Pre Algebra
Pre Algebra
Pre Algebra
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TABLE OF CONTENTS
Licensing
1: Whole Numbers
1.1: Introduction to Whole Numbers (Part 1)
1.2: Introduction to Whole Numbers (Part 2)
1.3: Add Whole Numbers (Part 1)
1.4: Add Whole Numbers (Part 2)
1.5: Subtract Whole Numbers (Part 1)
1.6: Subtract Whole Numbers (Part 2)
1.7: Multiply Whole Numbers (Part 1)
1.8: Multiply Whole Numbers (Part 2)
1.9: Divide Whole Numbers (Part 1)
1.E: Whole Numbers (Exercises)
1.S: Whole Numbers (Summary)
1.10: Divide Whole Numbers (Part 2)
3: Integers
3.1: Introduction to Integers (Part 1)
3.2: Introduction to Integers (Part 2)
3.3: Add Integers (Part 1)
3.4: Add Integers (Part 2)
3.5: Subtract Integers (Part 1)
3.6: Subtract Integers (Part 2)
3.7: Multiply and Divide Integers (Part 1)
3.8: Multiply and Divide Integers (Part 2)
3.9: Solve Equations Using Integers; The Division Property of Equality (Part 1)
3.E: Integers (Exercises)
3.S: Integers (Summary)
3.10: Solve Equations Using Integers; The Division Property of Equality (Part 2)
1 https://math.libretexts.org/@go/page/23805
4: Fractions
4.1: Visualize Fractions (Part 1)
4.2: Visualize Fractions (Part 2)
4.3: Multiply and Divide Fractions (Part 1)
4.4: Multiply and Divide Fractions (Part 2)
4.5: Multiply and Divide Mixed Numbers and Complex Fractions (Part 1)
4.6: Multiply and Divide Mixed Numbers and Complex Fractions (Part 2)
4.7: Add and Subtract Fractions with Common Denominators
4.8: Add and Subtract Fractions with Different Denominators (Part 1)
4.9: Add and Subtract Fractions with Different Denominators (Part 2)
4.E: Fractions (Exercises)
4.S: Fractions (Summary)
4.10: Add and Subtract Mixed Numbers (Part 1)
4.11: Add and Subtract Mixed Numbers (Part 2)
4.12: Solve Equations with Fractions (Part 1)
4.13: Solve Equations with Fractions (Part 2)
5: Decimals
5.1: Decimals (Part 1)
5.2: Decimals (Part 2)
5.3: Decimal Operations (Part 1)
5.4: Decimal Operations (Part 2)
5.5: Decimals and Fractions (Part 1)
5.6: Decimals and Fractions (Part 2)
5.7: Solve Equations with Decimals
5.8: Averages and Probability (Part 1)
5.9: Averages and Probability (Part 2)
5.E: Decimals (Exercises)
5.S: Decimals (Summary)
5.10: Ratios and Rate (Part 1)
5.11: Ratios and Rate (Part 2)
5.12: Simplify and Use Square Roots (Part 1)
5.13: Simplify and Use Square Roots (Part 2)
6: Percents
6.1: Understand Percent
6.2: Solve General Applications of Percent
6.3: Solve Sales Tax, Commission, and Discount Applications
6.4: Solve Simple Interest Applications
6.5: Solve Proportions and their Applications (Part 1)
6.6: Solve Proportions and their Applications (Part 2)
6.E: Percents (Exercises)
6.S: Percents (Summary)
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7.6: Systems of Measurement (Part 1)
7.7: Systems of Measurement (Part 2)
7.E: The Properties of Real Numbers (Exercises)
7.S: The Properties of Real Numbers (Summary)
10: Polynomials
10.1: Add and Subtract Polynomials
10.2: Use Multiplication Properties of Exponents (Part 1)
10.3: Use Multiplication Properties of Exponents (Part 2)
10.4: Multiply Polynomials (Part 1)
10.5: Multiply Polynomials (Part 2)
10.6: Divide Monomials (Part 1)
10.7: Divide Monomials (Part 2)
10.8: Integer Exponents and Scientific Notation (Part 1)
10.9: Integer Exponents and Scientific Notation (Part 2)
10.E: Polynomials (Exercises)
10.S: Polynomials (Summary)
10.10: Introduction to Factoring Polynomials
11: Graphs
11.1: Use the Rectangular Coordinate System (Part 1)
11.2: Use the Rectangular Coordinate System (Part 2)
11.3: Graphing Linear Equations (Part 1)
11.4: Graphing Linear Equations (Part 2)
11.5: Graphing with Intercepts (Part 1)
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11.6: Graphing with Intercepts (Part 2)
11.7: Understand Slope of a Line (Part 1)
11.8: Understand Slope of a Line (Part 2)
11.E: Graphs (Exercises)
11.S: Graphs (Summary)
12: Appendix
12.1: Cumulative Review
12.2: Powers and Roots
12.3: Geometric Formulas
Index
Glossary
Detailed Licensing
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Licensing
A detailed breakdown of this resource's licensing can be found in Back Matter/Detailed Licensing.
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CHAPTER OVERVIEW
1: Whole Numbers
Even though counting is first taught at a young age, mastering mathematics, which is the study of numbers, requires constant
attention. If it has been a while since you have studied math, it can be helpful to review basic topics. In this chapter, we will focus
on numbers used for counting as well as four arithmetic operations—addition, subtraction, multiplication, and division. We will
also discuss some vocabulary that we will use throughout this book.
1.1: Introduction to Whole Numbers (Part 1)
1.2: Introduction to Whole Numbers (Part 2)
1.3: Add Whole Numbers (Part 1)
1.4: Add Whole Numbers (Part 2)
1.5: Subtract Whole Numbers (Part 1)
1.6: Subtract Whole Numbers (Part 2)
1.7: Multiply Whole Numbers (Part 1)
1.8: Multiply Whole Numbers (Part 2)
1.9: Divide Whole Numbers (Part 1)
1.E: Whole Numbers (Exercises)
1.S: Whole Numbers (Summary)
1.10: Divide Whole Numbers (Part 2)
Figure 1.1 - Purchasing pounds of fruit at a fruit market requires a basic understanding of numbers. (credit: Dr. Karl-Heinz
Hochhaus, Wikimedia Commons)
This page titled 1: Whole Numbers is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
1
1.1: Introduction to Whole Numbers (Part 1)
Learning Objectives
Identify counting numbers and whole numbers
Model whole numbers
Identify the place value of a digit
Use place value to name whole numbers
Use place value to write whole numbers
Round whole numbers
Counting numbers and whole numbers can be visualized on a number line as shown in Figure 1.1.1.
Figure 1.1.1: The numbers on the number line increase from left to right, and decrease from right to left.
The point labeled 0 is called the origin. The points are equally spaced to the right of 0 and labeled with the counting numbers.
When a number is paired with a point, it is called the coordinate of the point.
The discovery of the number zero was a big step in the history of mathematics. Including zero with the counting numbers gives a
new set of numbers called the whole numbers.
We stopped at 5 when listing the first few counting numbers and whole numbers. We could have written more numbers if they were
needed to make the patterns clear.
Solution
a. The counting numbers start at 1, so 0 is not a counting number. The numbers 3, 15, and 105 are all counting numbers.
1
b. Whole numbers are counting numbers and 0. The numbers 0, 3, 15, and 105 are whole numbers. The numbers and 5.2
4
are neither counting numbers nor whole numbers. We will discuss these numbers later.
Exercise 1.1.1
Answer a
2, 9, 241, 376
Answer b
0, 2, 9, 241, 376
Exercise 1.1.2
Answer a
7, 13, 201
Answer b
0, 7, 13, 201
Base-10 blocks provide another way to model place value, as shown in Figure 1.1.3. The blocks can be used to represent hundreds,
tens, and ones. Notice that the tens rod is made up of 10 ones, and the hundreds square is made of 10 tens, or 100 ones.
Figure 1.1.3
Figure 1.1.4 shows the number 138 modeled with base-10 blocks.
Figure 1.1.4: We use place value notation to show the value of the number 138.
3 tens 3 10 30
8 ones 8 1 +8
Sum = 138
Figure 1.1.5
Solution
There are 2 hundreds squares, which is 200.
There is 1 tens rod, which is 10.
There are 5 ones blocks, which is 5.
1 tens 1 10 10
5 ones 5 1 +5
215
Exercise 1.1.3
Use place value notation to find the value of the number modeled by the base-10 blocks shown.
Figure 1.1.6
Answer
176
Exercise 1.1.4
Use place value notation to find the value of the number modeled by the base-10 blocks shown.
Answer
237
Figure 1.1.8
The digit 5 is in the millions place. Its value is 5, 000, 000.
The digit 2 is in the hundred thousands place. Its value is 200, 000.
The digit 7 is in the ten thousands place. Its value is 70, 000.
The digit 8 is in the thousands place. Its value is 8, 000.
The digit 1 is in the hundreds place. Its value is 100.
The digit 9 is in the tens place. Its value is 90.
The digit 4 is in the ones place. Its value is 4.
In the number 63, 407, 218; find the place value of each of the following digits:
a. 7
b. 0
c. 1
d. 6
e. 3
Solution
Write the number in a place value chart, starting at the right.
Exercise 1.1.5
For each number, find the place value of digits listed: 27, 493, 615
a. 2
b. 1
c. 4
d. 7
e. 5
Answer a
2
Answer b
1
Answer c
4
Answer d
7
Answer e
5
Exercise 1.1.6
For each number, find the place value of digits listed: 519, 711, 641, 328
a. 9
b. 4
c. 2
d. 6
e. 7
Answer b
ten thousands
Answer c
tens
Answer d
hundred thousands
Answer e
hundred millions
So the number 37, 519, 248 is written thirty-seven million, five hundred nineteen thousand, two hundred forty-eight. Notice that
the word and is not used when naming a whole number.
Begin with the leftmost digit, which is 8. It is in the trillions place. eight trillion
The next period to the right is billions. one hundred sixty-five billion
The next period to the right is millions. four hundred thirty-two million
Exercise 1.1.7
Answer
nine trillion, two hundred fifty-eight billion, one hundred thirty-seven million, nine hundred four thousand, sixty-one
Exercise 1.1.8
Name each number in words: 17, 864, 325, 619, 004
Answer
seventeen trillion, eight hundred sixty-four billion, three hundred twenty-five million, six hundred nineteen thousand, four
A student conducted research and found that the number of mobile phone users in the United States during one month in 2014
was 327, 577, 529. Name that number in words.
Solution
Identify the periods associated with the number.
Name the number in each period, followed by the period name. Put the commas in to separate the periods.
Millions period: three hundred twenty-seven million
Thousands period: five hundred seventy-seven thousand
Ones period: five hundred twenty-nine
So the number of mobile phone users in the Unites States during the month of April was three hundred twenty-seven million,
five hundred seventy-seven thousand, five hundred twenty-nine.
Exercise 1.1.9
The population in a country is 316, 128, 839. Name that number
Answer
three hundred sixteen million, one hundred twenty-eight thousand, eight hundred thirty nine
Answer
thirty one million, five hundred thirty-six thousand
Step 1. Identify the words that indicate periods. (Remember the ones period is never named.)
Step 2. Draw three blanks to indicate the number of places needed in each period. Separate the periods by commas.
Step 3. Name the number in each period and place the digits in the correct place value position.
Put the numbers together, including the commas. The number is 53, 401, 742.
b. Identify the words that indicate periods.
Except for the first period, all other periods must have three places. Draw three blanks to indicate the number of places needed
in each period. Separate the periods by commas.
Then write the digits in each period.
Answer
53, 809, 051
Exercise 1.1.12
Answer
2, 022, 714, 466
Exercise 1.1.13
Answer
34, 000, 000 miles
Exercise 1.1.14
Answer
204, 000, 000 pounds
This page titled 1.1: Introduction to Whole Numbers (Part 1) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
Figure 1.2.10: We can see that 76 is closer to 80 than to 70. So 76 rounded to the nearest ten is 80.
Now consider the number 72. Find 72 in Figure 1.2.11.
Figure 1.2.11: We can see that 72 is closer to 70, so 72 rounded to the nearest ten is 70.
How do we round 75 to the nearest ten. Find 75 in Figure 1.2.12.
So, for example, to round 76 to the nearest ten, we look at the digit in the ones place.
The digit in the ones place is a 6. Because 6 is greater than or equal to 5, we increase the digit in the tens place by one. So the 7 in
the tens place becomes an 8. Now, replace any digits to the right of the 8 with zeros. So, 76 rounds to 80.
Let’s look again at rounding 72 to the nearest 10. Again, we look to the ones place.
Step 1. Locate the given place value. All digits to the left of that place value do not change.
Step 2. Underline the digit to the right of the given place value.
Step 3. Determine if this digit is greater than or equal to 5.
Yes—add 1 to the digit in the given place value.
No—do not change the digit in the given place value.
Step 4. Replace all digits to the right of the given place value with zeros.
Since 3 is less than 5, do not change the digit in the tens place.
Replace all digits to the right of the tens place with zeros.
Exercise 1.2.15
Round to the nearest ten: 157
Answer
160
Exercise 1.2.16
Answer
880
The digit of the right of the hundreds place is 5. Underline the digit to
the right of the hundreds place.
b.
The digit to the right of the hundreds place is 7. Since 7 is greater than
or equal to 5, round up by added 1 to the 9. Then replace all digits to
the right of the hundreds place with zeros.
Exercise 1.2.17
Answer
17, 900
Exercise 1.2.18
Answer
5, 000
Locate the thousands place. Underline the digit to the right of the
thousands place.
The digit to the right of the thousands place is 0. Since 0 is less than
5, we do not change the digit in the thousands place.
We then replace all digits to the right of the thousands pace with
zeros.
b.
Notice that in part (b), when we add 1 thousand to the 9 thousands, the total is 10 thousands. We regroup this as 1 ten thousand
and 0 thousands. We add the 1 ten thousand to the 2 ten thousands and put a 0 in the thousands place.
Exercise 1.2.19
Answer
64, 000
Exercise 1.2.20
Round to the nearest thousand: 156, 437.
Answer
156, 000
Key Concepts
Glossary
coordinate
A number paired with a point on a number line is called the coordinate of the point.
counting numbers
The counting numbers are the numbers 1, 2, 3, ….
number line
A number line is used to visualize numbers. The numbers on the number line get larger as they go from left to right, and smaller
as they go from right to left.
origin
The origin is the point labeled 0 on a number line.
place value system
Our number system is called a place value system because the value of a digit depends on its position, or place, in a number.
rounding
The process of approximating a number is called rounding.
whole numbers
The whole numbers are the numbers 0, 1, 2, 3, ….
6.
7.
Everyday Math
51. Writing a Check Jorge bought a car for $24,493. He paid for the car with a check. Write the purchase price in words.
Writing Exercises
56. In your own words, explain the difference between the counting numbers and the whole numbers.
57. Give an example from your everyday life where it helps to round numbers.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
This page titled 1.2: Introduction to Whole Numbers (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
Be Prepared!
Before you get started, take this readiness quiz.
a. What is the number modeled by the base-10 blocks? If you missed this problem, review Example 1.1.2.
Figure 1.3.1
b. Write the number three hundred forty-two thousand six using digits? If you missed this problem, review Example 1.1.6.
3 +4
We read this as three plus four and the result is the sum of three and four. The numbers 3 and 4 are called the addends. A math
statement that includes numbers and operations is called an expression.
Answer a
eight plus four; the sum of eight and four
Answer b
eighteen plus eleven; the sum of eighteen and eleven
Exercise 1.3.2
Answer a
twenty-one plus sixteen; the sum of twenty-one and sixteen
Answer b
one hundred plus two hundred; the sum of one hundred and two hundred
There are 7 blocks in all. We use an equal sign (=) to show the sum. A math sentence that shows that two expressions are equal is
called an equation. We have shown that 3 + 4 = 7 .
Model: 3 + 6 .
Answer
Exercise 1.3.4
Model: 5 + 1 .
Answer
When the result is 10 or more ones blocks, we will exchange the 10 blocks for one rod.
Notice that we can describe the models as ones blocks and tens rods, or we can simply say ones and tens. From now on, we will use
the shorter version but keep in mind that they mean the same thing.
Exercise 1.3.5
Answer
Answer
Exercise 1.3.7
Answer
Exercise 1.3.8
Answer
0 0 1 2 3 4 5 6 7 8 9
1 1 2 3 4 5 6 7 8 9 10
2 2 3 4 5 6 7 8 9 10 11
3 3 4 5 6 7 8 9 10 11 12
4 4 5 6 7 8 9 10 11 12 13
5 5 6 7 8 9 10 11 12 13 14
6 6 7 8 9 10 11 12 13 14 15
7 7 8 9 10 11 12 13 14 15 16
8 8 9 10 11 12 13 14 15 16 17
9 9 10 11 12 13 14 15 16 17 18
Did you notice what happens when you add zero to a number? The sum of any number and zero is the number itself. We call this
the Identity Property of Addition. Zero is called the additive identity.
0 +a = a (1.3.3)
a. The first addend is zero. The sum of any number and zero is the
0 + 11 = 11
number.
b. The second addend is zero. The sum of any number and zero is the
42 + 0 = 42
number.
Exercise 1.3.9
Find each sum:
a. 0 + 19
b. 39 + 0
Answer a
0 + 19 = 19
Answer b
Exercise 1.3.10
Answer a
0 + 24 = 24
Answer b
57 + 0 = 57
2+3=5 3+2=5
4 + 7 = 11 7 + 4 = 11
8 + 9 = 17 9 + 8 = 17
Notice that when the order of the addends is reversed, the sum does not change. This property is called the Commutative Property
of Addition, which states that changing the order of the addends does not change their sum.
Changing the order of the addends a and b does not change their sum.
a+b = b +a (1.3.4)
Add:
a. 8 + 7
b. 7 + 8
Solution
8 +7
a.
15
7 +8
b.
15
Exercise 1.3.11
Add: 9 + 7 and 7 + 9 .
Answer
9 + 7 = 16; 7 + 9 = 16
Exercise 1.3.12
Add: 8 + 6 and 6 + 8 .
Answer
Add: 28 + 61 .
Solution
To add numbers with more than one digit, it is often easier to write the numbers vertically in columns.
Write the numbers so the ones and tens digits line up vertically.
Then add the digits in each place value. Add the ones: 8 + 1 = 9.
Exercise 1.3.13
Add: 32 + 54 .
Answer
32 + 54 = 86
Exercise 1.3.14
Add: 25 + 74 .
Answer
25 + 74 = 99
In the previous example, the sum of the ones and the sum of the tens were both less than 10. But what happens if the sum is 10 or
more? Let’s use our base-10 model to find out. Figure 1.3.2 shows the addition of 17 and 26 again.
Figure 1.3.2
When we add the ones, 7 + 6 , we get 13 ones. Because we have more than 10 ones, we can exchange 10 of the ones for 1 ten.
Now we have 4 tens and 3 ones. Without using the model, we show this as a small red 1 above the digits in the tens place.
When the sum in a place value column is greater than 9, we carry over to the next column to the left. Carrying is the same as
regrouping by exchanging. For example, 10 ones for 1 ten or 10 tens for 1 hundred.
Write the 2 in the ones place in the sum. Add the 1 ten to the tens
place.
Exercise 1.3.15
Add: 35 + 98 .
Answer
35 + 98 = 133
Exercise 1.3.16
Add: 72 + 89 .
Answer
72 + 89 = 161
Add the digits in each place value. Add the ones: 4 + 6 = 10. Write
the 0 in the ones place in the sum and carry the 1 ten to the tens place.
Add the tens: 1 + 2 + 8 = 11. Write the 1 in the tens place in the sum
and carry the 1 hundred to the hundreds.
Exercise 1.3.17
Add: 456 + 376.
Answer
Exercise 1.3.18
Answer
269 + 578 = 847
Add the ones: 3 + 9 = 12. Write the 2 in the ones place of the sum and
carry the 1 ten to the tens place.
Add the tens: 1 + 7 + 8 = 16. Write the 6 in the tens place and carry
the 1 hundred to the hundreds place.
When the addends have different numbers of digits, be careful to line up the corresponding place values starting with the ones and
moving toward the left.
Exercise 1.3.19
Answer
4, 597 + 685 = 5, 282
Exercise 1.3.20
Answer
5, 837 + 695 = 6, 532
Add the ones: 7 + 1 + 6 = 14. Write the 4 in the ones place of the sum
and carry the 1 to the tens place.
Add the tens: 1 + 5 + 6 + 9 = 21. Write the 1 in the tens place and
carry the 2 to the hundreds place.
This example had three addends. We can add any number of addends using the same process as long as we are careful to line
up the place values correctly.
Exercise 1.3.21
Answer
46, 195 + 397 + 6, 281 = 52, 873
Exercise 1.3.22
Answer
53, 762 + 196 + 7, 458 = 61, 416
This page titled 1.3: Add Whole Numbers (Part 1) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
Translate. 19 + 23
Add. 42
Exercise 1.4.23
Translate and simplify: the sum of 17 and 26.
Answer
Translate: 17 + 26; Simplify: 43
Exercise 1.4.24
Answer
Translate: 28 + 14; Simplify: 42
28 increased by 31.
Add. 59
So 28 increased by 31 is 59.
Exercise 1.4.25
Answer
Translate: 29 + 76; Simplify: 105
Exercise 1.4.26
Answer
Translate: 37 + 69; Simplify: 106
Hao earned grades of 87, 93, 68, 95,and 89 on the five tests of the semester. What is the total number of points he earned on
the five tests?
Solution
We are asked to find the total number of points on the tests.
Write a sentence to answer the question. Hao earned a total of 432 points.
Notice that we added points, so the sum is 432 points. It is important to include the appropriate units in all answers to
applications problems.
Mark is training for a bicycle race. Last week he rode 18 miles on Monday, 15 miles on Wednesday, 26 miles on Friday, 49
miles on Saturday, and 32 miles on Sunday. What is the total number of miles he rode last week?
Answer
He rode 140 miles.
Exercise 1.4.28
Lincoln Middle School has three grades. The number of students in each grade is 230, 165, and 325. What is the total number
of students?
Answer
The total number is 720 students.
Some application problems involve shapes. For example, a person might need to know the distance around a garden to put up a
fence or around a picture to frame it. The perimeter is the distance around a geometric figure. The perimeter of a figure is the sum
of the lengths of its sides.
Figure 1.4.3
Solution
Simplify by adding. 26
We added feet, so the sum is 26 feet. The perimeter of the patio is 26 feet.
Exercise 1.4.29
Figure 1.4.4
Answer
Exercise 1.4.30
Figure 1.4.5
Answer
The perimeter is 36 inches.
Key Concepts
Addition Notation To describe addition, we can use symbols and words.
Continue adding each place value from right to left, adding each place value and carrying if needed.
Glossary
sum
The sum is the result of adding two or more numbers.
73.
74.
75.
76.
78.
In the following exercises, add.
79. (a) 0 + 13 (b) 13 + 0
80. (a) 0 + 5,280 (b) 5,280 + 0
81. (a) 8 + 3 (b) 3 + 8
82. (a) 7 + 5 (b) 5 + 7
83. 45 + 33
84. 37 + 22
85. 71 + 28
86. 43 + 53
87. 26 + 59
88. 38 + 17
89. 64 + 78
90. 82 + 39
91. 168 + 325
92. 247 + 149
93. 584 + 277
94. 175 + 648
95. 832 + 199
96. 775 + 369
97. 6,358 + 492
98. 9,184 + 578
99. 3,740 + 18,593
100. 6,118 + 15,990
101. 485,012 + 649,848
102. 368,911 + 587,289
103. 24,731 + 592 + 3,868
104. 28,925 + 817 + 4,593
105. 8,015 + 76,946 + 16,570
106. 6,291 + 54,107 + 28,635
127.
128.
129.
130.
132.
133.
134.
Everyday Math
135. Calories Paulette had a grilled chicken salad, ranch dressing, and a 16-ounce drink for lunch. On the restaurant’s nutrition chart,
she saw that each item had the following number of calories: Grilled chicken salad – 320 calories, Ranch dressing – 170
calories, 16-ounce drink – 150 calories. What was the total number of calories of Paulette’s lunch?
136. Calories Fred had a grilled chicken sandwich, a small order of fries, and a 12-oz chocolate shake for dinner. The restaurant’s
nutrition chart lists the following calories for each item: Grilled chicken sandwich – 420 calories, Small fries – 230 calories, 12-
oz chocolate shake – 580 calories. What was the total number of calories of Fred’s dinner?
137. Test scores A students needs a total of 400 points on five tests to pass a course. The student scored 82, 91, 75, 88, and 70. Did
the student pass the course?
138. Elevators The maximum weight capacity of an elevator is 1150 pounds. Six men are in the elevator. Their weights are 210,
145, 183, 230, 159, and 164 pounds. Is the total weight below the elevators’ maximum capacity?
Writing Exercises
139. How confident do you feel about your knowledge of the addition facts? If you are not fully confident, what will you do to
improve your skills?
140. How have you used models to help you learn the addition facts?
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) After reviewing this checklist, what will you do to become confident for all objectives?
be prepared!
Before you get started, take this readiness quiz.
1. Model 3 + 4 using base-ten blocks. If you missed this problem, review Section 1.2: Add Whole Numbers
2. Add: 324 + 586. If you missed this problem, review Example 1.2.9.
7 −3
We read 7 − 3 as seven minus three and the result is the difference of seven and three.
Exercise 1.5.1
Answer a
twelve minus four; the difference of twelve and four
Answer b
Exercise 1.5.2
Answer a
eleven minus two; the difference of eleven and two
Answer b
twenty-nine minus twelve; the difference of twenty-nine and twelve
Now take away the second number, 3. We'll circle 3 blocks to show that
we are taking them away.
Exercise 1.5.3
Model: 9 − 6 .
Answer
Model: 6 − 1 .
Answer
Take away the second number, 8. However, there are not 8 ones, so
we will exchange the 1 ten for 10 ones.
As we did with addition, we can describe the models as ones blocks and tens rods, or we can simply say ones and tens.
Exercise 1.5.5
Answer
Exercise 1.5.6
Answer
Count the number of blocks remaining. There is 1 ten and 7 ones, which is 17.
43 − 26 = 17
Exercise 1.5.7
Answer
Exercise 1.5.8
Answer
13 − 8 = 5 because 5 + 8 = 13
43 − 26 = 17 because 17 + 26 = 43
9-7
Subtract 7 from 9. 2
b.
8-3
Subtract 3 from 8. 5
Exercise 1.5.9
Answer
7 − 0 = 7; 7 + 0 = 7
Exercise 1.5.10
Answer
6 − 2 = 4; 2 + 4 = 6
To subtract numbers with more than one digit, it is usually easier to write the numbers vertically in columns just as we did for
addition. Align the digits by place value, and then subtract each column starting with the ones and then working to the left.
Write the numbers so the ones and tens digits line up vertically.
Exercise 1.5.11
Answer
86 − 54 = 32 because 54 + 32 = 86
Exercise 1.5.12
Answer
99 − 74 = 25 because 74 + 25 = 99
When we modeled subtracting 26 from 43, we exchanged 1 ten for 10 ones. When we do this without the model, we say we
borrow 1 from the tens place and add 10 to the ones place.
Check by adding.
1.5.13
Answer
93 − 58 = 35 because 58 + 35 = 93
Exercise 1.5.14
Answer
81 − 39 = 42 because 42 + 39 = 81
Check by adding.
Answer
439 − 52 = 387 because 387 + 52 = 439
Exercise 1.5.16
Answer
318 − 75 = 243 because 243 + 75 = 318
Check by adding.
Exercise 1.5.17
Answer
Exercise 1.5.18
Answer
847 − 578 = 269 because 578 + 269 = 847
Check by adding.
Exercise 1.5.19
Answer
4, 585 − 697 = 3, 888 because 3, 888 + 697 = 4, 585
Exercise 1.5.20
Answer
5, 637 − 899 = 4, 738 because 4, 738 + 899 = 5, 637
This page titled 1.5: Subtract Whole Numbers (Part 1) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
Translate. 13 - 8
Simplify. 5
b. The words subtract from tells us to take the second number away from the first. We must be careful to get the order correct.
subtract 24 from 43
Translate. 43 - 24
Simplify. 19
Exercise 1.6.21
Translate and simplify:
a. the difference of 14 and 9
b. subtract 21 from 37
Answer a
14 − 9 = 5
Answer b
37 − 21 = 16
Answer a
11 − 6 = 5
Answer b
67 − 18 = 49
The temperature in Chicago one morning was 73 degrees Fahrenheit. A cold front arrived and by noon the temperature was 27
degrees Fahrenheit. What was the difference between the temperature in the morning and the temperature at noon?
Solution
We are asked to find the difference between the morning temperature and the noon temperature.
Write a sentence to answer the question. The difference in temperatures was 46 degrees Fahrenheit.
Exercise 1.6.23
The high temperature on June 1 in Boston was 77 degrees Fahrenheit, and the low temperature was
st
58 degrees Fahrenheit.
What was the difference between the high and low temperatures?
Answer
The difference is 19 degrees Fahrenheit.
Exercise 1.6.24
The weather forecast for June 2 in St Louis predicts a high temperature of 90 degrees Fahrenheit and a low of
nd
73 degrees
Fahrenheit. What is the difference between the predicted high and low temperatures?
Answer
The difference is 17 degrees Fahrenheit.
A washing machine is on sale for $399. Its regular price is $588. What is the difference between the regular price and the sale
price?
Solution
We are asked to find the difference between the regular price and the sale price.
Subtract
Write a sentence to answer the question The difference between the regular price and the sale price is $189.
Exercise 1.6.25
A television set is on sale for $499 . Its regular price is $648. What is the difference between the regular price and the sale
price?
Answer
The difference is $149.
Exercise 1.6.26
A patio set is on sale for $149. Its regular price is $285. What is the difference between the regular price and the sale price?
Answer
The difference is $136.
Key Concepts
Operation Notation Expression Read as Result
Glossary
difference
Mixed Practice
In the following exercises, simplify.
199. 76−47
200. 91 − 53
201. 256 − 184
202. 305 − 262
203. 719 + 341
204. 647 + 528
205. 2,015 − 1,993
206. 2,020 − 1,984
In the following exercises, translate and simplify.
207. Seventy-five more than thirty-five
208. Sixty more than ninety-three
209. 13 less than 41
210. 28 less than 36
211. The difference of 100 and 76
212. The difference of 1,000 and 945
Everyday Math
221. Road trip Noah was driving from Philadelphia to Cincinnati, a distance of 502 miles. He drove 115 miles, stopped for gas, and
then drove another 230 miles before lunch. How many more miles did he have to travel?
222. Test Scores Sara needs 350 points to pass her course. She scored 75, 50, 70, and 80 on her first four tests. How many more
points does Sara need to pass the course?
Writing Exercises
223. Explain how subtraction and addition are related.
224. How does knowing addition facts help you to subtract numbers?
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section
(b) What does this checklist tell you about your mastery of this section? What steps will you take to improve?
This page titled 1.6: Subtract Whole Numbers (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
be prepared!
Before you get started, take this readiness quiz.
a. Add: 1, 683 + 479. If you missed this problem, review Example 1.2.10.
b. Subtract: 605 − 321. If you missed this problem, review Example 1.3.4.
Figure 1.7.1
Would you count the pennies individually? Or would you count the number of pennies in each row and add that number 3 times.
8 +8 +8
Multiplication is a way to represent repeated addition. So instead of adding 8 three times, we could write a multiplication
expression.
3 ×8
We call each number being multiplied a factor and the result the product. We read 3 × 8 as three times eight, and the result as the
product of three and eight.
There are several symbols that represent multiplication. These include the symbol × as well as the dot, • , and parentheses ( ).
• 3•8
() 3(8)
Exercise 1.7.1
Answer a
eight times seven ; the product of eight and seven
Answer b
eighteen times eleven ; the product of eighteen and eleven
Exercise 1.7.2
Answer a
thirteen times seven ; the product of thirteen and seven
Answer b
five times sixteen; the product of five and sixteen
Model: 3 × 8 .
Solution
To model the product 3 × 8 , we’ll start with a row of 8 counters.
3 × 8 = 24
If you look at the counters sideways, you’ll see that we could have also made 8 rows of 3 counters. The product would have
been the same. We’ll get back to this idea later.
Exercise 1.7.3
Answer
Exercise 1.7.4
Answer
0 0 0 0 0 0 0 0 0 0 0
1 0 1 2 3 4 5 6 7 8 9
2 0 2 4 6 8 10 12 14 16 18
3 0 3 6 9 12 15 18 21 24 27
4 0 4 8 12 16 20 24 28 32 36
5 0 5 10 15 20 25 30 35 40 45
6 0 6 12 18 24 30 36 42 48 54
7 0 7 14 21 28 35 42 49 56 63
8 0 8 16 24 32 40 48 56 64 72
9 0 9 18 27 36 45 54 63 72 81
0⋅a =0 (1.7.2)
Multiply:
a. 0 ∙ 11
b. (42)0
Solution
a.
b.
Exercise 1.7.5
Answer a
0
Answer b
0
Exercise 1.7.6
Answer a
0
Answer b
0
What happens when you multiply a number by one? Multiplying a number by one does not change its value. We call this fact the
Identity Property of Multiplication, and 1 is called the multiplicative identity.
1⋅a =a (1.7.3)
a⋅1 = a (1.7.4)
Multiply:
a. (11)1
b. 1 ∙ 42
Solution
a.
b.
Exercise 1.7.7
Answer a
19
Answer b
39
Exercise 1.7.8
Answer a
24
Answer b
57
Earlier in this chapter, we learned that the Commutative Property of Addition states that changing the order of addition does not
change the sum. We saw that 8 + 9 = 17 is the same as 9 + 8 = 17 .
Is this also true for multiplication? Let’s look at a few pairs of factors.
9 ⋅ 7 = 63 7 ⋅ 9 = 63
8 ⋅ 9 = 72 9 ⋅ 8 = 72
When the order of the factors is reversed, the product does not change. This is called the Commutative Property of Multiplication.
Changing the order of the factors does not change their product.
a⋅b = b⋅a (1.7.5)
Multiply:
a. 8 ∙ 7
b. 7 ∙ 8
Solution
a.
Multiply. 8 • 7 = 56
b.
Multiply. 7 • 8 = 56
Changing the order of the factors does not change the product.
Exercise 1.7.9
Multiply:
a. 9 ∙ 6
b. 6 ∙ 9
Answer a
54
Answer b
54
Exercise 1.7.10
Multiply:
a. 8 ∙ 6
b. 6 ∙ 8
Answer a
48
Answer b
48
We start by multiplying 3 by 7.
3 × 7 = 21
We write the 1 in the ones place of the product. We carry the 2 tens by writing 2 above the tens place.
Then we multiply the 3 by the 2, and add the 2 above the tens place to the product. So 3 × 2 = 6 , and 6 + 2 = 8 . Write the 8 in the
tens place of the product.
Multiply: 15 ∙ 4 .
Solution
Write 0 in the ones place of the product and carry the 2 tens.
Answer
512
Exercise 1.7.12
Multiply: 57 ∙ 6 .
Answer
342
Multiply: 286 ∙ 5.
Solution
Write the 0 in the ones place of the product and carry the 3 to the tens
place. Multiply 5 by the digit in the tens place of 286. 5 • 8 = 40.
Add the 3 tens we carried to get 40 + 3 = 43. Write the 3 in the tens
place of the product and carry the 4 to the hundreds place.
Exercise 1.7.13
Multiply: 347 ∙ 5.
Answer
1, 735
Exercise 1.7.14
Multiply: 462 ∙ 7.
Answer
When we multiply by a number with two or more digits, we multiply by each of the digits separately, working from right to left.
Each separate product of the digits is called a partial product. When we write partial products, we must make sure to line up the
place values.
Multiply: 62(87).
Solution
Multiply 7 by the digit in the tens place of 62. 7 • 6 = 42. Add the 1
ten we carried. 42 + 1 = 43. Write the 3 in the tens place of the
product and the 4 in the hundreds place.
Now, write a 0 under the 4 in the ones place of the next partial
product as a placeholder since we now multiply the digit in the tens
place of 87 by 62. Multiply 8 by the digit in the ones place of 62. 8 • 2
= 16. Write the 6 in the next place of the product, which is the tens
place. Carry the 1 to the tens place.
Multiply 8 by 6, the digit in the tens place of 62, then add the 1 ten we
carried to get 49. Write the 9 in the hundreds place of the product and
the 4 in the thousands place.
Exercise 1.7.15
Multiply: 43(78).
Answer
3, 354
Exercise 1.7.16
Multiply: 64(59).
Answer
3, 776
Multiply:
a. 47 ∙ 10
b. 47 ∙ 100
Solution
(a) 47 • 10
(b) 47 • 100
When we multiplied 47 times 10, the product was 470. Notice that 10 has one zero, and we put one zero after 47 to get the
product. When we multiplied 47 times 100, the product was 4, 700. Notice that 100 has two zeros and we put two zeros after
47 to get the product.
Do you see the pattern? If we multiplied 47 times 10, 000, which has four zeros, we would put four zeros after 47 to get the
product 470, 000.
Exercise 1.7.17
Multiply:
a. 54 ∙ 10
b. 54 ∙ 100
Answer b
5, 400
Exercise 1.7.18
Multiply:
a. 75 ∙ 10
b. 75 ∙ 100
Answer
750
Answer
7, 500
Multiply: 354(438).
Solution
There are three digits in the factors so there will be 3 partial products. We do not have to write the 0 as a placeholder as long as
we write each partial product in the correct place.
Exercise 1.7.19
Multiply: 265(483).
Answer
127, 995
Exercise 1.7.20
Multiply: 823(794).
Answer
653, 462
Multiply: 896(201).
Solution
There should be 3 partial products. The second partial product will be the result of multiplying 896 by 0.
Exercise 1.7.21
Multiply: (718)509.
Answer
365, 462
Exercise 1.7.22
Multiply: (627)804.
Answer
504, 108
When there are three or more factors, we multiply the first two and then multiply their product by the next factor. For example:
to multiply 8•3•2
first multiply 8 • 3 24 • 2
then multiply 24 • 2 48
This page titled 1.7: Multiply Whole Numbers (Part 1) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
Translate. 12 • 27
Multiply. 324
exercise 1.8.23
Translate and simplify the product of 13 and 28.
Answer
;
13 ⋅ 28 364
exercise 1.8.24
Answer
;
47 ⋅ 14 658
Translate. 2(211)
Multiply. 422
Answer
;
2(167) 334
exercise 1.8.26
Answer
;
2(258) 516
Humberto bought 4 sheets of stamps. Each sheet had 20 stamps. How many stamps did Humberto buy?
Solution
We are asked to find the total number of stamps.
Multiply.
exercise 1.8.27
Valia donated water for the snack bar at her son’s baseball game. She brought 6 cases of water bottles. Each case had 24 water
bottles. How many water bottles did Valia donate?
Answer
Valia donated 144 water bottles.
exercise 1.8.28
Vanessa brought 8 packs of hot dogs to a family reunion. Each pack has 10 hot dogs. How many hot dogs did Vanessa bring?
Answer
Vanessa bought 80 hot dogs.
When Rena cooks rice, she uses twice as much water as rice. How much water does she need to cook 4 cups of rice?
Solution
We are asked to find how much water Rena needs.
Multiply to simplify. 8
Write a sentence to answer the question. Rena needs 8 cups of water for cups of rice.
exercise 1.8.29
Erin is planning her flower garden. She wants to plant twice as many dahlias as sunflowers. If she plants 14 sunflowers, how
many dahlias does she need?
Answer
Erin needs 28 dahlias.
exercise 1.8.30
A college choir has twice as many women as men. There are 18 men in the choir. How many women are in the choir?
Answer
There are 36 women in the choir.
Van is planning to build a patio. He will have 8 rows of tiles, with 14 tiles in each row. How many tiles does he need for the
patio?
Solution
We are asked to find the total number of tiles.
Multiply to simplify.
Write a sentence to answer the question. Van needs 112 tiles for his patio.
exercise 1.8.31
Jane is tiling her living room floor. She will need 16 rows of tile, with 20 tiles in each row. How many tiles does she need for
the living room floor?
Answer
exercise 1.8.32
Yousef is putting shingles on his garage roof. He will need 24 rows of shingles, with 45 shingles in each row. How many
shingles does he need for the garage roof?
Answer
Yousef needs 1, 080 tiles.
If we want to know the size of a wall that needs to be painted or a floor that needs to be carpeted, we will need to find its area. The
area is a measure of the amount of surface that is covered by the shape. Area is measured in square units. We often use square
inches, square feet, square centimeters, or square miles to measure area. A square centimeter is a square that is one centimeter (cm.)
on a side. A square inch is a square that is one inch on each side, and so on.
Figure 1.8.2
For a rectangular figure, the area is the product of the length and the width. Figure 1.8.3 shows a rectangular rug with a length of 2
feet and a width of 3 feet. Each square is 1 foot wide by 1 foot long, or 1 square foot. The rug is made of 6 squares. The area of the
rug is 6 square feet.
Figure 1.8.3: The area of a rectangle is the product of its length and its width, or 6 square feet.
Jen’s kitchen ceiling is a rectangle that measures 9 feet long by 12 feet wide. What is the area of Jen’s kitchen ceiling?
Solution
We are asked to find the area of the kitchen ceiling.
Multiply to simplify.
Write a sentence to answer the question. The area of Jen's kitchen ceiling is 108 square feet.
exercise 1.8.33
Zoila bought a rectangular rug. The rug is 8 feet long by 5 feet wide. What is the area of the rug?
Answer
exercise 1.8.34
Rene’s driveway is a rectangle 45 feet long by 20 feet wide. What is the area of the driveway?
Answer
The area of the driveway is 900 square feet
Key Concepts
Operation Notation Expression Read as Result
× 3×8
Multiplication ⋅ 3⋅8 three times eight the product of 3 and 8
() 3(8)
0⋅a =0
a⋅1 = a
Glossary
product
The product is the result of multiplying two or more numbers.
237.
238.
239.
241.
242.
243.
244.
In the following exercises, multiply.
245. 0 • 15
246. 0 • 41
247. (99)0
248. (77)0
249. 1 • 43
250. 1 • 34
Everyday Math
339. Stock market Javier owns 300 shares of stock in one company. On Tuesday, the stock price rose $12 per share. How much
money did Javier’s portfolio gain?
340. Salary Carlton got a $200 raise in each paycheck. He gets paid 24 times a year. How much higher is his new annual salary?
Writing Exercises
341. How confident do you feel about your knowledge of the multiplication facts? If you are not fully confident, what will you do to
improve your skills?
342. How have you used models to help you learn the multiplication facts?
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) On a scale of 1–10, how would you rate your mastery of this section in light of your responses on the checklist? How can you
improve this?
This page titled 1.8: Multiply Whole Numbers (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Multiply: 27 ∙ 3 . If you missed this problem, review Example 1.4.6.
2. Subtract: 43 − 26 . If you missed this problem, review Example 1.3.4.
3. Multiply: 62(87). If you missed this problem, review Example 1.4.8.
Figure 1.9.1
You might put 4 cookies in first bag, 4 in the second bag, and so on until you run out of cookies. Doing it this way, you would fill 3
bags.
Figure 1.9.2
In other words, starting with the 12 cookies, you would take away, or subtract, 4 cookies at a time. Division is a way to represent
repeated subtraction just as multiplication represents repeated addition. Instead of subtracting 4 repeatedly, we can write
12 ÷ 4
We read this as twelve divided by four and the result is the quotient of 12 and 4. The quotient is 3 because we can subtract 4 from
12 exactly 3 times. We call the number being divided the dividend and the number dividing it the divisor. In this case, the
dividend is 12 and the divisor is 4. In the past you may have used the notation 4)12, but this division also can be written as 12 ÷ 4 ,
¯
¯¯¯¯¯
¯
12
12/4 , . In each case the 12 is the dividend and the 4 is the divisor.
4
b 4
¯
¯¯¯
¯ ¯
¯¯¯¯¯
¯
b)a 4 )12
a/b 12/4
Division is performed on two numbers at a time. When translating from math notation to English words, or English words to
math notation, look for the words of and and to identify the numbers.
42
b.
7
¯
¯¯¯¯¯
¯
c. 4 )28
Solution
a. We read this as sixty-four divided by eight and the result is the quotient of sixty-four and eight.
b. We read this as forty-two divided by seven and the result is the quotient of forty-two and seven.
c. We read this as twenty-eight divided by four and the result is the quotient of twenty-eight and four.
exercise 1.9.1
18
b.
6
¯
¯¯¯¯¯
¯
c. 8 )24
Answer a
eighty-four divided by seven; the quotient of eighty-four and seven
Answer b
eighteen divided by six; the quotient of eighteen and six.
Answer c
twenty-four divided by eight; the quotient of twenty-four and eight
exercise 1.9.2
Translate from math notation to words:
a. 72 ÷ 9
21
b.
3
c. ¯
¯¯¯¯¯
6 )54
¯
Answer a
seventy-two divided by nine; the quotient of seventy-two and nine
Answer b
twenty-one divided by three; the quotient of twenty-one and three
The divisor tell us the number of counters we want in each group. Form groups of 8 counters.
exercise 1.9.3
Model: 24 ÷ 6 .
Answer
exercise 1.9.4
Model: 42 ÷ 7 .
Answer
72
b.
9
c. ¯
¯¯¯¯¯
7 )63
¯
Solution
a.
Divide 42 by 6. 42 ÷ 6 = 7
Check by multiplying. 7 • 6 = 42 ✓
b.
72
Divide 72 by 9.
9
Check by multiplying. 8 • 9 = 72 ✓
c.
Divide 63 by 7. ¯
¯¯¯¯¯
7 )63
¯
exercise 1.9.5
27
b.
9
Answer a
9
Answer b
3
Answer a
4
Answer b
5
Dividing any number (except 0) by itself produces a quotient of 1. Also, any number divided by 1 produces a quotient of the
number. These two ideas are stated in the Division Properties of One.
19
b.
1
c. ¯
¯¯¯
¯
1 )7
Solution
a.
Check by multiplying. 1 • 11 = 11 ✓
b.
19
A number divided by 1 equals itself. = 19
1
Check by multiplying. 19 • 1 = 19 ✓
c.
Check by multiplying. 7 • 1 = 7✓
27
b.
1
Answer a
1
Answer b
27
exercise 1.9.8
Answer a
16
Answer b
4
Suppose we have $0, and want to divide it among 3 people. How much would each person get? Each person would get $0 . Zero
divided by any number is 0.
Now suppose that we want to divide $10 by 0. That means we would want to find a number that we multiply by 0 to get 10 . This
cannot happen because 0 times any number is 0. Division by zero is said to be undefined.
These two ideas make up the Division Properties of Zero.
Another way to explain why division by zero is undefined is to remember that division is really repeated subtraction. How many
times can we take away 0 from 10? Because subtracting 0 will never change the total, we will never get an answer. So we cannot
divide a number by 0.
b.
exercise 1.9.9
Answer a
0
Answer b
undefined
exercise 1.9.10
Answer a
0
Answer b
undefined
¯
¯¯¯¯¯
¯
When the divisor or the dividend has more than one digit, it is usually easier to use the 4 )12 notation. This process is called long
division. Let’s work through the process by dividing 78 by 3.
The divisor 3 can go into 7 two times since 2 × 3 = 6. Write the 2 above
the 7 in the quotient.
Multiply the 2 in the quotient by 3 and write the product, 6, under the 7.
Subtract that product from the first digit in the dividend. Subtract 7 − 6.
Write the difference, 1, under the first digit in the dividend.
Bring down the next digit of the dividend. Bring down the 8.
We would repeat the process until there are no more digits in the dividend to bring down. In this problem, there are no more digits
to bring down, so the division is finished. So 78 ÷ 3 = 26 .
Check by multiplying the quotient times the divisor to get the dividend. Multiply 26 × 3 to make sure that product equals the
dividend, 78.
Step 1. Divide the first digit of the dividend by the divisor. If the divisor is larger than the first digit of the dividend, divide the
first two digits of the dividend by the divisor, and so on.
Step 2. Write the quotient above the dividend.
Step 3. Multiply the quotient by the divisor and write the product under the dividend.
Step 4. Subtract that product from the dividend.
Step 5. Bring down the next digit of the dividend.
Step 6. Repeat from Step 1 until there are no more digits in the dividend to bring down.
Step 7. Check by multiplying the quotient times the divisor.
Since 4 does not go into 2, we use the first two digits of the dividend
and divide 25 by 4. The divisor 4 goes into 25 six times.
Multiply the 6 in the quotient by the divisor 4 and write the product,
24, under the first two digits in the dividend.
Subtract that product from the first two digits in the dividend.
Subtract 25 − 24 . Write the difference, 1, under the second digit in
the dividend.
Bring down the 6 and repeat these steps. There are 9 fours in 36.
Write the 9 over the 6. Multiply the 9 by 4 and subtract this product
from 36.
Check by multiplying.
exercise 1.9.11
Answer
659
exercise 1.9.12
Divide. Then check by multiplying: 2, 716 ÷ 4.
Answer
679
Since that won't work, we try 6 into 45. There are 7 sixes in 45. We
write the 7 over the 5
Now bring down the 0 and repeat these steps. There are 5 sixes in 30.
Write the 5 over the 0. Multiply the 5 by 6 and subtract this product
from 30.
Check by multiplying.
exercise 1.9.13
Answer
861
exercise 1.9.14
Divide. Then check by multiplying: 3, 906 ÷ 6.
Answer
651
Since that won't work, we try 9 into 72. There are 8 nines in 72. We
write the 8 over the 2.
Now bring down the 6 and repeat these steps. There are 0 nines in 6.
Write the 0 over the 6. Multiply the 0 by 9 and subtract this product
from 6.
Now bring down the 3 and repeat these steps. There are 7 nines in 63.
Write the 7 over the 3. Multiply the 7 by 9 and subtract this product
from 63.
exercise 1.9.15
Answer
704
exercise 1.9.16
Answer
809
So far all the division problems have worked out evenly. For example, if we had 24 cookies and wanted to make bags of 8 cookies,
we would have 3 bags. But what if there were 28 cookies and we wanted to make bags of 8? Start with the 28 cookies as shown in
Figure 1.9.3.
Figure 1.9.3
Try to put the cookies in groups of eight as in Figure 1.9.4.
Figure 1.9.4
There are 3 groups of eight cookies, and 4 cookies left over. We call the 4 cookies that are left over the remainder and show it by
writing R4 next to the 3. (The R stands for remainder.)
To check this division we multiply 3 times 8 to get 24, and then add the remainder of 4.
First we try to divide 4 into 1. Since that won't work, we try 4 into 14.
There are 3 fours in 14. We write the 3 over the 4.
Now bring down the 3 and repeat these steps. There are 5 fours in 23.
Write the 5 over the 3. Multiply the 5 by 4 and subtract this product
from 23.
Now bring down the 9 and repeat these steps. There are 9 fours in 39.
Write the 9 over the 9. Multiply the 9 by 4 and subtract this product
from 39. There are no more numbers to bring down, so we are done.
The remainder is 3.
Check by multiplying.
exercise 1.9.17
Answer
476 with a remainder of 4
exercise 1.9.18
Divide. Then check by multiplying: 4, 319 ÷ 8.
Answer
539 with a remainder of 7
Now bring down the 6 and repeat these steps. There is 1 thirteen in
16. Write the 1 over the 6. Multiply the 1 by 13 and subtract this
product from 16.
Now bring down the 1 and repeat these steps. There are 2 thirteens in
31. Write the 2 over the 1. Multiply the 2 by 13 and subtract this
product from 31. There are no more numbers to bring down, so we
are done. The remainder is 5. 1,462 ÷ 13 is 112 with a remainder of 5.
Check by multiplying.
exercise 1.9.19
Answer
114 R 11
exercise 1.9.20
Answer
121 R9
First we try to divide 241 into 7. Since that won’t work, we try 241
into 74. That still won’t work, so we try 241 into 745. Since 2 divides
into 7 three times, we try 3. Since 3 × 241 = 723, we write the 3 over
the 5 in 745. Note that 4 would be too large because 4 × 241 = 964,
which is greater than 745.
Now bring down the 2 and repeat these steps. 241 does not divide into
222. We write a 0 over the 2 as a placeholder and then continue.
Now bring down the 1 and repeat these steps. Try 9. Since 9 × 241 =
2,169, we write the 9 over the 1. Multiply the 9 by 241 and subtract
this product from 2,221.
Check by multiplying.
Sometimes it might not be obvious how many times the divisor goes into digits of the dividend. We will have to guess and check
numbers to find the greatest number that goes into the digits without exceeding them.
exercise 1.9.21
Answer
307 R 49
exercise 1.9.22
Divide. Then check by multiplying: 76, 461 ÷ 248.
Answer
308 R 77
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483.
484.
In the following exercises, add.
485. (a) 0 + 19 (b) 19 + 0
486. (a) 0 + 480 (b) 480 + 0
487. (a) 7 + 6 (b) 6 + 7
488. (a) 23 + 18 (b) 18 + 23
489. 44 + 35
490. 63 + 29
491. 96 + 58
492. 375 + 591
493. 7,281 + 12,546
494. 5,280 + 16,324 + 9,731
501.
502.
533.
534.
In the following exercises, multiply.
535. 0 • 14
536. (256)0
537. 1 • 99
538. (4,789)1
539. (a) 7 • 4 (b) 4 • 7
540. (25)(6)
541. 9,261 × 3
542. 48 • 76
543. 64 • 10
544. 1,000(22)
545. 162 × 493
546. (601)(943)
7505
573.
25
PRACTICE TEST
579. Determine which of the following numbers are (a) counting numbers (b) whole numbers.
0, 4, 87 (1.E.1)
580. Find the place value of the given digits in the number 549,362.
(a) 9 (b) 6 (c) 2 (d) 5
581. Write each number as a whole number using digits.
(a) six hundred thirteen (b) fifty-five thousand two hundred eight
582. Round 25,849 to the nearest hundred.
Simplify.
583. 45 + 23
584. 65 − 42
585. 85 ÷ 5
586. 1,000 × 8
587. 90 − 58
588. 73 + 89
589. (0)(12,675)
590. 634 + 255
0
591.
9
592. 8)128
¯¯¯¯¯¯¯¯
¯
593. 145 − 79
594. 299 + 836
595. 7 • 475
596. 8,528 + 704
597. 35(14)
26
598.
0
599. 733 − 291
600. 4,916 − 1,538
601. 495 ÷ 45
602. 52 × 983
Translate each phrase to math notation and then simplify.
603. The sum of 16 and 58
604. The product of 9 and 15
605. The difference of 32 and 18
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divisor The number dividing the dividend when dividing two numbers.
Our number system is called a place value system because the value of a
place value system
digit depends on its position, or place, in a number.
Key Concepts
1.1 - Introduction to Whole Numbers
Identity Property of Addition: The sum of any number a and 0 is the number.
a+0 = a
0 +a = a
Commutative Property of Addition: Changing the order of the addends a and b does not change their sum.
a + b = b + a. (1.S.1)
• 3•8
() 3(8)
0⋅a =0
Identity Property of Multiplication: The product of any number and 1 is the number.
1⋅a =a
a⋅1 = a
Commutative Property of Multiplication: Changing the order of the factors does not change their product.
a ⋅ b = b ⋅ a. (1.S.2)
b 4
¯
¯¯¯
¯ ¯
¯¯¯¯¯
¯
b)a 4 )12
a/b 12 / 4
a÷a = 1 (1.S.3)
0 ÷a = 0 (1.S.5)
12 ÷ 4
Division divided by 12 divided by 4 12
Translate. 51 ÷ 17
Divide. 3
51
We could just as correctly have translated the quotient of 51 and 17 using the notation 17)51 or ¯
¯¯¯¯¯
¯
.
17
exercise 1.10.23
Translate and simplify: the quotient of 91 and 13.
Answer
91 ÷ 13; 7
exercise 1.10.24
Translate and simplify: the quotient of 52 and 13.
Answer
52 ÷ 13; 4
Simplify by dividing. 20
Write a sentence to answer the question. Cecelia will get 20 servings from the big box.
exercise 1.10.25
Marcus is setting out animal crackers for snacks at the preschool. He wants to put 9 crackers in each cup. One box of animal
crackers contains 135 crackers. How many cups can he fill from one box of crackers?
Answer
Marcus can fill 15 cups.
exercise 1.10.26
Andrea is making bows for the girls in her dance class to wear at the recital. Each bow takes 4 feet of ribbon, and 36 feet of
ribbon are on one spool. How many bows can Andrea make from one spool of ribbon?
Answer
Andrea can make 9 bows.
Key Concepts
Operation Notation Expression Read as Result
÷ 12 ÷ 4
a 12
a/b
12/4
Glossary
dividend
When dividing two numbers, the dividend is the number being divided.
divisor
When dividing two numbers, the divisor is the number dividing the dividend.
quotient
The quotient is the result of dividing two numbers.
346. 6)42
¯
¯¯¯¯¯
¯
347. 48 ÷ 6
63
348.
9
349. 7)63
¯
¯¯¯¯¯
¯
350. 72 ÷ 8
357. 24 ÷ 6
358. 16 ÷ 4
385. 12)0 ¯
¯¯¯
¯
386. 16)0 ¯
¯¯¯
¯
387. 72 ÷ 3
388. 57 ÷ 3
96
389.
8
78
390.
6
391. 5)465
¯¯¯¯¯¯¯¯
¯
392. 4)528
¯¯¯¯¯¯¯¯
¯
393. 924 ÷ 7
394. 861 ÷ 7
5, 226
395.
6
3, 776
396.
8
¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯
¯
397. 4)31, 324
398. 5)46, 855
¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯
¯
399. 7,209 ÷ 3
400. 4,806 ÷ 3
401. 5,406 ÷ 6
402. 3,208 ÷ 4
403. 4)2, 816
¯
¯¯¯¯¯¯¯¯¯¯¯¯
¯
404. 6)3624
¯
¯¯¯¯¯¯¯¯¯¯
¯
91, 881
405.
9
Mixed Practice
In the following exercises, simplify.
423. 15(204)
424. 74 • 391
425. 256 − 184
426. 305 − 262
427. 719 + 341
428. 647 + 528
429. 25)875
¯¯¯¯¯¯¯¯
¯
430. 1104 ÷ 23
Mixed Practice
In the following exercises, solve.
441. Miles per gallon Susana’s hybrid car gets 45 miles per gallon. Her son’s truck gets 17 miles per gallon. What is the difference
in miles per gallon between Susana’s car and her son’s truck?
442. Distance Mayra lives 53 miles from her mother’s house and 71 miles from her motherin-law’s house. How much farther is
Mayra from her mother-in-law’s house than from her mother’s house?
443. Field trip The 45 students in a Geology class will go on a field trip, using the college’s vans. Each van can hold 9 students.
How many vans will they need for the field trip?
444. Potting soil Aki bought a 128 ounce bag of potting soil. How many 4 ounce pots can he fill from the bag?
445. Hiking Bill hiked 8 miles on the first day of his backpacking trip, 14 miles the second day, 11 miles the third day, and 17 miles
the fourth day. What is the total number of miles Bill hiked?
446. Reading Last night Emily read 6 pages in her Business textbook, 26 pages in her History text, 15 pages in her Psychology text,
and 9 pages in her math text. What is the total number of pages Emily read?
447. Patients LaVonne treats 12 patients each day in her dental office. Last week she worked 4 days. How many patients did she
treat last week?
448. Scouts There are 14 boys in Dave’s scout troop. At summer camp, each boy earned 5 merit badges. What was the total number
of merit badges earned by Dave’s scout troop at summer camp?
Writing Exercises
449. Explain how you use the multiplication facts to help with division.
450. Oswaldo divided 300 by 8 and said his answer was 37 with a remainder of 4. How can you check to make sure he is correct?
Everyday Math
451. Contact lenses Jenna puts in a new pair of contact lenses every 14 days. How many pairs of contact lenses does she need for
365 days?
452. Cat food One bag of cat food feeds Lara’s cat for 25 days. How many bags of cat food does Lara need for 365 days?
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) Overall, after looking at the checklist, do you think you are well-prepared for the next Chapter? Why or why not?
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Figure 2.1 - Algebra has a language of its own. The picture shows just some of the words you may see and use in your study of
Prealgebra.
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1
2.1: Use the Language of Algebra (Part 1)
Learning Objectives
Use variables and algebraic symbols
Identify expressions and equations
Simplify expressions with exponents
Simplify expressions using the order of operations
Be Prepared!
Before you get started, take this readiness quiz.
a. Add: 43 + 69 . If you missed this problem, review Example 1.2.8.
b. Multiply: (896)201. If you missed this problem, review Example 1.4.11.
c. Divide: 7, 263 ÷ 9. If you missed this problem, review Example 1.5.8.
12 15
20 23
35 38
g g+3
Letters are used to represent variables. Letters often used for variables are x, y, a, b, and c .
A variable is a letter that represents a number or quantity whose value may change.
A constant is a number whose value always stays the same.
To write algebraically, we need some symbols as well as numbers and variables. There are several types of symbols we will be
using. In Whole Numbers, we introduced the symbols for the four basic arithmetic operations: addition, subtraction, multiplication,
and division. We will summarize them here, along with words we use for the operations and the result.
Table 2.1.2
Operation Notation Say: The result is...
We perform these operations on two numbers. When translating from symbolic form to words, or from words to symbolic form,
pay attention to the words of or and to help you find the numbers.
The sum of 5 and 3 means add 5 plus 3, which we write as 5 + 3 .
The difference of 9 and 2 means subtract 9 minus 2, which we write as 9 − 2 .
The product of 4 and 8 means multiply 4 times 8, which we can write as 4 ∙ 8 .
The quotient of 20 and 5 means divide 20 by 5, which we can write as 20 ÷ 5 .
12 + 14
12 plus 14
the sum of twelve and fourteen
b.
(30)(5)
30 times 5
the product of thirty and five
c.
64 ÷ 8
64 divided by 8
the quotient of sixty-four and eight
d.
x−y
x minus y
the difference of x and y
exercise 2.1.1
Answer a
exercise 2.1.2
Answer a
47 minus 19; the difference of forty-seven and nineteen
Answer b
72 divided by 9; the quotient of seventy-two and nine
Answer c
m plus n ; the sum of m and n
Answer d
13 times 7; the product of thirteen and seven
When two quantities have the same value, we say they are equal and connect them with an equal sign.
a =b is read a is equal to b
The symbol = is called the equal sign.
An inequality is used in algebra to compare two quantities that may have different values. The number line can help you understand
inequalities. Remember that on the number line the numbers get larger as they go from left to right. So if we know that b is greater
than a , it means that b is to the right of a on the number line. We use the symbols "<" and ">" for inequalities.
Definition: Inequality
a=b a is equal to b
The symbols < and > each have a smaller side and a larger side.
smaller side < larger side
larger side > smaller side
The smaller side of the symbol faces the smaller number and the larger faces the larger number.
20 ≤ 35
20 is less than or equal to 35
b.
11 ≠ 15 − 3
11 is not equal to 15 minus 3
c.
9 > 10 ÷ 2
9 is greater than 10 divided by 2
d.
x + 2 < 10
exercise 2.1.3
Answer a
fourteen is less than or equal to twenty-seven
Answer b
nineteen minus two is not equal to eight
Answer c
twelve is greater than four divided by two
Answer d
x minus seven is less than one
exercise 2.1.4
Answer a
nineteen is greater than or equal to fifteen
Answer b
seven is equal to twelve minus five
Answer c
fifteen divided by three is less than eight
Answer d
y minus three is greater than six
Compare. 48 > 27
b.
Compare. 26 < 27
c.
Compare. 27 = 27
d.
Compare. 28 > 26
e.
Compare. 28 < 48
exercise 2.1.5
Use Figure 2.1.1 to fill in the appropriate symbol, =, <, or >.
a. MPG of Prius_____MPG of Versa
b. MPG of Mini Cooper_____ MPG of Corolla
Answer a
Answer b
<
exercise 2.1.6
Answer a
<
Answer b
<
Grouping symbols in algebra are much like the commas, colons, and other punctuation marks in written language. They indicate
which expressions are to be kept together and separate from other expressions. Table 2.1.4 lists three of the most commonly used
grouping symbols in algebra.
Table 2.1.4
Common Grouping Symbols
parentheses ()
brackets []
braces {}
Here are some examples of expressions that include grouping symbols. We will simplify expressions like these later in this section.
8(14 − 8) 21 − 3[2 + 4(9 − 8)] 24 ÷ 13 − 2[1(6 − 5) + 4]
Notice that the phrases do not form a complete sentence because the phrase does not have a verb. An equation is two expressions
linked with an equal sign. When you read the words the symbols represent in an equation, you have a complete sentence in English.
The equal sign gives the verb. Here are some examples of equations:
Table 2.1.6
Equation Sentence
x = 53 x is equal to fifty-three.
An expression is a number, a variable, or a combination of numbers and variables and operation symbols.
An equation is made up of two expressions connected by an equal sign.
exercise 2.1.7
Answer a
equation
Answer b
expression
exercise 2.1.8
Determine if each is an expression or an equation:
a. y ÷ 14
b. x − 6 = 21
Answer a
expression
8+1
Suppose we have the expression 2 ∙ 2 ∙ 2 ∙ 2 ∙ 2 ∙ 2 ∙ 2 ∙ 2 ∙ 2 . We could write this more compactly using exponential notation.
Exponential notation is used in algebra to represent a quantity multiplied by itself several times. We write 2 ∙ 2 ∙ 2 as 2 and 3
2∙2∙2∙2∙2∙2∙2∙2∙2 as 2 . In expressions such as 2 , the 2 is called the base and the 3 is called the exponent. The
9 3
For powers of n = 2 and n = 3 , we have special names. a is read as "a squared" a is read as "a cubed" Table
2 3
2.1.7 lists some
examples of expressions written in exponential notation.
Table 2.1.7
Exponential Notation In Words
7
2
7 to the second power, or 7 squared
5
3
5 to the third power, or 5 cubed
9
4
9 to the fourth power
12
5
12 to the fifth power
exercise 2.1.9
Answer
5
41
exercise 2.1.10
Answer
9
7
b. x 5
Solution
a. The base is 8 and the exponent is 6, so 8 means 8 ∙ 8 ∙ 8 ∙ 8 ∙ 8 ∙ 8
6
exercise 2.1.11
b. a 7
Answer a
4⋅4⋅4⋅4⋅4⋅4⋅4⋅4
Answer b
a⋅a⋅a⋅a⋅a⋅a⋅a
exercise 2.1.12
b. b
6
Answer a
8⋅8⋅8⋅8⋅8⋅8⋅8⋅8
Answer b
To simplify an exponential expression without using a calculator, we write it in expanded form and then multiply the factors.
Simplify: 3 .
4
Solution
Multiply. 81
exercise 2.1.13
Simplify:
a. 53
b. 17
Answer a
125
Answer b
1
exercise 2.1.14
Simplify:
a. 72
b. 05
Answer a
49
Answer b
0
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4 +3 ⋅ 7
Imagine the confusion that could result if every problem had several different correct answers. The same expression should give the
same result. So mathematicians established some guidelines called the order of operations, which outlines the order in which parts
of an expression must be simplified.
