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CONTENTS v
3.4 Inequalities 123

1 Solve inequalities using the Addition Property of Inequalities 123
2 Solve inequalities using the Multiplication Property of Inequalities 125
3 Solve general inequalities 127
Chapter 3 Summary 133
Chapter 3 Review Exercises 136
Chapter 3 Test 137
CUMULATIVE REVIEW EXERCISES 138
Chapter 4 Solving Equations and Inequalities: Applications 141

Prep Test 141
4.1 Translating Sentences into Equations 142
1 Translate a sentence into an equation and solve 142
2 Application problems 144
4.2 Geometry Problems 150
1 Perimeter problems 150
2 Problems involving angles formed by intersecting lines 152
3 Problems involving the angles of a triangle 155
4.3 Markup and Discount Problems 163
1 Markup problems 163
2 Discount problems 164
4.4 Investment Problems 169
1 Investment problems 169
4.5 Mixture Problems 174
1 Value mixture problems 174
2 Percent mixture problems 176
4.6 Uniform Motion Problems 183
1 Uniform motion problems 183
4.7 Inequalities 188
1 Applications of inequalities 188
Chapter 4 Test 197
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
vi CONTENTS
Chapter 5 Linear Equations and Inequalities 201

Prep Test 201
5.1 The Rectangular Coordinate System 202
1 Graph points in a rectangular coordinate system 202
2 Scatter diagrams 203
3 Average rate of change 205
5.2 Graphs of Straight Lines 214
1 Determine solutions of linear equations in two variables 214
2 Graph equations of the form y 5 mx 1 b 216
3 Graph equations of the form Ax 1 By 5 C 218
5.3 Slopes of Straight Lines 228
1 Find the slope of a straight line 228
2 Graph a line using the slope and y-intercept 234
5.4 Equations of Straight Lines 242
1 Find the equation of a line using the equation y 5 mx 1 b 242
2 Find the equation of a line using the point-slope formula 243
3 Find the equation of a line given two points 244
5.5 Functions 249
1 Introduction to functions 249
2 Graphs of linear functions 252
5.6 Graphing Linear Inequalities 260
1 Graph inequalities in two variables 260
Chapter 5 Test 270
Chapter 6 Systems of Linear Equations 275

Prep Test 275
6.1 Solving Systems of Linear Equations by Graphing 276
1 Solve systems of linear equations by graphing 276
6.2 Solving Systems of Linear Equations by the Substitution Method 283
1 Solve systems of linear equations by the substitution method 283
6.3 Solving Systems of Linear Equations by the Addition Method 288
1 Solve systems of linear equations by the addition method 288
CONTENTS vii
6.4 Application Problems in Two Variables 293

1 Rate-of-wind and rate-of-current problems 293
Chapter 6 Test 305
Chapter 7 Polynomials 307

Prep Test 307
7.1 Addition and Subtraction of Polynomials 308
1 Add polynomials 308
2 Subtract polynomials 309
7.2 Multiplication of Monomials 313
1 Multiply monomials 313
2 Simplify powers of monomials 314
7.3 Multiplication of Polynomials 317
1 Multiply a polynomial by a monomial 317
2 Multiply two polynomials 318
3 Multiply two binomials 318
4 Multiply binomials that have special products 319
7.4 Integer Exponents and Scientific Notation 328
1 Integer exponents 328
2 Scientific notation 332
7.5 Division of Polynomials 339
1 Divide a polynomial by a monomial 339
2 Divide polynomials 340
Chapter 7 Test 347
viii CONTENTS
Chapter 8 Factoring 349

Prep Test 349
8.1 Common Factors 350
1 Factor a monomial from a polynomial 350
2 Factor by grouping 351
8.2 Factoring Polynomials of the Form x2 1 bx 1 c 357
1 Factor trinomials of the form x 1 bx 1 c 2
357
2 Factor completely 359
8.3 Factoring Polynomials of the Form ax2 1 bx 1 c 363
1 Factor trinomials of the form ax 1 bx 1 c by using trial factors 2
363
2 Factor trinomials of the form ax 2 1 bx 1 c by grouping 367
8.4 Special Factoring 372
1 Factor the difference of two squares and perfect-square trinomials 372
8.5 Factoring Polynomials Completely 378
1 Factor completely 378
8.6 Solving Equations 381
1 Solve equations by factoring 381
Chapter 8 Test 391
Chapter 9 Rational Expressions 395

Prep Test 395
9.1 Multiplication and Division of Rational Expressions 396
1 Simplify rational expressions 396
2 Multiply rational expressions 398
3 Divide rational expressions 399
9.2 Expressing Fractions in Terms of the LCD 405
1 Find the least common multiple (LCM) of two or more polynomials 405
2 Express two fractions in terms of the LCD 406
9.3 Addition and Subtraction of Rational Expressions 410
1 Add and subtract rational expressions with the same denominator 410
2 Add and subtract rational expressions with different denominators 411
9.4 Complex Fractions 418
1 Simplify complex fractions 418
CONTENTS ix
9.5 Equations Containing Fractions 423

1 Solve equations containing fractions 423
2 Solve proportions 425
3 Applications of proportions 427
4 Problems involving similar triangles 428
9.6 Variation 438
1 Direct and inverse variation problems 438
9.7 Literal Equations 445
1 Solve a literal equation for one of the variables 445
9.8 Application Problems 448
1 Work problems 448
2 Uniform motion problems 450
Chapter 9 Test 462
Chapter 10 Radical Expressions 465

Prep Test 465
10.1 Introduction to Radical Expressions 466
1 Simplify numerical radical expressions 466
2 Simplify variable radical expressions 468
10.2 Addition and Subtraction of Radical Expressions 474
1 Add and subtract radical expressions 474
10.3 Multiplication and Division of Radical Expressions 478
1 Multiply radical expressions 478
2 Divide radical expressions 480
10.4 Solving Equations Containing Radical Expressions 486
1 Solve equations containing one or more radical expressions 486
Chapter 10 Test 499
x CONTENTS
Chapter 11 Quadratic Equations 503

Prep Test 503
11.1 Solving Quadratic Equations by Factoring or by Taking Square Roots 504
1 Solve quadratic equations by factoring 504
2 Solve quadratic equations by taking square roots 505
11.2 Solving Quadratic Equations by Completing the Square 511
1 Solve quadratic equations by completing the square 511
11.3 Solving Quadratic Equations by Using the Quadratic Formula 517
1 Solve quadratic equations by using the quadratic formula 517
11.4 Complex Numbers 523
1 Simplify complex numbers 523
2 Add and subtract complex numbers 525
3 Multiply complex numbers 525
4 Divide complex numbers 527
5 Solve quadratic equations with complex number solutions 528
11.5 Graphing Quadratic Equations in Two Variables 536
1 Graph a quadratic equation of the form y 5 ax 1 bx 1 c 2
536
11.6 Application Problems 543
Chapter 11 Test 554
FINAL EXAM 558

APPENDIX 563
Table of Properties 563
Keystroke Guide for the TI-83 Plus and TI-84 Plus 565
SOLUTIONS TO CHAPTER PROBLEMS S1
ANSWERS TO SELECTED EXERCISES A1
GLOSSARY G1
INDEX I1
INDEX OF APPLICATIONS I9
Preface
Digital Vision
Among the many questions we ask when we begin the process of revising a textbook, the
most important is, “How can we improve the learning experience for the student?” We find
answers to this question in a variety of ways, but most commonly by talking to students and
instructors and evaluating the written feedback we receive from our customers. As we set out
to create the eighth edition of Beginning Algebra, bearing in mind the feedback we received,
our ultimate goal was to increase our focus on the student.
In the eighth edition, as in previous editions, popular features such as “Take Note” and
“Point of Interest” have been retained. We have also retained the worked Examples and
accompanying Problems, with complete worked-out solutions to the Problems given at the
back of the textbook. New to this edition is the “Focus on Success” feature that appears at
the beginning of each chapter. “Focus on Success” offers practical tips for improving study
habits and performance on tests and exams.
Also new to the eighth edition are “How It’s Used” boxes. These boxes present real-
world scenarios that demonstrate the utility of selected concepts from the text. New “Focus
On” examples offer detailed instruction on solving a variety of problems. “In the News” ex-
ercises are new application exercises appearing in many of the exercise sets. These exercises
are based on newsworthy data and facts and are drawn from current events. The definition/
key concept boxes have been enhanced in this edition; they now include examples to show
how the general case translates to specific cases.
We trust that the new and enhanced features of the eighth edition will help students to
engage more successfully with the content. By narrowing the gap between the concrete and
the abstract, between the real world and the theoretical, students should more plainly see that
mastering the skills and topics presented is well within their reach and well worth the effort.
Updates to This Edition

