiplication: (ab) c = a(bc) (2x ∙ 3y)(8) = (2x)(3y ∙ 8)
Distributive Properties: a(b + c) = ab + ac 3x(5 + 2x) = 3x ∙ 5 + 3x ∙ 2x
(a + b)c = ac + bc ( y + 8) y = y ∙ y + 8 ∙ y
Additive Identity Property: a+0=a 5y 2 + 0 = 5y 2
Multiplicative Identity Property: a∙1=a (4x 2)(1) = 4x 2
Additive Inverse Property: a + (−a) = 0 5x 3 + (−5x 3) = 0
( )
1 1
Multiplicative Inverse Property: a ∙ = 1, a ≠ 0 (x 2 + 4) 2 =1
a x +4
Subtraction is defined as “adding the opposite,” so the Distributive Properties are

also true for subtraction. For example, the “subtraction form” of a(b + c) = ab + ac
is a(b − c) = ab − ac. Note that the operations of subtraction and division are neither
commutative nor associative. The examples
7 − 3 ≠ 3 − 7 and 20 ÷ 4 ≠ 4 ÷ 20
show that subtraction and division are not commutative. Similarly
5 − (3 − 2) ≠ (5 − 3) − 2 and 16 ÷ (4 ÷ 2) ≠ (16 ÷ 4) ÷ 2
demonstrate that subtraction and division are not associative.
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EXAMPLE 12 Identifying Rules of Algebra

Identify the rule of algebra illustrated by the statement.
a. (5x 3)2 = 2(5x 3) b. (4x + 3) − (4x + 3) = 0
1
c. 7x ∙ = 1, x ≠ 0 d. (2 + 5x 2) + x 2 = 2 + (5x 2 + x 2)
7x
Solution
a. This statement illustrates the Commutative Property of Multiplication. In other
words, you obtain the same result whether you multiply 5x3 by 2, or 2 by 5x3.
b. This statement illustrates the Additive Inverse Property. In terms of subtraction, this
property states that when any expression is subtracted from itself, the result is 0.
c. This statement illustrates the Multiplicative Inverse Property. Note that x must be a
nonzero number. The reciprocal of x is undefined when x is 0.
d. This statement illustrates the Associative Property of Addition. In other words, to
form the sum 2 + 5x2 + x2, it does not matter whether 2 and 5x2, or 5x2 and x2 are
added first.
Identify the rule of algebra illustrated by the statement.
ALGEBRA HELP a. x + 9 = 9 + x b. 5(x3 ∙ 2) = (5x3)2 c. (2 + 5x2)y2 = 2 ∙ y2 + 5x2 ∙ y2

Notice the difference between
the opposite of a number and a
negative number. If a is already Properties of Negation and Equality
negative, then its opposite, −a,
is positive. For example, if Let a, b, and c be real numbers, variables, or algebraic expressions.
a = −5, then Property Example
−a = −(−5) = 5. 1. (−1) a = −a (−1)7 = −7
2. − (−a) = a − (−6) = 6
3. (−a)b = − (ab) = a(−b) (−5)3 = − (5 ∙ 3) = 5(−3)
4. (−a)(−b) = ab (−2)(−x) = 2x
5. − (a + b) = (−a) + (−b) − (x + 8) = (−x) + (−8)
= −x − 8
1
6. If a = b, then a ± c = b ± c. 2 + 3 = 0.5 + 3
7. If a = b, then ac = bc. 42 ∙ 2 = 16 ∙ 2
GO DIGITAL 8. If a ± c = b ± c, then a = b. 1.4 − 1 = 75 − 1 1.4 = 75
9. If ac = bc and c ≠ 0, then a = b. 3x = 3 ∙ 4 x=4
ALGEBRA HELP
The “or” in the Zero-Factor Properties of Zero
Property includes the possibility
that either or both factors may Let a and b be real numbers, variables, or algebraic expressions.
be zero. This is an inclusive 1. a + 0 = a and a − 0 = a 2. a ∙ 0 = 0
or, and it is generally the
way the word “or” is used in 0 a
3. = 0, a ≠ 0 4. is undefined.
mathematics. a 0
5. Zero-Factor Property: If ab = 0, then a = 0 or b = 0.
Properties and Operations of Fractions
Let a, b, c, and d be real numbers, variables, or algebraic expressions such that

b ≠ 0 and d ≠ 0.
a c
1. Equivalent Fractions: = if and only if ad = bc.
b d
ALGEBRA HELP a −a a −a a
In Property 1, the phrase 2. Rules of Signs: − = = and =
b b −b −b b
“if and only if” implies two
statements. One statement is: a ac
3. Generate Equivalent Fractions: = , c ≠ 0
If ab = cd, then ad = bc. b bc
The other statement is: If a c a±c
4. Add or Subtract with Like Denominators: ± =
ad = bc, where b ≠ 0 and b b b
d ≠ 0, then ab = cd. a c ad ± bc
5. Add or Subtract with Unlike Denominators: ± =
b d bd
a c ac
6. Multiply Fractions: ∙ =
b d bd
a c a d ad
7. Divide Fractions: ÷ = ∙ = , c ≠ 0
b d b c bc
EXAMPLE 13 Properties and Operations of Fractions