When simplifying mathematical expressions perform the operations in the following order:
1. Parentheses and other Grouping Symbols
Simplify all expressions inside the parentheses or other grouping symbols, working on the innermost parentheses first.
2. Exponents
Simplify all expressions with exponents.
3. Multiplication and Division
Perform all multiplication and division in order from left to right. These operations have equal priority.
4. Addition and Subtraction
Perform all addition and subtraction in order from left to right. These operations have equal priority.
Students often ask, “How will I remember the order?” Here is a way to help you remember: Take the first letter of each key word
and substitute the silly phrase. Please Excuse My Dear Aunt Sally.
Table 2.2.8
Order of Operations
Please Parentheses
Excuse Exponents
It’s good that ‘My Dear’ goes together, as this reminds us that multiplication and division have equal priority. We do not always do
multiplication before division or always do division before multiplication. We do them in order from left to right.
Similarly, ‘Aunt Sally’ goes together and so reminds us that addition and subtraction also have equal priority and we do them in
order from left to right.
Are there any parentheses? No. Are there any exponents? No. Is there
4 +3 ⋅7
any multiplication or division? Yes.
Multiply first. 4 +3 ⋅7
Add. 4 + 21
25
b.
Multiply. 49
exercise 2.2.15
Answer a
2
Answer b
14
exercise 2.2.16
Answer a
35
Answer b
99
Simplify:
a. 18 ÷ 9 ∙ 2
b. 18 ∙ 9 ÷ 2
Solution
a.
Multiply. 4
b.
Are there any parentheses? No. Are there any exponents? No. Is there
18 ⋅ 9 ÷ 2
any multiplication or division? Yes.
Divide. 81
exercise 2.2.17
Simplify: 42 ÷ 7 ∙ 3
Answer
18
exercise 2.2.18
Simplify: 12 ∙ 3 ÷ 4
Answer
9
Simplify: 18 ÷ 6 + 4(5 − 2) .
Solution
exercise 2.2.19
Simplify: 30 ÷ 5 + 10(3 − 2)
Answer
16
Answer
23
When there are multiple grouping symbols, we simplify the innermost parentheses first and work outward.
Subtract. 5 +2
3
+ 3[6 − 3(2)]
Multiply. 5 +8 +0
Add. 13 + 0
Add. 13
exercise 2.2.21
Simplify: 9 + 5 3
− [4(9 + 3)]
Answer
86
exercise 2.2.22
Simplify: 7 2
− 2[4(5 + 1)]
Answer
1
Simplify: 2 3
+ 34 ÷ 3 − 5
2
.
Solution
Simplify exponents. 2
3
+3
4
÷3 −5
2
Divide. 8 + 81 ÷ 3 − 25
Add. 8 + 27 − 25
Subtract. 35 − 25
10
exercise 2.2.23
Simplify: 3 2
+2
4
÷2 +4
3
Answer
81
exercise 2.2.24
Simplify: 6 2
−5
3
÷5 +8
2
Answer
75
Equality Symbol
a =b is read as a is equal to b
The symbol = is called the equal sign.
Inequality
a <b is read a is less than b
a is to the left of b on the number line
a=b a is equal to b
Exponential Notation
For any expression a is a factor multiplied by itself n times, if n is a positive integer.
n
a
n
means multiply n factors of a
Order of Operations When simplifying mathematical expressions perform the operations in the following order:
Parentheses and other Grouping Symbols: Simplify all expressions inside the parentheses or other grouping symbols, working
on the innermost parentheses first.
Exponents: Simplify all expressions with exponents.
Multiplication and Division: Perform all multiplication and division in order from left to right. These operations have equal
priority.
Addition and Subtraction: Perform all addition and subtraction in order from left to right. These operations have equal priority.
Glossary
expressions
An expression is a number, a variable, or a combination of numbers and variables and operation symbols.
equation
An equation is made up of two expressions connected by an equal sign.
Everyday Math
65. Basketball In the 2014 NBA playoffs, the San Antonio Spurs beat the Miami Heat. The table below shows the heights of the
starters on each team. Use this table to fill in the appropriate symbol (=, <, >).
Mountain Elevation
Writing Exercises
67. Explain the difference between an expression and an equation.
68. Why is it important to use the order of operations to simplify an expression?
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
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OpenStax.
Be prepared!
Before you get started, take this readiness quiz.
1. Is n ÷ 5 an expression or an equation? If you missed this problem, review Example 2.1.4.
2. Simplify 4 . If you missed this problem, review Example 2.1.6.
5
Evaluate x + 7 when
a. x = 3
b. x = 12
Solution
a. To evaluate, substitute 3 for x in the expression, and then simplify.
x +7
Substitute. 3 +7
Add. 10
x +7
Substitute. 12 + 7
Add. 19
When x = 12, the expression x + 7 has a value of 19. Notice that we got different results for parts (a) and (b) even though we
started with the same expression. This is because the values used for x were different. When we evaluate an expression, the
value varies depending on the value used for the variable.
Evaluate: y + 4 when
a. y = 6
b. y = 15
Answer a
10
Answer b
19
exercise 2.3.2
Evaluate: a − 5 when
a. a = 9
b. a = 17
Answer a
4
Answer b
12
Example 2.3.2
Evaluate 9x − 2 , when
a. x = 5
b. x = 1
Solution
Remember ab means a times b , so 9x means 9 times x.
a. To evaluate the expression when x = 5 , we substitute 5 for x, and then simplify.
9x − 2
Substitute 5 for x. 9 ⋅5 −2
Multiply. 45 − 2
Subtract. 43
9x − 2
Substitute 1 for x. 9 ⋅1 −2
Multiply. 9 −2
Subtract. 7
Notice that in part (a) that we wrote 9 ∙ 5 and in part (b) we wrote 9(1). Both the dot and the parentheses tell us to multiply.
Evaluate: 8x − 3 , when
a. x = 2
b. x = 1
Answer a
13
Answer b
5
exercise 2.3.4
Evaluate: 4y − 4 , when
a. y = 3
b. y = 5
Answer a
8
Answer b
16
Solution
We substitute 10 for x, and then simplify the expression.
2
x
Substitute 10 for x. 10
2
Multiply 100
exercise 2.3.5
Evaluate: x when x = 8 .
2
Answer
64
exercise 2.3.6
Evaluate: x when x = 6 .
3
Answer
216
Solution
In this expression, the variable is an exponent.
x
2
Substitute 5 for x. 2
5
Multiply 32
exercise 2.3.7
Evaluate: 2 when x = 6 .
x
Answer
64
exercise 2.3.8
Evaluate: 3 when x = 4 .
x
Answer
81
3x + 4y − 6
Multiply. 30 + 8 − 6
exercise 2.3.9
Evaluate: 2x + 5y − 4 when x = 11 and y = 3
Answer
33
Answer
10
Evaluate 2x 2
+ 3x + 8 when x = 4 .
Solution
We need to be careful when an expression has a variable with an exponent. In this expression, 2x
2
means 2∙x∙x and is
different from the expression (2x) , which means 2x ∙ 2x.
2
2
2x + 3x + 8
Multiply. 32 + 12 + 8
Add. 52
exercise 2.3.11
Evaluate: 3x 2
+ 4x + 1 when x = 3 .
Answer
40
exercise 2.3.12
Evaluate: 6x 2
− 4x − 7 when x = 2 .
Answer
9
The constant that multiplies the variable(s) in a term is called the coefficient. We can think of the coefficient as the number in front
of the variable. The coefficient of the term 3x is 3. When we write x, the coefficient is 1, since x = 1 ∙ x . Table 2.3.1 gives the
coefficients for each of the terms in the left column.
Table 2.3.1
Term Coefficient
7 7
9a 9
y 1
5x2 5
7 7
y y
x+7 x, 7
2x + 7y + 4 2x, 7y, 4
Example 2.3.7:
The coefficient of 9b is 9.
The coefficient of 15x is 15.
2
Remember that if no number is written before a variable, the coefficient is 1. So the coefficient of a is 1.
The coefficient of a constant is the constant, so the coefficient of 6 is 6.
exercise 2.3.13
Answer
The terms are 4x, 3b, and 2. The coefficients are 4, 3, and 2.
exercise 2.3.14
Identify all terms in the given expression, and their coefficients: 9a + 13a 2 3
+a
Answer
The terms are 9a, 13a , and a , The coefficients are 9, 13, and 1.
2 3
Some terms share common traits. Look at the following terms. Which ones seem to have traits in common?
2 2
5x, 7, n , 4, 3x, 9 n
Terms are called like terms if they have the same variables and exponents. All constant terms are also like terms. So among the
terms 5x, 7, n , 4, 3x, 9n , 7and 4 are like terms, 5x and 3x are like terms, and n and 9n are like terms.
2 2 2 2
b. 4x + 2x + 5x + 6x + 40x + 8xy
2 2
Solution
a. 3 2
y , 7 x , 14, 23, 4 y , 9x, 5 x
3 2
Look at the variables and exponents. The expression contains y , x , x, and constants. The terms y and 4y are like terms
3 2 3 3
because they both have y . The terms 7x and 5x are like terms because they both have x . The terms 14 and 23 are like
3 2 2 2
terms because they are both constants. The term 9x does not have any like terms in this list since no other terms have the
variable x raised to the power of 1.
b. 4x 2
+ 2x + 5 x
2
+ 6x + 40x + 8xy
Look at the variables and exponents. The expression contains the terms 4x , 2x, 5x , 6x, 40x, and 8xy The terms 4x and 5x
2 2 2 2
are like terms because they both have x . The terms 2x, 6x, and 40x are like terms because they all have x. The term 8xy has
2
no like terms in the given expression because no other terms contain the two variables xy.
exercise 2.3.15
Answer
9, 15 2x ; 3
and 8x , y , and 11y
3 2 2
exercise 2.3.16
Identify the like terms in the list or the expression: 4x 3
+ 8x
2
+ 19 + 3 x
2 3
+ 24 + 6 x
Answer
4x
3
and 6x ; 8x and 3x ; 19 and 24
3 2 2
Add the coefficients and keep the same variable. It doesn’t matter what x is. If you have 3 of something and add 6 more of the
same thing, the result is 9 of them. For example, 3 oranges plus 6 oranges is 9 oranges. We will discuss the mathematical
properties behind this later.
The expression 3x + 6x has only two terms. When an expression contains more terms, it may be helpful to rearrange the terms so
that like terms are together. The Commutative Property of Addition says that we can change the order of addends without changing
the sum. So we could rearrange the following expression before combining like terms.
3x + 7 + 4x + 5
exercise 2.3.17
Simplify: 7x + 9 + 9x + 8
Answer
16x + 17
exercise 2.3.18
Simplify: 5y + 2 + 8y + 4y + 5
Answer
17y + 7
Answer
2
4x + 14x
exercise 2.3.20
Simplify: 11y 2
+ 8y + y
2
+ 7y
Answer
2
12 y + 15y
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a plus b
the sum of a and b
a increased by b
Addition a+b
b more than a
the total of a and b
b added to a
a minus b
the difference of a and b
Subtraction b subtracted from a a-b
a decreased by b
b less than a
a times b
Multiplication a • b, ab, a(b), (a)(b)
the product of a and b
a divided by b
the quotient of a and b a ¯
¯¯¯
¯
Division a ÷ b, a / b, , b)a
the ratio of a and b b
b divided into a
10x
This can also be written as 10x/3 or
3
exercise 2.4.21
Answer a
47 − 41
Answer b
5x ÷ 2
exercise 2.4.22
Answer a
17 + 19
Answer b
7x
How old will you be in eight years? What age is eight more years than your age now? Did you add 8 to your present age? Eight
more than means eight added to your present age.
How old were you seven years ago? This is seven years less than your age now. You subtract 7 from your present age. Seven less
than means seven subtracted from your present age.
b. The key words are less than. They tell us the operation is subtraction. Less than means “subtracted from”.
Seven less than 9z
Seven subtracted from 9z
9z − 7
Answer a
x + 11
Answer b
11a − 14
exercise 2.4.24
Answer a
j + 19
Answer b
2x − 21
b. To take a sum, we look for the words of and and to see what is being added. Here we are taking the sum of five times m
and n .
the sum of five times m and n
5m + n
Notice how the use of parentheses changes the result. In part (a), we add first and in part (b), we multiply first.
exercise 2.4.25
Answer a
4(p + q)
exercise 2.4.26
Answer a
2x − 8
Answer b
2(x − 8)
Later in this course, we’ll apply our skills in algebra to solving equations. We’ll usually start by translating a word phrase to an
algebraic expression. We’ll need to be clear about what the expression will represent. We’ll see how to do this in the next two
examples.
The height of a rectangular window is 6 inches less than the width. Let w represent the width of the window. Write an
expression for the height of the window.
Solution
exercise 2.4.27
The length of a rectangle is 5 inches less than the width. Let w represent the width of the rectangle. Write an expression for the
length of the rectangle.
Answer
w −5
exercise 2.4.28
The width of a rectangle is 2 meters greater than the length. Let l represent the length of the rectangle. Write an expression for
the width of the rectangle.
Answer
l+2
Blanca has dimes and quarters in her purse. The number of dimes is 2 less than 5 times the number of quarters. Let q represent
the number of quarters. Write an expression for the number of dimes.
Solution
Write a phrase about the number of dimes. two less than five times the number of quarters
exercise 2.4.29
Geoffrey has dimes and quarters in his pocket. The number of dimes is seven less than six times the number of quarters. Let q
represent the number of quarters. Write an expression for the number of dimes.
Answer
6q − 7
exercise 2.4.30
Lauren has dimes and nickels in her purse. The number of dimes is eight more than four times the number of nickels. Let n
represent the number of nickels. Write an expression for the number of dimes.
Answer
4n + 8
Key Concepts
Combine like terms.
Identify like terms.
Rearrange the expression so like terms are together.
Add the coefficients of the like terms
Glossary
term
A term is a constant or the product of a constant and one or more variables.
coefficient
The constant that multiplies the variable(s) in a term is called the coefficient.
like terms
Terms that are either constants or have the same variables with the same exponents are like terms.
evaluate
To evaluate an algebraic expression means to find the value of the expression when the variable is replaced by a given number.
Everyday Math
In the following exercises, use algebraic expressions to solve the problem.
143. Car insurance Justin’s car insurance has a $750 deductible per incident. This means that he pays $750 and his insurance
company will pay all costs beyond $750. If Justin files a claim for $2,100, how much will he pay, and how much will his
Writing Exercises
145. Explain why “the sum of x and y” is the same as “the sum of y and x,” but “the difference of x and y” is not the same as “the
difference of y and x.” Try substituting two random numbers for x and y to help you explain. 146. Explain the difference
between “4 times the sum of x and y” and “the sum of 4 times x and y.”
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) After reviewing this checklist, what will you do to become confident for all objectives?
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Be Prepared!
Before you get started, take this readiness quiz.
1. Evaluate x + 8 when x = 11. If you missed this problem, review Example 2..2.1.
2. Evaluate 5x − 3 when x = 9 . If you missed this problem, review Example 2.2.2.
3. Translate into algebra: the difference of x and 8. If you missed this problem, review Example 2.2.11.
When some people hear the word algebra, they think of solving equations. The applications of solving equations are limitless and
extend to all careers and fields. In this section, we will begin solving equations. We will start by solving basic equations, and then
as we proceed through the course we will build up our skills to cover many different forms of equations.
To find the solution to an equation means to find the value of the variable that makes the equation true. Can you recognize the
solution of x + 2 = 7 ? If you said 5, you’re right! We say 5 is a solution to the equation x + 2 = 7 because when we substitute 5
for x the resulting statement is true.
x +2 = 7
?
5 +2 = 7
7 =7 ✓
?
Since 5 + 2 = 7 is a true statement, we know that 5 is indeed a solution to the equation. The symbol = asks whether the left side
of the equation is equal to the right side. Once we know, we can change to an equal sign (=) or not-equal sign (≠).
6x − 17 = 16
Substitute 5 for x. ?
6 ⋅ 5 − 17 = 16
Multiply. ?
30 − 17 = 16
Subtract 13 ≠ 16
exercise 2.5.1
Is x = 3 a solution of 4x − 7 = 16 ?
Answer
no
exercise 2.5.2
Is x = 2 a solution of 6x − 2 = 10 ?
Answer
yes
Example 2.5.2
6y − 4 = 5y − 2
Substitute 2 for y. ?
6(2) − 4 = 5(2) − 2
Multiply. ?
12 − 4 = 10 − 2
Subtract 8 = 8 ✓
exercise 2.5.3
Is y = 3 a solution of 9y − 2 = 8y + 1 ?
Answer
yes
Is y = 4 a solution of 5y − 3 = 3y + 5 ?
Answer
yes
Figure 2.5.1
What steps are you taking in your mind to figure out how many counters are in the envelope? Perhaps you are thinking “I need to
remove the 3 counters from the left side to get the envelope by itself. Those 3 counters on the left match with 3 on the right, so I
can take them away from both sides. That leaves five counters on the right, so there must be 5 counters in the envelope.” Figure
2.5.2 shows this process.
Figure 2.5.2
What algebraic equation is modeled by this situation? Each side of the desk represents an expression and the center line takes the
place of the equal sign. We will call the contents of the envelope x, so the number of counters on the left side of the desk is x + 3 .
On the right side of the desk are 8 counters. We are told that x + 3 is equal to 8 so our equation is x + 3 = 8 .
Figure 2.5.3
x +3 = 8
Let’s write algebraically the steps we took to discover how many counters were in the envelope.
x +3 = 8
Now let’s check our solution. We substitute 5 for x in the original equation and see if we get a true statement.
?
5 +3 = 8
8 =8 ✓
Our solution is correct. Five counters in the envelope plus three more equals eight
Example 2.5.3
Write an equation modeled by the envelopes and counters, and then solve the equation:
Figure 2.5.4
Solution
On the left, write x for the contents of the envelope, add the 4
x+4
counters, so we have x + 4.
Figure 2.5.5
We can see that there is one counter in the envelope. This can be shown algebraically as:
x +4 = 5
x +4 −4 = 5 −4
x =1
?
1 +4 = 5
5 =5 ✓
Exercise 2.5.5
Write the equation modeled by the envelopes and counters, and then solve the equation:
Figure 2.5.6
Exercise 2.5.6
Write the equation modeled by the envelopes and counters, and then solve the equation:
Figure 2.5.7
Answer
x + 3 = 4; x = 1
Think about twin brothers Andy and Bobby. They are 17 years old. How old was Andy 3 years ago? He was 3 years less than 17,
so his age was 17 − 3 , or 14. What about Bobby’s age 3 years ago? Of course, he was 14 also. Their ages are equal now, and
subtracting the same quantity from both of them resulted in equal ages 3 years ago.
a =b
a−3 = b −3
Solve: x + 8 = 17 .
Solution
We will use the Subtraction Property of Equality to isolate x.
x + 8 = 17
Simplify. x = 9
17 = 17 ✓
Exercise 2.5.7
Solve: x + 6 = 19
Answer
x = 13
Exercise 2.5.8
Solve: x + 9 = 14
Answer
x =5
Solve: 100 = y + 74 .
Solution
To solve an equation, we must always isolate the variable—it doesn’t matter which side it is on. To isolate y, we will subtract
74 from both sides.
100 = y + 74
Simplify. 26 = y
100 = 100 ✓
Since y = 26 makes 100 = y + 74 a true statement, we have found the solution to this equation.
Exercise 2.5.9
Solve: 95 = y + 67
Answer
y = 28
Exercise 2.5.10
Solve: 91 = y + 45
Answer
y = 46
Remember the 17-year-old twins, Andy and Bobby? In ten years, Andy’s age will still equal Bobby’s age. They will both be 27.
a =b
a + 10 = b + 10
We can add the same number to both sides and still keep the equality.
Solve: x − 5 = 8 .
Solution
We will use the Addition Property of Equality to isolate the variable.
x −5 = 8
Simplify x = 13
8 = 8 ✓
Exercise 2.5.11
Solve: x − 9 = 13
Answer
x = 22
Exercise 2.5.12
Solve: y − 1 = 3
Answer
y =4
27 = a − 16
Simplify. 43 = a
27 = 27 ✓
The solution to 27 = a − 16 is a = 43 .
Exercise 2.5.13
Solve: 19 = a − 18
Answer
a = 37
Exercise 2.5.14
Solve: 27 = n − 14
Answer
n = 41
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Translate the words to the left of the equals word into an algebraic
6 + 9 = _____
expression.
Translate the words to the right of the equals word into an algebraic
6 + 9 = 15
expression.
Exercise 2.6.15
Translate the sentence into an algebraic equation: The sum of 7 and 6 gives 13.
Answer
7 + 6 = 13
Exercise 2.6.16
Translate the sentence into an algebraic equation: The sum of 8 and 6 is 14.
Answer
8 + 6 = 14
Translate the sentence into an algebraic equation: The product of 8 and 7 is 56.
Solution
The location of the word is tells us that the equal sign goes between 7 and 56.
Translate the words to the left of the equals word into an algebraic
8 • 7 = _____
expression.
Translate the words to the right of the equals word into an algebraic
8 • 7 = 56
expression.
Exercise 2.6.17
Translate the sentence into an algebraic equation: The product of 6 and 9 is 54.
Answer
6 ⋅ 9 = 54
Exercise 2.6.18
Translate the sentence into an algebraic equation: The product of 21 and 3 gives 63.
Answer
21 ⋅ 3 = 63
Translate the sentence into an algebraic equation: Twice the difference of x and 3 gives 18.
Solution
Recognize the key words: twice; difference of … and … Twice means two times.
Translate.
Exercise 2.6.19
Translate the given sentence into an algebraic equation: Twice the difference of x and 5 gives 30.
Answer
2(x − 5) = 30
Translate the given sentence into an algebraic equation: Twice the difference of y and 4 gives 16.
Answer
2(y − 4) = 16
Translate. x + 3 = 47
Simplify x = 44
47 = 47 ✓
So x = 44 is the solution.
Exercise 2.6.21
Answer
x + 7 = 37; x = 30
Exercise 2.6.22
Answer
y + 11 = 28; y = 17
Translate. y − 14 = 18
Simplify. y = 32
18 = 18 ✓
So y = 32 is the solution.
Exercise 2.6.23
Answer
z − 17 = 37; z = 54
Exercise 2.6.24
Answer
x − 19 = 45; x = 64
Key Concepts
Determine whether a number is a solution to an equation.
1. Substitute the number for the variable in the equation.
2. Simplify the expressions on both sides of the equation.
3. Determine whether the resulting equation is true. If it is true, the number is a solution.
If it is not true, the number is not a solution.
Subtraction Property of Equality
For any numbers a , b , and c ,
if a=b
then a−c=b−c
if a=b
then a+c=b+c
159.
160.
161.
162.
Everyday Math
209. Insurance Vince’s car insurance has a $500 deductible. Find the amount the insurance company will pay, p, for an $1800 claim
by solving the equation 500 + p = 1800.
210. Insurance Marta’s homeowner’s insurance policy has a $750 deductible. The insurance company paid $5800 to repair damages
caused by a storm. Find the total cost of the storm damage, d, by solving the equation d − 750 = 5800.
211. Sale purchase Arthur bought a suit that was on sale for $120 off. He paid $340 for the suit. Find the original price, p, of the suit
by solving the equation p − 120 = 340.
212. Sale purchase Rita bought a sofa that was on sale for $1299. She paid a total of $1409, including sales tax. Find the amount of
the sales tax, t, by solving the equation 1299 + t = 1409.
Writing Exercises
213. Is x = 1 a solution to the equation 8x − 2 = 16 − 6x ? How do you know?
214. Write the equation y − 5 = 21 in words. Then make up a word problem for this equation.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
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Be prepared!
Before you get started, take this readiness quiz.
1. Which of the following numbers are counting numbers (natural numbers)? 0, 4, 215 If you missed this problem, review
Example 1.1.1.
2. Find the sum of 3, 5, and 7. If you missed the problem, review Section 2.1.
2⋅2 =4
3⋅2 =6
4⋅2 =8
5 ⋅ 2 = 10
6 ⋅ 2 = 12
A multiple of a number is the product of the number and a counting number. So a multiple of 3 would be the product of a
counting number and 3. Below are the first six multiples of 3.
1⋅3 =3
2⋅3 =6
3⋅3 =9
4 ⋅ 3 = 12
5 ⋅ 3 = 15
6 ⋅ 3 = 18
We can find the multiples of any number by continuing this process. Table 2.7.1 shows the multiples of 2 through 9 for the first
twelve counting numbers.
Table 2.7.1
Counting
1 2 3 4 5 6 7 8 9 10 11 12
Number
Multiple
2 4 6 8 10 12 14 16 18 20 22 24
s of 2
Multiple
3 6 9 12 15 18 21 24 27 30 33 36
s of 3
Multiple
4 8 12 16 20 24 28 32 36 40 44 48
s of 4
Multiple
5 10 15 20 25 30 35 40 45 50 55 60
s of 5
Multiple
6 12 18 24 30 36 42 48 54 60 66 72
s of 6
Multiple
7 14 21 28 35 42 49 56 63 70 77 84
s of 7
Multiple
8 16 24 32 40 48 56 64 72 80 88 96
s of 8
Multiple
9 18 27 36 45 54 63 72 81 90 99 108
s of 9
Recognizing the patterns for multiples of 2, 5, 10, and 3 will be helpful to you as you continue in this course.
Figure 2.7.1 shows the counting numbers from 1 to 50. Multiples of 2 are highlighted. Do you notice a pattern?
Is 489 a multiple of 2?
b.
Is 3,714 a multiple of 2?
3,714 is a multiple of 2.
Exercise 2.7.1
Exercise 2.7.2
Answer a
no
Answer b
yes
Now let’s look at multiples of 5. Figure 2.7.2 highlights all of the multiples of 5 between 1 and 50. What do you notice about the
multiples of 5?
Is 579 a multiple of 5?
b.
Is 880 a multiple of 5?
Answer a
yes
Answer b
no
Exercise 2.7.4
Answer a
no
Answer b
yes
Figure 2.7.3 highlights the multiples of 10 between 1 and 50. All multiples of 10 all end with a zero.
b.
Answer a
no
Answer b
yes
Exercise 2.7.6
Answer a
yes
Answer b
no
Figure 2.7.4 highlights multiples of 3. The pattern for multiples of 3 is not as obvious as the patterns for multiples of 2, 5, and 10.
Table 2.7.2
Multiple of 3 3 6 9 12 15 18 21 24
Consider the number 42. The digits are 4 and 2, and their sum is 4 + 2 = 6 . Since 6 is a multiple of 3, we know that 42 is also a
multiple of 3.
If we're not sure, we could add its digits to find out. We can check it
645 ÷ 3
by dividing 645 by 3.
Is 15 a multiple of 3? No.
When we divide 10, 519 by 3, we do not get a counting number, so 10, 519 is not the product of a counting number and 3. It is not
a multiple of 3.
Exercise 2.7.7
Answer a
yes
Answer b
no
Exercise 2.7.8
Determine whether each number is a multiple of 3:
a. 643
b. 8, 379
Answer a
no
Answer b
yes
Look back at the charts where you highlighted the multiples of 2, of 5, and of 10. Notice that the multiples of 10 are the numbers
that are multiples of both 2 and 5. That is because 10 = 2 ∙ 5 . Likewise, since 6 = 2 ∙ 3 , the multiples of 6 are the numbers that
are multiples of both 2 and 3.
Since multiplication and division are inverse operations, the patterns of multiples that we found can be used as divisibility tests.
Table 2.7.3 summarizes divisibility tests for some of the counting numbers between one and ten.
Table 2.7.3 : Divisibility tests
A number is divisible by
Exercise 2.7.9
Answer
Divisible by 2, 3, 5, and 10
Exercise 2.7.10
Determine whether the given number is divisible by 2, 3, 5, and 10.
7248
Answer
Divisible by 2 and 3, not 5 or 10
Exercise 2.7.11
Answer
Divisible by 2, 3, not 5 or 10
Exercise 2.7.12
Determine whether the given number is divisible by 2, 3, 5, and 10.
3765
Answer
Divisible by 3 and 5
Definition: Factors
In algebra, it can be useful to determine all of the factors of a number. This is called factoring a number, and it can help us solve
many kinds of problems.
For example, suppose a choreographer is planning a dance for a ballet recital. There are 24 dancers, and for a certain scene, the
choreographer wants to arrange the dancers in groups of equal sizes on stage.
1 24 1 • 24 = 24
2 12 2 • 12= 24
3 8 3 • 8= 24
4 6 4 • 6= 24
6 4 6 • 4= 24
8 3 8 • 3= 24
12 2 12 • 2= 24
24 1 24 • 1= 24
What patterns do you see in Table 2.7.6? Did you notice that the number of groups times the number of dancers per group is
always 24? This makes sense, since there are always 24 dancers.
You may notice another pattern if you look carefully at the first two columns. These two columns contain the exact same set of
numbers—but in reverse order. They are mirrors of one another, and in fact, both columns list all of the factors of 24, which are:
1, 2, 3, 4, 6, 8, 12, 24
We can find all the factors of any counting number by systematically dividing the number by each counting number, starting with
1 . If the quotient is also a counting number, then the divisor and the quotient are factors of the number. We can stop when the
Step 1. Divide the number by each of the counting numbers, in order, until the quotient is smaller than the divisor.
If the quotient is a counting number, the divisor and quotient are a pair of factors.
If the quotient is not a counting number, the divisor is not a factor.
Step 2. List all the factor pairs.
Step 3. Write all the factors in order from smallest to largest.
The next line would have a divisor of 9 and a quotient of 8. The quotient would be smaller than the divisor, so we stop. If we
continued, we would end up only listing the same factors again in reverse order. Listing all the factors from smallest to
greatest, we have 1, 2, 3, 4, 6, 8, 9, 12, 18, 24, 36, and 72.
Answer
1, 2, 3, 4, 6, 8, 12, 16, 24, 32, 48, 96
Exercise 2.7.14
Answer
1, 2, 4, 5, 8, 10, 16, 20, 40, 80
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Figure 2.8.5 lists the counting numbers from 2 through 20 along with their factors. The highlighted numbers are prime, since each
has only two factors.
Figure 2.8.5: Factors of the counting numbers from 2 through 20, with prime numbers highlighted
The prime numbers less than 20 are 2, 3, 5, 7, 11, 13, 17, and 19. There are many larger prime numbers too. In order to determine
whether a number is prime or composite, we need to see if the number has any factors other than 1 and itself. To do this, we can
test each of the smaller prime numbers in order to see if it is a factor of the number. If none of the prime numbers are factors, then
that number is also prime.
7 83 ÷ 7 = 11.857…. No.
11 83 ÷ 11 = 7.545… No.
We can stop when we get to 11 because the quotient (7.545 …) is less than the divisor. We did not find any prime numbers
that are factors of 83, so we know 83 is prime.
b. Test each prime, in order, to see if it is a factor of 77.
7 77 ÷ 7 = 11 Yes.
Exercise 2.8.15
Answer
composite
Exercise 2.8.16
Answer
prime
A number is divisible by
Glossary
multiple of a number
A number is a multiple of n if it is the product of a counting number and n .
divisibility
If a number m is a multiple of n , then we say that m is divisible by n .
prime number
A prime number is a counting number greater than 1 whose only factors are 1 and itself.
composite number
A composite number is a counting number that is not prime.
Everyday Math
263. Banking Frank’s grandmother gave him $100 at his high school graduation. Instead of spending it, Frank opened a bank
account. Every week, he added $15 to the account. The table shows how much money Frank had put in the account by the end
of each week. Complete the table by filling in the blanks.
0 100 100
1 100 + 15 115
2 100 + 15 • 2 130
3 100 + 15 • 3
4 100 + 15 • []
5 100 + []
20
264. Banking In March, Gina opened a Christmas club savings account at her bank. She deposited $75 to open the account. Every
week, she added $20 to the account. The table shows how much money Gina had put in the account by the end of each week.
Complete the table by filling in the blanks.
Weeks after opening the account Total number of dollars Gina put in the account Simplified Total
0 75 75
1 75 + 20 95
2 75 + 20 • 2 115
3 75 + 20 • 3
4 75 + 20 • []
5 75 + []
20
Writing Exercises
265. If a number is divisible by 2 and by 3, why is it also divisible by 6?
266. What is the difference between prime numbers and composite numbers?
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) On a scale of 1–10, how would you rate your mastery of this section in light of your responses on the checklist? How can you
improve this?
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be prepared!
Before you get started, take this readiness quiz.
1. Is 810 divisible by 2, 3, 5, 6, or 10? If you missed this problem, review Example 2.4.5.
2. Is 127 prime or composite? If you missed this problem, review Example 2.4.8.
3. Write 2 ∙ 2 ∙ 2 ∙ 2 in exponential notation. If you missed this problem, review Example 2.1.5.
You may want to refer to the following list of prime numbers less than 50 as you work through this section.
2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47
The factor 3 is prime, so we circle it. The factor 12 is composite, so we need to find its factors. Let’s use 3 and 4. We write these
factors on the tree under the 12.
The prime factorization is the product of the circled primes. We generally write the prime factorization in order from least to
greatest.
2⋅2⋅3⋅3
In cases like this, where some of the prime factors are repeated, we can write prime factorization in exponential form.
2⋅2⋅3⋅3
2 2
2 ⋅3
Note that we could have started our factor tree with any factor pair of 36. We chose 12 and 3, but the same result would have been
the same if we had started with 2 and 18, 4 and 9, or 6 and 6.
HOW TO: FIND THE PRIME FACTORIZATION OF A COMPOSITE NUMBER USING THE TREE METHOD
Step 1. Find any factor pair of the given number, and use these numbers to create two branches.
Step 2. If a factor is prime, that branch is complete. Circle the prime.
Step 3. If a factor is not prime, write it as the product of a factor pair and continue the process.
Step 4. Write the composite number as the product of all the circled primes.
We can start our tree using any factor pair of 48. Let's use 2 and 24.
We circle the 2 because it is prime and so that branch is complete.
Check this on your own by multiplying all the factors together. The result should be 48.
Exercise 2.9.1
Answer
4
2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 5, or 2 ⋅5
Exercise 2.9.2
Answer
2
2 ⋅ 2 ⋅ 3 ⋅ 5, or 2 ⋅3⋅5
We start with the factor pair 4 and 21. Neither factor is prime so we
factor them further.
Answer
2
2 ⋅ 3 ⋅ 3 ⋅ 7, or 2 ⋅ 3 ⋅7
Exercise 2.9.4
Find the prime factorization using the factor tree method: 294
Answer
2
2 ⋅ 3 ⋅ 7 ⋅ 7, or 2 ⋅ 3 ⋅ 7
To add a “step” to the ladder, we continue dividing by the same prime until it no longer divides evenly.
We continue dividing up the ladder in this way until the quotient is prime. Since the quotient, 3, is prime, we stop here. Do you see
why the ladder method is sometimes called stacked division?
The prime factorization is the product of all the primes on the sides and top of the ladder.
2⋅2⋅3⋅3
2 2
2 ⋅3
Notice that the result is the same as we obtained with the factor tree method.
HOW TO: FIND THE PRIME FACTORIZATION OF A COMPOSITE NUMBER USING THE LADDER
METHOD
Step 1. Divide the number by the smallest prime.
Step 2. Continue dividing by that prime until it no longer divides evenly.
Step 3. Divide by the next prime until it no longer divides evenly.
Step 4. Continue until the quotient is a prime.
Step 5. Write the composite number as the product of all the primes on the sides and top of the ladder.
The quotient, 5, is prime, so the ladder is complete. Write the prime 2•2•2•3•5
factorization of 120. 23 • 3 • 5
Check this yourself by multiplying the factors. The result should be 120.
Exercise 2.9.5
Answer
4
2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 5, or 2 ⋅5
Exercise 2.9.6
Answer
2
2 ⋅ 2 ⋅ 3 ⋅ 5, or 2 ⋅3⋅5
factorization of 48. 2
4
∙ 3
Answer
2
2 ⋅ 3 ⋅ 3 ⋅ 7, or 2 ⋅ 3 ⋅7
Exercise 2.9.8
Answer
2
2 ⋅ 3 ⋅ 7 ⋅ 7, or 2 ⋅ 3 ⋅ 7
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2.3 - Solve Equations Using the Subtraction and Addition Properties of Equality
Determine Whether a Number is a Solution of an Equation
In the following exercises, determine whether each number is a solution to the equation.
375. y + 16 = 40
a. 24
381.
382.
Mixed Practice
In the following exercises, solve each equation.
401. h − 15 = 27
402. k − 11 = 34
403. z + 52 = 85
404. x + 93 = 114
405. 27 = q + 19
406. 38 = p + 19
407. 31 = v − 25
408. 38 = u − 16
Everyday Math
433. Describe how you have used two topics from The Language of Algebra chapter in your life outside of your math class during
the past month.
PRACTICE TEST
In the following exercises, translate from an algebraic equation to English phrases.
434. 6 • 4
435. 15 − x
In the following exercises, identify each as an expression or equation.
436. 5 • 8 + 10
437. x + 6 = 9
438. 3 • 11 = 33
439. (a) Write n • n • n • n • n • n in exponential form. (b) Write 35 in expanded form and then simplify.
In the following exercises, simplify, using the order of operations.
440. 4 + 3 • 5
441. (8 + 1) • 4
442. 1 + 6(3 − 1)
443. (8 + 4) ÷ 3 + 1
444. (1 + 4)2
445. 5[2 + 7(9 − 8)]
In the following exercises, evaluate each expression.
446. 8x − 3 when x = 4
447. y3 when y = 5
448. 6a − 2b when a = 5, b = 7
449. hw when h = 12, w = 3
450. Simplify by combining like terms.
a. 6x + 8x
b. 9m + 10 + m + 3
In the following exercises, translate each phrase into an algebraic expression.
451. 5 more than x
least common multiple (LCM) The smallest number that is a multiple of two numbers.
Terms that are either constants or have the same variables with the same
like terms
exponents.
A number is a multiple of n if it is the product of a counting number and
multiple of a number
n.
prime factorization The product of prime numbers that equals the number.
prime number A counting number greater than 1 whose only factors are 1 and itself.
Key Concepts
2.1 - Use the Language of Algebra
Operation Notation Say: The result is…
Equality Symbol
a = b is read as a is equal to b
The symbol = is called the equal sign.
Inequality
a < b is read a is less than b
Table 2.77
Algebraic Notation Say
a=b a is equal to b
Exponential Notation
For any expression a n is a factor multiplied by itself n times, if n is a positive integer.
an means multiply n factors of a
The expression of an is read a to the nth power
Order of Operations: When simplifying mathematical expressions perform the operations in the following order:
1. Parentheses and other Grouping Symbols: Simplify all expressions inside the parentheses or other grouping symbols, working
on the innermost parentheses first.
2. Exponents: Simplify all expressions with exponents.
3. Multiplication and Division: Perform all multiplication and division in order from left to right. These operations have equal
priority.
4. Addition and Subtraction: Perform all addition and subtraction in order from left to right. These operations have equal priority.
2.3 - Solving Equations Using the Subtraction and Addition Properties of Equality
Determine whether a number is a solution to an equation.
1. Substitute the number for the variable in the equation.
2. Simplify the expressions on both sides of the equation.
3. Determine whether the resulting equation is true. If it is true, the number is a solution. If it is not true, the number is not a
solution.
Subtraction Property of Equality
For any numbers a, b, and c, if a = b, then a - c = b - c.
Solve an equation using the Subtraction Property of Equality.
1. Use the Subtraction Property of Equality to isolate the variable.
2. Simplify the expressions on both sides of the equation.
3. Check the solution.
Addition Property of Equality
For any numbers a, b, and c, if a = b, then a + c = b + c.
Solve an equation using the Addition Property of Equality.
1. Use the Addition Property of Equality to isolate the variable.
2. Simplify the expressions on both sides of the equation.
3. Check the solution.
A number is divisible by
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10 : 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, …
We see that 50 and 100 appear in both lists. They are common multiples of 10 and 25. We would find more common multiples if
we continued the list of multiples for each.
The smallest number that is a multiple of two numbers is called the least common multiple (LCM). So the least LCM of 10 and
25 is 50.
HOW TO: FIND THE LEAST COMMON MULTIPLE (LCM) OF TWO NUMBERS BY LISTING MULTIPLES
Step 1. List the first several multiples of each number.
Step 2. Look for multiples common to both lists. If there are no common multiples in the lists, write out additional multiples
for each number.
Step 3. Look for the smallest number that is common to both lists.
Step 4. This number is the LCM.
The smallest number to appear on both lists is 60, so 60 is the least common multiple of 15 and 20. Notice that 120 is on both
lists, too. It is a common multiple, but it is not the least common multiple.
Exercise 2.10.9
Find the least common multiple (LCM) of the given numbers: 9 and 12
Answer
36
Exercise 2.10.10
Find the least common multiple (LCM) of the given numbers: 18 and 24
Answer
72
12 = 2 ⋅ 2 ⋅ 3 18 = 2 ⋅ 3 ⋅ 3
Then we write each number as a product of primes, matching primes vertically when possible.
12 = 2 ⋅ 2 ⋅ 3
18 = 2 ⋅ 3⋅3
Now we bring down the primes in each column. The LCM is the product of these factors.
Notice that the prime factors of 12 and the prime factors of 18 are included in the LCM. By matching up the common primes, each
common prime factor is used only once. This ensures that 36 is the least common multiple.
HOW TO: FIND THE LCM USING THE PRIME FACTORS METHOD
when possible. 18 = 2 ⋅ 3 ⋅ 3
LCM = 2 • 3 • 3 • 5
Multiply the factors to get the LCM.
The LCM of 15 and 18 is 90.
Exercise 2.10.11
Answer
60
Answer
105
Find the LCM of 50 and 100 using the prime factors method.
Solution
LCM = 2 • 2 • 5 • 5
Multiply the factors to get the LCM.
The LCM of 50 and 100 is 100.
Exercise 2.10.13
Answer
440
Exercise 2.10.14
Answer
360
Glossary
least common multiple
The smallest number that is a multiple of two numbers is called the least common multiple (LCM).
prime factorization
The prime factorization of a number is the product of prime numbers that equals the number.
Everyday Math
313. Grocery shopping Hot dogs are sold in packages of ten, but hot dog buns come in packs of eight. What is the smallest number
of hot dogs and buns that can be purchased if you want to have the same number of hot dogs and buns? (Hint: it is the LCM!)
314. Grocery shopping Paper plates are sold in packages of 12 and party cups come in packs of 8. What is the smallest number of
plates and cups you can purchase if you want to have the same number of each? (Hint: it is the LCM!)
Writing Exercises
315. Do you prefer to find the prime factorization of a composite number by using the factor tree method or the ladder method?
Why?
316. Do you prefer to find the LCM by listing multiples or by using the prime factors method? Why?
(b) Overall, after looking at the checklist, do you think you are well-prepared for the next Chapter? Why or why not?
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3: Integers
At over 29,000 feet, Mount Everest stands as the tallest peak on land. Located along the border of Nepal and China, Mount Everest
is also known for its extreme climate. Near the summit, temperatures never rise above freezing. Every year, climbers from around
the world brave the extreme conditions in an effort to scale the tremendous height. Only some are successful. Describing the drastic
change in elevation the climbers experience and the change in temperatures requires using numbers that extend both above and
below zero. In this chapter, we will describe these kinds of numbers and operations using them.
3.1: Introduction to Integers (Part 1)
3.2: Introduction to Integers (Part 2)
3.3: Add Integers (Part 1)
3.4: Add Integers (Part 2)
3.5: Subtract Integers (Part 1)
3.6: Subtract Integers (Part 2)
3.7: Multiply and Divide Integers (Part 1)
3.8: Multiply and Divide Integers (Part 2)
3.9: Solve Equations Using Integers; The Division Property of Equality (Part 1)
3.E: Integers (Exercises)
3.S: Integers (Summary)
3.10: Solve Equations Using Integers; The Division Property of Equality (Part 2)
Figure 3.1 - The peak of Mount Everest. (credit: Gunther Hagleitner, Flickr)
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1
3.1: Introduction to Integers (Part 1)
Learning Objectives
Locate positive and negative numbers on the number line
Order positive and negative numbers
Find opposites
Simplify expressions with absolute value
Translate word phrases to expressions with integers
be prepared!
Before you get started, take this readiness quiz.
1. Plot 0, 1, and 3 on a number line. If you missed this problem, review Example 1.1.1.
2. Fill in the appropriate symbol: (=, <, or > ): 2___4 If you missed this problem, review Example 2.1.2.
degree below 0. A minus sign is shown before a number to indicate that it is negative. Figure 3.1.1 shows −20 F, which is 20
∘
degrees below 0.
Figure 3.1.2: The surface of the Mediterranean Sea has an elevation of 0 ft. The diagram shows that nearby mountains have higher
(positive) elevations whereas the Dead Sea has a lower (negative) elevation.
Depths below the ocean surface are also described by negative numbers. A submarine, for example, might descend to a depth of
500 feet. Its position would then be −500 feet as labeled in Figure 3.1.3.
customary to omit the plus sign and write only the number. If there is no sign, the number is assumed to be positive.
Figure 3.1.4
Now we need to extend the number line to include negative numbers. We mark several units to the left of zero, keeping the
intervals the same width as those on the positive side. We label the marks with negative numbers, starting with −1 at the first mark
to the left of 0, −2 at the next mark, and so on. See Figure 3.1.5.
Figure 3.1.5: On a number line, positive numbers are to the right of zero. Negative numbers are to the left of zero. What about
zero? Zero is neither positive nor negative.
The arrows at either end of the line indicate that the number line extends forever in each direction. There is no greatest positive
number and there is no smallest negative number.
Figure 3.1.6
b. To plot −3, start at 0 and count three units to the left. Place a point as shown in Figure 3.1.7.
Figure 3.1.7
c. To plot −2, start at 0 and count two units to the left. Place a point as shown in Figure 3.1.8.
Exercise 3.1.1
Answer
Exercise 3.1.2
Answer
Figure 3.1.9
Just as we did with positive numbers, we can use inequality symbols to show the ordering of positive and negative numbers.
Remember that we use the notation a < b (read a is less than b ) when a is to the left of b on the number line. We write a > b (read
a is greater than b ) when a is to the right of b on the number line. This is shown for the numbers 3 and 5 in Figure 3.1.10.
Figure 3.1.10: The number 3 is to the left of 5 on the number line. So 3 is less than 5, and 5 is greater than 3.
The numbers lines to follow show a few more examples.
a.
4 is to the right of 1 on the number line, so 4 > 1 . 1 is to the left of 4 on the number line, so 1 < 4 .
b.
−2 is to the left of 1 on the number line, so −2 < 1 . 1 is to the right of −2 on the number line, so 1 > −2 .
c.
Figure 3.1.11
a.
b.
c.
d.
Exercise 3.1.3
Answer a
>
Answer b
<
Answer c
>
Exercise 3.1.4
Answer a
<
Answer b
>
Answer c
<
Answer d
>
Find Opposites
On the number line, the negative numbers are a mirror image of the positive numbers with zero in the middle. Because the numbers
2 and −2 are the same distance from zero, they are called opposites. The opposite of 2 is −2, and the opposite of −2 is 2 as shown
Figure 3.1.12
Definition: opposite
The opposite of a number is the number that is the same distance from zero on the number line, but on the opposite side of
zero.
Example 3.1.3:
Find the opposite of each number:
a. 7
b. −10
Figure 3.1.13
b. The number 10 is the same distance from 0 as −10, but on the opposite side of 0. So 10 is the opposite of −10 as shown in
Figure 3.1.14.
Figure 3.1.14
Exercise 3.1.5
Answer a
−4
Answer b
3
Exercise 3.1.6
Answer a
−8
Answer b
5
Opposite Notation
Just as the same word in English can have different meanings, the same symbol in algebra can have different meanings.
The specific meaning becomes clear by looking at how it is used. You have seen the symbol “−”, in three different ways.
Simplify: −(−6).
Solution
−(−6)
The opposite of −6 is 6. 6
Exercise 3.1.7
Simplify: −(−1)
Answer
1
Exercise 3.1.8
Simplify: −(−5)
Answer
5
Integers
The set of counting numbers, their opposites, and 0 is the set of integers.
Definition: integers
… − 3, −2, −1, 0, 1, 2, 3 …
We must be very careful with the signs when evaluating the opposite of a variable.
Evaluate −x:
a. when x = 8
b. when x = −8
Solution
a.
Simplify. −8
b.
Simplify. −8
Exercise 3.1.9
Evaluate −n:
a. when n = 4
b. when n = −4
Answer a
−4
Answer b
4
Exercise 3.1.10
Evaluate −m:
a. when m = 11
b. when m = −11
Answer a
−11
Answer b
11
Figure 3.1.15
Example 3.6:
Simplify:
a. |3|
b. | − 44|
c. |0|
Solution
a.
|3|
b.
|-44|
c.
|0|
0 is already at zero. 0
Exercise 3.1.11
Simplify:
a. |12|
b. −| − 28|
Answer a
12
Answer b
−28
Exercise 3.12:
Simplify:
a. |9|
b. −|37|
Answer a
9
Answer b
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b.
Simplify. |20|
c.
d.
Notice that the result is negative only when there is a negative sign outside the absolute value symbol
Exercise 3.2.13
Evaluate:
a. |x| when x = −17
b. | − y| when y = −39
c. −|m| when m = 22
d. −|p| when p = −11
Answer a
17
Answer b
Answer c
−22
Answer d
11
Exercise 3.2.14
Evaluate:
a. |y| when y = −23
b. | − y| when y = −21
c. −|n| when n = 37
d. −|q| when q = −49
Answer a
23
Answer b
21
Answer c
−37
Answer d
−49
|−5|___− |−5|
Simplify. 5___−5
Order. 5 > −5
b.
8___− |−8|
Simplify. 8___−8
Order. 8 > −8
c.
Simplify. −9___−9
Order. −9 = −9
d.
−|−7|___−7
Simplify. −7___−7
Order. −7 = −7
Exercise 3.2.15
Answer a
>
Answer b
>
Answer c
<
Answer d
=
Exercise 3.2.16
Answer a
>
Answer b
=
Answer c
>
Answer d
<
Absolute value bars act like grouping symbols. First simplify inside the absolute value bars as much as possible. Then take the
absolute value of the resulting number, and continue with any operations outside the absolute value symbols.
b.
Multiply. 8
Exercise 3.2.17
Simplify:
a. |12 − 9|
b. 3| − 6|
Answer a
3
Answer b
18
Exercise 3.2.18
Simplify:
a. |27 − 16|
b. 9| − 7|
Answer a
11
Answer b
63
Subtract. 4
Simplify: |1 + 8| − |2 + 5|
Answer
2
Exercise 3.2.20
Simplify: |9 − 5| − |7 − 6|
Answer
3
Subtract. 17
Exercise 3.2.21
Answer
16
Exercise 3.2.22
Answer
9
Exercise 3.2.23
Answer a
−9
Answer b
15
Answer c
−20
Answer d
11 − (−4)
Exercise 3.2.24
Translate each phrase into an expression with integers:
a. the opposite of negative nineteen
b. the opposite of twenty-two
c. negative nine
d. negative eight minus negative five
Answer a
19
Answer b
−22
Answer c
−9
Answer d
−8 − (−5)
b.
c.
The elevation of the Dead Sea is 1,302 feet below sea level.
Below sea level tells us that 1,302 is a negative number. −1,302 feet
d.
Exercise 3.2.25
Translate into an expression with integers: The football team had a gain of 5 yards.
Answer
5 yards
Exercise 3.2.26
Translate into an expression with integers: The scuba diver was 30 feet below the surface of the water.
Answer
−30 feet
Glossary
absolute value
The absolute value of a number is its distance from 0 on the number line.
integers
Integers are counting numbers, their opposites, and zero ... – 3, – 2, – 1, 0, 1, 2, 3. . .
negative number
A negative number is less than zero.
opposites
The opposite of a number is the number that is the same distance from zero on the number line, but on the opposite side of zero.
Find Opposites
In the following exercises, find the opposite of each number.
9. (a) 2 (b) −6
10. (a) 9 (b) −4
11. (a) −8 (b) 1
12. (a) −2 (b) 6
In the following exercises, simplify.
13. −(−4)
14. −(−8)
15. −(−15)
Everyday Math
57. Elevation The highest elevation in the United States is Mount McKinley, Alaska, at 20,320 feet above sea level. The lowest
elevation is Death Valley, California, at 282 feet below sea level. Use integers to write the elevation of: (a) Mount McKinley (b)
Death Valley
58. Extreme temperatures The highest recorded temperature on Earth is 58° Celsius, recorded in the Sahara Desert in 1922. The
lowest recorded temperature is 90° below 0° Celsius, recorded in Antarctica in 1983. Use integers to write the: (a) highest
recorded temperature (b) lowest recorded temperature
59. State budgets In June, 2011, the state of Pennsylvania estimated it would have a budget surplus of $540 million. That same
month, Texas estimated it would have a budget deficit of $27 billion. Use integers to write the budget: (a) surplus (b) deficit
60. College enrollments Across the United States, community college enrollment grew by 1,400,000 students from 2007 to 2010.
In California, community college enrollment declined by 110,171 students from 2009 to 2010. Use integers to write the change
in enrollment: (a) growth (b) decline
Writing Exercises
61. Give an example of a negative number from your life experience.
62. What are the three uses of the “−” sign in algebra? Explain how they differ.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
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OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Evaluate x + 8 when x = 6 . If you missed this problem, review Example 2.2.1.
2. Simplify: 8 + 2(5 + 1) . If you missed this problem, review Example 2.1.8.
3. Translate the sum of 3 and negative 7 into an algebraic expression. If you missed this problem, review Table 2.2.3.
If we have one positive and one negative counter, the value of the pair is zero. They form a neutral pair. The value of this neutral
pair is zero as summarized in Figure 3.3.1.
Figure 3.3.1: A blue counter represents +1. A red counter represents −1. Together they add to zero.
We will model four addition facts using the numbers 5, −5 and 3, −3.
5 +3 − 5 + (−3) −5 +3 5 + (−3)
Exercise 3.3.1
Answer
Exercise 3.3.2
Answer
Model: −5 + (−3) .
Solution
Exercise 3.3.3
Model the expression. −2 + (−4)
Answer
−6
Answer
−7
Example 3.3.1 and Example 3.3.2 are very similar. The first example adds 5 positives and 3 positives—both positives. The second
example adds 5 negatives and 3 negatives—both negatives. In each case, we got a result of 8 -- either 8 positives or 8 negatives.
When the signs are the same, the counters are all the same color. Now let’s see what happens when the signs are different.
Model: −5 + 3 .
Solution
Notice that there were more negatives than positives, so the result is negative.
Exercise 3.3.5
Answer
−2
Exercise 3.3.6
Answer
−3
Exercise 3.3.7
Answer
Exercise 3.3.8
Answer
b. −3 + 6
Add 6 positives.
3. −3 + 6 = 3
c. 4 + (−5)
Add 5 negatives.
−1. 4 + (−5) = −1
d. −2 + (−3)
Add 3 negatives.
Exercise 3.3.9
Answer a
Answer c
Answer d
Exercise3.3.10
Answer a
Answer b
Answer c
Answer d
37 + (−53) = −16
Let’s try another one. We’ll add −74 + (−27) . Imagine 74 red counters and 27 more red counters, so we have 101 red counters all
together. This means the sum is −101.
When the signs are the same, the counters would be all the same color, so add them.
−5 + 3 5 + (−3)
When the signs are different, some counters would make neutral pairs; subtract to see how many are left.
Exercise 3.3.11
Answer a
−17
Answer b
57
Exercise 3.3.12
Simplify each expression:
a. −55 + 9
b. 43 + (−17)
Answer a
−46
Answer b
26
Answer
−50
Exercise 3.3.14
Answer
−70
The techniques we have used up to now extend to more complicated expressions. Remember to follow the order of operations.
Simplify: −5 + 3(−2 + 7) .
Solution
Multiply. −5 + 15
Exercise 3.3.15
Answer
13
Exercise 3.3.16
Simplify the expression: −4 + 2(−3 + 5)
Answer
0
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Simplify. 5 (3.4.2)
Simplify. −4 (3.4.4)
Exercise 3.4.17
Answer a
2
Answer b
−12
Exercise 3.4.18
Answer a
2
Answer b
−1
When n = −5 , evaluate
a. n + 1
b. −n + 1
Solution
a.
Simplify. −4 (3.4.7)
b.
Simplify. 5 +1 (3.4.10)
Add. 6 (3.4.11)
Exercise 3.4.19
When n = −8 , evaluate
a. n + 2
b. −n + 2
Answer a
−6
Answer b
10
Exercise 3.4.20
When y = −9 , evaluate
a. y + 8
b. −y + 8
Answer a
−1
Answer b
17
Multiply. 36 + (−30)
Add. 6
Exercise 3.4.21
Answer
9
Exercise 3.4.22
Answer
13
Simplify. 36 (3.4.14)
Exercise 3.4.23
Answer
196
Exercise 3.4.24
Answer
8
Translate. −9 + 5
Simplify. −4
Exercise 3.4.25
Answer
−7 + 4 = −3
Exercise 3.4.26
Answer
−8 + (−6) = −14
Translate. [8 + (−12)] + 3
Simplify. −4 + 3
Add. −1
Exercise 3.4.27
Translate and simplify: the sum of 9 and −16, increased by 4.
Answer
[9 + (−16)] + 4 = −3
Exercise 3.4.28
Translate and simplify: the sum of −8 and −12, increased by 7.
Answer
The temperature in Buffalo, NY, one morning started at 7 degrees below zero Fahrenheit. By noon, it had warmed up 12
Write a phrase for the temperature. The temperature warmed up 12 degrees from 7 degrees below zero.
Simplify. 5
Write a sentence to answer the question. The temperature at noon was 5 degrees Fahrenheit.
Exercise 3.4.29
The temperature in Chicago at 5 A.M. was 10 degrees below zero Celsius. Six hours later, it had warmed up 14 degrees
Celsius. What is the temperature at 11 A.M.?
Answer
4 degrees Celsius
Exercise 3.4.30
A scuba diver was swimming 16 feet below the surface and then dove down another 17 feet. What is her new depth?
Answer
−33 feet
A football team took possession of the football on their 42-yard line. In the next three plays, they lost 6 yards, gained 4 yards,
and then lost 8 yards. On what yard line was the ball at the end of those three plays?
Solution
We are asked to find the yard line the ball was on at the end of three plays.
Write a word phrase for the position of the ball. Start at 42, then lose 6, gain 4, lose 8.
Simplify. 32
Write a sentence to answer the question. At the end of the three plays, the ball is on the 32-yard line.
The Bears took possession of the football on their 20-yard line. In the next three plays, they lost 9 yards, gained 7 yards, then
lost 4 yards. On what yard line was the ball at the end of those three plays?
Answer
14 yard line
Exercise 3.4.32
The Chargers began with the football on their 25-yard line. They gained 5 yards, lost 8 yards and then gained 15 yards on the
next three plays. Where was the ball at the end of these plays?
Answer
37 yard line
5+3 −5+(−3)
When the signs are the same, the counters would be all the same color, so add them.
−5+3 5+(−3)
When the signs are different, some counters would make neutral pairs; subtract to see how many are left.
Everyday Math
123. Stock Market The week of September 15, 2008, was one of the most volatile weeks ever for the U.S. stock market. The change
in the Dow Jones Industrial Average each day was: Monday −504, Tuesday +142, Wednesday −449, Thursday +410, Friday
+369. What was the overall change for the week?
124. Stock Market During the week of June 22, 2009, the change in the Dow Jones Industrial Average each day was: Monday −201,
Tuesday −16, Wednesday −23, Thursday +172, Friday −34. What was the overall change for the week?
Writing Exercises
125. Explain why the sum of −8 and 2 is negative, but the sum of 8 and −2 and is positive.
126. Give an example from your life experience of adding two negative numbers.
(b) After reviewing this checklist, what will you do to become confident or all objectives?
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be prepared!
Before you get started, take this readiness quiz.
1. Simplify: 12 − (8 − 1) . If you missed this problem, review Example 2.1.8.
2. Translate the difference of \(20\) and −15 into an algebraic expression. If you missed this problem, review Example 1.3.11.
3. Add: −18 + 7 . If you missed this problem, review Example 3.2.6.
5 −3 − 5 − (−3) −5 −3 5 − (−3)
Answer
Exercise 3.5.2
Answer
Model: −5 − (−3) .
Solution
Exercise 3.5.3
Model the expression: −6 − (−4)
Answer
−2
Exercise 3.5.4
Model the expression: −7 − (−4)
Answer
Notice that Example 3.5.1 and Example 3.5.2 are very much alike.
First, we subtracted 3 positives from 5 positives to get 2 positives.
Then we subtracted 3 negatives from 5 negatives to get 2 negatives.
Each example used counters of only one color, and the “take away” model of subtraction was easy to apply.
Figure 3.5.1
Now let’s see what happens when we subtract one positive and one negative number. We will need to use both positive and
negative counters and sometimes some neutral pairs, too. Adding a neutral pair does not change the value.
Model: −5 − 3 .
Solution
But there are no positives to take away. Add neutral pairs until you
have 3 positives.
Exercise 3.5.5
Answer
−10
Answer
−11
Model: 5 − (−3) .
Solution
But there are no negatives to take away. Add neutral pairs until you
have 3 negatives.
Exercise 3.5.7
Answer
10
Exercise 3.5.8
Answer
11
Remove 6 negatives.
Exercise 3.5.9
Answer a
Answer b
Answer c
Answer d
Exercise 3.5.10
Answer a
Answer b
Answer c
Answer d
Find the number of counters that are left. There are 6 negatives.
2 − 8 = −6
b.
Find the number of counters that are left. There are 5 positives.
−3 − (−8) = 5
Exercise 3.5.11
Answer a
Answer b
Exercise 3.5.12
Answer a
−3
Answer b
we added 7 negatives.
Subtract 30 − (−12) . Think: We start with 30 positives. We have to subtract 12 negatives, but there are no negatives to take
away. So we add 12 neutral pairs to the 30 positives. Now we take away the 12 negatives. What’s left? We have the original 30
positives plus 12 more positives from the neutral pairs. The result is 42 positives. 30 − (−12) = 42 Notice that to subtract
−12, we added 12.
While we may not always use the counters, especially when we work with large numbers, practicing with them first gave us a
concrete way to apply the concept, so that we can visualize and remember how to do the subtraction without the counters.
Have you noticed that subtraction of signed numbers can be done by adding the opposite? You will often see the idea, the
Subtraction Property, written as follows:
a − b = a + (−b) (3.5.1)
Simplify:
a. 13 − 8 and 13 + (−8)
b. −17 − 9 and −17 + (−9)
Solution
a.
Subtract to simplify. 13 − 8 = 5
b.
Exercise 3.5.13
Answer a
,
8 8
Answer b
,
−18 −18
Exercise 3.5.14
Simplify each expression:
a. 15 − 7 and 15 + (−7)
b. −14 − 8 and −14 + (−8)
Answer a
Answer b
−22 −22 ,
Figure 3.5.3
We see that 8 − (−5) gives the same result as 8 + 5 . Subtracting a negative number is like adding a positive.
Simplify:
a. 9 − (−15) and 9 + 15
b. −7 − (−4) and −7 + 4
Solution
a. 9 − (−15) and 9 + 15
Add to simplify. 9 + 15 = 24
Add to simplify. −7 + 4 = −3
Exercise 3.5.15
Answer a
19 19,
Answer b
−4 , −4
Exercise 3.5.16
Answer a
23 23,
Answer b
,
3 3
2 –2
2 positives 2 negatives
When there would be enough counters of the color to take away, subtract.
–5 – 3 5 – (–3)
–8 8
When there would not be enough of the counters to take away, add neutral pairs.
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Subtract. −16
Exercise 3.6.17
Answer
−29
Exercise 3.6.18
Simplify the expression: −83 − (−57)
Answer
−26
Example 3.6.10
Simplify: 7 − (−4 − 3) − 9 .
Solution
We use the order of operations to simplify this expression, performing operations inside the parentheses first. Then we subtract
from left to right.
Subtract. 5
Exercise 3.6.19
Simplify the expression: 8 − (−3 − 1) − 9
Answer
3
Exercise 3.6.20
Answer
13
Simplify: 3 ∙ 7 − 4 ∙ 7 − 5 ∙ 8 .
Solution
We use the order of operations to simplify this expression. First we multiply, and then subtract from left to right.
Multiply first. 21 - 28 - 40
Subtract. -47
Exercise 3.6.21
Answer
−69
Exercise 3.6.22
Answer
−47
Evaluate x − 4 when
a. x = 3
b. x = −6
Solution
a. To evaluate x − 4 when x = 3 , substitute 3 for x in the expression.
Substitute 3 for x. 3 −4
Subtract. −1
Substitute −6 for x. −6 − 4
Subtract. −10
Exercise 3.6.23
Evaluate each expression: y − 7 when
a. y = 5
b. y = −8
Answer b
−15
Exercise 3.6.24
Answer a
−2
Answer b
−7
Evaluate 20 − z when
a. z = 12
b. z = −12
Solution
a. To evaluate 20 − z when z = 12 , substitute 12 for z in the expression.
Substitute 12 for z. 20 − 12
Subtract. 8
Subtract. 32
Exercise 3.6.25
Answer a
−2
Answer b
36
Answer a
−19
Answer b
9
Figure 3.6.4
Be careful to get a and b in the right order!
Translate. 13 - (-21)
Simplify 34
Translate. -19 - 24
Simplify -43
Exercise 3.6.27
Translate and simplify:
a. the difference of 14 and −23
b. subtract 21 from −17
Answer a
−14 − (−23) = 37
Answer b
Exercise 3.6.28
Answer a
11 − (−19) = 30
Answer b
−11 − 18 = −29
The temperature in Urbana, Illinois one morning was 11 degrees Fahrenheit. By mid-afternoon, the temperature had dropped to
−9 degrees Fahrenheit. What was the difference between the morning and afternoon temperatures?
Solution
Step 1. Identify what we are asked to find. the difference between the morning and afternoon temperatures
Step 2. Write a phrase that gives the information to find it. the difference of 11 and −9
Step 5. Write a complete sentence that answers the question. The difference in temperature was 20 degrees Fahrenheit.
Exercise 3.6.29
The temperature in Anchorage, Alaska one morning was 15 degrees Fahrenheit. By mid-afternoon the temperature had
dropped to 30 degrees below zero. What was the difference between the morning and afternoon temperatures?
Answer
45 degrees Fahrenheit
The temperature in Denver was −6 degrees Fahrenheit at lunchtime. By sunset the temperature had dropped to −15 degree
Fahrenheit. What was the difference between the lunchtime and sunset temperatures?
Answer
9 degrees Fahrenheit
Geography provides another application of negative numbers with the elevations of places below sea level.