• NEW! Chapter Openers have been revised and now include “Prep Tests” and “Focus
on Success” vignettes.
• NEW! “Try Exercise” prompts are included at the end of each Example/Problem pair.
• NEW! “How It’s Used” boxes are featured in each chapter.
• NEW! “Focus On” examples provide detailed instructions for solving problems.
• NEW! “Concept Check” exercises have been added to the beginning of each
exercise set.
• NEW! “In the News” applications appear in many of the end-of-section exercise sets.
• NEW! “Projects or Group Activities” exercises are included at the end of each
exercise set.
• Definition/key concept boxes have been enhanced with examples.
• Revised exercise sets include new applications.
• Improved Chapter Summaries now include a separate column containing an objective
and page number for quick reference.
Organizational Changes
We have made the following organizational changes, based on the feedback we received, in
order to improve the effectiveness of the textbook and enhance the student’s learning experience.
PREFACE xi
xii PREFACE
• Chapter 3 has been reorganized. Section 3.1 of the previous edition, Introduction to
Equations, has been separated into two sections as suggested by reviewers. Now
students will have the opportunity to master the skill of solving equations of the form
ax 5 b in Section 3.1 before they solve the percent problems and uniform motion
problems that require this skill in Section 3.2.
3.1 Introduction to Equations
3.2 Applications of Equations of the Form ax 5 b
3.3 General Equations
3.4 Inequalities
The eighth edition contains expanded coverage of solving an equation by clearing
denominators, including more exercises on this concept in the Section 3.3 exercise
set. In Section 3.3, students are now warned that clearing denominators is a method
of solving equations and that the process is never applied to expressions.
• Chapter 4 has been reorganized. Objective 4.2.2 of the previous edition, Coin and
stamp problems, has been deleted. Objective 4.2.1 of the previous edition, Consecutive
integer problems, has been incorporated into the new Objective 4.1.1, Translate a
sentence into an equation and solve.
4.1 Translating Sentences into Equations
4.2 Geometry Problems
4.3 Markup and Discount Problems
4.4 Investment Problems
4.5 Mixture Problems
4.6 Uniform Motion Problems
4.7 Inequalities
• Section 5.3, Slopes of Straight Lines, now includes the topic of perpendicular lines
in the rectangular coordinate system. Also in Section 5.3, the approach to graphing
equations using the slope and y-intercept has changed so that students are instructed
first to move up or down from the y-intercept, and then to move right or left to plot a
second point.
• Section 8.4 of the previous edition, Special Factoring, has been separated into two
sections. Section 8.4 now covers factoring the difference of two squares and perfect
square trinomials, and Section 8.5 is devoted solely to factoring polynomials
completely using the techniques introduced in the first four sections.
8.1 Common Factors
8.2 Factoring Polynomials of the Form x2 1 bx 1 c
8.3 Factoring Polynomials of the Form ax2 1 bx 1 c
8.4 Special Factoring
8.5 Factoring Polynomials Completely
8.6 Solving Equations
• A new section on variation has been added to Chapter 9. Section 9.6, Variation, covers
direct variation and inverse variation.
9.1 Multiplication and Division of Rational Expressions
9.2 Expressing Fractions in Terms of the LCD
9.3 Addition and Subtraction of Rational Expressions
9.4 Complex Fractions
9.5 Equations Containing Fractions
9.6 Variation
9.7 Literal Equations
9.8 Application Problems
PREFACE xiii
Beginning Algebra is organized around a carefully constructed hierarchy of OBJECTIVES.

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

list of objectives serves as a resource to guide OBJECTIVES PREP TEST
3.1 1 Determine whether a given
you in your study and review of the topics. number is a solution of an
equation Are you ready to succeed in this chapter?
2 Solve equations of the form Take the Prep Test below to find out if you are
ready to learn the new material.
x1a5b
3 Solve equations of the form 1. Subtract: 8 2 12
ax 5 b
3.2 1 Applications of percent 3 4
2. Multiply: 2 a2 b
4 3
2 Uniform motion
3.3 1 Solve equations of the form 5
3. Multiply: 2 1162
Complete each PREP TEST to determine ax 1 b 5 c
2 Solve equations of the form
8
4. Write 90% as a decimal.

ax 1 b 5 cx 1 d
which topics you may need to study more 3 Solve equations containing 5. Write 0.75 as a percent.
parentheses
6. Evaluate 3x2 2 4x 2 1 when x 5 24.
carefully in order to be ready to learn the 4 Solve application problems
using formulas 7. Simplify: 3x 2 5 1 7x
3.4 1 Solve inequalities using 8. Simplify: 8x 2 9 2 8x
new material. the Addition Property of
Inequalities 9. Simplify: 6x 2 316 2 x2
2 Solve inequalities using the
Multiplication Property of
Inequalities
3 Solve general inequalities
78702_Ch03_089-140.indd 89 9/13/11 3:47 PM
SECTION 8.6 Solving Equations 381
8.6 Solving Equations

In each section, OBJECTIVE STATEMENTS introduce
OBJECTIVE 1 Solve equations by factoring each new topic of discussion.
Recall that the Multiplication Property of Zero states that the product of a number and
zero is zero.
If a is a real number, then a # 0 5 0.
Consider the equation a # b 5 0. If this is a true equation, then either a 5 0 or b 5 0.
PRINCIPLE OF ZERO PRODUCTS

If the product of two factors is zero, then at least one of the factors must be zero.
NEW! Many of the DEFINITION/KEY CONCEPTS boxes
If a ? b 5 0, then a 5 0 or b 5 0.
now contain examples to illustrate how each definition
The Principle of Zero Products is used in solving equations.
or key concept applies in practice.
Focus on solving an equation using the Principle of Zero Products

Solve: 1x 2 22 1x 2 32 5 0
If 1x 2 22 1x 2 32 5 0, 1x 2 22 1x 2 32 5 0
NEW! FOCUS ON boxes alert you to the specific type
then 1x 2 22 5 0 or
Take Note
1x 2 32 5 0. of problem you must master in order to succeed with
x 2 2 is equal to a number. Solve each equation for x. x2250 x2350
x 2 3 is equal to a number. In
1x 2 22 1x 2 32 , two numbers
x52
Check: 1x 2 22 1x 2 32 5 0
x53
1x 2 22 1x 2 32 5 0
the homework exercises or on a test. Each FOCUS ON
are being multiplied. Since their
12 2 22 12 2 32 13 2 22 13 2 32
product is zero, one of the
numbers must be equal to zero. 01212
0
0 1102
0
0 problem is accompanied by detailed explanations for
The number x 2 2 is equal to 0 or 050 050
the number x 2 3 is equal to 0.
Write the solutions.

A true equation
The solutions are 2 and 3.
A true equation
each step of the solution.
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in
78702_Ch08_349-394.indd 381
whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
9/13/11 3:49 PM
xiv PREFACE
382 CHAPTER 8 Factoring
EXAMPLE 1 Solve: 2x2 1 x 5 6

Solution 2x2 1 x 5 6 • This is a quadratic equation.
2x2 1 x 2 6 5 0
12x 2 32 1x 1 22 5 0
• Write it in standard form.
• Factor the trinomial.
The EXAMPLE/PROBLEM matched pairs are designed
2x 2 3 5 0 x1250 • Set each factor equal to zero
(the Principle of Zero Products). to actively involve you in the learning process. The
2x 5 3 x 5 22 • Solve each equation for x.
x5
3
2
Problems are based on the Examples. They are paired
Check 2x 1 x 5 6
2
2x2 1 x 5 6
3 2 3
2a b 1 6 21222 2 1 1222 6
so that you can easily refer to the steps in the Example
2 2
9
2a b 1
4
3
2
6 2#422 6 as you work through the accompanying Problem.
9 3
1 6 822 6
2 2
656 656
Problem 1 Solve: 2x2 2 50 5 0

• Write the solutions.
NEW! TRY EXERCISE prompts are given at the end of
Solution See page S19.
each Example/Problem pair. They point you to a similar
† Try Exercise 25, page 385.
E l 1 ill h i l di l i d i i b f i
exercise at the end of the section. By following the
prompts, you can immediately apply the techniques
presented in the worked Examples to homework exercises.
SECTION 8.6
Problem 1
2x2 2 50 5 0 • A quadratic equation Complete WORKED-OUT SOLUTIONS to the
2 1x2 2 252 5 0 • Factor out 2.
x2 2 25 5 0 • Divide each side by 2.
Problems are found in an appendix at the back of
1x 1 52 1x 2 52 5 0 • Factor. the text. Compare your solution with the one given
x1550 x 2 5 5 0 • Set each factor equal to zero. in the appendix to obtain immediate feedback and
x 5 25 x55 reinforcement of the concept(s) you are studying.
78702_Ch08_349-394.indd 382 9/13/11 3:49 PM
78702_Sol_S01-S28.indd 19 9/13/11 3:50 PM
Beginning Algebra contains a WIDE VARIETY OF EXERCISES that promote skill building,
skill maintenance, concept development, critical thinking, and problem solving.
NEW! CONCEPT CHECK exercises promote

SECTION 5.5 Functions 255
conceptual understanding. Completing these
5.5 Exercises
exercises will deepen your understanding of the
topics in the section. CONCEPT CHECK
1. Determine whether the equation is a linear equation. If it is, write it in function notation.
3
a. y 5 2 x 2 2 b. y 5 x 1 1
5
GETTING READY exercises appear in most end- c. y 5 x2 1 5
e. y 5 2x 2 4
d. y2 5 3x 1 6
f. y 5 6 y
of-section exercise sets. These exercises provide 1