x 3 ∙ x 3x 7 3 7 2 14
a. = = Property 3 b. ÷ = ∙ = Property 7
5 3 ∙ 5 15 x 2 x 3 3x
3 x x 2x
a. Multiply fractions:
5
∙ 6 b. Add fractions:
10
+
5
If a, b, and c are integers such that ab = c, then a and b are factors or divisors of c.
A prime number is an integer that has exactly two positive factors—itself and 1—such
as 2, 3, 5, 7, and 11. The numbers 4, 6, 8, 9, and 10 are composite because each can be
written as the product of two or more prime numbers. The number 1 is neither prime
nor composite. The Fundamental Theorem of Arithmetic states that every positive
integer greater than 1 is prime or can be written as the product of prime numbers in
precisely one way (disregarding order). For example, the prime factorization of 24 is
24 = 2 ∙ 2 ∙ 2 ∙ 3.
Summarize (Section P.1)

1. Explain how to represent and classify real numbers (pages 2 and 3). For
examples of representing and classifying real numbers, see Examples 1 and 2.
2. Explain how to order real numbers and use inequalities (pages 4 and 5). For
examples of ordering real numbers and using inequalities, see Examples 3–5.
3. State the definition of the absolute value of a real number (page 6). For
examples of using absolute value, see Examples 6–9.
4. Explain how to evaluate an algebraic expression (page 8). For examples
involving algebraic expressions, see Examples 10 and 11.
5. State the basic rules and properties of algebra (pages 9–11). For examples
involving the basic rules and properties of algebra, see Examples 12 and 13.
GO DIGITAL
P.1 Exercises See CalcChat.com for tutorial help and worked-out solutions
to odd-numbered exercises.
GO DIGITAL
Vocabulary and Concept Check

In Exercises 1–4, fill in the blanks.
1. The decimal form of an ________ number neither terminates nor repeats.
2. The point representing 0 on the real number line is the ________.
3. The ________ of an algebraic expression are those parts that are separated by addition.
4. The ________ ________ states that if ab = 0, then a = 0 or b = 0.
∣ ∣
5. Is 3 − 10 equal to 10 − 3 ? Explain. ∣ ∣
6. Match each property with its name.
(a) Commutative Property of Addition (i) a ∙ 1 = a
(b) Additive Inverse Property (ii) a(b + c) = ab + ac
(c) Distributive Property (iii) a + b = b + a
(d) Associative Property of Addition (iv) a + (−a) = 0
(e) Multiplicative Identity Property (v) (a + b) + c = a + (b + c)
Skills and Applications

C lassifying Real Numbers In Exercises Representing an Interval In Exercises 25–28,
7–10, determine which numbers in the set represent the statement as an interval, an inequality,
are (a) natural numbers, (b) whole numbers, and a graph.
(c) integers, (d) rational numbers, and (e) irrational
25. y is nonpositive.
numbers.
26. y is no more than 25.
7. { −9, − 72, 5, 23, √3, 0, 8, −4, 2, −11}
27. t is at least 10 and at most 22.
8. { √5, −7, − 73, 0, 3.14, 54 , −3, 12, 5}
28. k is less than 5 but no less than −3.
9. { 2.01, 0.6, −13, 0.010110111 . . . , 1, −6 }
10. { 25, −17, − 12 5 , √9, 3.12, 2 π, 18, −11.1, 13}
Evaluating an Absolute Value Expression In
1
Exercises 29–38, evaluate the expression.

Plotting and Ordering Real Numbers
In Exercises 11–16, plot the two real numbers on the
29. ∣−10∣ 30. ∣0∣
real number line. Then place the appropriate inequality 31. ∣3 − 8∣ 32. ∣6 − 2∣
symbol ( < or > ) between them. 33. ∣−1∣ − ∣−2∣ 34. −3 − ∣−3∣
11. −4, −8 12. 1, 16 35. 5∣−5∣ 36. −4∣−4∣
3
13. 56, 23 14. − 87, − 37
37.
∣x + 2∣, x < −2 38.
∣x − 1∣, x > 1
15. −5.2, −8.5 16. − 43, −4.75 x+2 x−1
Interpreting an Inequality In Exercises 17–20, Comparing Real Numbers In Exercises 39–42, place
describe the subset of real numbers that the inequality the appropriate symbol ( <, >, or =) between the pair
represents. of real numbers.
17. x ≤ 5 18. x < 0 39. −4 ■ 4