Dinesh hiked from Mt. Whitney, the highest point in California, to Death Valley, the lowest point. The elevation of Mt.
Whitney is 14, 497 feet above sea level and the elevation of Death Valley is 282 feet below sea level. What is the difference in
elevation between Mt. Whitney and Death Valley?
Solution
Step 1. What are we asked to find? The difference in elevation between Mt. Whitney and Death Valley
Step 5. Write a complete sentence that answers the question. The difference in elevation is 14,779 feet.
Exercise 3.6.31
One day, John hiked to the 10, 023 foot summit of Haleakala volcano in Hawaii. The next day, while scuba diving, he dove to a
cave 80 feet below sea level. What is the difference between the elevation of the summit of Haleakala and the depth of the
cave?
Answer
10, 103 feet
Exercise 3.6.32
The submarine Nautilus is at 340 feet below the surface of the water and the submarine Explorer is 573 feet below the surface
of the water. What is the difference in the position of the Nautilus and the Explorer?
Answer
233 feet
Managing your money can involve both positive and negative numbers. You might have overdraft protection on your checking
account. This means the bank lets you write checks for more money than you have in your account (as long as they know they can
get it back from you!)
Leslie has $25 in her checking account and she writes a check for $8.
a. What is the balance after she writes the check?
b. She writes a second check for $20. What is the new balance after this check?
Translate. $25 - $8
Simplify. $17
b.
Simplify. -$3
c.
Simplify. $7
Exercise 3.6.33
Araceli has $75 in her checking account and writes a check for $27.
a. What is the balance after she writes the check?
b. She writes a second check for $50. What is the new balance?
c. The check for $20 that she sent a charity was never cashed. What is the balance in Araceli’s checking account now?
Answer a
$48
Answer b
−$2
Answer c
$18
Exercise 3.6.34
Answer b
No, −$5
Key Concepts
Subtraction of Integers
5–3 –5–(–3)
2 –2
2 positives 2 negatives
When there would be enough counters of the color to take away, subtract.
–5–3 5–(–3)
–8 8
When there would not be enough of the counters to take away, add neutral pairs.
Subtraction Property
a − b = a + (−b)
a − (−b) = a + b
Everyday Math
207. Camping Rene is on an Alpine hike. The temperature is −7°. Rene’s sleeping bag is rated “comfortable to −20°”. How much
can the temperature change before it is too cold for Rene’s sleeping bag?
Writing Exercises
209. Explain why the difference of 9 and −6 is 15.
210. Why is the result of subtracting 3 − (−4) the same as the result of adding 3 + 4?
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section
(b) What does this checklist tell you about your mastery of this section? What steps will you take to improve?
This page titled 3.6: Subtract Integers (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Translate the quotient of 20 and 13 into an algebraic expression. If you missed this problem, review Example 1.5.12.
2. Add: −5 + (−5) + (−5) . If you missed this problem, review Example 3.2.8.
3. Evaluate n + 4 when n = −7 . If you missed this problem, review Example 3.2.10.
Multiply Integers
Since multiplication is mathematical shorthand for repeated addition, our counter model can easily be applied to show
multiplication of integers. Let’s look at this concrete model to see what patterns we notice. We will use the same examples that we
used for addition and subtraction.
We remember that a∙b means add a , b times. Here, we are using the model shown in Figure 3.7.1 just to help us discover the
pattern.
Figure 3.7.1
Now consider what it means to multiply 5 by −3. It means subtract 5, 3 times. Looking at subtraction as taking away, it means to
take away 5, 3 times. But there is nothing to take away, so we start by adding neutral pairs as shown in Figure 3.7.2.
Notice that for multiplication of two signed numbers, when the signs are the same, the product is positive, and when the signs are
different, the product is negative.
Example 3.7.1:multiply
Multiply each of the following:
a. −9 ∙ 3
b. −2(−5)
c. 4(−8)
d. 7 ∙ 6
Solution
Multiply, noting that the signs are different and so the product is
–9 • 3 = –27
negative.
b.
Multiply, noting that the signs are the same and so the product is
–2(–5) = 10
positive.
c.
Multiply, noting that the signs are different and so the product is
4(–8) = –32
negative.
d.
Exercise 3.7.1
Multiply:
a. −6 ∙ 8
b. −4(−7)
c. 9(−7)
d. 5 ∙ 12
Answer a
−48
Answer b
28
Answer c
−63
Answer d
60
Exercise 3.7.2
Multiply:
a. −8 ∙ 7
b. −6(−9)
c. 7(−4)
d. 3 ∙ 13
Answer a
−56
Answer b
54
Answer c
−28
When we multiply a number by 1, the result is the same number. What happens when we multiply a number by −1? Let’s multiply
a positive number and then a negative number by −1 to see what we get.
−1 • 4 −1(−3)
−4 3
Definition: Multiplication by −1
b.
The signs are the same, so the product will be positive. −1(−11)
Exercise 3.7.3
Multiply.
a. −1 ∙ 9
b. −1 ∙ (−17)
Answer a
−9
Answer b
17
Exercise 3.7.4
Multiply.
a. −1 ∙ 8
Answer a
−8
Answer b
16
Divide Integers
Division is the inverse operation of multiplication. So, 15 ÷ 3 = 5 because 5 ∙ 3 = 15 In words, this expression says that 15 can
be divided into 3 groups of 5 each because adding five three times gives 15. If we look at some examples of multiplying integers,
we might figure out the rules for dividing integers.
Division of signed numbers follows the same rules as multiplication. When the signs are the same, the quotient is positive, and
when the signs are different, the quotient is negative.
Remember, you can always check the answer to a division problem by multiplying.
Divide, noting that the signs are different and so the quotient is
–27 ÷ 3 = –9
negative.
b.
Divide, noting that the signs are the same and so the quotient is
–100 ÷ (–4) = 25
positive.
Divide:
a. −42 ÷ 6
b. −117 ÷ (−3)
Answer a
−7
Answer b
39
Exercise 3.7.6
Divide:
a. −63 ÷ 7
b. −115 ÷ (−5)
Answer a
−9
Answer b
23
Just as we saw with multiplication, when we divide a number by 1, the result is the same number. What happens when we divide a
number by −1? Let’s divide a positive number and then a negative number by −1 to see what we get.
8 ÷ (−1) −9 ÷ (−1)
−8 9
Definition: Division by −1
Dividing a number by −1 gives its opposite.
a ÷ (−1) = −a (3.7.2)
Notice that the signs were different, so the result was negative.
Notice that the signs were the same, so the quotient was positive.
Exercise 3.7.7
Divide:
a. 6 ÷ (−1)
b. −36 ÷ (−1)
Answer a
−6
Answer b
36
Exercise 3.7.8
Divide:
a. 28 ÷ (−1)
b. −52 ÷ (−1)
Answer a
−28
Answer b
52
Add. −42 − 6
Subtract. −48
Exercise 3.7.9
Answer
Exercise 3.7.10
Answer
−84
b. −2 4
Solution
The exponent tells how many times to multiply the base.
a. The exponent is 4 and the base is −2. We raise −2 to the fourth power.
Multiply. 4(−2)(−2)
Multiply. −8(−2)
Multiply. 16
b. The exponent is 4 and the base is 2. We raise 2 to the fourth power and then take the opposite.
Multiply. −(4 • 2 • 2)
Multiply. −(8 • 2)
Multiply. −16
Exercise 3.7.11
Simplify:
a. (−3) 4
b. −3 4
Answer a
81
Answer b
−81
Exercise 3.7.12
Simplify:
a. (−7) 2
b. −7 2
Answer b
−49
Multiply. 12 − (−9)
Subtract. 21
Exercise 3.7.13
Answer
29
Exercise 3.7.14
Answer
52
Solution
We simplify the exponent first, then multiply and divide.
Divide. 9
Exercise 3.7.15
Simplify: 12(−9) ÷ (−3) 3
Answer
4
Answer
9
Multiply. −15 + 21
Add. 6
Exercise 3.7.17
Answer
21
Exercise 3.7.18
Simplify: −32 ÷ 4 + (−2)(−7)
Answer
6
This page titled 3.7: Multiply and Divide Integers (Part 1) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
Multiply. 32 − (−12) + 8
Subtract. 44 + 8
Add. 52
Keep in mind that when we substitute −4 for x, we use parentheses to show the multiplication. Without parentheses, it would
look like 2 ∙ −4 − 3 ∙ −4 + 8 .
2
Exercise 3.8.19
Evaluate: 3x 2
− 2x + 6 when x = −3
Answer
39
Exercise 3.8.20
Evaluate: 4x 2
−x −5 when x = −2
Answer
13
Multiply. −3 + 8 − 6
Simplify. −1
Exercise 3.8.21
Evaluate: 7x + 6y − 12 when x = −2 and y = 3
Answer
−8
Answer
19
Translate to an algebraic expression and simplify if possible: the product of −2 and 14.
Solution
The word product tells us to multiply.
Translate. (−2)(14)
Simplify. −28
Exercise 3.8.23
Answer
−5(12) = −60
Exercise 3.8.24
Translate to an algebraic expression and simplify if possible: the product of 8 and −13
Answer
8(−13) = −104
Example 3.8.13
Translate to an algebraic expression and simplify if possible: the quotient of −56 and −7.
Solution
The word quotient tells us to divide.
Simplify. 8
Exercise 3.8.25
Translate to an algebraic expression and simplify if possible: the quotient of −63 and −9
Answer
Exercise 3.8.26
Translate to an algebraic expression and simplify if possible: the quotient of −72 and −9
Answer
−72 ÷ −9 = 8
Multiplication by −1
Multiplying a number by −1 gives its opposite: −1a = −a
Division by −1
Dividing a number by −1 gives its opposite: a ÷ (−1) = −a
Divide Integers
In the following exercises, divide.
223. −24 ÷ 6
224. −28 ÷ 7
225. 56 ÷ (−7)
226. 35 ÷ (−7)
227. −52 ÷ (−4)
228. −84 ÷ (−6)
229. −180 ÷ 15
230. −192 ÷ 12
231. 49 ÷ (−1)
232. 62 ÷ (−1)
Everyday Math
279. Stock market Javier owns 300 shares of stock in one company. On Tuesday, the stock price dropped $12 per share. What was
the total effect on Javier’s portfolio?
280. Weight loss In the first week of a diet program, eight women lost an average of 3 pounds each. What was the total weight
change for the eight women?
Writing Exercises
281. In your own words, state the rules for multiplying two integers.
282. In your own words, state the rules for dividing two integers.
283. Why is −24 ≠ (−2)4 ?
284. Why is −42 ≠ (−4)2 ?
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
This page titled 3.8: Multiply and Divide Integers (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Evaluate x + 4 when x = −4 . If you missed this problem, review Example 3.2.9.
2. Solve: y − 6 = 10 . If you missed this problem, review Example 2.3.6.
3. Translate into an algebraic expression 5 less than x. If you missed this problem, review Table 1.3.1.
Substitute 4 for x. ?
2(4) − 5 = −13
Multiply. ?
8 − 5 = −13
Subtract. 3 ≠ −13
Since x = 4 does not result in a true equation, 4 is not a solution to the equation.
Substitute −9 for x. ?
2(−9) − 5 = −13
Multiply. ?
−18 − 5 = −13
Since x = −9 does not result in a true equation, −9 is not a solution to the equation.
Exercise 3.9.1
Answer a
no
Answer b
no
Answer c
yes
Exercise 3.9.2
Answer a
no
Answer b
no
Answer c
yes
Solve Equations with Integers Using the Addition and Subtraction Properties of Equality
In Solve Equations with the Subtraction and Addition Properties of Equality, we solved equations similar to the two shown here
using the Subtraction and Addition Properties of Equality. Now we can use them again with integers.
x + 4 = 12 y −5 = 9
x +4 −4 = 12 − 4 y −5 +5 = 9 +5
x =8 y = 14
Example 3.9.2:
Solve: y + 9 = 5 .
Solution
Simplify. y = −4
Substitute −4 for y −4 + 9 = 5
?
5 = 5 ✓
Exercise 3.9.3
Solve: y + 11 = 7
Answer
−4
Exercise 3.9.4
Solve: y + 15 = −4
Answer
−19
Solve: a − 6 = −8
Solution
Simplify. a = −2
Substitute −2 for a. ?
−2 − 6 = −8
−8 = −8 ✓
The solution to a − 6 = −8 is −2. Since a = −2 makes a − 6 = −8 a true statement, we found the solution to this equation.
Answer
−6
Exercise 3.9.6
Solve: n − 4 = −8
Answer
−4
Figure 3.9.1
Here, there are two identical envelopes that contain the same number of counters. Remember, the left side of the workspace must
equal the right side, but the counters on the left side are “hidden” in the envelopes. So how many counters are in each envelope?
To determine the number, separate the counters on the right side into 2 groups of the same size. So 6 counters divided into 2 groups
means there must be 3 counters in each group (since 6 ÷ 2 = 3 ).
What equation models the situation shown in Figure 3.9.2? There are two envelopes, and each contains x counters. Together, the
two envelopes must contain a total of 6 counters. So the equation that models the situation is 2x = 6.
Figure 3.9.2
We can divide both sides of the equation by 2 as we did with the envelopes and counters.
2x 6
=
2 2
x =3
We found that each envelope contains 3 counters. Does this check? We know 2 ∙ 3 = 6 , so it works. Three counters in each of two
envelopes does equal six. Figure 3.9.3 shows another example.
counters into 3 groups. Since 12 ÷ 3 = 4 , there must be 4 counters in each envelope. See Figure 3.9.4.
Figure 3.9.4
The equation that models the situation is 3x = 12. We can divide both sides of the equation by 3.
3x 12
=
3 3
x =4
Write an equation modeled by the envelopes and counters, and then solve it.
Solution
There are 4 envelopes, or 4 unknown values, on the left that match the 8 counters on the right. Let’s call the unknown quantity
in the envelopes x.
4x 8
Divide both sides by 4. =
4 4
Simplify. x = 2
Exercise 3.9.7
Write the equation modeled by the envelopes and counters. Then solve it.
Exercise 3.9.8
Write the equation modeled by the envelopes and counters. Then solve it.
Answer
3x = 6 ;x=2
Simplify x = −7
Substitute −7 for x. ?
7(−7) = −49
−49 = −49 ✓
Answer
7
Exercise 3.9.10
Answer
11
Simplify. y = −21
63 = 63 ✓
Exercise 3.9.11
Solve: −8p = 96
Answer
−12
Exercise 3.9.12
Answer
−9
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Find Opposites
In the following exercises, find the opposite of each number.
365. 6
366. −2
367. −4
368. 3
In the following exercises, simplify.
369. (a) −(8) (b) −(−8)
370. (a) −(9) (b) −(−9)
In the following exercises, evaluate.
371. −x, when (a) x = 32 (b) x = −32
372. −n, when (a) n = 20 (b) n = −20
Divide Integers
In the following exercises, divide.
447. 56 ÷ (−8)
448. −120 ÷ (−6)
449. −96 ÷ 12
450. 96 ÷ (−16)
451. 45 ÷ (−1)
452. −162 ÷ (−1)
473.
474.
Everyday Math
483. Describe how you have used two topics from this chapter in your life outside of your math class during the past month.
PRACTICE TEST
484. Locate and label 0, 2, −4, and −1 on a number line.
In the following exercises, compare the numbers, using < or > or =.
485. (a) −6__3 (b) −1__−4
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The number that is the same distance from zero on the number line, but
opposites
on the opposite side of zero.
Key Concepts
3.1 - Introduction to Integers
Opposite Notation
−a means the opposite of the number a
The notation −a is read the opposite of a.
Absolute Value Notation
The absolute value of a number n is written as |n|.
|n| ≥ 0 for all numbers.
5+3 −5 + (−3)
When the signs are the same, the counters would be all the same color, so add them.
−5 + 3 5 + (−3)
When the signs are different, some counters would make neutral pairs; subtract to see how many are left.
Table 3.110
5–3=2 –5 – (–3) = –2
2 positives 2 negatives
When there would be enough counters of the color to take away, subtract.
–5 – 3 = 5 – (–3) = 8
When there would not be enough of the counters to take away, add neutral pairs.
Subtraction Property
a − b = a + (−b)
a − (−b) = a + b
Solve Application Problems
Multiplication by −1
Multiplying a number by −1 gives its opposite: −1a = − a
Division by −1
Dividing a number by −1 gives its opposite: a ÷ (−1) = −a
For any numbers a, b, c, if a = b then a − c = b For any numbers a, b, c, if a = b then a + c = b For any numbers a, b, c, and c ≠ 0 If a = b, then
a b
− c. + c. = .
c c
Translate. x + 5 = −3
Simplify. x = −8
?
−8 + 5 = −3
−3 = −3 ✓
Exercise 3.10.13
Translate and solve: Seven more than x is equal to −2.
Answer
x + 7 = −2 ; x = −9
Exercise 3.10.14
Answer
y + 11 = 2 ; y = −9
Translate. n − 6 = −10
Simplify. n = −4
?
−4 − 6 = −10
−10 = −10 ✓
Answer
p − 2 = −4 ; p = −2
Exercise 3.10.16
Answer
q − 7 = −3 ;q=4
108 −9y
Divide by −9. = (3.10.1)
−9 −9
Simplify. −12 = y
?
108 = −9(−12)
108 = 108 ✓
Exercise 3.10.17
Translate and solve: The number 132 is the product of −12 and y .
Answer
;
132 = −12y y = −11
Exercise 3.10.18
Translate and solve: The number 117 is the product of −13 and z .
Answer
;
117 = −13z z = −9
For any numbers a,b,c, if a=b then a−c=b−c For any numbers a,b,c, if a=b then a+c=b+c
301.
302.
303.
304.
Mixed Practice
In the following exercises, solve.
331. (a) x + 2 = 10 (b) 2x = 10
332. (a) y + 6 = 12 (b) 6y = 12
333. (a) −3p = 27 (b) p − 3 = 27
334. (a) −2q = 34 (b) q − 2 = 34
335. a − 4 = 16
336. b − 1 = 11
337. −8m = −56
338. −6n = −48
339. −39 = u + 13
340. −100 = v + 25
341. 11r = −99
342. 15s = −300
343. 100 = 20d
344. 250 = 25n
345. −49 = x − 7
346. 64 = y − 4
Everyday Math
347. Cookie packaging A package of 51 cookies has 3 equal rows of cookies. Find the number of cookies in each row, c, by solving
the equation 3c = 51.
348. Kindergarten class Connie’s kindergarten class has 24 children. She wants them to get into 4 equal groups. Find the number of
children in each group, g, by solving the equation 4g = 24.
Writing Exercises
349. Is modeling the Division Property of Equality with envelopes and counters helpful to understanding how to solve the equation
3x = 15? Explain why or why not.
350. Suppose you are using envelopes and counters to model solving the equations x + 4 = 12 and 4x = 12. Explain how you would
solve each equation.
351. Frida started to solve the equation −3x = 36 by adding 3 to both sides. Explain why Frida’s method will not solve the equation.
352. Raoul started to solve the equation 4y = 40 by subtracting 4 from both sides. Explain why Raoul’s method will not solve the
equation.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
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authored, remixed, and/or curated by OpenStax.
4: Fractions
Often in life, whole amounts are not exactly what we need. A baker must use a little more than a cup of milk or part of a teaspoon
of sugar. Similarly a carpenter might need less than a foot of wood and a painter might use part of a gallon of paint. In this chapter,
we will learn about numbers that describe parts of a whole. These numbers, called fractions, are very useful both in algebra and in
everyday life. You will discover that you are already familiar with many examples of fractions!
4.1: Visualize Fractions (Part 1)
4.2: Visualize Fractions (Part 2)
4.3: Multiply and Divide Fractions (Part 1)
4.4: Multiply and Divide Fractions (Part 2)
4.5: Multiply and Divide Mixed Numbers and Complex Fractions (Part 1)
4.6: Multiply and Divide Mixed Numbers and Complex Fractions (Part 2)
4.7: Add and Subtract Fractions with Common Denominators
4.8: Add and Subtract Fractions with Different Denominators (Part 1)
4.9: Add and Subtract Fractions with Different Denominators (Part 2)
4.E: Fractions (Exercises)
4.S: Fractions (Summary)
4.10: Add and Subtract Mixed Numbers (Part 1)
4.11: Add and Subtract Mixed Numbers (Part 2)
4.12: Solve Equations with Fractions (Part 1)
4.13: Solve Equations with Fractions (Part 2)
Figure 4.1 - Bakers combine ingredients to make delicious breads and pastries. (credit: Agustín Ruiz, Flickr)
This page titled 4: Fractions is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
1
4.1: Visualize Fractions (Part 1)
Learning Objectives
Understand the meaning of fractions
Model improper fractions and mixed numbers
Convert between improper fractions and mixed numbers
Model equivalent fractions
Find equivalent fractions
Locate fractions and mixed numbers on the number line
Order fractions and mixed numbers
be prepared!
Before you get started, take this readiness quiz.
1. Simplify: 5 ∙ 2 + 1 . If you missed this problem, review Example 2.1.8.
2. Fill in the blank with < or >: −2__−5. If you missed this problem, review Example 3.1.2.
Figure 4.1.1
On Tuesday, Andy and Bobby share a pizza with their parents, Fred and Christy, with each person getting an equal amount of the
whole pizza. How much of the pizza does each person get? There is one whole pizza, divided evenly into four equal parts. Each
1
person has one of the four equal parts, so each has of the pizza.
4
Figure 4.1.2
On Wednesday, the family invites some friends over for a pizza dinner. There are a total of 12 people. If they share the pizza
1
equally, each person would get of the pizza.
12
Definition: Fractions
a
A fraction is written , where a and b are integers and b ≠0 . In a fraction, a is called the numerator and b is called the
b
denominator.
A fraction is a way to represent parts of a whole. The denominator b represents the number of equal parts the whole has been
divided into, and the numerator a represents how many parts are included. The denominator, b , cannot equal zero because division
by zero is undefined.
1
In Figure 4.1.4, the circle has been divided into three parts of equal size. Each part represents of the circle. This type of model is
3
called a fraction circle. Other shapes, such as rectangles, can also be used to model fractions.
Figure 4.1.4
2 2
What does the fraction represent? The fraction means two of three equal parts.
3 3
Figure 4.1.5
Name the fraction of the shape that is shaded in each of the figures.
a.
b.
Solution
We need to ask two questions. First, how many equal parts are there? This will be the denominator. Second, of these equal
parts, how many are shaded? This will be the numerator.
How many equal parts are there? There are eight equal parts.
5
Five out of eight parts are shaded. Therefore, the fraction of the circle that is shaded is .
8
b.
How many equal parts are there? There are nineequal parts.
2
Two out of nine parts are shaded. Therefore, the fraction of the square that is shaded is .
9
Exercise 4.1.1
Answer a
3
Answer b
4
Exercise 4.1.2
Answer a
3
Answer b
3
Example 4.1.2:
3
Shade of the circle.
4
3
of the circle is shaded.
4
Exercise 4.1.3
6
Shade of the circle.
8
Answer
Exercise 4.1.4
2
Shade of the rectangle.
5
Answer
In Example 4.1.1 and Example 4.1.2, we used circles and rectangles to model fractions. Fractions can also be modeled as
manipulatives called fraction tiles, as shown in Figure 4.1.6. Here, the whole is modeled as one long, undivided rectangular tile.
Beneath it are tiles of equal length divided into different numbers of equally sized parts.
1 3
How many tiles does it take to make one whole tile? It takes three thirds, so three out of three is = 1.
3 3
1 4
How many tiles does it take to make one whole tile? It takes four fourths, so four out of four is = 1.
4 4
1 6
How many tiles does it take to make one whole tile? It takes six sixths, so six out of six is = 1.
5 6
What if the whole were divided into 24 equal parts? (We have not
shown fraction tiles to represent this, but try to visualize it in your It takes 24 twenty-fourths, so
24
= 1.
1 24
mind.) How many tiles does it take to make one whole tile?
24
24
It takes 24 twenty-fourths, so =1 . This leads us to the Property of One.
24
Exercise 4.1.5
Use fraction circles to make wholes with the following pieces: 3 thirds.
Answer
Use fraction circles to make wholes with the following pieces: 8 eighths.
Answer
What if we have more fraction pieces than we need for 1 whole? We’ll look at this in the next example.
Exercise 4.1.7
Use fraction circles to make wholes with the following pieces: 5 thirds.
Answer
Answer
3
The number 1 is called a mixed number. A mixed number consists of a whole number and a fraction.
5
b
a c ≠0 (4.1.2)
c
5 3 5 7
Fractions such as , , , and are called improper fractions. In an improper fraction, the numerator is greater than or equal to
4 2 5 3
the denominator, so its value is greater than or equal to one. When a fraction has a numerator that is smaller than the denominator,
1 3 11
it is called a proper fraction, and its value is less than one. Fractions such as , , and are proper fractions.
2 7 18
Name the improper fraction modeled. Then write the improper fraction as a mixed number.
Exercise 4.1.9
Name the improper fraction. Then write it as a mixed number.
Answer
5 2
=1
3 3
Exercise 4.1.10
Name the improper fraction. Then write it as a mixed number.
Answer
13 5
=1
8 8
Solution
The denominator of the improper fraction is 8. Draw a circle divided into eight pieces and shade all of them. This takes care of
eight eighths, but we have 11 eighths. We must shade three of the eight parts of another circle.
11 3
So, =1 .
8 8
Answer
Exercise 4.1.12
6
Draw a figure to model .
5
Answer
Solution
11
We start with 11 sixths ( . We know that six sixths makes one whole.
)
6
6
=1
6
5 11 5
That leaves us with five more sixths, which is (11 sixths minus 6 sixths is 5 sixths). So, =1 .
6 6 6
Exercise 4.1.13
9
Use a model to rewrite the improper fraction as a mixed number: .
7
Answer
2
1
7
Answer
3
1
4
Solution
4 5
The mixed number 1 means one whole plus four fifths. The denominator is 5, so the whole is . Together five fifths and
5 5
4 9
four fifths equals nine fifths. So, 1 = .
5 5
Exercise 4.1.15
3
Use a model to rewrite the mixed number as an improper fraction: 1 .
8
Answer
11
Exercise 4.1.16
5
Use a model to rewrite the mixed number as an improper fraction: 1 .
6
Answer
11
11 ¯
¯¯¯¯¯
¯
The division expression (which can also be written as 6 )11 ) tells us to find how many groups of 6 are in . To convert an
11
6
improper fraction to a mixed number without fraction circles, we divide.
Solution
11
Divide the denominator into the numerator. Remember means 11 ÷ 6.
6
remainder 5
Write the mixed number as quotient . 1
divisor 6
11 5
So, =1 .
6 6
Exercise 4.1.17
13
Convert the improper fraction to a mixed number: .
7
Answer
6
1
7
Exercise 4.1.18
14
Convert the improper fraction to a mixed number: .
9
Answer
5
1
9
Example 4.1.10:
33
Convert the improper fraction to a mixed number.
8
Solution
33
Divide the denominator into the numerator. Remember, means 8)33.
¯
¯¯¯¯¯
¯
33 1
So, =4 .
8 8
Exercise 4.1.19
23
Convert the improper fraction to a mixed number: .
7
Answer
2
3
7
Exercise 4.1.20
48
Convert the improper fraction to a mixed number: .
11
Answer
4
4
11
4
In Example 4.1.8, we changed 1 to an improper fraction by first seeing that the whole is a set of five fifths. So we had five fifths
5
and four more fifths.
5 4 9
+ =
5 5 5
Where did the nine come from? There are nine fifths—one whole (five fifths) plus four fifths. Let us use this idea to see how to
convert a mixed number to an improper fraction.
2
Multiply the whole number by the denominator. 4
3
Simplify.
Simplify.
Answer
26
Exercise 4.1.22
7
Convert the mixed number to an improper fraction: 2 .
8
Answer
23
Example 4.1.12:
2
Convert the mixed number 10 to an improper fraction.
7
2
Multiply the whole number by the denominator. 10
7
Simplify.
Simplify.
Exercise 4.1.23
6
Convert the mixed number to an improper fraction: 4 .
11
Answer
50
11
Answer
34
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Fraction tiles serve as a useful model of equivalent fractions. You may want to use fraction tiles to do the following activity. Or you
might make a copy of Figure 4.3 and extend it to include eighths, tenths, and twelfths.
1 1 1
Start with a tile. How many fourths equal one-half? How many of the tiles exactly cover the tile?
2 4 2
Figure 4.2.7
1 1 2 1 2 1
Since two tiles cover the tile, we see that is the same as , or = .
4 2 4 2 4 2
1 1
How many of the tiles cover the tile?
6 2
Figure 4.2.8
1 1 3 1 3 1
Since three tiles cover the tile, we see that is the same as . So, = . The fractions are equivalent fractions.
6 2 6 2 6 2
1 1 5 1
b. It takes five tiles to exactly cover the tile, so = .
10 2 10 2
1 1
Suppose you had tiles marked . How many of them would it take to equal ? Are you thinking ten tiles? If you are, you’re
20 2
10 1
right, because = .
20 2
1 2 3 4 5 6 10
We have shown that , , , , , , and are all equivalent fractions.
2 4 6 8 10 12 20
Exercise 4.2.25
Use fraction tiles to find equivalent fractions: How many eighths equal one-fourth?
Answer
2
Exercise 4.2.26
Use fraction tiles to find equivalent fractions: How many twelfths equal one-fourth?
Answer
3
Figure 4.2.9
1 4 1
This is another way to show that is equivalent to . How can we use mathematics to change into f rac48? How could you
2 8 2
take a pizza that is cut into two pieces and cut it into eight pieces? You could cut each of the two larger pieces into four smaller
These models lead to the Equivalent Fractions Property, which states that if we multiply the numerator and denominator of a
fraction by the same number, the value of the fraction does not change.
When working with fractions, it is often necessary to express the same fraction in different forms. To find equivalent forms of a
fraction, we can use the Equivalent Fractions Property. For example, consider the fraction one-half.
1⋅3 3 1 3
= so =
2⋅3 6 2 6
1⋅2 2 1 2
= so =
2⋅2 4 2 4
1 ⋅ 10 10 1 10
= so =
2 ⋅ 10 20 2 20
1 2 3 10
So, we say that , , , and are equivalent fractions.
2 4 6 20
Solution
2
To find a fraction equivalent to , we multiply the numerator and denominator by the same number (but not zero). Let us
5
multiply them by 2, 3, and 5.
2⋅2 4 2⋅3 6 2⋅5 10
= = =
5⋅2 10 5⋅3 15 5⋅5 25
4 6 10 2
So, , , and are equivalent to .
10 15 25 5
Exercise 4.2.27
3
Find three fractions equivalent to .
5
Answer
6 9 12
Correct answers include , and
10 15 20
Exercise 4.2.28
4
Find three fractions equivalent to .
5
Answer
Solution
To find equivalent fractions, we multiply the numerator and denominator by the same number. In this case, we need to multiply
the denominator by a number that will result in 21.
Since we can multiply 7 by 3 to get 21, we can find the equivalent fraction by multiplying both the numerator and denominator
by 3.
2 2⋅3 6
= =
7 7⋅3 21
Exercise 4.2.29
6
Find a fraction with a denominator of 21 that is equivalent to .
7
Answer
18
21
Exercise 4.2.30
3
Find a fraction with a denominator of 100 that is equivalent to .
10
Answer
30
100
1 4 1 1
The proper fractions listed are and . We know proper fractions have values less than one, so and are located between the
5 5 5 5
whole numbers 0 and 1. The denominators are both 5, so we need to divide the segment of the number line between 0 and 1 into
1 2 3
five equal parts. We can do this by drawing four equally spaced marks on the number line, which we can then label as , , ,
5 5 5
4 1 4
and . Now plot points at and .
5 5 5
7 9 8
Finally, look at the improper fractions , , and . Locating these points will be easier if you change each of them to a mixed
4 2 3
number.
7 3 9 1 8 2
=1 , =4 , =2
4 4 2 2 3 3
Solution
3
Start by locating the proper fraction . It is between 0 and 1. To do this, divide the distance between 0 and 1 into four equal
4
3
parts. Then plot .
4
1
Next, locate the mixed number 4 . It is between 4 and 5 on the number line. Divide the number line between 4 and 5 into five
5
1
equal parts, and then plot 4 one-fifth of the way between 4 and 5.
5
4 5
Now locate the improper fractions and . It is easier to plot them if we convert them to mixed numbers first.
3 3
4 1 5 2
=1 , =1
3 3 3 3
7 7 1
Next let us plot . We write it as a mixed number, =3 . Plot it between 3 and 4.
2 2 2
Exercise 4.2.31
1 5 7 3 9
Locate and label the following on a number line: , , ,2 , .
3 4 4 5 2
Answer
Exercise 4.2.32
2 5 9 11 2
Locate and label the following on a number line: , , , ,3 .
3 2 4 4 5
Answer
In Introduction to Integers, we defined the opposite of a number. It is the number that is the same distance from zero on the number
line but on the opposite side of zero. We saw, for example, that the opposite of 7 is −7 and the opposite of −7 is 7.
3 3
Fractions have opposites, too. The opposite of is − . It is the same distance from 0 on the number line, but on the opposite side
4 4
of 0.
15
Thinking of negative fractions as the opposite of positive fractions will help us locate them on the number line. To locate − on
8
15 7
the number line, first think of where is located. It is an improper fraction, so we first convert it to the mixed number 1 and
8 8
15
see that it will be between 1 and 2 on the number line. So its opposite, − , will be between −1 and −2 on the number line.
8
Solution
Draw a number line. Mark 0 in the middle and then mark several units to the left and right.
1
To locate , divide the interval between 0 and 1 into four equal parts. Each part represents one-quarter of the distance. So plot
4
1
at the first mark.
4
1 1
To locate − , divide the interval between 0 and −1 into four equal parts. Plot − at the first mark to the left of 0.
4 4
1 1
Since 1 is between 1 and 2, divide the interval between 1 and 2 into three equal parts. Plot 1 at the first mark to the right
3 3
1 1
of 1. Then since −1 is the opposite of 1 it is between −1 and −2. Divide the interval between −1 and −2 into three equal
3 3
1
parts. Plot −1 at the first mark to the left of −1.
3
5 5 1 1 1
To locate and − , it may be helpful to rewrite them as the mixed numbers 2 and −2 . Since 2 is between 2 and 3,
2 2 2 2 2
5 1
divide the interval between 2 and 3 into two equal parts. Plot at the mark. Then since −2 is between −2 and −3, divide
2 2
5
the interval between −2 and −3 into two equal parts. Plot − at the mark.
2
Exercise 4.2.33
2 2 1 1 3 3
Locate and label each of the given fractions on a number line: ,− ,2 , −2 , ,−
3 3 4 4 2 2
Answer
Exercise 4.2.34
3 3 1 1 7 7
Locate and label each of the given fractions on a number line: ,− ,1 , −1 , ,−
4 4 2 2 3 3
Answer
Solution
2
a. − > −1
3
1
b. −3 < −3
2
3 3
c. − <−
7 8
16
d. −2 < −
9
Exercise 4.2.35
Answer a
>
Answer b
>
Answer c
<
Answer d
<
Exercise 4.2.36
Answer a
>
Answer b
<
Answer c
>
Answer d
<
Mixed Numbers
b
A mixed number consists of a whole number a and a fraction where c ≠ 0 .
c
b
It is written as follows: a c ≠0
c
b
is a proper fraction if a < b and an improper fraction if a ≥ b .
Convert an improper fraction to a mixed number.
1. Divide the denominator into the numerator.
2. Identify the quotient, remainder, and divisor.
remainder
3. Write the mixed number as .
divisor
Glossary
equivalent fractions
Equivalent fractions are two or more fractions that have the same value.
fraction
a
A fraction is written . in a fraction, a is the numerator and b is the denominator. A fraction represents parts of a whole. The
b
denominator b is the number of equal parts the whole has been divided into, and the numerator a indicates how many parts are
included.
mixed number
b b
A mixed number consists of a whole number a and a fraction where c ≠ 0 . It is written as a , where c ≠ 0 .
c c
1.
2.
In the following exercises, use fraction circles to make wholes, if possible, with the following pieces.
11. 3 thirds
12. 8 eighths
13. 7 sixths
14. 4 thirds
15. 7 fifths
16. 7 fourths
In the following exercises, name the improper fractions. Then write each improper fraction as a mixed number.
17.
19.
In the following exercises, draw fraction circles to model the given fraction.
3
20.
3
4
21.
4
7
22.
4
5
23.
3
11
24.
6
13
25.
8
10
26.
3
9
27.
4
In the following exercises, use fraction tiles or draw a figure to find equivalent fractions.
44. How many sixths equal one-third?
45. How many twelfths equal one-third?
46. How many eighths equal three-fourths?
47. How many twelfths equal three-fourths?
48. How many fourths equal three-halves?
49. How many sixths equal three-halves?
In the following exercises, find three fractions equivalent to the given fraction. Show your work, using figures or algebra.
1
50.
4
1
51.
3
3
52.
8
5
53.
6
2
54.
7
5
55.
9
In the following exercises, order each of the following pairs of numbers, using < or >.
1
64. −1__−
4
1
65. −1__−
3
1
66. −2 __− 3
2
3
67. −1 __− 2
4
5 7
68. − __−
12 12
9 3
69. − __−
10 10
13
70. −3__−
5
23
71. −4__−
6
Everyday Math
1 1
72. Music Measures A choreographed dance is broken into counts. A count has one step in a count, a count has two steps in
1 2
1
a count and a 1 3 count has three steps in a count. How many steps would be in a count? What type of count has four steps in
5
it?
73. Music Measures Fractions are used often in music. In 4 4 time, there are four quarter notes in one measure.
a. How many measures would eight quarter notes make?
b. The song “Happy Birthday to You” has 25 quarter notes. How many measures are there in “Happy Birthday to You?”
74. Baking Nina is making five pans of fudge to serve after a music recital. For each pan, she needs 1 2 cup of walnuts.
a. How many cups of walnuts does she need for five pans of fudge?
b. Do you think it is easier to measure this amount when you use an improper fraction or a mixed number? Why?
Writing Exercises
75. Give an example from your life experience (outside of school) where it was important to understand fractions.
21
76. Explain how you locate the improper fraction on a number line on which only the whole numbers from 0 through 10 are
4
marked.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
This page titled 4.2: Visualize Fractions (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Find the prime factorization of 48. If you missed this problem, review Example 2.5.1.
3
2. Draw a model of the fraction . If you missed this problem, review Example 4.1.2.
4
5 10 15 50
3. Find two fractions equivalent to . Answers may vary. Acceptable answers include , , , etc. If you missed this
6 12 18 60
problem, review Example 4.1.14.
Simplify Fractions
In working with equivalent fractions, you saw that there are many ways to write fractions that have the same value, or represent the
same part of the whole. How do you know which one to use? Often, we’ll use the fraction that is in simplified form.
A fraction is considered simplified if there are no common factors, other than 1, in the numerator and denominator. If a fraction
does have common factors in the numerator and denominator, we can reduce the fraction to its simplified form by removing the
common factors.
A fraction is considered simplified if there are no common factors in the numerator and denominator.
For example,
2
is simplified because there are no common factors of 2 and 3.
3
10
is not simplified because 5 is a common factor of 10 and 15.
15
The process of simplifying a fraction is often called reducing the fraction. In the previous section, we used the Equivalent Fractions
Property to find equivalent fractions. We can also use the Equivalent Fractions Property in reverse to simplify fractions. We rewrite
the property to show both forms together.
Notice that c is a common factor in the numerator and denominator. Anytime we have a common factor in the numerator and
denominator, it can be removed.
Solution
To simplify the fraction, we look for any common factors in the numerator and the denominator.
10
Notice that 5 is a factor of both 10 and 15.
15
2 ⋅5
Factor the numerator and denominator.
3 ⋅5
2 ⋅ 5
Remove the common factors.
3 ⋅ 5
2
Simplify.
3
Exercise 4.3.1
8
Simplify: .
12
Answer
2
Exercise 4.3.2
12
Simplify: .
16
Answer
3
To simplify a negative fraction, we use the same process as in Example 4.3.1. Remember to keep the negative sign.
Solution
18
We notice that 18 and 24 both have factors of 6. −
24
3 ⋅6
Rewrite the numerator and denominator showing the common factor. −
4 ⋅6
3 ⋅ 6
Remove common factors. −
4 ⋅ 6
3
Simplify. −
4
Answer
3
−
4
Exercise 4.3.4
16
Simplify: − .
24
Answer
2
−
3
After simplifying a fraction, it is always important to check the result to make sure that the numerator and denominator do not have
any more factors in common. Remember, the definition of a simplified fraction: a fraction is considered simplified if there are no
common factors in the numerator and denominator.
When we simplify an improper fraction, there is no need to change it to a mixed number.
Example 4.3.3:
56
Simplify: − .
32
Solution
56
−
32
7 ⋅ 8
Remove common factors. −
4 ⋅ 8
7
Simplify. −
4
Exercise 4.3.5
54
Simplify: − .
42
Answer
9
−
7
Exercise 4.3.6
81
Simplify: − .
45
Answer
Step 1. Rewrite the numerator and denominator to show the common factors. If needed, factor the numerator and denominator
into prime numbers.
Step 2. Simplify, using the equivalent fractions property, by removing common factors.
Step 3. Multiply any remaining factors.
Sometimes it may not be easy to find common factors of the numerator and denominator. A good idea, then, is to factor the
numerator and the denominator into prime numbers. (You may want to use the factor tree method to identify the prime factors.)
Then divide out the common factors using the Equivalent Fractions Property.
Solution
210
385
210 2 ⋅3 ⋅5 ⋅7
Rewrite the numerator and denominator as the product of the primes. =
385 5 ⋅ 7 ⋅ 11
2 ⋅3 ⋅ 5 ⋅ 7
Remove the common factors.
5 ⋅ 7 ⋅ 11
2 ⋅3
Simplify.
11
6
Multiply any remaining factors.
11
Exercise 4.3.7
69
Simplify: .
120
Answer
23
40
Exercise 4.3.8
120
Simplify: .
192
Answer
We can also simplify fractions containing variables. If a variable is a common factor in the numerator and denominator, we remove
it just as we do with an integer factor.
Solution
5xy
15x
5 ⋅x ⋅y
Rewrite numerator and denominator showing common factors.
3 ⋅5 ⋅x
5 ⋅ x ⋅y
Remove common factors.
3 ⋅ 5 ⋅ x
y
Simplify.
3
Exercise 4.3.9
7x
Simplify: .
7y
Answer
x
Exercise 4.3.10
9a
Simplify: .
9b
Answer
a
Multiply Fractions
1 3 1 3
A model may help you understand multiplication of fractions. We will use fraction tiles to model ⋅ . To multiply and ,
2 4 2 4
1 3
think of .
2 4
Start with fraction tiles for three-fourths. To find one-half of three-fourths, we need to divide them into two equal groups. Since we
1
cannot divide the three tiles evenly into two parts, we exchange them for smaller tiles.
4
Figure 4.3.1
1 3 3
⋅ =
2 4 8
Solution
3
First shade in of the rectangle.
4
1 3 1
We will take of this , so we heavily shade of the shaded region.
2 4 2
3 1 3
Notice that 3 out of the 8 pieces are heavily shaded. This means that of the rectangle is heavily shaded. Therefore, of
8 2 4
3 1 3 3
is , or ⋅ = .
4 2 4 8
Exercise 4.3.11
1 3
Use a diagram to model: ⋅ .
2 5
Answer
10
Exercise 4.3.12
1 5
Use a diagram to model: ⋅ .
2 6
Answer
12
1 3 3
Look at the result we got from the model in Example 4.3.6. We found that ⋅ = . Do you notice that we could have gotten
2 4 8
the same answer by multiplying the numerators and multiplying the denominators?
1 3
⋅
2 4
1 3
Multiply the numerators, and multiply the denominators. ⋅
2 4
3
Simplify.
8
This leads to the definition of fraction multiplication. To multiply fractions, we multiply the numerators and multiply the
denominators. Then we write the fraction in simplified form.
Solution
3 1
⋅
4 5
3 ⋅1
Multiply the numerators, and multiply the denominators.
4 ⋅5
3
Simplify.
20
Exercise 4.3.13
1 2
Multiply, and write the answer in simplified form: ⋅ .
3 5
Answer
2
15
Answer
21
40
When multiplying fractions, the properties of positive and negative numbers still apply. It is a good idea to determine the sign of
the product as the first step. In Example 4.3.8 we will multiply two negatives, so the product will be positive.
Solution
5 2
− (− )
8 3
The signs are the same, so the product is positive. Multiply the 5 ⋅2
10
Simplify.
24
5
Remove common factors.
12
Another way to find this product involves removing common factors earlier.
5 2
− (− )
8 3
5 ⋅2
Determine the sign of the product. Multiply.
8 ⋅3
5 ⋅ 2
Show common factors and then remove them.
12 ⋅ 2
5
Multiply remaining factors.
12
Exercise 4.3.15
4 5
Multiply, and write the answer in simplified form: − (− ).
7 8
Answer
5
14
Answer
14
27
Solution
14 20
− ⋅
15 21
14 20
Determine the sign of the product; multiply. − ⋅
15 21
Are there any common factors in the numerator and the denominator?
We know that 7 is a factor of 14 and 21, and 5 is a factor of 20 and 15.
2 ⋅ 7 ⋅4 ⋅ 5
Rewrite showing common factors. −
3 ⋅ 5 ⋅3 ⋅ 7
2 ⋅4
Remove the common factors. −
3 ⋅3
8
Multiply the remaining factors. −
9
Exercise 4.3.17
10 8
Multiply, and write the answer in simplified form: − ⋅ .
28 15
Answer
4
−
21
Exercise 4.3.18
9 5
Multiply, and write the answer in simplified form: − ⋅ .
20 12
Answer
3
−
16
a
When multiplying a fraction by an integer, it may be helpful to write the integer as a fraction. Any integer, a, can be written as .
1
3
So, 3 = , for example.
1
Solution
a.
1
⋅ 56
7
1 56
Write 56 as a fraction. ⋅
7 1
56
Determine the sign of the product; multiply.
7
Simplify. 8
b.
12
(−20x)
5
12 −20x
Write −20x as a fraction. ( )
5 1
12 ⋅ 20 ⋅ x
Determine the sign of the product; multiply. −
5 ⋅1
12 ⋅ 4 ⋅ 5 x
Show common factors and then remove them. −
5 ⋅1
Exercise 4.3.19
Multiply, and write the answer in simplified form:
1
a. ∙ 72
8
11
b. (−9a)
3
Answer a
9
Answer b
−33a
Exercise 4.3.20
Answer a
Answer b
44x
This page titled 4.3: Multiply and Divide Fractions (Part 1) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
Definition: Reciprocal
a b
The reciprocal of the fraction is , where a ≠ 0 and b ≠ 0 .
b a
To find the reciprocal of a fraction, we invert the fraction. This means that we place the numerator in the denominator and the
denominator in the numerator.
To get a positive result when multiplying two numbers, the numbers must have the same sign. So reciprocals must have the same
sign.
To find the reciprocal, keep the same sign and invert the fraction. The number zero does not have a reciprocal. Why? A number and
its reciprocal multiply to 1. Is there any number r so that 0 ∙ r = 1 ? No. So, the number 0 does not have a reciprocal.
Check:
4 9
Multiply the number and its reciprocal. ⋅
9 4
Simplify. 1 ✓
b.
1 1 6
Find the reciprocal of − . The reciprocal of − is .
6 6 1
Simplify. −6
1
Check. − ⋅ (−6) = 1 ✓
6
c.
14 5
Find the reciprocal of − . −
5 14
14 5 70
Check. − ⋅ (− ) = = 1 ✓
5 14 70
d.
7 1
Write the reciprocal of .
1 7
1
Check. 7 ⋅( ) = 1 ✓
7
Exercise 4.4.21
Answer a
7
Answer b
−8
Answer c
4
−
11
Answer d
1
14
Answer a
7
Answer b
−12
Answer c
9
−
14
Answer d
1
21
In a previous chapter, we worked with opposites and absolute values. Table 4.4.1 compares opposites, absolute values, and
reciprocals.
Table 4.4.1
Opposite Absolute Value Reciprocal
has opposite sign is never negative has same sign, fraction inverts
−5
Solution
To find the opposite, change the sign. To find the absolute value, leave the positive numbers the same, but take the opposite of
the negative numbers. To find the reciprocal, keep the sign the same and invert the fraction.
1 1 1
− 2
2 2 2
1
−5 5 5 −
5
Exercise 4.4.23
Fill in the chart for each number given:
−8
Answer
Number Opposite Absolute Value Reciprocal
5 5 5 8
− −
8 8 8 5
1 1 1
− 4
4 4 4
8 8 8 3
−
3 3 3 8
1
−8 8 8 −
8
Exercise 4.4.24
−1
Answer
Number Opposite Absolute Value Reciprocal
4 4 4 7
− −
7 7 7 4
1 1 1
− 8
8 8 8
9 9 9 4
−
4 4 4 9
Divide Fractions
Why is 12 ÷ 3 = 4 ? We previously modeled this with counters. How many groups of 3 counters can be made from a group of 12
counters?
Figure 4.4.2
There are 4 groups of 3 counters. In other words, there are four 3s in 12. So, 12 ÷ 3 = 4 .
1 1 1 1
What about dividing fractions? Suppose we want to find the quotient: ÷ . We need to figure out how many s there are in .
2 6 6 2
We can use fraction tiles to model this division. We start by lining up the half and sixth fraction tiles as shown in Figure 4.4.3 .
1 1 1 1
Notice, there are three tiles in , so ÷ =3 .
6 2 2 6
Figure 4.4.3
Solution
1 1 1 1 1
We want to determine how many s are in . Start with one tile. Line up tiles underneath the tile.
8 4 4 8 4
Exercise 4.4.25
1 1
Model: ÷ .
3 6
Answer
Exercise 4.4.26
1 1
Model: ÷ .
2 4
Answer
1 1
Because there are eight s in 2, 2 ÷ =8 .
4 4
Exercise 4.4.27
1
Model: 2 ÷
3
Answer
Exercise 4.4.28
1
Model: 3 ÷
2
Answer
1 1
Let’s use money to model 2÷ in another way. We often read as a ‘quarter’, and we know that a quarter is one-fourth of a
4 4
1
dollar as shown in Figure 4.4.4 . So we can think of 2÷ as, “How many quarters are there in two dollars?” One dollar is 4
4
1
quarters, so 2 dollars would be 8 quarters. So again, 2 ÷ =8 .
4
To divide fractions, multiply the first fraction by the reciprocal of the second.
14
Multiply. The product is negative. −
15
Exercise 4.4.29
3 2
Divide, and write the answer in simplified form: ÷ (− ) .
7 3
Answer
9
−
14
Exercise 4.4.30
2 7
Divide, and write the answer in simplified form: ÷ (− ) .
3 5
Answer
10
−
21
Solution
2 5
Multiply the first fraction by the reciprocal of the second. ÷
3 n
10
Multiply.
3n
Exercise 4.4.31
3 p
Divide, and write the answer in simplified form: ÷ .
5 7
Answer
21
5p
Exercise 4.4.32
5 q
Divide, and write the answer in simplified form: ÷ .
8 3
Answer
8q
3 7
Divide, and write the answer in simplified form: − ÷ (− ) .
4 8
Solution
3 8
Multiply the first fraction by the reciprocal of the second. − ⋅ (− )
4 7
3 ⋅8
Multiply. Remember to determine the sign first.
4 ⋅7
3 ⋅ 4 ⋅2
Rewrite to show common factors.
4 ⋅7
6
Remove common factors and simplify.
7
Exercise 4.4.33
2 5
Divide, and write the answer in simplified form: − ÷ (− ) .
3 6
Answer
4
Exercise 4.4.34
5 2
Divide, and write the answer in simplified form: − ÷ (− ) .
6 3
Answer
5
Solution
7 27
Multiply the first fraction by the reciprocal of the second. ⋅
18 14
7 ⋅ 27
Multiply.
18 ⋅ 14
7 ⋅ 9 ⋅3
Rewrite showing common factors.
9 ⋅ 7 ⋅2
3
Remove common factors.
2 ⋅2
3
Simplify.
4
Answer
4
15
Exercise 4.4.36
5 15
Divide, and write the answer in simplified form: ÷ .
14 28
Answer
2
Reciprocal
A number and its reciprocal have a product of 1. a
b
⋅
b
a
=1
has opposite sign is never negative has same sign, fraction inverts
Fraction Division
a c a d
If a, b, c, and d are numbers where b ≠ 0 , c ≠ 0 , and d ≠ 0 , then ÷ = ⋅
b d b c
To divide fractions, multiply the first fraction by the reciprocal of the second.
Glossary
reciprocal
simplified fraction
A fraction is considered simplified if there are no common factors in the numerator and denominator.
4x
92. −
32y
2
14x
93.
21y
24a
94. 2
32b
Multiply Fractions
In the following exercises, use a diagram to model.
1 2
95. ⋅
2 3
1 5
96. ⋅
2 8
1 5
97. ⋅
3 6
1 2
98. ⋅
3 5
In the following exercises, multiply, and write the answer in simplified form.
3 4
104. − (− )
4 9
5 3
105. − ⋅
9 10
3 4
106. − ⋅
8 15
7 8
107. − (− )
12 21
5 8
108. (− )
12 15
14 9
109. (− )( )
15 20
9 25
110. (− )( )
10 33
63 44
111. (− ) (− )
84 90
33 40
112. (− ) (− )
60 88
5
113. 4⋅
11
8
114. 5⋅
3
3
115. ⋅ 21n
7
5
116. ⋅ 30m
6
1
117. −28p (− )
4
1
118. −51q (− )
3
17
119. −8 ( )
4
14
120. (−15)
5
3
121. −1 (− )
8
6
122. (−1) (− )
7
3
2
123. ( )
3
2
4
124. ( )
5
4
6
125. ( )
5
4
4
126. ( )
7
10
−8
14
15
−9
Divide Fractions
In the following exercises, divide, and write the answer in simplified form.
1 1
142. ÷
2 4
1 1
143. ÷
2 8
3 2
144. ÷
4 3
5 5
149. − ÷ (− )
6 6
3 x
150. ÷
4 11
2 y
151. ÷
5 9
5 a
152. ÷
8 10
5 c
153. ÷
6 15
5 15
154. ÷ (− )
18 24
7 14
155. ÷ (− )
18 27
7p 21p
156. ÷
12 8
5q 15q
157. ÷
12 8
8u 12v
158. ÷
15 25
12r 18s
159. ÷
25 35
1
160. −5 ÷
2
1
161. −3 ÷
4
3
162. ÷ (−12)
4
2
163. ÷ (−10)
5
9
164. −18 ÷ (− )
2
5
165. −15 ÷ (− )
3
1 3 7
166. ÷ (− )÷
2 4 8
11 7 2
167. ÷ ⋅
2 8 11
Everyday Math
168. Baking A recipe for chocolate chip cookies calls for 3 4 cup brown sugar. Imelda wants to double the recipe.
a. How much brown sugar will Imelda need? Show your calculation. Write your result as an improper fraction and as a mixed
number.
1 1 1 1
b. Measuring cups usually come in sets of , , , , and 1 cup. Draw a diagram to show two different ways that Imelda
8 4 3 2
could measure the brown sugar needed to double the recipe.
169. Baking Nina is making 4 pans of fudge to serve after a music recital. For each pan, she needs 2 3 cup of condensed milk.
a. How much condensed milk will Nina need? Show your calculation. Write your result as an improper fraction and as a mixed
number.
Writing Exercises
172. Explain how you find the reciprocal of a fraction.
173. Explain how you find the reciprocal of a negative fraction.
174. Rafael wanted to order half a medium pizza at a restaurant. The waiter told him that a medium pizza could be cut into 6 or 8
slices. Would he prefer 3 out of 6 slices or 4 out of 8 slices? Rafael replied that since he wasn’t very hungry, he would prefer 3
out of 6 slices. Explain what is wrong with Rafael’s reasoning.
1 2 1
175. Give an example from everyday life that demonstrates how ⋅ is .
2 3 3
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) After reviewing this checklist, what will you do to become confident for all objectives?
This page titled 4.4: Multiply and Divide Fractions (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Divide and reduce, if possible: (4 + 5) ÷ (10 − 7) . If you missed this problem, review Example 3.2.8.
1 2
2. Multiply and write the answer in simplified form: ⋅ . If you missed this problem, review Example 4.2.7.
8 3
3
3. Convert 2 into an improper fraction. If you missed this problem, review Example 4.1.11.
5
Solution
1 10 5
Convert 3 to an improper fraction. ⋅
3 3 8
10 ⋅ 5
Multiply.
3 ⋅8
2 ⋅5 ⋅5
Look for common factors.
3 ⋅ 2 ⋅4
5 ⋅5
Remove common factors.
3 ⋅4
25
Simplify.
12
25
Notice that we left the answer as an improper fraction, , and did not convert it to a mixed number. In algebra, it is preferable
12
1
to write answers as improper fractions instead of mixed numbers. This avoids any possible confusion between 2 and
12
1
2⋅ .
12
Exercise 4.5.1
2 6
Multiply, and write your answer in simplified form: 5 ⋅ .
3 17
Answer
2
Answer
9
Example 4.5.2:
4 7
Multiply, and write your answer in simplified form: 2 (−1 ) .
5 8
Solution
14 7
Convert mixed numbers to improper fractions. (−1 )
5 8
14 ⋅ 15
Multiply. −
5 ⋅8
2 ⋅7 ⋅ 5 ⋅3
Look for common factors. −
5 ⋅ 2 ⋅4
7 ⋅3
Remove common factors. −
4
21
Simplify. −
4
Exercise 4.5.3
5 5
Multiply, and write your answer in simplified form. 5 (−2 ) .
7 8
Answer
−15
Exercise 4.5.4
2 1
Multiply, and write your answer in simplified form. −3 ⋅4 .
5 6
Answer
85
−
6
Solution
25 5
Convert mixed numbers to improper fractions. ÷
7 1
25 1
Multiply the first fraction by the reciprocal of the second. ⋅
7 5
25 ⋅ 1
Multiply.
7 ⋅5
5 ⋅5 ⋅1
Look for common factors.
7 ⋅ 5
5 ⋅1
Remove common factors.
7
5
Simplify.
7
Exercise 4.5.5
3
Divide, and write your answer in simplified form: 4 ÷7 .
8
Answer
5
Exercise 4.5.6
5
Divide, and write your answer in simplified form: 2 ÷3 .
8
Answer
7
Solution
5 5
Convert mixed numbers to improper fractions. ÷
2 4
5 4
Multiply the first fraction by the reciprocal of the second. ⋅
2 5
5 ⋅4
Multiply.
2 ⋅5
5 ⋅ 2 ⋅2
Look for common factors.
2 ⋅1 ⋅ 5
2
Remove common factors.
1
Simplify. 2
Answer
2
Exercise 4.5.8
3 1
Divide, and write your answer in simplified form: 3 ÷1 .
4 2
Answer
5
Translate the phrase into an algebraic expression: “the quotient of 3x and 8.”
Solution
The keyword is quotient; it tells us that the operation is division. Look for the words of and and to find the numbers to divide.
The quotient of 3x and 8.
3x
This tells us that we need to divide 3x by 8.
8
Exercise 4.5.9
Translate the phrase into an algebraic expression: the quotient of 9s and 14.
Answer
9s
14
Exercise 4.5.10
Translate the phrase into an algebraic expression: the quotient of 5y and 6.
Answer
5y
Translate the phrase into an algebraic expression: the quotient of the difference of m and n , and p.
Solution
We are looking for the quotient of the difference of m and n , and p. This means we want to divide the difference of m and n
by p.
m −n
Exercise 4.5.11
Translate the phrase into an algebraic expression: the quotient of the difference of a and b , and cd .
Answer
a−b
cd
Exercise 4.5.12
Translate the phrase into an algebraic expression: the quotient of the sum of p and q, and r.
Answer
p +q
7 4 2
3 5 5
8 6
4
To simplify a complex fraction, remember that the fraction bar means division. So the complex fraction can be written as
5
8
3 5
÷ .
4 8
4
Simplify: .
5
Solution
3 5
Rewrite as division. ÷
4 8
3 8
Multiply the first fraction by the reciprocal of the second. ⋅
4 5
3 ⋅ 4 ⋅2
Look for common factors.
4 ⋅5
6
Remove common factors and simplify.
5
Exercise 4.5.13
2
3
Simplify: .
5
Answer
4
Exercise 4.5.14
3
7
Simplify: .
6
11
Answer
11
14
Solution
6
Rewrite as division. − ÷3
7
6 1
Multiply the first fraction by the reciprocal of the second. − ⋅
7 3
6 ⋅1
Multiply; the product will be negative. −
7 ⋅3
3 ⋅2 ⋅1
Look for common factors. −
7 ⋅ 3
2
Remove common factors and simplify. −
7
Answer
2
−
7
Exercise 4.5.16
3
Simplify: − .
9
10
Answer
10
−
3
2
Simplify: xy
.
6
Solution
x xy
Rewrite as division. ÷
2 6
x 6
Multiply the first fraction by the reciprocal of the second. ⋅
2 xy
x ⋅6
Multiply.
2 ⋅ xy
x ⋅3 ⋅ 2
Look for common factors.
2 ⋅ x ⋅y
3
Remove common factors and simplify.
y
Exercise 4.5.17
a
8
Simplify: .
ab
Answer
3
4b
Exercise 4.5.18
2
Simplify: pq
.
8
Answer
4
Solution
3 1
Rewrite as division. 2 ÷
4 8
11 1
Change the mixed number to an improper fraction. ÷
4 8
11 8
Multiply the first fraction by the reciprocal of the second. ⋅
4 1
11 ⋅ 8
Multiply.
4 ⋅1
11 ⋅ 4 ⋅ 2
Look for common factors.
4 ⋅1
Exercise 4.5.19
5
7
Simplify: .
2
1
5
Answer
25
49
Exercise 4.5.20
8
5
Simplify: .
1
3
5
Answer
1
This page titled 4.5: Multiply and Divide Mixed Numbers and Complex Fractions (Part 1) is shared under a CC BY 4.0 license and was authored,
remixed, and/or curated by OpenStax.
If both the numerator and denominator are negative, then the fraction itself is positive because we are dividing a negative by a
negative.
−1 1 negative
= = positive
−3 3 negative
−7 −7 7 7
, , ,−
−8 8 8 8
Solution
7 −7 7
The quotient of a positive and a negative is a negative, so is negative. Of the fractions listed, and − are also
−8 8 8
negative.
Exercise 4.6.21
−3
Which of the following fractions are equivalent to ?
5
−3 3 3 3
, ,− ,
−5 5 5 −5
Answer
3 3
− ,
5 −5
Exercise 4.6.22
2
Which of the following fractions are equivalent to − ?
7
−2 −2 2 2
, , ,
−7 7 7 −7
Fraction bars act as grouping symbols. The expressions above and below the fraction bar should be treated as if they were in
4 +8
parentheses. For example, means (4 + 8) ÷ (5 − 3) . The order of operations tells us to simplify the numerator and the
5 −3
Grouping Symbols
Example 4.6.12:
4 +8
Simplify: .
5 −3
Solution
12
Simplify the expression in the numerator.
5 −3
12
Simplify the expression in the denominator.
2
Exercise 4.6.23
4 +6
Simplify: .
11 − 2
Answer
10
Exercise 4.6.24
3 +5
Simplify: .
18 − 2
Answer
Example 4.6.13:
4 − 2(3)
Simplify: 2
.
2 +2
Solution
Use the order of operations. Multiply in the numerator and use the 4 −6
−2
Simplify the numerator and the denominator.
6
1
Simplify the fraction. −
3
Exercise 4.6.25
6 − 3(5)
Simplify: 2
.
3 +3
Answer
−3
Exercise 4.6.26
4 − 4(6)
Simplify: 3
.
3 +3
Answer
2
−
3
Solution
2
(4)
Use the order of operations (parentheses first, then exponents).
64 − 16
16
Simplify the numerator and denominator.
48
1
Simplify the fraction.
3
Exercise 4.6.27
2
(11 − 7)
Simplify: 2 2
.
11 −7
Answer
Exercise 4.6.28
2
(6 + 2)
Simplify: 2 2
.
6 −2
Answer
8
Solution
−12 + (−12)
Multiply.
−6 − 2
−24
Simplify.
−8
Divide. 3
Exercise 4.6.29
8(−2) + 4(−3)
Simplify: .
−5(2) + 3
Answer
4
Exercise 4.6.30
7(−1) + 9(−3)
Simplify: .
−5(3) + 2
Answer
2
Glossary
complex fraction
A complex fraction is a fraction in which the numerator or the denominator contains a fraction.
In the following exercises, divide, and write your answer in simplified form.
1
184. 5 ÷4
3
1
185. 13 ÷9
2
3
186. −12 ÷ 3
11
1
187. −7 ÷ 5
4
3 1
188. 6 ÷2
8 8
1 1
189. 2 ÷1
5 10
3 3
190. −9 ÷ (−1 )
5 5
3 3
191. −18 ÷ (−3 )
4 4
3
198.
8
9
4
5
199.
8
15
8
−
21
200.
12
35
9
−
16
201.
33
40
4
−
5
202.
2
9
−
10
203.
3
2
5
204.
8
5
3
205.
10
m
3
206. n
2
r
5
207. s
3
x
−
6
208.
8
−
9
3
−
8
209. y
−
12
10
2
4
3
211.
1
6
7
9
212.
4
−2
5
3
8
213.
3
−6
4
−5 −5 5 5
, , ,− (4.6.2)
−11 11 11 11
−4
215. Which of the following fractions are equivalent to ?
9
−4 −4 4 4
, , ,− (4.6.3)
−9 9 9 9
11
216. Which of the following fractions are equivalent to − ?
3
−11 11 −11 11
, , , (4.6.4)
3 3 −3 −3
13
217. Which of the following fractions are equivalent to − ?
6
13 13 −13 −13
, , , (4.6.5)
6 −6 −6 6
8(9 − 2) − 4(14 − 9)
247.
7(8 − 3) − 3(16 − 9)
Everyday Math
1
248. Baking A recipe for chocolate chip cookies calls for 2 cups of flour. Graciela wants to double the recipe.
4
a. How much flour will Graciela need? Show your calculation. Write your result as an improper fraction and as a mixed
number.
1 1 1 1
b. Measuring cups usually come in sets with cups for , , , , and 1 cup. Draw a diagram to show two different ways that
8 4 3 2
Graciela could measure out the flour needed to double the recipe.
2
249. Baking A booth at the county fair sells fudge by the pound. Their award winning “Chocolate Overdose” fudge contains 2
3
cups of chocolate chips per pound.
a. How many cups of chocolate chips are in a half-pound of the fudge?
Writing Exercises
250. Explain how to find the reciprocal of a mixed number.
251. Explain how to multiply mixed numbers.
1 1 1
252. Randy thinks that 3 ⋅5 is 15 . Explain what is wrong with Randy’s thinking.
2 4 8
1 −1 1
253. Explain why − , , and are equivalent.
2 2 −2
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) What does this checklist tell you about your mastery of this section? What steps will you take to improve?