2. The graphs of y 5 4x 2 6 and f1x2 5 ?
3. For the relation graphed at the right, the domain is {
are identical
? }.
4
x
guided practice and test your understanding of 4. The value of the function 5 123, 32 , 122, 22 , 121, 12 , 10, 02 6 at 22 is ? . –4 –2 0
–2
2 4
1 Introduction to functions (See pages 249–252.) –4

the underlying concepts in a lesson. They act as
GETTING READY
stepping stones to the remaining exercises for 5. A relation is a set of
is called the
? . The set of first coordinates of the ordered pairs
? of the relation. The set of second coordinates is called the
? of the relation.
the objective. 6. a. The symbol f1x2 is read “ f ? x”or “the value of f ? x.” It is a
symbol for the number that the function f pairs with ? .
b. The symbol f132 is a symbol for the number that the function f pairs with In the News
NEW! IN THE NEWS application exercises help ? .
c. If f1x2 5 4x 2 1, then f132 5 41 ? ) 2 1 5 ? . This means that
Swimmers Go
the Distance
( ? , ? ) is an ordered pair of the function f .
you see the usefulness of mathematics in our Twenty-three swimmers
completed NYC Swim’s
7. Marathons See the news clipping at the right. The table below shows the ages and annual Manhattan Island
everyday world. They are based on information finishing times of the top eight finishers in the Manhattan Island Swim. Write a rela-
tion in which the first coordinate is the age of a swimmer and the second coordinate is
Swim. Swimmers begin at
Battery Park City–South Cove
and swim a 28.5-mile course
the swimmer’s finishing time. Is the relation a function?
around Manhattan Island.
culled from popular media sources, including Ages (in years) 35 45 38 24 47 51 35 48
The 35-year-old first-place
finisher swam the distance in
7 h, 30 min, and 15 s.
newspapers, magazines, and the Internet. Time (in hours) 7.50 7.58 7.63 7.78 7.80 7.86 7.89 7.92
Source: www.nycswim.org
8. Health The table at the right shows the United States Department of Agriculture Daily Saturated Fat
limit on saturated fat intake, in grams. Write a relation in which the first coordinate is Calories (in grams)
a person’s daily Calorie intake and the second coordinate is the limit on saturated fat
THINK ABOUT IT exercises promote conceptual intake. Is the relation a function?
1600
2000
18
20
understanding. Completing these exercises will For Exercises 9 and 10, use the following sets. Set A is the set of all dates of the year
2200
2500
24
25
({January 1, January 2, January 3, . . .}). Set B is the set of all the people in the world.
deepen your understanding of the concept being 9. A relation has domain A and range B. Each ordered pair in the relation is of the
form (date, person born on that date). Is this relation a function?
2800 31
addressed. 10. A relation has domain B and range A. Each ordered pair in the relation is of the
form (person, birth date of that person). Is this relation a function?
78702_Ch05_201-274.indd 255 9/13/11 3:49 PM
PREFACE xv
NEW! TRY EXERCISE † icons are used to link

Write an equation and solve.
exercises back to Examples from the section. † 57. Depreciation As a result of depreciation, the value of a car is now $19,200. This is
three-fifths of its original value. Find the original value of the car.
APPLYING CONCEPTS exercises may involve

In the News
further exploration and analysis of topics, APPLYING CONCEPTS Student Credit Card
107. Credit Cards See the news clipping at the right. The equation N 5 2.3!S, where Debt Grows
S is a student’s year in college, can be used to find the average number of credit cards With each advancing year in
or they may integrate concepts introduced N that a student has. Use this equation to find the average number of credit cards
for a. a first-year student, b. a sophomore, c. a junior, and d. a senior. Round to the
college, students acquire more
credit cards and accumulate
nearest tenth. more debt. The average credit
earlier in the text. Optional graphing calculator 108. Traffic Safety Traffic accident investigators can estimate the speed S, in miles per
card balance for a first-
year student is $1585, for a
78702_Ch04_141-200.indd 147a car from the length of its skid mark by using the formula S 5 !30 fl, sophomore is $1581, for a 9/13/11 3:48 PM
hour, of
exercises are included, denoted by . where f is the coefficient of friction (which depends on the type of road surface) and l
is the length of the skid mark in feet. Suppose the coefficient of friction is 1.2 and the
junior is $2000, and for a senior
or fifth-year student is $2864.
Source: Nellie Mae
length of a skid mark is 60 ft. Determine the speed of the car a. as a radical expression
in simplest form and b. rounded to the nearest integer.
Working through the application exercises that 109. Aviation The distance a pilot in an airplane can see to the horizon can be approxi-
mated by the equation d 5 1.2!h, where d is the distance to the horizon in miles and
contain REAL DATA will prepare you to use real- h is the height of the plane in feet. For a pilot flying at an altitude of 5000 ft, what is
the distance to the horizon? Round to the nearest tenth.
d h
110. Given f 1x2 5 !2x 2 1, find each of the following. Write your answer in simplest
world information to answer questions and solve form.
a. f 112 b. f 152 c. f 1142
problems.
78702_Ch10_465-502.indd 472 9/13/11 4:03 PM
1 Applications of percent (See pages 97–101.)

By completing the WRITING EXERCISES, you
5. Employee A had an annual salary of $52,000, Employee B had an annual salary of
will improve your communication skills while $58,000, and Employee C had an annual salary of $56,000 before each employee was
given a 5% raise. Which of the three employees now has the highest annual salary?
increasing your understanding of mathematical Explain how you arrived at your answer.
6. Each of three employees earned an annual salary of $65,000 before Employee A
concepts. was given a 3% raise, Employee B was given a 6% raise, and Employee C was given a
4.5% raise. Which of the three employees now has the highest annual salary? Explain
how you arrived at your answer.
NEW! PROJECTS OR GROUP ACTIVITIES PROJECTS OR GROUP ACTIVITIES

For Exercises 82 to 85, (a) name the x-intercept of the graph, (b) name the y-intercept
appear at the end of each set of exercises. Your of the graph, (c) determine the slope of the line, and (d) write the equation of the line in
slope-intercept form.
instructor may assign these individually, or you 82. y 83. y 84. y 85. y
4 4 4 4
may be asked to work through the activities 2 2 2 2
x x x x
in groups. –4 –2 0
–2
2 4 –4 –2 0
–2
2 4 –4 –2 0
–2
2 4 –4 –2 0
–2
2 4
–4 –4 –4 –4
78702_Ch03_089-140.indd 104 9/13/11 3:47 PM
78702_Ch05_201-274.indd 249 9/13/11 3:49 PM
xvi PREFACE
Beginning Algebra addresses a broad range of study styles by offering a WIDE VARIETY
OF TOOLS FOR REVIEW.
At the end of each chapter, you will find a

SUMMARY outlining KEY WORDS and ESSENTIAL CHAPTER 3 Summary
RULES AND PROCEDURES presented in the Key Words
Objective
Objective and
Page Reference
Reference ples
Examples
Exam
chapter. Each entry includes an objective-level An equation expresses the equality of two [3.1.1, p. 90] 513x 2 22 5 4x 1 7 is an equation.
mathematical expressions.
reference and a page reference to show you A solution of an equation is a number that,
when substituted for the variable, results in a
[3.1.1, p. 90] 1 is the solution of the equation
6x 2 4 5 2 because 6 112 2 4 5 2 is a
true equation. true equation.
where in the chapter the concept was introduced. To solve an equation means to find a solution [3.1.2, p. 91] The equation x 5 29 is in the form
of the equation. The goal is to rewrite the variable 5 constant. The constant, 29, is
equation in the form variable 5 constant,
An example demonstrating the concept is also because the constant is the solution.
the solution of the equation.
An inequality is an expression that contains [3.4.1, p. 123] 8x 2 1 $ 5x 1 23 is an inequality.

included. the symbol , , . , #, or $.
The solution set of an inequality is a set [3.4.1, p. 123] The solution set of 8x 2 1 $ 5x 1 23 is
of numbers, each element of which, when x $ 8 because every number greater than
substituted for the variable, results in a true or equal to 8, when substituted for the
inequality. variable, results in a true inequality.
Essential Rules Objective and

and Procedures Page Reference Examples
The Addition Property of Equations [3.1.2, p. 91] x 1 12 5 219
The same number or variable term can be x 1 12 2 12 5 219 2 12
added to each side of an equation without x 5 231
changing the solution of the equation.
The Multiplication Property of Equations [3.1.3, p. 93] 26x 5 24

Each side of an equation can be multiplied by 26x 24
5
the same nonzero number without changing 26 26
the solution of the equation. x 5 24
78702_Ch03_089-140.indd 133 9/13/11 3:47 PM
In the CHAPTER REVIEW EXERCISES, the order 136 CHAPTER 3 Solving Equations and Inequalities
in which different types of problems appear CHAPTER 3 Review Exercises

is different from the order in which the topics 1. Is 3 a solution of 5x 2 2 5 4x 1 5? 2. Solve: x 2 4 5 16
3. Solve: 8x 5 256 4. Solve: 5x 2 6 5 29
were presented in the chapter. The ANSWERS to 5. Solve: 5x 1 3 5 10x 2 17 6. Solve: 315x 1 22 1 2 5 10x 1 53x 2 13x 2 12 4
7. What is 81% of 500? 8. 18 is 72% of what number?
these exercises include references to the section 9. 27 is what percent of 40? 10. Graph: x # 22
11. Solve and graph the solution set of x 2 3 . 21. 12. Solve and graph the solution set of 23x , 12.
objectives upon which the exercises are based. 13. Solve: 3x 1 4 $ 28
14. Solve: 7x 2 21x 1 32 $ x 1 10
15. Is 2 a solution of x 1 4x 1 1 5 3x 1 7?
2
This will help you to quickly identify where to go 17. Solve:

x
5 27
16. Solve: 4.6 5 2.1 1 x
18. Solve: 14 1 6x 5 17
7
to review a concept if you need more practice. 19. Solve: 12y 2 1 5 3y 1 2

2
20. Solve: x 1 513x 2 202 5 101x 2 42
21. What is 663% of 24? 22. 60 is 48% of what number?
23. 0.5 is what percent of 3? 24. Solve and graph the solution set of 2 1 x , 22.
25. Solve and graph the solution set of 5x # 210. 26. Solve: 6x 1 312x 2 12 5 227
1 2 3
27. Solve: a 2 5 28. Solve: a 5 12
6 3 5
29. Solve: 32 5 9x 2 4 2 3x 30. Solve: 243x 1 31x 2 52 4 5 318x 1 202
31. Solve: 4x 2 12 , x 1 24 32. What is 12% of 3000?