∣ ∣ ∣∣ 40. −5■− 5 ∣∣
19. −2 < x < 2 20. 0 < x ≤ 6 41. − −6 ■ −6
∣ ∣ ∣ ∣ 42. − −2 ■− 2∣ ∣ ∣∣
Representing an Interval In Exercises 21–24, Finding a Distance In Exercises 43– 46, find the
represent the interval verbally, as an inequality, and as distance between a and b.
a graph. 43. a = 126, b = 75 44. a = −20, b = 30
21. [4, ∞) 22. (− ∞, 2) 45. a = − 52, b = 0
23. [−5, 2) 24. (−1, 2] 46. a = − 14, b = − 11
4
A blue exercise number indicates that a video solution can be seen at CalcView.com.
Federal Deficit Exploring the Concepts

In Exercises 47–50, use the bar graph, which shows True or False? In Exercises 61 and 62, determine
the receipts of the federal government (in billions whether the statement is true or false. Justify your answer.
of dollars) for selected years from 2012 through
2018. In each exercise, 61. Every nonnegative number is positive.
you are given the 62. If a < 0 and b < 0, then ab > 0.
expenditures of the
federal government. 63. Error Analysis Describe the error.
Find the magnitude
of the surplus or
5(2x + 3) = 5 ∙ 2x + 3 = 10x + 3 ✗
deficit for the year.
(Source: U.S. Office
of Management and 64. OW DO YOU SEE IT? Match each
H
Budget) description with its graph. Explain.
(i)
3600 1.87 1.88 1.89 1.90 1.91 1.92 1.93
(in billions of dollars)
3400 3329.9
3268.0
3200 (ii)
Receipts
3021.5 1.87 1.88 1.89 1.90 1.91 1.92 1.93

3000
2800 (a) The price of an item is within $0.03 of $1.90.
2600
2450.0
(b) The distance between the prongs of
2400 an electric plug may not differ from
1.9 centimeters by more than 0.03 centimeter.
2012 2014 2016 2018
Year
65. Conjecture Make a conjecture about the value of the
Year Receipts, R Expenditures, E ∣R − E∣ expression 5n as n approaches 0. Explain.
47. 2012 ■ $3526.6 billion ■ 66. Conjecture Make a conjecture about the value of the
48. 2014 ■ $3506.3 billion ■ expression 5n as n increases without bound. Explain.
49. 2016 ■ $3852.6 billion ■
Video solutions at
50. 2018 ■ $4109.0 billion ■ Review & Refresh
Finding Greatest Common Factor and Least
Identifying Terms and Coefficients In Exercises Common Multiple In Exercises 67–70, find
51–54, identify the terms. Then identify the coefficients (a) the greatest common factor and (b) the least common
of the variable terms of the expression. multiple of the numbers.
51. 7x + 4 52. 6x 3 − 5x 67. 6, 8 68. 10, 25
53. 4x + 0.5x − 5
3
69. 27, 36, 54 70. 49, 98, 112
54. 3√3x 2 + 1
Evaluating an Expression In Exercises 71–74,
Evaluating an Algebraic Expression In Exercises evaluate the expression.
55 and 56, evaluate the expression for each value of x.
(If not possible, state the reason.) 71. − (3 ∙ 3) 72. (−3)(−3)
(−5)(−5) − (5 ∙ 5)
55. x2 − 3x + 2 (a) x = 0 (b) x = −1 73. 74.
−5 (−5)(−5)(−5)
x−2
56. (a) x = 2 (b) x = −2
x+2 Finding a Prime Factorization In Exercises 75–78,
find the prime factorization of the number.
Operations with Fractions In Exercises 57– 60,
perform the operation. (Write fractional answers in 75. 48 76. 250
simplest form.) 77. 792 78. 4802
2x x 3x x
57. − 58. + Evaluating an Expression In Exercises 79–82,
3 4 4 5
evaluate the expression.
3x 5 2x 6
59.
10
∙6 60.
3
÷
7
79. 3.785(10,000) 80. 1.42(1,000,000)
81. 6.091000 82. 8.603100,000
© Gary718/Shutterstock.com
P.2 Exponents and Radicals

Use properties of exponents.
Use scientific notation to represent real numbers.
Use properties of radicals.
Simplify and combine radical expressions.
Use properties of rational exponents.
Integer Exponents and Their Properties