This page titled 4.6: Multiply and Divide Mixed Numbers and Complex Fractions (Part 2) is shared under a CC BY 4.0 license and was authored,
remixed, and/or curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Simplify: 2x + 9 + 3x − 4 . If you missed this problem, review Example 2.2.10.
3
2. Draw a model of the fraction . If you missed this problem, review Example 4.1.2.
4
3 +2
3. Simplify: . If you missed this problem, review Example 4.3.12.
6
Figure 4.7.1
Remember, quarters are really fractions of a dollar. Quarters are another way to say fourths. So the picture of the coins shows that
1 2 3
4 4 4
1 2
Let’s use fraction circles to model the same example, + .
4 4
1 1
Start with one piece.
4 4
1 2
Add two more pieces. +
4 4
3 3
The result is .
4 4
Solution
1 3
Start with three pieces.
8 8
1 2
Add two pieces. +
8 8
1 5
How many pieces are there?
8 8
1 3 2 5
There are five pieces, or five-eighths. The model shows that + = .
8 8 8 8
Exercise 4.7.1
Use a model to find each sum. Show a diagram to illustrate your model.
1 4
+
8 8
Answer
5
Exercise 4.7.2
Use a model to find each sum. Show a diagram to illustrate your model.
1 4
+
6 6
Answer
5
To add fractions with a common denominator, add the numerators and place the sum over the common denominator.
Solution
3 +1
Add the numerators and place the sum over the common denominator.
5
4
Simplify.
5
Exercise 4.7.3
3 2
Find each sum: + .
6 6
Answer
5
Exercise 4.7.4
3 7
Find each sum: + .
10 10
Answer
1
Solution
x +2
Add the numerators and place the sum over the common denominator.
3
Exercise 4.7.5
x 3
Find the sum: + .
4 4
Answer
x +3
Exercise 4.7.6
y 5
Find the sum: + .
8 8
Answer
y +5
Solution
We will begin by rewriting the first fraction with the negative sign in the numerator.
a −a
− =
b b
−9 3
Rewrite the first fraction with the negative in the numerator. +
d d
−9 + 3
Add the numerators and place the sum over the common denominator.
d
−6
Simplify the numerator.
d
6
Rewrite with negative sign in front of the fraction. −
d
Exercise 4.7.7
7 8
Find the sum: − + .
d d
Answer
1
Exercise 4.7.8
6 9
Find the sum: − + .
m m
Answer
Solution
2n + 5n
Add the numerators and place the sum over the common denominator.
11
7n
Combine like terms.
11
Exercise 4.7.9
3p 6p
Find the sum: + .
8 8
Answer
9p
Exercise 4.7.10
2q 7q
Find the sum: + .
5 5
Answer
9q
Solution
−3 + (−5)
Add the numerators and place the sum over the common denominator.
12
−8
Add.
12
2
Simplify the fraction. −
3
Exercise 4.7.11
4 6
Find each sum: − + (− ) .
15 15
Answer
2
−
3
Answer
2
−
3
7 2 1 1
Let’s use fraction circles to model the same example, − . Start with seven pieces. Take away two pieces. How
12 12 12 12
many twelfths are left?
Figure 4.7.2
5
Again, we have five twelfths, .
12
Solution
1 1 1
Start with four pieces. Take away one piece. Count how many fifths are left. There are three pieces left.
5 5 5
Exercise 4.7.13
7 4
Use a model to find each difference. Show a diagram to illustrate your model. −
8 8
Answer
Exercise 4.7.14
5 4
Use a model to find each difference. Show a diagram to illustrate your model. −
6 6
Answer
1
, models may differ.
6
To subtract fractions with a common denominator, we subtract the numerators and place the difference over the common
denominator.
Solution
Subtract the numerators and place the difference over the common 23 − 14
denominator. 24
9
Simplify the numerator.
24
3
Simplify the fraction by removing common factors.
8
Exercise 4.7.15
19 7
Find the difference: − .
28 28
Answer
3
Exercise 4.7.16
27 11
Find the difference: − .
32 32
Answer
1
Solution
Subtract the numerators and place the difference over the common y −1
denominator. 6
The fraction is simplified because we cannot combine the terms in the numerator.
Exercise 4.7.17
x 2
Find the difference: − .
7 7
Answer
x −2
Exercise 4.7.18
y 13
Find the difference: − .
14 14
Answer
y − 13
14
Solution
10 −10
Remember, the fraction − can be written as .
x x
−10 − 4
Subtract the numerators.
x
−14
Simplify.
x
14
Rewrite with the negative sign in front of the fraction. −
x
Exercise 4.7.19
9 7
Find the difference: − − .
x x
Answer
16
−
x
Answer
22
−
a
3 5 1
Simplify: + (− )− .
8 8 8
Solution
3 + (−5) − 1
Combine the numerators over the common denominator.
8
−2 − 1
Simplify the numerator, working left to right.
8
−3
Subtract the terms in the numerator.
8
3
Rewrite with the negative sign in front of the fraction. −
8
Exercise 4.7.21
2 4 3
Simplify: + (− )− .
5 5 5
Answer
−1
Exercise 4.7.22
5 4 7
Simplify: + (− )− .
9 9 9
Answer
2
−
3
1 5
271. − + (− )
8 8
3 7
272. − + (− )
16 16
5 9
273. − + (− )
16 16
8 15
274. − +
17 17
9 17
275. − +
19 19
5 7 11
277. − + (− ) + (− )
12 12 12
3 5
301. − − (− )
7 7
8 5
303. − − (− )
11 11
Mixed Practice
In the following exercises, perform the indicated operation and write your answers in simplified form.
5 9
304. − ⋅
18 10
3 7
305. − ⋅
14 12
n 4
306. −
5 5
6 s
307. −
11 11
7 2
308. − −
24 24
5 1
309. − −
18 18
8 12
310. ÷
15 5
7 9
311. ÷
12 28
Everyday Math
6 3
312. Trail Mix Jacob is mixing together nuts and raisins to make trail mix. He has of a pound of nuts and of a pound of
10 10
raisins. How much trail mix can he make?
5 3
313. Baking Janet needs of a cup of flour for a recipe she is making. She only has of a cup of flour and will ask to borrow the
8 8
rest from her next-door neighbor. How much flour does she have to borrow?
Writing Exercises
314. Greg dropped his case of drill bits and three of the bits fell out. The case has slots for the drill bits, and the slots are arranged in
order from smallest to largest. Greg needs to put the bits that fell out back in the case in the empty slots. Where do the three bits
go? Explain how you know.
1 1 5 3 1 9 5
Bits in case: , , ___, ___, , , ___, , , .
16 8 16 8 2 16 8
7 3 1
Bits that fell out: , , .
16 16 4
5 4 4
315. After a party, Lupe has of a cheese pizza, of a pepperoni pizza, and of a veggie pizza left. Will all the slices fit into
12 12 12
1 pizza box? Explain your reasoning.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
This page titled 4.7: Add and Subtract Fractions with Common Denominators is shared under a CC BY 4.0 license and was authored, remixed,
and/or curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
5
1. Find two fractions equivalent to . If you missed this problem, review Example 4.1.14.
6
1 +5 ⋅ 3
2. Simplify: 2
. If you missed this problem, review Example 4.3.13.
2 +4
35
Figure 4.8.1: Together, a quarter and a dime are worth 35 cents, or of a dollar.
100
Similarly, when we add fractions with different denominators we have to convert them to equivalent fractions with a common
denominator. With the coins, when we convert to cents, the denominator is 100. Since there are 100 cents in one dollar, 25 cents is
25 10 25 10 35
and 10 cents is . So we add + to get , which is 35 cents.
100 100 100 100 100
You have practiced adding and subtracting fractions with common denominators. Now let’s see what you need to do with fractions
that have different denominators.
1 1 1 1
First, we will use fraction tiles to model finding the common denominator of and . We’ll start with one tile and tile. We
2 3 2 3
1 1 1
want to find a common fraction tile that we can use to match both and exactly. If we try the pieces, 2 of them exactly
2 3 4
1 1
match the piece, but they do not exactly match the piece.
2 3
Figure 4.8.2
1 1 1
If we try the pieces, they do not exactly cover the piece or the piece.
5 2 3
Figure 4.8.4
1 1 1 1
Even smaller tiles, such as and , would also exactly cover the piece and the piece. The denominator of the largest
24 48 2 3
piece that covers both fractions is the least common denominator (LCD) of the two fractions. So, the least common denominator
1 1
of and is 6.
2 3
1 1
Notice that all of the tiles that cover and have something in common: Their denominators are common multiples of 2 and 3,
2 3
1 1
the denominators of and . The least common multiple (LCM) of the denominators is 6, and so we say that 6 is the least
2 3
1 1
common denominator (LCD) of the fractions and .
2 3
The least common denominator (LCD) of two fractions is the least common multiple (LCM) of their denominators.
To find the LCD of two fractions, we will find the LCM of their denominators. We follow the procedure we used earlier to find the
LCM of two numbers. We only use the denominators of the fractions, not the numerators, when finding the LCD.
Solution
Answer
60
Exercise 4.8.2
13 17
Find the least common denominator for the fractions: and .
15 5
Answer
15
To find the LCD of two fractions, find the LCM of their denominators. Notice how the steps shown below are similar to the steps
we took to find the LCM.
HOW TO: FIND THE LEAST COMMON DENOMINATOR (LCD) OF TWO FRACTIONS
Example 4.8.2:
8 11
Find the least common denominator for the fractions and .
15 24
Solution
To find the LCD, we find the LCM of the denominators. Find the LCM of 15 and 24.
8 11
The LCM of 15 and 24 is 120. So, the LCD of and is 120.
15 24
Exercise 4.8.3
13 17
Find the least common denominator for the fractions: and .
24 32
Answer
96
Answer
224
1 3 1 2
= and = .
4 12 6 12
1 3 1 2
We say that and are equivalent fractions and also that and are equivalent fractions.
4 12 6 12
We can use the Equivalent Fractions Property to algebraically change a fraction to an equivalent one. Remember, two fractions are
equivalent if they have the same value. The Equivalent Fractions Property is repeated below for reference.
To add or subtract fractions with different denominators, we will first have to convert each fraction to an equivalent fraction with
1 1
the LCD. Let’s see how to change and to equivalent fractions with denominator 12 without using models.
4 6
Solution
1 1
Find the LCD. The LCD of and is 12.
4 6
1 1
Use the Equivalent Fractions Property to convert each fraction to an
4 6
equivalent fraction with the LCD, multiplying both the numerator and
1 ⋅3 1 ⋅2
denominator of each fraction by the same number.
4 ⋅3 6 ⋅2
3 2
Simplify the numerators and denominators.
12 12
We do not reduce the resulting fractions. If we did, we would get back to our original fractions and lose the common
denominator.
Answer
9 10
,
12 12
Exercise 4.8.6
7 11
Change to equivalent fractions with the LCD: − and , LC D = 60
12 15
Answer
35 44
− ,
60 60
HOW TO: CONVERT TWO FRACTIONS TO EQUIVALENT FRACTIONS WITH THEIR LCD AS THE
COMMON DENOMINATOR
Step 1. Find the LCD.
Step 2. For each fraction, determine the number needed to multiply the denominator to get the LCD.
Step 3. Use the Equivalent Fractions Property to multiply both the numerator and denominator by the number you found in
Step 2.
Step 4. Simplify the numerator and denominator.
8 ⋅8 11 ⋅ 5
Use the Equivalent Fractions Property.
15 ⋅ 8 24 ⋅ 5
64 55
Simplify the numerators and denominators.
120 120
Exercise 4.8.7
13 17
Change to equivalent fractions with the LCD: and , LCD 96
24 32
Answer
52 51
,
96 96
Exercise 4.8.8
9 27
Change to equivalent fractions with the LCD: and , LCD 224
28 32
Answer
Solution
1 ⋅3 1 ⋅2
Change into equivalent fractions with the LCD 6. +
2 ⋅3 3 ⋅2
3 2
Simplify the numerators and denominators. +
6 6
5
Add.
6
5
Remember, always check to see if the answer can be simplified. Since 5 and 6 have no common factors, the fraction cannot
6
be reduced.
Exercise 4.8.9
1 1
Add: + .
4 3
Answer
7
12
Exercise 4.8.10
1 1
Add: + .
2 5
Answer
7
10
Solution
1 ⋅2 1
Rewrite as equivalent fractions using the LCD 4. − (− )
2 ⋅2 4
2 1
Simplify the first fraction. − (− )
4 4
2 − (−1)
Subtract.
4
3
Simplify.
4
One of the fractions already had the least common denominator, so we only had to convert the other fraction.
Exercise 4.8.11
1 1
Subtract: − (− ) .
2 8
Answer
5
Exercise 4.8.12
1 1
Subtract: − (− ) .
3 6
Answer
1
Solution
7 ⋅3 5 ⋅2
Rewrite as equivalent fractions with the LCD. +
12 ⋅ 3 18 ⋅ 2
21 10
Simplify the numerators and denominators. +
36 36
31
Add.
36
Exercise 4.8.13
7 11
Add: + .
12 15
Answer
79
60
Exercise 4.8.14
13 17
Add: + .
15 20
Answer
103
60
When we use the Equivalent Fractions Property, there is a quick way to find the number you need to multiply by to get the LCD.
Write the factors of the denominators and the LCD just as you did to find the LCD. The “missing” factors of each denominator are
the numbers you need.
The LCD, 36, has 2 factors of 2 and 2 factors of 3. Twelve has two factors of 2, but only one of 3 —so it is ‘missing‘ one 3. We
7
multiplied the numerator and denominator of by 3 to get an equivalent fraction with denominator 36. Eighteen is missing one
12
5
factor of 2 —so you multiply the numerator and denominator by 2 to get an equivalent fraction with denominator 36. We will
18
apply this method as we subtract the fractions in the next example.
Solution
7 ⋅8 19 ⋅ 5
Rewrite as equivalent fractions with the LCD. −
15 ⋅ 8 24 ⋅ 5
56 95
Simplify each numerator and denominator. −
120 120
39
Subtract. −
120
13 ⋅ 3
Rewrite showing the common factor of 3. −
40 ⋅ 3
Exercise 4.8.15
13 17
Subtract: − .
24 32
Answer
1
96
Exercise 4.8.16
21 9
Subtract: − .
32 28
Answer
75
224
Solution
11 ⋅ 7 23 ⋅ 5
Rewrite as equivalent fractions with the LCD. − +
30 ⋅ 7 42 ⋅ 5
77 115
Simplify each numerator and denominator. − +
210 210
38
Add.
210
19 ⋅ 2
Rewrite showing the common factor of 2.
105 ⋅ 2
19
Remove the common factor to simplify.
105
Exercise 4.8.17
13 17
Add: − + .
42 35
Answer
37
210
Answer
25
−
96
In the next example, one of the fractions has a variable in its numerator. We follow the same steps as when both numerators are
numbers.
Solution
The fractions have different denominators.
3 ⋅8 x ⋅5
Rewrite as equivalent fractions with the LCD. +
5 ⋅8 8 ⋅5
24 5x
Simplify the numerators and denominators. +
40 40
24 + 5x
Add.
40
We cannot add 24 and 5x since they are not like terms, so we cannot simplify the expression any further.
Exercise 4.8.19
y 7
Add: + .
6 9
Answer
3y + 14
18
Exercise 4.8.20
x 7
Add: + .
6 15
Answer
5x + 14
30
Fraction division: Multiply the first fraction by the reciprocal of the second.
a c a d
÷ = ⋅ (4.9.2)
b d b c
Fraction addition: Add the numerators and place the sum over the common denominator. If the fractions have different
denominators, first convert them to equivalent forms with the LCD.
a b a+b
+ = (4.9.3)
c c c
Fraction subtraction: Subtract the numerators and place the difference over the common denominator. If the fractions have
different denominators, first convert them to equivalent forms with the LCD.
a a a−b
− = (4.9.4)
c c c
Solution
First we ask ourselves, “What is the operation?”
a. The operation is addition. Do the fractions have a common denominator? No.
1 ⋅3 1 ⋅2
Rewrite each fraction as an equivalent fraction with the LCD. − +
4 ⋅3 6 ⋅2
3 2
Simplify the numerators and denominators. − +
12 12
1
Add the numerators and place the sum over the common denominator. −
12
3
Simplify. −
2
Exercise 4.9.21
Simplify:
3 1
a. − −
4 6
3 1
b. − ⋅
4 6
Answer a
11
−
12
Answer b
1
−
8
Exercise 4.9.22
Simplify:
5 1
a. ÷ (− )
6 4
5 1
b. − (− )
6 4
Answer a
10
−
3
Answer b
13
12
Solution
a. The operation is subtraction. The fractions do not have a common denominator.
5x ⋅ 5 3 ⋅3
Rewrite each fraction as an equivalent fraction with the LCD, 30. −
6 ⋅5 10 ⋅ 3
25x 9
−
30 30
Subtract the numerators and place the difference over the common 25x − 9
denominator. 30
denominators. 6 ⋅ 10
5 ⋅x ⋅ 3
Rewrite, showing common factors.
2 ⋅ 3 ⋅2 ⋅ 5
x
Remove common factors to simplify.
4
Exercise 4.9.23
Simplify:
3a 8
a. −
4 9
3a 8
b. ⋅
4 9
Answer a
27a − 32
36
Answer b
2a
Exercise 4.9.24
Simplify:
4k 5
a. +
5 6
4k 5
b. ÷
5 6
Answer a
24k + 25
30
Answer b
24k
25
4 3 5
= ÷
5 4 8
Now we will look at complex fractions in which the numerator or denominator can be simplified. To follow the order of operations,
we simplify the numerator and denominator separately first. Then we divide the numerator by the denominator.
Solution
1
4 +9
13
1
Divide the numerator by the denominator. ÷ 13
4
1 1
Rewrite as multiplication by the reciprocal. ⋅
4 13
1
Multiply.
52
Exercise 4.9.25
2
1
( )
3
Simplify: 3
.
2 +2
Answer
1
90
Exercise 4.9.26
2
1 +4
Simplify: 2
.
1
( )
4
Answer
272
Solution
3 4
+
Rewrite numerator with the LCD of 6 and denominator with LCD of 6 6
12. 9 2
−
12 12
6
Add in the numerator. Subtract in the denominator.
7
12
7 7
Divide the numerator by the denominator. ÷
6 12
7 12
Rewrite as multiplication by the reciprocal. ⋅
6 7
7 ⋅ 6 ⋅2
Rewrite, showing common factors.
6 7 ⋅1
Simplify. 2
Exercise 4.9.27
1 1
+
3 2
Simplify: .
3 1
−
4 3
Answer
2
Exercise 4.9.28
2 1
−
3 2
Simplify: .
1 1
+
4 3
Answer
2
Solution
1 1 1
a. To evaluate x + when x = − , substitute − for x in the expression.
3 3 3
1 1 1
Substitute − for x. − +
3 3 3
Simplify. 0
1 3 3
b. To evaluate x + when x = − , we substitute − for x in the expression.
3 4 4
3 1 1
Substitute − for x. − +
4 3 3
3 ⋅3 1 ⋅4
Rewrite as equivalent fractions with the LCD, 12. − +
4 ⋅3 3 ⋅4
9 4
Simplify the numerators and denominators. − +
12 12
5
Add. −
12
Exercise 4.9.29
3
Evaluate x + when:
4
7
a. x =−
4
5
b. x = −
4
Answer a
−1
Answer b
1
−
2
Exercise 4.9.30
1
Evaluate y + when:
2
2
a. y =
3
3
b. y = −
4
Answer a
7
Answer b
1
−
4
Solution
2
We substitute − for y in the expression.
3
2 2 5
Substitute − for y. − −
3 3 6
4 5
Rewrite as equivalent fractions with the LCD, 6. − −
6 6
9
Subtract. −
6
3
Simplify. −
2
Exercise 4.9.31
1 1
Evaluate y − when y = − .
2 4
Answer
3
−
4
Exercise 4.9.32
3 5
Evaluate x − when x = − .
8 2
Answer
23
−
8
Example 4.9.17:
1 2
Evaluate 2x 2
y when x = and y = − .
4 3
Solution
Substitute the values into the expression. In 2x y, the exponent applies only to x.
2
2
1 2 1 2
Substitute for x and − for y. 2( ) (− )
4 3 4 3
1 2
Simplify exponents first. 2( ) (− )
16 3
2 1 2
Multiply. The product will be negative. − ⋅ ⋅
1 16 3
4
Simplify. −
48
1 ⋅ 4
Remove the common factors. −
4 ⋅ 12
1
Simplify. −
12
Answer
1
−
2
Exercise 4.9.34
1 4
Evaluate: 4c 3
d when c = − and d = − .
2 3
Answer
2
Solution
We substitute the values into the expression and simplify.
−4 + (−2)
Substitute −4 for p, −2 for q and 8 for r.
8
6
Add in the numerator first. −
8
3
Simplify. −
4
Exercise 4.9.35
a+b
Evaluate: when a = −8 , b = −7 , and c = 6 .
c
Answer
5
−
2
Exercise 4.9.36
x +y
Evaluate: when x = 9 , y = −18 , and z = −6 .
z
Answer
3
1 1
339. − (− )
4 8
1 1
340. − (− )
5 10
2 3
342. +
3 4
3 2
343. +
4 5
7 5
344. +
12 8
5 3
345. +
12 8
7 9
346. −
12 16
7 5
347. −
16 12
11 3
348. −
12 8
5 7
349. −
8 12
2 3
350. −
3 8
5 3
351. −
6 4
11 27
352. − +
30 40
9 17
353. − +
20 30
13 25
354. − +
30 42
23 5
355. − +
30 48
39 22
356. − −
56 35
33 18
357. − −
49 35
2 3
358. − − (− )
3 4
3 4
359. − − (− )
4 5
9 4
360. − − (− )
16 5
7 5
361. − − (− )
20 8
7
362. 1 +
8
5
363. 1 +
6
5
364. 1 −
9
3
365. 1 −
10
x 1
366. +
3 4
y 2
367. +
2 3
y 3
368. −
4 5
x 1
369. −
5 4
4 5 4 5
377. (a) ⋅ (− ) (b) + (− )
15 q 15 q
3 3
378. − ÷ (− )
8 10
5 5
379. − ÷ (− )
12 9
3 5
380. − +
8 12
1 7
381. − +
8 12
5 1
382. −
6 9
5 1
383. −
9 6
3 10
384. ⋅ (− )
8 21
7 8
385. ⋅ (− )
12 35
7 y
386. − −
15 4
3 x
387. − −
8 11
11 9a
388. ⋅
12a 16
10y 8
389. ⋅
13 15y
2
396.
1 1
+
3 5
5
397.
1 1
+
4 3
2 1
+
3 2
398.
3 2
−
4 3
3 1
+
4 2
399.
5 2
−
6 3
7 2
−
8 3
400.
1 3
+
2 8
3 3
−
4 5
401.
1 2
+
4 5
Mixed Practice
In the following exercises, simplify.
1 2 5
402. + ⋅
2 3 12
1 2 3
403. + ⋅
3 5 4
3 1
404. 1 − ÷
5 10
5 1
405. 1 − ÷
6 12
2 1 3
406. + +
3 6 4
2 1 3
407. + +
3 4 5
3 1 3
408. − +
8 6 4
2 5 3
409. + −
5 8 4
9 4
410. 12( − )
20 15
5 1
+
8 6
412.
19
24
1 3
+
6 10
413.
14
30
5 1 2 1
414. ( + ) ÷( − )
9 6 3 2
3 1 5 1
415. ( + ) ÷( − )
4 6 8 3
In the following exercises, evaluate the given expression. Express your answers in simplified form, using improper fractions if
necessary.
1
416. x + when
2
1
a. x = −
8
1
b. x = −
2
2
417. x + when
3
1
a. x = −
6
5
b. x = −
3
5
418. x + (− ) when
6
1
a. x =
3
1
b. x = −
6
11
419. x + (− ) when
12
11
a. x =
12
3
b. x =
4
2
420. x − when
5
3
a. x =
5
3
b. x = −
5
1
421. x − when
3
2
a. x =
3
2
b. x = −
3
7
422. − w when
10
1
a. w =
2
1
a. w =
4
1
b. w = −
4
1 5
424. 4p2q when p = − and q =
2 9
2 1
2
425. 5m n when m = − and n =
5 3
2 1
426. 2x2y3 when x = − and y = −
3 2
3 1
2 3
427. 8u v when u = − and v = −
4 2
u +v
428. when u = −4, v = −8, w = 2
w
m +n
429. when m = −6, n = −2, p = 4
p
a+b
430. when a = −3, b = 8
a−b
r−s
431. when r = 10, s = −5
r+s
Everyday Math
3
432. Decorating Laronda is making covers for the throw pillows on her sofa. For each pillow cover, she needs yard of print
16
3
fabric and yard of solid fabric. What is the total amount of fabric Laronda needs for each pillow cover?
8
1
433. Baking Vanessa is baking chocolate chip cookies and oatmeal cookies. She needs 1 cups of sugar for the chocolate chip
4
1
cookies, and 1 cups for the oatmeal cookies How much sugar does she need altogether?
8
Writing Exercises
434. Explain why it is necessary to have a common denominator to add or subtract fractions.
435. Explain how to find the LCD of two fractions.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) After looking at the checklist, do you think you are well prepared for the next section? Why or why not?
574.
575.
In the following exercises, name the improper fractions. Then write each improper fraction as a mixed number.
576.
577.
In the following exercises, convert the improper fraction to a mixed number.
58
578.
15
63
579.
11
In the following exercises, order each pair of numbers, using < or >.
2
586. −1___−
5
1
587. −2 ___−3
2
4
595. 6m ⋅
11
1
596. − (−32)
4
1 7
597. 3 ⋅1
5 8
10
-12
4
605. ÷ 3
5
2
606. 8 ÷2
3
2 1
607. 8 ÷1
3 12
In the following exercises, translate the English phrase into an algebraic expression.
612. the quotient of 8 and y
613. the quotient of V and the difference of h and 6
In the following exercises, simplify the complex fraction.
5
8
614.
4
5
8
9
615.
−4
n
4
616.
3
8
5
−1
6
617.
1
−
12
11 5 2
631. − − (− )
15 15 15
In the following exercises, change to equivalent fractions using the given LCD.
1 1
636. and , LCD = 15
3 5
3 5
637. and , LCD = 24
8 6
9 5
638. − and , LCD = 48
16 12
1 3 4
639. , and , LCD = 60
3 4 5
4 2
647. ÷
11 7d
2 3n 2
648. + (− ) (− )
5 8 9n
2
2
( )
3
649. 2
5
( )
8
11 3 5 1
650. ( + ) ÷( − )
12 8 6 10
a. x = 1
2
b. x =
3
1
c. x = −
3
3 5
662. y + = :
5 9
1
a. y =
2
52
b. y =
45
2
c. y = −
45
7 4
680. −5 ⋅4
12 11
5 5
681. − ÷
6 12
7 7
682. ÷ (− )
11 11
9a 15a
683. ÷
10 8
2
684. −6 ÷ 4
5
5 1
685. (−15 ) ÷ (−3 )
6 6
−6
686.
6
11
p
2
687. q
5
4
−
15
688.
2
−2
3
2 2
9 −4
689.
9 −4
2 9
690. +
d d
3 4
691. − + (− )
13 13
22 9
692. − +
25 40
2 7
693. + (− )
5 5
3 x
695. − ÷
4 3
3 2
2 −2
696. 2
3
( )
4
5 1
+
14 8
697.
9
56
Evaluate.
1 2 5
698. x + when (a) x = (b) x = −
3 3 6
This page titled 4.E: Fractions (Exercises) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
equivalent fractions Two or more fractions that have the same value.
a
A fraction is written . in a fraction, a is the numerator and b is the
b
≠ 0. It is written as a , where c ≠ 0.
c
a
proper and improper fractions The fraction is proper if a < b and improper if a > b.
b
a b
reciprocal The reciprocal of the fraction is where a ≠ 0 and b ≠ 0.
b a
Key Concepts
4.1 - Visualize Fractions
Property of One
a
Any number, except zero, divided by itself is one. = 1, where a ≠ 0.
a
Mixed Numbers
b
A mixed number consists of a whole number a and a fraction where c ≠ 0.
c
b
It is written as follows: a c ≠0
c
b
is a proper fraction if a < b and an improper fraction if a ≥ b .
Convert an improper fraction to a mixed number.
1. Divide the denominator into the numerator.
2. Identify the quotient, remainder, and divisor.
remainder
3. Write the mixed number as quotient .
divisor
Reciprocal
a b
A number and its reciprocal have a product of 1. ⋅ = 1.
b a
Table 4.98
Opposite Absolute Value Reciprocal
has opposite sign is never negative has same sign, fraction inverts
Fraction Division
a c a d
If a, b, c, and d are numbers where b ≠ 0, c ≠ 0, and d ≠ 0, then ÷ = ⋅ .
b d b c
To divide fractions, multiply the first fraction by the reciprocal of the second.
Convert two fractions to equivalent fractions with their LCD as the common denominator.
1. Find the LCD.
2. For each fraction, determine the number needed to multiply the denominator to get the LCD.
3. Use the Equivalent Fractions Property to multiply the numerator and denominator by the number from Step 2.
4. Simplify the numerator and denominator.
Add or subtract fractions with different denominators.
1. Find the LCD.
2. Convert each fraction to an equivalent form with the LCD as the denominator.
3. Add or subtract the fractions.
4. Write the result in simplified form.
Summary of Fraction Operations
a c ac
Fraction multiplication: Multiply the numerators and multiply the denominators. ⋅ = .
b d bd
a c a d
Fraction division: Multiply the first fraction by the reciprocal of the second. ÷ = ⋅ .
b d b c
Fraction addition: Add the numerators and place the sum over the common denominator. If the fractions have different
a b a+b
denominators, first convert them to equivalent forms with the LCD. + = .
c c c
Fraction subtraction: Subtract the numerators and place the difference over the common denominator. If the fractions have
a b a−b
different denominators, first convert them to equivalent forms with the LCD. − = .
c c c
This page titled 4.S: Fractions (Summary) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
be prepared!
1
1
4
1
+2
4
2 1
3 =3
4 2
When you added the dollars and then added the quarters, you were adding the whole numbers and then adding the fractions.
1 1
1 +2
4 4
1 1 1
Start with 1 . one whole and one pieces 1
4 4 4
1
1 1 +2
Add 2 more. two wholes and one pieces 4
4 4
1 2 1
The sum is: three wholes and two 's 3 = 3
4 4 2
Solution
1
We will use fraction circles, whole circles for the whole numbers and pieces for the fractions.
3
1 1
two wholes and one 2
3 3
2
1 +1
plus one whole and two s 3
3
1 2
This is the same as 4 wholes. So, 2 +1 =4 .
3 3
Exercise 4.10.1
2 3
Use a model to add the following. Draw a picture to illustrate your model. 1 +3
5 5
Answer
5
Exercise 4.10.2
1 5
Use a model to add the following. Draw a picture to illustrate your model. 2 +2
6 6
Answer
5
Solution
1
We will use fraction circles, whole circles for the whole numbers and pieces for the fractions.
5
1 3
one whole and three s 1
5 5
3
1 +2
plus two wholes and three s 5
5
1 6 1
sum is three wholes and six s 3 = 4
5 5 5
6 6 1 1
Adding the whole circles and fifth pieces, we got a sum of 3 . We can see that is equivalent to 1 , so we add that to the 3 to get 4 .
5 5 5 5
Exercise 4.10.3
5 5
Model, and give the sum as a mixed number. Draw a picture to illustrate your model. 2 +1
6 6
Answer
2
4
3
Answer
1
3
2
Solution
4
3
9
2
Add the whole numbers. +2
9
4
3
9
2
+2
Add the fractions. 9
6
5
9
4
3
9
2
+2
Simplify the fraction. 9
6 2
5 = 5
9 3
Exercise 4.10.5
4 2
Find the sum: 4 +1 .
7 7
Answer
6
5
7
Answer
9
7
11
In Example 4.10.3, the sum of the fractions was a proper fraction. Now we will work through an example where the sum is an improper fraction.
Solution
5
9
9
7
+5
Add the whole numbers and then add the fractions. 9
12
14
9
12 3
Rewrite as an improper fraction. 14 + 1
9 9
3
Add. 15
9
1
Simplify. 15
3
Exercise 4.10.7
7 5
Find the sum: 8 +7 .
8 8
Answer
1
16
2
Exercise 4.10.8
7 5
Find the sum: 6 +8 .
9 9
Answer
1
15
3
An alternate method for adding mixed numbers is to convert the mixed numbers to improper fractions and then add the improper fractions. This method is usually written
horizontally.
Solution
31 35
Convert to improper fractions. +
8 8
31 + 35
Add the fractions.
8
66
Simplify the numerator.
8
2
Rewrite as a mixed number. 8
8
1
Simplify the fraction. 8
4
Since the problem was given in mixed number form, we will write the sum as a mixed number.
Exercise 4.10.9
5 7
Find the sum by converting the mixed numbers to improper fractions: 5 +3
9 9
Exercise 4.10.10
7 9
Find the sum by converting the mixed numbers to improper fractions: 3 +2
10 10
Answer
3
6
5
2 4
Table 4.10.1 compares the two methods of addition, using the expression 3 +6 as an example. Which way do you prefer?
5 5
Table 4.10.1
Mixed Numbers Improper Fractions
2
3
5
4
+6 2 4
5 3 +6
5 5
6
9
5
6 17 34
9 + +
5 5 5
1 51
9 +1
5 5
1 1
10 10
5 5
Figure 4.10.1
Algebraically, you would write:
Solution
Answer
3
Exercise 4.10.12
1
Use a model to subtract: 1 − .
5
Answer
4
What if we start with more than one whole? Let’s find out.
Example4.10.7: subtract
3
Use a model to subtract: 2 − .
4
Solution
Exercise 4.10.13
1
Use a model to subtract: 2 − .
5
Answer
9
Answer
5
Solution
Exercise 4.10.15
1
Use a model to subtract: 2 − 1 .
3
Answer
2
Exercise 4.10.16
1
Use a model to subtract: 2 − 1 .
4
Answer
3
What if you start with a mixed number and need to subtract a fraction? Think about this situation: You need to put three quarters in a parking meter, but you have only a $1 bill
and one quarter. What could you do? You could change the dollar bill into 4 quarters. The value of 4 quarters is the same as one dollar bill, but the 4 quarters are more useful for
the parking meter. Now, instead of having a $1 bill and one quarter, you have 5 quarters and can put 3 quarters in the meter.
This models what happens when we subtract a fraction from a mixed number. We subtracted three quarters from one dollar and one quarter.
We can also model this using fraction circles, much like we did for addition of mixed numbers.
Solution
1
1
4
Rewrite vertically. Start with one whole and one fourth.
3
−
4
3 1
Take away . There is left. \begin{split} & \dfrac{5}{4}\\\textcolor{red}{- & \dfrac}3}{4}}\\ \hline \\ & \d
4 2
Exercise 4.10.17
1 2
Use a model to subtract. Draw a picture to illustrate your model. 1 −
3 3
Answer
Exercise 4.10.18
1 4
Use a model to subtract. Draw a picture to illustrate your model. 1 −
5 5
Answer
This page titled 4.10: Add and Subtract Mixed Numbers (Part 1) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
Solution
3
5
5
Rewrite the problem in vertical form.
4
−2
5
3 4 3
Since is less than , take 1 from the 5 and add it to the :
5 5 5
5 3 8
( + = )
5 5 5
8
4
5
4
−2
Subtract the fractions. 5
8
4
5
4
−2
Subtract the whole parts. The result is in simplest form. 5
4
2
5
Since the problem was given with mixed numbers, we leave the result as mixed numbers.
Exercise 4.11.19
4 7
Find the difference: 6 −3 .
9 9
Answer
Exercise 4.11.20
4 6
Find the difference: 4 −2 .
7 7
Answer
5
1
7
Just as we did with addition, we could subtract mixed numbers by converting them first to improper fractions. We should write the
answer in the form it was given, so if we are given mixed numbers to subtract we will write the answer as a mixed number.
Solution
105 87
Rewrite as improper fractions. −
11 11
18
Subtract the numerators.
11
7
Rewrite as a mixed number. 1
11
Exercise 4.11.21
4 7
Find the difference by converting to improper fractions: 6 −3 .
9 9
Answer
2
2
3
Exercise 4.11.22
4 6
Find the difference by converting to improper fractions: 4 −2 .
7 7
Answer
5
1
7
Solution
Since the denominators are different, we rewrite the fractions as equivalent fractions with the LCD, 6. Then we will add and
simplify.
We write the answer as a mixed number because we were given mixed numbers in the problem.
Exercise 4.11.23
5 3
Add: 1 +4 .
6 4
Answer
7
6
12
Exercise 4.11.24
4 1
Add: 3 +8 .
5 2
Answer
3
12
10
Solution
Since the denominators of the fractions are different, we will rewrite them as equivalent fractions with the LCD 8. Once in that
form, we will subtract. But we will need to borrow 1 first.
Exercise 4.11.25
1 4
Find the difference: 8 −3 .
2 5
Answer
7
4
10
Exercise 4.11.26
3 5
Find the difference: 4 −1 .
4 6
Answer
11
2
12
Example 4.11.14:
5 3
Subtract: 3 −4 .
11 4
Solution
We can see the answer will be negative since we are subtracting 4 from 3. Generally, when we know the answer will be
negative it is easier to subtract with improper fractions rather than mixed numbers.
5 ⋅4 3 ⋅ 11
3 −4
152 209
Rewrite as improper fractions. −
44 44
57
Subtract. −
44
13
Rewrite as a mixed number. −1
44
Exercise 4.11.27
3 7
Subtract: 1 −6 .
4 8
Answer
Exercise 4.11.28
3 4
Subtract: 10 − 22 .
7 9
Answer
757
−
63
Mixed Practice
In the following exercises, perform the indicated operation and write the result as a mixed number in simplified form.
5 3
466. 2 ⋅1
8 4
2 1
467. 1 ⋅4
3 6
2 4
468. +
7 7
2 5
469. +
9 9
5 1
470. 1 ÷
12 12
3 1
471. 2 ÷
10 10
5 7
472. 13 −9
12 12
5 7
473. 15 −6
8 8
5 4
474. −
9 9
Everyday Math
3
490. Sewing Renata is sewing matching shirts for her husband and son. According to the patterns she will use, she needs 2 yards
8
1
of fabric for her husband’s shirt and 1 yards of fabric for her son’s shirt. How much fabric does she need to make both shirts?
8
1 2
491. Sewing Pauline has 3 yards of fabric to make a jacket. The jacket uses 2 yards. How much fabric will she have left after
4 3
making the jacket?
1 1
492. Printing Nishant is printing invitations on his computer. The paper is 8 inches wide, and he sets the print area to have a 1 -
2 2
inch border on each side. How wide is the print area on the sheet of paper?
493. Framing a picture Tessa bought a picture frame for her son’s graduation picture. The picture is 8 inches wide. The picture
5
frame is 2 inches wide on each side. How wide will the framed picture be?
8
Writing Exercises
5 7
494. Draw a diagram and use it to explain how to add 1 +2 .
8 8
495. Edgar will have to pay $3.75 in tolls to drive to the city.
a. Explain how he can make change from a $10 bill before he leaves so that he has the exact amount he needs.
3
b. How is Edgar’s situation similar to how you subtract 10 − 3 ?
4
5 7
496. Add 4 +3 twice, first by leaving them as mixed numbers and then by rewriting as improper fractions. Which method do
12 8
you prefer, and why?
7 5
497. Subtract 3 −4 twice, first by leaving them as mixed numbers and then by rewriting as improper fractions. Which method
8 12
do you prefer, and why?
(b) After reviewing this checklist, what will you do to become confident for all objectives?
This page titled 4.11: Add and Subtract Mixed Numbers (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated
by OpenStax.
be prepared!
Before you get started, take this readiness quiz. If you miss a problem, go back to the section listed and review the material.
1. Evaluate x + 4 when x = −3 If you missed this problem, review Example 3.2.10.
2. Solve: 2y − 3 = 9 . If you missed this problem, review Example 3.5.2.
3. Solve: y − 3 = −9 If you missed this problem, review Example 4.2.10.
a. x =1
4
b. x =
5
4
c. x =−
5
Solution
a.
3 ? 1
Substitute 1 for x. 1 − =
10 2
10 3 ? 5
Change to fractions with a LCD of 10. − =
10 10 10
7 ? 5
Subtract. =
10 10
Since x = 1 does not result in a true equation, 1 is not a solution to the equation.
b.
8 3 ? 5
− =
10 10 10
5 5
Subtract. = ✓
10 10
4 4 3 1
Since x = results in a true equation, is a solution to the equation x − = .
5 5 10 2
c.
4 4 3 ? 1
Substitute − for x. − − =
5 5 10 2
8 3 ? 5
− − =
10 10 10
11 5
Subtract. ≠
10 10
4 4
Since x = − does not result in a true equation, − is not a solution to the equation.
5 5
Exercise 4.12.1
2 1
Determine whether each number is a solution of the given equation. x − =
3 6
a. x =1
5
b. x =
6
5
c. x =−
6
Answer a
no
Answer b
yes
Answer c
no
Exercise 4.12.2
1 3
Determine whether each number is a solution of the given equation. y − =
4 8
a. y =1
5
b. y = −
8
5
c. y =
8
Answer a
no
Answer b
no
Answer c
Solve Equations with Fractions using the Addition, Subtraction, and Division Properties of Equality
In Solve Equations with the Subtraction and Addition Properties of Equality and Solve Equations Using Integers; The Division
Property of Equality, we solved equations using the Addition, Subtraction, and Division Properties of Equality. We will use these
same properties to solve equations with fractions.
In other words, when you add or subtract the same quantity from both sides of an equation, or divide both sides by the same
quantity, you still have equality.
Solution
9 9 9 5 9
Subtract from each side to undo the addition. y + − = −
16 16 16 16 16
4
Simplify on each side of the equation. y +0 = −
16
1
Simplify the fraction. y = −
4
Check:
1 9 ? 5
Substitute y = (− \dfrac{1}{4}\). − + =
4 16 16
1 9 5
Since y = − makes y + = a true statement, we know we have found the solution to this equation.
4 16 16
Exercise 4.12.3
11 5
Solve: y + = .
12 12
Answer
1
−
2
Answer
4
−
15
We used the Subtraction Property of Equality in Example 4.12.2. Now we’ll use the Addition Property of Equality.
Solution
5 5 5 8 5
Add from each side to undo the addition. a− + = − +
9 9 9 9 9
3
Simplify on each side of the equation. a+0 = −
9
1
Simplify the fraction. a = −
3
Check:
1 1 5 ? 8
Substitute a = − . − − = −
3 3 9 9
3 5 ? 8
Change to common denominator. − − = −
9 9 9
8 8
Subtract. − = − ✓
9 9
1 1
Since a = − makes the equation true, we know that a = − is the solution to the equation.
3 3
Exercise 4.12.5
3 8
Solve: a − =− .
5 5
Answer
−1
Exercise 4.12.6
3 9
Solve: n − =− .
7 7
Answer
6
−
7
The next example may not seem to have a fraction, but let’s see what happens when we solve it.
22
Simplify. q =
5
Check:
22 22 ?
Substitute q = into the original equation. 10 ( ) = 44
5 5
2
22 ?
Simplify. 10 ( ) = 44
5
Multiply. 44 = 44 ✓
22
The solution to the equation was the fraction . We leave it as an improper fraction.
5
Exercise 4.12.7
Answer
19
−
3
Exercise 4.12.8
Solve: 8m = 92.
Answer
23
For any numbers a , b , and c , if a = b , then ac = bc . If you multiply both sides of an equation by the same quantity, you still
have equality.
x
Let’s use the Multiplication Property of Equality to solve the equation = −9 .
7
Solution
7x
Multiply. = −63
7
Simplify. x = −63
−63 ?
Check. Substitute −63 for x in the original equation. = −9
7
Exercise 4.12.9
f
Solve: = −25 .
5
Answer
−125
Exercise 4.12.10
h
Solve: = −27 .
9
Answer
−243
Example 4.12.6:solve
p
Solve: = −40 .
−8
Solution
Here, p is divided by −8. We must multiply by −8 to isolate p.
p
Multiply both sides by −8. −8 ( ) = −8(−40)
−8
−8p
Multiply. = 320
−8
Simplify. p = 320
Check:
320 ?
Substitute p = 320. = −40
−8
Answer
245
Exercise 4.12.12
x
Solve: = −12 .
−11
Answer
132
Solve: −y = 15 .
Solution
One way to solve the equation is to rewrite −y as −1y, and then use the Division Property of Equality to isolate y .
−1y 15
Divide both sides by −1. =
−1 −1
Another way to solve this equation is to multiply both sides of the equation by −1.
The third way to solve the equation is to read −y as “the opposite of y .” What number has 15 as its opposite? The opposite of
15 is −15. So y = −15 .
For all three methods, we isolated y is isolated and solved the equation.
Check:
Substitute y = −15. ?
−(15) = (15)
Exercise 4.12.13
Solve: −y = 48 .
Answer
−48
Answer
23
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OpenStax.
3
The coefficient of x is . To solve for x, we need its coefficient to be 1. Since the product of a number and its reciprocal is 1, our
4
3
strategy here will be to isolate x by multiplying by the reciprocal of . We will do this in Example 4.13.1.
4
Solution
4 3 4
Multiply both sides by the reciprocal of the coefficient. ⋅ x = ⋅ 24
3 4 3
4 24
Simplify. 1x = ⋅
3 1
Multiply. x = 32
Check:
3 ?
Substitute x = 32. ⋅ 32 = 24
4
3 32 ?
Rewrite 32 as a fraction. ⋅ = 24
4 1
3 3
Notice that in the equation x = 24 , we could have divided both sides by to get x by itself. Dividing is the same as
4 4
multiplying by the reciprocal, so we would get the same result. But most people agree that multiplying by the reciprocal is
easier.
Exercise 4.13.15
2
Solve: n = 14 .
5
Answer
35
Exercise 4.13.16
5
Solve: y = 15 .
6
Answer
18
Solution
The coefficient is a negative fraction. Remember that a number and its reciprocal have the same sign, so the reciprocal of the
coefficient must also be negative.
3 8 3 8
Multiply both sides by the reciprocal of − . − (− w) = (− ) 72
8 3 8 3
8 72
Simplify; reciprocals multiply to one. 1w = − ⋅
3 1
Multiply. w = −192
Check:
3 ?
Let w = −192. − (−192) = 72
8
Multiply. It checks. 72 = 72 ✓
Exercise 4.13.17
4
Solve: − a = 52 .
7
Answer
−91
Exercise 4.13.18
7
Solve: − w = 84 .
9
Answer
−108
Division Property of Equality: For any numbers a, b, and c, where c ≠ Multiplication Property of Equality: For any real numbers a, b, and c
a b
0 if a = b, then = . if a = b, then ac = bc.
c c
When you add, subtract, multiply or divide the same quantity from both sides of an equation, you still have equality. In the next
few examples, we’ll translate sentences into equations and then solve the equations. It might be helpful to review the translation
table in Evaluate, Simplify, and Translate Expressions.
Translate.
n
Multiply both sides by 6. 6 ⋅ = 6(−24)
6
Simplify. n = −144
Exercise 4.13.19
Answer
n
= −21 ; n = −147
7
Exercise 4.13.20
Answer
n
= −56 ; n = −448
8
Translate.
q
Multiply both sides by −5. −5 ( ) = −5(70)
−5
Simplify. q = −350
Simplify. It checks. 70 = 70 ✓
Answer
q
= 72 ; q = −576
−8
Exercise 4.13.22
Translate and solve: The quotient of p and −9 is 81.
Answer
p
= 81 ; p = −729
−9
Translate.
3 3 2 3
Multiply both sides by . ⋅ f = ⋅ 18
2 2 3 2
Simplify. f = 27
Simplify. It checks. 18 = 18 ✓
Exercise 4.13.23
Translate and solve: Two-fifths of f is 16.
Answer
2
;
f = 16 f = 40
5
Exercise 4.13.24
Answer
3
;
f = 21 f = 28
4
Solution
m 3
=
Translate. 5 4
⎛ ⎞
5 m 5 3
Multiply both sides by f rac56 to isolate m. ⎜
⎜
⎟
⎟
= ( )
6 5 6 4
⎝ ⎠
6
5 ⋅3
Simplify. m =
6 ⋅4
5
Remove common factors and multiply. m =
8
Check:
5
5 5 3 8 ? 3
Is the quotient of and equal to ? =
8 6 4 5 4
5 5 ? 3
Rewrite as division. ÷ =
8 6 4
5 6 ? 3
Multiply the first fraction by the reciprocal of the second. ⋅ =
8 5 4
3 3
Simplify. = ✓
4 4
Exercise 4.13.25
2 5
Translate and solve. The quotient of n and is .
3 12
Answer
n 5 5
= ;n=
2 12 18
Exercise 4.13.26
3 4
Translate and solve. The quotient of c and is .
8 9
Answer
c 4 1
= ;c=
3 9 6
Translate and solve: The sum of three-eighths and x is three and one-half.
Solution
Translate.
3
Use the Subtraction Property of Equality to subtract from both 3 3 1 3
8 +x − = 3 −
8 8 2 8
sides.
1 3
Combine like terms on the left side. x = 3 −
2 8
1 3
Convert mixed number to improper fraction. x = 3 −
2 8
7 3
Convert to equivalent fractions with LCD of 8. x = −
2 8
25
Subtract. x =
8
1
Write as a mixed number. x = 3
8
We write the answer as a mixed number because the original problem used a mixed number. Check: Is the sum of three-eighths
1
and 3 equal to three and one-half?
8
4 ? 1
Add. 3 = 3
8 2
1 1
Simplify. 3 = 3
2 2
Exercise 4.13.27
Translate and solve: The sum of five-eighths and x is one-fourth.
Answer
5 1 3
+x = ;x=−
8 4 8
Exercise 4.13.28
Translate and solve: The difference of one-and-three-fourths and x is five-sixths.
Answer
3 5 11
1 −x = ;x=
4 6 12
a. x = 1
1
b. x =
2
1
c. x = −
2
1 5
499. y − = :
2 12
a. y = 1
3
b. y =
4
3
c. y = −
4
3 2
500. h + = :
4 5
a. h = 1
7
b. h =
20
7
c. h = −
20
2 5
501. k + = :
5 6
a. k = 1
13
b. k =
30
13
c. k = −
30
Solve Equations with Fractions using the Addition, Subtraction, and Division Properties of Equality
In the following exercises, solve.
1 4
502. y + =
3 3
3 7
503. m + =
8 8
9 2
504. f + =
10 5
5 1
505. h + =
6 6
5 7
506. a − =−
8 8
1 5
507. c − =−
4 4
3 11
508. x − (− ) =−
20 20
5 7
509. z − (− ) =−
12 12
1 3
510. n − =
6 4
3 5
511. p − =
10 8
1 8
512. s + (− ) =−
2 9
514. 5j = 17
515. 7k = 18
516. −4w = 26
517. −9v = 33
526. −x = 23
527. −y = 42
5
528. −h = −
12
17
529. −k = −
20
4
530. n = 20
5
3
531. p = 30
10
3
532. q = −48
8
5
533. m = −40
2
2
534. − a = 16
9
3
535. − b = 9
7
6
536. − u = −24
11
5
537. − v = −15
12
Mixed Practice
In the following exercises, solve.
538. 3x = 0
539. 8y = 0
4
540. 4f =
5
7
541. 7g =
9
2 1
542. p + =
3 12
5 1
543. q + =
6 12
Everyday Math
2
570. Shopping Teresa bought a pair of shoes on sale for $48. The sale price was of the regular price. Find the regular price of the
3
2
shoes by solving the equation p = 48
3
3
571. Playhouse The table in a child’s playhouse is of an adult-size table. The playhouse table is 18 inches high. Find the height of
5
3
an adult-size table by solving the equation h = 18.
5
Writing Exercises
572. Example 4.100 describes three methods to solve the equation −y = 15. Which method do you prefer? Why?
3
573. Richard thinks the solution to the equation x = 24 is 16. Explain why Richard is wrong.
4
(b) Overall, after looking at the checklist, do you think you are well-prepared for the next Chapter? Why or why not?
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OpenStax.
5: Decimals
Gasoline price changes all the time. They might go down for a period of time, but then they usually rise again. One thing that stays
the same is that the price is not usually a whole number. Instead, it is shown using a decimal point to describe the cost in dollars
and cents. We use decimal numbers all the time, especially when dealing with money. In this chapter, we will explore decimal
numbers and how to perform operations using them.
Topic hierarchy
5.1: Decimals (Part 1)
5.2: Decimals (Part 2)
5.3: Decimal Operations (Part 1)
5.4: Decimal Operations (Part 2)
5.5: Decimals and Fractions (Part 1)
5.6: Decimals and Fractions (Part 2)
5.7: Solve Equations with Decimals
5.8: Averages and Probability (Part 1)
5.9: Averages and Probability (Part 2)
5.E: Decimals (Exercises)
5.S: Decimals (Summary)
5.10: Ratios and Rate (Part 1)
5.11: Ratios and Rate (Part 2)
5.12: Simplify and Use Square Roots (Part 1)
5.13: Simplify and Use Square Roots (Part 2)
Figure 5.1 - The price of a gallon of gasoline is written as a decimal number. (credit: Mark Turnauckus, Flickr)
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1
5.1: Decimals (Part 1)
Learning Objectives
Name decimals
Write decimals
Convert decimals to fractions or mixed numbers
Locate decimals on the number line
Order decimals
Round decimals
be prepared!
Before you get started, take this readiness quiz.
1. Name the number 4,926,015 in words. If you missed this problem, review Example 1.1.4.
2. Round 748 to the nearest ten. If you missed this problem, review Example 1.2.9.
3
3. Locate on a number line. If you missed this problem, review Example 4.2.16.
10
Name Decimals
You probably already know quite a bit about decimals based on your experience with money. Suppose you buy a sandwich and a
bottle of water for lunch. If the sandwich costs $3.45, the bottle of water costs $1.25, and the total sales tax is $0.33, what is the
total cost of your lunch?
$3.45 Sandwich
$1.25 W ater
+$0.33 T ax
$5.03 T otal
The total is $5.03. Suppose you pay with a $5 bill and 3 pennies. Should you wait for change? No, $5 and 3 pennies is the same as
$5.03.
1 1
Because 100 pennies = $1, each penny is worth of a dollar. We write the value of one penny as $0.01, since 0.01 = .
100 100
Writing a number with a decimal is known as decimal notation. It is a way of showing parts of a whole when the whole is a power
of ten. In other words, decimals are another way of writing fractions whose denominators are powers of ten. Just as the counting
numbers are based on powers of ten, decimals are based on powers of ten. Table 5.1.1 shows the counting numbers.
Table 5.1.1
Counting number Name
1 One
10 = 10 Ten
How are decimals related to fractions? Table 5.1.2 shows the relation.
Table 5.1.2
Decimal Fraction Name
1
0.1 One tenth
10
1
0.01 One hundredth
100
1
0.001 One thousandth
1000
1
0.0001 One ten-thousandth
10, 000
When we name a whole number, the name corresponds to the place value based on the powers of ten. In Whole Numbers, we
learned to read 10,000 as ten thousand. Likewise, the names of the decimal places correspond to their fraction values. Notice how
the place value names in Figure 5.1.1 relate to the names of the fractions from Table 5.1.2.
Figure 5.1.1 - This chart illustrates place values to the left and right of the decimal point.
Notice two important facts shown in Figure 5.1.1.
The “th” at the end of the name means the number is a fraction. “One thousand” is a number larger than one, but “one
thousandth” is a number smaller than one.
The tenths place is the first place to the right of the decimal, but the tens place is two places to the left of the decimal.
Remember that $5.03 lunch? We read $5.03 as five dollars and three cents. Naming decimals (those that don’t represent money) is
done in a similar way. We read the number 5.03 as five and three hundredths.
We sometimes need to translate a number written in decimal notation into words. As shown in Figure 5.1.2, we write the amount
on a check in both words and numbers.
Figure 5.1.2 - When we write a check, we write the amount as a decimal number as well as in words. The bank looks at the check
to make sure both numbers match. This helps prevent errors.
We use the word “and” to indicate the decimal point. fifteen and_____
Then we name the number to the right of the decimal point as if it were
fifteen and sixty-eight_____
a whole number.
Last, name the decimal place of the last digit. fifteen and sixty-eight hundredths
Example 5.1.1:
Name each decimal: (a) 4.3 (b) 2.45 (c) 0.009 (d) −15.571.
Solution
(a) 4.3
Name the decimal place of the last digit. four and three tenths
(b) 2.45
Name the decimal place of the last digit. two and forty-five hundredths
(c) 0.009
Zero is the number to the left of the decimal; it is not included in the
Name the number to the left of the decimal point.
name.
(d) −15.571
Name the number to the left of the decimal point. negative fifteen
Name the decimal place of the last digit. negative fifteen and five hundred seventyone thousandths
Exercise 5.1.1:
Name each decimal: (a) 6.7 (b) 19.58 (c) 0.018 (d) −2.053
Answer a
six and seven tenths
Answer c
eighteen thousandths
Answer d
negative two and fifty-three thousandths
Exercise 5.1.2:
Name each decimal: (a) 5.8 (b) 3.57 (c) 0.005 (d) −13.461
Answer a
five and eight tenths three and fifty-seven hundredths
Answer b
three and fifty-seven hundredths
Answer c
five thousandths
Answer d
negative thirteen and four hundred sixty-one thousandths
Write Decimals
Now we will translate the name of a decimal number into decimal notation. We will reverse the procedure we just used. Let’s start
by writing the number six and seventeen hundredths:
The word before and is the whole number; write it to the left of the
6._____
decimal point.
The decimal part is seventeen hundredths. Mark two places to the right
6._ _
of the decimal point for hundredths.
Example 5.1.2:
Translate the words before ‘and’ into the whole number and place it to
14. _________
the left of the decimal point.
Mark two places to the right of the decimal point for “hundredths”. 14.__ __
Translate the words after “and” and write the number to the right of
14.37
the decimal point.
Answer
13.68
Exercise 5.1.4:
Answer
5.894
Step 1. Look for the word “and”—it locates the decimal point.
Step 2. Mark the number of decimal places needed to the right of the decimal point by noting the place value indicated by the
last word.
Place a decimal point under the word “and.” Translate the words before “and” into the whole number and place it to the left
of the decimal point.
If there is no “and,” write a “0” with a decimal point to its right.
Step 3. Translate the words after “and” into the number to the right of the decimal point. Write the number in the spaces—
putting the final digit in the last place.
Step 4. Fill in zeros for place holders as needed.
The second bullet in Step 2 is needed for decimals that have no whole number part, like ‘nine thousandths’. We recognize them by
the words that indicate the place value after the decimal – such as ‘tenths’ or ‘hundredths.’ Since there is no whole number, there is
no ‘and.’ We start by placing a zero to the left of the decimal and continue by filling in the numbers to the right, as we did above.
Example 5.1.3:
To the right of the decimal point, put three decimal places for
thousandths.
Exercise 5.1.5:
Answer
0.058
Answer
0.067
Before we move on to our next objective, think about money again. We know that $1 is the same as $1.00. The way we write $1 (or
$1.00) depends on the context. In the same way, integers can be written as decimals with as many zeros as needed to the right of the
decimal.
5 = 5.0 − 2 = −2.0
5 = 5.00 − 2 = −2.00
5 = 5.000 − 2 = −2.000
and so on …
We convert decimals to fractions by identifying the place value of the farthest right digit. In the decimal 0.03, the 3 is in the
hundredths place, so 100 is the denominator of the fraction equivalent to 0.03.
3
0.03 =
100
For our $5.03 lunch, we can write the decimal 5.03 as a mixed number.
3
5.03 = 5
100
Notice that when the number to the left of the decimal is zero, we get a proper fraction. When the number to the left of the decimal
is not zero, we get a mixed number.
Example 5.1.4:
Write each of the following decimal numbers as a fraction or a mixed number: (a) 4.09 (b) 3.7 (c) −0.286
Solution
(a) 4.09
Write 100 in the denominator as the place value of the final digit, 9, is 9
4
hundredth. 100
9
The fraction is in simplest form. So, 4.09 = 4
100
Did you notice that the number of zeros in the denominator is the same as the number of decimal places?
(b) 3.7
There is a 3 to the left of the decimal point. Write "3" as the whole
number part of the mixed number.
7
The fraction is in simplest form. So, 3.7 = 3
10
(c) −0.286
Determine the place value of the final digit and write it in the
denominator.
Exercise 5.1.7:
Write as a fraction or mixed number. Simplify the answer if possible. (a) 5.3 (b) 6.07 (c) −0.234
Answer a
3
5
10
Answer b
7
6
100
Answer c
234
−
1000
Answer a
7
8
10
Answer b
3
1
100
Answer c
24
−
1000
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Example 5.2.5:
Locate 0.4 on a number line.
Solution
4
The decimal 0.4 is equivalent to , so 0.4 is located between 0 and 1. On a number line, divide the interval between 0 and 1
10
into 10 equal parts and place marks to separate the parts.
Label the marks 0.1, 0.2, 0.3, 0.4, 0.5, 0.6, 0.7, 0.8, 0.9, 1.0. We write 0 as 0.0 and 1 as 1.0, so that the numbers are consistently
in tenths. Finally, mark 0.4 on the number line.
Exercise 5.2.9:
Locate 0.6 on a number line.
Answer
Exercise 5.2.10:
Locate 0.9 on a number line.
Answer
Example 5.2.6:
Locate −0.74 on a number line.
Solution
74
The decimal −0.74 is equivalent to − , so it is located between 0 and −1. On a number line, mark off and label the
100
multiples of -0.10 in the interval between 0 and −1 (−0.10, −0.20, etc.) and mark −0.74 between −0.70 and −0.80, a little closer
to −0.70.
Answer
Exercise 5.2.12:
Answer
Order Decimals
Which is larger, 0.04 or 0.40?
If you think of this as money, you know that $0.40 (forty cents) is greater than $0.04 (four cents). So, 0.40 > 0.04.
In previous chapters, we used the number line to order numbers.
a < b: ‘a is less than b’ when a is to the left of b on the number line
a > b: ‘a is greater than b’ when a is to the right of b on the number line
Where are 0.04 and 0.40 located on the number line?
We see that 0.40 is to the right of 0.04. So we know 0.40 > 0.04.
How does 0.31 compare to 0.308? This doesn’t translate into money to make the comparison easy. But if we convert 0.31 and 0.308
to fractions, we can tell which is larger.
0.31 0.308
31 308
Convert to fractions. (5.2.1) (5.2.2)
100 1000
310 308
(5.2.5) (5.2.6)
1000 1000
310 308
Because 310 > 308, we know that > . Therefore, 0.31 > 0.308.
1000 1000
31
Notice what we did in converting 0.31 to a fraction—we started with the fraction and ended with the equivalent fraction
100
310 310
. Converting back to a decimal gives 0.310. So 0.31 is equivalent to 0.310. Writing zeros at the end of a decimal does
1000 1000
not change its value.
If two decimals have the same value, they are said to be equivalent decimals.
0.31 = 0.310 (5.2.8)
Step 1. Check to see if both numbers have the same number of decimal places. If not, write zeros at the end of the one with
fewer digits to make them match.
Step 2. Compare the numbers to the right of the decimal point as if they were whole numbers.
Step 3. Order the numbers using the appropriate inequality sign.
Example 5.2.7:
Order the following decimals using < or >: (a) 0.64 __0.6 (b) 0.83 __0.803
Solution
(a) 0.64 __0.6
Compare the numbers to the right of the decimal point as if they were
64 > 60
whole numbers.
Compare the numbers to the right of the decimal point as if they were
830 > 803
whole numbers.
Exercise 5.2.13:
Order each of the following pairs of numbers, using < or >: (a) 0.42__0.4 (b) 0.76__0.706
Answer a
>
Answer b
>
Exercise 5.2.14:
Order each of the following pairs of numbers, using < or >: (a) 0.1__0.18 (b) 0.305__0.35
Answer a
Answer b
<
When we order negative decimals, it is important to remember how to order negative integers. Recall that larger numbers are to the
right on the number line. For example, because −2 lies to the right of −3 on the number line, we know that −2 > −3. Similarly,
smaller numbers lie to the left on the number line. For example, because −9 lies to the left of −6 on the number line, we know that
−9 < −6.
If we zoomed in on the interval between 0 and −1, we would see in the same way that −0.2 > −0.3 and −0.9 < −0.6.
Example 5.2.8:
Use < or > to order. −0.1__−0.8.
Solution
−0.1
Write the numbers one under the other, lining up the decimal points.
−0.8
Since −1 > −8, −1 tenth is greater than −8 tenths. −0.1 > −0.8
Exercise 5.2.15:
Order each of the following pairs of numbers, using < or >: −0.3___−0.5
Answer
>
Exercise 5.2.16:
Order each of the following pairs of numbers, using < or >: −0.6___−0.7
Answer
>
Round Decimals
In the United States, gasoline prices are usually written with the decimal part as thousandths of a dollar. For example, a gas station
might post the price of unleaded gas at $3.279 per gallon. But if you were to buy exactly one gallon of gas at this price, you would
pay $3.28 , because the final price would be rounded to the nearest cent. In Whole Numbers, we saw that we round numbers to get
an approximate value when the exact value is not needed. Suppose we wanted to round $2.72 to the nearest dollar. Is it closer to $2
or to $3? What if we wanted to round $2.72 to the nearest ten cents; is it closer to $2.70 or to $2.80? The number lines in Figure
5.2.3 can help us answer those questions.
Step 1. Locate the given place value and mark it with an arrow.
Step 2. Underline the digit to the right of the given place value.
Step 3. Is this digit greater than or equal to 5?
Yes - add 1 to the digit in the given place value.
No - do not change the digit in the given place value
Step 4. Rewrite the number, removing all digits to the right of the given place value.
Example 5.2.9:
Rewrite the number, deleting all digits to the right of the hundredths
18.38
place.
Exercise 5.2.17:
Answer
1.05
Answer
9.17
Example 5.2.10:
Rewrite the number, deleting all digits to the right of the tenths place. 18.4
Rewrite the number, deleting all digits to the right of the ones place. 18
Exercise 5.2.19:
Round 6.582 to the nearest (a) hundredth (b) tenth (c) whole number.
Answer a
6.58
Answer b
6.6
Answer c
7
Answer a
15.218
Answer b
15.22
Answer c
15.2
Write Decimals
In the following exercises, translate the name into a decimal number.
13. Eight and three hundredths
14. Nine and seven hundredths
15. Twenty-nine and eighty-one hundredths
16. Sixty-one and seventy-four hundredths
17. Seven tenths
18. Six tenths
19. One thousandth
20. Nine thousandths
21. Twenty-nine thousandths
22. Thirty-five thousandths
Order Decimals
In the following exercises, order each of the following pairs of numbers, using < or >.
