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;
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, .scanned, or duplicated, in whole or in pan. Due Lo electronic rights, some third party content may be suppressed from theeBook and/or eChapter(s).
EditorlaJ review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Leaming resen1e.s the right to remove additional content at any time if subsequent rights restrictions require it.
re ace
o paraphrase English mathematician, philosopher, and educator Alfred North

Whitehead, the purpose of education is not to fill a vessel but to kindle a fire. In
particular, Whitehead encouraged students to be creative and imaginative in their
learning and to continually form ideas into new and more exciting combinations.
This desirable goal is not always an easy one to realize in mathematics with students
whose primary interests are in areas other than mathematics. The purpose of this text,
then, is to present mathematical skills and concepts and to apply them to ideas that are
important to students in the management, life, and social sciences. We hope that this
look at the relevance of mathematical ideas to a broad range of fields will help inspire the
imaginative thinking and excitement for learning about which Whitehead spoke. The
applications included allow students to view mathematics in a practical setting relevant
to their intended careers. Almost every chapter of this book includes a section or two
devoted to the applications of mathematical topics, and every section contains a number
of application examples and problems. An index of these applications on the front
and back inside covers demonstrates the wide variety used in examples and exercises.
Although intended for students who have completed two years of high school algebra or
its equivalent, this text begins with a brief review of algebra that, if covered, will aid in
preparing students for the work ahead.
Pedagogical Features
In this new edition, we have incorporated many suggestions that reflect the needs and
wishes of our users, including effective pedagogical features from previous editions.
Intuitive Viewpoint. The book is written from an intuitive viewpoint, with emphasis
on concepts and problem solving rather than on mathematical theory. Yet each topic is
carefully developed and explained, and examples illustrate the techniques involved.
Flexibility. At different colleges and universities, the coverage and sequencing of topics
may vary according to the purpose of the course and the nature of the student audience. To
accommodate alternative approaches, the text has a great deal of flexibility in the order in
which topics may be presented and the degree to which they may be emphasized.
Applications. We have found that integrating applied topics into the discussions and
exercises helps provide motivation within the sections and demonstrates the relevance
of each topic. Numerous real-life application examples and exercises represent the
applicability of the mathematics, and each application problem is identified so that
the instructor or student can select applications that are of special interest. In addition,
we have found that offering separate lessons on applied topics such as cost, revenue, and
profit functions brings the preceding mathematical discussions into clear, concise focus
and provides a thread of continuity as mathematical sophistication increases. There are
10 such sections throughout the book and two application-focused chapters: Chapter 4,
devoted to linear programming, and Chapter 6, devoted to financial applications. Of the
more than 5500 exercises in the book, more than 2000 are applied.
••
VII
Copyright 20 19 Cengage Leaming. 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 material ly affect the overall learning experience. Cengage Leaming reserves the right to remove additional content at any time if subsequent rights restrictions require it.
viii PREFACE
Chapter Warm -ups. W ith the exception of Chapter 0, a Warm -up appears at th e
beginning of each ch apter and invites students to test themselves on th e skills needed for
that ch apter. Th e Warm- up section s present m any prerequisite problem types that are
keyed to the appropriate section s in the
upcoming ch apt er w h er e those skills
are needed. Students who have difficulty
with any par ticular skill are directed to
· WARM-UP specifi c sect ions of the text for review.
Instru ctors may also find the Warm -ups
useful in creating a co u rse syll ab us
Prerequisite Problem Type For Section that includes an appropriate scope an d
sequence of topics.
Evaluate: 1.1-1.3, 1.5, 1.6
(a) 2(- 1) 3 - 3( -1 ) 2 + 1
(b) 3( - 3) - 1
(c) 14( O) - 0.0 (102
Application Previews and Associated Examples. Each section begins with an Application
Preview that establishes the context and direction for the concepts that will be presented.
Each of these Previews presents the m athematics in the section and references a completely
worked Application Preview Example appearing later in the section.
SECTIO Solutions of Linear Equations and

OBJECTIVES Inequalities in One Variable
• To solve linear equations
APPLICATION PREVIEW
in one variable
• To solve applied Using data from 1980 and projected to 2050, the number of Hispanics i
p roblems using civilian non-institutional population can be approximated by
linear equations y = 0.876x + 6.084
• To solve linear
million, where xis the number of years after 1980 (Source: U.S. Census B
inequalit ies in one
find the year when this -
variable
we solve 36.74 = 0.87
linear equations and in
EXA PLE •
M U.S. Hispanic Population I APPLICATION PREVIEW I
Using data from 1980 and projected to 2050, the number of H ispanics
non-institutional population can be approximated by y = 0.876x + 6.0
is the number of years after 1980 (Source: U.S. Census Bureau). Accordi
in what year will the Hispanic population equal 36. 74 million?
Solution
To answer this question, we solve
36.74 = 0.876x + 6.084
30.656 = 0.876x
34.995 = x
Recall that x is the number of years past 1980, so we use x = 35 when
to which this corresponds: 1980 + 35 = 2015.
Checking reveals that 36.74 = 0.876(34.995) + 6.084. 11'
Thus the number of H ispanics in the United States is estimated t
Comprehensive Exercise Sets. The overall variety and grading of drill and application
exercises offer problems for different skill levels, and there are enou gh challen ging
problems to stimulate students in thoughtful investigations. Many exercise sets contain
critical-thin k ing and thou ght-provoking m u ltist ep problems that exten d students'
knowledge and skills.
Copyright 201 9 Cengage Leaming. All Rights Reserved. May not be copied, scanned, or dupl icated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
•
PREFACE IX
Extended Applications and Group Projects. Starting with Chapter l , each chapter ends
with at least two case studies, which fur ther illustrate how mathematics can be used in
business and personal decision making. In addition, many applications are cumulative in
that solutions require students to combine
the mathematical concepts and techniques
EXTENDED APPLICATIONS & GROUP PROJECTS they learned in some of the preceding
chapters.
learned about a 1nachine that would reduce by $100
I. Hospital Administration
per patient the an1ount of n1edical supplies needed. I
Southwest Hospital has an operating roo111 used only for can be leased for $100,000 annually. Keeping in 1nin
the financial cost and benefits, advise the hospital on
laser eye surgery. The annual cost of rent, heat, and elec-
whether it should lease this machine.
tricity for the operating roo1n and its equipment is SI.OS
1uillion, and the annual salaries of the people who staff this 4. An advertising agency has proposed to the hospi-
roon1 total $1.6 million. tal's president that she spend $20,000 per 111onth on
The cost for each surgery is $2395, which includes all television and radio advertising to persuade people
that Southwest Hospital is the best place to have laser
111edical supplies and drugs and a c0111plin1entary bouquet
eye surgery perforn1ed. Advertising accowll executive
of flowers for each patient. In addition, one-quarter of the
estin1ate that such publicity would increase business b
patients require dark glasses that the hospital provides at no
additional charge but cost $20 per pair. 40 operations per month. If they are correct and if this
The hospital receives a payinent of $6000 for each eye increase is not big enough to affect fixed costs, what
operation performed. inlpact would this advertising have on the hospital's
pro ts?
Graphical, Numerical, and Symbolic Methods. A large number of real data modeling
applications are included in the examples and exercises throughout the text and are
denoted by the header Modeling. Many sections include problems with functions that are
modeled from real data, and some problems ask students to model functions from the data
given. These problems are solved by using one or more graphical, numerical, or symbolic
methods.
l~ I Graphing Calculators and Excel. Instructors differ on how they use technology in their
~ course. The icon on the left denotes the many examples, applications, Technology Notes,
Calculator Notes, and Spreadsheet Notes throughout the text where technology use is
featured or appropriate. Many of these notes reference detailed step-by-step instructions
in Appendix A (Graphing Calculator Guide) and Appendix B (Excel Guide) and in the
Online Guide for Excel. Discussions of the use of technology are placed in subsections and
examples in many sections so that they can be emphasized or de-emphasized at the option
of the instructor.
The discussions of graphing calculator technology highlight its most common features
and uses, sucl1 as graphing, window setting, Trace, Zoom, Solver, tables, finding points of
intersection, numerical derivatives, numerical integration, matrices, solving inequalities,
and modeling (curve fitting)_ While technology never replaces the mathematics, it does
supplement and extend the mathematics by providing opportunities for generalization
and alternative ways of understanding, doing, and checking. Some exercises that are
better worked with the use of technology- including graphing calculators and Excel- are
highlighted with the technology icon. Of course, many additional exercises can benefit
from the use of technology, at the option of the instructor. Technology can be used to graph
functions and to discuss the generalizations, applications, and implications of problems
being studied.
Excel is useful in solving problems involving linear equations; systems of equations;
quadratic equations; matrices; linear programming; output comparisons ofj(x),j'(x), and
f" (x); and maxima and minima of functions subject to constraints. Excel is also a useful
problem-solving tool when studying the mathematics of finance in Chapter 6_
Copyright 20 I9 Cengage Leaming . All Rights Re.~erved. May not be copied, scanned, or duplicated, in whole or in part. Due to eleclronic rights, some third party conte nt may be suppressed from thee.Book and/or eChapter(s).
Editorial review has deemed that a ny suppressed content does not materially affect the overall learning experience. Cengage Leaming reserves the right to remove additional content at any time if s ubsequent rights restrictions require it.
x PREFACE
Checkpoints. The Checkpoints ask questions and pose problems within each section's
discussion, allowing students to check their understanding of the skills and concepts under
discussion before they proceed. Answers to these Checkpoints appear before the section
exercises. Complete solutions are available on the textbook's companion web site (www.
cengagebrain.com).
EXAMPLE Solving an Equation for One of Two Variables

Solve 4x + 3y = 12 for y.
Solution
No fractions or parentheses are present, so we subtract 4x from both sides to get only
term that contains y on one side.
3y = -4x + 12
Dividing both sides by 3 gives the solution.