Repeated multiplication can be written in exponential form.
Repeated Multiplication Exponential Form
a∙a∙a∙a∙a a5
(−4)(−4)(−4) (−4)3
(2x)(2x)(2x)(2x) (2x)4
Real numbers and algebraic
expressions are often written
with exponents and radicals. Exponential Notation
For example, in Exercises 85
and 86 on page 25, you will use If a is a real number and n is a positive integer, then
an expression involving rational
exponents to find the times an = a ∙ a ∙ a . . . a
required for a funnel to empty
n factors
for different water heights.
where n is the exponent and a is the base. You read an as “a to the nth power.”
An exponent can also be negative or zero. Properties 3 and 4 below show how to
use negative and zero exponents.
Properties of Exponents
Let a and b be real numbers, variables, or algebraic expressions, and let m and n
be integers. (All denominators and bases are nonzero.)
Property Example
1. a ma n = a m+n 32 ∙ 34 = 32+4 = 36 = 729
am x7
2. = am−n = x7− 4 = x 3
an x4
() ()
1 1 n 1 1 4
3. a−n = = y−4 = =
an a y4 y
4. a0 = 1 (x 2 + 1)0 = 1
5. (ab)m = am bm (5x)3 = 53x3 = 125x3
1
6. (am)n = amn ( y3)−4 = y3(−4) = y−12 =
y12
(b) (x)
a m am 2 3 23 8
7. = = 3
= 3
bm x x
∣ ∣ ∣∣
8. a2 = a 2 = a2 ∣(−2)2∣ = ∣−2∣2 = 22 = 4 = (−2)2
GO DIGITAL
© iStockPhoto.com/micropic
P.2 Exponents and Radicals 15
The properties of exponents listed on the preceding page apply to all integers
m and n, not just to positive integers. For instance, by Property 2, you can write
24
= 24− (−5) = 24+5 = 29.
2−5
Note how the properties of exponents are used in Examples 1–4.
EXAMPLE 1 Evaluating Exponential Expressions

(2)
44 7 2
a. (−5)2 b. −52 c. 2 ∙ 24 d. e.
46
Solution
a. (−5)2 = (−5)(−5) = 25 Negative sign is part of the base.
ALGEBRA HELP b. −52 = − (5)(5) = −25 Negative sign is not part of the base.
It is important to recognize the
difference between expressions c. 2 ∙ 2 4 = 21+4 = 25 = 32 Property 1
such as (−5)2 and −52. In 44 1 1

(−5)2, the parentheses tell d. = 44−6 = 4−2 = 2 = Properties 2 and 3
46 4 16
you that the exponent applies
(2)
to the negative sign as well as 7 2 72 49
e. = = Property 7
to the 5, but in −52 = − (52), 22 4
the exponent applies only to
the 5. So, (−5)2 = 25 whereas Checkpoint Audio-video solution in English & Spanish at LarsonPrecalculus.com
−52 = −25.
a. −34 b. (−3)4
35
c. 32 ∙ 3 d. 38
TECHNOLOGY EXAMPLE 2 Evaluating Algebraic Expressions

Be sure you know how to use
parentheses when evaluating Evaluate each algebraic expression when x = 3.
exponential expressions using
1
a graphing utility. The figure a. 5x−2 b. (−x)3
3
below shows that a graphing
utility follows the order of Solution
operations, so (−5)2 = 25.
a. When x = 3, the expression 5x−2 has a value of
Without the parentheses,
the result is −25. 5 5
5x−2 = 5(3)−2 = 2 = .
3 9
(-5)2
25 1
-52 b. When x = 3, the expression (−x)3 has a value of
-25 3
1 1 1
(−x)3 = (−3)3 = (−27) = −9.
3 3 3
Evaluate each algebraic expression when x = 4.

1
a. −x−2 b. (−x)4
4
GO DIGITAL
EXAMPLE 3 Using Properties of Exponents

Use the properties of exponents to simplify each expression.
(5xy )
3 2
a. (−3ab4)(4ab−3) b. (2xy2)3 c. 3a(−4a2)0 d.
Solution
a. (−3ab4)(4ab−3) = (−3)(4)(a)(a)(b4)(b−3) = −12a 2b
b. (2xy 2)3 = 23(x)3( y 2)3 = 8x3y6
c. 3a(−4a 2)0 = 3a(1) = 3a
52(x 3)2 25x 6
(y)
5x 3 2
d. = = 2
y2 y

ALGEBRA HELP
Rarely in algebra is there only Use the properties of exponents to simplify each expression.
one way to solve a problem.
( )
3x4 2
Do not be concerned when a. (2x−2y3)(−x 4y) b. (4a2b3)0 c. (−5z)3(z2) d.
x2y2
the steps you use to solve a
problem are not exactly the
same as the steps presented in EXAMPLE 4 Rewriting with Positive Exponents
this text. It is important to use
steps that you understand and, 1
a. x−1 = Property 3
of course, steps that are justified x
by the rules of algebra. For 1 1(x 2)
example, the fractional form b. = Property 3 (The exponent −2 does not apply to 3.)
3x−2 3
of Property 3 is
x2
=
()
−m
().
m
a b Simplify.
= 3
b a
12a3b−4 12a3 ∙ a2
So, you might prefer the steps c. = Property 3
4a−2b 4b ∙ b4
below for Example 4(d).
3a5
( ) ( )
3x 2 −2 y 2 y2 = Property 1
= = 4 b5
y 3x 2 9x
3−2(x 2)−2
( )
−2
3x 2
d. = Properties 5 and 7
y y−2
3−2x−4
= Property 6
y−2
y2
= Property 3
32x 4
y2
= Simplify.
9x 4
Rewrite each expression with positive exponents. Simplify, if possible.