59. 0.9__0.6
60. 0.7__0.8
61. 0.37__0.63
62. 0.86__0.69
63. 0.6__0.59
64. 0.27__0.3
65. 0.91__0.901
Round Decimals
In the following exercises, round each number to the nearest tenth.
71. 0.67
72. 0.49
73. 2.84
74. 4.63
In the following exercises, round each number to the nearest hundredth.
75. 0.845
76. 0.761
77. 5.7932
78. 3.6284
79. 0.299
80. 0.697
81. 4.098
82. 7.096
In the following exercises, round each number to the nearest (a) hundredth (b) tenth (c) whole number.
83. 5.781
84. 1.638
85. 63.479
86. 84.281
Everyday Math
87. Salary Increase Danny got a raise and now makes $58,965.95 a year. Round this number to the nearest: (a) dollar (b) thousand
dollars (c) ten thousand dollars.
88. New Car Purchase Selena’s new car cost $23,795.95. Round this number to the nearest: (a) dollar (b) thousand dollars (c) ten
thousand dollars.
89. Sales Tax Hyo Jin lives in San Diego. She bought a refrigerator for $1624.99 and when the clerk calculated the sales tax it came
out to exactly $142.186625. Round the sales tax to the nearest (a) penny (b) dollar.
90. Sales Tax Jennifer bought a $1,038.99 dining room set for her home in Cincinnati. She calculated the sales tax to be exactly
$67.53435. Round the sales tax to the nearest (a) penny (b) dollar.
Writing Exercises
91. How does your knowledge of money help you learn about decimals?
92. Explain how you write “three and nine hundredths” as a decimal.
93. Jim ran a 100-meter race in 12.32 seconds. Tim ran the same race in 12.3 seconds. Who had the faster time, Jim or Tim? How
do you know?
94. Gerry saw a sign advertising postcards marked for sale at “10 for 0.99¢.” What is wrong with the advertised price?
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
This page titled 5.2: Decimals (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
70
1. Simplify . If you missed this problem, review Example 4.3.1.
100
3 9
2. Multiply ⋅ . If you missed this problem, review Example 4.3.7.
10 10
3. Divide −36 ÷ (−9). If you missed this problem, review Example 3.7.3.
$3.45 Sandwich
$1.25 W ater
+$0.33 T ax
$5.03 T otal
All three items (sandwich, water, tax) were priced in dollars and cents, so we lined up the dollars under the dollars and the cents
under the cents, with the decimal points lined up between them. Then we just added each column, as if we were adding whole
numbers. By lining up decimals this way, we can add or subtract the corresponding place values just as we did with whole
numbers.
Example 5.3.1:
3.7
Write the numbers vertically so the decimal points line up.
+12.4
Place holders are not needed since both numbers have the same
number of decimal places.
Add the numbers as if they were whole numbers. Then place the 3.7
+12.4
decimal in the answer under the decimal points in the given numbers.
16.1
Answer
17.6
Exercise 5.3.2:
Answer
13.11
Example 5.3.2:
23.5
Write the numbers vertically so the decimal points line up.
+41.38
Place 0 as a place holder after the 5 in 23.5, so that both numbers have 23.50
23.50
Add the numbers as if they were whole numbers. Then place the
+41.38
decimal in the answer under the decimal points in the given numbers.
64.88
Exercise 5.3.3:
Answer
16.49
Exercise 5.3.4:
Add: 5.123 + 18.47.
Answer
23.593
How much change would you get if you handed the cashier a $20 bill for a $14.65 purchase? We will show the steps to calculate
this in the next example.
Subtract: 20 − 14.65.
Solution
Write the numbers vertically so the decimal points line up. Remember 20.
Place two zeros after the decimal point in 20, as place holders so that 20.00
9 9 9
1 10 10 10
Subtract the numbers as if they were whole numbers. Then place the 2 0 . 0 0
decimal in the answer under the decimal points in the given numbers. −1 4 . 6 5
5 . 3 5
Exercise 5.3.5:
Subtract: 10 − 9.58.
Answer
0.42
Exercise 5.3.6:
Subtract: 50 − 37.42.
Answer
12.58
Example 5.3.4:
7.4
Write the numbers vertically so the decimal points line up.
−2.51
Place zero after the 4 in 7.4 as a place holder, so that both numbers 7.40
7.40
4.89
Answer
−1.53
Exercise 5.3.8:
Answer
−3.58
Multiply Decimals
Multiplying decimals is very much like multiplying whole numbers—we just have to determine where to place the decimal point.
The procedure for multiplying decimals will make sense if we first review multiplying fractions.
Do you remember how to multiply fractions? To multiply fractions, you multiply the numerators and then multiply the
denominators. So let’s see what we would get as the product of decimals by converting them to fractions first. We will do two
examples side-by-side in Table 5.22. Look for a pattern.
Table 5.3.1
A B
(0.3)(0.7) (0.2)(0.46)
3 7 2 46
Convert to fractions. ( )( ) (5.3.1) ( )( ) (5.3.2)
10 10 10 100
21 92
Multiply. (5.3.3) (5.3.4)
100 1000
There is a pattern that we can use. In A, we multiplied two numbers that each had one decimal place, and the product had two
decimal places. In B, we multiplied a number with one decimal place by a number with two decimal places, and the product had
three decimal places.
How many decimal places would you expect for the product of (0.01)(0.004)? If you said “five”, you recognized the pattern. When
we multiply two numbers with decimals, we count all the decimal places in the factors—in this case two plus three—to get the
number of decimal places in the product—in this case five.
Once we know how to determine the number of digits after the decimal point, we can multiply decimal numbers without converting
them to fractions first. The number of decimal places in the product is the sum of the number of decimal places in the factors.
The rules for multiplying positive and negative numbers apply to decimals, too, of course.
When you multiply signed decimals, first determine the sign of the product and then multiply as if the numbers were both positive.
Finally, write the product with the appropriate sign.
Example 5.3.5:
Multiply: (3.9)(4.075).
Solution
Determine the sign of the product. The signs are the same. The product will be positive.
Write the numbers in vertical format, lining up the numbers on the 4.07 5
right. ×3.9
4.07 5
×3.9
Multiply the numbers as if they were whole numbers, temporarily
3667 5
ignoring the decimal points.
12225
15892 5
4.07 5 3 places
×3.9 1 place
Place the decimal point. Add the number of decimal places in the
3667 5
factors (1 + 3). Place the decimal point 4 places from the right.
12225
15892 5 4 places
Exercise 5.3.9:
Multiply: 4.5(6.107).
Answer
27.4815
Multiply: 10.79(8.12).
Answer
87.6148
Example 5.3.6:
Multiply: (−8.2)(5.19).
Solution
5.19
Write in vertical format, lining up the numbers on the right.
×8.2
5.19
×8.2
Multiply. 10 38
415 2
425 58
5.19
×8.2
10 38
415 2
42.5 58
Exercise 5.3.11:
Multiply: (4.63)(−2.9).
Answer
−13.427
Exercise 5.3.12:
Multiply: (−7.78)(4.9).
Answer
−38.122
In the next example, we’ll need to add several placeholder zeros to properly place the decimal point.
Example 5.3.7:
Multiply: (0.03)(0.045).
Solution
0.04 5
Write in vertical format, lining up the numbers on the right.
×0.0 3
0.04 5
Multiply. ×0.0 3
13 5
Exercise 5.3.13:
Multiply: (0.04)(0.087).
Answer
0.00348
Exercise 5.3.14:
Multiply: (0.09)(0.067).
Answer
0.00603
Multiply by Powers of 10
In many fields, especially in the sciences, it is common to multiply decimals by powers of 10. Let’s see what happens when we
multiply 1.9436 by some powers of 10.
Look at the results without the final zeros. Do you notice a pattern?
1.9436(10) = 19.436
1.9436(100) = 194.36
1.9436(1000) = 1943.6
The number of places that the decimal point moved is the same as the number of zeros in the power of ten. Table 5.26 summarizes
the results.
Table 5.3.2
Multiply by Number of zeros Number of places decimal point moves
We can use this pattern as a shortcut to multiply by powers of ten instead of multiplying using the vertical format. We can count the
zeros in the power of 10 and then move the decimal point that same of places to the right. So, for example, to multiply 45.86 by
100, move the decimal point 2 places to the right.
Sometimes when we need to move the decimal point, there are not enough decimal places. In that case, we use zeros as
placeholders. For example, let’s multiply 2.4 by 100. We need to move the decimal point 2 places to the right. Since there is only
one digit to the right of the decimal point, we must write a 0 in the hundredths place.
Step 1. Move the decimal point to the right the same number of places as the number of zeros in the power of 10.
Step 2. Write zeros at the end of the number as placeholders if needed.
Example 5.3.8:
There is 1 zero in 10, so move the decimal point 1 place to the right.
56.3
(b) 5.63(100)
There are 2 zeros in 100, so move the decimal point 2 places to the
right.
563
(c) 5.63(1000)
There are 3 zeros in 1000, so move the decimal point 3 places to the
right.
Exercise 5.3.15:
Answer a
25.8
Answer c
2, 580
Exercise 5.3.16:
Answer a
142
Answer b
1, 420
Answer c
14, 200
This page titled 5.3: Decimal Operations (Part 1) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
Remember, a multiplication problem can be rephrased as a division problem. So we can write 0.8 ÷ 4 = 0.2 We can think of this as
“If we divide 8 tenths into four groups, how many are in each group?” Figure 5.4.1 shows that there are four groups of two-tenths
in eight-tenths. So 0.8 ÷ 4 = 0.2.
Figure 5.4.1
Using long division notation, we would write
Notice that the decimal point in the quotient is directly above the decimal point in the dividend.
To divide a decimal by a whole number, we place the decimal point in the quotient above the decimal point in the dividend and
then divide as usual. Sometimes we need to use extra zeros at the end of the dividend to keep dividing until there is no remainder.
Step 1. Write as long division, placing the decimal point in the quotient above the decimal point in the dividend.
Step 2. Divide as usual.
Example 5.4.9:
Divide: 0.12 ÷ 3.
Solution
Write as long division, placing the decimal point in the quotient above
the decimal point in the dividend.
0.12 ÷ 3 = 0.04
Exercise 5.4.17:
Divide: 0.28 ÷ 4.
Answer
0.07
Divide: 0.56 ÷ 7.
Answer
0.08
In everyday life, we divide whole numbers into decimals—money—to find the price of one item. For example, suppose a case of
24 water bottles cost $3.99. To find the price per water bottle, we would divide $3.99 by 24, and round the answer to the nearest
cent (hundredth).
Example 5.4.10:
Place the decimal point in the quotient above the decimal point in the
dividend.
$3.99 ÷ 24 ≈ $0.17
This means the price per bottle is 17 cents.
Exercise 5.4.19:
Answer
$0.19
Exercise 5.4.20:
Answer
$0.42
Remember, again, that a multiplication problem can be rephrased as a division problem. This time we ask, “Ho w many times does
0.2 go into 0.8?” Because (0.2)(4) = 0.8, we can say that 0.2 goes into 0.8 four times. This means that 0.8 divided by 0.2 is 4.
We would get the same answer, 4, if we divide 8 by 2, both whole numbers. Why is this so? Let’s think about the division problem
as a fraction.
0.8
(5.4.5)
0.2
(0.8)10
(5.4.6)
(0.2)10
8
(5.4.7)
2
4 (5.4.8)
We multiplied the numerator and denominator by 10 and ended up just dividing 8 by 2. To divide decimals, we multiply both the
numerator and denominator by the same power of 10 to make the denominator a whole number. Because of the Equivalent
Fractions Property, we haven’t changed the value of the fraction. The effect is to move the decimal points in the numerator and
denominator the same number of places to the right.
We use the rules for dividing positive and negative numbers with decimals, too. When dividing signed decimals, first determine the
sign of the quotient and then divide as if the numbers were both positive. Finally, write the quotient with the appropriate sign. It
may help to review the vocabulary for division:
Example 5.4.11:
Make the divisor the whole number by 'moving' the decimal point all
the way to the right. 'Move' the decimal point in the dividend the
same number of places to the right.
Divide. Place the decimal point in the quotient above the decimal
point in the dividend. Add zeros as needed until the remainder is zero.
Write the quotient with the appropriate sign. −2.89 ÷ (3.4) = −0.85
Answer
−0.39
Exercise 5.4.22:
Divide: −2.04 ÷ 5.1.
Answer
−0.4
Example 5.4.12:
Make the divisor a whole number by 'moving' the decimal point all
the way to the right. 'Move' the decimal point in the dividend the
same number of places.
Divide. Place the decimal point in the quotient above the decimal
point in the dividend.
Write the quotient with the appropriate sign. −25.65 ÷ (−0.06) = 427.5
Exercise 5.4.23:
Answer
587.3
Exercise 5.4.24:
Divide: −4.11 ÷ (−0.12).
Answer
34.25
Divide: 4 ÷ (0.05).
Solution
Make the divisor a whole number by 'moving' the decimal point all
the way to the right. Move the decimal point in the dividend the same
number of places, adding zeros as needed.
Divide. Place the decimal point in the quotient above the decimal
point in the dividend.
We can relate this example to money. How many nickels are there in four dollars? Because 4 ÷ 0.05 = 80, there are 80 nickels
in $4.
Exercise 5.4.25:
Divide: 6 ÷ 0.03.
Answer
200
Exercise 5.4.26:
Divide: 7 ÷ 0.02
Answer
350
Example 5.4.14:
Paul received $50 for his birthday. He spent $31.64 on a video game. How much of Paul’s birthday money was left?
Solution
What are you asked to find? How much did Paul have left?
Simplify. 18.36
Exercise 5.4.27:
Nicole earned $35 for babysitting her cousins, then went to the bookstore and spent $18.48 on books and coffee. How much of
her babysitting money was left?
Answer
$16.52
Exercise 5.4.28:
Amber bought a pair of shoes for $24.75 and a purse for $36.90. The sales tax was $4.32. How much did Amber spend?
Answer
$65.97
Example 5.4.15:
Jessie put 8 gallons of gas in her car. One gallon of gas costs $3.529. How much does Jessie owe for the gas? (Round the
answer to the nearest cent.)
Solution
What are you asked to find? How much did Jessie owe for all the gas?
Translate. 8($3.529)
Simplify. $28.232
Exercise 5.4.29:
Hector put 13 gallons of gas into his car. One gallon of gas costs $3.175. How much did Hector owe for the gas? Round to the
nearest cent.
Answer
$41.28
Exercise 5.4.30:
Christopher bought 5 pizzas for the team. Each pizza cost $9.75. How much did all the pizzas cost?
Answer
$48.75
What are you asked to find? How much should each friend pay?
Simplify. $7.94
Write a sentence. Each friend should pay $7.94 for his share of the dinner.
Exercise 5.4.31:
Six friends went out for dinner. The total cost of their dinner was $92.82. If they divide the bill equally, how much should each
friend pay?
Answer
$15.47
Exercise 5.4.32:
Chad worked 40 hours last week and his paycheck was $570. How much does he earn per hour?
Answer
$14.25
Be careful to follow the order of operations in the next example. Remember to multiply before you add.
Example 5.4.17:
Marla buys 6 bananas that cost $0.22 each and 4 oranges that cost $0.49 each. How much is the total cost of the fruit?
Solution
What are you asked to find? How much is the total cost of the fruit?
Write a phrase. 6 times the cost of each banana plus 4 times the cost of each orange
Add. $3.28
Exercise 5.4.33:
Suzanne buys 3 cans of beans that cost $0.75 each and 6 cans of corn that cost $0.62 each. How much is the total cost of these
groceries?
Answer
$5.97
Answer
$43.00
Divide Decimals
In the following exercises, divide.
143. 0.15 ÷ 5
144. 0.27 ÷ 3
145. 4.75 ÷ 25
146. 12.04 ÷ 43
147. $8.49 ÷ 12
148. $16.99 ÷ 9
149. $117.25 ÷ 48
150. $109.24 ÷ 36
151. 0.6 ÷ 0.2
152. 0.8 ÷ 0.4
153. 1.44 ÷ (− 0.3)
154. 1.25 ÷ (− 0.5)
155. −1.75 ÷ (− 0.05)
156. −1.15 ÷ (− 0.05)
157. 5.2 ÷ 2.5
158. 6.5 ÷ 3.25
159. 12 ÷ 0.08
160. 5 ÷ 0.04
161. 11 ÷ 0.55
162. 14 ÷ 0.35
Mixed Practice
In the following exercises, simplify.
163. 6(12.4 − 9.2)
164. 3(15.7 − 8.6)
165. 24(0.5) + (0.3)2
Writing Exercises
199. In the 2010 winter Olympics, two skiers took the silver and bronze medals in the Men's Super-G ski event. The silver medalist's
time was 1 minute 30.62 seconds and bronze medalist's time was 1 minute 30.65 seconds. Whose time was faster? Find the
difference in their times and then write the name of that decimal.
200. Find the quotient of 0.12 ÷ 0.04 and explain in words all the steps taken.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) After reviewing this checklist, what will you do to become confident for all objectives?
This page titled 5.4: Decimal Operations (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Divide: 0.24 ÷ 8. If you missed this problem, review Example 5.4.9.
2. Order 0.64__0.6 using < or >. If you missed this problem, review Example 5.2.7.
3. Order −0.2__−0.1 using < or >. If you missed this problem, review Example 5.2.8.
Example 5.5.1:
3
Write the fraction as a decimal.
4
Solution
Divide.
3
So the fraction is equal to 0.75.
4
Exercise 5.5.1:
1
Write the fraction as a decimal: .
4
Answer
0.25
Answer
0.375
Example 5.5.2:
7
Write the fraction − as a decimal.
2
Solution
The value of this fraction is negative. After dividing, the value of the
7
decimal will be negative. We do the division ignoring the sign, and − (5.5.1)
2
then write the negative sign in the answer.
Divide 7 by 2.
7
So, − = −3.5.
2
Exercise 5.5.3:
9
Write the fraction as a decimal: − .
4
Answer
−2.25
Exercise 5.5.4:
11
Write the fraction as a decimal: − .
2
Answer
−5.5
Repeating Decimals
So far, in all the examples converting fractions to decimals the division resulted in a remainder of zero. This is not always the case.
4 4
Let’s see what happens when we convert the fraction to a decimal. First, notice that is an improper fraction. Its value is
3 3
greater than 1. The equivalent decimal will also be greater than 1.
We divide 4 by 3.
A repeating decimal is a decimal in which the last digit or group of digits repeats endlessly.
How do you know how many ‘repeats’ to write? Instead of writing 1.333 … we use a shorthand notation by placing a line over the
digits that repeat. The repeating decimal 1.333 … is written 1.3. The line above the 3 tells you that the 3 repeats endlessly. So
¯
¯¯
1.333… = 1.3. For other decimals, two or more digits might repeat. Table 5.5.1 shows some more examples of repeating decimals.
¯
¯¯
Table 5.5.1
¯
¯¯
1.333… = 1.3 3 is the repeating digit
¯
¯¯
4.1666… = 4.16 6 is the repeating digit
4.161616… = 4.16
¯
¯¯¯
¯
16 is the repeating block
0.271271271… = 0.271
¯
¯¯¯¯¯¯
¯
271 is the repeating block
Example 5.5.3:
43
Write as a decimal.
22
Solution
Divide 43 by 22.
Notice that the differences of 120 and 100 repeat, so there is a repeat in the digits of the quotient; 54 will repeat endlessly. The
first decimal place in the quotient, 9, is not part of the pattern. So,
43 ¯
¯¯¯
¯
= 1.9 54 (5.5.2)
22
Exercise 5.5.5:
27
Write as a decimal: .
11
Answer
Exercise 5.5.6:
51
Write as a decimal: .
22
Answer
¯
¯¯¯
¯
2.318
It is useful to convert between fractions and decimals when we need to add or subtract numbers in different forms. To add a
fraction and a decimal, for example, we would need to either convert the fraction to a decimal or the decimal to a fraction.
Example 5.5.4:
7
Simplify: + 6.4.
8
Solution
7
Change to a decimal. 0.875 + 6.4
8
Add. 7.275
Exercise 5.5.7:
3
Simplify: + 4.9.
8
Answer
5.275
Exercise 5.5.8:
13
Simplify: 5.7 + .
20
Answer
6.35
Example 5.5.5:
3
Order __0.4 using < or >.
8
Solution
Exercise 5.5.9:
Answer
>
Exercise 5.5.10:
Answer
<
When ordering negative numbers, remember that larger numbers are to the right on the number line and any positive number is
greater than any negative number.
Example 5.5.6:
3
Order −0.5___− using < or >.
4
Solution
3
Convert − to a decimal. −0.5___−0.75
4
Exercise 5.5.11:
Answer
<
Answer
>
Example 5.5.7:
13 11
Write the numbers , 0.61, in order from smallest to largest.
20 16
Solution
Write the next larger decimal number in the middle place. 0.61, 0.65, _____
Write the last decimal number (the larger) in the third place. 0.61, 0.65, 0.6875
13 11
Rewrite the list with the original fractions. 0.61, ,
20 16
Exercise 5.5.13:
7 4
Write each set of numbers in order from smallest to largest: , , 0.82.
8 5
Answer
4
5
, 0.82, 7
Exercise 5.5.14:
13 3
Write each set of numbers in order from smallest to largest: 0.835, , .
16 4
Answer
3
4
, 13
16
, 0.835
Example 5.5.8:
2
Simplify the expressions: (a) 7(18.3 − 21.7) (b) (8.3 − 3.8)
3
Solution
(a) 7(18.3 − 21.7)
2
(b) (8.3 − 3.8)
3
2
Simplify inside parentheses. (4.5) (5.5.7)
3
2 4.5
Write 4.5 as a fraction. ( ) (5.5.8)
3 1
9
Multiply. (5.5.9)
3
Simplify. 3 (5.5.10)
Exercise 5.5.15:
3
Simplify: (a) 8(14.6 − 37.5) (b) (9.6 − 2.1).
5
Answer a
−183.2
Answer b
4.5
Exercise 5.5.16:
2
Simplify: (a) 25(25.69 − 56.74) (b) (11.9 − 4.2).
7
Answer a
−776.25
Answer b
2.2
Example 5.5.9:
2
1
Simplify each expression: (a) 6 ÷ 0.6 + (0.2)4 − (0.1)2 (b) ( ) + (3.5)(0.9)
10
Solution
(a) 6 ÷ 0.6 + (0.2)4 − (0.1)2
Subtract. 10.79
1
Simplify exponents. + (3.5)(0.9)
100
1
Multiply. + 3.15
100
1
Convert to a decimal. 0.01 + 3.15
100
Add. 3.16
Exercise 5.5.17:
Answer
11.16
Exercise 5.5.18:
2
1
Simplify: ( ) + (0.3)(4.2).
2
Answer
1.51
This page titled 5.5: Decimals and Fractions (Part 1) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
Figure 5.6.1
Archimedes discovered that for circles of all different sizes, dividing the circumference by the diameter always gives the same
number. The value of this number is pi, symbolized by Greek letter π (pronounced pie). However, the exact value of π cannot be
calculated since the decimal never ends or repeats (we will learn more about numbers like this in The Properties of Real Numbers.)
If we want the exact circumference or area of a circle, we leave the symbol π in the answer. We can get an approximate answer by
substituting 3.14 as the value of π. We use the symbol ≈ to show that the result is approximate, not exact.
C = 2πr (5.6.1)
Since the diameter is twice the radius, another way to find the circumference is to use the formula C = πd.
Suppose we want to find the exact area of a circle of radius 10 inches. To calculate the area, we would evaluate the formula for the
area when r = 10 inches and leave the answer in terms of π.
2
A = πr
2
A = π(10 )
A = π ⋅ 100
≈ 100 ⋅ 3.14
Remember to use square units, such as square inches, when you calculate the area.
Example 5.6.10:
A circle has radius 10 centimeters. Approximate its (a) circumference and (b) area.
Solution
(a) Find the circumference when r = 10.
Exercise 5.6.19:
A circle has radius 50 inches. Approximate its (a) circumference and (b) area.
Answer a
314 in.
Answer b
7850 sq. in.
Exercise 5.6.20:
A circle has radius 100 feet. Approximate its (a) circumference and (b) area.
Answer a
628 ft.
Answer b
31,400 sq. ft.
Example 5.6.11:
A circle has radius 42.5 centimeters. Approximate its (a) circumference and (b) area.
Solution
(a) Find the circumference when r = 42.5.
Exercise 5.6.21:
A circle has radius 51.8 centimeters. Approximate its (a) circumference and (b) area.
Answer a
325.304 cm
Answer b
8425.3736 sq. cm
Exercise 5.6.22:
A circle has radius 26.4 meters. Approximate its (a) circumference and (b) area.
Answer a
165.792 m
Answer b
2188.4544 sq. m
Example 5.6.12:
14
A circle has radius meter. Approximate its (a) circumference and (b) area.
15
Solution
14
(a) Find the circumference when r =
15
22 14 22 14
Substitute for π and for r . C ≈ 2( )( ) (5.6.3)
7 15 7 15
14
.(b) Find the area when r = .
15
2
22 14 22 14
Substitute for π and for r. A ≈ ( )( ) (5.6.4)
7 15 7 15
616
Multiply. A≈ square meters
225
Exercise 5.6.23:
5
A circle has radius meters. Approximate its (a) circumference and (b) area.
21
Answer a
220
147
m
Answer b
550
3087
sq. m
Exercise 5.6.24:
10
A circle has radius inches. Approximate its (a) circumference and (b) area.
33
Answer a
40
21
in.
Answer b
200
693
sq. in.
In the following exercises, write each set of numbers in order from least to greatest.
3 9
235. , , 0.55
5 16
3 7
236. , , 0.36
8 20
13 5
237. 0.702, ,
20 8
3 1
238. 0.15, ,
16 5
1 7
239. −0.3, − ,−
3 20
3 1
240. −0.2, − ,−
20 6
3 7
241. − ,− , −0.7
4 9
8 4
242. − ,− , −0.9
9 5
Mixed Practice
In the following exercises, simplify. Give the answer as a decimal.
1
259. 3 − 6.5
4
12
266. 5.1( − 3.91)
5
Everyday Math
2
281. Kelly wants to buy a pair of boots that are on sale for of the original price. The original price of the boots is $84.99. What is
3
the sale price of the shoes?
282. An architect is planning to put a circular mosaic in the entry of a new building. The mosaic will be in the shape of a circle with
radius of 6 feet. How many square feet of tile will be needed for the mosaic? (Round your answer up to the next whole number.)
Writing Exercises
283. Is it easier for you to convert a decimal to a fraction or a fraction to a decimal? Explain.
284. Describe a situation in your life in which you might need to find the area or circumference of a circle.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section
This page titled 5.6: Decimals and Fractions (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
be prepared!
Before you get started, take this readiness quiz.
2 1
1. Evaluate x + when x = − . If you missed this problem, review Example 4.9.15.
3 4
2. Evaluate 15 − y when y = −5. If you missed this problem, review Example 3.6.12.
n
3. Solve = 42. If you missed this problem, review Example 4.12.5.
−7
Example 5.7.1:
Determine whether each of the following is a solution of x − 0.7 = 1.5: (a) x = 1 (b) x = −0.8 (c) x = 2.2
Solution
(a) x - 0.7 = 1.5
Substitute 1 for x. ?
1 − 0.7 = 1.5 (5.7.1)
Since x = 1 does not result in a true equation, 1 is not a solution to the equation.
(b) x - 0.7 = 1.5
Exercise 5.7.1:
Determine whether each value is a solution of the given equation. x − 0.6 = 1.3: (a) x = 0.7 (b) x = 1.9 (c) x = −0.7
Answer a
no
Answer b
yes
Answer c
no
Exercise 5.7.2:
Determine whether each value is a solution of the given equation. y − 0.4 = 1.7: (a) y = 2.1 (b) y = 1.3 (c) −1.3
Answer a
yes
Answer b
no
Answer c
no
Properties of Equality
When you add, subtract, multiply or divide the same quantity from both sides of an equation, you still have equality.
Subtract 2.3 from each side, to undo the addition. y + 2.3 − 2.3 = −4.7 − 2.3 (5.7.7)
Simplify. y = −7 (5.7.8)
Check:
Substitute y = −7. ?
−7 + 2.3 = −4.7 (5.7.9)
Since y = −7 makes y + 2.3 = −4.7 a true statement, we know we have found a solution to this equation.
Exercise 5.7.3:
Answer
y = −8
Exercise 5.7.4:
Answer
y = −8.4
Example 5.7.3:
Add 4.75 to each side, to undo the subtraction. a − 4.75 + 4.75 = −1.39 + 4.75 (5.7.11)
Check:
Substitute a = 3.36. ?
3.36 − 4.75 = −1.39 (5.7.13)
Answer
a = 1.07
Exercise 5.7.6:
Solve: n − 3.47 = −2.64.
Answer
n = 0.83
Example 5.7.4:
−4.8 0.8n
We must divide both sides by 0.8 to isolate n. = (5.7.15)
0.8 08
Simplify. −6 = n (5.7.16)
Check:
Substitute n = −6. ?
−4.8 = 0.8(−6) (5.7.17)
Exercise 5.7.7:
Solve: −8.4 = 0.7b.
Answer
b = −12
Exercise 5.7.8:
Answer
c = −8
Solution
We will use the Multiplication Property of Equality.
p
Here, p is divided by −1.8. We must multiply by −1.8 to isolate p. −1.8 ( ) = −1.8(−6.5) (5.7.19)
−1.8
Check:
11.7 ?
Substitute p = 11.7. = −6.5 (5.7.21)
−1.8
p
A solution to = −6.5 is p = 11.7.
−1.8
Exercise 5.7.9:
c
Solve: = −4.5.
−2.6
Answer
c = −11.7
Exercise 5.7.10:
b
Solve: = −5.4.
−1.2
Answer
b = 6.48
Example 5.7.6:
Translate and solve: The difference of n and 4.3 is 2.1.
Solution
Translate.
Add 4.3 to both sides of the equation. n − 4.3 + 4.3 = 2.1 + 4.3 (5.7.23)
Check:
Translate. ?
6.4 − 4.3 = 2.1 (5.7.25)
Exercise 5.7.11:
Answer
y − 4.9 = 2.8 ; y = 7.7
Exercise 5.7.12:
Answer
z − 5.7 = 3.4 ; z = 9.1
Example 5.7.7:
Translate.
−3.1x 5.27
Divide both sides by −3.1. = (5.7.27)
−3.1 −3.1
Check:
Translate. ?
−3.1(−1.7) = 5.27 (5.7.29)
Exercise 5.7.13:
Translate and solve: The product of −4.3 and x is 12.04.
Answer
Exercise 5.7.14:
Answer
;
−3.1m = 26.66 m = −8.6
Example 5.7.8:
Translate and solve: The quotient of p and −2.4 is 6.5.
Solution
Translate.
p
Multiply both sides by −2.4. −2.4 ( ) = −2.4(6.5) (5.7.31)
−2.4
Check:
−15.6 ?
Translate. = 6.5 (5.7.33)
−2.4
Exercise 5.7.15:
Answer
1
−3.4
= 4.5 ; q = −15.3
Exercise 5.7.16:
Answer
r
−2.6
= 2.5 ; r = −6.5
Example 5.7.9:
Subtract 2.9 from each side. n + 2.9 − 2.9 = 1.7 − 2.9 (5.7.35)
Check:
Translate. ?
−1.2 + 2.9 = 1.7 (5.7.37)
Exercise 5.7.17:
Answer
j + 3.8 = 2.6 ; j = −1.2
Exercise 5.7.18:
Answer
k + 4.7 = 0.3 ; k = −4.4
a. h = 6.45
b. h = −6.45
c. h = −2.1
288. 0.75k = −3.6
a. k = −0.48
b. k = −4.8
c. k = −2.7
Mixed Practice
In the following exercises, solve the equation. Then check your solution.
325. x − 5 = −11
2
326. − = x + (\dfrac{3}{4}\)
5
327. p + 8 = −2
2 1
328. p + =
3 12
329. −4.2m = −33.6
330. q + 9.5 = −14
5 1
331. q + =
6 12
8.6
332. =−d
15
7 1
333. m =
8 10
j
334. = −3
−6.2
2 3
335. − =y+
3 8
336. s − 1.75 = −3.2
11
337. =−f
20
338. −3.6b = 2.52
339. −4.2a = 3.36
340. −9.1n = −63.7
341. r − 1.25 = −2.7
1 7
342. n =
4 10
h
343. = −8
−3
344. y − 7.82 = −16
Everyday Math
353. Shawn bought a pair of shoes on sale for $78. Solve the equation 0.75p = 78 to find the original price of the shoes, p.
354. Mary bought a new refrigerator. The total price including sales tax was $1,350. Find the retail price, r, of the refrigerator before
tax by solving the equation 1.08r = 1,350.
Writing Exercises
355. Think about solving the equation 1.2y = 60, but do not actually solve it. Do you think the solution should be greater than 60 or
less than 60? Explain your reasoning. Then solve the equation to see if your thinking was correct.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) On a scale of 1–10, how would you rate your mastery of this section in light of your responses on the checklist? How can you
improve this?
This page titled 5.7: Solve Equations with Decimals is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
4 +9 +2
1. Simplify: . If you missed this problem, review Example 4.6.12.
3
2. Simplify: 4(8) + 6(3). If you missed this problem, review Example 2.2.8.
5
3. Convert to a decimal. If you missed this problem, review Example 5.5.1.
2
One application of decimals that arises often is finding the average of a set of numbers. What do you think of when you hear the
word average? Is it your grade point average, the average rent for an apartment in your city, the batting average of a player on your
favorite baseball team? The average is a typical value in a set of numerical data. Calculating an average sometimes involves
working with decimal numbers. In this section, we will look at three different ways to calculate an average.
267
(5.8.2)
3
89 (5.8.3)
Step 2. Find the sum of all the values in the set. Write the sum in the numerator.
Step 3. Count the number, n, of values in the set. Write this number in the denominator.
Step 4. Simplify the fraction.
Example 5.8.1:
8 + 12 + 15 + 9 + 6
Write the sum of the numbers in the numerator. mean = (5.8.7)
n
Count how many numbers are in the set. There are 5 numbers in the 8 + 12 + 15 + 9 + 6
mean = (5.8.8)
set, so n = 5. 5
50
Add the numbers in the numerator. mean = (5.8.9)
5
Check to see that the mean is 'typical': 10 is neither less than 6 nor
The mean is 10.
greater than 15.
Exercise 5.8.1:
Answer
8.5
Exercise 5.8.2:
Answer
9
Example 5.8.2:
The ages of the members of a family who got together for a birthday celebration were 16, 26, 53, 56, 65, 70, 93, and 97 years.
Find the mean age.
Solution
16 + 26 + 53 + 56 + 65 + 70 + 93 + 97
Write the sum of the numbers in the numerator. mean = (5.8.11)
n
Count how many numbers are in the set. Call this n and write it in the 16 + 26 + 53 + 56 + 65 + 70 + 93 + 97
mean = (5.8.12)
denominator. 8
mean = 59.5
Is 59.5 ‘typical’? Y es, it is neither less than 16 nor greater than 97. The mean age is 59.5 years.
Exercise 5.8.3:
The ages of the four students in Ben’s carpool are 25, 18, 21, and 22. Find the mean age of the students.
Answer
21.5 years
Exercise 5.8.4:
Yen counted the number of emails she received last week. The numbers were 4, 9, 15, 12, 10, 12, and 8. Find the mean number
of emails
Answer
10
Did you notice that in the last example, while all the numbers were whole numbers, the mean was 59.5, a number with one decimal
place? It is customary to report the mean to one more decimal place than the original numbers. In the next example, all the numbers
represent money, and it will make sense to report the mean in dollars and cents.
Example 5.8.3:
For the past four months, Daisy’s cell phone bills were $42.75, $50.12, $41.54, $48.15. Find the mean cost of Daisy’s cell
phone bills.
Solution
Count how many numbers are in the set. Call this n and write it in the 42.75 + 50.12 + 41.54 + 48.15
mean = (5.8.16)
denominator. 4
182.56
Simplify the fraction. mean = (5.8.17)
4
mean = 45.64
Does $45.64 seem ‘typical’ of this set of numbers? Yes, it is neither less than $41.54 nor greater than $50.12. The mean cost of
her cell phone bill was $45.64.
Exercise 5.8.5:
Last week Ray recorded how much he spent for lunch each workday. He spent $6.50, $7.25, $4.90, $5.30, and $12.00. Find the
mean of how much he spent each day.
Exercise 5.8.6:
Lisa has kept the receipts from the past four trips to the gas station. The receipts show the following amounts: $34.87, $42.31,
$38.04, and $43.26. Find the mean.
Answer
$39.62
Table 5.70
Ann Bianca Dora Eve Francine
59 60 65 68 70
Dora is in the middle of the group. Her height, 65″, is the median of the girls’ heights. Half of the heights are less than or equal to
Dora’s height, and half are greater than or equal. The median is the middle value.
Definition: Median
What if Carmen, the pianist, joins the singing group on stage? Carmen is 62 inches tall, so she fits in the height order between
Bianca and Dora. Now the data set looks like this:
There is no single middle value. The heights of the six girls can be divided into two equal parts.
Statisticians have agreed that in cases like this the median is the mean of the two values closest to the middle. So the median is the
62 + 65
mean of 62 and 65, . The median height is 63.5 inches.
2
Notice that when the number of girls was 5, the median was the third height, but when the number of girls was 6, the median was
the mean of the third and fourth heights. In general, when the number of values is odd, the median will be the one value in the
middle, but when the number is even, the median is the mean of the two middle values.
Example 5.8.4:
Find the median of 12, 13, 19, 9, 11, 15, and 18.
Solution
List the numbers in order from smallest to largest. 9, 11, 12, 13, 15, 18, 19
Count how many numbers are in the set. Call this n. n=7
The middle is the number in the 4th position. So the median of the data is 13.
Exercise 5.8.7:
Find the median of the data set: 43, 38, 51, 40, 46.
Answer
43
Exercise 5.8.8:
Find the median of the data set: 15, 35, 20, 45, 50, 25, 30.
Answer
30
Example 5.8.5:
Kristen received the following scores on her weekly math quizzes: 83, 79, 85, 86, 92, 100, 76, 90, 88, and 64. Find her median
score.
Solution
List the numbers in order from smallest to largest. 64, 76, 79, 83, 85, 86, 88, 90, 92, 100
Exercise 5.8.9:
Answer
8.5
Exercise 5.8.10:
Find the median of the data set: 21, 25, 19, 17, 22, 18, 20, 24.
Answer
20.5
Definition: mode
The mode of a set of numbers is the number with the highest frequency.
Suppose Jolene kept track of the number of miles she ran since the start of the month, as shown in Figure 5.7.
Figure 5.7
If we list the numbers in order it is easier to identify the one with the highest frequency.
2, 3, 5, 8, 8, 8, 15 (5.8.20)
Jolene ran 8 miles three times, and every other distance is listed only once. So the mode of the data is 8 miles.
Example 5.8.6:
The ages of students in a college math class are listed below. Identify the mode.
18, 18, 18, 18, 19, 19, 19, 20, 20, 20, 20, 20, 20, 20, 21, 21, 22, 22, 22, 22, 22, 23, 24, 24, 25, 29, 30, 40, 44
Solution
The ages are already listed in order. We will make a table of frequencies to help identify the age with the highest frequency.
Now look for the highest frequency. The highest frequency is 7, which corresponds to the age 20. So the mode of the ages in
this class is 20 years.
Exercise 5.8.11:
The number of sick days employees used last year: 3, 6, 2, 3, 7, 5, 6, 2, 4, 2. Identify the mode.
Answer
2
Exercise 5.8.12:
The number of handbags owned by women in a book club: 5, 6, 3, 1, 5, 8, 1, 5, 8, 5. Identify the mode.
Answer
5
Example 5.8.7:
The data lists the heights (in inches) of students in a statistics class. Identify the mode.
56 61 63 64 65 66 67 67
60 62 63 64 65 66 67 70
60 63 63 64 66 66 67 74
61 63 64 65 66 67 67
Solution
List each number with its frequency.
Now look for the highest frequency. The highest frequency is 6, which corresponds to the height 67 inches. So the mode of this
set of heights is 67 inches.
Answer
21
Exercise 5.8.14:
Answer
5
Some data sets do not have a mode because no value appears more than any other. And some data sets have more than one mode.
In a given set, if two or more data values have the same highest frequency, we say they are all modes.
This page titled 5.8: Averages and Probability (Part 1) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
Definition: Probability
The probability of an event is the number of favorable outcomes divided by the total number of outcomes possible.
number of f avorable outcomes
P robability = (5.9.1)
total number of outcomes
3
Converting the fraction to a decimal, we would say there is a 0.6 probability of choosing a banana.
5
3
Probability of choosing a banana =
5
Example 5.9.8:
The ski club is holding a raffle to raise money. They sold 100 tickets. All of the tickets are placed in a jar. One ticket will be pulled
out of the jar at random, and the winner will receive a prize. Cherie bought one raffle ticket. (a) Find the probability she will win the
prize. (b) Convert the fraction to a decimal.
Solution
(a)
What are you asked to find? The probability Cherie wins the prize.
1
Substitute into the numerator and denominator. Probability Cherie wins =
100
(b)
1
Write the probability as a fraction. Probability =
100
Ignaly is attending a fashion show where the guests are seated at tables of ten. One guest from each table will be selected at random
to receive a door prize. (a) Find the probability Ignaly will win the door prize for her table. (b) Convert the fraction to a decimal.
Answer a
1
10
Answer b
0.1
Exercise 5.9.16:
Hoang is among 20 people available to sit on a jury. One person will be chosen at random from the 20. (a) Find the probability
Hoang will be chosen. (b) Convert the fraction to a decimal.
Answer a
1
20
Answer b
0.05
Example 5.9.9:
Three women and five men interviewed for a job. One of the candidates will be offered the job. (a) Find the probability the job is
offered to a woman. (b) Convert the fraction to a decimal.
Solution
What are you asked to find? The probability the job is offered to a woman.
What is the number of favorable outcomes? 3, because there are three women.
3
Substitute into the numerator and denominator. Probability =
8
(b)
3
Write the probability as a fraction. Probability =
8
Exercise 5.9.17:
A bowl of Halloween candy contains 5 chocolate candies and 3 lemon candies. Tanya will choose one piece of candy at random.(a)
Find the probability Tanya will choose a chocolate candy.(b) Convert the fraction to a decimal.
Answer a
5
Answer b
0.625
Dan has 2 pairs of black socks and 6 pairs of blue socks. He will choose one pair at random to wear tomorrow. (a) Find the
probability Dan will choose a pair of black socks (b) Convert the fraction to a decimal.
Answer a
2
Answer b
0.25
Everyday Math
399. Joaquin gets paid every Friday. His paychecks for the past 8 Fridays were $315, $236.25, $236.25, $236.25 $315, $315, $236.25,
$393.75. Find the (a) mean (b) median, and (c) mode.
400. The cash register receipts each day last week at a coffee shop were $1,845, $1,520, $1,438, $1,682, $1,850, $2,721, $2,539. Find the
(a) mean, (b) median, and (c) mode.
Writing Exercises
401. Explain in your own words the difference between the mean, median, and mode of a set of numbers.
402. Make an example of probability that relates to your life. Write your answer as a fraction and explain what the numerator and
denominator represent.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
This page titled 5.9: Averages and Probability (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
Write Decimals
In the following exercises, write as a decimal.
540. three tenths
541. nine hundredths
542. twenty-seven hundredths
543. ten and thirty-five thousandths
544. negative twenty and three tenths
545. negative five hundredths
Order Decimals
In the following exercises, order each of the following pairs of numbers, using < or >.
551. 0.6___0.8
552. 0.2___0.15
553. 0.803____0.83
554. −0.56____−0.562
Round Decimals
In the following exercises, round each number to the nearest: (a) hundredth (b) tenth (c) whole number.
555. 12.529
556. 4.8447
557. 5.897
Multiply Decimals
In the following exercises, multiply.
564. (0.3)(0.7)
565. (−6.4)(0.25)
566. (−3.35)(−12.7)
567. (15.4)(1000)
Divide Decimals
In the following exercises, divide.
568. 0.48 ÷ 6
569. 4.32 ÷ 24
570. $6.29 ÷ 12
571. (−0.8) ÷ (−0.2)
572. 1.65 ÷ 0.15
573. 9 ÷ 0.045
In the following exercises, write each set of numbers in order from least to greatest.
2 17
590. , , 0.65
3 20
7 11
591. , 0.75,
9 15
a. u = −5
b. u = −31.25
605. 0.45v = −40.5
a. v = −18.225
b. v = −90
−−−−
673. √64b 2
−−−−−
674. −√121a 2
−−−−−− −
675. √225m n 2 2
−−−−−
676. −√100q 2
−−−−
677. √49y 2
−−−−−
678. √4a b 2 2
−−−−− −
679. √121c d 2 2
PRACTICE TEST
684. Write six and thirty-four thousandths as a decimal.
685. Write 1.73 as a fraction.
686. Write 5 8 as a decimal.
687. Round 16.749 to the nearest (a) tenth (b) hundredth (c) whole number
4 2
688. Write the numbers , −0.1, 0.804, , −7.4, 0.21 in order from smallest to largest.
5 9
−−
712. Estimate √54 to between two whole numbers.
713. Yanet wants a square patio in her backyard. She has 225 square feet of tile. How long can a side of the patio be?
This page titled 5.E: Decimals (Exercises) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
The median of a set of data values is the middle value. Half the data
median values are less than or equal to the median. Half the data values are
greater than or equal to the median.
mode The mode of a set of numbers is the number with the highest frequency.
radius of a circle A line segment from the center to any point on the circle.
repeating decimal A decimal in which the last digit or group of digits repeats endlessly.
unit price A unit rate that gives the price of one item.
Key Concepts
5.1 - Decimals
Name a decimal number.
1. Name the number to the left of the decimal point.
2. Write “and” for the decimal point.
3. Name the “number” part to the right of the decimal point as if it were a whole number.
4. Name the decimal place of the last digit.
Write a decimal number from its name.
1. Look for the word “and”—it locates the decimal point. Place a decimal point under the word “and.” Translate the words
before “and” into the whole number and place it to the left of the decimal point. If there is no “and,” write a “0” with a
decimal point to its right.
2. Mark the number of decimal places needed to the right of the decimal point by noting the place value indicated by the last
word.
3. Translate the words after “and” into the number to the right of the decimal point. Write the number in the spaces—putting
the final digit in the last place.
4. Fill in zeros for place holders as needed.
Convert a decimal number to a fraction or mixed number.
1. Look at the number to the left of the decimal. If it is zero, the decimal converts to a proper fraction. If it is not zero, the
decimal converts to a mixed number. Write the whole number.
2. Determine the place value of the final digit.
3. Write the fraction. numerator—the ‘numbers’ to the right of the decimal point denominator—the place value corresponding
to the final digit
2. Find the sum of all the values in the set. Write the sum in the numerator.
3. Count the number, n, of values in the set. Write this number in the denominator.
4. Simplify the fraction.
5. Check to see that the mean is reasonable. It should be greater than the least number and less than the greatest number in the
set.
Find the median of a set of numbers.
1. List the numbers from least to greatest.
2. Count how many numbers are in the set. Call this n.
3. Is n odd or even? If n is an odd number, the median is the middle value. If n is an even number, the median is the mean of
the two middle values.
Identify the mode of a set of numbers.
1. List the data values in numerical order.
2. Count the number of times each value appears.
3. The mode is the value with the highest frequency.
If m = n2, then √−
−
m = n, for n ≥ 0 .
This page titled 5.S: Decimals (Summary) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
16
1. Simplify: . If you missed this problem, review Example 4.3.1.
24
2. Divide: 2.76 ÷ 11.5. If you missed this problem, review Example 5.4.9.
1
1
2
3. Simplify: . If you missed this problem, review Example 4.5.7.
3
2
4
Definition: ratios
a
A ratio compares two numbers or two quantities that are measured with the same unit. The ratio of a to b is written a to b, ,
b
or a:b.
In this section, we will use the fraction notation. When a ratio is written in fraction form, the fraction should be simplified. If it is
4
an improper fraction, we do not change it to a mixed number. Because a ratio compares two quantities, we would leave a ratio as
1
instead of simplifying it to 4 so that we can see the two parts of the ratio.
Example 5.10.1:
Write each ratio as a fraction: (a) 15 to 27 (b) 45 to 18.
Solution
(a) 15 to 27
Write as a fraction with the first number in the numerator and the 15
(5.10.1)
second in the denominator. 27
5
Simplify the fraction. (5.10.2)
9
(b) 45 to 18
Write as a fraction with the first number in the numerator and the 45
(5.10.3)
second in the denominator. 18
Exercise 5.10.1:
Answer a
3
Answer b
3
Exercise 5.10.2:
Answer a
1
Answer b
3
(0.8)100
(5.10.6)
(0.05)100
80
(5.10.7)
5
8 5 8
Do you see a shortcut to find the equivalent fraction? Notice that 0.8 = and 0.05 = . The least common denominator of
10 100 10
0.8
and 5 100 is 100. By multiplying the numerator and denominator of by 100, we ‘moved’ the decimal two places to the right
0.05
to get the equivalent fraction with no decimals. Now that we understand the math behind the process, we can find the fraction with
no decimals like this:
16
Simplify. (5.10.9)
1
You do not have to write out every step when you multiply the numerator and denominator by powers of ten. As long as you move
both decimal places the same number of places, the ratio will remain the same.
Example 5.10.2:
Write each ratio as a fraction of whole numbers: (a) 4.8 to 11.2 (b) 2.7 to 0.54
Solution
(a) 4.8 to 11.2
4.8
Write as a fraction. (5.10.10)
11.2
3
Simplify. (5.10.12)
7
3
So 4.8 to 11.2 is equivalent to .
7
2.7
Write as a fraction. (5.10.13)
0.54
The numerator has one decimal place and the denominator has 2. To 270
(5.10.14)
clear both decimals we need to move the decimal 2 places to the right. 54
5
Simplify. (5.10.15)
1
5
So 2.7 to 0.54 is equivalent to .
1
Exercise 5.10.3:
Write each ratio as a fraction: (a) 4.6 to 11.5 (b) 2.3 to 0.69.
Answer a
2
Answer b
10
Answer a
2
Answer b
5
Some ratios compare two mixed numbers. Remember that to divide mixed numbers, you first rewrite them as improper fractions.
Example 5.10.3:
1 3
Write the ratio of 1 to 2 as a fraction.
4 8
Solution
1
1
4
Write as a fraction. (5.10.16)
3
2
8
4
Convert the numerator and denominator to improper fractions. (5.10.17)
19
5 19
Rewrite as a division of fractions. ÷ (5.10.18)
4 8
5 8
Invert the divisor and multiply. ⋅ (5.10.19)
4 19
10
Simplify. (5.10.20)
19
Exercise 5.10.5:
3 5
Write each ratio as a fraction: 1 to 2 .
4 8
Answer
\(\dfrac{2}{3}\
Exercise 5.10.6:
1 3
Write each ratio as a fraction: 1 to 2 .
8 4
Answer
9
22
Example 5.10.4:
Hector's total cholesterol is 249 mg/dl and his HDL cholesterol is 39 mg/dl. (a) Find the ratio of his total cholesterol to his
HDL cholesterol. (b) Assuming that a ratio less than 5 to 1 is considered good, what would you suggest to Hector?
Solution
(a) First, write the words that express the ratio. We want to know the ratio of Hector's total cholesterol to his HDL cholesterol.
total cholesterol
Write as a fraction. (5.10.21)
HDL cholesterol
249
Substitute the values. (5.10.22)
39
83
Simplify. (5.10.23)
13
83 6.4
(b) Is Hector's cholesterol ratio ok? If we divide 83 by 13 we obtain approximately 6.4, so ≈ . Hector's cholesterol
13 1
ratio is high! Hector should either lower his total cholesterol or raise his HDL cholesterol.
Exercise 5.10.7:
Find the patient's ratio of total cholesterol to HDL cholesterol using the given information. Total cholesterol is 185 mg/dL and
HDL cholesterol is 40 mg/dL.
Answer
\(\dfrac{37}{8}\
Exercise 5.10.8:
Find the patient’s ratio of total cholesterol to HDL cholesterol using the given information. Total cholesterol is 204 mg/dL and
HDL cholesterol is 38 mg/dL.
Answer
\(\dfrac{102}{19}\
Example 5.10.5:
The Americans with Disabilities Act (ADA) Guidelines for wheel chair ramps require a maximum vertical rise of 1 inch for
every 1 foot of horizontal run. What is the ratio of the rise to the run?
Solution
rise
Write the ratio as a fraction. (5.10.24)
run
1 inch
Substitute in the given values. (5.10.25)
1 f oot
1 inch
Convert 1 foot to inches. (5.10.26)
12 inches
1
Simplify, dividing out common factors and units. (5.10.27)
12
So the ratio of rise to run is 1 to 12. This means that the ramp should rise 1 inch for every 12 inches of horizontal run to
comply with the guidelines.
Exercise 5.10.9:
Find the ratio of the first length to the second length: 32 inches to 1 foot.
Answer
\(\dfrac{8}{3}\
Exercise 5.10.10:
Find the ratio of the first length to the second length: 1 foot to 54 inches.
Answer a
\(\dfrac{2}{9}\
Definition: rate
A rate compares two quantities of different units. A rate is usually written as a fraction.
When writing a fraction as a rate, we put the first given amount with its units in the numerator and the second amount with its units
in the denominator. When rates are simplified, the units remain in the numerator and denominator.
Example 5.10.6:
Bob drove his car 525 miles in 9 hours. Write this rate as a fraction.
Solution
Write as a fraction, with 525 miles in the numerator and 9 hours in the 525 miles
(5.10.28)
denominator. 9 hours
175 miles
So 525 miles in 9 hours is equivalent to .
3 hours
Exercise 5.10.11:
Answer
123 miles
2 hours
Exercise 5.10.12:
Write the rate as a fraction: 242 miles in 6 hours.
Answer
121 miles
3 hours
This page titled 5.10: Ratios and Rate (Part 1) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
Unit rates are very common in our lives. For example, when we say that we are driving at a speed of 68 miles per hour we mean
that we travel 68 miles in 1 hour. We would write this rate as 68 miles/hour (read 68 miles per hour). The common abbreviation for
this is 68 mph. Note that when no number is written before a unit, it is assumed to be 1. So 68 miles/hour really means 68 miles/1
hour.
Two rates we often use when driving can be written in different forms, as shown:
68 miles
68 miles in 1 hour (5.11.1) 68 miles/hour 68 mph 68 miles per hour
1 hour
36 miles
36 miles to 1 gallon (5.11.2) 36 miles/gallon 36 mpg 36 miles per gallon
1 gallon
Another example of unit rate that you may already know about is hourly pay rate. It is usually expressed as the amount of money
earned for one hour of work. For example, if you are paid $12.50 for each hour you work, you could write that your hourly (unit)
pay rate is $12.50/hour (read $12.50 per hour.)
To convert a rate to a unit rate, we divide the numerator by the denominator. This gives us a denominator of 1.
Example 5.11.7:
Anita was paid $384 last week for working 32 hours. What is Anita’s hourly pay rate?
Solution
Start with a rate of dollars to hours. Then divide. $384 last week for 32 hours
$384
Write as a rate. (5.11.3)
32 hours
$12
Divide the numerator by the denominator. (5.11.4)
1 hour
Exercise 5.11.13:
Answer
$18 / hour
Answer
$19 / hour
Example 5.11.8:
Sven drives his car 455 miles, using 14 gallons of gasoline. How many miles per gallon does his car get?
Solution
Start with a rate of miles to gallons. Then divide.
455 miles
Write as a rate. (5.11.5)
14 gallons
32.5 miles
Divide 455 by 14 to get the unit rate. (5.11.6)
1 gallon
Exercise 5.11.15:
Answer
23.5 mpg
Exercise 5.11.16:
Answer
28 mpg
A unit price is a unit rate that gives the price of one item.
Example 5.11.9:
The grocery store charges $3.99 for a case of 24 bottles of water. What is the unit price?
Solution
What are we asked to find? We are asked to find the unit price, which is the price per bottle.
$0.16625
Divide to find the unit price. (5.11.8)
1 bottle
$0.17
Round the result to the nearest penny. (5.11.9)
1 bottle
The unit price is approximately $0.17 per bottle. Each bottle costs about $0.17.
Exercise 5.11.17:
Find the unit price. Round your answer to the nearest cent if necessary: 24-pack of juice boxes for $6.99
Answer
$0.29
1 box
Exercise 5.11.18:
Find the unit price. Round your answer to the nearest cent if necessary: 24-pack of bottles of ice tea for $12.72
Answer
$0.53
1 bottle
Unit prices are very useful if you comparison shop. The better buy is the item with the lower unit price. Most grocery stores list the
unit price of each item on the shelves.
Example 5.11.10:
Paul is shopping for laundry detergent. At the grocery store, the liquid detergent is priced at $14.99 for 64 loads of laundry and
the same brand of powder detergent is priced at $15.99 for 80 loads. Which is the better buy, the liquid or the powder
detergent?
Solution
To compare the prices, we first find the unit price for each type of detergent.
Liquid Powder
$14.99 $15.99
Write as a rate. (5.11.10) (5.11.11)
64 loads 80 loads
$0.234 … $0.199 …
Find the unit price. (5.11.12) (5.11.13)
1 load 1 load
$0.23/load $0.20/load
Round to the nearest cent.
(23 cents per load.) (20 cents per load)
Now we compare the unit prices. The unit price of the liquid detergent is about $0.23 per load and the unit price of the powder
detergent is about $0.20 per load. The powder is the better buy.
Answer
Brand A costs $0.12 per bag. Brand B costs $0.13 per bag. Brand A is the better buy
Exercise 5.11.20:
Find each unit price and then determine the better buy. Round to the nearest cent if necessary.
Brand C Chicken Noodle Soup, $1.89 for 26 ounces, or Brand D Chicken Noodle Soup, $0.95 for 10.75 ounces
Answer
Brand C costs $0.07 per ounce. Brand D costs $0.09 per ounce. Brand C is the better buy
Notice in Example 5.11.10 that we rounded the unit price to the nearest cent. Sometimes we may need to carry the division to one
more place to see the difference between the unit prices.
Example 5.11.11:
Translate the word phrase into an algebraic expression: (a) 427 miles per h hours (b) x students to 3 teachers (c) y dollars for
18 hours
Solution
(a) 427 miles per h hours
427 miles
Write as a rate. (5.11.14)
h hours
x students
Write as a rate. (5.11.15)
3 teachers
$y
Write as a rate. (5.11.16)
18 hours
Exercise 5.11.21:
Translate the word phrase into an algebraic expression. (a) 689 miles per h hours (b) y parents to 22 students (c) d dollars for 9
minutes
Answer a
h hours
Answer b
y parents
22 students
Answer c
$d
9 min
Exercise 5.11.22:
Translate the word phrase into an algebraic expression. (a) m miles per 9 hours (b) x students to 8 buses (c) y dollars for 40
hours
Answer a
m mi
9 h
Answer b
x students
8 buses
Answer c
$y
40 h
Ratios
Write Ratios as a Simplified Fractions Involving Decimals and Fractions
Write a Ratio as a Simplified Fraction
Rates and Unit Rates
Unit Rate for Cell Phone Plan
Everyday Math
481. One elementary school in Ohio has 684 students and 45 teachers. Write the student-to-teacher ratio as a unit rate.
482. The average American produces about 1,600 pounds of paper trash per year (365 days). How many pounds of paper trash does
the average American produce each day? (Round to the nearest tenth of a pound.)
483. A popular fast food burger weighs 7.5 ounces and contains 540 calories, 29 grams of fat, 43 grams of carbohydrates, and 25
grams of protein. Find the unit rate of (a) calories per ounce (b) grams of fat per ounce (c) grams of carbohydrates per ounce (d)
grams of protein per ounce. Round to two decimal places.
484. A 16-ounce chocolate mocha coffee with whipped cream contains 470 calories, 18 grams of fat, 63 grams of carbohydrates, and
15 grams of protein. Find the unit rate of (a) calories per ounce (b) grams of fat per ounce (c) grams of carbohydrates per ounce
(d) grams of protein per ounce.
Writing Exercises
485. Would you prefer the ratio of your income to your friend’s income to be 3/1 or 1/3? Explain your reasoning.
486. The parking lot at the airport charges $0.75 for every 15 minutes. (a) How much does it cost to park for 1 hour? (b) Explain
how you got your answer to part (a). Was your reasoning based on the unit cost or did you use another method?
487. Kathryn ate a 4-ounce cup of frozen yogurt and then went for a swim. The frozen yogurt had 115 calories. Swimming burns 422
calories per hour. For how many minutes should Kathryn swim to burn off the calories in the frozen yogurt? Explain your
reasoning.
488. Mollie had a 16-ounce cappuccino at her neighborhood coffee shop. The cappuccino had 110 calories. If Mollie walks for one
hour, she burns 246 calories. For how many minutes must Mollie walk to burn off the calories in the cappuccino? Explain your
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) After reviewing this checklist, what will you do to become confident for all objectives?
This page titled 5.11: Ratios and Rate (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Simplify: (−9)2. If you missed this problem, review Example 3.7.6.
2. Round 3.846 to the nearest hundredth. If you missed this problem, review Example 5.2.9.
3. Evaluate 12d for d = 80. If you missed this problem, review Example 2.3.2.
Modeling Squares
Do you know why we use the word square? If we construct a square with three tiles on each side, the total number of tiles would be
nine.
The number 9 is called a perfect square because it is the square of a whole number.
The chart shows the squares of the counting numbers 1 through 15. You can refer to it to help you identify the perfect squares.
= 64
When we multiply two negative numbers, the product is always positive. So, the square of a negative number is always positive.
The chart shows the squares of the negative integers from −1 to −15.
Square Roots
Sometimes we will need to look at the relationship between numbers and their squares in reverse. Because 102 = 100, we say 100 is
the square of 10. We can also say that 10 is a square root of 100.
Notice (−10)2 = 100 also, so −10 is also a square root of 100. Therefore, both 10 and −10 are square roots of 100. So, every positive
number has two square roots: one positive and one negative.
What if we only want the positive square root of a positive number? The radical sign, √−−, stands for the positive square root. The
positive square root is also called the principal square root.
–
We can also use the radical sign for the square root of zero. Because 02 = 0, √0 = 0. Notice that zero has only one square root. The
chart shows the square roots of the first 15 perfect square numbers.
Example 5.12.1:
−− −−−
Simplify: (a) √25 (b) √121.
Solution
−−
(a) √25
Since 52 = 25 5
−−−
(b) √121
Exercise 5.12.1:
−− −−−
Simplify: (a) √36 (b) √169.
Answer a
6
Answer b
13
Answer a
4
Answer b
14
−−−
Every positive number has two square roots and the radical sign indicates the positive one. We write √100 = 10. If we want to find
−−−
the negative square root of a number, we place a negative in front of the radical sign. For example, −√100 = −10.
Example 5.12.2:
– −−−
Simplify. (a) −√9 (b) −√144.
Solution
–
(a) −√9
−−−
(b) −√144
Exercise 5.12.3:
– −−−
Simplify: (a) −√4 (b) −√225.
Answer a
-2
Answer b
-15
Exercise 5.12.4:
−− −−
Simplify: (a) −√81 (b) −√64.
Answer a
-9
Answer b
-8
None of the numbers that we have dealt with so far have a square that is −25. Why? Any positive number squared is positive, and
any negative number squared is also positive. In the next chapter we will see that all the numbers we work with are called the real
Example 5.12.3:
−−−− −−−
Simplify: (a) √−169 (b) −√121.
Solution
−−−−
(a) There is no real number whose square is −169. Therefore, √−169 is not a real number.
(b) The negative is in front of the radical sign, so we find the opposite of the square root of 121.
Exercise 5.12.5:
−−−− −−
Simplify: (a) √−196 (b) −√81.
Answer a
not a real number
Answer b
-9
Exercise 5.12.6:
−− −−−−
Simplify: (a) −√49 (b) √−121.
Answer a
-7
Answer b
not a real number
Example 5.12.4:
−− −−− −−−−−−−
Simplify: (a) √25 + √144 (b) √25 + 144 .
Solution
(a)
−− −−−
Use the order of operations. √25 + √144 (5.12.3)
Add. 17
(b)
− −−−− −−
Use the order of operations. √ 25 + 144 (5.12.4)
Simplify. 13
Exercise 5.12.7:
– −− −−−−−
Simplify: (a) √9 + √16 (b) √9 + 16 .
Answer a
7
Answer b
5
Exercise 5.12.8:
−−−−−−− −− −−−
Simplify: (a) √64 + 225 (b) √64 + √225 .
Answer a
17
Answer b
23
Notice the different answers in parts (a) and (b) of Example 5.12.4. It is important to follow the order of operations correctly. In
(a), we took each square root first and then added them. In (b), we added under the radical sign first and then found the square root.
We might conclude that the square roots of numbers between 4 and 9 will be between 2 and 3, and they will not be whole numbers.
–
Based on the pattern in the table above, we could say that √5 is between 2 and 3. Using inequality symbols, we write
–
2 < √5 < 3 (5.12.6)
Example 5.12.5:
−−
Estimate √60 between two consecutive whole numbers.
Solution
Think of the perfect squares closest to 60. Make a small table of these perfect squares and their squares roots.
−− −−
√60 is between their square roots. 7 < √60 < 8 (5.12.7)
Exercise 5.12.9:
−−
Estimate √38 between two consecutive whole numbers.
Answer
−−
6 < √38 < 7
Exercise 5.12.10:
−−
Estimate √84 between two consecutive whole numbers.
Answer
−−
9 < √84 < 10
This page titled 5.12: Simplify and Use Square Roots (Part 1) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
–
You will seldom use this many digits for applications in algebra. So, if you wanted to round √5 to two decimal places, you would
write
–
√5 ≈ 2.24 (5.13.2)
How do we know these values are approximations and not the exact values? Look at what happens when we square them.
2
2.236067978 = 5.000000002
2
2.24 = 5.0176
Example 5.13.6:
−−
Round √17 to two decimal places using a calculator.
Solution
−−
√17 ≈ 4.12 (5.13.3)
Exercise 5.13.11:
−−
Round √11 to two decimal places.
Answer
≈ 3.32
Exercise 5.13.12:
−−
Round √13 to two decimal places
Answer
≈ 3.61
2 2
(?) = 9x
2 2
(3x) = 9x
−−−
2
so √9x = 3x
When we use a variable in a square root expression, for our work, we will assume that the variable represents a nonnegative
number. In every example and exercise that follows, each variable in a square root expression is greater than or equal to zero.
Example 5.13.7:
Simplify: x2.