33. Solve: 3x 1 7 1 4x 5 42 34. Solve: 5x 2 6 . 19
35. 8 is what percent of 200? 36. Solve: 6x 2 9 , 4x 1 31x 1 32
1 2 1 2
Each CHAPTER TEST is designed to simulate

a typical test of the concepts covered in the CHAPTER 3 Test
chapter. The ANSWERS include references to 3
1. Solve: x 5 29
4
2. Solve: 6 2 5x 5 5x 1 11
section objectives. Also provided is a reference 3. Solve: 3x 2 5 5 214

1 5
4. Is 22 a solution of x2 2 3x 5 2x 2 6?
5. Solve: x 1 5 6. Solve: 5x 2 214x 2 32 5 6x 1 9

to an Example, Problem, or Focus On, which 2
7. Solve: 7 2 4x 5 213
8
8. Solve: 11 2 4x 5 2x 1 8
refers students to a worked example in the text 9. Solve: x 2 3 5 28 10. Solve: 3x 2 2 5 5x 1 8
3
11. Solve: 2 x 5 5 12. Solve: 6x 2 312 2 3x2 5 412x 2 72
that is similar to the given test question. 78702_Ch03_089-140.indd 136
8
9/13/11 3:47 PM
13. Solve: 6 2 215x 2 82 5 3x 2 4 14. Solve: 9 2 312x 2 52 5 12 1 5x
15. Solve: 3 12x 2 52 5 8x 2 9 16. 20 is what percent of 16?
17. 30% of what is 12? 18. Graph: x . 22

3 3
19. Solve and graph the solution set of 22 1 x # 23. 20. Solve and graph the solution set of x . 2 .
8 4
1 5
21. Solve: x 1 . 22. Solve: 31x 2 72 $ 5x 2 12
3 6
3
23. Solve: 2 x # 6 24. Solve: 4x 2 213 2 5x2 # 6x 1 10
8
25. Solve: 312x 2 52 $ 8x 2 9 26. Solve: 15 2 3 15x 2 72 , 217 2 2x2
78702_Ch03_089-140.indd 137 9/13/11 3:48 PM
PREFACE xvii
CUMULATIVE REVIEW EXERCISES, which Cumulative Review Exercises

appear at the end of each chapter (beginning 1. Simplify: 12 2 18 4 3 # 1222 2 2. Evaluate
a2b
when a 5 22, b 5 3, and c 5 24.
a2 2 c
with Chapter 2), help you maintain the skills 3. Simplify: 412 2 3x2 2 51x 2 42 4. Solve: 2x 2
2
3
5
7
3
5. Solve: 3x 2 23x 2 312 2 3x2 4 5 x 2 6 6. Write 623% as a fraction.
you learned previously. The ANSWERS include 7. Use the roster method to write the set of natural numbers 8. Given D 5 5223, 218, 24, 0, 56, which elements of
less than 9. set D are greater than 216?
references to the section objectives upon which 9. Solve: 8a 2 3 $ 5a 2 6 10. Solve 4x 2 5y 5 15 for y.
11. Find the ordered-pair solution of y 5 3x 2 1 that cor- 12. Find the slope of the line that contains the points whose
the exercises are based. responds to x 5 22. coordinates are 12, 32 and 122, 32 .
13. Find the x- and y-intercepts for 5x 1 2y 5 20. 14. Find the equation of the line that contains the point whose
coordinates are 13, 22 and has slope 21.
1
15. Graph: y 5 x 1 2 16. Graph: 3x 1 y 5 2
2
17. Graph: f1x2 5 24x 2 1 18. Graph the solution set of x 2 y # 5.
78702_Ch05_201-274.indd 272 9/21/11 7:54 AM
A FINAL EXAM is included after the last 558 Final Exam
chapter of the text. It is designed to simulate a Final Exam

comprehensive exam covering all the concepts 1. Evaluate: 2 0 23 0 2. Subtract: 215 2 12122 2 3
presented in the text. The ANSWERS to the final

exam questions are provided in the appendix at 1
3. Write 8 as a percent. 4. Simplify: 224 # 1222 4
the back of the text and include references to

12 2 15 # a2 2 3b
5. Simplify: 27 2 1242 6. Evaluate when a 5 3 and b 5 22.
the section objectives upon which the questions 2 2 1212 2a 2 2b2
are based. 2
7. Simplify: 6x 2 124y2 2 123x2 1 2y 8. Multiply: 1215z2 a2 b
5
2
9. Simplify: 2235 2 312x 2 72 2 2x4 10. Solve: 20 5 2 x
5
Other Key Features

MARGINS Within the margins, you can find the following features.
Take Note TAKE NOTE boxes alert you to

The expression n 16 1 n 3 2 must concepts that require special
have parentheses. If we write
attention.
n # 6 1 n 3, then by the Order of 78702_Ch11_503-562.indd 558 9/13/11 4:05 PM
Operations Agreement, only the 6

is multiplied by n. We want n to be
multiplied by the total of 6 and n3.
Point of Interest POINT OF INTEREST boxes, which

The Alexandrian astronomer relate to the topic under discussion,
Ptolemy began using omicron,
may be historical in nature or may
o, the first letter of the Greek
word that means “nothing,” as the be of general interest.
symbol for zero in A.D. 150. It was
not until the 13th century, however,
that Fibonacci introduced 0 to the
Western world as a placeholder
so that we could distinguish, for
example, 45 from 405.
xviii PREFACE
How It’s Used NEW! HOW IT’S USED boxes relate

Addition of positive and negative to the topic under discussion. These
decimals is used in optometry. Di-
boxes present real-world scenarios
opters, which are used to measure
the strength of lenses, are given that demonstrate the utility of
as positive or negative decimals: selected concepts from the text.
a negative diopter lens corrects
nearsightedness and a positive
diopter lens corrects farsighted-
ness. To correct more than one
aspect of a person’s vision, an
optometrist designs an eyeglass
lens that combines two or more
diopter strengths.
While the text is not dependent on the use of a

A graphing calculator can be used to evaluate variable expressions. When the value
of each variable is stored in the calculator’s memory and a variable expression is calculator, TECHNOLOGY boxes that focus on
then entered into the calculator, the calculator evaluates that variable expression
for the values of the variables stored in its memory. See the Appendix for a descrip-
tion of keystroking procedures.
calculator instruction are included for selected
topics. The boxes contain tips for using a
graphing calculator.
PROBLEM-SOLVING STRATEGIES The problem- EXAMPLE 2 During a recent year, nearly 1.2 million dogs or litters were
solving approach used throughout the text registered with the American Kennel Club. The most popular
breed was the Labrador retriever, with 172,841 registered. What
percent of the registrations were Labrador retrievers? Round to the
emphasizes the importance of a well-defined nearest tenth of a percent. (Source: American Kennel Club)
strategy. Model strategies are presented as Strategy To find the percent, solve the basic percent equation using
B 5 1.2 million 5 1,200,000 and A 5 172,841. The percent is
guides for you to follow as you attempt the unknown.
Solution PB 5 A
parallel Problem that accompanies each P11,200,0002 5 172,841 • B 5 1,200,000; A 5 172,841
P11,200,0002 172,841 • Divide each side of the equation by
5
numbered Example. 1,200,000 1,200,000 1,200,000.
P < 0.144
P < 14.4% • Rewrite the decimal as a percent.
Approximately 14.4% of the registrations were Labrador retrievers.
Problem 2 A student correctly answered 72 of the 80 questions on an exam.