3a−3 b4
a. 2a−2 b.
15ab−1
( ) x −1
c. d. (−2x2)3(4x3)−1
10
GO DIGITAL
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Title: Messiah
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Release date: May 3, 2024 [eBook #73527]
Language: English
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*** START OF THE PROJECT GUTENBERG EBOOK MESSIAH ***

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MESSIAH
THE NOVELS OF GORE VIDAL
WILLIWAW 1946 · IN A YELLOW WOOD 1947

· THE CITY AND THE
PILLAR 1948 · THE SEASON OF COMFORT
1949 · A SEARCH FOR THE
KING 1950 · DARK GREEN, BRIGHT RED
1950 · THE JUDGMENT OF
PARIS 1952 · MESSIAH 1954.
MESSIAH
BY
GORE VIDAL
E. P. DUTTON & CO., INC.

NEW YORK 1954
Copyright, 1954, by E. P. Dutton & Co., Inc.
All rights reserved. Printed in the U.S.A.
FIRST EDITION
No part of this book may be reproduced

in any form without permission in writing
from the publisher, except by a reviewer
who wishes to quote brief passages in
connection
with a review written for inclusion in
magazine or newspaper or radio
broadcast.
Library of Congress Catalog Card

Number: 54-5053
FOR
TENNESSEE WILLIAMS
I sometimes think the day will come

when all the modern nations will adore a
sort of American god, a god who will
have been a man that lived on earth and
about whom much will have been written
in the popular press; and images of this
god will be set up in the churches, not as
the imagination of each painter may
fancy him, not floating on a Veronica
kerchief, but established, fixed once and
for all by photography. Yes, I foresee a
photographed god, wearing spectacles.
On that day civilization will have reached

its peak and there will be steam-
propelled gondolas in Venice.
November, 1861: The Goncourt Journals

MESSIAH
1
I envy those chroniclers who assert with reckless but sincere
abandon: “I was there. I saw it happen. It happened thus.” Now I too,
in every sense, was there, yet I cannot trust myself to identify with
any accuracy the various events of my own life, no matter how
vividly they may seem to survive in recollection ... if only because we
are all, I think, betrayed by those eyes of memory which are as
mutable and particular as the ones with which we regard the material
world, the vision altering, as it so often does, from near in youth to
far in age. And that I am by a devious and unexpected route arrived
at a great old age is to me a source of some complacency, even on
those bleak occasions when I find myself attending inadvertently the
body’s dissolution, a process as imperceptible yet sure as one of
those faint, persistent winds which shift the dunes of sand in that
desert of dry Libya which burns, white and desolate, beyond the
mountains I see from the window of my room, a window facing, aptly
enough, the west where all the kings lie buried in their pride.
I am also conscious that I lack the passion for the business of

familiar life which is the central preoccupation of our race while,
worse still, I have never acquired the habit of judging the usual
deeds of men ... two inconvenient characteristics which render me
uncertain whenever I attempt to recall the past, confounding me
sadly with the knowledge that my recollections are, after all, tentative
and private and only true in part.
Then, finally, I have never found it easy to tell the truth, a

temperamental infirmity due not so much to any wish or compulsion
to distort reality that I might be reckoned virtuous but, rather, to a
conception of the inconsequence of human activity which is ever in
conflict with a profound love of those essential powers which result in
human action, a paradox certainly, a dual vision which restrains me
from easy judgments.
I am tempted to affirm that historic truth is quite impossible, although

I am willing to accept the philosophic notion that it may exist
abstractly, perfect and remote in the imagination. A windy attic filled
with lovely objects has always been my personal image of those
absolutes Aristotle conceived with such mellifluous optimism ... and I
have always liked the conceits of philosophy, the more extravagant
the better. I am especially devoted to Parmenides who was so
strenuously obsessed with the idea of totality that he was capable,
finally, of declaring that nothing ever changed, that what has been
must still exist if it is yet remembered and named, a metaphysical
conception which will, I suspect, be of some use to me as I journey
in memory back to that original crisis from which I have for so long
traveled and to which, despite the peril, I must return.
I do not say, then, that what I remember is all true but I can declare
that what I shall recall is a relative truth as opposed to that
monstrous testament the one-half world believes, entrenching deep
thereby a mission at whose birth I officiated and one whose polished
legend has since become the substantial illusion of a desperate
race. That both mission and illusion were false, I alone can say with
certainty, with sorrow, such being the unsuspected and terrible
resolution of brave days. Only the crisis, which I shall record, was
real.
I have said I am not given to making judgments. That is not precise.