4
y = - -x +4
3
-4 ?
Check: 4x +3 x +4 12
3
4x + (-4x + 12) = 12 v'
CHECKPOINT 2. Solve for y: y - 4 = -4(x + 2)
CHECKPOINT 1. Solve the following for x.

S(x - 3) x
(a) 4(x - 3) = lOx - 12 (b) - x= 1- -
6 9
Objective Lists. Every section begins with a brief list of objectives that outlines the goals
of that section for the student.
Solutions of Linear Equations and

OBJECTIVES Inequalities in One Variable
• To solve linea r equations
APPLICATION PREVIEW
in one varia ble
• To solve applied Using data from 1980 and projected to 2050, the number of Hispa
problems using civilian non-institutional population can be approximated by
Procedure/Example and Property/Example Tables. Appearing throughout the text,

these tables aid student understanding by giving step-by-step descriptions of important
procedures and properties with illustrative examples worked out beside them.
SOLVING A LINEAR EQUATION

Procedure Example
3x x - 1
To solve a linear equation in one variable: Solve-+ 3 = .
4 3
1. If the equation contains fractions, multiply both 1. LCD is 12.
sides by the least common denominator (LCD .....J~.............~J.---...._.._'T-.._r.,-"'"'"...............
the fractions.
- . _...)- .j:..-\- r-.....T",(
r""'7"0C"T""'1r-,
......... _ .... .....
-r--------------------,
Properties Examples
2. Remove any parentheses in the equation.
~'--'..............__...--...___,,.--......._./---......_/----.___,,.--..___,,.--..__,,,..-...__,,,............__,,,, Substitution Property
The equation formed by substituting one 3(x - 3) - i(4x - 18) = 4 is equivalen
expression for an equal expression is equivalent and to x = 4. We say that the solution se
to the original equation.
-
Copyright 2019 Cengage Leaming. 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).
•
PREFACE XI
Boxed Information. All important information is boxed for easy reference, and key
terms are highlighted in boldface.
Key Terms and Formulas. At the end of each chapter, just before the Chapter Review
Exercises, there is a section-by-section listing of that chapter's key terms and formulas,
including their page references. This
provides a well-organized core from
which a student can build a review, both
CHAPTER SUMMARY & REVIEW to consult while working the Review
Exercises and to identify quickly any
KEY TERMS AND FORMULAS section needing additional study.
Section 1.1
Equation; variable; solution (p. 53) Fractional equation (p. 55)
Identities; conditional equations (p. 53) Linear equation in two variables (p. 56)
Properties of equality (p. 53) Linear inequalities (p. 57)
Solving a linear equation (p. 54) Properties
Aligning the data (p. 54) Solutions
Section 1.2
Relation (p. 63) Graph (p. 65)
Review Exercises and Chapter Tests. At the end of each chapter, a set of Review Exercises
offers students extra practice on topics in that chapter. These reviews cover each chapter's
topics in their section order, with section references, so that students get a thorough, structured
review and can readily find a section for further review if difficulties occur. A Chapter Test
follows each set of Review Exercises. All Chapter Tests provide a mixture of problems that
do not directly mirror the order of topics found within the chapter. This organization of the
Chapter Test ensures that students have a firm grasp of material in the chapter. All answers to
both the Review Exercises and Chapter Tests appear in the Answers section.
Changes in the Twelfth Edition

In the twelfth edition, the text continues to be characterized by complete and accurate
pedagogy, mathematical precision, excellent exercise sets, numerous real and varied
applications in the examples and exercises, and student-friendly exposition. The most
significant changes to this edition follow.
1. More than 250 application examples and exercises that had become outdated have
been updated or replaced with new applications.
2. A number of new Calculator Notes were added or expanded in the text.
3. Normal Distributions discussions were expanded to include more calculator
usage and reduce reliance on tables. The number of examples and problems using
inverse normal operations was increased.
4. Discussion and instruction were streamlined and clarified where appropriate.
5. Some skill exercise sets were reorganized and rewritten to improve variety,
coverage, and grading.
6. More problems were added to exercises asking students to explain their answers.
7. Numerous new Spreadsheet Notes were added throughout the text, including in
the discussion of statistical measures and binomial and normal distributions.
8. Many Spreadsheet Notes have been expanded to include specific Excel steps,
along with references to Appendix B and the Online Excel Guide.
9. Appendix B has been updated by eliminating Part l , Excel 2003, and replacing
Part 2 with a new Appendix B discussing Excel 2010 and Excel 2016.
10. New Excel topics have been added in Appendix B.
xii PREFACE
Chapter Changes
Chapter 1:
• Difference Quotient definition was added, and its discussion was expanded.
• Calculator Note and Spreadsheet Note discussions for graphing equations and for
solving linear equations were expanded throughout the chapter.
• ((Solving Linear Equations" was added as a topic in Appendix B and referenced in the
Section 1.4 Spreadsheet Note.
• The discussion of domains of function that result from function operations was expanded.
Chapter 2:
• Detailed Excel instructions for modeling data with functions were added to the Spread-
sheet Notes.
• Section 2.3 now defines a monopoly market in the discussion of break-even points.
• More variety was added to the skill problems in Section 2.1.
Chapter 3:
• Detailed Excel instructions involving performing matrix operations and solving systems
of equations with matrices were added to Spreadsheet Notes throughout the chapter.
• The Calculator Note with instructions for finding the inverse of a matrix was rewritten
for clarity. A new Spreadsheet Note with instructions for finding the inverse of a matrix
was added.
• The general solution of the matrix equation AX = B by using A- i was shortened.
Chapter 4:
• The introduction of the simplex method for solving linear programming problems was
streamlined for clarity and efficiency.
Chapter 5:
• Section 5.1 was reorganized to improve the flow from general exponential functions to
exponential functions with base e.
• The discussion of graphing exponential functions with Excel in the Spreadsheet Notes
was expanded.
Chapter 6:
• The definition and discussion of Return on Investment was added to Section 6.1, and
the return on investment was compared to the simple interest rate.
• Updated interest rates to bring them in line with the current financial community.
• Updated payment amounts to be more realistic.
Chapter 7:
• The exposition about use of probability trees to solve problems was clarified.
• Additional application problems that use Bayes theorem were added.
• Both the drill and application exercise sets were revised to improve balance, variety,
and quality.
Chapter 8:
• Section 8.4 was rewritten to include more calculator usage and reduce the reliance on
tables. Discussion of using Inverse Normal commands to solve normal probability
problems, and an example were added. Calculator discussion of InvNorm was added
along with problems using this skill.
Editorial review has deemed that any suppressed content does not material ly affect the overall learning experience. Cengage Leami ng reserves the right to remove additional content at any time if subsequent rights restrictions requ ire it.
•••
PREFACE XIII
• New Calculator Notes were added with detailed instructions for finding binomial
probabilities and cumulative binomial probabilities.
• A new Spreadsheet Note with instructions for constructing bar graphs with Excel was
added. The Calculator Note with instructions for graphing histograms was revised to
provide detailed steps.
• The introduction to variance was revised. A Spreadsheet Note using the Excel formulas
for mean, standard deviation was added.
• Applications of expected value were expanded to include E(f(x) ).
• New Calculator Notes and Spreadsheet Notes with instructions for finding normal
probabilities and for solving normal probability problems were added to Section 8.4.
• In the introduction to normal distribution, the relationship between areas under curve
and percent of population between 2 scores was clarified.
• The Powerball Project was updated.
• A number of skills exercises were revised to improve variety.
Chapter 9:
• A new Spreadsheet Note with instructions for finding limits with Excel was added.
• The Calculator Note exploring the relationship between secant lines and tangent lines
was rewritten for clarity.
Chapter 10:
• Details were added to the solution steps in applied max-min examples.
• An example to illustrate all possible cases for horizontal asymptotes of rational
functions was added.
• A new Spreadsheet Note discussing the use of Excel in finding relative maxima and
relative minima was added.
• Quantities and values were updated in various applications.
Chapter 11:
• The drill exercises in the Chapter Review were rebalanced to improve grading and
variety.
• A new Spreadsheet Note has been added with instructions for finding relative maxima
and minima for functions involving logarithms.
Chapter 12:
• The drill exercises were improved and expanded.
• Objectives for Section 12.1 and 12.2 were revised and expanded.
Chapter 13:
• Skill exercises were added and reorganized.
• Calculator Notes and Spreadsheet Notes with instructions for finding areas between
two curves and finding numerical integrals with the Trapezoidal Rule were added.
• The discussion of probability calculations for continuous distributions was expanded,
and more conditional probability problems were added.
Chapter 14:
• The exposition in the Test for Maximum and Minimum box as well as in examples and
exercises was improved.
• The notation in the development of linear regression formulas was clarified.
Editorial review has deemed that any suppressed content does not material ly affect the overall learning experience. Cengage Leaming reserves the right to remove additional content at any time if subsequent rights restrictions requ ire it.
xiv PREFACE
Resources for the Student