What percent of the questions were answered correctly?
Solution See page S5.
† Try Exercise 43, page 105.
78702_Ch02_057-088.indd 60 9/13/11 3:46 PM
78702_Ch03_089-140.indd 99 9/13/11 3:47 PM
78702_Ch01_001-056.indd 26
PREFACE xix
Instructor Resources matched exactly to the problems you assign in class. For
PRINT SUPPLEMENTS more information, visit www.cengage.com/solutionbuilder.
Annotated Instructor’s Edition (ISBN: 978-1-111-98944-6) Enhanced WebAssign® (ISBN: 978-0-538-73810-1)
The Annotated Instructor’s Edition features answers to all Exclusively from Cengage Learning, Enhanced WebAssign
of the problems in the text, as well as an appendix denoting combines the exceptional mathematics content that you
those problems that can be found in Enhanced WebAssign. know and love with the most powerful online homework
Instructor’s Solutions Manual (ISBN: 978-1-133-11223-5) solution, WebAssign. Enhanced WebAssign engages stu-
Author: Rhoda Oden, Gadsden State Community College dents with immediate feedback and rich tutorial content.
The Instructor’s Solutions Manual provides worked-out Interactive eBooks help students develop a deeper conceptual
solutions to all of the problems in the text. understanding of their subject matter. Online assignments
Instructor’s Resource Binder with Appendix can be built by selecting from thousands of text-specific
(ISBN: 978-1-133-11248-8) problems. Assignments can be supplemented with problems
Author: Maria H. Andersen, Muskegon Community College, with from any Cengage Learning textbook.
Appendices by Richard N. Aufmann, Palomar College, and Joanne S. Enhanced WebAssign: Start Smart Guide for Students
Lockwood, Nashua Community College (ISBN: 978-0-495-38479-3)
Each section of the main text is discussed in uniquely Author: Brooks/Cole
designed Teaching Guides that contain tips, examples, The Enhanced WebAssign Student Start Smart Guide
activities, worksheets, overheads, assessments, and helps students get up and running quickly with Enhanced
solutions to all worksheets and activities. WebAssign so that they can study smarter and improve
their performance in class.
ELECTRONIC SUPPLEMENTS Printed Access Card for CourseMate with eBook
Text-Specific Videos (ISBN: 978-1-133-51019-2)
Author: Dana Mosely Instant Access Card for CourseMate with eBook
These text-specific instructional videos provide students (ISBN: 978-1-133-51018-5)
with visual reinforcement of concepts and explanations. Complement your text and course content with study and
The videos contain easy-to-understand language along with practice materials. Cengage Learning’s Developmental Math-
detailed examples and sample problems. A flexible format ematics CourseMate brings course concepts to life
offers versatility. Topics can be accessed quickly, and lec- with interactive learning, study, and exam preparation tools
tures can be catered to self-paced, online, or hybrid courses. that support the printed textbook. Watch student comprehen-
Closed captioning is provided for the hearing impaired. sion soar as your class works with the printed textbook and
These videos are available through Enhanced WebAssign the textbook-specific website. Developmental Mathematics
and CourseMate. CourseMate goes beyond the book to deliver what you need!
PowerLecture with Diploma® (ISBN: 978-1-133-11367-6)
This CD-ROM provides you with dynamic media tools for Student Resources
teaching. You can create, deliver, and customize tests (both
print and online) in minutes with Diploma’s Computer- PRINT SUPPLEMENTS
ized Testing featuring algorithmic equations. The Solution Student Solutions Manual
(ISBN: 978-1-133-11224-2)
Builder’s online solutions manual easily builds solution
Author: Rhoda Oden, Gadsden State
sets for homework or exams. Practice Sheets, First-Day-of- Community College To get access, visit
Class PowerPoint® lecture slides, art and figures from the Go beyond the answers—and
CengageBrain.com
book, and a test bank in electronic format are also included improve your grade! This
on this CD-ROM. manual provides worked-out, step-by-step solutions to the
Syllabus Creator (Included on the PowerLecture) odd-numbered problems in the text. The Student Solutions
Authors: Richard N. Aufmann and Joanne S. Lockwood
Manual gives you the information you need to truly
NEW! Easily write, edit, and update your syllabus with
understand how the problems are solved.
the Aufmann/Lockwood Syllabus Creator. This software
Student Workbook (ISBN: 978-1-133-11227-3)
program enables you to create your new syllabus in several Author: Maria H. Andersen, Muskegon Community College
easy steps: first select the required course objectives; then Get a head start. The Student Workbook contains assess-
add your contact information, course information, student ments, activities, and worksheets for classroom discussions,
expectations, grading policy, dates and location of your in-class activities, and group work.
course, and course outline. You now have your syllabus!
AIM for Success Student Practice Sheets (ISBN: 978-1-133-11226-6)
Solution Builder Author: Christine S. Verity
This online instructor database offers complete worked AIM for Success Student Practice Sheets provide additional
solutions to all exercises in the text, allowing you to create practice problems to help you learn the material.
customized, secure solutions printouts (in PDF format)
xx PREFACE
ELECTRONIC SUPPLEMENTS Enhanced WebAssign: Start Smart Guide for Students

Text-Specific Videos (ISBN: 978-0-495-38479-3)
Author: Dana Mosely Author: Brooks/Cole
These text-specific instructional videos provide you with If your instructor has chosen to package Enhanced
visual reinforcement of concepts and explanations. The WebAssign with your text, this manual will help you get
videos contain easy-to-understand language along with up and running quickly with the Enhanced WebAssign
detailed examples and sample problems. A flexible format system so that you can study smarter and improve your
offers versatility. Topics can be accessed quickly, and lec- performance in class.
tures can be catered to self-paced, online, or hybrid courses. Printed Access Card for CourseMate with eBook
Closed captioning is provided for the hearing impaired. (ISBN: 978-1-133-51019-2)
These videos are available through Enhanced WebAssign Instant Access Card for CourseMate with eBook
and CourseMate. (ISBN: 978-1-133-51018-5)
Enhanced WebAssign (ISBN: 978-0-538-73810-1) The more you study, the greater your success. You can make
Enhanced WebAssign (assigned by the instructor) provides the most of your study time by accessing everything you
instant feedback on homework assignments. This online need to succeed in one place—online with CourseMate.
homework system is easy to use and includes helpful links You can use CourseMate to read the textbook, take notes,
to textbook sections, video examples, and problem-specific review flashcards, watch videos, and take practice quizzes.
tutorials.
Chapter Test Videos
(Available through Enhanced WebAssign)
Available through Enhanced WebAssign, the chapter
test videos provide step-by-step solutions that follow the
problem-solving methods used in the text for every end-
of-chapter text question. Some solution videos feature
interactive questions that provide immediate feedback on
your answers.
Acknowledgments
The authors would like to thank the people who have reviewed the seventh edition and pro-
vided many valuable suggestions.
Maria T. Alzugaray Rodriguez, Suffolk County Community College
Sheila Anderson, Housatonic Community College
Edie Carter, Amarillo College
Kamesh Casukhela, The Ohio State University at Lima
Jacqui Fields, Wake Technical Community College
Julie Fisher, Austin Community College
Shelly Hansen, Mesa State College, Western Colorado Community College
Gayathri Kambhampati, Cloud County Community College–Geary Campus
Brian Karasek, South Mountain Community College
Linda Kuroski, Erie Community College City Campus
Larry Musolino, Lehigh Carbon Community College
Angela Stabley, Portland Community College
Rose Toering, Kilian Community College
Edward Watkins, Florida State College at Jacksonville
Annette Wiesner, University of Wisconsin–Parkside
Special thanks go to Jean Bermingham for copyediting the manuscript and proofreading the
pages, to Rhoda Oden for preparing the solutions manuals, and to Lauri Semarne for her
work in ensuring the accuracy of the text. We would also like to thank the many people at
Cengage Learning who worked to guide the manuscript for the eighth edition from develop-
ment through production.
CHAPTER
AIM for Success
A
Focus on Success
Digital Vision
This important chapter describes study skills that are used by students who have been successful in
this course. Chapter A covers a wide range of topics that focus on what you need to do to succeed
in this class. It includes a complete guide to the textbook and how to use its features to become a
successful student.
OBJECTIVES PREP TEST

A.1 Get ready Are you ready to succeed in this course?
Motivate yourself
1. Read this chapter. Answer all of the questions.
Develop a “can do” attitude
Write down your answers on paper.
toward math
Strategies for success 2. Write down your instructor’s name.
Time management 3. Write down the classroom number.
Habits of successful students
4. Write down the days and times the class meets.
A.2 Get the big picture
Understand the organization 5. Bring your textbook, a notebook, and a pen or
pencil to every class.
Use the interactive method
Use a strategy to solve word 6. Be an active participant, not a passive observer.
problems
Ace the test
AIM-2 AIM FOR SUCCESS
A.1 How to Succeed in This Course
GET READY
We are committed to your success in learning mathematics and have developed many tools
and resources to support you along the way.
DO YOU WANT TO EXCEL IN THIS COURSE?

Read on to learn about the skills you’ll need and how best to use this book to get the results
you want.
We have written this text in an interactive style. More about this later but, in short, this
means that you are supposed to interact with the text. Do not just read the text! Work along
with it. Ready? Let’s begin!
WHY ARE YOU TAKING THIS COURSE?

Did you interact with the text, or did you just read the last question? Get some paper and
a pencil or pen and answer the question. Really—you will have more success in math and
other courses you take if you actively participate. Now, interact. Write down one reason
you are taking this course.
Of course, we have no idea what you just wrote, but experience has shown us that many
of you wrote something along the lines of “I have to take it to graduate” or “It is a pre-
requisite to another course I have to take” or “It is required for my major.” Those reasons
are perfectly fine. Every teacher has had to take courses that were not directly related to
his or her major.
WHY DO YOU WANT TO SUCCEED IN THIS COURSE?