It is true that in most “wicked” acts I have been able, with a little
effort, to perceive the possibilities for good either in actual intention
or (and to me more important) in uncalculated result; yet, ultimately,
problems in ethics have never much concerned me: possibly
because they have been the vital interest of so many others who,
through custom, rule society, more agreeably than not. On that
useful moral level I have been seldom, if ever, seriously engaged but
once on another, more arduous plane I was forced to make a choice,
to judge, to act: and act I did in such a way that I am still startled by
the implications of my choice, of my life’s one judgment.
I chose the light in preference to the dreamless dark, destroying my

own place in the world, and then, more painful still, I chose the light
in preference to that twilight region of indeterminate visions and
ambiguities which most suited my nature, a realm where decision
was impossible and where the potentialities of choice were endless
and exquisite to contemplate. To desert these beloved ghosts and
incalculable powers was the greater pain, but I have lived on,
observing with ever-increasing intensity that blazing disk of fire which
is the symbol as well as material source of the reality I have
accepted entirely, despite the sure dominion in eternity of the dark
other.
But now, as my private day begins to fade, as the wind in the desert
gathers in intensity, smoothing out the patterns in the sand, I shall
attempt to evoke the true image of one who assumed with plausibility
in an age of science the long-discarded robes of prophecy, prevailing
at last through ritual death and becoming, to those who see the
universe in man, that solemn idea which is yet called by its resonant
and antique name, god.
2
Stars fell to earth in a blaze of light and, where they fell, monsters
were born, hideous and blind.
The first dozen years after the second of the modern wars were
indeed “a time of divination,” as one religious writer unctuously
described them. Not a day passed but that some omen or portent
was remarked by an anxious race, suspecting war. At first, the
newspapers delightedly reported these marvels, getting the details
all wrong but communicating that sense of awfulness which was to
increase as the years of peace uneasily lengthened until a frightened
people demanded government action, the ultimate recourse in those
innocent times.
Yet these omens, obsessive and ubiquitous as they were, would not
yield their secret order to any known system. For instance, much of
the luminous crockery which was seen in the sky was never entirely
explained. And explanation, in the end, was all that the people
required. It made no difference how extraordinary the explanation
was, if only they could know what was happening: that the shining
globes which raced in formation over Sioux Falls, South Dakota,
were mere residents of the Andromeda Galaxy, at home in space,
omnipotent and eternal in design, on a cultural visit to our planet ... if
only this much could definitely be stated, the readers of newspapers
would have felt secure, able in a few weeks’ time to turn their
attention to other problems, the visitors from farther space forgotten.
It made little difference whether these mysterious blobs of light were
hallucinations, inter-galactic visitors or military weapons, the
important thing was to explain them.
To behold the inexplicable was perhaps the most unpleasant

experience a human being of that age could know, and during that
gaudy decade many wild phenomena were sighted and recorded.
In daylight, glittering objects of bright silver maneuvered at unearthly

speed over Washington, D. C., observed by hundreds, some few
reliable. The government, with an air of spurious calm, mentioned
weather balloons, atmospheric reflections, tricks-of-eye, hinting, to,
as broadly as it dared, that a sizable minority of its citizens were
probably subject to delusions and mass hysteria. This cynical view
was prevalent inside the administration though it could not of course
propound such a theory publicly since its own tenure was based,
more or less solidly, on the franchise of those same hysterics and
irresponsibles.
Shortly after the mid-point of the century, the wonders increased,

becoming daily more bizarre. The recent advance in atomic research
and in jet-propulsion had made the Western world disagreeably
aware of other planets and galaxies and the thought that we would
soon be making expeditions into space was disquieting, if splendid,
giving rise to the not illogical thought that life might be developing on
other worlds somewhat more brilliantly than here at home and,
further, that it was quite conceivable that we ourselves might receive
visitors long before our own adventuring had begun in the starry
blackness which contains our life, like a speck of phosphorus in a
quiet sea. And since our people were (and no doubt still are)
barbarous and drenched in superstition, like the dripping “Saved” at
an old-time Texas baptism, it was generally felt that these odd
creatures whose shining cars flashed through our poor heavens at
such speed must, of necessity, be hostile and cruel and bent on
world dominion, just like ourselves or at least our geographic
neighbors.
The evidence was horrific and plentiful:
In Berlin a flying object of unfamiliar design was seen to land by an

old farmer who was so close to it that he could make out several little
men twinkling behind an arc of windows. He fled, however, before
they could eat him. Shortly after his breathless announcement to the
newspapers, he was absorbed by an Asiatic government whose
destiny it was at that time to regularize the part of humanity fortunate
enough to live within its curiously elastic boundaries, both temporal
and spiritual.
In West Virginia, a creature ten feet tall, green with a red face and
exuding a ghastly odor, was seen to stagger out of a luminous globe,
temporarily grounded. He was observed by a woman and four boys,
all of unquestionable probity; they fled before he could eat them.
Later, in the company of sheriff and well-armed posse, they returned
to the scene of horror only to find both monster and conveyance
gone: but even the skeptical sheriff and his men could detect, quite
plainly, an unfamiliar odor, sharp and sickening among the clean
pines.
This particular story was unique because it was the first to describe a
visitor as being larger instead of smaller than a man, a significant
proof of the growing anxiety: we could handle even the cleverest little
creature but something huge, and green, with an awful odor ... it was
too much.
I myself, late one night in July of the mid-century, saw quite plainly
from the eastern bank of the Hudson River where I lived, two red
globes flickering in a cloudless sky. As I watched, one moved to a
higher point at a forty-five-degree angle above the original plane
which had contained them both. For several nights I watched these
eccentric twins but then, carried away by enthusiasm, I began to
confuse Mars and Saturn with my magic lights until at last I thought it
wise to remain indoors, except for those brief days at summer’s end
when I watched, as I always used to do, the lovely sudden silver arcs
meteors plunging make.
In later years, I learned that, concurrently with the celestial marvels,