Student Solutions Manual (978-1-337-63046-7)
This manual provides complete worked-out solutions to all odd-numbered exercises in the
text, giving you a chance to check your answers and ensure you took the correct steps to
arrive at an answer.
~- '~ WEBASSIGN
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www.webassign.com
Printed Access Card: 978-1-337-63054-2
Instant Access Code: 978-1 -337-63055-9
Prepare for class with confidence using WebAssign from Cengage Harshbarger/Reynolds'
Mathematical Applications for the Management, Life, and Social Sciences, 12th Edition. This
online learning platform, which includes an interactive eBook, fuels practice, so you truly
absorb what you learn-and are better prepared come test time. 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 www.webassign.com
Online Excel and Graphing Calculator Guides

To access the Online Technology Guides referenced throughout your textbook, you must
first create a Cengage account at cengage.com/login. Once you are logged in, enter the ISBN
for this book in the search tab: 9781337625340. This will pull up the product page for the
book. Scroll down to the tabs near the bottom of the page and click on the «Free Materials"
tab. Then hit the «Save to MyHome" button. The link to the free resources associated with
your textbook, including the Online Technology Guides, will now be available on your My
Home page.
Resources for the Instructor

Instructor Companion Site
Everything you need for your course in one place! This collection of book-specific lecture
and class tools is available online via www.cengage.com/login. Access and download
PowerPoint presentations, the complete solutions manual, technology guides, and more.
Complete Solutions Manual

The Complete Solutions Manual provides worked-out solutions of all exercises in the
text. In addition, it contains solutions for the special features in the text, such as Extended
Applications and Group Projects. This manual can be found on the Instructor Companion
Site.
Cengage Learning Testing Powered by Cognero®

This flexible, online system allows you to author, edit, and manage test bank content, create
multiple test versions in an instant, and deliver tests from your LMS, your classroom, or
wherever you want. This is available online via www.cengage.com/login.
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Editorial review has deemed that any suppressed content does not material ly affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions requ ire it.
PREFACE xv
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Printed Access Card: 978-1-337-63054-2
Instant Access Code: 978-1-337-63055-9
WebAssign from Cengage for Harshbarger/ Reynolds) Mathematical Applications for

the Management, Life, and Social Sciences, 12th Edition is a fully customizable solution,
including an interactive eBook and video lecture series for STEM disciplines that
empowers you to help your students learn, not just do homework. CoursePacks make
assigning homework fast and easy, and the ready-made projects make the task of collecting
and grading projects easier. Insightful tools save you time and highlight exactly where
your students are struggling. Decide when and what type of help students can access while
working on assignments-and incentivize independent work so that help features aren)t
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To try a sample assignment, learn about LMS integration, or connect with our digital
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Acknowledgments
We would like to thank the many people who helped us at various stages of revising this
text. The encouragement, criticism, contributions, and suggestions that were offered were
invaluable to us. We are deeply grateful to Edwin Herman for his skillful and thorough
accuracy checking of the entire text and answer section.
For their reviews of this textbook and the many helpful comments that were offered,
we would like to thank
Annie M. Stith-Willis, PhD Virginia Commonwealth University
Elsie M. Campbell Angelo State University
Dr. Helen Burn Highline Community College
Barbara B. Hunter Highline Community College
Gina P. Dunn Lander University
Dr. Joseph McCollum Siena College
Micah Chrisman, PhD Monmouth University
Bracha Silverstone Wharton County Junior College
John C. Esenwa Howard Community College
Dr. William J. Arbuckle University Of Central Oklahoma
Ronald J. Harshbarger
James J. Reynolds
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Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, .scanned, or duplicated, in whole or in pan. Due Lo electronic rights, some third party content may be suppressed from theeBook and/or eChapter(s).
EditorlaJ review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Leaming resen1e.s the right to remove additional content at any time if subsequent rights restrictions require it.
- 1
ltenill Lynch
..,....;, Weith Manageme
•
ra1c
his chapter provides a brief review of the algebraic con- SECTIONS APPLICATIONS
cepts that will be used throughout the text. You may be
0.1 Sets Dow Jones Industrial Average,
familiar with these topics, but it may be helpful to spend Set operations jobs growth, stocks
some time reviewing them. In addition, beginning with Venn diagrams
the next chapter, each chapter opens with awarm-up page 0.2 The Real Numbers Income taxes, health statistics,
that identifies prerequisite skills needed for that chapter. If Inequalities and intervals average annual wage
algebraic skills are required, the warm-up cites their coverage Absolute value
in this chapter. Thus you will find that this chapter is auseful 0.3 Integral Exponents Personal income, endangered
reference as you study later chapters. •
species
The topics and some representative applications studied Richter scale, half-life
0.4 Radicals and Rational
in this chapter include the following. Exponents
Roots and fractional
exponents
Operations with radicals
0.5 Operations with Algebraic Revenue, profit
Expressions
0 .6 Factoring Simple interest, revenue
Common factors
Factoring trinomials
0.7 Algebraic Fractions Average cost, advertising and
Operations sales
Complex fractions
Copyright 2019 Cengage Learni ng. All Rights Reserved. May not be copied, scanned, or dupl icated, 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 material ly affect the overall learning experience. Cengage Learni ng reserves the right to remove additional content at any time if subsequent rights restrictions requ ire it.
2 CHAPTER O Algebraic Concepts
Sets
A set is a well-defined collection of objects. We may talk about a set of books, a set of
dishes, a set of students, or a set of individuals with a certain blood type. There are two
ways to tell what a given set contains. One way is by listing the elements (or members) of
the set, in any order and usually between braces. We may say that a set A contains 1, 2, 3,
and 4 by writing A = {l, 2, 3, 4}. To say that 4 is an element of set A, we write 4 EA. Simi-
larly, we write 5 fl. A to denote that 5 is not an element of set A.
If all the elements of the set can be listed, the set is said to be a finite set.
A = {l, 2, 3, 4} and B = {x, y, z} are examples of finite sets. When we do not want to list
all the elements of a finite set, we can use three dots to indicate the unlisted elements of the
set. For example, the set of even integers from 8 to 8952, inclusive, can be written as
{8, 10, 12, 14, . . . , 8952}
Since we cannot list all the elements of an infinite set, we use the three dots to indicate that
the list continues. For example, N = {l, 2, 3, 4, .. .} is an infinite set. This set N is called
the set of natural numbers.
Another way to specify the elements of a given set is by description. For example, we
may write D = {x: xis a Ford automobile} to describe the set of all Ford automobiles. Fur-
thermore, F = {y: y is an odd natural number} is read «pis the set of ally such that y is an
odd natural number:'
EXAMPLE Describing Sets

Write the following sets in two ways.
(a) The set A of natural numbers less than 6
(b) The set B of natural numbers greater than 10
(c) The set C containing only 3
Solution
(a) A = {l, 2, 3, 4, 5} or A = {x: xis a natural number less than 6}
(b) B = {11, 12, 13, 14, . .. } or B = {x: xis a natural number greater than 10}
(c) C = {3} or C = {x: x = 3}
•
A set that contains no elements is called the empty set or the null set, and it is denoted
by 0 or by {}.The set of living veterans of the War of 1812 is empty because there are no
living veterans of that war. Thus
{x: xis a living veteran of the War of 1812} = 0

Special relations that may exist between two sets are defined as follows.
RELATIONS BETWEEN SETS