Solution
Think about what we would have to square to get x2. Algebraically, (?)2 = x2
Since (x)2 = x2 x
Exercise 5.13.13:
−−
Simplify: √y . 2
Answer
y
Exercise 5.13.14:
−
−−
Simplify: √m . 2
Answer
m
Example 5.13.8:
−−−−
Simplify: √16x . 2
Solution
Exercise 5.13.15:
−−−−
Simplify: √64x . 2
Answer
8x
Exercise 5.13.16:
−−−−−
Simplify: √169y . 2
Answer
13y
Solution
Exercise 5.13.17:
−−−−−
Simplify: −√121y . 2
Answer
−11y
Exercise 5.13.18:
−−−−−
Simplify: −√100p . 2
Answer
−10p
Example 5.13.10:
−−−−−−
Simplify: √36x 2
y
2
.
Solution
Exercise 5.13.19:
−−−−−−
Simplify: √100a2 2
b .
Answer
10ab
Exercise 5.13.20:
−−−−−− −
Simplify: √225m 2
n
2
.
Answer
10mn
–
9 √9 = 3 (5.13.4)
−−−
144 √144 = 12 (5.13.5)
−
−
A √A (5.13.6)
Example 5.13.11:
Mike and Lychelle want to make a square patio. They have enough concrete for an area of 200 square feet. To the nearest tenth
of a foot, how long can a side of their square patio be?
Solution
We know the area of the square is 200 square feet and want to find the length of the side. If the area of the square is A square
−
−
units, the length of a side is √A units.
What are you asked to find? The length of each side of a square patio
−
−
Translate to an expression. √A (5.13.7)
−
− −−−
Evaluate √A when A = 200. √200 (5.13.8)
Exercise 5.13.21:
Katie wants to plant a square lawn in her front yard. She has enough sod to cover an area of 370 square feet. To the nearest
tenth of a foot, how long can a side of her square lawn be?
Answer
19.2 feet
Sergio wants to make a square mosaic as an inlay for a table he is building. He has enough tile to cover an area of 2704 square
centimeters. How long can a side of his mosaic be?
Answer
52 centimeters
8
Take the square root of 64. (5.13.9)
4
It would take 2 seconds for an object dropped from a height of 64 feet to reach the ground.
Example 5.13.12:
Christy dropped her sunglasses from a bridge 400 feet above a river. How many seconds does it take for the sunglasses to reach
the river?
Solution
What are you asked to find? The number of seconds it takes for the sunglasses to reach the river
−
√h
Translate to an expression. (5.13.10)
4
− −−−
√h √400
Evaluate when h = 400. (5.13.11)
4 4
Exercise 5.13.23:
A helicopter drops a rescue package from a height of 1296 feet. How many seconds does it take for the package to reach the
ground?
Answer
9 seconds
A window washer drops a squeegee from a platform 196 feet above the sidewalk. How many seconds does it take for the
squeegee to reach the sidewalk?
Answer
3.5 seconds
Example 5.13.13:
After a car accident, the skid marks for one car measured 190 feet. To the nearest tenth, what was the speed of the car (in mph)
before the brakes were applied?
Solution
What are you asked to find? The speed of the car before the brakes were applied
−−−
Translate to an expression. √24d (5.13.12)
−−− − −−−− −
Evaluate √24d when d = 190. √ 24 ⋅ 190 (5.13.13)
− −− −
−
Multiply. √ 4, 560 (5.13.14)
Write a sentence. The speed of the car was approximately 67.5 miles per hour.
Exercise 5.13.25:
An accident investigator measured the skid marks of a car and found their length was 76 feet. To the nearest tenth, what was
the speed of the car before the brakes were applied?
Answer
42.7 mph
Exercise 5.13.26:
The skid marks of a vehicle involved in an accident were 122 feet long. To the nearest tenth, how fast had the vehicle been
going before the brakes were applied?
Answer
54.1 mph
−
−
514. √b2
−− −−
515. √49x 2
− −−−−
516. √100y 2
−−−−
517. −√64a 2
−−−−
518. −√25x 2
− −−−−−−
519. √144x y 2 2
− −−−−−
520. √196a b 2 2
Everyday Math
530. Decorating Denise wants to install a square accent of designer tiles in her new shower. She can afford to buy 625 square
centimeters of the designer tiles. How long can a side of the accent be?
531. Decorating Morris wants to have a square mosaic inlaid in his new patio. His budget allows for 2,025 tiles. Each tile is square
with an area of one square inch. How long can a side of the mosaic be?
Writing Exercises
−
− −
−
532. Why is there no real number equal to √−64?
–
533. What is the difference between 92 and √9?
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) Overall, after looking at the checklist, do you think you are well-prepared for the next Chapter? Why or why not?
This page titled 5.13: Simplify and Use Square Roots (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
6: Percents
When you deposit money in a savings account at a bank, it earns additional money. Figuring out how your money will grow
involves understanding and applying concepts of percents. In this chapter, we will find out what percents are and how we can use
them to solve problems.
6.1: Understand Percent
6.2: Solve General Applications of Percent
6.3: Solve Sales Tax, Commission, and Discount Applications
6.4: Solve Simple Interest Applications
6.5: Solve Proportions and their Applications (Part 1)
6.6: Solve Proportions and their Applications (Part 2)
6.E: Percents (Exercises)
6.S: Percents (Summary)
Figure 6.1 - Banks provide money for savings and charge money for loans. The interest on savings and loans is usually given as a
percent. (credit: Mike Mozart, Flickr)
This page titled 6: Percents is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
1
6.1: Understand Percent
Learning Objectives
Use the definition of percent
Convert percents to fractions and decimals
Convert decimals and fractions to percents
be prepared!
Before you get started, take this readiness quiz.
1. Translate “the ratio of 33 to 5” into an algebraic expression. If you missed this problem, review Table 2.4.3.
2. Write 3 5 as a decimal. If you missed this problem, review Example 5.5.1.
3. Write 0.62 as a fraction. If you missed this problem, review Example 5.1.4.
Definition: Percent
A percent is a ratio whose denominator is 100.
According to data from the American Association of Community Colleges (2015), about 57% of community college students are
female. This means 57 out of every 100 community college students are female, as Figure 6.1.1 shows. Out of the 100 squares on
57
the grid, 57 are shaded, which we write as the ratio .
100
Figure 6.1.1 - Among every 100 community college students, 57 are female.
25 3 100
Similarly, 25% means a ratio of , 3% means a ratio of and 100% means a ratio of . In words, "one hundred percent"
100 100 100
100 100
means the total 100% is , and since = 1, we see that 100% means 1 whole.
100 100
Example 6.1.1:
According to the Public Policy Institute of California (2010), 44% of parents of public school children would like their
youngest child to earn a graduate degree. Write this percent as a ratio.
Solution
44
Write the percent as a ratio. Remember that percent means per 100. (6.1.1)
100
Write the percent as a ratio. According to a survey, 89% of college students have a smartphone.
Answer
89
100
Exercise 6.1.2:
Write the percent as a ratio. A study found that 72% of U.S. teens send text messages regularly.
Answer
72
100
Example 6.1.2:
In 2007, according to a U.S. Department of Education report, 21 out of every 100 first-time freshmen college students at 4-year
public institutions took at least one remedial course. Write this as a ratio and then as a percent.
Solution
21
Write as a ratio. (6.1.2)
100
Exercise 6.1.3:
Write as a ratio and then as a percent: The American Association of Community Colleges reported that 62 out of 100 full-time
community college students balance their studies with full-time or part time employment.
Answer
62
100
, 62%
Exercise 6.1.4:
Write as a ratio and then as a percent: In response to a student survey, 41 out of 100 Santa Ana College students expressed a
goal of earning an Associate's degree or transferring to a four-year college.
Answer
41
100
, 41%
Example 6.1.3:
36
Write as a ratio with denominator 100. (6.1.3)
100
9
Simplify. (6.1.4)
25
(b) 125%
125
Write as a ratio with denominator 100. (6.1.5)
100
5
Simplify. (6.1.6)
4
Exercise 6.1.5:
Answer a
12
25
Answer b
11
10
Exercise 6.1.6:
Answer a
16
25
Answer b
3
125 5
The previous example shows that a percent can be greater than 1. We saw that 125% means , or . These are improper
100 4
fractions, and their values are greater than one.
Solution
(a) 24.5%
24.5
Write as a ratio with denominator 100. (6.1.7)
100
24.5(10)
Clear the decimal by multiplying numerator and denominator by 10. (6.1.8)
100(10)
245
Multiply. (6.1.9)
1000
5 ⋅ 49
Rewrite showing common factors. (6.1.10)
5 ⋅ 200
49
Simplify. (6.1.11)
200
1
(b) 33 %
3
1
33
Write as a ratio with denominator 100. 3
(6.1.12)
100
100
100 1
Multiply by the reciprocal. ⋅ (6.1.15)
3 100
1
Simplify. (6.1.16)
3
Exercise 6.1.7:
2
Convert each percent to a fraction: (a) 64.4% (b) 66 %
3
Answer a
161
250
Answer b
2
Answer a
113
250
Answer b
7
80
In Decimals, we learned how to convert fractions to decimals. To convert a percent to a decimal, we first convert it to a fraction and
then change the fraction to a decimal.
Example 6.1.5:
6
Write as a ratio with denominator 100. (6.1.17)
100
(b) 78%
78
Write as a ratio with denominator 100. (6.1.18)
100
Exercise 6.1.9:
Answer a
0.09
Answer b
0.87
Answer a
0.03
Answer b
0.91
Example 6.1.6:
135
Write as a ratio with denominator 100. (6.1.19)
100
(b) 12.5%
12.5
Write as a ratio with denominator 100. (6.1.20)
100
Exercise 6.1.11:
Convert each percent to a decimal: (a) 115% (b) 23.5%
Answer a
1.15
Answer b
0.235
Exercise 6.1.12:
Answer a
1.23
Answer b
0.168
Let's summarize the results from the previous examples in Table 6.1.1, and look for a pattern we could use to quickly convert a
percent number to a decimal number.
Table 6.1.1
6% 0.06
78% 0.78
135% 1.35
12.5% 0.125
Do you see the pattern? To convert a percent number to a decimal number, we move the decimal point two places to the left and
remove the % sign. (Sometimes the decimal point does not appear in the percent number, but just like we can think of the integer 6
as 6.0, we can think of 6% as 6.0%.) Notice that we may need to add zeros in front of the number when moving the decimal to the
left.
Figure 6.1.2 uses the percents in Table 6.1.1 and shows visually how to convert them to decimals by moving the decimal point two
places to the left.
Figure 6.1.2
Example 6.1.7:
Among a group of business leaders, 77% believe that poor math and science education in the U.S. will lead to higher
unemployment rates. Convert the percent to: (a) a fraction (b) a decimal
Solution
(a)
77
Write as a ratio with denominator 100. (6.1.21)
100
(b)
Exercise 6.1.13:
Twitter's share of web traffic jumped 24% when one celebrity tweeted live on air. Convert the percent to: (a) a fraction and (b)
a decimal.
Answer a
6
25
Answer b
0.24
Answer a
22
50
Answer b
0.44
Example 6.1.8:
There are four suits of cards in a deck of cards—hearts, diamonds, clubs, and spades. The probability of randomly choosing a
heart from a shuffled deck of cards is 25%. Convert the percent to: (a) a fraction (b) a decimal.
25
Write as a ratio with denominator 100. (6.1.22)
100
1
Simplify. (6.1.23)
4
(b)
Exercise 6.1.15:
The probability that it will rain Monday is 30%. Convert the percent to: (a) a fraction, and (b) a decimal.
Answer a
3
10
Answer b
0.3
The probability of getting heads three times when tossing a coin three times is 12.5%. Convert the percent to: (a) a fraction,
and (b) a decimal.
Answer a
12.5
100
Answer b
0.125
Example 6.1.9:
5
Write as a fraction. The denominator is 100. (6.1.24)
100
(b)
83
The denominator is 100. (6.1.25)
100
Exercise 6.1.17:
Answer a
1%
Answer b
17%
Answer a
4%
Answer b
41%
Example 6.1.10:
5
Write as a fraction. 1 (6.1.26)
100
105
Write as an improper fraction. The denominator is 100. (6.1.27)
100
Notice that since 1.05 > 1, the result is more than 100%.
(b) 0.075
75
Write as a fraction. (6.1.28)
1, 000
Divide the numerator and denominator by 10, so that the denominator 7.5
(6.1.29)
is 100. 100
Exercise 6.1.19:
Answer a
175%
Answer b
8.25%
Exercise 6.1.20:
Answer a
225%
Let's summarize the results from the previous examples in Table 6.20 so we can look for a pattern.
Table 6.1.2
Decimal Percent
0.05 5%
0.83 83%
1.05 105%
0.075 7.5%
Do you see the pattern? To convert a decimal to a percent, we move the decimal point two places to the right and then add the
percent sign.
Figure 6.1.4 uses the decimal numbers in Table 6.1.2 and shows visually to convert them to percents by moving the decimal point
two places to the right and then writing the % sign.
Figure 6.1.4
In Decimals, we learned how to convert fractions to decimals. Now we also know how to change decimals to percents. So to
convert a fraction to a percent, we first change it to a decimal and then convert that decimal to a percent.
Example 6.1.11:
3 11 1
Convert each fraction or mixed number to a percent: (a) (b) (c) 2
4 8 5
Solution
To convert a fraction to a decimal, divide the numerator by the denominator.
(a)
3
Change to a decimal. (6.1.30)
4
75%
(b)
11
Change to a decimal. (6.1.31)
8
137.5%
(c)
1
Write as an improper fraction. 2 (6.1.32)
5
11
Change to a decimal. (6.1.33)
5
Write as a percent.
220%
Notice that we needed to add zeros at the end of the number when moving the decimal two places to the right.
Exercise 6.1.21:
5 11 2
Convert each fraction or mixed number to a percent: (a) (b) (c) 3
8 4 5
Answer a
62.5%
Answer b
275%
Answer c
340%
Exercise 6.1.22:
7 9 3
Convert each fraction or mixed number to a percent: (a) (b) (c) 1
8 4 5
Answer a
87.5%
Answer b
225%
Answer c
160%
Sometimes when changing a fraction to a decimal, the division continues for many decimal places and we will round off the
quotient. The number of decimal places we round to will depend on the situation. If the decimal involves money, we round to the
hundredths place. For most other cases in this book we will round the number to the nearest thousandth, so the percent will be
rounded to the nearest tenth.
Solution
To change a fraction to a decimal, we divide the numerator by the denominator.
Exercise 6.1.23:
3
Convert the fraction to a percent:
7
Answer
42.9%
Exercise 6.1.24:
4
Convert the fraction to a percent:
7
Answer
57.1%
When we first looked at fractions and decimals, we saw that fractions converted to a repeating decimal. When we converted the
4
fraction to a decimal, we wrote the answer as 1.3. We will use this same notation, as well as fraction notation, when we convert
¯
¯¯
3
fractions to percents in the next example.
Example 6.1.13:
1 1
An article in a medical journal claimed that approximately of American adults are obese. Convert the fraction to a
3 3
percent.
Solution
Change to a decimal.
¯
¯¯
We could also write the percent as 33.3%.
Answer
¯
¯¯
11. 1% , or 11 1
9
%
Exercise 6.1.26:
1
According to the U.S. Census Bureau, about of Colorado residents speak a language other than English at home. Convert
6
the fraction to a percent.
Answer
¯
¯¯
16. 6% , or 16 2
3
%
1
(6.1.34)
2
0.45
18%
1
(6.1.35)
3
0.0008
86.
1
(6.1.36)
4
0.65
22%
2
(6.1.37)
3
0.0004
Everyday Math
87. Sales tax Felipa says she has an easy way to estimate the sales tax when she makes a purchase. The sales tax in her city is
9.05%. She knows this is a little less than 10%.
a. Convert 10% to a fraction.
b. Use your answer from (a) to estimate the sales tax Felipa would pay on a $95 dress.
88. Savings Ryan has 25% of each paycheck automatically deposited in his savings account.
a. Write 25% as a fraction.
b. Use your answer from (a) to find the amount that goes to savings from Ryan's $2,400 paycheck.
89. Amelio is shopping for textbooks online. He found three sellers that are offering a book he needs for the same price, including
shipping. To decide which seller to buy from he is comparing their customer satisfaction ratings. The ratings are given in the
chart.
Seller Rating
A 4/5
B 3.5/4
C 85%
Writing Exercises
94. Convert 25%, 50%, 75%, and 100% to fractions. Do you notice a pattern? Explain what the pattern is.
1 2 3 4 5 6 7 8 9
95. Convert , , , , , , , , and to percents. Do you notice a pattern? Explain what the pattern is.
10 10 10 10 10 10 10 10 10
96. When the Szetos sold their home, the selling price was 500% of what they had paid for the house 30 years ago. Explain what
500% means in this context.
97. According to cnn.com, cell phone use in 2008 was 600% of what it had been in 2001. Explain what 600% means in this context.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
This page titled 6.1: Understand Percent is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
3
1. Translate and solve: of x is 24. If you missed this problem, review Example 4.13.11.
4
2. Simplify: (4.5)(2.38). If you missed this problem, review Example 5.3.5.
3. Solve: 3.5 = 0.7n. If you missed this problem, review Example 5.7.4.
Figure 6.2.1 - A 20% tip for an $80 restaurant bill comes out to $16.
In the next examples, we will find the amount. We must be sure to change the given percent to a decimal when we translate the
words into an equation.
Example 6.2.1:
What number is 35% of 90?
Solution
Multiply. n = 31.5
31.5 is 35% of 90
Exercise 6.2.1:
Answer
36
Exercise 6.2.2:
Answer
33
Example 6.2.2:
Multiply. 35 = a
125% of 28 is 35
Remember that a percent over 100 is a number greater than 1. We found that 125% of 28 is 35, which is greater than 28.
Exercise 6.2.3:
150% of 78 is what number?
Answer
117
Exercise 6.2.4:
175% of 72 is what number?
Answer
126
36 0.75b
Divide both sides by 0.75. = (6.2.1)
0.75 0.75
Simplify. 48 = b
36 is 75% of 48
Exercise 6.2.5:
Answer
68
Exercise 6.2.6:
Answer
64
Example 6.2.4:
0.065n 1.17
Divide both sides by 0.065. = (6.2.2)
0.065 0.065
Simplify. n = 18
Exercise 6.2.7:
Answer
$26
Answer
$36
Example 6.2.5:
What percent of 36 is 9?
Solution
36p 9
Divide by 36. = (6.2.3)
36 36
1
Simplify. p = (6.2.4)
4
25% of 36 is 9.
Exercise 6.2.9:
Answer
75%
Exercise 6.2.10:
Answer
80%
Example 6.2.6:
144 is what percent of 96?
Solution
144 96p
Divide by 96. = (6.2.5)
96 96
Simplify. 1.5 = p
Exercise 6.2.11:
Answer
125%
Exercise 6.2.12:
Answer
175%
Now that we have the strategy to refer to, and have practiced solving basic percent equations, we are ready to solve percent
applications. Be sure to ask yourself if your final answer makes sense—since many of the applications we'll solve involve everyday
situations, you can rely on your own experience.
Example 6.2.7:
Dezohn and his girlfriend enjoyed a dinner at a restaurant, and the bill was $68.50. They want to leave an 18% tip. If the tip
will be 18% of the total bill, how much should the tip be?
Solution
Write a sentence that give the information to find it. The tip is 18% of the total bill.
Multiply. t = 12.33
Write a complete sentence that answers the question. The couple should leave a tip of $12.33.
Exercise 6.2.13:
Cierra and her sister enjoyed a special dinner in a restaurant, and the bill was $81.50. If she wants to leave 18% of the total bill
as her tip, how much should she leave?
Answer
$14.67
Exercise 6.2.14:
Kimngoc had lunch at her favorite restaurant. She wants to leave 15% of the total bill as her tip. If her bill was $14.40, how
much will she leave for the tip?
Answer
$2.16
Example 6.2.8:
The label on Masao's breakfast cereal said that one serving of cereal provides 85 milligrams (mg) of potassium, which is 2% of
the recommended daily amount. What is the total recommended daily amount of potassium?
Solution
What are you asked to find? the total amount of potassium recommended
Write a sentence that gives the information to find it. 85 mg is 2% of the total amount.
Simplify. 4,250 =a
Check: Is this answer reasonable? Yes. 2% is a small percent and 85 is a small part of 4,250.
Write a complete sentence that answers the question. The amount of potassium that is recommended is 4250 mg.
Exercise 6.2.15:
One serving of wheat square cereal has 7 grams of fiber, which is 29% of the recommended daily amount. What is the total
recommended daily amount of fiber?
Answer
24.1 grams
Exercise 6.2.16:
One serving of rice cereal has 190 mg of sodium, which is 8% of the recommended daily amount. What is the total
recommended daily amount of sodium?
Answer
2,375 mg
Example 6.2.9:
Mitzi received some gourmet brownies as a gift. The wrapper said each brownie was 480 calories, and had 240 calories of fat.
What percent of the total calories in each brownie comes from fat?
Solution
What are you asked to find? the percent of the total calories from fat
Write a sentence that gives the information to find it. What percent of 480 is 240?
p ⋅ 480 240
Divide both sides by 480. = (6.2.7)
480 480
Simplify. p = 0.5
Check. Is this answer reasonable? Yes. 240 is half of 480, so 50% makes sense.
Write a complete sentence that answers the question. Of the total calories in each brownie, 50% is fat.
Exercise 6.2.17:
Veronica is planning to make muffins from a mix. The package says each muffin will be 230 calories and 60 calories will be
from fat. What percent of the total calories is from fat? (Round to the nearest whole percent.)
Answer
Exercise 6.2.18:
The brownie mix Ricardo plans to use says that each brownie will be 190 calories, and 70 calories are from fat. What percent
of the total calories are from fat?
Answer
37%
Example 6.2.10:
In 2011, the California governor proposed raising community college fees from $26 per unit to $36 per unit. Find the percent
increase. (Round to the nearest tenth of a percent.)
Solution
Find the percent increase. The increase is what percent of the original amount?
Translate to an equation.
10 26p
Divide both sides by 26. = (6.2.8)
26 26
Write a complete sentence. The new fees represent a 38.4% increase over the old fees.
Exercise 6.2.19:
In 2011, the IRS increased the deductible mileage cost to 55.5 cents from 51 cents. Find the percent increase. (Round to the
nearest tenth of a percent.)
Exercise 6.2.20:
In 1995, the standard bus fare in Chicago was $1.50. In 2008, the standard bus fare was $2.25. Find the percent increase.
(Round to the nearest tenth of a percent.)
Answer
50%
Finding the percent decrease is very similar to finding the percent increase, but now the amount of decrease is the difference
between the original amount and the final amount. Then we find what percent the amount of decrease is of the original amount.
Example 6.2.11:
The average price of a gallon of gas in one city in June 2014 was $3.71. The average price in that city in July was $3.64. Find
the percent decrease.
Solution
The average price of a gallon of gas in one city in June 2014 was $3.71. The average price in that city in July was $3.64. Find
the percent decrease.
Find the percent of decrease. The decrease is what percent of the original amount?
Translate to an equation.
0.07 3.71p
Divide both sides by 3.71. = (6.2.9)
3.71 3.71
Exercise 6.2.21:
The population of one city was about 672,000 in 2010. The population of the city is projected to be about 630,000 in 2020.
Find the percent decrease. (Round to the nearest tenth of a percent.)
Answer
Exercise 6.2.22:
Last year Sheila's salary was $42,000. Because of furlough days, this year her salary was $37,800. Find the percent decrease.
(Round to the nearest tenth of a percent.)
Answer
10%
Everyday Math
146. Tipping At the campus coffee cart, a medium coffee costs $1.65. MaryAnne brings $2.00 with her when she buys a cup of
coffee and leaves the change as a tip. What percent tip does she leave?
147. Late Fees Alison was late paying her credit card bill of $249. She was charged a 5% late fee. What was the amount of the late
fee?
Writing Exercises
148. Without solving the problem “44 is 80% of what number”, think about what the solution might be. Should it be a number that is
greater than 44 or less than 44? Explain your reasoning.
149. Without solving the problem “What is 20% of 300?” think about what the solution might be. Should it be a number that is
greater than 300 or less than 300? Explain your reasoning.
150. After returning from vacation, Alex said he should have packed 50% fewer shorts and 200% more shirts. Explain what Alex
meant.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) After reviewing this checklist, what will you do to become confident for all objectives?
This page titled 6.2: Solve General Applications of Percent is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Solve 0.0875(720) through multiplication. If you missed this problem, review Example 5.3.7.
2. Solve 12.96 ÷ 0.04 through division. If you missed this problem, review Example 5.4.12.
Remember that whatever the application, once we write the sentence with the given information (Step 2), we can translate it to a
percent equation and then solve it.
Do you pay a tax when you shop in your city or state? In many parts of the United States, sales tax is added to the purchase price of
an item. See Figure 6.3.1. The sales tax is determined by computing a percent of the purchase price.
To find the sales tax multiply the purchase price by the sales tax rate. Remember to convert the sales tax rate from a percent to a
decimal number. Once the sales tax is calculated, it is added to the purchase price. The result is the total cost—this is what the
customer pays.
Example 6.3.1:
Cathy bought a bicycle in Washington, where the sales tax rate was 6.5% of the purchase price. What was (a) the sales tax and
(b) the total cost of a bicycle if the purchase price of the bicycle was $392?
Solution
(a)
Identify what you are asked to find. What is the sales tax?
Write a sentence that gives the information to find it. The sales tax is 6.5% of the purchase price.
Simplify. t = 25.48
Yes, because the sales tax amount is less than 10% of the purchase
Check: Is this answer reasonable?
price.
Write a complete sentence that answers the question. The sales tax is $25.48.
(b)
Identify what you are asked to find. What is the total cost of the bicycle?
Write a sentence that gives the information to find it. The total cost is the purchase price plus the sales tax.
Simplify. c = 417.48
Check: Is this answer reasonable? Yes, because the total cost is a little more than the purchase price.
Write a complete sentence that answers the question. The total cost of the bicycle is $417.48.
Exercise 6.3.1:
Find (a) the sales tax and (b) the total cost: Alexandra bought a television set for $724 in Boston, where the sales tax rate was
6.25% of the purchase price.
Answer a
$45.25
Answer b
$769.25
Exercise 6.3.2:
Find (a) the sales tax and (b) the total cost: Kim bought a winter coat for $250 in St. Louis, where the sales tax rate was 8.2%
of the purchase price.
Answer a
$20.50
Answer b
$270.50
Example 6.3.2:
Evelyn bought a new smartphone for $499 plus tax. She was surprised when she got the receipt and saw that the tax was
$42.42. What was the sales tax rate for this purchase?
Solution
Identify what you are asked to find. What is the sales tax rate?
Write a sentence that gives the information to find it. What percent of the price is the sales tax?
499r 42.42
Divide. = (6.3.1)
499 499
Simplify r = 0.085
Yes, because 8.5% is close to 10%. 10% of $500 is $50, which is close
Check. Is this answer reasonable?
to $42.42.
Write a complete sentence that answers the question. The sales tax rate is 8.5%.
Answer
9%
Exercise 6.3.4:
What is the sales tax rate if a $7,594 purchase will have $569.55 of sales tax added to it?
Answer
7.5%
Definition: commission
To find the commission on a sale, multiply the rate of commission by the total sales. Just as we did for computing sales tax,
remember to first convert the rate of commission from a percent to a decimal.
Example 6.3.3:
Helene is a realtor. She receives 3% commission when she sells a house. How much commission will she receive for selling a
house that costs $260,000?
Solution
Write a sentence that gives the information to find it. The commission is 3% of the price.
Simplify. c = 7800
Check. Is this answer reasonable? Yes. 1% of $260,000 is $2,600, and $7,800 is three times $2,600.
Write a complete sentence that answers the question. Helene will receive a commission of $7,800.
Exercise 6.3.5:
Bob is a travel agent. He receives 7% commission when he books a cruise for a customer. How much commission will he
receive for booking a $3,900 cruise?
Exercise 6.3.6:
Fernando receives 18% commission when he makes a computer sale. How much commission will he receive for selling a
computer for $2,190?
Answer
$394.20
Example 6.3.4:
Rikki earned $87 commission when she sold a $1,450 stove. What rate of commission did she get?
Solution
Identify what you are asked to find. What is the rate of commission?
Write a sentence that gives the information to find it. The commission is what percent of the sale?
87 1450r
Divide. = (6.3.2)
1450 1450
Simplify. 0.06 = r
Write a complete sentence that answers the question. The commission was 6% of the price of the stove.
Exercise 6.3.7:
Homer received $1,140 commission when he sold a car for $28,500. What rate of commission did he get?
Answer
4%
Exercise 6.3.8:
Bernice earned $451 commission when she sold an $8,200 living room set. What rate of commission did she get?
Answer
5.5%
Figure 6.8 - Applications of discounts are common in everyday life. (credit: Charleston's TheDigitel, Flickr)
Definition: discount
The sale price should always be less than the original price. In some cases, the amount of discount is a fixed dollar amount. Then
we just find the sale price by subtracting the amount of discount from the original price.
Example 6.3.5:
Jason bought a pair of sunglasses that were on sale for $10 off. The original price of the sunglasses was $39. What was the sale
price of the sunglasses?
Solution
Identify what you are asked to find. What is the sale price?
Write a sentence that gives the information to find it. The sale price is the original price minus the discount.
Simplify. s = 29
Check if this answer is reasonable. Yes. The sale price, $29, is less than the original price, $39.
Write a complete sentence that answers the question. The sale price of the sunglasses was $29.
Exercise 6.3.9:
Marta bought a dishwasher that was on sale for $75 off. The original price of the dishwasher was $525. What was the sale
price of the dishwasher?
Answer
$450
Answer
$82
In Example 6.29, the amount of discount was a set amount, $10. In Example 6.30 the discount is given as a percent of the original
price.
Example 6.3.6:
Elise bought a dress that was discounted 35% off of the original price of $140. What was (a) the amount of discount and (b) the
sale price of the dress?
Solution
(a) Before beginning, you may find it helpful to organize the information in a list. Original price = $140, Discount rate = 35%,
Amount of discount = ?
Identify what you are asked to find. What is the amount of discount?
Write a sentence that gives the information to find it. The discount is 35% of the original price.
Simplify. d = 49
Check if this answer is reasonable. Yes. A $49 discount is reasonable for a $140 dress.
Write a complete sentence that answers the question. The amount of discount was $49.
Identify what you are asked to find. What is the sale price of the dress?
Write a sentence that gives the information to find it. The sale price is the original price minus the discount.
Simplify. s = 91
Check if this answer is reasonable. Yes. The sale price, $91, is less than the original price, $140.
Write a complete sentence that answers the question. The sale price of the dress was $91.
Exercise 6.3.11:
Find (a) the amount of discount and (b) the sale price: Sergio bought a belt that was discounted 40% from an original price of
$29.
Answer a
$11.60
Exercise 6.3.12:
Find (a) the amount of discount and (b) the sale price: Oscar bought a barbecue grill that was discounted 65% from an original
price of
$395.
Answer a
$256.75
Answer b
$138.25
There may be times when you buy something on sale and want to know the discount rate. The next example will show this case.
Example 6.3.7:
Jeannette bought a swimsuit at a sale price of $13.95. The original price of the swimsuit was $31. Find the (a) amount of
discount and (b) discount rate.
Solution
(a) Before beginning, you may find it helpful to organize the information in a list. Original price = $31, Amount of discount =
?, Sale price = $13.95
Identify what you are asked to find. What is the amount of discount?
Write a sentence that gives the information to find it. The discount is the original price minus the sale price.
Simplify. d = 17.05
Check if this answer is reasonable. Yes. The $17.05 discount is less than the original price.
Write a complete sentence that answers the question. The amount of discount was $17.05.
(b) Before beginning, you may find it helpful to organize the information in a list. Original price = $31, Amount of discount =
$17.05, Discount rate = ?
Identify what you are asked to find. What is the amount of discount?
Write a sentence that gives the information to find it. The discount is what percent of the original price?
17.05 r(31)
Divide. = (6.3.3)
31 31
Simplify. 0.55 = r
Write a complete sentence that answers the question. The rate of discount was 55%.
Exercise 6.3.13:
Find (a) the amount of discount and (b) the discount rate: Lena bought a kitchen table at the sale price of $375.20. The original
price of the table was $560.
Answer a
$184.80
Answer b
33%
Exercise 6.3.14:
Find (a) the amount of discount and (b) the discount rate: Nick bought a multi-room air conditioner at a sale price of $340. The
original price of the air conditioner was $400.
Answer a
$60
Answer b
15%
Definition: mark-up
The list price should always be more than the wholesale price.
Example 6.3.8:
Adam's art gallery bought a photograph at the wholesale price of $250. Adam marked the price up 40%. Find the (a) amount of
mark-up and (b) the list price of the photograph.
Solution
(a)
Identify what you are asked to find. What is the amount of mark-up?
Simplify. m = 100
Yes. The markup rate is less than 50% and $100 is less than half of
Check if this answer is reasonable.
$250.
Write a complete sentence that answers the question. The mark-up on the photograph was $100.
(b)
Identify what you are asked to find. What is the list price?
Write a sentence that gives the information to find it. The list price is the wholesale price plus the mark-up.
Simplify. p = 350
Check if this answer is reasonable. Yes. The list price, $350, is more than the wholesale price, $250.
Write a complete sentence that answers the question. The list price of the photograph was $350.
Exercise 6.3.15:
Jim's music store bought a guitar at wholesale price $1,200. Jim marked the price up 50%. Find the (a) amount of mark-up and
(b) the list price.
Answer a
600%
Answer b
$1,800
Exercise 6.3.16:
The Auto Resale Store bought Pablo's Toyota for $8,500. They marked the price up 35%. Find the (a) amount of mark-up and
(b) the list price.
Answer a
$2,975
Answer b
$11,475
Everyday Math
198. Coupons Yvonne can use two coupons for the same purchase at her favorite department store. One coupon gives her $20 off and
the other gives her 25% off. She wants to buy a bedspread that sells for $195.
a. Calculate the discount price if Yvonne uses the $20 coupon first and then takes 25% off.
b. Calculate the discount price if Yvonne uses the 25% off coupon first and then uses the $20 coupon.
c. In which order should Yvonne use the coupons?
199. Cash Back Jason can buy a bag of dog food for $35 at two different stores. One store offers 6% cash back on the purchase plus
$5 off his next purchase. The other store offers 20% cash back.
a. Calculate the total savings from the first store, including the savings on the next purchase.
b. Calculate the total savings from the second store.
c. Which store should Jason buy the dog food from? Why?
Writing Exercises
200. Priam bought a jacket that was on sale for 40% off. The original price of the jacket was $150. While the sales clerk figured the
price by calculating the amount of discount and then subtracting that amount from $150, Priam found the price faster by
calculating 60% of $150.
a. Explain why Priam was correct.
b. Will Priam's method work for any original price?
201. Roxy bought a scarf on sale for 50% off. The original price of the scarf was $32.90. Roxy claimed that the price she paid for the
scarf was the same as the amount she saved. Was Roxy correct? Explain.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) What does this checklist tell you about your mastery of this section? What steps will you take to improve?
This page titled 6.3: Solve Sales Tax, Commission, and Discount Applications is shared under a CC BY 4.0 license and was authored, remixed,
and/or curated by OpenStax.
Be prepared!
Before you get started, take this readiness quiz.
1. Solve 0.6y = 45. If you missed this problem, review Example 5.7.4.
n
2. Solve = 4.6. If you missed this problem, review Example 5.7.5.
1.45
If an amount of money, P , the principal, is invested for a period of t years at an annual interest rate r, the amount of interest, I ,
earned is
I = P rt
where
I = interest
P = principal
r = rate
t = time
The formula we use to calculate simple interest is I = Prt. To use the simple interest formula we substitute in the values for
variables that are given, and then solve for the unknown variable. It may be helpful to organize the information by listing all four
variables and filling in the given information.
Example 6.4.1
Find the simple interest earned after 3 years on $500 at an interest rate of 6%.
Solution
Organize the given information in a list.
I = ?, P = $500, r = 6%, t = 3 years
We will use the simple interest formula to find the interest.
Simplify. I = 90
Write a complete sentence that answers the question. The simple interest is $90.
Exercise 6.4.1:
Find the simple interest earned after 4 years on $800 at an interest rate of 5%.
Answer
$160
Exercise 6.4.2:
Find the simple interest earned after 2 years on $700 at an interest rate of 4%.
Answer
$56
In the next example, we will use the simple interest formula to find the principal.
Example 6.4.2:
Find the principal invested if $178 interest was earned in 2 years at an interest rate of 4%.
Solution
Organize the given information in a list.
I = $178, P = ?, r = 4%, t = 2 years
We will use the simple interest formula to find the principal.
178 0.08P
Divide. = (6.4.1)
0.08 0.08
Simplify. 2,225 = P
Write a complete sentence that answers the question. The principal is $2,225.
Exercise 6.4.3:
Find the principal invested if $495 interest was earned in 3 years at an interest rate of 6%.
Answer
$2,750
Find the principal invested if $1,246 interest was earned in 5 years at an interest rate of 7%.
Answer
$3,560
Example 6.4.3
Simplify. 0.115 = r
Write a complete sentence that answers the question. The rate was 11.5%.
Exercise 6.4.5:
Answer
4.5%
Exercise 6.4.6:
Answer
6.5%
Example 6.4.4:
Nathaly deposited $12,500 in her bank account where it will earn 4% interest. How much interest will Nathaly earn in 5 years?
Solution
We are asked to find the Interest, I. Organize the given information in a list.
I = ?, P = $12,500, r = 4%, t = 5 years
Simplify. I = 2,500
Check your answer. Is $2,500 a reasonable interest on $12,500 over 5 At 4% interest per year, in 5 years the interest would be 20% of the
years? principal. Is 20% of $12,500 equal to $2,500? Yes.
Write a complete sentence that answers the question. The interest is $2,500.
Exercise 6.4.7:
Areli invested a principal of $950 in her bank account with interest rate 3%. How much interest did she earn in 5 years?
Answer
$142.50
Exercise 6.4.8:
Susana invested a principal of $36,000 in her bank account with interest rate 6.5%. How much interest did she earn in 3 years?
Answer
$7,020
There may be times when you know the amount of interest earned on a given principal over a certain length of time, but you don't
know the rate. For instance, this might happen when family members lend or borrow money among themselves instead of dealing
with a bank. In the next example, we'll show how to solve for the rate.
Example 6.4.5:
Loren lent his brother $3,000 to help him buy a car. In 4 years his brother paid him back the $3,000 plus $660 in interest. What
was the rate of interest?
Solution
We are asked to find the rate of interest, r. Organize the given information.
I = 660, P = $3,000, r = ?, t = 4 years
Simplify. 0.055 = r
Write a complete sentence that answers the question. The rate of interest was 5.5%.
Exercise 6.4.9:
Jim lent his sister $5,000 to help her buy a house. In 3 years, she paid him the $5,000, plus $900 interest. What was the rate of
interest?
Answer
6%
Exercise 6.4.10:
Hang borrowed $7,500 from her parents to pay her tuition. In 5 years, she paid them $1,500 interest in addition to the $7,500
she borrowed. What was the rate of interest?
Answer
4%
There may be times when you take a loan for a large purchase and the amount of the principal is not clear. This might happen, for
instance, in making a car purchase when the dealer adds the cost of a warranty to the price of the car. In the next example, we will
solve a simple interest application for the principal.
Example 6.4.6:
Eduardo noticed that his new car loan papers stated that with an interest rate of 7.5%, he would pay $6,596.25 in interest over 5
years. How much did he borrow to pay for his car?
Solution
We are asked to find the principal, P. Organize the given information.
I = 6,596.25, P = ?, r = 7.5%, t = 5 years
6, 596.25 0.375P
Divide. = (6.4.10)
0.375 0.375
Simplify. 17,590 = P
Write a complete sentence that answers the question. The amount borrowed was $17,590.
Exercise 6.4.11:
Sean's new car loan statement said he would pay $4,866.25 in interest from an interest rate of 8.5% over 5 years. How much
did he borrow to buy his new car?
Answer
$11,450
Exercise 6.4.12:
In 5 years, Gloria's bank account earned $2,400 interest at 5%. How much had she deposited in the account?
Answer
$9,600
In the simple interest formula, the rate of interest is given as an annual rate, the rate for one year. So the units of time must be in
years. If the time is given in months, we convert it to years.
Example 6.4.7:
Caroline got $900 as graduation gifts and invested it in a 10-month certificate of deposit that earned 2.1% interest. How much
interest did this investment earn?
Solution
We are asked to find the interest, I. Organize the given information.
I = ?, P = $900, r = 2.1%, t = 10 months
Multiply. I = 15.75
If Caroline had invested the $900 for a full year at 2% interest, the
Check your answer. Is $15.75 a reasonable amount of interest?
amount of interest would have been $18. Yes, $15.75 is reasonable.
Write a complete sentence that answers the question. The interest earned was $15.75.
Exercise 6.4.13:
Adriana invested $4,500 for 8 months in an account that paid 1.9% interest. How much interest did she earn?
Answer
$57.00
Answer
$143.50
$1200 3% 5
203.
Table 6.4.2
Interest Principal Rate Time (years)
$1500 2% 4
204.
Table 6.4.3
Interest Principal Rate Time (years)
$4410 4.5% 7
205.
Table 6.4.4
Interest Principal Rate Time (years)
$2212 3.2% 6
206.
Table 6.4.5
Interest Principal Rate Time (years)
$577.08 $4580 2
207.
Table 6.4.6
Interest Principal Rate Time (years)
$528.12 $3260 3
In the following exercises, solve the problem using the simple interest formula.
208. Find the simple interest earned after 5 years on $600 at an interest rate of 3%.
209. Find the simple interest earned after 4 years on $900 at an interest rate of 6%.
210. Find the simple interest earned after 2 years on $8,950 at an interest rate of 3.24%.
211. Find the simple interest earned after 3 years on $6,510 at an interest rate of 2.85%.
212. Find the simple interest earned after 8 years on $15,500 at an interest rate of 11.425%.
Everyday Math
240. Interest on savings Find the interest rate your local bank pays on savings accounts.
a. What is the interest rate?
b. Calculate the amount of interest you would earn on a principal of $8,000 for 5 years.
241. Interest on a loan Find the interest rate your local bank charges for a car loan.
a. What is the interest rate?
b. Calculate the amount of interest you would pay on a loan of $8,000 for 5 years.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) On a scale of 1–10, how would you rate your mastery of this section in light of your responses on the checklist? How can you
improve this?
This page titled 6.4: Solve Simple Interest Applications is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1
3
1. Simplify: . If you missed this problem, review Example 4.5.8.
4
x
2. Solve: = 20. If you missed this problem, review Example 4.12.5.
4
3. Write as a rate: Sale rode his bike 24 miles in 2 hours. If you missed this problem, review Example 5.10.6.
Definition: proportion
a c
A proportion is an equation of the form = , where b ≠ 0, d ≠ 0.
b d
The proportion states two ratios or rates are equal. The proportion is read “a is to b, as c is to d”.
1 4 1 4
The equation = is a proportion because the two fractions are equal. The proportion = is read “1 is to 2 as 4 is to 8”.
2 8 2 8
If we compare quantities with units, we have to be sure we are comparing them in the right order. For example, in the proportion
20 students 60 students
= we compare the number of students to the number of teachers. We put students in the numerators
1 teacher 3 teachers
and teachers in the denominators.
Example 6.5.1:
Write each sentence as a proportion: (a) 3 is to 7 as 15 is to 35. (b) 5 hits in 8 at bats is the same as 30 hits in 48 at-bats. (c)
$1.50 for 6 ounces is equivalent to $2.25 for 9 ounces.
Solution
(a) 3 is to 7 as 15 is to 35
3 15
Write as a proportion. = (6.5.1)
7 35
hits hits
Write each fraction to compare hits to at-bats. = (6.5.2)
at − bats at − bats
$ $
Write each fraction to compare dollars to ounces. = (6.5.4)
ounces ounces
1.50 2.25
Write as a proportion. = (6.5.5)
6 9
Exercise 6.5.1:
Write each sentence as a proportion: (a) 5 is to 9 as 20 is to 36. (b) 7 hits in 11 at-bats is the same as 28 hits in 44 at-bats. (c)
$2.50 for 8 ounces is equivalent to $3.75 for 12 ounces.
Answer a
5 20
=
9 36
Answer b
7 28
=
11 44
Answer c
2.50 3.75
=
8 12
Exercise 6.5.2:
Write each sentence as a proportion: (a) 6 is to 7 as 36 is to 42. (b) 8 adults for 36 children is the same as 12 adults for 54
children. (c) $3.75 for 6 ounces is equivalent to $2.50 for 4 ounces.
Answer a
6 36
=
7 42
Answer b
8 12
=
36 54
Answer c
3.75 2.50
=
6 4
1 4 2 6
Look at the proportions = and = . From our work with equivalent fractions we know these equations are true. But how
2 8 3 9
do we know if an equation is a proportion with equivalent fractions if it contains fractions with larger numbers? To determine if a
proportion is true, we find the cross products of each proportion. To find the cross products, we multiply each denominator with
the opposite numerator (diagonally across the equal sign). The results are called a cross products because of the cross formed. The
cross products of a proportion are equal.
Cross products can be used to test whether a proportion is true. To test whether an equation makes a proportion, we find the cross
products. If they are the equal, we have a proportion.
Example 6.5.2:
4 12 17.5 7
Determine whether each equation is a proportion: (a) = (b) =
9 28 37.5 15
Solution
To determine if the equation is a proportion, we find the cross products. If they are equal, the equation is a proportion.
4 12
(a) =
9 28
Since the cross products are not equal, 28 · 4 ≠ 9 · 12, the equation is not a proportion.
17.5 7
(b) =
37.5 15
Since the cross products are equal, 15 • 17.5 = 37.5 • 7, the equation is a proportion.
Exercise 6.5.3:
7 54 24.5 7
Determine whether each equation is a proportion: (a) = (b) =
9 72 45.5 13
Answer a
no
Answer b
yes
Exercise 6.5.4:
8 56 28.5 8
Determine whether each equation is a proportion: (a) = (b) =
9 73 52.5 15
Answer a
no
Answer b
Solve Proportions
To solve a proportion containing a variable, we remember that the proportion is an equation. All of the techniques we have used so
far to solve equations still apply. In the next example, we will solve a proportion by multiplying by the Least Common
Denominator (LCD) using the Multiplication Property of Equality.
Example 6.5.3:
x 4
Solve: = .
63 7
Solution
x 4
To isolate x, multiply both sides by the LCD, 63. 63 ( ) = 63 ( ) (6.5.8)
63 7
9 ⋅ 7 ⋅4
Simplify. x = (6.5.9)
7
36 4
Substitute x = 36 ?
= (6.5.11)
63 7
4 ⋅9 4
Show common factors. =
?
(6.5.12)
7 ⋅9 7
4 4
Simplify. = ✓ (6.5.13)
7 7
Exercise 6.5.5:
n 11
Solve the proportion: = .
84 12
Answer
77
Exercise 6.5.6:
y 13
Solve the proportion: = .
96 12
Answer
104
When the variable is in a denominator, we’ll use the fact that the cross products of a proportion are equal to solve the proportions.
We can find the cross products of the proportion and then set them equal. Then we solve the resulting equation using our familiar
techniques.
Solution
Notice that the variable is in the denominator, so we will solve by finding the cross products and setting them equal.
Simplify. 576 = 9a
576 9a
Divide both sides by 9. = (6.5.14)
9 9
Simplify. 64 = a (6.5.15)
144 ? 9
Substitute a = 64 = (6.5.16)
64 4
9 ⋅ 16 ? 9
Show common factors. = (6.5.17)
4 ⋅ 16 4
9 9
Simplify. = ✓ (6.5.18)
4 4
Another method to solve this would be to multiply both sides by the LCD, 4a. Try it and verify that you get the same solution.
Exercise 6.5.7:
91 7
Solve the proportion: = .
b 5
Answer
65
Exercise 6.5.8:
39 13
Solve the proportion: = .
c 8
Answer
24
Example 6.5.5:
52 −4
Solve: =
91 y
Solution
52y −364
Divide both sides by 52. = (6.5.19)
52 52
Simplify. y = −7 (6.5.20)
Check:
52 ? −4
Substitute y = −7 = (6.5.21)
91 −7
13 ⋅ 4 ? −4
Show common factors. = (6.5.22)
13 ⋅ 7 −7
4 4
Simplify. = ✓ (6.5.23)
7 7
Exercise 6.5.9:
84 −6
Solve the proportion: = .
98 x
Answer
-7
Exercise 6.5.10:
−7 105
Solve the proportion: = .
y 135
Answer
-9
Example 6.5.6:
When pediatricians prescribe acetaminophen to children, they prescribe 5 milliliters (ml) of acetaminophen for every 25
pounds of the child’s weight. If Zoe weighs 80 pounds, how many milliliters of acetaminophen will her doctor prescribe?
Solution
Identify what you are asked to find. How many ml of acetaminophen the doctor will prescribe?
5 a
Substitute given values—be careful of the units. = (6.5.25)
25 80
5 a
Multiply both sides by 80. 80 ⋅ = 80 ⋅ (6.5.26)
25 80
16 ⋅ 5 ⋅ 5 80a
Multiply and show common factors. = (6.5.27)
5 ⋅5 80
Simplify. 16 = a (6.5.28)
You could also solve this proportion by setting the cross products equal.
Exercise 6.5.11:
Pediatricians prescribe 5 milliliters (ml) of acetaminophen for every 25 pounds of a child’s weight. How many milliliters of
acetaminophen will the doctor prescribe for Emilia, who weighs 60 pounds?
Answer
12 ml
Exercise 6.5.12:
For every 1 kilogram (kg) of a child’s weight, pediatricians prescribe 15 milligrams (mg) of a fever reducer. If Isabella weighs
12 kg, how many milligrams of the fever reducer will the pediatrician prescribe?
Answer
180 mg
Example 6.5.7:
One brand of microwave popcorn has 120 calories per serving. A whole bag of this popcorn has 3.5 servings. How many
calories are in a whole bag of this microwave popcorn?
Solution
Identify what you are asked to find. How many calories are in a whole bag of microwave popcorn?
If there are 120 calories per serving, how many calories are in a whole
Write a sentence that gives the information to find it.
bag with 3.5 servings?
calories calories
Translate into a proportion. = (6.5.29)
serving serving
120 c
Substitute given values. = (6.5.30)
1 3.5
Yes. Since 3.5 is between 3 and 4, the total calories should be between
Check if the answer is reasonable.
360 (3 • 120) and 480 (4 • 120).
Write a complete sentence. The whole bag of microwave popcorn has 420 calories.
Exercise 6.5.13:
Marissa loves the Caramel Macchiato at the coffee shop. The 16 oz. medium size has 240 calories. How many calories will she
get if she drinks the large 20 oz. size?
Answer
300
Exercise 6.5.14:
Yaneli loves Starburst candies, but wants to keep her snacks to 100 calories. If the candies have 160 calories for 8 pieces, how
many pieces can she have in her snack?
Answer
5
Example 6.5.8:
Josiah went to Mexico for spring break and changed $325 dollars into Mexican pesos. At that time, the exchange rate had $1
U.S. is equal to 12.54 Mexican pesos. How many Mexican pesos did he get for his trip?
Solution
Identify what you are asked to find. How many Mexican pesos did Josiah get?
$ $
Translate into a proportion. = (6.5.33)
pesos pesos
1 325
Substitute given values. = (6.5.34)
12.54 p
The variable is in the denominator, so find the cross products and set
p ⋅ 1 = 12.54(325) (6.5.35)
them equal.
Yes, $100 would be $1,254 pesos. $325 is a little more than 3 times
Check if the answer is reasonable.
this amount.
Write a complete sentence. Josiah has 4075.5 pesos for his spring break trip.
Answer
590 Euros
Exercise 6.5.16:
Corey and Nicole are traveling to Japan and need to exchange $600 into Japanese yen. If each dollar is 94.1 yen, how many
yen will they get?
Answer
56,460 yen
This page titled 6.5: Solve Proportions and their Applications (Part 1) is shared under a CC BY 4.0 license and was authored, remixed, and/or
curated by OpenStax.
If we restate the problem in the words of a proportion, it may be easier to set up the proportion:
The amount is to the base as the percent is to one hundred.
We could also say:
The amount out of the base is the same as the percent out of one hundred.
First we will practice translating into a percent proportion. Later, we’ll solve the proportion.
Example 6.6.9:
Restate as a proportion. W hat number out of 90 is the same as 75 out of 100? (6.6.1)
n 75
Set up the proportion. Let n = number. = (6.5.38)
90 100
Exercise 6.6.17
Translate to a proportion: What number is 60% of 105?
Answer
n 60
=
105 100
Answer
n 40
=
85 100
Example 6.6.10
Restate as a proportion. 19 out of what number is the same as 25 out of 100? (6.6.2)
19 25
Set up the proportion. Let n = number. = (6.5.39)
n 100
Exercise 6.6.19:
Answer
36 25
=
n 100
Exercise 6.6.20:
Translate to a proportion: 27 is 36% of what number?
Answer
27 36
=
n 100
Example 6.6.11:
Translate to a proportion. What percent of 27 is 9?
Solution
Restate as a proportion. 9 out of 27 is the same as what number out of 100 (6.6.3)
9 p
Set up the proportion. Let p = percent. = (6.5.40)
27 100
Exercise 6.6.21:
Answer
Exercise 6.6.22:
Translate to a proportion: What percent of 92 is 23?
Answer
n 23
=
100 92
Example 6.6.12:
Restate as a proportion. W hat number out of 80 is the same as 45 out of 100? (6.6.4)
n 45
Set up the proportion. Let n = number. = (6.5.41)
80 100
Find the cross products and set them equal. 100 ⋅ n = 80 ⋅ 45 (6.5.42)
100n 3, 600
Divide both sides by 100. = (6.5.44)
100 100
Simplify. n = 36 (6.5.45)
Check if the answer is reasonable. Yes. 45 is a little less than half of 100 and 36 is a little less than half 80.
Exercise 6.6.23:
Answer
26
Exercise 6.6.24:
Answer
34
In the next example, the percent is more than 100, which is more than one whole. So the unknown number will be more than the base.
Restate as a proportion. W hat number out of 25 is the same as 125 out of 100? (6.6.5)
n 125
Set up the proportion. Let n = number. = (6.5.46)
25 100
Find the cross products and set them equal. 100 ⋅ n = 25 ⋅ 125 (6.5.47)
100n 3, 125
Divide both sides by 100. = (6.5.49)
100 100
Check if the answer is reasonable. Yes. 125 is more than 100 and 31.25 is more than 25.
Exercise 6.6.25:
Translate and solve using proportions: 125% of 64 is what number?
Answer
80
Exercise 6.6.26:
Answer
147
Example 6.6.14:
Restate as a proportion. $1.56 out of what number is the same as 6.5 out of 100? (6.6.
1.56 6.5
Set up the proportion. Let n = number. = (6.5.51)
n 100
156 6.5n
Divide both sides by 6.5 to isolate the variable. = (6.5.54)
6.5 6.5
Simplify. 24 = n (6.5.55)
Check if the answer is reasonable. Yes. 6.5% is a small amount and $1.56 is much less than $24.
Write a complete sentence that answers the question. 6.5% of $24 is $1.56.
Exercise 6.6.27:
Answer
38
Exercise 6.6.28:
Answer
64
Example 6.6.15:
Translate and solve using proportions: What percent of 72 is 9?
Solution
Restate as a proportion. 9 out of 72 is the same as what number out of 100? (6.6.7)
9 n
Set up the proportion. Let n = number. = (6.5.56)
72 100
Find the cross products and set them equal. 72 ⋅ n = 100 ⋅ 9 (6.5.57)
72n 900
Divide both sides by 72. = (6.5.59)
72 72
1 1
Check if the answer is reasonable. Yes. 9 is of 72 and is 12.5%.
8 8
Answer
37.5%
Exercise 6.6.30:
Answer
25%
Solve Proportions
In the following exercises, solve each proportion.
x 7
264. =
56 8
n 8
265. =
91 13
49 z
266. =
63 9
2 m
278. =
1 8
1
3 9
279. =
3 n
Everyday Math
328. Mixing a concentrate Sam bought a large bottle of concentrated cleaning solution at the warehouse store. He must mix the
concentrate with water to make a solution for washing his windows. The directions tell him to mix 3 ounces of concentrate with 5
ounces of water. If he puts 12 ounces of concentrate in a bucket, how many ounces of water should he add? How many ounces of the
solution will he have altogether?
329. Mixing a concentrate Travis is going to wash his car. The directions on the bottle of car wash concentrate say to mix 2 ounces of
concentrate with 15 ounces of water. If Travis puts 6 ounces of concentrate in a bucket, how much water must he mix with the
concentrate?
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) Overall, after looking at the checklist, do you think you are well-prepared for the next Chapter? Why or why not?
This page titled 6.6: Solve Proportions and their Applications (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated
by OpenStax.
2 m
409. =
2 20
PRACTICE TEST
In the following exercises, convert each percent to (a) a decimal (b) a simplified fraction.
424. 24%
425. 5%
426. 350%
In the following exercises, convert each fraction to a percent. (Round to 3 decimal places if needed.)
7
427.
8
1
428.
3
11
429.
12
This page titled 6.E: Percents (Exercises) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
discount A percent off the original price, determined by the discount rate
percent decrease The percent the amount of decrease is of the original amount
percent increase The percent the amount of increase is of the original amount
a c
An equation of the form = , where b ≠ 0, d ≠ 0.The proportion
b d
proportion states two ratios or rates are equal. The proportion is read “ a is to b, as c
is to d”.
Key Concepts
6.1 - Understand Percent
Convert a percent to a fraction.
1. Write the percent as a ratio with the denominator 100.
2. Simplify the fraction if possible.
Convert a percent to a decimal.
1. Write the percent as a ratio with the denominator 100.
2. Convert the fraction to a decimal by dividing the numerator by the denominator.
Convert a decimal to a percent.
1. Write the decimal as a fraction.
2. If the denominator of the fraction is not 100, rewrite it as an equivalent fraction with denominator 100.
3. Write this ratio as a percent.
Convert a fraction to a percent.
1. Convert the fraction to a decimal.
2. Convert the decimal to a percent.
Percent Proportion
amount percent
The amount is to the base as the percent is to 100. =
base 100
This page titled 6.S: Percents (Summary) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
Figure 7.1 - Quiltmakers know that by rearranging the same basic blocks the resulting quilts can look very different. What happens
when we rearrange the numbers in an expression? Does the resulting value change? We will answer these questions in this chapter
as we will learn about the properties of numbers. (credit: Hans, Public Domain)
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1
7.1: Rational and Irrational Numbers
Learning Objectives
Identify rational numbers and irrational numbers
Classify different types of real numbers
be prepared!
Before you get started, take this readiness quiz.
1. Write 3.19 as an improper fraction. If you missed this problem, review Example 5.1.4.
5
2. Write as a decimal. If you missed this problem, review Example 5.5.3.
11
−−−
3. Simplify: √144. If you missed this problem, review Example 5.12.1.
counting numbers 1, 2, 3, 4…
whole numbers 0, 1, 2, 3, 4…
Rational Numbers
What type of numbers would you get if you started with all the integers and then included all the fractions? The numbers you
would have form the set of rational numbers. A rational number is a number that can be written as a ratio of two integers.
All fractions, both positive and negative, are rational numbers. A few examples are
4 7 13 20
,− , , and − (7.1.1)
5 8 4 3
Since any integer can be written as the ratio of two integers, all integers are rational numbers. Remember that all the counting
numbers and all the whole numbers are also integers, and so they, too, are rational.
What about decimals? Are they rational? Let's look at a few to see if we can write each of them as the ratio of two integers. We've
already seen that integers are rational numbers. The integer −8 could be written as the decimal −8.0. So, clearly, some decimals are
rational.
3
Think about the decimal 7.3. Can we write it as a ratio of two integers? Because 7.3 means 7 , we can write it as an improper
10
3
fraction, 7 . So 7.3 is the ratio of the integers 73 and 10. It is a rational number.
10
In general, any decimal that ends after a number of digits (such as 7.3 or −1.2684) is a rational number. We can use the reciprocal
(or multiplicative inverse) of the place value of the last digit as the denominator when writing the decimal as a fraction.
Example 7.1.1:
6
Write each as the ratio of two integers: (a) −15 (b) 6.81 (c) −3 .
7
Solution
(a) −15
−15
Write the integer as a fraction with denominator 1. (7.1.3)
1
(b) 6.81
81
Write the decimal as a mixed number. 6 (7.1.4)
100
681
Then convert it to an improper fraction. (7.1.5)
100
6
(c) −3
7
27
Convert the mixed number to an improper fraction. − (7.1.6)
7
Exercise 7.1.1:
Write each as the ratio of two integers: (a) −24 (b) 3.57.
Answer a
−24
Answer b
357
100
Write each as the ratio of two integers: (a) −19 (b) 8.41.
Answer a
−19
Answer b
841
100
Let's look at the decimal form of the numbers we know are rational. We have seen that every integer is a rational number, since a =
a
for any integer, a. We can also change any integer to a decimal by adding a decimal point and a zero.
1
I nteger − 2, −1, 0, 1, 2, 3
¯
¯¯¯
¯
− 6.66
Rational Numbers
Fractions Integers
4 7 13 −20
Number ,− , , (7.1.7) −2, −1, 0, 1, 2, 3 (7.1.8)
5 8 4 3
4 −7 13 −20 −2 −1 0 1 2 3
Ratio of Integer , , , (7.1.9) , , , , , (7.1.10)
5 8 4 3 1 1 1 1 1 1
Irrational Numbers
Are there any decimals that do not stop or repeat? Yes. The number π (the Greek letter pi, pronounced ‘pie’), which is very
important in describing circles, has a decimal form that does not stop or repeat.
π = 3.141592654 … … (7.1.13)
Similarly, the decimal representations of square roots of whole numbers that are not perfect squares never stop and never repeat.
For example,
–
√5 = 2.236067978 … … (7.1.14)
A decimal that does not stop and does not repeat cannot be written as the ratio of integers. We call this kind of number an
irrational number.
Let's summarize a method we can use to determine whether a number is rational or irrational.
If the decimal form of a number
stops or repeats, the number is rational.
does not stop and does not repeat, the number is irrational.
Example 7.1.2:
Identify each of the following as rational or irrational: (a) 0.583 (b) 0.475 (c) 3.605551275…
¯
¯¯
Solution
(a) 0.583
¯
¯¯
The bar above the 3 indicates that it repeats. Therefore, 0.583 – is a repeating decimal, and is therefore a rational number.
(b) 0.475
This decimal stops after the 5, so it is a rational number.
(c) 3.605551275…
The ellipsis (…) means that this number does not stop. There is no repeating pattern of digits. Since the number doesn't stop
and doesn't repeat, it is irrational.
Exercise 7.1.3:
Identify each of the following as rational or irrational: (a) 0.29 (b) 0.816 (c) 2.515115111…
¯
¯¯
Answer a
rational
Answer b
rational
Answer c
irrational
Exercise 7.1.4:
Identify each of the following as rational or irrational: (a) 0.23 (b) 0.125 (c) 0.418302…
¯
¯¯
Answer a
rational
Answer b
rational
Answer c
irrational
Example 7.1.3:
Exercise 7.1.5:
−− −−
Identify each of the following as rational or irrational: (a) √81 (b) √17
Answer a
rational
Answer b
irrational
Exercise 7.1.6:
−−− −−−
Identify each of the following as rational or irrational: (a) √116 (b) √121
Answer a
irrational
Answer b
rational
Figure 7.1.1 - This diagram illustrates the relationships between the different types of real numbers.
Does the term “real numbers” seem strange to you? Are there any numbers that are not “real”, and, if so, what could they be? For
centuries, the only numbers people knew about were what we now call the real numbers. Then mathematicians discovered the set
of imaginary numbers. You won't encounter imaginary numbers in this course, but you will later on in your studies of algebra.
Example 7.1.4:
Determine whether each of the numbers in the following list is a (a) whole number, (b) integer, (c) rational number, (d)
irrational number, and (e) real number.
14 – −−
−7, , 8, √5, 5.9, −√64 (7.1.15)
5
Solution
a. The whole numbers are 0, 1, 2, 3,… The number 8 is the only whole number given.
b. The integers are the whole numbers, their opposites, and 0. From the given numbers, −7 and 8 are integers. Also, notice that
−− − −
64 is the square of 8 so −√64 = −8. So the integers are −7, 8, −√64.
−−
c. Since all integers are rational, the numbers −7, 8, and −√64 are also rational. Rational numbers also include fractions and
14
decimals that terminate or repeat, so and 5.9 are rational.
5
–
d. The number 5 is not a perfect square, so √5 is irrational.
e. All of the numbers listed are real.
We'll summarize the results in a table.
-7 ✓ ✓ ✓
14
✓ ✓
5
8 ✓ ✓ ✓ ✓
–
√5 ✓ ✓
5.9 ✓ ✓
−−
−√64 ✓ ✓ ✓
Exercise 7.1.7:
Determine whether each number is a (a) whole number,(b) integer,(c) rational number,(d) irrational number, and (e) real
– 9 −−
number: −3, −√2, 0.3, , 4, √49 .
¯
¯¯
Answer
Number Whole Integer Rational Irrational Real
-3 ✓ ✓ ✓
–
−√2 ✓ ✓
¯
¯¯
0.3 ✓ ✓
9
✓ ✓
5
4 ✓ ✓ ✓ ✓
-3 ✓ ✓ ✓
–
Exercise 7.1.8: −√2 ✓ ✓
¯
¯¯
✓ ✓
Determine whether
0.3
each number is a (a) whole number,(b) integer,(c) rational number,(d) irrational number, and (e) real
9 3 −−−
−−
number: −√25
5
,− , −1, 6, √121, 2.041975… ✓ ✓
8
4 ✓ ✓ ✓ ✓
Answer
Number
−− Whole Integer Rational Irrational Real
√49 ✓ ✓ ✓ ✓
−−
−√25 ✓ ✓ ✓
3
− ✓ ✓
8
−1 ✓ ✓ ✓
6 ✓ ✓ ✓ ✓
−−−
√121 ✓ ✓ ✓ ✓
2.041975 … ✓ ✓
Everyday Math
16. Field trip All the 5th graders at Lincoln Elementary School will go on a field trip to the science museum. Counting all the
children, teachers, and chaperones, there will be 147 people. Each bus holds 44 people.
a. How many buses will be needed?
b. Why must the answer be a whole number?
c. Why shouldn't you round the answer the usual way?
17. Child care Serena wants to open a licensed child care center. Her state requires that there be no more than 12 children for each
teacher. She would like her child care center to serve 40 children.
a. How many teachers will be needed?
b. Why must the answer be a whole number?
c. Why shouldn't you round the answer the usual way?