Think about why you want to succeed in this course. List the reasons here (not in your
head . . . on the paper!):
One reason you may have listed is that math skills are important in order to be successful
in your chosen career. That is certainly an important reason. Here are some other reasons.
• Math is a skill that applies across careers, which is certainly a benefit in our world of
changing job requirements. A good foundation in math may enable you to more easily
make a career change.
• Math can help you learn critical thinking skills, an attribute all employers want.
• Math can help you see relationships between ideas and identify patterns.
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Mitchell H W, L’t 14th N Y Vol
Maltison A C, Cap 12th N J Vol
Morrisy G H, A Q M 12th Iowa
McKay D S, L’t 18th Pa Cav
Mayer L, L’t 12th “ “
Merritt H A D, L’t 5th N Y Cav
Metzger J, Cap 55th Pa Vol
Moore Le Roy, Cap 72d O Vol
McCain J C, L’t 9th Minn Vol
McKee T H, Cap 1st W Va Vol
McGuire T, Cap 7th Ill Vol
Miller J W, L’t 14th Ill Cav
Murphy J, L’t 69th N Y Vol
Mallison J, L’t 94th N Y Vol
Moulton O, L’t Col 25th Mass Vol
Morgan S M, Cap
McGraylis M, Cap 93d Ind Vol
Morgan Ben B, L’t Col 75th O Vol
Mulligan J A, L’t 4th Mass Cav
Mead S, Cap 111th N Y Vol
McCall O, L’t 103d Pa Vol
Mullin D W, Cap 101st Pa Vol
Morrow J M, L’t “ “ “
McHenry C, L’t 85th N Y Vet Vol
Miller W G, L’t 16th Conn Vol
Mackey J F, Cap 103d Pa Vol
Morrow J J, Cap “ “ “
Mathews W F, L’t 1st Md Vol
Merrill H P, Cap 4th Ky Vol
Menier N J, L’t 93d Ind Vol
McDonald H J, Cap 11th Conn Vol
Moodey J E, L’t 59th Mass Vol
Martin J C, Cap 1st Tenn Cav
Melkorn M, Cap 135th O Vol
Moon R A, L’t 6th Mich Cav
Moore M M, L’t “ “ “
Manley J A, Cap 64th N Y Vol
Miller H, L’t 17th Mich Vol
McMannus P W, Adjt 27th Mass Vol
Moses C C, Cap 58th Pa Vol
Mudgett A G, Cap 11th Me Vol
McMahon E, L’t 72d O Vol
McKinstry J, L’t 16th Ill Cav
McEvoy W, Adjt 3d Ill Vol
McBeth N, L’t 45th O Vol
Merry W A, L’t 106th N Y Vol
Marney A, Cap 2d Tenn Vol
Moore D T, L’t “ “ “
Morton G C, L’t 4th Pa Cav
McKay R G, L’t 5th Mich Cav
Molton H, L’t 1st U S Cav
Montgomery R H, L’t 5th “ “
Marrow H C, Ass Egr USN
Morgan J T, Cap 17th Mich Vol
Manning G A, Cap 2d Mass Cav
Mather E, L’t 1st Vt Cav
McDonald C, L’t 2d Ill Art
Moore W Q, L’t 2d Md Cav
McCafferty N J, L’t 4th U S Art
Millis J, L’t 66th Ind Vol
McClure T W, L’t 6th U S Art
McNitt R J, Cap 1st Pa Cav
Mason J, L’t 13th Pa Cav
Main C A, Cap 5th Ill Cav
McDonald J, L’t 2d E Tenn Vol
Morse C W, L’t 16th Conn Vol
Miller C, Adjt 14th Ill Cav
McAdams J, L’t 10th W Va Vol
Mayer G W, L’t 37th Ind Vol
Mure C, L’t 15th Mo Vol
McIntyre ——, Cap 15th Wis Vol
McCormick J, L’t 21st N Y Cav
Moore L, Cap 72d O Vol
McKay R G, L’t 1st Mich Cav
Marshland A J, L’t 2d Pa Art
Millard R J, Cap “ “ “
Mix W H, L’t 19th U S Cav
Munger T J, L’t 37th Wis Vol
McNure A, L’t 73d Pa Vol
Mitchell H G, L’t 32d Me Vol
Marshall J D, L’t 57th O Vol
McLane ——, L’t 9th Minn Vol
Morris W M, L’t 93d Ill Vol
Norris A W, L’t 107th Pa Vol
Norcross J C, L’t 2d Mass Cav
Niedenhoffen C, L’t 9th Minn Vol
Nyce W, L’t 2d N Y Cav
Nelson W H, L’t 13th U S Inf
Nutting J H, Cap 27th Mass Vol
Norris O P, L’t 111th O Vol
Nelson P, Major 66th N Y Vol
Nelson A, L’t “ “ “
Nolan L, Cap 2d Del Vol
Needham J B, L’t 4th Vt Vol
Noggle C L, L’t 2d U S Inf
Nichols C H, Cap 6th Conn Vol
Newbrant J F, L’t 4th Mo Cav
Norwood J, L’t 76th N Y Vol
Norton E E, Cap 24th Mich Vol
Nealy O H, L’t 11th U S Inf
Netlerville W McM, L’t 12th U S Inf
Nash W H, Cap 1st U S S S
Neher W, L’t 7th Pa R V Cav
Newsome E, Cap 81st Ill Vol
Neal A, L’t 5th Ind Cav
Nuhfer A, Cap 72d O Vol
Nolan H J, Cap 14th N Y Cav
Niswander D M, L’t 2d Pa Art
Niemayer B H, L’t 11th Ky Cav
Newlin C, Cap 7th Pa Cav
Nyman H J, L’t 19th Mich Vol
Nulland W R, L’t 5th Ind Cav
Norris J, Cap 2d Pa Art
Noyes C S, Cap 31st Me Vol
Outcolt R V, L’t 135th O Vol
O’Harre J, L’t 7th N Y Art
Osborne F, L’t 19th Mass Vol
Ong O C, L’t 2d Va Cav
Ottinger W, Cap 8th Tenn Vol
Oliphant D, L’t 35th N J Vol
O’Connor W, L’t 13th Pa Cav
O’Brien E, Cap 29th Mo Vol
O’Shea E, L’t 13th Pa Cav
Olcott D W, Cap 134th N Y Vol
O’Kain J, L’t 7th Ill Cav
Oats J G, L’t 3d O Vol
O’Connel P, L’t 55th Pa Vol
Owens W N, Major 1st Ky Cav
Ogden J, L’t 1st Wis Cav
Ogan H W, Cap 14th O Vol
O’Sullivan F J, L’t 67th O Vol
Olden G C, L’t 112th Ill Vol
Pickenpaugh A C, L’t 6th W Va Vol
Picquet H, L’t 32d Ill Vol
Parker J T, L’t 13th Iowa Vol
Phinney A, L’t 90th Ill Vol
Provine W M, L’t 84th Ill Vol
Purcell T, L’t 16th Iowa Vol
Powell W H, L’t 2d Ill L Art
Parker G M, L’t 45th Ill Vol
Purveance J S, L’t 130th Ind Vol
Pratt J E, L’t 4th Vt Vol
Pemberton H V, Cap 14th N Y Art
Piffard D H, L’t “ “ “
Price C A, L’t 5th Mich Vol
Parker E B, L’t 1st Vt Art
Pumphry J B, L’t 123d O Vol
Paxton W N, L’t 140th Pa Vol
Porter E, Cap 154th N Y Vol
Poole S V, Cap “ “ “
Potts G P, L’t 151st Pa Vol
Potts J H, L’t 75th O Vol
Powers J L, L’t 157th N Y Vol
Pettijohn, L’t 2d U S S S
Parsons W L, Major 2d Wis Vol
Parker J, Cap 1st N J Vol
Powell J P, Cap 146th N Y Vol
Paine L B, Cap 121st N Y Vol
Partridge W H, L’t 67th N Y Vol
Pierce H H, L’t 7th Conn Vol
Pasco H S, Major 16th Conn Vol
Pitt G W, L’t 85th N Y Vet
Peake L S, L’t “ “ “
Pierson E C, L’t “ “ “
Piggott J T, Jr, Cap 8th Pa Cav
Phelps L D, L’t 8th Pa Cav
Plase W B, Cap 87th U S Inf
Pentzell D, L’t 4th N Y Cav
Peetrey J G, L’t 95th O Vol
Powers D H, Cap 6th Mich Cav
Parmalee J A, Cap 7th Ind Vol
Penfield J A, Major 5th N Y Cav
Potter E D, L’t 6th Mich Cav
Purlier H, L’t 2d O Vol
Powell O, L’t 42d Ill Vol
Patterson J B, L’t 21st O Vol
Perley J P, L’t 13th Mich Vol
Pierce G S, Cap 19th U S Inf
Perry F W, Cap 10th Wis Vol
Pulliam M D, L’t 11th Ky Cav
Prather Z R, L’t 116th Ill Vol
Pierson M P, L’t 100th N Y Vol
Pilsbury S H, Cap 5th Me Vol
Phares W, L’t 46th W Va Vol
Paul A C, A A G
Pettit G, Cap 120th N Y Vol
Preston A L, L’t 8th Mich Cav
Pendleton D B, Cap 5th Mich Cav
Porter D M, Cap 120th Ill Vol
Pennybacker E J, Cap 18th Pa Cav
Patterson F A, Cap 3d W Va Cav
Potter H C, L’t 18th Pa Cav
Paul J S, L’t 122d O Vol
Phillipp F, L’t 5th Pa Cav
Pierce S C, Cap 3d N Y Cav
Protsman C N, L’t 7th Wis Vol
Potter G A, L’t 2d Ky Vol
Peters G, L’t 9th N J Vol
Pitt J H, L’t 118th N Y Vol
Post James, L’t 149th Pa Vol
Page J E, Cap 5th Iowa Vol
Pace N C, Cap 80th Ill Vol
Piper S B, Adjt 3d O Vol
Phelps J D, Cap 73d Ind Vol
Palmer E L, L’t 57th N Y Vol
Poston J L, Cap 13th Tenn Vol
Patree L B, L’t 126th O Vol
Poole J F, L’t 1st W Va Cav
Peterson C J A, L’t 1st R I Cav
Peck M D, L’t 2d N Y Cav
Pelton E W, L’t 2d Md Vol
Patterson G W, L’t 135th O Vol
Price J C, L’t 75th O Vol
Pain H C, L’t 20th Ill Vol
Porter B B, Cap 10th N Y Art
Perrin Z, L’t 72d O Vol
Platt L H, L’t 34th Mass Vol
Porter L G, L’t 87th Ill
Paine J A, Cap 2d Ind Cav
Phelps L A, Major 5th W Va Vol
Palmer J H, L’t 12th O Vol
Peckeville W F, Cap 5th Iowa Vol
Pope W A, L’t 18th Wis Vol
Pyne D B, L’t 3d Mo Vol
Ping T, Cap 17th Iowa Vol
Park A, L’t “ “ “
Perrin J, Adjt 6th U S Cav
Pierce W, L’t 17th Vt Vol
Phillips W B, L’t 2d Pa Art
Poindexter C O, L’t 31st Me Vol
Pierson A P, L’t 9th Mich Cav
Phillips W E, L’t 7th Conn Vol
Payne L S, Cap 100th N Y Vol
Price Chas A, L’t 3d Mich Vol
Quigg D, Major 14th Ill Cav
Rees M, L’t 72d O Vol
Robinson J L, L’t 7th Tenn Cav
Robbins H, Cap 2d Wis Vol
Rockwell W O, L’t 134th N Y Vol
Robbins N A, L’t 4th Me Vol
Russell J H, L’t 12th Mass Vol
Rockwell J O, L’t 97th N Y Vol
Richardson H, L’t 19th Ind Vol
Robinson G L, L’t 80th O Vol
Robertson G W, L’t 22d Mich Vol
Roach S, L’t 100th Ill Vol
Riggs B T, Cap 18th Ky Vol
Rice J A, Cap 73d Ill Vol
Retilley W L, L’t 51st O Vol
Ray T J, L’t 49th O Vol
Reynolds H, L’t 42d Ill Vol
Rose W B, L’t 106th Pa Cav
Rourke J, Cap 1st Ill Art
Reynolds W H, Major 14th N Y Art
Ruger J M, L’t 57th Pa Vol
Richards L S, L’t 1st Vt Art
Ronnels J R, L’t 145th Pa Vol
Rieneckar G, L’t 5th Pa Cav
Rahn O, L’t 184th Pa Vol
Ritter H, Cap 52d N Y Vol
Reynolds W J, Cap 75th O Vol
Reynolds E P, L’t 5th Tenn Cav
Robbinson J F, L’t 67th Pa Vol
Ruff J, L’t “ “ “
Randolph J F, Cap 123d O Vol
Robbins A, Cap “ “ “
Rosenbaum O H, Cap “ “ “
Rossman W C, Cap 3d O Vol
Russel M, Cap 51st Ind Vol
Randall W, L’t 80th Ill Vol
Richley J A, Cap 73d Ind Vol
Roach A C, L’t 51st Ind Vol
Rosencranz A C, Cap 4th Ind Cav