Definition Example
1. Sets X and Y are equal if they contain the same 1. If X = {l, 2, 3, 4} and Y = {4, 3, 2, l}, then X = Y.
elements.
2. A is called a subset of B, which is written A ~ B if 2. If A = {l, 2, c,f} and B = {l, 2, 3, a, b, c,f}, then
every element of A is an element of B. The empty set is A ~ B. Also, 0 ~ A, 0 ~ B, A ~ A, and B ~ B.
a subset of every set. Each set A is a subset of itself.
3. If C and D have no elements in common, they are 3. If C = {l, 2, a, b} and D = {3, e, 5, c}, then C and D
called disjoint. are disjoint.
Copyright 2019 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 material ly affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
SECTION 0.1 Sets 3
In the discussion of particular sets, the assumption is always made that the sets under dis-
cussion are all subsets of some larger set, called the universal set U The choice of the universal
set depends on the problem under consideration. For example, in discussing the set of all stu-
dents and the set of all female students, we may use the set of all humans as the universal set.
We may use Venn diagrams to illustrate the various relationships among sets. A rect-
angle represents the universal set, and closed figures inside the rectangle represent the sets
under consideration. Figures 0.1-0.3 show such Venn diagrams.
u u u
A
B M x y
N
Figure 0.1 Figure 0.2 Figure 0.3

B is a subset of A; BC A. Mand N are disjoint. X and Y are not disjoint.
CHECKPOINT Let A = {2, 3, 5, 7, 11}, B = {2, 4, 6, 8, 10}, and C = {6, 10, 14, 18, 22}. Use these sets to
answer the following.
1. (a) Of which sets is 6 an element?
(b) Of which sets is {2} a subset?
2. Which of the following are true?
(a) 2 EA
(b) {2} EB
(c) 2 EC
(d) 5 ~ A
(e) 5 ~ B
3. Which pair of A, B, and C is disjoint?
4. Which of 0, A, B, and Care subsets of
(a) the set P of all prime numbers?
(b) the set M of all multiples of 2?
5. Which of A, B, and C is equal to D = {x: x = 4n + 2 for natural numbers 1 :5 n :5 5}?
Set Operations The set containing the members that are common to two sets is said to be the intersection
of the two sets.
Set Intersection The intersection of A and B, written An B, is defined by

A n B = {x: x E A and x E B}
EXAMPLE Set Intersection

(a) If A= {2, 3, 4, 5} and B = {3, 5, 7, 9, 11},
u
9
find An B. B
(b) Which of A, B, and A n B is a subset of A? A 3
4 5
11
Solution 7
(a) A n B = {3, 5} because 3 and 5 are the common
elements of A and B. Figure 0.4 shows the sets
and their intersection. Figure 0.4
(b) A n B and A are subsets of A.
•
The union of two sets is the set that contains all members of the two sets.
Set Union The union of A and B, written A U B, is defined by

AU B = {x: x EA or x EB (or both)}*
EXAMPLE Set Union

If X = {a, b, c,f} and Y = {e,f, a, b}, find XU Y.
Solution
XU Y = {a, b, c, e,f}
•
We can illustrate the intersection and union of two sets by the use of Venn diagrams.
The shaded region in Figure 0.5 represents A n B, the intersection of A and B, and the
shaded region in Figure 0.6-which consists of all parts of both circles-represents AU B.
u u
A B A B
Figure 0.5 Figure 0.6

Intersection of A and 8. Union of A and 8.
EXAMPLE Set Intersection and Union

Let A = {x: xis a natural number less than 6} and B = {l, 3, 5, 7, 9, 11}.
(a) Find A n B.
(b) Find AU B.
Solution
Note that A = {l, 2, 3, 4, 5}.
(a) An B = {l, 3, 5}
(b) AUB = {l,2,3,4,5,7,9,ll}
•
All elements of the universal set that are not contained in a set A form a set called the
complement of A.
Set Complement The complement of A , written A ' , is defined by
A' = {x: x E U and x El A}
We can use a Venn diagram to illustrate the complement of a set. The shaded region of
Figure 0. 7 represents A', and the unshaded region of Figure 0.5 represents (A n B) ' .
* In mathematics, the word or means "one or the other or both:'
SECTION 0.1 Sets 5
A'
Figure 0.7
EXAMPLE Operations with Sets

If U is the set of natural numbers less than 10, A = {l, 3, 6}, and B = {l, 6, 8, 9}, find the
following.
(a) A'
(b) B'
(c) (AnB)'
(d)A'UB'
Solution
(a) U = {l, 2, 3, 4, 5, 6, 7, 8, 9}, so A' = {2, 4, 5, 7, 8, 9}
(b) B' = {2, 3, 4, 5, 7}
(c) An B = {l, 6}, so (An B)' = {2, 3, 4, 5, 7, 8, 9}
(d) A' U B' = {2, 4, 5, 7, 8, 9} U {2, 3, 4, 5, 7} = {2, 3, 4, 5, 7, 8, 9}
•
CHECKPOINT Given the sets U = {l, 2, 3, 4, 5, 6, 7, 8, 9, 10}, A = {l, 3, 5, 7, 9}, B = {2, 3, 5, 7}, and
C = {4, 5, 6, 7, 8, 9, 10}, find the following.
6. A UB
7. Bn C
8. A'
EXAMPLE Stocks
Suppose an investment adviser monitored several stocks for clients and on a certain day
categorized 23 stocks according to whether
• their closing price on the previous day was less than $50/share (set C)
• their price-to-earnings ratio was less than 20 (set P)
• their dividend per share was at least $1.50 (set D).
Of these 23 stocks,
16 belonged to set P 10 belonged to both C and P
12 belonged to set C 7 belonged to both D and P
8 belonged to set D 2 belonged to all three sets.
3 belonged to both C and D
(a) How many stocks had closing prices of less than $50 per share or price-to-earnings
ratios of less than 20?
(b) How many stocks had none of the characteristics of set C, P, or D?
(c) How many stocks had only dividends per share of at least $1.50?
Solution
We use a Venn diagram to organize the information. Note that the Venn diagram for three
sets has eight separate regions [see Figure 0.8(a) on the next page]. To assign numbers from
our data, we must begin with some information that refers to a single region-namely, that
two stocks belonged to all three sets [see Figure 0.8(b)]. Because the region common to all
three sets also is common to any pair, we can next use tl1e information about stocks that
belonged to two of the sets [see Figure 0.8(c)]. Finally, we can complete the Venn diagram
[see Figure 0.8(d)].
(a) We need to add the numbers in the separate regions that lie within CUP. That is,
18 stocks closed under $50 per share or had price-to-earnings ratios of less than 20.
(b) Five stocks are outside the three sets C, D, and P.
(c) Those stocks that had only dividends of at least $ 1.50 per share are inside D but
outside both C and P. There are no such stocks.
u u
(a) (b)
u u
0 5
Figu re 0.8 (c) (d)
CHECKPOINT 1. (a) BandC