Writing Exercises
18. In your own words, explain the difference between a rational number and an irrational number.
19. Explain how the sets of numbers (counting, whole, integer, rational, irrationals, reals) are related to each other.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
This page titled 7.1: Rational and Irrational Numbers is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Simplify: 7y + 2 + y + 13. If you missed this problem, review Example 2.3.10.
2
2. Multiply: ⋅ 18 . If you missed this problem, review Example 4.3.10.
3
3. Find the opposite of 15. If you missed this problem, review Example 3.1.3.
In the next few sections, we will take a look at the properties of real numbers. Many of these properties will describe things you
already know, but it will help to give names to the properties and define them formally. This way we’ll be able to refer to them and
use them as we solve equations in the next chapter.
5 +3 3 +5
8 8
15 15
Again, the results are the same! 5 • 3 = 3 • 5. The order in which we multiply does not matter. These examples illustrate the
commutative properties of addition and multiplication.
The commutative properties have to do with order. If you change the order of the numbers when adding or multiplying, the result is
the same.
Example 7.2.1:
Use the commutative properties to rewrite the following expressions: (a) −1 + 3 = _____ (b) 4 • 9 = _____
Solution
(a) −1 + 3 = _____
(b) 4 • 9 = _____
Use the commutative properties to rewrite the following expressions: (a) −4 + 7 = _____ (b) 6 • 12 = _____
Answer a
−4 + 7 = 7 + (−4)
Answer b
6 ⋅ 12 = 12 ⋅ 6
Exercise 7.2.2:
Use the commutative properties to rewrite the following expressions: (a) 14 + (-2) = _____ (b) 3(-5) = _____
Answer a
14 + (−2) = −2 + 14
Answer b
3(−5) = (−5)3
What about subtraction? Does order matter when we subtract numbers? Does 7 − 3 give the same result as 3 − 7?
7 −3 3 −7
4 −4
4 ≠ −4
12 4
4 12
1
3
3
1
3 ≠
3
7 +8 +2 (7.2.1)
Changing the grouping of the numbers gives the same result, as shown in Figure 7.2.2.
Figure 7.2.2
When multiplying three numbers, changing the grouping of the numbers does not change the result. This is known as the
Associative Property of Multiplication.
If we multiply three numbers, changing the grouping does not affect the product. You probably know this, but the terminology may
be new to you. These examples illustrate the Associative Properties.
Example 7.2.2:
2
Use the associative properties to rewrite the following: (a) (3 + 0.6) + 0.4 = __________ (b) (−4 ⋅ ) ⋅ 15 = __________
5
Solution
(a) (3 + 0.6) + 0.4 = __________
Notice that 0.6 + 0.4 is 1, so the addition will be easier if we group as shown on the right.
2
(b) (−4 ⋅ ) ⋅ 15 = __________
5
2
Notice that ⋅ 15 is 6. The multiplication will be easier if we group as shown on the right.
5
Exercise 7.2.3:
3
Use the associative properties to rewrite the following: (a) (1 + 0.7) + 0.3 = __________ (b) (−9 • 8) • = __________
4
Answer a
(1 + 0.7) + 0.3 = 1 + (0.7 + 0.3)
Answer b
Exercise 7.2.4:
5
Use the associative properties to rewrite the following: (a) (4 + 0.6) + 0.4 = __________ (b) (−2 • 12) • = __________
6
Answer a
(4 + 0.6) + 0.4 = 4 + (0.6 + 0.4)
Answer b
5 5
(−2 ⋅ 12) ⋅ = −2 (12 ⋅ )
6 6
Besides using the associative properties to make calculations easier, we will often use it to simplify expressions with variables.
Example 7.2.3:
Use the Associative Property of Multiplication to simplify: 6(3x).
Solution
Notice that we can multiply 6 • 3, but we could not multiply 3 • x without having a value for x.
Exercise 7.2.5:
Use the Associative Property of Multiplication to simplify the given expression: 8(4x).
Answer
32x
Exercise 7.2.6:
Use the Associative Property of Multiplication to simplify the given expression: −9(7y).
Answer
−63y
Example 7.2.4:
7
Evaluate each expression when x = . (a) x + 0.37 + (− x) (b) x + (− x) + 0.37
8
Solution
(a) x + 0.37 + (− x)
Subtract. 0.37
(b) x + (− x) + 0.37
7 7 7
Substitute for x. + (− ) + 0.37 (7.2.4)
8 8 8
What was the difference between part (a) and part (b)? Only the order changed. By the Commutative Property of Addition, x +
0.37 + (− x) = x + (− x) + 0.37. But wasn’t part (b) much easier?
Exercise 7.2.7:
3
Evaluate each expression when y = : (a) y + 0.84 + (− y) (b) y + (− y) + 0.84.
8
Answer a
0.84
Answer b
0.84
Exercise 7.2.8:
17
Evaluate each expression when f = : (a) f + 0.975 + (− f) (b) f + (− f) + 0.975.
20
Answer a
0.975
Answer b
0.975
Example 7.2.5:
4 3 4 3
Evaluate each expression when n = 17. (a) ( n) (b) ( ⋅ )n
3 4 3 4
Solution
4 3
(a) ( n)
3 4
4 3
Substitute 17 for n. ( ⋅ 17) (7.2.5)
3 4
4 3
(b) ( ⋅ )n
3 4
4 3
Substitute 17 for n. ( ⋅ ) ⋅ 17 (7.2.8)
3 4
What was the difference between part (a) and part (b) here? Only the grouping changed. By the Associative Property of
4 3 4 3
Multiplication, ( n) = ( ⋅ )n . By carefully choosing how to group the factors, we can make the work easier.
3 4 3 4
Exercise 7.2.9:
5 9 5 9
Evaluate each expression when p = 24. (a) ( p) (b) ( ⋅ )p
9 5 9 5
Answer a
24
Answer b
24
Exercise 7.2.10:
7 11 7 11
Evaluate each expression when q = 15. (a) ( q) (b) ( ⋅ )q
11 7 11 7
Answer a
15
Answer b
15
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curated by OpenStax.
Example 7.3.6:
Simplify: −84n + (−73n) + 84n.
Solution
Notice the first and third terms are opposites, so we can use the commutative property of addition to reorder the terms.
Add. −73n
Exercise 7.3.11:
Answer
−48a
Exercise 7.3.12:
Simplify: 39x + (−92x) + (−39x).
Answer
−92x
Now we will see how recognizing reciprocals is helpful. Before multiplying left to right, look for reciprocals—their product is 1.
Example 7.3.7:
7 8 15
Simplify: ⋅ ⋅ .
15 23 7
Solution
Notice the first and third terms are reciprocals, so we can use the Commutative Property of Multiplication to reorder the
factors.
7 15 8
Re-order the terms. ⋅ ⋅ (7.3.1)
15 7 23
8
Multiply left to right. 1 ⋅ (7.3.2)
23
Exercise 7.3.13:
9 5 16
Simplify: ⋅ ⋅ .
16 49 9
Answer
5
49
Exercise 7.3.14:
6 11 17
Simplify: ⋅ ⋅ .
17 25 6
Answer
11
25
In expressions where we need to add or subtract three or more fractions, combine those with a common denominator first.
Example 7.3.8:
5 3 1
Simplify: ( + )+ .
13 4 4
Solution
Notice that the second and third terms have a common denominator, so this work will be easier if we change the grouping.
5 3 1
Group the terms with a common denominator. +( + ) (7.3.4)
13 4 4
5 4
Add in the parentheses first. +( ) (7.3.5)
13 4
5
Simplify the fraction. +1 (7.3.6)
13
5
Add. 1 (7.3.7)
13
18
Convert to an improper fraction. (7.3.8)
13
Exercise 7.3.15:
7 5 3
Simplify: ( + )+ .
15 8 8
Answer
22
15
Answer
11
When adding and subtracting three or more terms involving decimals, look for terms that combine to give whole numbers.
Example 7.3.9:
Add. 17.47q
Many people have good number sense when they deal with money. Think about adding 99 cents and 1 cent. Do you see how
this applies to adding 9.99 + 1.01?
Exercise 7.3.17:
Answer
15.58c
Exercise 7.3.18:
Answer
17.79d
No matter what you are doing, it is always a good idea to think ahead. When simplifying an expression, think about what your steps
will be. The next example will show you how using the Associative Property of Multiplication can make your work easier if you
plan ahead.
Example 7.3.10:
Regroup. 1.67[(8)(0.25)]
Exercise 7.3.19:
Simplify: [1.17(4)](2.25).
Answer
10.53
Exercise 7.3.20:
Simplify: [3.52(8)](2.5).
Answer
70.4
When simplifying expressions that contain variables, we can use the commutative and associative properties to re-order or regroup
terms, as shown in the next pair of examples.
Example 7.3.11:
Simplify: 6(9x).
Solution
Exercise 7.3.21:
Simplify: 8(3y).
Answer
24y
Exercise 7.3.22:
Simplify: 12(5z).
Answer
60z
In The Language of Algebra, we learned to combine like terms by rearranging an expression so the like terms were together. We
simplified the expression 3x + 7 + 4x + 5 by rewriting it as 3x + 4x + 7 + 5 and then simplified it to 7x + 12. We were using the
Commutative Property of Addition.
Example 7.3.12:
Simplify: 18p + 6q + (−15p) + 5q.
Solution
Use the Commutative Property of Addition to re-order so that like terms are together.
Exercise 7.3.23:
Answer
32r − s
Exercise 7.3.24:
Answer
41m + 6n
a. y + 0.49 + (− y)
b. y + (− y) + 0.49
7
45. If z = , evaluate:
8
a. z + 0.97 + (− z)
b. z + (− z) + 0.97
11
46. If c = − , evaluate:
4
a. c + 3.125 + (− c)
b. c + (− c) + 3.125
9
47. If d = − , evaluate:
4
a. d + 2.375 + (− d)
b. d + (− d) + 2.375
48. If j = 11, evaluate:
5 6
a. ( j)
6 5
5 6
b. ( ⋅ )j
6 5
4 13
b. ( ⋅ )k
13 4
3 7
b. (− ⋅ )m
7 3
5 21
b. (− ⋅ )n
21 5
2 5 2
55. + + (− )
5 12 5
3 49 20
56. ⋅ ⋅
20 11 3
13 25 18
57. ⋅ ⋅
18 7 13
7 9 24
58. ⋅ ⋅
12 17 7
1 4 5
63. ( + )+
12 9 9
5 3 1
64. + +
13 4 4
8 5 2
65. + +
15 7 7
66. (4.33p + 1.09p) + 3.91p
67. (5.89d + 2.75d) + 1.25d
68. 17(0.25)(4)
69. 36(0.2)(5)
70. [2.48(12)](0.5)
71. [9.731(4)](0.75)
72. 7(4a)
73. 9(8w)
74. −15(5m)
75. −23(2n)
5
76. 12( p)
6
3
77. 20( q)
5
Everyday Math
86. Stamps Allie and Loren need to buy stamps. Allie needs four $0.49 stamps and nine $0.02 stamps. Loren needs eight $0.49
stamps and three $0.02 stamps.
a. How much will Allie’s stamps cost?
b. How much will Loren’s stamps cost?
c. What is the total cost of the girls’ stamps?
d. How many $0.49 stamps do the girls need altogether? How much will they cost?
e. How many $0.02 stamps do the girls need altogether? How much will they cost?
87. Counting Cash Grant is totaling up the cash from a fundraising dinner. In one envelope, he has twenty-three $5 bills, eighteen
$10 bills, and thirty-four $20 bills. In another envelope, he has fourteen $5 bills, nine $10 bills, and twenty-seven $20 bills.
a. How much money is in the first envelope?
b. How much money is in the second envelope?
c. What is the total value of all the cash?
d. What is the value of all the $5 bills?
e. What is the value of all $10 bills?
Writing Exercises
88. In your own words, state the Commutative Property of Addition and explain why it is useful.
89. In your own words, state the Associative Property of Multiplication and explain why it is useful.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) After reviewing this checklist, what will you do to become confident for all objectives?
This page titled 7.3: Commutative and Associative Properties (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or
curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Multiply: 3(0.25). If you missed this problem, review Example 5.3.5
2. Simplify: 10 − (−2)(3). If you missed this problem, review Example 3.7.5.
3. Combine like terms: 9y + 17 + 3y − 2. If you missed this problem, review Example 2.3.10.
They need 3 times $9, so $27, and 3 times 1 quarter, so 75 cents. In total, they need $27.75. If you think about doing the math in
this way, you are using the Distributive Property.
Back to our friends at the movies, we could show the math steps we take to find the total amount of money they need like this:
3(9 .25)
3(9 + 0.25)
3(9) + 3(0.25)
27 + 0.75
27 .75
In algebra, we use the Distributive Property to remove parentheses as we simplify expressions. For example, if we are asked to
simplify the expression 3(x + 4), the order of operations says to work in the parentheses first. But we cannot add x and 4, since they
are not like terms. So we use the Distributive Property, as shown in Example 7.4.1.
Distribute. 3•x+3•4
Multiply. 3x + 12
Exercise 7.4.1:
Answer
4x + 8
Exercise 7.4.2:
Answer
6x + 42
Some students find it helpful to draw in arrows to remind them how to use the Distributive Property. Then the first step in Example
7.17 would look like this:
3 ⋅ x +3 ⋅ 4 (7.4.1)
Example 7.4.2:
Distribute. 6 ⋅ 5y + 6 ⋅ 1 (7.4.2)
Exercise 7.4.3:
Simplify: 9(3y + 8).
Answer
27y + 72
Answer
25w + 45
The distributive property can be used to simplify expressions that look slightly different from a(b + c). Here are two other forms.
Example 7.4.3:
Distribute. 2 ⋅x +2 ⋅3 (7.4.5)
Multiply. 2x − 6 (7.4.6)
Exercise 7.4.5:
Answer
7x - 42
Exercise 7.4.6:
Answer
8x - 40
Do you remember how to multiply a fraction by a whole number? We’ll need to do that in the next two examples.
Example 7.4.4:
3
Simplify: (n + 12).
4
Solution
3
Multiply. n+9 (7.4.8)
4
Exercise 7.4.7:
2
Simplify: (p + 10).
5
Answer
2
p +4
5
Exercise 7.4.8:
3
Simplify: (u + 21).
7
Answer
3
u +9
7
Example 7.4.5:
3 1
Simplify: 8 ( x+ ) .
8 4
Solution
3 1
Distribute. 8 ⋅ x +8 ⋅ (7.4.9)
8 4
Multiply. 3x + 2 (7.4.10)
Exercise 7.4.9:
5 1
Simplify: 6 ( y+ ) .
6 2
Answer
5y + 3
Exercise 7.4.10:
1 3
Simplify: 12 ( n+ ) .
3 4
Answer
4n + 9
Example 7.4.6:
Exercise 7.4.11:
Answer
70 + 15p
Exercise 7.4.12:
Answer
4 + 35d
In the next example we’ll multiply by a variable. We’ll need to do this in a later chapter.
Example 7.4.7:
Simplify: m(n − 4) .
Solution
Multiply. mn − 4m (7.4.14)
Notice that we wrote m • 4 as 4m. We can do this because of the Commutative Property of Multiplication. When a term is the
product of a number and a variable, we write the number first.
Exercise 7.4.13:
Simplify: r(s − 2).
Answer
rs - 2r
Answer
yz - 8y
The next example will use the ‘backwards’ form of the Distributive Property, (b + c)a = ba + ca.
Example 7.4.8:
Simplify: (x + 8)p.
Solution
Distribute. px + 8p (7.4.15)
Exercise 7.4.15:
Simplify: (x + 2)p.
Answer
xp + 2p
Exercise 7.4.16:
Simplify: (y + 4)q.
Answer
yq + 4q
When you distribute a negative number, you need to be extra careful to get the signs correct.
Example 7.4.9:
Exercise 7.4.17:
Simplify: −3(6m + 5).
Answer
Exercise 7.4.18:
Answer
-48n - 66
Example 7.4.10:
Simplify: −11(4 − 3a).
Solution
You could also write the result as 33a − 44. Do you know why?
Exercise 7.4.19:
Answer
-10 + 15a
Exercise 7.4.20:
Simplify: −7(8 − 15y).
Answer
-56 + 105y
In the next example, we will show how to use the Distributive Property to find the opposite of an expression. Remember, −a = −1 •
a.
Example 7.4.11:
Exercise 7.4.21:
Answer
-z + 11
Exercise 7.4.22:
Answer
-x + 4
Sometimes we need to use the Distributive Property as part of the order of operations. Start by looking at the parentheses. If the
expression inside the parentheses cannot be simplified, the next step would be multiply using the distributive property, which
removes the parentheses. The next two examples will illustrate this.
Example 7.4.12:
Distribute. 8 −2 ⋅x −2 ⋅3 (7.4.25)
Multiply. 8 − 2x − 6 (7.4.26)
Exercise 7.4.23:
Answer
-3x + 3
Exercise 7.4.24:
Answer
2x - 20
Distribute. 4x − 32 − x − 3 (7.4.28)
Exercise 7.4.25:
Answer
5x - 66
Exercise 7.4.26:
Answer
7x - 13
Example 7.4.14:
(b) 6 • 5y + 6 • 1
Exercise 7.4.27:
Answer a
120
Answer b
120
Exercise 7.4.28:
Answer a
126
Answer b
126
Example 7.4.15:
(b) −2 • 4y + (−2) • 1
Exercise 7.4.29:
Answer a
30
Exercise 7.4.30:
Answer a
3
Answer b
3
Example 7.4.16:
(b) −y − 5
The answers are the same when y = 35, demonstrating that −(y + 5) = −y − 5 (7.4.48)
Exercise 7.4.31:
Evaluate when x = 36: (a) −(x − 4) (b) −x + 4 to show that −(x − 4) = − x + 4.
Answer a
−32
Answer b
−32
Exercise 7.4.32:
Evaluate when z = 55: (a) −(z − 10) (b) −z + 10 to show that −(z − 10) = − z + 10.
Answer a
−45
Answer b
Model Distribution
The Distributive Property
3 2
103. 10 ( x− )
10 5
1 2
104. 12 ( + r)
4 3
1 3
105. 12 ( + s)
6 4
5
a. 3 (n + )
6
5
b. 3 • n + 3 •
6
145. If y = 3 4 , evaluate
a. 4 ⎛ ⎝ y + 3 8 ⎞ ⎠
3
b. 4 • y + 4 •
8
7
146. If y = , evaluate
12
a. −3(4y + 15)
b. 3 • 4y + (−3) • 15
23
147. If p = , evaluate
30
a. −6(5p + 11)
b. −6 • 5p + (−6) • 11
148. If m = 0.4, evaluate
a. −10(3m − 0.9)
b. −10 • 3m − (−10)(0.9)
149. If n = 0.75, evaluate
a. −100(5n + 1.5)
b. −100 • 5n + (−100)(1.5)
Everyday Math
154. Buying by the case Joe can buy his favorite ice tea at a convenience store for $1.99 per bottle. At the grocery store, he can buy
a case of 12 bottles for $23.88.
a. Use the distributive property to find the cost of 12 bottles bought individually at the convenience store. (Hint: notice that
$1.99 is $2 − $0.01.)
b. Is it a bargain to buy the iced tea at the grocery store by the case?
155. Multi-pack purchase Adele’s shampoo sells for $3.97 per bottle at the drug store. At the warehouse store, the same shampoo is
sold as a 3-pack for $10.49.
a. Show how you can use the distributive property to find the cost of 3 bottles bought individually at the drug store.
b. How much would Adele save by buying the 3-pack at the warehouse store?
Writing Exercises
1
156. Simplify 8 (x − ) using the distributive property and explain each step.
4
157. Explain how you can multiply 4($5.97) without paper or a calculator by thinking of $5.97 as 6 − 0.03 and then using the
distributive property.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) What does this checklist tell you about your mastery of this section? What steps will you take to improve?
This page titled 7.4: Distributive Property is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Find the opposite of −4. If you missed this problem, review Example 3.1.3.
5
2. Find the reciprocal of . If you missed this problem, review Example 4.4.11.
2
3a 9
3. Multiply: ⋅ . If you missed this problem, review Example 4.3.9.
5 2a
13 − 14 − 3x
Example 7.5.1:
Identify whether each equation demonstrates the identity property of addition or multiplication. (a) 7 + 0 = 7 (b) −16(1) = −16
Solution
(a) 7 + 0 = 7
Exercise 7.5.1:
Identify whether each equation demonstrates the identity property of addition or multiplication: (a) 23 + 0 = 23 (b) −37(1) =
−37.
Exercise 7.5.2:
Identify whether each equation demonstrates the identity property of addition or multiplication: (a) 1 • 29 = 29 (b) 14 + 0 = 14.
Answer a
identity property of multiplication
Answer b
additive identity
Notice that in each case, the missing number was the opposite of the number. We call −a the additive inverse of a. The opposite of
a number is its additive inverse. A number and its opposite add to 0, which is the additive identity.
2
What number multiplied by gives the multiplicative identity, 1? In other words, two-thirds times what results in 1?
3
2 2 3
⋅ _____ = 1 We know ⋅ = 1
3 3 2
What number multiplied by 2 gives the multiplicative identity, 1? In other words two times what results in 1?
1
2 • _____ = 1 We know 2 ⋅ = 1
2
Notice that in each case, the missing number was the reciprocal of the number.
1
We call the multiplicative inverse of a (a ≠ 0). The reciprocal of a number is its multiplicative inverse. A number and its
a
reciprocal multiply to 1, which is the multiplicative identity.
We’ll formally state the Inverse Properties here:
Example 7.5.2:
5
Find the additive inverse of each expression: (a) 13 (b) − (c) 0.6.
8
Solution
To find the additive inverse, we find the opposite.
a. The additive inverse of 13 is its opposite, −13.
5 5
b. The additive inverse of − is its opposite, .
8 8
c. The additive inverse of 0.6 is its opposite, −0.6.
Exercise 7.5.3:
7
Find the additive inverse of each expression: (a) 18 (b) (c) 1.2.
9
Answer a
−18
Answer b
7
−
9
Answer c
−1.2
Exercise 7.5.4:
7
Find the additive inverse of each expression: (a) 47(b) (c) 8.4.
13
Answer a
−47
Answer b
7
−
13
Answer c
−8.4
Example 7.5.3:
1
Find the multiplicative inverse: (a) 9 (b) − (c) 0.9.
9
Solution
To find the additive inverse, we find the opposite.
1
a. The multiplicative inverse of 9 is its reciprocal, .
9
1
b. The multiplicative inverse of − is its reciprocal, -9.
9
Exercise 7.5.5:
1
Find the multiplicative inverse: (a) 5 (b) − (c) 0.3.
7
Answer a
1
Answer b
−7
Answer c
10
Exercise 7.5.6:
4
Find the multiplicative inverse: (a) 18 (b) − (c) 0.6.
5
Answer a
1
18
Answer b
5
−
4
Answer c
5
Multiplication by Zero
What happens when you multiply a number by 0? Multiplying by 0 makes the product equal zero. The product of any real number
and 0 is 0.
Example 7.5.4:
5
Simplify: (a) −8 • 0 (b) ⋅0 (c) 0(2.94).
12
Solution
(a) −8 • 0
5
(b) ⋅0
12
(c) 0(2.94)
Exercise 7.5.7:
2
Simplify: (a) −14 • 0 (b) 0 ⋅ (c) (16.5) • 0.
3
Answer a
0
Answer b
0
Answer c
0
Exercise 7.5.8:
5
Simplify: (a) (1.95) • 0 (b) 0(-17) (c) 0 ⋅ .
4
Answer a
0
Answer b
0
Answer c
0
Remember that we can always check division with the related multiplication fact. So, we know that
0 ÷ 3 = 0 because 0 ⋅ 3 = 0. (7.5.7)
Solution
(a) 0 ÷ 5
0
(b)
−2
7
(c) 0 ÷
8
Exercise 7.5.9:
0 3
Simplify: (a) 0 ÷ 11 (b) (c) 0 ÷ .
−6 10
Answer a
0
Answer b
0
Answer c
0
Exercise 7.5.10:
8
Simplify: (a) 0 ÷ (b) 0 ÷ (-10) (c) 0 ÷ 12.75.
3
Answer a
0
Answer b
0
Answer c
0
Now let’s think about dividing a number by zero. What is the result of dividing 4 by 0? Think about the related multiplication fact.
Is there a number that multiplied by 0 gives 4?
4 ÷ 0 = ___ means ___ • 0 = 4
Since any real number multiplied by 0 equals 0, there is no real number that can be multiplied by 0 to obtain 4. We can conclude
that there is no answer to 4 ÷ 0, and so we say that division by zero is undefined.
Example 7.5.6:
−32 4
Simplify: (a) 7.5 ÷ 0 (b) (c) ÷ 0.
0 9
Solution
(a) 7.5 ÷ 0
−32
(b)
0
4
(c) ÷0
9
Exercise 7.5.11:
−2 1
Simplify: (a) 16.4 ÷ 0 (b) (c) ÷ 0.
0 5
Answer a
undefined
Answer b
undefined
Answer c
undefined
Exercise 7.5.12:
−5 4
Simplify: (a) (b) 96.9 ÷ 0 (c) ÷ 0.
0 15
Answer a
undefined
Answer b
undefined
Answer c
undefined
Example 7.5.7:
Simplify: 3x + 15 − 3x.
Solution
Add. 15
Exercise 7.5.13:
Answer
9
Exercise 7.5.14:
Answer
-18
Example 7.5.8:
Simplify: 4(0.25q).
Solution
Multiply. 1.00q
Answer
p
Exercise 7.5.16:
Simplify: 25(0.04r).
Answer
r
Example 7.5.9:
0
Simplify: , where n ≠ −5.
n+5
Solution
Exercise 7.5.17:
0
Simplify: , where m ≠ −7.
m +7
Answer
0
Exercise 7.5.18:
0
Simplify: , where d ≠ 4.
d−4
Answer
0
Example 7.5.10:
10 − 3p
Simplify: .
0
Solution
Exercise 7.5.19:
18 − 6c
Simplify: .
0
Exercise 7.5.20:
15 − 4q
Simplify: .
0
Answer
undefined
Example 7.5.11:
3 4
Simplify: ⋅ (6x + 12).
4 3
Solution
We cannot combine the terms in parentheses, so we multiply the two fractions first.
Exercise 7.5.21:
2 5
Simplify: ⋅ (20y+ 50).
5 2
Answer
20y + 50
Exercise 7.5.22:
3 8
Simplify: ⋅ (12z+ 16).
8 3
Answer
12z + 16
All the properties of real numbers we have used in this chapter are summarized in Table 7.5.1.
Table 7.5.1 : Properties of Real Numbers
Property Of Addition Of Multiplication
Commutative Property
Associative Property
a+0=a a•1=a
For any real number a,
0+a=a 1•a=a
a, a ≠ 0
Inverse Property −a is the additive inverse of a
1/a is the multiplicative inverse of a
Distributive Property
Properties of Zero
a•0=0
For any real number a,
0•a=0
0
= 0
For any real number a where a ≠ 0 a
a
is undefined
0
10
185.
0
1 1
199. 0 ÷ (y − ) , where y ≠
6 6
32 − 5a
200. , where 32 − 5a ≠ 0
0
28 − 9b
201. , where 28 − 9b ≠ 0
0
2.1 + 0.4c
202. , where 2.1 + 0.4c ≠ 0
0
1.75 + 9f
203. , where 1.75 + 9 f ≠ 0
0
3 9
204. \left\dfrac{3}{4} + \dfrac{9}{10}m \right) \div 0 , where + m ≠0
4 10
5 3 5 3
205. ( n− ) ÷0 , where n− ≠0
16 7 16 7
9 10
206. ⋅ (18p − 21)
10 9
5 7
207. ⋅ (20q − 35)
7 5
Everyday Math
210. Insurance copayment Carrie had to have 5 fillings done. Each filling cost $80. Her dental insurance required her to pay 20%
of the cost. Calculate Carrie’s cost
a. by finding her copay for each filling, then finding her total cost for 5 fillings, and
b. by multiplying 5(0.20)(80).
c. Which of the Properties of Real Numbers did you use for part (b)?
211. Cooking time Helen bought a 24-pound turkey for her family’s Thanksgiving dinner and wants to know what time to put the
turkey in the oven. She wants to allow 20 minutes per pound cooking time.
a. Calculate the length of time needed to roast the turkey by multiplying 24 · 20 to find the number of minutes and then
multiplying the product by 1 60 to convert minutes into hours.
1
b. Multiply 24(20 ⋅ ) .
60
1 1
c. Which of the Properties of Real Numbers allows you to multiply 24(20 ⋅ ) instead of (24 • 20) ?
60 60
Writing Exercises
212. In your own words, describe the difference between the additive inverse and the multiplicative inverse of a number.
213. How can the use of the properties of real numbers make it easier to simplify expressions?
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) On a scale of 1–10, how would you rate your mastery of this section in light of your responses on the checklist? How can you
improve this?
This page titled 7.5: Properties of Identity, Inverses, and Zero is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Multiply: 4.29(1000). If you missed this problem, review Example 5.3.8.
30
2. Simplify: . If you missed this problem, review Example 4.3.2.
54
7 25
3. Multiply: ⋅ . If you missed this problem, review Example 4.3.9.
15 28
In this section we will see how to convert among different types of units, such as feet to miles or kilograms to pounds. The basic
idea in all of the unit conversions will be to use a form of 1, the multiplicative identity, to change the units but not the value of a
quantity.
Length Volume
Weight Time
In many real-life applications, we need to convert between units of measurement. We will use the identity property of
multiplication to do these conversions. We’ll restate the Identity Property of Multiplication here for easy reference.
For any real number a,
To use the identity property of multiplication, we write 1 in a form that will help us convert the units. For example, suppose we
1 ft
want to convert inches to feet. We know that 1 foot is equal to 12 inches, so we can write 1 as the fraction . When we
12 in
12 in
multiply by this fraction, we do not change the value but just change the units. But also equals 1. How do we decide
1 ft
1 ft 12 in
whether to multiply by or ? We choose the fraction that will make the units we want to convert from divide out. For
12 in 1 ft
example, suppose we wanted to convert 60 inches to feet. If we choose the fraction that has inches in the denominator, we can
eliminate the inches.
1 ft
60 in ⋅ = 5 ft (7.6.2)
12 in
On the other hand, if we wanted to convert 5 feet to inches, we would choose the fraction that has feet in the denominator.
12 in
5 ft ⋅ = 60 in (7.6.3)
1 ft
We treat the unit words like factors and ‘divide out’ common units like we do common factors.
Step 1. Multiply the measurement to be converted by 1; write 1 as a fraction relating the units given and the units needed.
Step 2. Multiply.
Step 3. Simplify the fraction, performing the indicated operations and removing the common units.
Example 7.6.1:
1 f oot
Write 1 as a fraction relating the units given and the units needed. 66 inches ⋅ (7.6.4)
12 inches
66 inches ⋅ 1 f oot
Multiply. (7.6.5)
12 inches
5.5 feet
Notice that the when we simplified the fraction, we first divided out the inches. Mary Anne is 5.5 feet tall.
Exercise 7.6.1:
Answer
2.5 feet
Rene bought a hose that is 18 yards long. Convert the length to feet.
Answer
54 feet
When we use the Identity Property of Multiplication to convert units, we need to make sure the units we want to change from will
divide out. Usually this means we want the conversion fraction to have those units in the denominator.
Example 7.6.2:
Ndula, an elephant at the San Diego Safari Park, weighs almost 3.2 tons. Convert her weight to pounds.
2000 lbs
Write 1 as a fraction relating tons and pounds. 3.2 tons ⋅ (7.6.7)
1 tons
Exercise 7.6.3:
Arnold’s SUV weighs about 4.3 tons. Convert the weight to pounds.
Answer
8600 pounds
Exercise 7.6.4:
Answer
102,000,000 pounds
Example 7.6.3:
Juliet is going with her family to their summer home. She will be away for 9 weeks. Convert the time to minutes.
Solution
To convert weeks into minutes, we will convert weeks to days, days to hours, and then hours to minutes. To do this, we will
multiply by conversion factors of 1.
9 wk 7 days 24 hr 60 min
Cancel common units. ⋅ ⋅ ⋅ (7.6.10)
1
1 wk 1 day 1 hr
9 ⋅ 7 ⋅ 24 ⋅ ⋅60 min
Multiply. = 90, 720 min (7.6.11)
1 ⋅1 ⋅1 ⋅1
Exercise 7.6.5
The distance between Earth and the moon is about 250,000 miles. Convert this length to yards.
Answer
440,000,000 yards
Exercise 7.6.6:
Answer
151,200 minutes
Example 7.6.4:
1 gal 4 qt 2 pt 2 C 8 f l oz
Simplify. ⋅ ⋅ ⋅ ⋅ (7.6.13)
1 1 qt 1 pt
1 gal 1 C
1 ⋅ 4 ⋅ 2 ⋅ 2 ⋅ 8 f l oz
Multiply. (7.6.14)
1 ⋅1 ⋅1 ⋅1 ⋅1
Exercise 7.6.7:
Answer
16 cups
Exercise 7.6.8:
Answer
48 teaspoons
Example 7.6.5:
Charlie bought three steaks for a barbecue. Their weights were 14 ounces, 1 pound 2 ounces, and 1 pound 6 ounces. How many
total pounds of steak did he buy?
14 ounces
1 pound 2 ounces
Add the ounces. Then add the pounds.
+ 1 pound 6 ounces
2 pounds 22 ounces
Exercise 7.6.9:
Laura gave birth to triplets weighing 3 pounds 12 ounces, 3 pounds 3 ounces, and 2 pounds 9 ounces. What was the total birth
weight of the three babies?
Answer
9 lbs. 8 oz
Exercise 7.6.10:
Seymour cut two pieces of crown molding for his family room that were 8 feet 7 inches and 12 feet 11 inches. What was the
total length of the molding?
Answer
21 ft. 6 in.
Example 7.6.6:
Anthony bought four planks of wood that were each 6 feet 4 inches long. If the four planks are placed end-to-end, what is the
total length of the wood?
Solution
We will multiply the length of one plank by 4 to find the total length.
6 f eet 4 inches
24 f eet 16 inches
Exercise 7.6.11:
Henri wants to triple his spaghetti sauce recipe, which calls for 1 pound 8 ounces of ground turkey. How many pounds of
ground turkey will he need?
Answer
4 lbs. 8 oz.
Answer
11 gal. 2 qts.
The equivalencies of measurements in the metric system are shown in Table 7.6.2 . The common abbreviations for each
measurement are given in parentheses.
Table 7.6.2
Metric Measurements
To make conversions in the metric system, we will use the same technique we did in the U.S. system. Using the identity property of
multiplication, we will multiply by a conversion factor of one to get to the correct units.
Have you ever run a 5 k or 10 k race? The lengths of those races are measured in kilometers. The metric system is commonly used
in the United States when talking about the length of a race.
Example 7.6.7:
10 km ⋅ 1000 m
Simplify. (7.6.18)
1 km
Exercise 7.6.13:
Sandy completed her first 5-km race. How many meters did she run?
Answer
5000 m
Exercise 7.6.14:
Herman bought a rug 2.5 meters in length. How many centimeters is the length?
Answer
250 cm
Example 7.6.8:
Eleanor’s newborn baby weighed 3200 grams. How many kilograms did the baby weigh?
Solution
We will convert grams to kilograms.
1 kg
Write 1 as a fraction relating kilograms and grams. 3200 g ⋅ (7.6.21)
1000 g
1 kg
Simplify. 3200 g ⋅ (7.6.22)
1000 g
3200 kilograms
Multiply. (7.6.23)
1000
Exercise 7.6.15
Kari’s newborn baby weighed 2800 grams. How many kilograms did the baby weigh?
Answer
2.8 kilograms
Anderson received a package that was marked 45004500 grams. How many kilograms did this package weigh?
Answer
4.5 kilograms
Since the metric system is based on multiples of ten, conversions involve multiplying by multiples of ten. In Decimal Operations,
we learned how to simplify these calculations by just moving the decimal. To multiply by 10, 100, or 1000, we move the decimal to
the right 1, 2, or 3 places, respectively. To multiply by 0.1, 0.01, or 0.001 we move the decimal to the left 1, 2, or 3 places
respectively. We can apply this pattern when we make measurement conversions in the metric system.
In Example 7.51, we changed 3200 grams to kilograms by multiplying by 1 1000 (or 0.001). This is the same as moving the
decimal 3 places to the left.
Example 7.6.9:
1 kL
Multiply by 1, writing 1 as a fraction relating liters to kiloliters. 350 L ⋅ (7.6.25)
1000 L
1 kL
Simplify. 350 L ⋅ (7.6.26)
1000 L
0.35 kL
(b) We will convert liters to milliliters. In Table 7.63, we see that 1 liter = 1000 milliliters.
1000 mL
Multiply by 1, writing 1 as a fraction relating milliliters to liters. 4.1 L ⋅ (7.6.27)
1 L
1000 mL
Simplify. 4.1 L ⋅ (7.6.28)
1 L
4100 mL
Answer a
0.00725 kL
Answer b
6300 mL
Exercise 7.6.18:
Answer a
35,000 L
Answer b
410 cL
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OpenStax.
Example 7.7.10:
Ryland is 1.6 meters tall. His younger brother is 85 centimeters tall. How much taller is Ryland than his younger brother?
Solution
We will subtract the lengths in meters. Convert 85 centimeters to meters by moving the decimal 2 places to the left; 85 cm is
the same as 0.85 m.
Now that both measurements are in meters, subtract to find out how much taller Ryland is than his brother.
1.60 m
− 0.85 m
0.75 m
Exercise 7.7.19:
Mariella is 1.58 meters tall. Her daughter is 75 centimeters tall. How much taller is Mariella than her daughter? Write the
answer in centimeters.
Answer
83 cm
Exercise 7.7.20:
The fence around Hank’s yard is 2 meters high. Hank is 96 centimeters tall. How much shorter than the fence is Hank? Write
the answer in meters.
Answer
1.04 m
Example 7.7.11:
Dena’s recipe for lentil soup calls for 150 milliliters of olive oil. Dena wants to triple the recipe. How many liters of olive oil
will she need?
Solution
We will find the amount of olive oil in milliliters then convert to liters.
Multiply. 450 mL
0.001 L
Convert to liters. 450 mL ⋅ (7.7.1)
1 mL
Simplify. 0.45 L
Exercise 7.7.21:
A recipe for Alfredo sauce calls for 250 milliliters of milk. Renata is making pasta with Alfredo sauce for a big party and needs
to multiply the recipe amounts by 8. How many liters of milk will she need?
Answer
2L
Exercise 7.7.22:
To make one pan of baklava, Dorothea needs 400 grams of filo pastry. If Dorothea plans to make 6 pans of baklava, how many
kilograms of filo pastry will she need?
Answer
2.4 kg
1 in = 2.54 cm
1 ft = 0.305 m 1 lb = 0.45 kg 1 qt = 0.95 L
1 yd = 0.914 m 1 oz = 28 g 1 fl oz = 30 mL
1 mi = 1.61 km
We make conversions between the systems just as we do within the systems—by multiplying by unit conversion factors.
Example 7.7.12:
Lee’s water bottle holds 500 mL of water. How many fluid ounces are in the bottle? Round to the nearest tenth of an ounce.
Solution
1 f l oz
Multiply by a unit conversion factor relating mL and ounces. 500 mL ⋅ (7.5.29)
30 mL
500 f l oz
Simplify. (7.5.30)
30
Answer
2.12 quarts
Exercise 7.7.24:
Answer
3.8 liters
The conversion factors in Table 7.7.3 are not exact, but the approximations they give are close enough for everyday purposes. In
Example 7.7.12, we rounded the number of fluid ounces to the nearest tenth.
Example 7.7.13:
Soleil lives in Minnesota but often travels in Canada for work. While driving on a Canadian highway, she passes a sign that
says the next rest stop is in 100 kilometers. How many miles until the next rest stop? Round your answer to the nearest mile.
Solution
1 mile
Multiply by a unit conversion factor relating kilometers and miles. 100 kilometers ⋅ (7.5.31)
1.61 kilometers
1 mi
Simplify. 100 ⋅ (7.5.32)
1.61 km
Divide. 62 mi
Exercise 7.7.25:
The height of Mount Kilimanjaro is 5,895 meters. Convert the height to feet. Round to the nearest foot.
Answer
19,328 ft
Exercise 7.7.26:
The flight distance from New York City to London is 5,586 kilometers. Convert the distance to miles. Round to the nearest
mile.
Answer
3,470 mi
Example 7.7.14:
Convert 50°F into degrees Celsius.
Solution
We will substitute 50°F into the formula to find C.
5
Use the formula for converting °F to °C C = (F − 32) (7.5.35)
9
5
Substitute 50 for F. C = (50 − 32) (7.5.36)
9
5
Simplify in parentheses. C = (18) (7.5.37)
9
Multiply. C = 10 (7.5.38)
Answer
15°C
Exercise 7.7.28:
Answer
5°C
Example 7.7.15:
The weather forecast for Paris predicts a high of 20°C. Convert the temperature into degrees Fahrenheit.
Solution
We will substitute 20°C into the formula to find F.
9
Use the formula for converting °F to °C F = C + 32 (7.5.39)
5
9
Substitute 20 F = (20) + 32 (7.5.40)
5
Multiply. F = 36 + 32 (7.5.41)
Add. F = 68 (7.5.42)
Exercise 7.7.29:
Convert the Celsius temperatures to degrees Fahrenheit: The temperature in Helsinki, Finland was 15°C.
Answer
59°F
Exercise 7.7.30:
Convert the Celsius temperatures to degrees Fahrenheit: The temperature in Sydney, Australia was 10°C.
Answer
50°F
Everyday Math
298. Nutrition Julian drinks one can of soda every day. Each can of soda contains 40 grams of sugar. How many kilograms of sugar
does Julian get from soda in 1 year?
299. Reflectors The reflectors in each lane-marking stripe on a highway are spaced 16 yards apart. How many reflectors are needed
for a one-mile-long stretch of highway?
Writing Exercises
300. Some people think that 65° to 75° Fahrenheit is the ideal temperature range.
a. What is your ideal temperature range? Why do you think so?
b. Convert your ideal temperatures from Fahrenheit to Celsius.
301. (a) Did you grow up using the U.S. customary or the metric system of measurement? (b) Describe two examples in your life
when you had to convert between systems of measurement. (c) Which system do you think is easier to use? Explain.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) Overall, after looking at the checklist, do you think you are well-prepared for the next chapter? Why or why not?
This page titled 7.7: Systems of Measurement (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
In the following exercises, evaluate each expression for the given value.
11
320. If y = , evaluate:
12
a. y + 0.7 + (− y)
b. y + (− y) + 0.7
5
321. If z = − , evaluate:
3
a. z + 5.39 + (− z)
b. z + (− z) + 5.39
322. If k = 65, evaluate:
4 9
a. ( k)
9 4
4 9
b. ( ⋅ )k
9 4
2 5
b. (− ⋅ )m
5 2
In the following exercises, simplify using the commutative and associative properties.
324. 6y + 37 + (−6y)
1 11 1
325. + + (− )
4 15 4
14 35 14
326. ⋅ ⋅
11 9 11
2
327. −18 • 15 •
9
7 4 1
328. ( + )+
12 5 5
1 1 1
b. 8 • n + 8 • to show that 8(n + ) =8•n+8•
4 4 4
PRACTICE TEST
406. For the numbers 0.18349…, 0.2, 1.67, list the (a) rational numbers and (b) irrational numbers.
¯
¯¯
− −
−
407. Is √144 rational or irrational?
1 5 –
408. From the numbers −4, −1 , 0, , √2, 7, which are (a) integers (b) rational (c) irrational (d) real numbers?
2 8
409. Rewrite using the commutative property: x • 14 = _________
410. Rewrite the expression using the associative property: (y + 6) + 3 = _______________
411. Rewrite the expression using the associative property: (8 · 2) · 5 = ___________
2
413. For the number find the (a) additive inverse (b) multiplicative inverse.
5
415. −3 + 15y + 3
416. (1.27q + 0.25q) + 0.75q
8 2 7
417. ( + )+
15 9 9
3
418. −18( n)
2
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by OpenStax.
p
A number that can be written in the form , where p and q are integers
Rational number q
Key Concepts
7.1 - Rational and Irrational Numbers
Real numbers
1
is the multiplicative inverse of a
a
Properties of Zero
Multiplication by Zero: For any real number a, a • 0 = 0, 0 • a = 0
The product of any number and 0 is 0.
Division of Zero: For any real number a, 0
a
=0 , 0 ÷a = 0
Zero divided by any real number, except itself, is zero.
a
Division by Zero: For any real number a, is undefined and a ÷ 0 is undefined.
0
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by OpenStax.
Figure 8.1 - A Calder mobile is balanced and has several elements on each side. (credit: paurian, Flickr)
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1
8.1: Solve Equations Using the Subtraction and Addition Properties of Equality (Part
1)
Learning Objectives
Solve equations using the Subtraction and Addition Properties of Equality
Solve equations that need to be simplified
Translate an equation and solve
Translate and solve applications
be prepared!
Before you get started, take this readiness quiz.
1. Solve: n − 12 = 16. If you missed this problem, review Example 2.5.6.
2. Translate into algebra ‘five less than x.’ If you missed this problem, review Example 2.4.12.
3. Is x = 2 a solution to 5x − 3 = 7? If you missed this problem, review Example 2.5.1.
We are now ready to “get to the good stuff.” You have the basics down and are ready to begin one of the most important topics in
algebra: solving equations. The applications are limitless and extend to all careers and fields. Also, the skills and techniques you
learn here will help improve your critical thinking and problem-solving skills. This is a great benefit of studying mathematics and
will be useful in your life in ways you may not see right now.
A solution of an equation is a value of a variable that makes a true statement when substituted into the equation.
In the earlier sections, we listed the steps to determine if a value is a solution. We restate them here.
Example 8.1.1:
3
Determine whether y = is a solution for 4y + 3 = 8y.
4
Solution
3 3 ? 3
Substitute for y. 4( )+ 3 = 8( ) (8.1.1)
4 4 4
Add. 6 = 6 ✓ (8.1.3)
3 3
Since y = results in a true equation, is a solution to the equation 4y + 3 = 8y.
4 4
Exercise 8.1.1:
2
Is y = a solution for 9y + 2 = 6y?
3
Answer
no
Exercise 8.1.2:
2
Is y = a solution for 5y − 3 = 10y?
5
Answer
no
We introduced the Subtraction and Addition Properties of Equality in Solving Equations Using the Subtraction and Addition
Properties of Equality. In that section, we modeled how these properties work and then applied them to solving equations with
whole numbers. We used these properties again each time we introduced a new system of numbers. Let’s review those properties
here.
When you add or subtract the same quantity from both sides of an equation, you still have equality.
We introduced the Subtraction Property of Equality earlier by modeling equations with envelopes and counters. Figure 8.1.1
Figure 8.1.1
The goal is to isolate the variable on one side of the equation. So we ‘took away’ 3 from both sides of the equation and found the
solution x = 5.
Some people picture a balance scale, as in Figure 8.1.2, when they solve equations.
Example 8.1.2:
Solve: x + 11 = −3.
Solution
To isolate x, we undo the addition of 11 by using the Subtraction Property of Equality.
Check:
Substitute x = −14. ?
−14 + 11 = −3 (8.1.6)
−3 = −3 ✓ (8.1.7)
Since x = −14 makes x + 11 = −3 a true statement, we know that it is a solution to the equation.
Exercise 8.1.3:
Solve: x + 9 = −7.
Answer
x = -16
Answer
x = -20
In the original equation in the previous example, 11 was added to the x, so we subtracted 11 to ‘undo’ the addition. In the next
example, we will need to ‘undo’ subtraction by using the Addition Property of Equality.
Example 8.1.3:
Solve: m + 4 = −5.
Solution
Simplify. m = −9 (8.1.9)
Check:
Substitute m = −9. −9 + 4 = −5
?
(8.1.10)
−5 = −5 ✓ (8.1.11)
Exercise 8.1.5:
Solve: n − 6 = −7.
Answer
n = -1
Exercise 8.1.6:
Solve: x − 5 = −9.
Answer
x = -4
Example 8.1.4:
3 1
Solve: n − = .
8 2
Solution
3 3 1 3
Use the Addition Property of Equality. n− + = + (8.1.12)
8 8 2 8
7
Simplify. n = (8.1.14)
8
Check:
7 7 3 1
Substitute n = . − =
?
(8.1.15)
8 8 8 2
4 1
Subtract. ?
= (8.1.16)
8 2
1 1
Simplify. = ✓ (8.1.17)
2 2
Exercise 8.1.7:
1 5
Solve: p − = .
3 6
Answer
7
p =
6
Exercise 8.1.8:
1 1
Solve: q − = .
2 6
Answer
2
q =
3
In Solve Equations with Decimals, we solved equations that contained decimals. We’ll review this next.
Example 8.1.5:
Use the Addition Property of Equality. a − 3.7 + 3.7 = 4.3 + 3.7 (8.1.18)
Add. a = 8 (8.1.19)
Check:
Exercise 8.1.9:
Answer
b = 6.4
Exercise 8.1.10:
Answer
c = 14
Example 8.1.6:
Solve: 3x − 7 − 2x − 4 = 1.
Solution
The left side of the equation has an expression that we should simplify before trying to isolate the variable.
Simplify. x = 12 (8.1.25)
3x − 2x − 7 − 4 = 1
3(12) − 7 − 2(12) − 4 = 1
36 − 7 − 24 − 4 = 1
Check. Substitute x = 12 into the original equation.
29 − 24 − 4 = 1
5 −4 = 1
1 = 1 ✓
Exercise 8.1.11:
Solve: 8y − 4 − 7y − 7 = 4.
Answer
y = 15
Solve: 6z + 5 − 5z − 4 = 3.
Answer
z=2
Example 8.1.7:
Simplify. n = 9 (8.1.30)
3(n − 4) − 2n = −3
3(9 − 4) − 2 ⋅ 9 = −3
15 − 18 = −3
−3 = −3 ✓
Exercise 8.1.13:
Solve: 5(p − 3) − 4p = −10.
Answer
p=5
Exercise 8.1.14:
Answer
q = -16
Example 8.1.8:
Solve: 2(3k − 1) − 5k = −2 − 7.
Solution
Both sides of the equation have expressions that we should simplify before we isolate the variable.
Simplify. k = −7 (8.1.35)
\[
2(3k − 1) − 5k = −2 − 7
2[3(−7) − 1] − 5(−7) = −2 − 7
2(−22) + 35 = −9
−9 = −9 ✓
$$
Exercise 8.1.15:
Solve: 4(2h − 3) − 7h = −6 − 7.
Answer
h = -1
Exercise 8.1.16:
Solve: 2(5x + 2) − 9x = −2 + 7.
Answer
x=1
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was authored, remixed, and/or curated by OpenStax.
Example 8.2.9:
Translate and solve: five more than x is equal to 26.
Solution
Translate.
Simplify. x = 21 (8.2.2)
?
21 + 5 = 26
Check: Is 26 five more than 21?
26 = 26 ✓
Exercise 8.2.17:
Translate and solve: Eleven more than x is equal to 41.
Answer
x + 11 = 41; x = 30
Exercise 8.2.18:
Translate and solve: Twelve less than y is equal to 51.
Answer
y - 12 = 51; y = 63
Translate.
Simplify. p = 23
5p − 4p = 23
?
5(23) − 4(23) = 23
Check.
?
115 − 22 = 23
23 = 23 ✓
Exercise 8.2.19:
Answer
4x - 3x = 14; x = 14
Exercise 8.2.20:
Answer
7a - 6a = -8; a = -8
Example 8.2.11:
The Robles family has two dogs, Buster and Chandler. Together, they weigh 71 pounds. Chandler weighs 28 pounds. How
much does Buster weigh?
Solution
Identify what you are asked to find, and choose a variable to represent
How much does Buster weigh? Let b = Buster's weight.
it.
Write a sentence that gives the information to find it. Buster's weight plus Chandler's weight equals 71 pounds.
We will restate the problem, and then include the given information. Buster's weight plus 28 equals 71.
Check the answer in the problem and make sure it makes sense.
Exercise 8.2.21:
Translate into an algebraic equation and solve: The Pappas family has two cats, Zeus and Athena. Together, they weigh 13
pounds. Zeus weighs 6 pounds. How much does Athena weigh?
Answer
a + 6 = 13; Athena weighs 7 pounds
Exercise 8.2.22:
Translate into an algebraic equation and solve: Sam and Henry are roommates. Together, they have 68 books. Sam has 26
books. How many books does Henry have?
Answer
26 + h = 68; Henry has 42 books.
Step 1. Read the problem. Make sure you understand all the words and ideas.
Step 2. Identify what you are looking for.
Step 3. Name what you are looking for. Choose a variable to represent that quantity
Step 4. Translate into an equation. It may be helpful to restate the problem in one sentence with all the important information.
Then, translate the English sentence into an algebra equation.
Step 5. Solve the equation using good algebra techniques.
Step 6. Check the answer in the problem and make sure it makes sense.
Step 7. Answer the question with a complete sentence.
Example 8.2.12:
Shayla paid $24,575 for her new car. This was $875 less than the sticker price. What was the sticker price of the car?
Solution
What are you asked to find? "What was the sticker price of the car?"
?
25, 450 − 875 = 24, 575
Check: Is $875 less than $25,450 equal to $24,575?
24, 575 = 24, 575 ✓
Write a sentence that answers the question. The sticker price was $25,450.
Exercise 8.2.23:
Translate into an algebraic equation and solve: Eddie paid $19,875 for his new car. This was $1,025 less than the sticker price.
What was the sticker price of the car?
Answer
19,875 = s − 1025; the sticker price is $20,900.
Exercise 8.2.24:
Translate into an algebraic equation and solve: The admission price for the movies during the day is $7.75. This is $3.25 less
than the price at night. How much does the movie cost at night?
Answer
7.75 = n − 3.25; the price at night is $11.00.
Everyday Math
2 1
64. Baking Kelsey needs cup of sugar for the cookie recipe she wants to make. She only has cup of sugar and will borrow the
3 4
1 2
rest from her neighbor. Let s equal the amount of sugar she will borrow. Solve the equation +s= to find the amount of
4 3
Writing Exercises
66. Is −18 a solution to the equation 3x = 16 − 5x ? How do you know?
67. Write a word sentence that translates the equation y − 18 = 41 and then make up an application that uses this equation in its
solution.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
This page titled 8.2: Solve Equations Using the Subtraction and Addition Properties of Equality (Part 2) is shared under a CC BY 4.0 license and
was authored, remixed, and/or curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1
1. Simplify: −7( ). If you missed this problem, review Example 4.3.10.
−7
3
2. What is the reciprocal of − ? If you missed this problem, review Example 4.4.11.
8
3. Evaluate 9x + 2 when x = −3. If you missed this problem, review Example 3.8.10.
When you divide or multiply both sides of an equation by the same quantity, you still have equality.
Let’s review how these properties of equality can be applied in order to solve equations. Remember, the goal is to ‘undo’ the
operation on the variable. In the example below the variable is multiplied by 4, so we will divide both sides by 4 to ‘undo’ the
multiplication.
Example 8.3.1:
Solve: 4x = −28.
Solution
We use the Division Property of Equality to divide both sides by 4.
4x −28
Divide both sides by 4 to undo the multiplication. = (8.3.1)
4 4
Simplify. x = −7 (8.3.2)
4x = −28
−28 = −28 ✓
Solve: 3y = −48.
Answer
y = -16
Exercise 8.3.2:
Solve: 4z = −52.
Answer
z = -13
In the previous example, to ‘undo’ multiplication, we divided. How do you think we ‘undo’ division?
Example 8.3.2:
a
Solve: = −42.
−7
Solution
Here a is divided by −7. We can multiply both sides by −7 to isolate a.
a
Multiply both sides by −7. −7 ( ) = 7(−42) (8.3.3)
−7
a
= −42
−7
−42 = −42 ✓
Exercise 8.3.3:
b
Solve: = −24.
−6
Answer
b = 144
Exercise 8.3.4:
c
Solve: = −16.
−8
Answer
c = 128
Solve: −r = 2.
Solution
Remember −r is equivalent to −1r.
−1r 2
Divide both sides by −1. = (8.3.6)
−1 −1
Check.
?
−(−2) = 2
Simplify.
2 = 2 ✓
In Solve Equations with Fractions, we saw that there are two other ways to solve −r = 2.
1. We could multiply both sides by −1.
2. We could take the opposite of both sides.
Exercise 8.3.5:
Solve: −k = 8.
Answer
k = -8
Exercise 8.3.6:
Solve: −g = 3.
Answer
g = -3
Example 8.3.4:
2
Solve: x = 18.
3
Solution
2
Since the product of a number and its reciprocal is 1, our strategy will be to isolate x by multiplying by the reciprocal of .
3
2 3 2 3
Multiply by the reciprocal of . ⋅ x = ⋅ 18 (8.3.8)
3 2 3 2
3 18
Reciprocals multiply to one. 1x = ⋅ (8.3.9)
2 1
Multiply. x = 27 (8.3.10)
18 = 18 ✓
2 2
Notice that we could have divided both sides of the equation x = 18 by to isolate x. While this would work, multiplying
3 3
Exercise 8.3.7:
2
Solve: n = 14.
5
Answer
n = 35
Exercise 8.3.8:
5
Solve: y = 15.
6
Answer
y = 18
Example 8.3.5:
Solve: 8x + 9x − 5x = −3 + 15.
Solution
Start by combining like terms to simplify each side.
12x 12
Divide both sides by 12 to isolate x. = (8.3.12)
12 12
Simplify. x = 1 (8.3.13)
8x + 9x − 5x = −3 + 15
12 = 12 ✓
Exercise 8.3.9:
Solve: 7x + 6x − 4x = −8 + 26.
Answer
Exercise 8.3.10:
Answer
n = -5
Example 8.3.6:
−9 3y
Divide both sides by 3 to isolate y. = (8.3.15)
3 3
Simplify. −3 = y (8.3.16)
11 − 20 = 17y − 8y − 6y
?
11 − 20 = 17(−3) − 8(−3) − 6(−3)
Check your answer. Let y = −3. ?
11 − 20 = −51 + 24 + 18
?
−9 = −9 ✓
Notice that the variable ended up on the right side of the equal sign when we solved the equation. You may prefer to take one
more step to write the solution with the variable on the left side of the equal sign.
Exercise 8.3.11:
Answer
c = -3
Exercise 8.3.12:
Answer
4
x =−
7
Example 8.3.7:
−3n 21
=
Divide both sides by -3 to isolate n. −3 −3
n = −7
−3(n − 2) − 6 = 21
?
−3(−7 − 2) − 6 = 21
?
27 − 6 = 21
21 = 21 ✓
Exercise 8.3.13:
Answer
n = -6
Exercise 8.3.14:
Answer
n = -5
Everyday Math
104. Balloons Ramona bought 18 balloons for a party. She wants to make 3 equal bunches. Find the number of balloons in each
bunch, b, by solving the equation 3b = 18.
105. Teaching Connie’s kindergarten class has 24 children. She wants them to get into 4 equal groups. Find the number of children
in each group, g, by solving the equation 4g = 24.
106. Ticket price Daria paid $36.25 for 5 children’s tickets at the ice skating rink. Find the price of each ticket, p, by solving the
equation 5p = 36.25.
107. Unit price Nishant paid $12.96 for a pack of 12 juice bottles. Find the price of each bottle, b, by solving the equation 12b =
12.96.
Writing Exercises
110. Frida started to solve the equation −3x = 36 by adding 3 to both sides. Explain why Frida’s method will result in the correct
solution.
1
111. Emiliano thinks x = 40 is the solution to the equation x = 80. Explain why he is wrong.
2
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) After reviewing this checklist, what will you do to become confident for all objectives?
This page titled 8.3: Solve Equations Using the Division and Multiplication Properties of Equality is shared under a CC BY 4.0 license and was
authored, remixed, and/or curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Simplify: 4y − 9 + 9. If you missed this problem, review Example 2.3.10.
2. Solve: y + 12 = 16. If you missed this problem, review Example 2.5.4.
3. Solve: −3y = 63. If you missed this problem, review Example 3.9.6.
Example 8.4.1:
Solve: 4x + 6 = −14.
Solution
In this equation, the variable is only on the left side. It makes sense to call the left side the variable side. Therefore, the right
side will be the constant side. We’ll write the labels above the equation to help us remember what goes where.
Since the left side is the variable side, the 6 is out of place. We must
"undo" adding 6 by subtracting 6, and to keep the equality we must 4x + 6 − 6 = −14 − 6 (8.4.1)
Now all the x's are on the left and the constant on the right.
4x −20
Use the Division Property of Equality. = (8.4.3)
4 4
Simplify. x = −5 (8.4.4)
4x + 6 = −14
4(−5) + 6 = −14
Check: Let x = −5.
−20 + 6 = −14
−14 = −14 ✓
Solve: 3x + 4 = −8.
Answer
x = -4
Exercise 8.4.2:
Solve: 5a + 3 = −37.
Answer
a = -8
Example 8.4.2:
Solve: 2y − 7 = 15.
Solution
Notice that the variable is only on the left side of the equation, so this will be the variable side and the right side will be the
constant side. Since the left side is the variable side, the 7 is out of place. It is subtracted from the 2y, so to ‘undo’ subtraction,
add 7 to both sides.
Simplify. 2y = 22 (8.4.6)
The variables are now on one side and the constants on the other.
2y 22
Divide both sides by 2. = (8.4.7)
2 2
Simplify. y = 11 (8.4.8)
2y − 7 = 15
?
2 ⋅ 11 − 7 = 15
Check: Substitute: y = 11. ?
22 − 7 = 15
15 = 15 ✓
Exercise 8.4.3:
Solve: 5y − 9 = 16.
Answer
y=5
Exercise 8.4.4:
Solve: 3m − 8 = 19.
Answer
m=9
Example 8.4.3:
Solve: 5x = 4x + 7.
Solution
Here the variable, x, is on both sides, but the constants appear only on the right side, so let’s make the right side the “constant”
side. Then the left side will be the “variable” side.
We don't want any variables on the right, so subtract the 4x. 5x − 4x = 4x − 4x + 7 (8.4.9)
Simplify. x = 7 (8.4.10)
We have all the variables on one side and the constants on the other.
We have solved the equation.
5x = 4x + 7
?
5(7) = 4(7) + 7
Check: Substitute 7 for x. ?
35 = 28 + 7
35 = 35 ✓
Exercise 8.4.5:
Solve: 6n = 5n + 10.
Answer
n = 10
Exercise 8.4.6:
Answer
c=1
Example 8.4.4:
Solve: 5y − 8 = 7y.
Solution
The only constant, −8, is on the left side of the equation and variable, y, is on both sides. Let’s leave the constant on the left and
collect the variables to the right.
Simplify. −8 = 2y (8.4.12)
Simplify. −4 = y (8.4.14)
5y − 8 = 7y
?
5(−4) − 8 = 7(−4)
Check: Let y = −4.
?
−20 − 8 = −28
−28 = −28 ✓
Exercise 8.4.7:
Solve: 3p − 14 = 5p.
Answer
p = -7
Exercise 8.4.8:
Solve: 8m + 9 = 5m.
Answer
m = -3
Example 8.4.5:
Solve: 7x = − x + 24.
Solution
The only constant, 24, is on the right, so let the left side be the variable side.
Remove the −x from the right side by adding x to both sides. 7x + x = −x + x + 24 (8.4.16)
Simplify. 8x = 24 (8.4.17)
All the variables are on the left and the constants are on the right. 8x 24
= (8.4.18)
Divide both sides by 8. 8 8
Simplify. x = 3 (8.4.19)
7x = −x + 24
Check: Substitute x = 3. ?
7(3) = −(3) + 24
21 = 21 ✓
Answer
j=2
Exercise 8.4.10:
Answer
h=1
Example 8.4.6:
Solve: 7x + 5 = 6x + 2.
Solution
Start by choosing which side will be the variable side and which side will be the constant side. The variable terms are 7x and
6x. Since 7 is greater than 6, make the left side the variable side and so the right side will be the constant side.
Collect the variable terms to the left side by subtracting 6x from both
7x − 6x + 5 = 6x − 6x + 2 (8.4.20)
sides.
Simplify. x +5 = 2 (8.4.21)
Now, collect the constants to the right side by subtracting 5 from both
x +5 −5 = 2 −5 (8.4.22)
sides.
Simplify. x = −3 (8.4.23)
7x + 5 = 6x + 2
?
7(−3) + 5 = 6(−3) + 2
Check: Let x = −3.
?
−21 + 5 = −18 + 2
−16 = −16 ✓
Exercise 8.4.11:
Solve: 12x + 8 = 6x + 2.
Answer
x = -1
Solve: 9y + 4 = 7y + 12.
Answer
y=4
We’ll summarize the steps we took so you can easily refer to them.
HOW TO: SOLVE AN EQUATION WITH VARIABLES AND CONSTANTS ON BOTH SIDES
Step 1. Choose one side to be the variable side and then the other will be the constant side.
Step 2. Collect the variable terms to the variable side, using the Addition or Subtraction Property of Equality.
Step 3. Collect the constants to the other side, using the Addition or Subtraction Property of Equality.
Step 4. Make the coefficient of the variable 1, using the Multiplication or Division Property of Equality.
Step 5. Check the solution by substituting it into the original equation.
It is a good idea to make the variable side the one in which the variable has the larger coefficient. This usually makes the arithmetic
easier.
Example 8.4.7:
Solve: 6n − 2 = −3n + 7.
Solution
We have 6n on the left and −3n on the right. Since 6 > − 3, make the left side the “variable” side.
We don't want any constants on the left side, so add 2 to both sides. 9n − 2 + 2 = 7 + 2 (8.4.26)
Simplify. 9n = 9 (8.4.27)
The variable term is on the left and the constant term is on the right. 9n 9
= (8.4.28)
To get the coefficient of n to be one, divide both sides by 9. 9 9
Simplify. n = 1 (8.4.29)
6n − 2 = −3n + 7
4 = 4 ✓
Exercise 8.4.13:
Solve: 8q − 5 = −4q + 7.
Answer
q=1
Answer
n=1
Example 8.4.8:
Solve: 2a − 7 = 5a + 8.
Solution
This equation has 2a on the left and 5a on the right. Since 5 > 2, make the right side the variable side and the left side the
constant side.
Subtract 2a from both sides to remove the variable term from the left. 2a − 2a − 7 = 5a − 2a + 8 (8.4.30)
Subtract 8 from both sides to remove the constant from the right. −7 − 8 = 3a + 8 − 8 (8.4.32)
−15 3a
Divide both sides by 3 to make 1 the coefficient of a. = (8.4.34)
3 3
Simplify. −5 = a (8.4.35)
2a − 7 = 5a + 8
?
2(−5) − 7 = 5(−5) + 8
Check: Let a = −5.
?
−10 − 7 = −25 + 8
−17 = −17 ✓
Note that we could have made the left side the variable side instead of the right side, but it would have led to a negative
coefficient on the variable term. While we could work with the negative, there is less chance of error when working with
positives. The strategy outlined above helps avoid the negatives!