farm communities were reporting an unusual number of calves born
two-headed, chickens hatched three-legged, and lambs born with
human faces; but since the somewhat vague laws of mutation were
more or less well understood by the farmers these curiosities did not
alarm them: an earlier generation, however, would have known,
instinctively, that so many irregularities forecast an ill future, full of
spite.
Eventually, all was satisfactorily explained or, quite as good,

forgotten. Yet the real significance of these portents was not so
much in the fact of their mysterious reality as in the profound effect
they had upon a people who, despite their emphatic materialism,
were as easily shattered by the unexpected as their ancestors who
had, on other occasions, beheld eagles circling Capitoline Hill,
observed the sky grow leaden on Golgotha, shivered in loud storms
when the rain was red as blood and the wind full of toads, while in
our own century, attended by a statesman-Pope, the sun did a dance
over Portugal.
Considering the unmistakable nature of these signs, it is curious how

few suspected the truth: that a new mission had been conceived out
of the race’s need, the hour of its birth already determined by a
conjunction of terrible new stars.
It is true of course that the established churches duly noted these

spectacular happenings and, rather slyly, used them to enhance that
abstract power from which their own mystical but vigorous authority
was descended. The more secular, if no less mystical, dogmas ...
descended variously from an ill-tempered social philosopher of the
nineteenth century and an energetic, unreasonably confident mental
therapist, also a product of that century’s decline ... maintained, in
the one case, that fireworks had been set off by vindictive employers
to bedazzle the poor workers for undefined but patently wicked ends,
and, in the other case, that the fiery objects represented a kind of
atavistic recessional to the childish world of marvels; a theory which
was developed even further in a widely quoted paper by an
ingenious disciple of the dead therapist. According to this worthy, the
universe was the womb in symbol and the blazing lights which many
people thought they saw were only a form of hallucination, hearking
back to some prenatal memory of ovaries bursting with a hostile
potential life which would, in time, become sibling rivals. The writer
demanded that the government place all who had seen flying objects
under three years’ close observation to determine to what extent
sibling rivalry, or the absence of it (the proposition worked equally
well either way) had affected them in life. Although this bold
synthesis was universally admired and subsequently read into the
Congressional Record by a lady Representative who had herself
undergone nine years’ analysis with striking results, the government
refused to act.
3
But although nearly every human institution took cognizance of these
signs and auguries, none guessed the truth, and those few
individuals who had begun to suspect what might be happening
preferred not to speak out; if only because, despite much private
analysis and self-questioning, it was not a time in which to circulate
ideas which might prove disagreeable to any minority, no matter how
lunatic. The body politic was more than usually upset by signs of
non-conformity. The atmosphere was not unlike that of Britain during
the mad hour of Titus Oates.
Precisely why my countrymen behaved so frantically is a problem for

those historians used to the grand, eternal view of human events. I
have often thought, though, that much of our national irritability was
closely related to the unexpected and reluctant custody of the world
the second war had pressed upon the confused grandchildren of a
proud, agrarian, isolated people, both indifferent and strange to the
ways of other cultures.
More to the point, however, was the attitude of our intellectuals who
constituted at this time a small, militantly undistinguished minority,
directly descended in spirit if not in fact from that rhetorical
eighteenth-century Swiss whose romantic and mystical love for
humanity was magically achieved through a somewhat obsessive
preoccupation with himself. His passion for self-analysis flourished in
our mid-century, at least among the articulate few who were capable
of analysis and who, in time, like their great ancestor, chose the ear
of the world for their confessional.
Men of letters lugubriously described their own deviations (usually

apolitical or sexual, seldom aesthetic), while painters worked
devotedly at depicting unique inner worlds which were not accessible
to others except in a state of purest empathy hardly to be achieved
without a little fakery in a selfish world. It was, finally, the accepted
criterion that art’s single function was the fullest expression of a
private vision ... which was true enough though the visions of men
lacking genius are not without a certain gloom. Genius, in this time,
was quite as rare as in any other and, to its credit, it was not a self-
admiring age ... critics found merit only in criticism, a singular
approach which was to amuse the serious for several decades.
Led by artists, the intellectuals voiced their guilt at innumerable