ANSWERS (b) A andB
2. (a) True
(b) False
(c) False
(d) False
(e) True
3. AandC
4. (a) 0 and A
(b) 0, B, and C
5. C=D
6. {l, 2, 3, 5, 7, 9}
7. {5, 7}
8. {2, 4, 6, 8, 10}
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SECTION 0.1 Sets 7
EXEBCISEs_O
In Problems 1-4, use E or ff. to indicate whether the In Problems 27-30, find AU B.
given object is an element of the given set. 27. A = {l , 2, 4, 5} andB = {2, 3, 4, 5}
1. 12 {l,2,3,4, . .. } 28. A = {a, e, i, o, u} and B = {a, b, c, d}
2. 5 {x: x is a natural number greater than 5} 29. A = 0andB = {l,2,3,4}
3. 6 {x: xis a natural number less than 6} 30. A = {x: xis a natural number greater than 5} and
4. 3 0 B = {x: xis a natural number less than 5}
In Problems 31-42, let
In Problems 5-8, write the following sets a second way.
5. {x: xis a natural number less than 8} A= {1,3,5,8,7,2}
6. {x: xis a natural number greater than 6, less than 10} B =
{4, 3, 8, 10}
7. {3, 4, 5, 6, 7} C = {2, 4, 6, 8, 10}
8. {7, 8, 9, 10, ... }
and Ube the universal set of natural numbers less
than 11. Find the following.
In Problems 9 and 10, which of 0, A, and Bare subsets 31. A'
ofB? 32. B'
9. A = {l,2,3,4} andB = {l,2,3,4, 5,6} 33. An B'
10. A = {a, b, c, d} and B = {c, d, a, b}? 34. A' n B'
11. Is A C B if A = {a, b, c, d} and B = {a, b, d}? 35. (AU B)'
12. Is A CB if A = {6, 8, 10, 12} and B = {6, 8, 10, 14, 18}? 36. (An B)'
37. A' U B'
In Problems 13-16, use C notation to indicate which set 38. (A' U B)'
is a subset of the other. 39. (An B') UC'
13. C = {a, b, l, 2, 3}, D = {a, b, l} 40. A n (B' U C')
14. E = {x,y, a, b}, F = {x, l, a,y, b, 2} 41. (An B')' n c
15. A = {6, 8, 7, 4}, B = {8, 7, 6, 4} 42. An (BU C)
16. D = {a, e, l, 3, c}, F = {e, a, c, l , 3}
The difference of two sets, A - B, is defined as the set
containing all elements of A except those in B. That is,
In Problems 17-20, indicate whether the two sets are
A - B = An B'. Find A - B for each pair of sets in
equal.
17. A = {a, b, 7T, V3}, B = {a, 7T, V3, b}
=
Problems 43-46 if U {l, 2, 3, 4, 5, 6, 7, 8, 9}.
43. A = {l , 3, 7, 9} and B = {3, 5, 8, 9}
18. A = {x,g, a, b}, D = {x, a, b,y}
44. A = {l , 2, 3, 6, 9} and B = {l , 4, 5, 6, 7}
19. D = {x: xis a natural number less than 4},
45. A = {2, l, 5} and B = {l, 2, 3, 4, 5, 6}
E = {l, 2, 3, 4}
46. A = {l , 2, 3, 4, 5} and B = {7, 8, 9}
20. F = {x: xis a natural number greater than 6},
G = {7, 8, 9, ... }
21. From the following list of sets, indicate which pairs of APPLICATIONS
sets are disjoint. 47. Dow Jones Industrial Average The following table
shows information about each year's Dow Jones Indus-
A = {l,2,3,4}
trial average beginning value, ending value, and annual
B = {x: xis a natural number greater than 4}
C = { 4, 5, 6, . .. } percent change for the years from 2005 to 2016. Let B
be the set of years when the beginning value was less
D = {l, 2, 3}
than 13,000. Let Ebe the set of years when the ending
22. If A and Bare disjoint sets, what does An B equal? value was greater than 12,000. Let P be the set of years
when the annual percent change was less than 7%.
In Problems 23-26, find A n B. (a) List the elements of B, E, and P.
23. A = {2, 3, 4, 5, 6} and B = {4, 6, 8, 10, 12} (b) Is any of B, E, and P a subset of one of the others
24. A = {a, b, c, d, e} and B = {a, d, e,f, g, h} (besides itself)?
25. A = 0 and B = {x, y, a, b} (c) Write a verbal description of P'.
26. A = {x: xis a natural number less than 4} and n
(d) Find B' P' and describe it in words.
B = {3, 4, 5, 6} (e) Find E' n P and describe it in words.
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Chapter IX
The Scout Law
Rob and his three chums were immediately interested in this new
and peculiar happening. They had had more or less experience
along somewhat similar lines on a former occasion, and knew the
value of enlisting scouts, with their knowledge of woodcraft, when
any one chanced to be missing.
The woman came into the room just then. She looked greatly
distressed, though evidently trying hard to control her feelings.
Questions that met with ready replies soon put them in
possession of such facts as were at her disposal. The child was a
small boy named Caleb, not over six years of age, though hardy
enough. He had never wandered off before, so that they suspected
something unusual must have tempted him on this occasion.
It had not been until ten o’clock that he was missed. Then the
mother and the other children looked high and low for him without
avail. Finally, becoming anxious, she had sent out into the fields
where her husband was working, and soon everybody around the
region had enlisted in the hunt.
As the river ran not more than a quarter of a mile away from the
Holcomb home, there were grave fears lest the child might have
wandered that way. Some were even looking along the bank with the
idea that the body would be cast ashore; others, including the now
frenzied father, were engaged in scouring the woods, calling out the
name of the little fellow from time to time, and then stopping to learn
if a feeble answer came in reply to their hails.
Rob knew that it might mean a long and difficult hunt. He also
understood what an advantage it always was to be prepared for such
things.
“I saw one of those hand electric torches in your den, Ralph,” he
went on to say in his energetic fashion. “Do you know whether it has
a working battery in it?”
“To be sure it has,” he was told. “I only brought it home with me
last week when I was down in the town, and haven’t used it an hour
since.”
“I’m glad to know it. Please fetch it along,” Rob told him. “Torches
may be all very well as a makeshift, but give me such a light as
yours when you want to look into out of the way places. Besides, in
trailing on a dark night they can’t be equaled. I’ve used one many a
time.”
Ralph instantly realized that perhaps these scout visitors of his
might come in very handy in an emergency like this. That mention of
“trailing” gave him an insight into the probable plan of campaign
which Rob was likely to institute; and so Ralph made up his mind
that it would be a good thing to hand the manipulation of affairs over
to the boy in khaki who seemed to know just what to do, as well as
how to do it.
They lost little time in getting ready. Ralph soon had the car at the
door, and they commenced to pile in, after Mrs. Holcomb had been
tucked away in the capacious rear seat. Rob noticed with more or
less interest that Peleg insisted on joining the party, as though just
as eager to have a hand in finding the lost boy as any of them.
From time to time some one would ask more questions. Rob in
particular seemed to want to find out all he could before arriving on
the ground. These queries as a rule turned on such points as the last
that had been seen of little Caleb, and whether he had any friends
living near by whom he would be likely to want to visit, though
possibly getting lost while on the way there.
In this way Rob picked up more or less information that might
come in useful later, when on the ground. Ralph heard how he
managed to draw these more or less important facts from the now
sobbing mother. He also admired the way in which Rob told her not
to worry, for they were almost certain to find her boy before morning.
About this time Tubby thought he ought to say a few words in
order to help comfort the sorely stricken woman.
“You know, ma’m,” he told her, for he chanced to be sitting
alongside Mrs. Holcomb at the time, “we scouts are trained in the art
of tracking people as well as animals. Why, several times we’ve
proved that we could find a lost party when no one else knew how to
go about it. It is scout law to respond to any call for help, and we’re
just bound to do all we can. Yes, ma’m, there was a poor half-
demented man lived down in Hampton who used to be watched by
his folks very close; but, in spite of it all, one time he managed to
give ’em the slip, and went into the scrub, which, down on Long
Island, is like a wilderness, and easy to get lost in.”
Tubby waited a few seconds so as to get his second breath, and
then went on with his story, which he meant to be comforting to the
poor mother.
“After they had searched and searched for two days they came to
the scouts and begged us to please lend a hand. By that time the
trail had grown pretty cold, you see, but Rob here went at it like he
always does, with a vim, and I give you my word for it, ma’m, before
three hours had passed we found the man, though he was——”
“That’ll do, Tubby, don’t bother with the particulars!” interrupted
Rob, fearing that the benefit which the recital was intended to have
upon the overwrought nerves of the poor woman might lose
something of its value if Tubby told that the demented man was
really dead when they finally found him in the scrub oak wilderness a
mile or two back from the beach.
Ralph was at the wheel, and he knew his road, so that before a
great while they drew near the place where the Holcombs lived. The
woman had driven over in a buggy, but her rig could be recovered
later on. Time was too valuable to allow her to return home in the
same tedious manner as she had come.
“Looky yonder, will you?” burst out Tubby. “What are those lights
glimmering in the woods over yonder? Seem like a pack of giant
fireflies to me. Rob, do you reckon they can be lanterns carried by
some of the people who are searching everywhere, helter-skelter
like, for little Caleb?”
“Just what they are, Tubby,” replied the scout leader; “and, as you
say, they are likely enough running this way and that without a bit of
reason. Why, they would go over the same ground a dozen times,
and skip lots of places that ought to be looked into. We’ll try to lay
out a concerted plan of action—that is, in case there isn’t any trail to
be found.”
“I’m a bit afraid we won’t have much luck in that quarter, Rob,”
said Sim. “When you come to think of it, a little fellow like a six-year-
old doesn’t make much of a dent when he steps out, like a heavy
man would, or Tubby here.”
“Still, there are ways of following a trail besides always seeing the
impression of feet,” hinted Rob. “But wait and see how we fare. The
ground must be in pretty good condition for tracking, under the trees.
Even a small chap like him could turn over the pine needles as he
tramped along, and you can always tell that by the freshness of
those that are disturbed—those on top, you know, look faded in the
sun and air and rain.”
Ralph listened and nodded his head in approval. Such confident
talk aroused his sincere admiration. He felt more than ever that Rob
must be a remarkable boy; and if the mere fact of being a scout
could account for any degree of his cleverness, then perhaps this
education they spoke of, running along the lines of a knowledge of
woodcraft, first aid to the injured, preparedness, lending a helping
hand, and all that sort of thing might not be such a bad subject, after
all, to study. Somehow, his opinion of scouts in general was
undergoing a steady change. He meant to keep tabs on every action
of these four fellows, now that they were face to face with another
emergency. If they could come out of this difficulty as successfully as
Rob had done when that boy with the dislocated shoulder fell into his
charge, Ralph would be almost ready to surrender and admit he had
been badly mistaken.
When they arrived at the house it was to find quite a gathering of
neighboring women present. Rob knew nothing was to be gained by
coming in contact with these people, for while their intentions might
be commendable, they were only apt to hinder the work with their
questions, and by advancing impossible theories.
He asked Mrs. Holcomb to please let him speak with her oldest
girl, who, it appeared, had been the last one to notice little Caleb
before the fact of his vanishing had become known.
All Rob wanted to learn was about the time of day this happened,
and in which quarter the child had been at the time. To his mind that
would mark the beginning of the trail, and he did not mean to have
any of the women around when starting to search for the tiny tracks.
Just as he expected, no one had as yet thought to search the
ground for signs of the wanderer’s shoe prints; instead of that, they
had scattered through the woods, or rushed madly away toward the
river, hoping to find the boy before anything serious happened to
him.
Rob soon learned the few things the half-grown girl could tell him
between her violent sobs.
“Now come with me, fellows, and we’ll start off,” he told the others
as they gathered eagerly around him.
Mr. Jeffords continued with them. Something seemed to tell him
that these wide-awake and up-to-date scouts would have a much
better chance of getting results than all those husky men who were
roaming the woods at random, shouting to one another, or else
calling out the name of the child.
Arriving at the spot where the girl said the small boy had last been
seen, Rob asked the others to stay at a certain place while he and
Sim used the electric torch in the endeavor to find the first trace of
those tiny footprints.
The night had set in quite dark by now, so that only for the glow of
that useful little torch they would have had to depend wholly on the
lanterns Peleg and Ralph carried.
Shooting the strong white light downward, the two boys
proceeded to look thoroughly about them, scanning every object that
fell in their way, and utilizing their utmost stock of woodcraft in the
work.
When possibly five minutes had elapsed, though it certainly
seemed much longer than that to the waiting group close by, Sim
gave utterance to a cry of exultation that thrilled the others.
“Found the trail, have you, fellows?” called out Ralph, excitedly.
“Come over here and see,” Rob told him.
He made them act cautiously, so that they might not blot the
“signs” out by their own footprints. He pointed to the plain impression
of a tiny shoe in the soft earth. There could be no doubt but that the
mark had been made by Caleb; and, it was agreed, if only they could
successfully follow where that trail led, they would sooner or later
know where the child had gone.
“Try and see if you can follow it, Rob,” urged Tubby, impatiently,
though there was also a confident ring to his voice, as well as a
suspicion of pride about his manner, for he fully believed that the
ability of the scouts in a case of this kind was about to be vindicated.
They watched with an eagerness words could hardly paint, while
Rob, accompanied by Sim, began to slowly move along. There was
a growing confidence in the way the trackers took up their task that
promised well for the success of the enterprise. Ralph felt his heart
beating tumultuously in his breast as he mentally pictured the
ecstatic joy of restoring the lost child to his distracted mother’s arms.
They were moving steadily along. Now and then Rob would pause
for a brief period of time, perhaps to make sure that he was on the
right track, or it might be to show the others something that caused
them increasing satisfaction.
Forgotten were all the other searchers in the Adirondack woods;
let them rush this way and that in their hunt without a method; but
the scouts were on the right track, and if fortune were kind, they