Rowley G A, L’t 2d U S Inf
Reid J A, L’t 2d N C Vol
Robinson B E, L’t 95th O Vol
Ryder S B, Cap 5th N Y Cav
Robinson W A, Cap 77th Pa Vol
Roach W E, L’t 49th N Y Vol
Rogers A, Cap 4th Ky Cav
Raymond H W, L’t 8th N Y Art
Ross C W, L’t 1st Ky Vol
Rose J E, L’t 120th Ill Vol
Roberts E R, L’t 7th Ill Vol
Reed J H, L’t 120th Ill Vol
Richard J M, L’t 1st W Va Vol
Rings G, Adjt 100th O Vol
Rothe H, L’t 15th N Y Art
Robb W J, Cap 1st W Va Vol
Ramsey E K, L’t 1st N J Vol
Riley L H, L’t 7th Pa R V Cps
Ruby S V, L’t “ “ “
Ross C H, Adjt 13th Ind Vol
Risedon I, L’t 11th Tenn Vol
Robs E W, L’t 1st Tenn Vol
Ring A, L’t 12th O Vol
Richardson J A, L’t 2d N Y Cav
Romaine L, L’t 2d N J Vol
Roberts G, L’t 7th N H Vol
Ross G, L’t 7th Vt Vol
Rathbone T W, L’t 153d O Vol
Rugg C L, L’t 6th Ind Cav
Roger J R, L’t 157th Pa Vol
Reed ——, Cap 107th N Y Vol
Roney J C, L’t 3d O Vol
Robinson T B, Cap 16th Conn Vol
Richards J S, L’t
Russell J A, Cap 93d Ill Vol
Rice J S, L’t 13th Ind Vol
Reade J, L’t 57th Mass Vol
Richards R C, Cap 45th Pa Vol
Raynor A J, L’t 19th U S Cav
Rainear L, L’t 2d N J Cav
Reynolds W J, Cap 4th R I Vol
Robeson J S, L’t 7th Tenn Cav
Riley W S, L’t 21st N Y Cav
Randall W H, L’t 1st Mich S S
Reir Geo W, Cap 107th N Y Vol
Robinson C, Cap 31st U S Cav
Rorick D, A D C 31st Iowa Vol
Reynolds B J, Cap 143d N Y Vol
Sturgeon W B, L’t 107th Pa Vol
Stover M H, L’t 184th “ “
Sweetland A A, L’t 2d Pa Cav
Snyder J, Cap 14th N Y Vol
Smith E B, L’t 1st Vt Art
Stoughton H R, L’t Col 2d U S S S
Steele J, Majo 2d Pa Cav
Smart G F C, Cap 145th Pa Vol
Schurr C, L’t 7th N Y Art
Shafer W H, L’t 5th Pa Cav
Standeford S A, L’t 42d N Y Vol
Smith H I, Cap 53d Pa Vol
Sargeant M G, L’t 1st Vt Art
Schooley D, Cap 2d Pa “
Stallman C H, L’t 87th Pa Vol
Socks J, L’t 5th Md Art
Sweadner J, L’t “ “ “
Stewart T H, L’t “ “ “
Stroman C P, L’t 87th Pa Art
Sibley H L, L’t 116th O “
Smith M H, L’t 123d “ “
Schuyler J F, L’t “ “ “
Simpson G W, L’t 67th Pa “
Schroeder E, L’t 5th Md “
Smith J, L’t 67th Pa “
Schortz D, Cap 12th Pa Cav
Sheppard E A, Cap 110th O Vol
Smith C J, Major 6th Ind Cav
Sanders A H, L’t Col 16th Iowa Vol
Shedd W, Col 30th Ill Vol
Strang H W, Cap “ “ “
Smith J H, Cap 16th Iowa Vol
Skilton A S, Cap 57th O Vol
Shuttz W, Cap 37th O Vol
Smythe S S, L’t 1st Ill Art
Smith A B, Cap 48th Ill Vol
Scott Geo, L’t 10th Ind Vol
Swift E, L’t 74th Ill Vol
Sutherland G W, Adjt 126th O Vol
Starkweather W L, Cap 85th N Y Vol
Shaefer James, Cap 101st Pa Vol
Strong E E, L’t 16th Conn Vol
Sampson I B, Cap 2d Mass H Art
Sinclair R B, L’t “ “ “ “
Spence D M, L’t 103d Pa Vol
Stoke G W, L’t “ “ “
Smullen F, Cap “ “ “
Stewart A, Jr, Cap
Sweeny J, Ass Egr USN
Starr G H, Cap 104th N Y Vol
Schell G L, Cap 88th Pa Vol
Seely H B, Adjt 86th N Y Vol
Schroeders E, L’t 74th Pa Vol
Sears D C, L’t 94th N Y Vol
Smith J A, L’t 154th N Y Vol
Schuld G, L’t 45th N Y Vol
Sampson J B, L’t 12th Mass Vol
Spring W, Cap 45th N Y Vol
Schroeder C H, L’t 12th Ill Vol
Stevens C G, L’t 154th Ill Vol
Swift R R, Cap 12th Mass Vol
Skinner J L, L’t “ “ “
Stone D, Cap 118th N Y Vol
Spindler J, L’t 73d Ill Vol
Spencer S A, Cap 82d Ind Vol
Spafford A C, L’t 41st O Vol
Schwade J C, Cap 77th Pa Vol
Singer G P, Cap 33d O Vol
Spaulding E G, L’t 22d Mich Vol
Smythe W H, L’t 16th U S Inf
Schummerhone J, Cap 42d Ind Vol
Schwainforth F, L’t 24th Ill Vol
Sanger A W, L’t 21st Ill Vol
Spencer F, L’t 17th O Vol
Simpson J D, L’t 10th Ind Vol
Stover J C, Cap 3d Tenn Vol
Stevens J H, L’t 5th Me Vol
Stevens F, L’t 190th Pa Vol
Stuart C, L’t 24th N Y Vol
Shanan M, L’t 140th N Y Vol
Stevens J R, Cap 40th N Y Vol
Speece L B, Major 7th Pa R V C
Shelton W H, L’t 1st N Y Art
Smith M S, L’t 16th Me Vol
Snowwhite E, L’t 7th Pa R V C
Swann E J, Cap 76th N Y Vol
Sweet W H S, L’t 146th N Y Vol
Schofield E, Cap 11th Pa R V C
Steel J M, L’t 1st W Va Vol
Sitler J R, L’t 2d Pa Cav
Shaw J C, L’t 7th O Vol
Sheerd D G, L’t 5th Ky Cav
Shannon A L, L’t 3d Ind Cav
Smith C B, L’t 4th N Y Cav
Smith A M, L’t 1st Tenn Cav
Sutter C, L’t 39th N Y Vol
Spaulding E J, L’t 2d U S Cav
Shaffer H C, L’t 2d N Y Cav
Swayzie W A, Cap 3d O Vol
Sharp E, L’t 51st Tnd Vol
Smith D D, Cap 1st Tenn Vol
Segar T W, L’t 81st Ill Vol
Smith J C, L’t 24th Ind Bat
Saber G E, L’t 2d R I Cav
Sullivan J, Adjt 7th R I Vol
Smith J B, L’t 5th W Ya Cav
Sandon W, L’t 1st Wis Cav
Sutcher C B, Cap 16th Ill Vol
Sharp G A, L’t 19th Pa Cav
Stone L L, R Q M 2d Vt Vol
Smith L S, L’t 14th N Y Cav
Sanford O L, Major 7th Conn Vol
Smith J P, L’t 49th Pa Vol
Stevens J G, L’t 52d Pa Vol
Smith T A, Major 7th Tenn Cav
Swope C T, L’t 4th Ky Vol
Stewart A S, L’t 4th Ky Vol
Strickland E P, L’t 114th Ill Vol
Smith P, L’t 4th Tenn Cav
Stanton J W, L’t 5th Ind Cav
Soper M H, Major 5th Ind Cav
St John W H, L’t 5th Ind Cav
Shepard E, L’t 6th O Cav
Scripture F E, R Q M 7th N Y Art
Simmons A B, L’t 5th Ind Cav
Starr H P, L’t 22d N Y Cav
Spring B, L’t 75th O Vol
Shurtz E, Cap 8th Iowa Cav
Stover A C, L’t 95th O Vol
Stansbury M L, Cap 95th O Vol
Schofield R, Cap 1st Vt Cav
Stone C P, L’t 1st Vt Cav
Scudder A A, R Q M 35th Pa Vol
Scoville H C, L’t 92d Ill Vol
Stebbins J, L’t 77th N Y Vol
Schwartz C S, L’t 2d N J Cav
Sailor J, L’t 13th Pa Vol
Smyser H C, L’t 2d Md Vol
Scott R F, L’t 11th Ky Cav
String T B, Cap 11th Ky Cav
Stewart R R, L’t 2d N Y Cav
Stribling M W, L’t 61st O Vol
Shoemaker F M, Cap 100th O Vol
Smith J, L’t 5th Pa Cav
Stout J O, L’t McL’s S O Cav
Shepstrong M N, Cap 60th O Vol
Snodgrass J G, Cap 110th O Vol
Sargent H R, Cap 32d Me “
Stanton J W, L’t 5th Ind Cav
Sheehan J P, L’t 31st Me Vol
Shull J F, L’t 28th U S C T
Smith S B. L’t 30th “ “
Stauber B F, L’t 20th Pa Cav
Schulter H, L’t 43d N Y Vol
Sherman S U, Cap 4th R I “
Seely L D, L’t 45th Pa “
Stewart R T, Cap 138th Pa Vol
Stevens Frank, L’t 12th Pa Y R Cps
Scott D W, Cap 23d U S Cav
Schroeder H, L’t 82d Ill Vol
Septon A F, L’t 8th Iowa Cav
Senter A P, Cap 2d E Tenn Cav
Scofield T D, L’t 27th Mich Vol
Sanders C B, L’t 30th U S Cav
Simondson P A, L’t 23d U S Cav
Shaefer N W, L’t 24th Ind Cav
Tuthill P A, L’t 104th N Y Vol
Templeton O F, Cap 107th Pa Vol
Thonsen B E, L’t 9th O Vol
Teter A J, L’t 2d O Vol
Teneyck S, Cap 18th U S Inf
Tainter H S, L’t 82d N Y Vol
Tanner D, L’t 118th Ill Vol
Tompkins H V, L’t 59th N Y Vol
Trent B W, L’t 106th Pa Vol
Tyler L D C, Cap “ “
Thomas D, Major 135th O Vol
Thornbury J M, S’t 39th Ky Vol
Thompson C H, Major 5th Ind Cav
Tillottson H H, L’t 73d Ind Vol
Thomas A V, L’t “ “
Thompson J S, L’t 10th Vt Vol
Thorp T J, L’t Col 1st N Y Drag
Terwilliger J E, L’t 85th N Y Vol
Turner M C, Cap 16th Conn Vol
Tyler L E, L’t 1st Conn Cav
Timpson S C, Cap 95th N Y Vol
Thayer H O, L’t 67th Pa Vol
Taylor A A, L’t 122d O Vol
Thompson R, L’t 67th Pa Vol
Tilbrand H, Cap 4th N H Vol
Thorn R P, L’t 5th Ky Vol
Tinn A, L’t 16th Iowa Vol
Turner J H, Cap “ “
Todd O, L’t 18th Wis Vol
Tiffany A W, L’t 9th Minn Vol
Taylor H, L’t 55th Ind Vol
Temple H, L’t 2d N Y Cav
True W M, L’t 16th Ill Cav
Thompson J J T, As Sur 12th O Vol
Tibbles H G, Cap “ “
Taylor J, L’t 2d Pa V R Cps
Tubbs A,
Tower D W, L’t 17th Iowa Vol
Towson F, L’t “ “
Tipton A F, L’t 8th Iowa Cav
Tourtillotte J, Cap 7th Conn Vol
Turner D, L’t 118th Ill Vol
Tobel C, L’t 15th N Y Art
Thompson J, Cap 4th O Cav
Toby J P F, L’t 31st Me Vol
Tinker S H, L’t 93d Ind Vol
Unthank C L, Cap 11th Ky Cav
Ullenbaugh G, L’t 1st O Vol
Urwiler S C, Cap 67th Pa Vol
Ulem J, L’t 3d O Vol
Uptigrove J R, L’t 73d Ind Vol
Underdown J D, Cap 2d Tenn Vol
Ulffar H A, A A G
Underwood J W, Cap 57th O Vol
Von Keiser A, Cap 30th N Y Bat
Van Netter R N, L’t 1st Mich Cav
Von Valack D D, L’t 12th U S Inf
Vanderheiff J W, Cap 45th N Y Vol
Velfort G, L’t 54th N Y Vol
Vickers D, Major 4th N J Vol
Von Rottenburg H N, L’t 103 N Y Vol
Von Helmrich G, L’t Col 44th Mo Cav
Vinay F, L’t 85th N Y Vol
Van Doren D, L’t 72d O Vol
Van Ness G A, L’t 73d Ind Vol
Van Rensalaer C, L’t 148th N Y Vol
Vaughn Z, Cap 1st Me Cav
Van Buren G M, Cap 6th N Y Cav
Van Alin W C, L’t 45th Pa Vol
Von Bulow A, L’t 3d N J Cav
Von Haack A, Cap 68th N Y Vol
West O W, L’t 1st N Y Drag
Warner J B, L’t 8th Mich Cav
Williams G, L’t “ “
Whitney M G, Cap 29th Mo Vol
Winters J, L’t 72d O Vol
Warner J, L’t 33d N J Vol
Wheeler J F, L’t 149th N Y Vol
West J H, Cap 11th Ky Vol
Waidmann F, L’t 16th Iowa Vol
Walker J, L’t 8th Tenn Vol
Western C S, L’t 21st Wis Vol