cocktail parties where it was accepted as an article of faith that each
had a burden of guilt which could, once recognized, be exorcised;
the means of recognition were expensive but rewarding: a trained
and sympathetic listener would give the malaise a name and reveal
its genesis; then, through confession (and occasionally “reliving”) the
guilt would vanish along with asthma, impotence and eczema. The
process, of course, was not easy. To facilitate therapy, it became the
custom among the cleverer people to set aside all the traditional
artifices of society so that both friends and strangers could confess
to one another their worst deeds, their most squalid fantasies in a
series of competitive monologues conducted with arduous sincerity
and surprisingly successful on every level but that of communication.
I am sure that this sort of catharsis was not entirely valueless: many
of the self-obsessed undoubtedly experienced relief when
dispensing secrets ... it was certainly an instructive shock for them to
find that even their most repellent aberrations were accepted quite
perfunctorily by strangers too intent on their own problems to be
outraged, or even very interested. This discovery was not always
cheering. There is a certain dignity and excitement in possessing a
dangerous secret life. To lose it in maturity is hard ... and once
promiscuously shared, it does become ordinary, no more
troublesome than obvious dentures.
Many cherished private hells were forever lost in those garrulous

years and the vacuum each left was invariably filled with a boredom
which, in its turn, could only be dispelled by faith. As a result, the
pursuit of the absolute, in one guise or another, became the main
preoccupation of these romanticists who professed with some pride
a mistrust of the reason, derived quite legitimately from their own
stunning incapacity to assimilate the social changes created by
machinery, their particular Lucifer. They rejected the idea of the
reflective mind, arguing that since both logic and science had failed
to establish the first cause of the universe or (more important)
humanity’s significance, only the emotions could reveal to us the
nature of reality, the key to meaning. That it was actually no real
concern of this race why or when or how the universe came into
being was an attitude never, so far as I can recall, expressed by the
serious-minded of the day. Their searching, however, was not simply
the result of curiosity; it was more than that: it was an emotional,
senseless plunging into the void, into the unknowable and the
irrelevant. It became, finally, the burden of life, the blight among the
flowers: the mystery which must be revealed, even at the expense of
life. It was a terrible crisis, made doubly hard since the eschewal of
logic left only one path clear to the heart of the dilemma: the way of
the mystic, and even to the least sensible it was sadly apparent that,
lacking a superior and dedicated organization, one man’s revelation
is not apt to be of much use to another.
Quantities of venerable attitudes were abandoned and much of the

preceding century’s “eternal truths and verities” which had cast, rock-
like, so formidable and dense a shadow, were found, upon
examination, to be so much sand, suitable for the construction of
fantastic edifices but not durable, nor safe from the sea’s tide.
But the issue was joined: dubious art was fashioned, authorities
were invoked, dreams given countenance and systems constructed
on the evidence of private illumination.
For a time, political and social action seemed to offer a way out, or
in. Foreign civil wars, foreign social experiments were served with a
ferocity difficult to comprehend; but later, when the wars and
experiments went wrong, revealing, after such high hopes, the
perennial human inability to order society, a disillusion resulted,
bitterly resolved in numerous cases by the assumption of some
mystical dogma, preferably one so quaintly rich with history, so
sweeping and unreasonable in its claims as to be thoroughly
acceptable to the saddened romanticist who wanted, above all else,
to feel, to know without reasoning.
So in these portentous times, only the scientists were content as

they constructed ever more fabulous machines with which to split the
invisible kernels of life while the anti-scientifics leaped nervously
from one absolute to another ... now rushing to the old for grace,
now to the new for salvation, no two of them really agreeing on
anything except the need for agreement, for the last knowledge ...

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Equations, Inequalities, and

2 Functions and Their Graphs 159

3 Polynomial Functions 241

4 Rational Functions and Conics 309

5 Exponential and Logarithmic Functions 359

6 Systems of Equations and Inequalities 421

7 Matrices and Determinants 493

8 Sequences, Series, and Probability 561

Answers to Odd-Numbered Exercises and Tests A9

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 Ron Larson, Ph.D.

P.2 Exponents and Radicals

Chapter P Section 6 Exercise 39

P.1 Review of Real Numbers and Their Properties

example, in Exercises 47–50 3

{ 0, 1, 2, 3, 4, . . . } Set of whole numbers

{ . . . , −3, −2, −1, 0, 1, 2, 3, . . . } Set of integers

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As illustrated in Figure P.3, there is a one-to-one correspondence between real numbers

EXAMPLE 2 Plotting Points on the Real Number Line

a. The point representing the real number

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Plot the real numbers on the real number line.

Ordering Real Numbers

EXAMPLE 3 Ordering Real Numbers

EXAMPLE 4 Interpreting Inequalities

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Describe the subset of real numbers that the inequality represents.

Bounded Intervals on the Real Number Line

Let a and b be real numbers such that a < b.

(a, b) Open a < x < b x

Unbounded Intervals on the Real Number Line

(− ∞, ∞) Entire real line −∞ < x < ∞ x

Ron Larson, Ph.D.

Identify the terms and coefficients of −2x + 4.

Evaluate 4x − 5 when x = 0.

* START OF THE PROJECT GUTENBERG EBOOK MESSIAH *