meant to follow it to success.
Chapter X
A Wild Grapevine Rope
Their progress was of necessity tedious, but what did that matter,
so long as it was sure? A tender little fellow like Caleb could not
cover a very great distance before giving out, when he would be
forced to drop to the ground, perhaps yielding to a desire to go to
sleep.
Tubby and Andy were discussing this very thing, as they came
along after the two leaders. Occasionally Ralph joined in the
conversation.
“How far do you think a little chap like that could cover from
morning up to now?” Tubby asked.
“Oh! not over a couple of miles, I should say, but at the most twice
that far,” Andy replied, after giving the matter a little thought. “Even at
that he’d be apt to repeat, that is, wander around in a circle, so at the
end of the day he mightn’t be over a full mile from where he started.”
“But they said the river was only a quarter of a mile off,” suggested
Tubby, darkly.
“Get that notion out of your head to begin with, please,”
interrupted Ralph. “I’m glad to tell you that we’ve been going in a
course that would never fetch out at the river; fact is, it lies almost
directly the other way.”
“Oh! I’m glad of that, Ralph, and thank you for telling us about it!”
ejaculated Tubby, with a heavy sigh of relief. “Because right along
I’ve been picturing little Caleb falling in, and no one near to hear his
cries for help. Then, if he isn’t drowned, we’re just bound to find him.”
The same confidence seemed to possess Andy Bowles after
hearing Ralph say there was no danger of running across the swift
river in this direction. Meanwhile, those in the van were making
steady progress. Their little difficulties did not seem to daunt them in
the least, for after a brief pause now and then they would always
proceed with the same assurance, as though positive of their
movements.
Ralph presently drew a little closer to the leaders. He knew that
they consulted from time to time, and he wished to be near enough
to catch what was said, for by degrees Ralph was finding himself
becoming more and more interested in all that pertained to the
education of a scout. He knew no better way in which to pick up
sterling points than by listening.
Later on, after they had been progressing in this fashion for
upwards of a whole hour, he heard Rob saying something that
interested him very much.
“See how he wobbles from side to side as he goes on, will you,
Sim? That shows he must have been getting pretty tired about the
time he reached here.”
“That’s a fact, Rob,” added the other scout, anxiously. “It wouldn’t
surprise me a whit if we ran across the poor little chap somewhere
about here fast asleep. I don’t believe there’s any wild animal around
that would hurt him, do you?”
“Hardly, unless that savage old cat we saw up at Ralph’s pens had
wandered over this way, which isn’t likely. I’m throwing the light on
either side now, you notice, as we go along. Little Caleb may have
come part way back again before dropping.”
“How would it do for the rest of us to spread out with the lanterns,
and keep on the watch, Rob?” asked Ralph just then.
“Such a move would do no harm, anyhow,” the other replied,
knowing very well how anxious all of them must be to feel that they
were having a share in the work.
After that they continued on for some time. Rob was more than
ever convinced the lost child had reached a point bordering on
exhaustion, and that on no account could such a weak little chap
keep on his feet much longer.
Several times they had seen moving lights, showing that some of
the searching party must be close by; indeed, they heard their
shouts at stated intervals, though not replying to them.
“It seems queer to me,” Tubby was saying to Andy and Mr.
Jeffords and Peleg, all of whom were near him at the time, “how
none of these men with lanterns have run across the boy if, as we
believe, he’s close by here. I should think he’d have heard their calls
and tried to answer them; that is, unless he’s sleeping like a dog,
being tired to death.”
“Chances are that’s what’s the matter with him,” Andy agreed;
whereupon both boys settled down to anticipating a cry of joy from
those in the advance as they suddenly came upon the object of their
search, lying asleep amidst the dead leaves just as the famous
“Babes in the Woods” had done in the story.
So vastly superior was their method of search over that resorted
to by the frenzied father, and the equally unreliable neighboring
farmers, that Ralph was ready to give the scouts all the credit they
so fully deserved. He only awaited the final stroke before confessing
as to the great change in his belief.
Then Sim was heard to give vent to a cry. Somehow, it pierced the
heart of Tubby just as a dart might have done, because he failed to
detect the note of conscious triumph that he had so firmly
anticipated. Instead, the cry seemed of surprise and consternation.
“Oh! what is it, boys?” Tubby called out, with his voice all
unstrung. “I hope now you haven’t found him as we did that poor
demented man, you know?”
“We haven’t found him at all, yet,” answered Sim, after drawing a
long breath, like one who was trying to steel his faint heart against a
shock; “but come here, all of you, and see what we have struck.”
At that the others hastened to advance, and were speedily
alongside Rob and Sim and Ralph, for the last-named had gained
their side almost immediately after the first alarm had sounded.
“Great governor! what’s this?” cried Andy.
“Why, it’s a gaping hole in the ground, I do believe!” gasped
Tubby. “Oh! do you think the poor darling has fallen in there, Rob?”
and his usually florid face seemed almost pallid with the horror that
seized upon him as he turned a beseeching look upon the scout
leader.
Rob once more threw the light from the torch upon the ground
close to the edge of that yawning aperture.
“It looks that way, I must own,” he told them. “See, here are plain
prints of his little shoes close to the brink. Yes, and you can see
where some slender bush was dragged, roots and all, from here—
the chances are he unconsciously clutched them when he felt
himself slipping, and pulled it in with him. Poor little chap, what a
terrible shock he must have had.”
All of them stared down into the aperture, but even the light from
the hand torch failed to show them what lay below. They could catch
glimpses of a rough, rocky wall, projecting roots of trees, and some
sort of growing bushes, but if the child were down there they failed to
discover anything of him.
“Well, who’s going down?” demanded Tubby, as though it were a
foregone conclusion in his mind that such a course must follow. “I’d
offer in a minute, only I’m sure Rob wouldn’t let me try it, while there
are so many others present better fitted for the job than I am. But
somebody must go down, and how can it be done when we haven’t
got a sign of a rope with us?”
“Do you think I could risk dropping down by holding to the face of
the wall, Rob?” asked Sim, quickly. If the other had answered in the
affirmative, there was no question but that he stood ready to make
the attempt without delay.
“Wait a bit and we’ll see,” the scout leader told him. “No need of
doing anything in such a hurry. If Caleb’s down there, a few minutes
more or less won’t hurt much; and it may mean a broken leg for you,
Sim, if you slipped. I’ve got an idea that may pan out, and make up
for the lack of a rope. Just back there I noticed a wild grapevine
hanging from a tree. If we could cut that free, we might have a pretty
good substitute for a rope, something like twenty feet long.”
“Fine for you, Rob!” cried Ralph, overcome with admiration. “How
lucky you asked me for my little camp hatchet before we started out.
Perhaps now you even anticipated having just such a need for the
same! I’m beginning to believe you can see further ahead than any
fellow I ever met.”
Rob made no response, although naturally enough this sort of
genuine praise must have been pleasant to him; especially when
coming from a fellow like the Adirondack boy, whom he was aching
to convert to a new belief regarding the value scouts may have in a
community.
Rob was already hacking away with a vim at the wild grapevine
mentioned, having given the hand torch into the charge of Sim. It did
not require many blows to sever the vine near its base, for Ralph
apparently believed in keeping a fine cutting edge on his pet tool.
Once it was free, they seized hold and commenced to heave, but,
of course, this was an effort without any response; the vine was too
safely anchored to the branches of the tree to be dragged loose as
easily as all that.
“Let me shin up, and cut it free, Rob,” suggested Sim, who was a
great climber in his way, and never so happy as when sporting
amidst the foliage of some great oak or beechnut tree.
“All right, if you say so, Sim,” the scout leader told him. “Be sure
and get all the length you can, because we may need it. There’s no
telling just how deep that hole will turn out to be.”
“The poor little thing, to think of him falling all the way down there!”
Tubby was heard to say in sympathetic tones.
Agile Sim had already tucked the camp hatchet safely in his belt,
and taking a good hold of the swaying vine started his ascent. Some
of the others clutched it below so as to give him a steady support.
Sim proved his ability as a climber by the rapid way in which he
passed up among the lower branches of the tree to which the wild
grapevine was attached.
Turning the light upward, Rob could follow the progress of the
climber, and found it convenient to call out occasionally in order to
advise Sim.
“Not less than twenty feet, and five more if you can make it, Sim!”
he told the other. “I should think it would be thick enough to hold a
ton if it’s only an inch through; these grapevines are tougher than
any rope ever made. There, try and do your cutting where you are.
Once you get it through, we’ll start to drag again, and I reckon it’s
bound to come next time.”
A minute later Sim announced that his part of the work had been
completed, upon which Rob and Ralph and the others laid hold with
such a will that they soon had the severed vine on the ground.
After that Sim joined them, coming sliding down the trunk of the
tree with the agility of a monkey.
The vine was carried over to where they had discovered that
gaping aperture into which it seemed likely little Caleb had fallen.
None of the boys seemed in any humor for joking just then; indeed,
they were unusually grave, as though the shadow of some
impending tragedy hung over their heads.
Rob directed operations, and even Ralph seemed only too willing
to do whatever he was told. Strange, how in emergencies, it is
always the strong mind that seizes the reins, and all others readily
acquiesce, no matter in whatever shape the orders come. How many
a desperate enterprise has been carried to a glorious success simply
because a fit leader has developed when the conditions demanded;
while others that promised well in the beginning have fallen flat
through lack of the initiative on the part of the actors.
The vine was allowed to drop into the aperture, with the thick end
down. When it seemed as though it rested firmly on something
below, Rob judged that the hole must be all of twenty-three feet
deep. That was a startling fact when they remembered that a child
had stepped into that break and must have gone headlong down
through space.
Chapter XI
The Rescue of Little Caleb
“Who’s going down?” asked Sim, with a vein of entreaty in his
voice, for, being such a good climber, Sim would have gladly
assumed that role.
“I intend to,” replied Rob, calmly, and no one disputed his right,
since he occupied the position of scout leader, and could do as he
pleased.
He took the torch with him, but as he would probably find a good
use for both hands during the descent, Rob managed to secure the
light about his person. Then, as he found occasion to make use of it,
he could easily do so.
“Hold fast to the old vine, boys, whatever you do,” was his last
remark as he started to slide over the brink.
Rob seemed perfectly cool. If he felt nervous at all, it was in
connection with the possibility of finding poor little Caleb lying
bruised and insensible far below.
The others waited impatiently. Peering over the edge, even as
they gripped the end of the wild grapevine, they could follow the
descent of their comrade by the aid of the light, for Rob had the
battery turned on purposely.
He did not make undue haste, for Rob knew the folly of being too
eager. Better consume a little more time, and make sure of results. It
was bad enough to have one accident without risking another on top
of it.
“There, he’s stopping to take a look below!” exclaimed Tubby,
breathlessly.
Rob, while holding on with one hand, having found a brace for his
feet, had indeed taken out the torch from his upper coat pocket, and
was using it to pierce the darkness beneath him.
“Now he acts like he sees something!” cried Sim. “Look at him
wave his hand up at us, boys! Anyway, we’ll soon know the worst.
I’m hoping the little chap may not be so badly hurt.”
“Oh! I thought I heard a child give a whimper just then!” gasped
Tubby.
All of them fell silent at that, for the same impression occurred to
Tubby’s companions. They continued to watch Rob with anxious
eyes. Yes, he had again started to let himself down, and even as
they stared they saw him come to a stop. Apparently, he had found
some sort of ledge, though it was covered with a species of growing
bush that disguised it effectually. One thing sure, the descent
continued even beyond the point where Rob had halted.
“He’s found him, as sure as anything, he has!” ejaculated Andy,
his voice filled with a strange mixture of satisfaction and awe, for it
yet remained to be discovered what the condition of the little fellow
might turn out to be.
“Hello! up there!” called Rob, and they believed he was looking
upwards at them, though none of them could be sure about this.
“Yes, what is it, Rob? Have you found him?” cried Tubby.
“Yes, I’ve got him safe,” came the reply that thrilled him. “He
landed on this ledge, and was saved the balance of the drop. Luckily
he dropped on a lot of stuff here that helped to break his fall. I don’t
know for sure, but I believe he’s not badly hurt, only cut a little. He
must have been stunned, though, for he’s only now beginning to
wake up. Listen, fellows; do you think you could pull the grapevine
up, and me too?”
“Easy thing, Rob,” replied Sim, promptly.
“Then take it slow, and don’t hurry, or you may brush us off,” came
from the boy below. “I’ve got to use one arm holding him, you see,
and that handicaps me a bit. Get busy now, boys, heave-o!”
As many as could get hold proceeded to lend a hand, even Peleg
exerting himself manfully. The vine began to shorten as they tugged.
Every now and then Rob would call out to them, giving further
directions. Once he told them to stop, for he had a fine chance to set
both feet on another small ledge, and in some fashion could change
his burden to the other arm.
Presently his head appeared above the brink. Mr. Jeffords was
only waiting for this.
Presently his head appeared above the brink.