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3.4 Inequalities 123

Chapter 4 Solving Equations and Inequalities: Applications 141

Chapter 5 Linear Equations and Inequalities 201

Chapter 6 Systems of Linear Equations 275

6.4 Application Problems in Two Variables 293

Chapter 7 Polynomials 307

Chapter 8 Factoring 349

Chapter 9 Rational Expressions 395

9.5 Equations Containing Fractions 423

Chapter 10 Radical Expressions 465

Chapter 11 Quadratic Equations 503

FINAL EXAM 558

Updates to This Edition

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

OBJECTIVES that appear in each section. The

4. Write 90% as a decimal.

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SECTION 8.6 Solving Equations 381

8.6 Solving Equations

PRINCIPLE OF ZERO PRODUCTS

Focus on solving an equation using the Principle of Zero Products

Write the solutions.

382 CHAPTER 8 Factoring

EXAMPLE 1 Solve: 2x2 1 x 5 6

The solutions are 32 and 22.

Problem 1 Solve: 2x2 2 50 5 0

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NEW! CONCEPT CHECK exercises promote

of-section exercise sets. These exercises provide 1

1 Introduction to functions (See pages 249–252.) –4

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NEW! TRY EXERCISE † icons are used to link

APPLYING CONCEPTS exercises may involve

1 Applications of percent (See pages 97–101.)

NEW! PROJECTS OR GROUP ACTIVITIES PROJECTS OR GROUP ACTIVITIES

may be asked to work through the activities 2 2 2 2

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At the end of each chapter, you will ﬁnd a

An inequality is an expression that contains [3.4.1, p. 123] 8x 2 1 $ 5x 1 23 is an inequality.

Essential Rules Objective and

The Multiplication Property of Equations [3.1.3, p. 93] 26x 5 24

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in which different types of problems appear CHAPTER 3 Review Exercises

This will help you to quickly identify where to go 17. Solve:

to review a concept if you need more practice. 19. Solve: 12y 2 1 5 3y 1 2

21. What is 663% of 24? 22. 60 is 48% of what number?

31. Solve: 4x 2 12 , x 1 24 32. What is 12% of 3000?

Each CHAPTER TEST is designed to simulate

section objectives. Also provided is a reference 3. Solve: 3x 2 5 5 214

5. Solve: x 1 5 6. Solve: 5x 2 214x 2 32 5 6x 1 9

refers students to a worked example in the text 9. Solve: x 2 3 5 28 10. Solve: 3x 2 2 5 5x 1 8

15. Solve: 3 12x 2 52 5 8x 2 9 16. 20 is what percent of 16?

17. 30% of what is 12? 18. Graph: x . 22