“Let me take the child from you, Rob,” he said, leaning over
solicitously.
When the transfer had been safely made it was no trouble to help
Rob over the edge of the precipice, for such the wall of the aperture
appeared to them.
“Mighty well done, I want to tell you, Rob!” said Ralph, earnestly,
as he squeezed the hand of the still trembling scout leader, for the
recent effort had naturally been quite a strain on the boy’s nervous
system.
Rob was laughing. After it was all over he effected to make light of
his achievement, as that class of boys always do, never liking to
hear themselves praised.
“Oh! it was a mere trifle, Ralph, and I’m only sorry I monopolized
the fun. But take the light, will you, and turn it on the boy. I want to
look him over, and see what the worst is we must expect.”
The little fellow presented rather a pitiable aspect. He had
received several scratches, and his face was quite bloody; besides
that, his clothing was badly torn, possibly brought about through
making a passage amidst thorns while lost in the woods.
“Say, he does look pretty bad, now,” admitted Tubby, seriously.
“Looks don’t count for much, Tubby,” Rob soon told him. “We can
wash his face and hands, and improve his appearance a hundred
per cent; if only he hasn’t any broken bones; and, so far, I don’t find
anything of that kind. It’s strange how a child may fall from a fourth-
story window and never seem to be hurt. Caleb hit his head, and has
lain in something of a swoon for hours. Perhaps it was just as well,
for if he had moved, he might have fallen the rest of the way down to
the bottom of that hole. He’s just beginning to get his senses now,
after all this time.”
Indeed, they could see the boy’s eyes were open, and that he
seemed to be trying to understand where he was, what had
happened, and who these people around him might be.
“It’s all right, Caleb,” Ralph hastened to say, soothingly. “You got
lost in the woods, you remember; and then you had a nasty tumble;
but we’ve found you, and mean to take you straight home to your
mother and father. I’m Ralph Jeffords, you know; I’ve often talked
with you at your house. So don’t worry any about it. How do you
come out, Rob; is he hurt badly?”
“I’m glad to tell you that there’s really nothing serious the matter,”
said the other, quickly, much to the delight of Tubby and the others.
“Now that he’s come-to in earnest, I think he’ll soon be himself again.
We’ll take turns carrying him; and on the way we can stop a bit at
that spring we passed, for we ought to make him look more
presentable before handing him over to his mother. She’d nearly
have a fit if she saw his face all covered with dried blood like that.”
Mr. Jeffords insisted on carrying the child for the first stretch, but
the boys would only consent on condition that he agreed to let them
take turns about. In fact, even Tubby declared it would not be fair to
leave him out; and that he meant to have his share of the work.
When they reached the spring mentioned by Rob they halted for a
brief time. The child had by that time recovered from his stupor. He
whimpered a little when Rob with a wet handkerchief started to wash
his face and hands, for some of the scratches and bumps were
evidently quite painful; but this task was soon finished, and the result
justified the scout leader’s judgment.
“Oh! he looks all right now, for a fact,” said Sim. “I consider that
we were a lucky bunch all around to find him as neatly as we did.
But, then, where there’s a will there’s a way; and scouts have to
learn early in their career never to give up a thing they start on.”
Ralph made no comment on hearing his cousin say this; but there
was a gleam in his eye that pleased the observing Rob. The latter
felt pretty certain that his task of converting the unbeliever was going
to be made much easier because of the strange event of that night.
As they drew nearer the home of Caleb, the boys felt a
pleasurable anticipation. Remembering the anguish of the poor
mother, they could realize how she must suffer, and the thought of
being able to bring her speedy relief gave them more or less
satisfaction.
When they appeared at the house some of the women discovered
them, and must have called out the good news; for immediately a
figure came flying out of the building and straight toward the
returning company. It was the frantic mother, wild to know if they had
found her child, as well as the condition the little fellow was in.
Great must have been her joy when she heard Caleb calling to
her, and she saw him reaching out toward her, even as he was held
at the time in Tubby’s arms. Well, each one of them felt that it was
worth many times the trouble they had taken, just to see the way
Caleb’s mother hugged him to her heart. About that time it seemed
as though Tubby, yes, and all the other fellows as well, had to turn
their heads away for some reason or other, and when they came
together again most of them were still violently winking.
How she tried to thank them all! When words failed her she
actually kissed each one of the five boys. They would never forget
that occasion; and as Rob afterwards said, it had been a great
privilege to be able to bring such joy to a mother’s heart.
Not wishing to wait after they had seen the father recalled from
the search by means of a messenger sent out with the glad tidings,
the boys entered their car, and with Mr. Jeffords started on the
homeward trip.
It seemed hard to believe that so much had been accomplished in
such a short interval. Why, only two hours before they had been
laughing unconcernedly over the supper table, never dreaming that a
sudden emergency would arise to claim their attention. Since then
they had been through an experience few fellows ever have come
their way.
Rob had spoken to Peleg more than once, but he noticed that
Ralph paid no attention to the farm hand. It seemed that the other
could not dissuade himself from believing that Peleg must be guilty
of pilfering, and on this account he would not have anything more to
do with him than he could help; at least, until the mystery was
cleared up.
Nevertheless, Rob was feeling more confident than ever that
when the truth became known Peleg would be cleared of all
suspicion; though just then he could not even guess how the other’s
innocence was going to be made clear.
The boys sat down in the big sitting-room for an hour or so before
thinking of going to bed. Mrs. Jeffords and the old aunty as well had
to hear all the thrilling particulars of the search, and its ultimate
conclusion. They also congratulated the scouts on their clever work,
Mr. Jeffords describing how wonderfully Rob had followed the faint
trail for several miles through the woods.
“I want to say to you, boys,” the gentleman wound up with, “that
my opinion of this scout business is undergoing a remarkable
change. I’ve learned some wonderful things since you’ve come
among us that have opened my eyes considerably. I’m not saying
anything more about it yet, but unless I miss my guess there will be
another attempt at starting a scout troop in Wyoming, and this time
founded on the right principles.”
Those words gave Rob great cheer. He never felt more pride in
his khaki uniform and his scout badge than when Mr. Jeffords thus
frankly acknowledged that he had been laboring under a false
impression concerning the benefit in a community a well drilled scout
troop might prove to be.
When upstairs in the big room, as Ralph was saying good-night to
his four guests, he allowed his hand to pass, affectionately, though
perhaps unconsciously, along Rob’s khaki coat-sleeve, the
significance of the action caused the wearer to smile with genuine
pleasure.
Chapter XII
How the Test Panned Out
Another day dawned.
The boys had laid out a number of plans for their enjoyment
between sunrise and the coming of night. Ralph several times told
them not to forget that they were booked for that run in to town after
supper, for he was bound to have them hear the “budding
nightingale” that Wyoming was so proud of, and who might some
day make the name of the town famous.
Tubby coaxed Ralph to get up another fishing party. He wanted to
have one shy at those lively bass up in the lake. Andy Bowles, on
the other hand, took a notion to spend a little time with the frogs. He
admitted that he had grown suddenly fond of the delicacy, and,
besides, believed he would enjoy using that fine little Flobert gun.
“Well, don’t lay in too big a stock, Andy,” Tubby warned him, as
they were setting off, “because you mustn’t forget we’re going to
have turtle steak and soup today. That ought to be feast enough for
once, I should think. Still, if you do get a mess of jumpers I’ll help you
dispose of them.”
The fishing trip turned out very well, though possibly they did not
get quite as many as on the previous day. Still, Tubby had the fun of
actually taking the biggest prize of the day, a monster who nearly
pulled him out of the boat by his sudden and vicious run after
snatching the live bait.
Back again at the house they faced an afternoon to fill in with
some other sort of “doings.” Ralph said he would have a few things
to do up at his fur farm, and so Rob accompanied him, as did also
Sim, the other two begging off as they claimed to be a bit tired.
“I see Pete has been busy since our last visit!” remarked Ralph,
as they drew near the high board-fence, and came in sight of the
cabin where the hired man lived while guarding the fur farm.

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o paraphrase English mathematician, philosopher, and educator Alfred North

SECTIO Solutions of Linear Equations and

EXAMPLE Solving an Equation for One of Two Variables

Dividing both sides by 3 gives the solution.

CHECKPOINT 2. Solve for y: y - 4 = -4(x + 2)

CHECKPOINT 1. Solve the following for x.

Solutions of Linear Equations and

Procedure/Example and Property/Example Tables. Appearing throughout the text,

SOLVING A LINEAR EQUATION

Changes in the Twelfth Edition

Resources for the Student

Online Excel and Graphing Calculator Guides

Resources for the Instructor

Complete Solutions Manual

Cengage Learning Testing Powered by Cognero®

WebAssign from Cengage for Harshbarger/ Reynolds) Mathematical Applications for

{8, 10, 12, 14, . . . , 8952}

EXAMPLE Describing Sets

{x: xis a living veteran of the War of 1812} = 0

RELATIONS BETWEEN SETS

Figure 0.1 Figure 0.2 Figure 0.3

Set Intersection The intersection of A and B, written An B, is defined by

EXAMPLE Set Intersection

Set Union The union of A and B, written A U B, is defined by

EXAMPLE Set Union

Figure 0.5 Figure 0.6

EXAMPLE Set Intersection and Union

Set Complement The complement of A , written A ' , is defined by

A' = {x: x E U and x El A}

* In mathematics, the word or means "one or the other or both:'

EXAMPLE Operations with Sets

Figu re 0.8 (c) (d)

CHECKPOINT 1. (a) BandC

Presently his head appeared above the brink.

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