Exercise 8.4.15:
Solve: 2a − 2 = 6a + 18.
Answer
a = -5
Exercise 8.4.16:
Solve: 4k − 1 = 7k + 17.
Answer
k = -6
To solve an equation with fractions, we still follow the same steps to get the solution.
Solution
3 1
Since > , make the left side the variable side and the right side the constant side.
2 2
1 3 1 1 1
Subtract x from both sides. x − x +5 = x x −3 (8.4.36)
2 2 2 2 2
Simplify. x = −8 (8.4.39)
3 1
x +5 = x −3
2 2
3 ? 1
Check: Let x = −8. 2
(−8) + 5 =
2
(−8) − 3
?
−12 + 5 = −4 − 3
−7 = −7 ✓
Exercise 8.4.17:
7 1
Solve: x - 12 = − x − 2.
8 8
Answer
x = 10
Exercise 8.4.18:
7 1
Solve: y + 11 = y + 8.
6 6
Answer
y = -3
We follow the same steps when the equation has decimals, too.
Example 8.4.10:
Subtract 1.6x from both sides. 3.4x − 1.6x + 4 = 1.6x − 1.6x − 5 (8.4.40)
1.8x −9
Use the Division Property of Equality. = (8.4.44)
1.8 1.8
Simplify. x = −5 (8.4.45)
3.4x + 4 = 1.6x − 5
?
3.4(−5) + 4 = 1.6(−5) − 5
Check: Let x = −5. ?
−17 + 4 = −8 − 5
−13 = −13 ✓
Exercise 8.4.19:
Answer
x = -5
Exercise 8.4.20:
Answer
y = -5
This page titled 8.4: Solve Equations with Variables and Constants on Both Sides (Part 1) is shared under a CC BY 4.0 license and was authored,
remixed, and/or curated by OpenStax.
Example 8.5.11:
Collect all variable terms on one side of the equation—all x's are
already on the left side.
Simplify. 3x = 12 (8.3.48)
Make the coefficient of the variable term equal to 1. Divide each side 3x 12
= (8.3.49)
by 3. 3 3
Simplify. x = 4 (8.3.50)
3(x + 2) = 18
?
3(4 + 2 = 18
Check: Let x = 4. ?
3(6) = 18
?
18 = 18 ✓
Exercise 8.5.21:
Answer
x=4
Answer
y=1
Example 8.5.12:
Solve: −(x + 5) = 7.
Solution
Add 5 to both sides to get all constant terms on the right side of the
−x − 5 + 5 = 7 + 5 (8.3.52)
equation.
Simplify. −x = 12 (8.3.53)
−(x + 5) = 7
?
−(−12 + 5) = 7
Check: Let x = −12.
?
−(−7) = 7
7 = 7 ✓
Exercise 8.5.23:
Answer
y = -6
Exercise 8.5.24:
Answer
z=8
Example 8.5.13:
The only x is on the left side, so all variable terms are on one side of
the equation.
Add 3 to both sides to get all constant terms on the other side of the
4x − 3 + 3 = −3 + 3 (8.3.58)
equation.
Simplify. 4x = 0 (8.3.59)
Simplify. x = 0 (8.3.61)
4(x − 2) + 5 = −3
?
4(0 − 2) + 5 = −3
Check: Let x = 0. ?
4(−2) + 5 = −3
?
−8 + 5 = −3
−3 = −3 ✓
Exercise 8.5.25:
Answer
a=2
Exercise 8.5.26:
Answer
n=2
Example 8.5.14:
Solve: 8 − 2(3y + 5) = 0.
Solution
Be careful when distributing the negative.
1
Simplify. y = − (8.3.65)
3
1
Simplify. y = − (8.3.67)
3
\[
8 − 2(3y + 5) = 0
1
8 − 2[3 (− ) + 5] = 0
3
1
Check: Let y = − . 8 − 2(−1 + 5) = 0
?
3
?
8 − 2(4) = 0
?
8 −8 = 0
0 = 0; ✓
$$
Exercise 8.5.27:
Answer
5
j=
3
Exercise 8.5.28:
Answer
5
k =
2
Example 8.5.15:
Distribute. 3x − 6 − 5 = 8x + 4 + 5 (8.3.68)
Subtract 3x to get all the variables on the right since 8 > 3. 3x − 3x − 11 = 8x − 3x + 9 (8.3.70)
−20 5x
Divide by 5. = (8.3.74)
5 5
\[
3(x − 2) − 5 = 4(2x + 1) + 5
?
3(−4 − 2) − 5 = 4[2(−4) + 1] + 5
?
3(−6) − 5 = 4(−8 + 1) + 5
Check: Substitute: −4 = x. ?
−18 − 5 = 4(−7) + 5
?
−23 = −28 + 5
−23 = −23 ✓
$$
Exercise 8.5.29:
Answer
p = -2
Exercise 8.5.30:
Answer
q = -8
Example 8.5.16:
1
Solve: (6x − 2) = 5 − x.
2
Solution
Distribute. 3x − 1 = 5 − x (8.3.76)
Simplify. 4x − 1 = 5 (8.3.78)
Simplify. 4x = 6 (8.3.80)
4x 6
Divide by 4. = (8.3.81)
4 4
3
Simplify. x = (8.3.82)
2
1 3 ? 3
(6 ⋅ − 2) = 5 −
2 2 2
3 1 10 3
Check: Let x = . (9 − 2) =
?
−
2 2 2 2
1 ? 7
(7) =
2 2
7 7
= ✓
2 2
Exercise 8.5.31:
1
Solve: (6u + 3) = 7 − u.
3
Answer
u=2
Exercise 8.5.32:
2
Solve: (9x − 12) = 8 + 2x.
3
Answer
x=4
In many applications, we will have to solve equations with decimals. The same general strategy will work for these equations.
Example 8.5.17:
Solve: 0.24(100x + 5) = 0.4(30x + 15).
Solution
Subtract 12x to get all the x s to the left. 24x + 1.2 − 12x = 12x + 6 − 12x (8.3.84)
Subtract 1.2 to get the constants to the right. 12x + 1.2 − 1.2 = 6 − 1.2 (8.3.86)
12x 4.8
Divide. = (8.3.88)
12 12
?
0.24[100(0.4) + 5] = 0.4[30(0.4) + 15]
?
0.24(45) = 0.4(27)
10.8 = 10.8 ✓
$$
Exercise 8.5.33:
Solve: 0.55(100n + 8) = 0.6(85n + 14).
Answer
n=1
Exercise 8.5.34:
Everyday Math
199. Making a fence Jovani has a fence around the rectangular garden in his backyard. The perimeter of the fence is 150 feet. The
length is 15 feet more than the width. Find the width, w, by solving the equation 150 = 2(w + 15) + 2w.
200. Concert tickets At a school concert, the total value of tickets sold was $1,506. Student tickets sold for $6 and adult tickets sold
for $9. The number of adult tickets sold was 5 less than 3 times the number of student tickets. Find the number of student
tickets sold, s, by solving the equation 6s + 9(3s − 5) = 1506.
201. Coins Rhonda has $1.90 in nickels and dimes. The number of dimes is one less than twice the number of nickels. Find the
number of nickels, n, by solving the equation 0.05n + 0.10(2n − 1) = 1.90.
202. Fencing Micah has 74 feet of fencing to make a rectangular dog pen in his yard. He wants the length to be 25 feet more than the
width. Find the length, L, by solving the equation 2L + 2(L − 25) = 74.
Writing Exercises
203. When solving an equation with variables on both sides, why is it usually better to choose the side with the larger coefficient as
the variable side? 204. Solve the equation 10x + 14 = −2x + 38, explaining all the steps of your solution. 205. What is the first step
you take when solving the equation 3 − 7(y − 4) = 38? Explain why this is your first step. 206. Solve the equation 1 4 (8x + 20) =
3x − 4 explaining all the steps of your solution as in the examples in this section. 207. Using your own words, list the steps in the
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) What does this checklist tell you about your mastery of this section? What steps will you take to improve?
This page titled 8.5: Solve Equations with Variables and Constants on Both Sides (Part 2) is shared under a CC BY 4.0 license and was authored,
remixed, and/or curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
3
1. Multiply: 8 • . If you missed this problem, review Example 4.3.10.
8
5 1
2. Find the LCD of and . If you missed this problem, review Example 4.8.1.
6 4
3. Multiply: 4.78 by 100. If you missed this problem, review Example 5.3.8.
1 1 1 1 1 1
To isolate the x term, subtract from both sides. x + − = − (8.6.1)
2 8 2 2 4 2
1 1 1
Simplify the left side. x = − (8.6.2)
8 4 2
1 1 2
Change the constants to equivalent fractions with the LCD. x = − (8.6.3)
8 4 4
1 1
Subtract. x = − (8.6.4)
8 4
1 8 1 8 1
Multiply both sides by the reciprocal of . ⋅ x = (− ) (8.6.5)
8 1 8 1 4
Simplify. x = −2 (8.6.6)
This method worked fine, but many students don’t feel very confident when they see all those fractions. So we are going to show
an alternate method to solve equations with fractions. This alternate method eliminates the fractions.
We will apply the Multiplication Property of Equality and multiply both sides of an equation by the least common denominator of
all the fractions in the equation. The result of this operation will be a new equation, equivalent to the first, but with no fractions.
This process is called clearing the equation of fractions. Let’s solve the same equation again, but this time use the method that
clears the fractions.
Example 8.6.1:
1 1 1
Solve: x+ = .
8 2 4
Solution
1 1 1
Use the Distributive Property. 8 ⋅ x +8 ⋅ = 8 ⋅ (8.6.9)
8 2 4
Solve using the General Strategy for Solving Linear Equations. x +4 −4 = 2 −4 (8.6.11)
Simplify. x = −2 (8.6.12)
1 1 1
x + =
8 2 4
1 1 ? 1
(−2) + =
8 2 4
2 1 ? 1
− + =
8 2 4
Check: Let x = −2.
2 4 ? 1
− + =
8 8 4
2 ? 1
=
4 4
1 1
= ✓
4 4
Exercise 8.6.1:
1 1 5
Solve: x+ = .
4 2 8
Answer
1
x =
2
Exercise 8.6.2:
1 1 1
Solve: y− = .
6 3 6
Answer
y=3
Notice in Example 8.37 that once we cleared the equation of fractions, the equation was like those we solved earlier in this chapter.
We changed the problem to one we already knew how to solve! We then used the General Strategy for Solving Linear Equations.
HOW TO: SOLVE EQUATIONS WITH FRACTION COEFFICIENTS BY CLEARING THE FRACTIONS
Step 1. Find the least common denominator of all the fractions in the equation.
Step 2. Multiply both sides of the equation by that LCD. This clears the fractions.
Step 3. Solve using the General Strategy for Solving Linear Equations.
Solution
We want to clear the fractions by multiplying both sides of the equation by the LCD of all the fractions in the equation.
1 3 2
Multiply both sides of the equation by 12. 12(7) = 12 ⋅ x + x − x (8.6.14)
2 4 3
1 3 2
Distribute. 12(7) = 12 ⋅ x + 12 ⋅ x − 12 ⋅ x (8.6.15)
2 4 3
84 7x
Divide by 7. = (8.6.18)
7 7
Simplify. 12 = x (8.6.19)
1 3 2
7 = x + x − x
2 4 3
? 1 3 2
Check: Let x = 12. 7 =
2
(12) +
4
(12) −
3
(12)
?
7 = 6 +9 −8
7 = 7 ✓
Exercise 8.6.3:
1 2 3
Solve: 6 = v+ v− v .
2 5 4
Answer
v = 40
Exercise 8.6.4:
1 1 2
Solve: -1 = u+ u− u .
2 4 3
Answer
u = -12
In the next example, we’ll have variables and fractions on both sides of the equation.
Solution
1 1 1
Find the LCD of all the fractions in the equation. x + = x − LCD = 6 (8.6.20)
3 6 2
1 1 1
Multiply both sides by the LCD. 6 (x + ) = 6( x − ) (8.6.21)
3 6 2
1 1 1
Distribute. 6 ⋅x +6 ⋅ = 6 ⋅ x −6 ⋅ (8.6.22)
3 6 2
Simplify. 5x + 2 = −3 (8.6.25)
Simplify. 5x = −5 (8.6.27)
5x −5
Divide by 5. = (8.6.28)
5 5
Simplify. x = −1 (8.6.29)
1 1 1
x + = x −
3 6 2
1 ? 1 1
(−1) + = (−1) −
3 6 2
1 ? 1 1
(−1) + = − −
3 6 2
Check: Substitute x = −1.
3 1 ? 1 3
− + = − −
3 3 6 6
2 ? 4
− = −
3 6
2 2
− = − ✓
3 3
Exercise 8.6.5:
3 3 1
Solve: a + = a− .
4 8 2
Answer
a = -2
Answer
c = -2
In Example 8.40, we’ll start by using the Distributive Property. This step will clear the fractions right away!
Example 8.6.4:
1
Solve: 1 = (4x + 2).
2
Solution
1 1
Distribute. 1 = ⋅ 4x + ⋅2 (8.6.30)
2 2
Simplify. 0 = 2x (8.6.33)
0 2x
Divide by 2. = (8.6.34)
2 2
Simplify. 0 = x (8.6.35)
\[
1
1 = (4x + 2)
2
? 1
1 = [4(0) + 2]
2
Check: Let x = 0. ? 1
1 = (2)
2
? 2
1 =
2
1 = 1 ✓
$$
Exercise 8.6.7:
1
Solve: −11 = (6p + 2).
2
Answer
p = -4
Exercise 8.6.8:
1
Solve: 8 = (9q + 6).
3
Example 8.6.5:
1 1
Solve: (y − 5) = (y − 1).
2 4
Solution
1 1 1 1
Distribute. ⋅y − ⋅5 = ⋅y − ⋅1 (8.6.36)
2 2 4 4
1 5 1 1
Simplify. y − = y − (8.6.37)
2 2 4 4
1 5 1 1
Multiply by the LCD, 4. 4( y − ) = 4( y − ) (8.6.38)
2 2 4 4
1 5 1 1
Distribute. 4 ⋅ y −4 ⋅ = 4 ⋅ y −4 ⋅ (8.6.39)
2 2 4 4
Simplify. 2y − 10 = y − 1 (8.6.40)
Simplify. y − 10 = −1 (8.6.42)
Simplify. y = 9 (8.6.44)
1 1
(y − 5) = (y − 1)
2 4
1 ? 1
(9 − 5) = (9 − 1)
Check: Substitute 9 for y. 2 4
1 ? 1
(4) = (8)
2 4
2 = 2 ✓
Exercise 8.6.9:
1 1
Solve: (n + 3) = (n + 2).
5 4
Answer
n=2
Exercise 8.6.10:
1 1
Solve: (m − 3) = (m − 7).
2 4
Example 8.6.6:
Solve: 0.8x − 5 = 7.
Solution
8
The only decimal in the equation is 0.8. Since 0.8 = , the LCD is 10. We can multiply both sides by 10 to clear the decimal.
10
8x 120
Divide both sides by 8. = (8.6.50)
8 8
Simplify. x = 15 (8.6.51)
?
0.8(15) − 5 = 7
7 = 7 ✓
Exercise 8.6.11:
Solve: 0.6x − 1 = 11.
Answer
x = 20
Exercise 8.6.12:
Solve: 1.2x − 3 = 9.
Answer
x = 10
Notice, the LCD is 100. By multiplying by the LCD we will clear the decimals.
Collect the constants to the left. 2 + 150 = 19x − 150 + 150 (8.6.58)
152 19x
Divide by 19. = (8.6.60)
19 19
Simplify. 8 = x (8.6.61)
0.50 = 0.50 ✓
Exercise 8.6.13:
Answer
h = 12
Exercise 8.6.14:
Answer
k = -1
The next example uses an equation that is typical of the ones we will see in the money applications in the next chapter. Notice that
we will distribute the decimal first before we clear all decimals in the equation.
30x 270
Divide by 30. = (8.6.68)
30 30
Simplify. x = 9 (8.6.69)
?
0.25(9) + 0.05(9 + 3) = 2.85
Check: Let x = 9. ?
2.25 + 0.05(12) = 2.85
?
2.25 + 0.60 = 2.85
2.85 = 2.85 ✓
Exercise 8.6.15:
Answer
n=9
Exercise 8.6.16:
Answer
d = 16
Everyday Math
249. Coins Taylor has $2.00 in dimes and pennies. The number of pennies is 2 more than the number of dimes. Solve the equation
0.10d + 0.01(d + 2) = 2 for d, the number of dimes.
250. Stamps Travis bought $9.45 worth of 49-cent stamps and 21-cent stamps. The number of 21-cent stamps was 5 less than the
number of 49-cent stamps. Solve the equation 0.49s + 0.21(s − 5) = 9.45 for s, to find the number of 49-cent stamps Travis
bought.
Writing Exercises
3 1 2
251. Explain how to find the least common denominator of , , and .
8 6 3
252. If an equation has several fractions, how does multiplying both sides by the LCD make it easier to solve?
253. If an equation has fractions only on one side, why do you have to multiply both sides of the equation by the LCD?
254. In the equation 0.35x + 2.1 = 3.85, what is the LCD? How do you know?
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) Overall, after looking at the checklist, do you think you are well-prepared for the next Chapter? Why or why not?
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8.2 - Solve Equations using the Division and Multiplication Properties of Equality
In the following exercises, solve each equation using the Division Property of Equality.
281. 8x = 72
282. 13a = −65
283. 0.25p = 5.25
284. −y = 4
In the following exercises, solve each equation using the Multiplication Property of Equality.
In the following exercises, solve the equations with constants and variables on both sides.
303. 12x − 9 = 3x + 45
304. 5n − 20 = −7n − 80
305. 4u + 16 = −19 − u
5 3
306. c −4= c +4
8 8
In the following exercises, solve each linear equation using the general strategy.
307. 6(x + 6) = 24
308. 9(2p − 5) = 72
309. −(s + 4) = 18
310. 8 + 3(n − 9) = 17
311. 23 − 3(y − 7) = 8
1
312. (6m + 21) = m − 7
3
313. 8(r − 2) = 6(r + 10)
314. 5 + 7(2 − 5x) = 2(9x + 1) − (13x − 57)
315. 4(3.5y + 0.25) = 365
316. 0.25(q − 8) = 0.1(q + 7)
PRACTICE TEST
325. Determine whether each number is a solution to the equation. 3x + 5 = 23.
a. 6
23
b.
5
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OpenStax.
Key Concepts
8.1 - Solve Equations Using the Subtraction and Addition Properties of Equality
Determine whether a number is a solution to an equation.
1. Substitute the number for the variable in the equation.
2. Simplify the expressions on both sides of the equation.
3. Determine whether the resulting equation is true. If it is true, the number is a solution. If it is not true, the number is not a
solution.
Subtraction and Addition Properties of Equality
Subtraction Property of Equality: For all real numbers a, b, and c, if a = b then a - c = b - c.
Addition Property of Equality: For all real numbers a, b, and c, if a = b then a + c = b + c.
Translate a word sentence to an algebraic equation.
1. Locate the “equals” word(s). Translate to an equal sign.
2. Translate the words to the left of the “equals” word(s) into an algebraic expression.
3. Translate the words to the right of the “equals” word(s) into an algebraic expression.
Problem-solving strategy
1. Read the problem. Make sure you understand all the words and ideas.
2. Identify what you are looking for.
3. Name what you are looking for. Choose a variable to represent that quantity.
4. Translate into an equation. It may be helpful to restate the problem in one sentence with all the important information. Then,
translate the English sentence into an algebra equation.
5. Solve the equation using good algebra techniques.
6. Check the answer in the problem and make sure it makes sense.
7. Answer the question with a complete sentence.
8.2 - Solve Equations Using the Division and Multiplication Properties of Equality
Division and Multiplication Properties of Equality
a b
Division Property of Equality: For all real numbers a, b, c, and c ≠ 0, if a = b, then = .
c c
Multiplication Property of Equality: For all real numbers a, b, c, if a = b, then ac = bc.
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OpenStax.
Figure 9.1 - Note the many individual shapes in this building. (credit: Bert Kaufmann, Flickr)
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1
9.1: Use a Problem Solving Strategy (Part 1)
Learning Objectives
Approach word problems with a positive attitude
Use a problem solving strategy for word problems
Solve number problems
be prepared!
Before you get started, take this readiness quiz.
1. Translate “6 less than twice x” into an algebraic expression. If you missed this problem, review Example 2.4.13.
2
2. Solve: x = 24. If you missed this problem, review Example 8.3.4.
3
3. Solve: 3x + 8 = 14. If you missed this problem, review Example 8.4.1.
Figure 9.1.1 - Negative thoughts about word problems can be barriers to success.
When we feel we have no control, and continue repeating negative thoughts, we set up barriers to success. We need to calm our
fears and change our negative feelings.
Start with a fresh slate and begin to think positive thoughts like the student in Figure . Read the positive thoughts and say
9.1.2
Example 9.1.1:
Pete bought a shirt on sale for $18, which is one-half the original price. What was the original price of the shirt?
Solution
Step 1. Read the problem. Make sure you understand all the words and ideas. You may need to read the problem two or more
times. If there are words you don't understand, look them up in a dictionary or on the Internet.
In this problem, do you understand what is being discussed? Do you understand every word?
Step 2. Identify what you are looking for. It's hard to find something if you are not sure what it is! Read the problem again and
look for words that tell you what you are looking for!
In this problem, the words “what was the original price of the shirt” tell you that what you are looking for: the original
price of the shirt.
Step 3. Name what you are looking for. Choose a variable to represent that quantity. You can use any letter for the variable, but
it may help to choose one that helps you remember what it represents.
Let p = the original price of the shirt.
Step 5. Solve the equation using good algebra techniques. Even if you know the answer right away, using algebra will better
prepare you to solve problems that do not have obvious answers.
1
Write the equation. 18 = p
2
1
Multiply both sides by 2. 2 ⋅ 18 = 2 ⋅ p
2
Simplify. 36 = p
Step 6. Check the answer in the problem and make sure it makes sense.
We found that p = 36, which means the original price was $36. Does $36 make sense in the problem? Yes, because 18 is
one-half of 36, and the shirt was on sale at half the original price.
Step 7. Answer the question with a complete sentence.
The problem asked “What was the original price of the shirt?” The answer to the question is: “The original price of the
shirt was $36.”
If this were a homework exercise, our work might look like this:
36 = p
Check:
Is $36 a reasonable price for a shirt? Yes. The original price of the shirt was $36.
Is 18 one-half of 36? Yes.
Exercise 9.1.1:
Joaquin bought a bookcase on sale for $120, which was two-thirds the original price. What was the original price of the
bookcase?
Answer
$180
Exercise 9.1.2:
Two-fifths of the people in the senior center dining room are men. If there are 16 men, what is the total number of people in the
dining room?
Answer
40
Example 9.1.2:
Yash brought apples and bananas to a picnic. The number of apples was three more than twice the number of bananas. Yash
brought 11 apples to the picnic. How many bananas did he bring?
Solution
Step 2. Identify what you are looking for. How many bananas did he bring?
Step 4. Translate. Restate the problem in one sentence with all the
important information. Translate into an equation.
Simplify. 8 = 2b
8 2b
Divide each side by 2. =
2 2
Simplify. 4 = b
Exercise 9.1.3:
Guillermo bought textbooks and notebooks at the bookstore. The number of textbooks was 3 more than the number of
notebooks. He bought 5 textbooks. How many notebooks did he buy?
Answer
2
Gerry worked Sudoku puzzles and crossword puzzles this week. The number of Sudoku puzzles he completed is seven more
than the number of crossword puzzles. He completed 14 Sudoku puzzles. How many crossword puzzles did he complete?
Answer
7
In Solve Sales Tax, Commission, and Discount Applications, we learned how to translate and solve basic percent equations and
used them to solve sales tax and commission applications. In the next example, we will apply our Problem Solving Strategy to
more applications of percent.
Example 9.1.3:
Nga's car insurance premium increased by $60, which was 8% of the original cost. What was the original cost of the premium?
Solution
Step 1. Read the problem. Remember, if there are words you don't
understand, look them up.
Step 2. Identify what you are looking for. the original cost of the premium
60 0.08c
Divide both sides by 0.08. = (9.1.3)
0.08 0.08
Step 7. Answer the question. The original cost of Nga's premium was $750.
Exercise 9.1.5:
Pilar's rent increased by 4%. The increase was $38. What was the original amount of Pilar's rent?
Answer
$950
Exercise 9.1.6:
Steve saves 12% of his paycheck each month. If he saved $504 last month, how much was his paycheck?
Answer
$4200
Example 9.1.4:
Step 3. Name. Choose a variable to represent the number. Let n = the number
n − 6 = 13
n = 19
Exercise 9.1.7:
Answer
25
Exercise 9.1.8:
Answer
4
Example 9.1.5:
The sum of twice a number and seven is 15. Find the number.
Solution
Step 3. Name. Choose a variable to represent the number. Let n = the number
2 ⋅ 4 + 7 = 15
15 = 15 ✓
Exercise 9.1.9:
The sum of four times a number and two is 14. Find the number.
Answer
3
Exercise 9.1.10:
The sum of three times a number and seven is 25. Find the number.
Answer
6
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OpenStax.
Example 9.2.6:
One number is five more than another. The sum of the numbers is twenty-one. Find the numbers.
Solution
Step 2. Identify what you are looking for. You are looking for two numbers.
Substitute n = 8. 8 +5 (9.1.20)
8 + 13 = 21
Is the sum of the two numbers 21?
21 = 21 ✓
Exercise 9.2.11:
One number is six more than another. The sum of the numbers is twenty-four. Find the numbers.
Answer
9, 15
The sum of two numbers is fifty-eight. One number is four more than the other. Find the numbers.
Answer
27, 31
Example 9.2.7:
The sum of two numbers is negative fourteen. One number is four less than the other. Find the numbers.
Solution
Divide by 2. n = −5 1
st
number (9.1.24)
nd
n−4 2 number
−9
?
−5 − 4 = −9
Step 6. Check: Is −9 four less than −5?
−9 = −9 ✓
?
−5 + (−9) = −14
Is their sum −14?
−14 = −14 ✓
Exercise 9.2.13:
The sum of two numbers is negative twenty-three. One number is 7 less than the other. Find the numbers.
Answer
-8, -15
The sum of two numbers is negative eighteen. One number is 40 more than the other. Find the numbers.
Answer
-29, 11
Example 9.2.8:
One number is ten more than twice another. Their sum is one. Find the numbers.
Solution
Step 3. Name. Choose a variable. One number is ten more than twice Let x = 1st number
another. 2x + 10 = 2nd number
2x+10
?
2(−3) + 10 = 4
4 = 4 ✓
?
−3 + 4 = 1
Is their sum 1?
1 = 1 ✓
Exercise 9.2.15:
One number is eight more than twice another. Their sum is negative four. Find the numbers.
Answer
-4, 0
Answer
-2, -3
Consecutive integers are integers that immediately follow each other. Some examples of consecutive integers are:
… 1, 2, 3, 4, … (9.1.29)
Notice that each number is one more than the number preceding it. So if we define the first integer as n, the next consecutive
integer is n + 1. The one after that is one more than n + 1, so it is n + 1 + 1, or n + 2.
st
n 1 integer
nd
n+1 2 consecutive integer
rd
n+2 3 consecutive integer
Example 9.2.9:
Step 2. Identify what you are looking for. two consecutive integers
nd
n+1 2 integer
24
?
23 + 24 = 47
Step 6. Check.
47 = 47 ✓
Step 7. Answer the question. The two consecutive integers are 23 and 24.
Answer
47, 48
Exercise 9.2.18:
Answer
-15, -16
Example 9.2.10:
Step 2. Identify what you are looking for. three consecutive integers
nd
n+1 2 integer
24
rd
n+2 3 integer
15
?
13 + 14 + 15 = 42
Step 6. Check.
42 = 42 ✓
Step 7. Answer the question. The three consecutive integers are 13, 14, and 15.
Answer
31, 32, 33
Exercise 9.2.20:
Answer
-11, -12, -13
Everyday Math
43. Shopping Patty paid $35 for a purse on sale for $10 off the original price. What was the original price of the purse?
44. Shopping Travis bought a pair of boots on sale for $25 off the original price. He paid $60 for the boots. What was the original
price of the boots?
45. Shopping Minh spent $6.25 on 5 sticker books to give his nephews. Find the cost of each sticker book.
46. Shopping Alicia bought a package of 8 peaches for $3.20. Find the cost of each peach.
47. Shopping Tom paid $1,166.40 for a new refrigerator, including $86.40 tax. What was the price of the refrigerator before tax?
48. Shopping Kenji paid $2,279 for a new living room set, including $129 tax. What was the price of the living room set before
tax?
Writing Exercises
49. Write a few sentences about your thoughts and opinions of word problems. Are these thoughts positive, negative, or neutral? If
they are negative, how might you change your way of thinking in order to do better?
50. When you start to solve a word problem, how do you decide what to let the variable represent?
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
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OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Multiply: 14(0.25). If you missed this problem, review Example 5.3.5.
2. Simplify: 100(0.2 + 0.05n). If you missed this problem, review Example 7.4.6.
3. Solve: 0.25x + 0.10(x + 4) = 2.5 If you missed this problem, review Example 8.6.8.
Figure 9.3.1 - To determine the total value of a stack of nickels, multiply the number of nickels times the value of one nickel.
(Credit: Darren Hester via ppdigital)
How would you determine the value of each pile? Think about the dime pile—how much is it worth? If you count the number of
dimes, you'll know how many you have—the number of dimes.
But this does not tell you the value of all the dimes. Say you counted 17 dimes, how much are they worth? Each dime is worth
$0.10 —that is the value of one dime. To find the total value of the pile of 17 dimes, multiply 17 by $0.10 to get $1.70. This is the
total value of all 17 dimes.
17 ⋅ $0.10 = $1.70
For coins of the same type, the total value can be found as follows:
where number is the number of coins, value is the value of each coin, and total value is the total value of all the coins.
You could continue this process for each type of coin, and then you would know the total value of each type of coin. To get the total
value of all the coins, add the total value of each type of coin.
Let's look at a specific case. Suppose there are 14 quarters, 17 dimes, 21 nickels, and 39 pennies. We'll make a table to organize the
information – the type of coin, the number of each, and the value.
Table 9.3.1
Type Number Value ($) Total Value ($)
6.64
The total value of all the coins is $6.64. Notice how Table 9.3.1 helped us organize all the information. Let's see how this method is
used to solve a coin word problem.
Example 9.3.1:
Adalberto has $2.25 in dimes and nickels in his pocket. He has nine more nickels than dimes. How many of each type of coin
does he have?
Solution
Step 1. Read the problem. Make sure you understand all the words and ideas.
Determine the types of coins involved.
Think about the strategy we used to find the value of the handful of coins. The first thing you need is to notice what types of
coins are involved. Adalberto has dimes and nickels.
Create a table to organize the information.
Label the columns ‘type’, ‘number’, ‘value’, ‘total value’.
List the types of coins.
Write in the value of each type of coin.
Write in the total value of all the coins.
We can work this problem all in cents or in dollars. Here we will do it in dollars and put in the dollar sign ($) in the table as a
reminder.
The value of a dime is $0.10 and the value of a nickel is $0.05. The total value of all the coins is $2.25.
Dimes 0.10
Nickels 0.05
2.25
Dimes d 0.10
2.25
2.25
Step 4. Translate into an equation. Restate the problem in one sentence. Then translate into an equation.
d+9
21
Step 6. Check.
$2.25 ✓
Check:
$2.25
Exercise 9.3.1:
Michaela has $2.05 in dimes and nickels in her change purse. She has seven more dimes than nickels. How many coins of each
type does she have?
Answer
9 nickels, 16 dimes
Exercise 9.3.2:
Liliana has $2.10 in nickels and quarters in her backpack. She has 12 more nickels than quarters. How many coins of each type
does she have?
Answer
17 nickels, 5 quarters
Step 1. Read the problem. Make sure you understand all the words and ideas, and create a table to organize the information.
Step 2. Identify what you are looking for.
Example 9.3.2:
Maria has $2.43 in quarters and pennies in her wallet. She has twice as many pennies as quarters. How many coins of each type
does she have?
Solution
Step 1. Read the problem.
Determine the types of coins involved. We know that Maria has quarters and pennies.
Create a table to organize the information.
Label the columns type, number, value, total value.
List the types of coins.
Write in the value of each type of coin.
Write in the total value of all the coins.
Quarters 0.25
Pennies 0.01
2.43
Quarters q 0.25
Pennies 2q 0.01
2.43
Multiply the ‘number’ and the ‘value’ to get the ‘total value’ of each type of coin.
2.43
Step 4. Translate. Write the equation by adding the 'total value’ of all the types of coins.
Step 5. Solve the equation.
2q
18 pennies
Step 6. Check the answer in the problem. Maria has 9 quarters and 18 pennies. Does this make $2.43?
T otal $2.43 ✓
Step 7. Answer the question. Maria has nine quarters and eighteen pennies.
Exercise 9.3.3:
Sumanta has $4.20 in nickels and dimes in her desk drawer. She has twice as many nickels as dimes. How many coins of each
type does she have?
Answer
42 nickels, 21 dimes
Exercise 9.3.4:
Alison has three times as many dimes as quarters in her purse. She has $9.35 altogether. How many coins of each type does she
have?
Answer
51 dimes, 17 quarters
In the next example, we'll show only the completed table—make sure you understand how to fill it in step by step.
Example 9.3.3:
Danny has $2.14 worth of pennies and nickels in his piggy bank. The number of nickels is two more than ten times the number
of pennies. How many nickels and how many pennies does Danny have?
Solution
Determine the types of coins involved. Create a table. Pennies and nickels
Step 2: Identify what you are looking for. the number of pennies and nickels
The number of nickels is two more than then times the number of
10p + 2 = number of nickels
pennies.
Multiply the number and the value to get the total value of each type of coin.
$2.14
Step 4. Translate: Write the equation by adding the total value of all the types of coins.
Step 5. Solve the equation.
p = 4 pennies (9.3.14)
10(4) + 2 (9.3.16)
42 nickels (9.3.17)
Step 6. Check. Is the total value of 4 pennies and 42 nickels equal to $2.14?
?
4(0.01) + 42(0.05) = 2.14
2.14 = 2.14 ✓
Exercise 9.3.5:
Jesse has $6.55 worth of quarters and nickels in his pocket. The number of nickels is five more than two times the number of
quarters. How many nickels and how many quarters does Jesse have?
Answer
41 nickels, 18 quarters
Answer
22 nickels, 59 dimes
Example 9.3.4:
At a school concert, the total value of tickets sold was $1,506. Student tickets sold for $6 each and adult tickets sold for $9
each. The number of adult tickets sold was 5 less than three times the number of student tickets sold. How many student tickets
and how many adult tickets were sold?
Solution
Step 1: Read the problem.
Determine the types of tickets involved. There are student tickets and adult tickets.
Create a table to organize the information.
Student 6
Adult 9
1,506
Step 2. Identify what you are looking for. We are looking for the number of student and adult tickets.
Step 3. Name. Represent the number of each type of ticket using variables.
We know the number of adult tickets sold was 5 less than three times the number of student tickets sold. Let s be the
number of student tickets.
Then 3s − 5 is the number of adult tickets.
Multiply the number times the value to get the total value of each type of ticket.
Student s 6 6s
Adult 3s - 5 9 9(9s - 5)
1,506
Step 4. Translate: Write the equation by adding the total values of each type of ticket.
6s + 9(3s − 5) = 1506 (9.3.18)
33s − 45 = 1506
33s = 1551
s = 47 students
Step 6. Check. There were 47 student tickets at $6 each and 136 adult tickets at $9 each. Is the total value $1506? We find the
total value of each type of ticket by multiplying the number of tickets times its value; we then add to get the total value of all
the tickets sold.
47 ⋅ 6 = 282
136 ⋅ 9 = 1224
1506
Step 7. Answer the question. They sold 47 student tickets and 136 adult tickets.
Exercise 9.3.7:
The first day of a water polo tournament, the total value of tickets sold was $17,610. One-day passes sold for $20 and
tournament passes sold for $30. The number of tournament passes sold was 37 more than the number of day passes sold. How
many day passes and how many tournament passes were sold?
Answer
330 day passes, 367 tournament passes
Exercise 9.3.8:
At the movie theater, the total value of tickets sold was $2,612.50. Adult tickets sold for $10 each and senior/ child tickets sold
for $7.50 each. The number of senior/child tickets sold was 25 less than twice the number of adult tickets sold. How many
senior/child tickets and how many adult tickets were sold?
Answer
112 adult tickets, 199 senior/child tickets
Example 9.3.5:
Monica paid $10.44 for stamps she needed to mail the invitations to her sister's baby shower. The number of 49-cent stamps
was four more than twice the number of 8-cent stamps. How many 49-cent stamps and how many 8-cent stamps did Monica
buy?
Solution
The type of stamps are 49-cent stamps and 8-cent stamps. Their names also give the value. “The number of 49 cent stamps was
four more than twice the number of 8 cent stamps.”
Let x = number of 8-cent stamps
2x + 4 = number of 49-cent stamps
10.44
x = 8
2x + 4 for x = 8.
2x + 4
16 + 4
20
?
8(0.08) + 20(0.49) = 10.44
Check. ?
0.64 + 9.80 = 10.44
10.44 = 10.44 ✓
Exercise 9.3.9:
Eric paid $16.64 for stamps so he could mail thank you notes for his wedding gifts. The number of 49-cent stamps was eight
more than twice the number of 8-cent stamps. How many 49-cent stamps and how many 8-cent stamps did Eric buy?
Answer
32 at 49 cents, 12 at 8 cents
Exercise 9.3.10:
Kailee paid $14.84 for stamps. The number of 49-cent stamps was four less than three times the number of 21-cent stamps.
How many 49-cent stamps and how many 21-cent stamps did Kailee buy?
Answer
26 at 49 cents, 10 at 21 cents
Everyday Math
75. Parent Volunteer As the treasurer of her daughter's Girl Scout troop, Laney collected money for some girls and adults to go to
a 3-day camp. Each girl paid $75 and each adult paid $30. The total amount of money collected for camp was $765. If the
number of girls is three times the number of adults, how many girls and how many adults paid for camp?
76. Parent Volunteer Laurie was completing the treasurer's report for her son's Boy Scout troop at the end of the school year. She
didn't remember how many boys had paid the $24 full-year registration fee and how many had paid a $16 partial-year fee. She
knew that the number of boys who paid for a full-year was ten more than the number who paid for a partial-year. If $400 was
collected for all the registrations, how many boys had paid the full-year fee and how many had paid the partial-year fee?
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) After reviewing this checklist, what will you do to become confident for all objectives?
This page titled 9.3: Solve Money Applications is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Solve: x + 3 + 6 = 11. If you missed this problem, review Example 8.1.6.
a 4
2. Solve: = . If you missed this problem, review Example 6.5.3.
45 3
−−−−− −
3. Simplify: √36 + 64 . If you missed this problem, review Example 5.12.4.
So far in this chapter, we have focused on solving word problems, which are similar to many real-world applications of algebra. In
the next few sections, we will apply our problem-solving strategies to some common geometry problems.
Figure 9.4.1
An angle is formed by two rays that share a common endpoint. Each ray is called a side of the angle and the common endpoint is
called the vertex. An angle is named by its vertex. In Figure 9.4.2, ∠A is the angle with vertex at point A. The measure of ∠A is
written m ∠ A.
If the sum of the measures of two angles is 180°, then the angles are supplementary.
If ∠A and ∠B are supplementary, then m∠A + m∠B = 180°.
If the sum of the measures of two angles is 90°, then the angles are complementary.
If ∠A and ∠B are complementary, then m∠A + m∠B = 90°.
In this section and the next, you will be introduced to some common geometry formulas. We will adapt our Problem Solving
Strategy for Geometry Applications. The geometry formula will name the variables and give us the equation to solve.
In addition, since these applications will all involve geometric shapes, it will be helpful to draw a figure and then label it with the
information from the problem. We will include this step in the Problem Solving Strategy for Geometry Applications.
Step 1. Read the problem and make sure you understand all the words and ideas. Draw a figure and label it with the given
information.
Step 2. Identify what you are looking for
Step 3. Name what you are looking for and choose a variable to represent it.
Step 4. Translate into an equation by writing the appropriate formula or model for the situation. Substitute in the given
information.
Step 5. Solve the equation using good algebra techniques.
Step 6. Check the answer in the problem and make sure it makes sense.
Step 7. Answer the question with a complete sentence.
The next example will show how you can use the Problem Solving Strategy for Geometry Applications to answer questions about
supplementary and complementary angles.
Example 9.4.1:
An angle measures 40°. Find (a) its supplement, and (b) its complement.
Solution
(a)
Step 1. Read the problem. Draw the figure and label it with the given
information.
Step 2. Identify what you are looking for. the supplement of a 40°
Step 3. Name. Choose a variable to represent it. let s = the measure of the supplement
s + 40 = 180
Step 5. Solve the equation.
s = 140
?
140 + 40 = 180
Step 6. Check.
180 = 180 ✓
Step 7. Answer the question. The supplement of the 40° angle is 140°.
(b)
Step 1. Read the problem. Draw the figure and label it with the given
information.
Step 2. Identify what you are looking for. the complement of a 40°
Step 3. Name. Choose a variable to represent it. let c = the measure of the complement
Step 4. Translate. Write the appropriate formula for the situation and
m∠A + m∠B = 90 (9.4.2)
substitute in the given information.
c + 40 = 90
Step 5. Solve the equation.
c = 50
?
50 + 40 = 90
Step 6. Check.
90 = 90 ✓
Step 7. Answer the question. The supplement of the 40° angle is 50°.
Exercise 9.4.1:
An angle measures 25°. Find (a) its supplement, and (b) its complement.
Answer a
155°
Answer b
65°
Exercise 9.4.2:
An angle measures 77°. Find (a) its supplement, and (b) its complement.
Answer a
103°
Answer b
13°
Example 9.4.2:
Two angles are supplementary. The larger angle is 30° more than the smaller angle. Find the measure of both angles.
Solution
Step 1. Read the problem. Draw the figure and label it with the given
information.
Step 2. Identify what you are looking for. the measures of both angles
Step 4. Translate. Write the appropriate formula for the situation and
m∠A + m∠B = 180 (9.4.3)
substitute in the given information.
(a + 30) + a = 180
2a + 30 = 180
2a = 150
75 + 30
105
Step 6. Check. ?
75 + 105 = 180
180 = 180 ✓
Step 7. Answer the question. The measures of the angles are 75° and 105°.
Exercise 9.4.3:
Two angles are supplementary. The larger angle is 100° more than the smaller angle. Find the measures of both angles.
Answer
40°, 140°
Exercise 9.4.4:
Two angles are complementary. The larger angle is 40° more than the smaller angle. Find the measures of both angles.
Answer
25°, 65°
For any ΔABC, the sum of the measures of the angles is 180°.
m∠A + m∠B + m∠C = 180° (9.4.5)
Example 9.4.3:
The measures of two angles of a triangle are 55° and 82°. Find the measure of the third angle.
Solution
Step 1. Read the problem. Draw the figure and label it with the given
information.
Step 2. Identify what you are looking for. the measure of the third angle in a triangle
Step 3. Name. Choose a variable to represent it. let x = the measure of the angle
Step 4. Translate. Write the appropriate formula for the situation and
m∠A + m∠B + m∠C = 180 (9.4.6)
substitute in the given information.
55 + 82 + x = 180
x = 43
?
55 + 82 + 43 = 180
Step 6. Check.
180 = 180 ✓
Step 7. Answer the question. The measure of the third angle is 43 degrees.
Exercise 9.4.5:
The measures of two angles of a triangle are 31° and 128°. Find the measure of the third angle.
Answer
21°
A triangle has angles of 49° and 75°. Find the measure of the third angle.
Answer
56°
Right Triangles
Some triangles have special names. We will look first at the right triangle. A right triangle has one 90° angle, which is often
marked with the symbol shown in Figure 9.4.6.
Figure 9.4.6
If we know that a triangle is a right triangle, we know that one angle measures 90° so we only need the measure of one of the other
angles in order to determine the measure of the third angle.
Example 9.4.4:
One angle of a right triangle measures 28°. What is the measure of the third angle?
Solution
Step 1. Read the problem. Draw the figure and label it with the given
information.
Step 2. Identify what you are looking for. the measure of an angle
Step 3. Name. Choose a variable to represent it. let x = the measure of the angle
Step 4. Translate. Write the appropriate formula for the situation and
m∠A + m∠B + m∠C = 180 (9.4.7)
substitute in the given information.
x + 90 + 28 = 180
x = 62
?
180 = 90 + 28 + 62
Step 6. Check.
180 = 180 ✓
Step 7. Answer the question. The measure of the third angle is 62°.
Exercise 9.4.7:
One angle of a right triangle measures 56°. What is the measure of the other angle?
Answer
34°
Answer
45°
In the examples so far, we could draw a figure and label it directly after reading the problem. In the next example, we will have to
define one angle in terms of another. So we will wait to draw the figure until we write expressions for all the angles we are looking
for.
Example 9.4.5:
The measure of one angle of a right triangle is 20° more than the measure of the smallest angle. Find the measures of all three
angles.
Solution
Step 2. Identify what you are looking for. the measures of all three angles
1st
Let a = angle
a + 20 = 2nd angle
90 = 3rd angle (the right angle)
Step 3. Name. Choose a variable to represent it. Now draw the figure
and label it with the given information.
Step 4. Translate. Write the appropriate formula for the situation and m∠A + m∠B + m∠C = 180
2a + 110 = 180
2a = 70
a = 35 f irst angle
35+20
55
90 third angle
?
35 + 55 + 90 = 180
Step 6. Check.
180 = 180 ✓
Step 7. Answer the question. The three angles measure 35°, 55°, and 90°.
Exercise 9.4.9:
The measure of one angle of a right triangle is 50° more than the measure of the smallest angle. Find the measures of all three
angles.
Answer
20°, 70°, 90°
The measure of one angle of a right triangle is 30° more than the measure of the smallest angle. Find the measures of all three
angles.
Answer
30°, 60°, 90°
Similar Triangles
When we use a map to plan a trip, a sketch to build a bookcase, or a pattern to sew a dress, we are working with similar figures. In
geometry, if two figures have exactly the same shape but different sizes, we say they are similar figures. One is a scale model of
the other. The corresponding sides of the two figures have the same ratio, and all their corresponding angles are have the same
measures.
The two triangles in Figure 9.4.7 are similar. Each side of ΔABC is four times the length of the corresponding side of ΔXYZ and
their corresponding angles have equal measures.
Figure 9.4.7 - ΔABC and ΔXYZ are similar triangles. Their corresponding sides have the same ratio and the corresponding angles
have the same measure.
If two triangles are similar, then their corresponding angle measures are equal and their corresponding side lengths are in the
same ratio.
The length of a side of a triangle may be referred to by its endpoints, two vertices of the triangle. For example, in ΔABC:
the length a can also be written BC
the length b can also be written AC
the length c can also be written AB
We will often use this notation when we solve similar triangles because it will help us match up the corresponding side lengths.
Example 9.4.6:
ΔABC and ΔXYZ are similar triangles. The lengths of two sides of each triangle are shown. Find the lengths of the third side
of each triangle.
Step 1. Read the problem. Draw the figure and label it with the given
The figure is provided.
information.
Step 2. Identify what you are looking for. The length of the sides of similar triangles
Let a = length of the third side of ΔABC, y = length of the third side
Step 3. Name. Choose a variable to represent it.
ΔXYZ
The triangles are similar, so the corresponding sides are in the same
ratio. So
AB BC AC
= = (9.4.8)
XY Y Z XZ
3a = 4(4.5) 4y = 3(3.2)
a = 6 y = 2.4
4 ? 6 4 ? 3.2
= =
3 4.5 3 2.4
Step 6. Check. ? ?
4(4.5) = 6(3) 4(2.4) = 3.2(3)
18 = 18 ✓ 9.6 = 9.6 ✓
Step 7. Answer the question. The third side of ΔABC is 6 and the third side of ΔXYZ is 2.4.
Exercise 9.4.11:
Answer
a=8
Exercise 9.4.12:
This page titled 9.4: Use Properties of Angles, Triangles, and the Pythagorean Theorem (Part 1) is shared under a CC BY 4.0 license and was
authored, remixed, and/or curated by OpenStax.
Figure 9.5.8 - In a right triangle, the side opposite the 90° angle is called the hypotenuse and each of the other sides is called a leg.
The Pythagorean Theorem tells how the lengths of the three sides of a right triangle relate to each other. It states that in any right
triangle, the sum of the squares of the two legs equals the square of the hypotenuse.
where c is the length of the hypotenuse a and b are the lengths of the legs.
To solve problems that use the Pythagorean Theorem, we will need to find square roots. In Simplify and Use Square Roots we
introduced the notation m and defined it in this way:
2 −
−
I f m = n , then √m = n f or n ≥ 0 (9.5.2)
−−
For example, we found that √25 is 5 because 52 = 25.
We will use this definition of square roots to solve for the length of a side in a right triangle.
Example 9.5.7:
Solution
Step 2. Identify what you are looking for. the length of the hypotenuse of the triangle
2 2 2
a +b = c
Step 4. Translate. Write the appropriate formula. Substitute. 2 2 2
3 +4 = c
2
9 + 16 = c
2
25 = c
Step 5. Solve the equation. −− 2
√25 = c
5 = c
2 2 2
3 +4 = 5
Step 6. Check. 9 + 16 = 25
?
25 = 25 ✓
Exercise 9.5.13:
Answer
c = 10
Exercise 9.5.14:
Answer
c = 17
Example 9.5.8:
Use the Pythagorean Theorem to find the length of the longer leg.
Step 2. Identify what you are looking for. The length of the leg of the triangle
2 2 2
a +b = c
Step 4. Translate. Write the appropriate formula. Substitute. 2 2 2
5 +b = 13
2
25 + b = 169
2
b = 144
Step 5. Solve the equation. 2 −−−
b = √144
b = 12
2 2 ? 2
5 + 12 = 13
169 = 169 ✓
Exercise 9.5.15:
Answer
b=8
Exercise 9.5.16:
Example 9.5.9:
Kelvin is building a gazebo and wants to brace each corner by placing a 10-inch wooden bracket diagonally as shown. How far
below the corner should he fasten the bracket if he wants the distances from the corner to each end of the bracket to be equal?
Approximate to the nearest tenth of an inch.
Solution
Step 2. Identify what you are looking for. the distance from the corner that the bracket should be attached
2 2 2
a +b = c
Step 4. Translate. Write the appropriate formula. Substitute. 2 2 2
x +x = 10
2
2x = 100
Step 5. Solve the equation. Isolate the variable. Use the definition of x
2
= 50
−−
the square root. Simplify. Approximate to the nearest tenth. x = √50
b ≈ 7.1
2 2 2
a +b = c
Y es.
Kelvin should fasten each piece of wood approximately 7.1" from the
Step 7. Answer the question.
corner.
Exercise 9.5.17:
John puts the base of a 13-ft ladder 5 feet from the wall of his house. How far up the wall does the ladder reach?
Answer
Exercise 9.5.18:
Randy wants to attach a 17-ft string of lights to the top of the 15-ft mast of his sailboat. How far from the base of the mast
should he attach the end of the light string?
Answer
8 feet
105. side b
106. side x
On a map, San Francisco, Las Vegas, and Los Angeles form a triangle whose sides are shown in the figure below. The actual
distance from Los Angeles to Las Vegas is 270 miles.
109.
110.
111.
113.
114.
115.
116.
117.
118.
119.
120.
In the following exercises, solve. Approximate to the nearest tenth, if necessary.
122. Pam wants to put a banner across her garage door to congratulate her son on his college graduation. The garage door is 12 feet
high and 16 feet wide. How long should the banner be to fit the garage door?
123. Chi is planning to put a path of paving stones through her flower garden. The flower garden is a square with sides of 10 feet.
What will the length of the path be?
124. Brian borrowed a 20-foot extension ladder to paint his house. If he sets the base of the ladder 6 feet from the house, how far up
will the top of the ladder reach?
Everyday Math
125. Building a scale model Joe wants to build a doll house for his daughter. He wants the doll house to look just like his house. His
house is 30 feet wide and 35 feet tall at the highest point of the roof. If the dollhouse will be 2.5 feet wide, how tall will its
highest point be?
126. Measurement A city engineer plans to build a footbridge across a lake from point X to point Y, as shown in the picture below.
To find the length of the footbridge, she draws a right triangle XYZ, with right angle at X. She measures the distance from X to
Z, 800 feet, and from Y to Z, 1,000 feet. How long will the bridge be?
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) What does this checklist tell you about your mastery of this section? What steps will you take to improve?
This page titled 9.5: Use Properties of Angles, Triangles, and the Pythagorean Theorem (Part 2) is shared under a CC BY 4.0 license and was
authored, remixed, and/or curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. The length of a rectangle is 3 less than the width. Let w represent the width. Write an expression for the length of the
rectangle. If you missed this problem, review Example 2.4.14.
1
2. Simplify: (6h). If you missed this problem, review Example 7.2.3.
2
5
3. Simplify: (10.3 − 7.9). If you missed this problem, review Example 5.5.9.
2
In this section, we’ll continue working with geometry applications. We will add some more properties of triangles, and we’ll learn
about the properties of rectangles and trapezoids.
Figure 9.6.1 - This tape measure measures inches along the top and centimeters along the bottom.
When you want to know how much tile is needed to cover a floor, or the size of a wall to be painted, you need to know the area, a
measure of the region needed to cover a surface. Area is measured is square units. We often use square inches, square feet, square
centimeters, or square miles to measure area. A square centimeter is a square that is one centimeter (cm) on each side. A square
inch is a square that is one inch on each side (Figure 9.6.2).
Figure 9.6.2 - Square measures have sides that are each 1 unit in length.
Figure 9.6.3 shows a rectangular rug that is 2 feet long by 3 feet wide. Each square is 1 foot wide by 1 foot long, or 1 square foot.
The rug is made of 6 squares. The area of the rug is 6 square feet.
Figure 9.6.3 - The rug contains six squares of 1 square foot each, so the total area of the rug is 6 square feet.
Figure 9.6.4 - Cubic measures have sides that are 1 unit in length.
Suppose the cube in Figure 9.6.5 measures 3 inches on each side and is cut on the lines shown. How many little cubes does it
contain? If we were to take the big cube apart, we would find 27 little cubes, with each one measuring one inch on all sides. So
each little cube has a volume of 1 cubic inch, and the volume of the big cube is 27 cubic inches.
Figure 9.6.5 - A cube that measures 3 inches on each side is made up of 27 one-inch cubes, or 27 cubic inches.
Example 9.6.1:
For each item, state whether you would use linear, square, or cubic measure: (a) amount of carpeting needed in a room (b)
extension cord length (c) amount of sand in a sandbox (d) length of a curtain rod (e) amount of flour in a canister (f) size of the
roof of a doghouse.
Solution
(a) You are measuring how much surface the carpet covers, which is
square measure
the area.
(b) You are measuring how long the extension cord is, which is the
linear measure
length.
(c) You are measuring the volume of the sand. cubic measure
(d) You are measuring the length of the curtain rod. linear measure
(e) You are measuring the volume of the flour. cubic measure
(f) You are measuring the area of the roof. square measure
Exercise 9.6.1:
Determine whether you would use linear, square, or cubic measure for each item. (a) amount of paint in a can (b) height of a
tree (c) floor of your bedroom (d) diameter of bike wheel (e) size of a piece of sod (f) amount of water in a swimming pool
Answer a
cubic
Answer b
linear
Answer d
linear
Answer e
square
Answer f
cubic
Exercise 9.6.2:
Determine whether you would use linear, square, or cubic measure for each item. (a) volume of a packing box (b) size of patio
(c) amount of medicine in a syringe (d) length of a piece of yarn (e) size of housing lot (f) height of a flagpole
Answer a
cubic
Answer b
square
Answer c
cubic
Answer d
linear
Answer e
square
Answer f
linear
Many geometry applications will involve finding the perimeter or the area of a figure. There are also many applications of
perimeter and area in everyday life, so it is important to make sure you understand what they each mean.
Picture a room that needs new floor tiles. The tiles come in squares that are a foot on each side—one square foot. How many of
those squares are needed to cover the floor? This is the area of the floor.
Next, think about putting new baseboard around the room, once the tiles have been laid. To figure out how many strips are needed,
you must know the distance around the room. You would use a tape measure to measure the number of feet around the room. This
distance is the perimeter.
Figure 9.6.6 shows a square tile that is 1 inch on each side. If an ant walked around the edge of the tile, it would walk 4 inches.
This distance is the perimeter of the tile.
Figure 9.6.6 - Perimeter = 4 inches, Area = 1 square inch. When the ant walks completely around the tile on its edge, it is tracing
the perimeter of the tile. The area of the tile is 1 square inch.
Example 9.6.2:
Each of two square tiles is 1 square inch. Two tiles are shown together. (a) What is the perimeter of the figure? (b) What is the
area?
Solution
(a) The perimeter is the distance around the figure. The perimeter is 6 inches.
(b) The area is the surface covered by the figure. There are 2 square inch tiles so the area is 2 square inches.
Exercise 9.6.3:
Find the (a) perimeter and (b) area of the figure:
Answer a
8 inches
Answer b
3 sq. inches
Exercise 9.6.4:
Answer b
4 sq. centimeters
Figure 9.6.7 - A rectangle has four sides, and four right angles. The sides are labeled L for length and W for width.
The perimeter, P, of the rectangle is the distance around the rectangle. If you started at one corner and walked around the rectangle,
you would walk L + W + L + W units, or two lengths and two widths. The perimeter then is
P = L+ W + L + W
or
P = 2L + 2W
What about the area of a rectangle? Remember the rectangular rug from the beginning of this section. It was 2 feet long by 3 feet
wide, and its area was 6 square feet. See Figure 9.6.8. Since A = 2 • 3, we see that the area, A, is the length, L, times the width, W,
so the area of a rectangle is A = L • W.
Figure 9.6.8 - The area of this rectangular rug is 6 square feet, its length times its width.
P = 2L + 2W (9.6.1)
A = L⋅W (9.6.2)
Step 1. Read the problem and make sure you understand all the words and ideas. Draw the figure and label it with the given
information.
Step 2. Identify what you are looking for.
Step 3. Name what you are looking for. Choose a variable to represent that quantity.
Step 4. Translate into an equation by writing the appropriate formula or model for the situation. Substitute in the given
information.
Step 5. Solve the equation using good algebra techniques.
Step 6. Check the answer in the problem and make sure it makes sense.
Step 7. Answer the question with a complete sentence.
Example 9.6.3:
The length of a rectangle is 32 meters and the width is 20 meters. Find (a) the perimeter, and (b) the area.
Solution
(a)
Step 1. Read the problem. Draw the figure and label it with the given
information.
Step 2. Identify what you are looking for. the perimeter of a rectangle
P = 64 + 40
Step 5. Solve the equation.
P = 104
?
P = 104
Step 6. Check. ?
20 + 32 + 20 + 32 = 104
104 = 104 ✓
Step 7. Answer the question. The perimeter of the rectangle is 104 meters.
(b)
Step 1. Read the problem. Draw the figure and label it with the given
information.
?
A = 640
Step 6. Check. ?
32 ⋅ 20 = 640
640 = 640 ✓
Step 7. Answer the question. The area of the rectangle is 60 square meters.
Exercise 9.6.5:
The length of a rectangle is 120 yards and the width is 50 yards. Find (a) the perimeter and (b) the area.
Answer a
340 yd
Answer b
6000 sq. yd
Exercise 9.6.6:
The length of a rectangle is 62 feet and the width is 48 feet. Find (a) the perimeter and (b) the area.
Answer a
220 ft
Answer b
2976 sq. ft
Example 9.6.4:
Find the length of a rectangle with perimeter 50 inches and width 10 inches.
Solution
Step 1. Read the problem. Draw the figure and label it with the given
information.
Step 2. Identify what you are looking for. the length of the rectangle
30 = 2L
15 = L
?
P = 50
Step 6. Check. 15 + 10 + 15 + 10 = 50
?
50 = 50 ✓
Exercise 9.6.7:
Find the length of a rectangle with a perimeter of 80 inches and width of 25 inches.
Answer
15 inches
Exercise 9.6.8:
Find the length of a rectangle with a perimeter of 30 yards and width of 6 yards.
Answer
9 yd
In the next example, the width is defined in terms of the length. We’ll wait to draw the figure until we write an expression for the
width so that we can label one side with that expression.
Example 9.6.5:
The width of a rectangle is two inches less than the length. The perimeter is 52 inches. Find the length and width.
Solution
Step 2. Identify what you are looking for. the length and width of the rectangle
Step 4. Translate. Write the appropriate formula. The formula for the
perimeter of a rectangle relates all the information. Substitute in the
given information.
56 4L
=
4 4
Divide by 4. 14 = L
14 = L
L−2
14 − 2
Now we need to find the width. The width is L − 2.
12
Step 7. Answer the question. The length is 14 feet and the width is 12 feet.
Exercise 9.6.9:
The width of a rectangle is seven meters less than the length. The perimeter is 58 meters. Find the length and width.
Answer
18 m, 11 m
Exercise 9.6.10:
The length of a rectangle is eight feet more than the width. The perimeter is 60 feet. Find the length and width.
Answer
11 ft, 19 ft
Example 9.6.6:
The length of a rectangle is four centimeters more than twice the width. The perimeter is 32 centimeters. Find the length and
width.
Solution
Step 2. Identify what you are looking for. the length and width
let W = width
The length is four more than twice the width.
2w + 4 = length
Step 3. Name. Choose a variable to represent it.
32 = 6w + 8
24 = 6w
2w + 4 length
2(4) + 4
12 T he length is 12 cm.
p = 2L + 2W
Step 6. Check. ?
32 = 2 ⋅ 12 + 2 ⋅ 4
32 = 32 ✓
Step 7. Answer the question. The length is 12 cm and the width is 4 cm.
Exercise 9.6.11:
The length of a rectangle is eight more than twice the width. The perimeter is 64 feet. Find the length and width.
Answer
8 ft, 24 ft
Exercise 9.6.12:
The width of a rectangle is six less than twice the length. The perimeter is 18 centimeters. Find the length and width.
Answer
5 cm, 4 cm
Example 9.6.7:
The area of a rectangular room is 168 square feet. The length is 14 feet. What is the width?
Solution
Step 2. Identify what you are looking for. the width of a rectangular room
168 14W
=
Step 5. Solve the equation. 14 14
12 = W
A = LW
Step 6. Check. ?
168 = 14 ⋅ 12
168 = 168 ✓
The area of a rectangle is 598 square feet. The length is 23 feet. What is the width?
Answer
26 ft
Exercise 9.6.14:
The width of a rectangle is 21 meters. The area is 609 square meters. What is the length?
Answer
29 m
Example 9.6.8:
The perimeter of a rectangular swimming pool is 150 feet. The length is 15 feet more than the width. Find the length and
width.
Solution
Step 1. Read the problem. Draw the figure and label it with the given
information.
Step 2. Identify what you are looking for. the length and width of the pool
Step 3. Name. Choose a variable to represent it. The length is 15 feet Let W = width
more than the width. W + 15 = length
150 = 2w + 30 + 2w
150 = 4w + 30
120 = 4w
30 + 15
45
p = 2L + 2W
Step 6. Check. ?
150 = 2(45) + 2(30)
150 = 150 ✓
Step 7. Answer the question. The length of the pool is 45 feet and the width is 30 feet.
Exercise 9.6.15:
The perimeter of a rectangular swimming pool is 200 feet. The length is 40 feet more than the width. Find the length and
width.
Answer
Exercise 9.6.16:
The length of a rectangular garden is 30 yards more than the width. The perimeter is 300 yards. Find the length and width.
Answer
60 yd, 90 yd
This page titled 9.6: Use Properties of Rectangles, Triangles, and Trapezoids (Part 1) is shared under a CC BY 4.0 license and was authored,
remixed, and/or curated by OpenStax.
Figure 9.7.9 - The area of a rectangle is the base, b, times the height, h.
We can divide this rectangle into two congruent triangles (Figure 9.7.10). Triangles that are congruent have identical side lengths and angles,
1
and so their areas are equal. The area of each triangle is one-half the area of the rectangle, or bh. This example helps us see why the formula
2
1
for the area of a triangle is A = bh.
2
Figure 9.7.10 - A rectangle can be divided into two triangles of equal area. The area of each triangle is one-half the area of the rectangle.
1
The formula for the area of a triangle is A = bh, where b is the base and h is the height. To find the area of the triangle, you need to know its
2
base and height. The base is the length of one side of the triangle, usually the side at the bottom. The height is the length of the line that
connects the base to the opposite vertex, and makes a 90° angle with the base. Figure 9.7.11 shows three triangles with the base and height of
each marked.
Figure 9.7.11 - The height h of a triangle is the length of a line segment that connects the the base to the opposite vertex and makes a 90°
angle with the base.
m∠A + m∠B + m∠C = 180°$$T heperimeterof atriangleisthesumof thelengthsof thesides. $$P = a + b + c$ (9.7.1)
1
$T heareaof atriangleisone − half thebase, b, timestheheight, h. $$A = bh
2
Example 9.7.9:
Find the area of a triangle whose base is 11 inches and whose height is 8 inches.
Solution
Step 2. Identify what you are looking for. the area of the triangle
Step 3. Name. Choose a variable to represent it. let A = area of the triangle
1
A = bh
2
Step 6. Check. ? 1
44 = (11)8
2
44 = 44 ✓
Exercise 9.7.17:
Find the area of a triangle with base 13 inches and height 2 inches.
Answer
13 sq. in.
Exercise 9.7.18:
Find the area of a triangle with base 14 inches and height 7 inches.
Answer
49 sq. in.
Example 9.7.10:
The perimeter of a triangular garden is 24 feet. The lengths of two sides are 4 feet and 9 feet. How long is the third side?
Solution
Step 1. Read the problem. Draw the figure and label it with the given
information.
Step 2. Identify what you are looking for. length of the third side of a triangle
Step 3. Name. Choose a variable to represent it. Let c = the third side
P = a+b+c
Step 6. Check. ?
24 = 4 + 9 + 11
24 = 24 ✓
Exercise 9.7.19:
The perimeter of a triangular garden is 48 feet. The lengths of two sides are 18 feet and 22 feet. How long is the third side?
Answer
8 ft
Exercise 9.7.20:
The lengths of two sides of a triangular window are 7 feet and 5 feet. The perimeter is 18 feet. How long is the third side?
Answer
6 ft
Example 9.7.11:
The area of a triangular church window is 90 square meters. The base of the window is 15 meters. What is the window’s height?
Solution
Step 1. Read the problem. Draw the figure and label it with the given
information.
15
90 = h
Step 5. Solve the equation. 2
12 = h
1
A = bh
2
Step 6. Check. ? 1
90 = ⋅ 15 ⋅ 12
2
90 = 90 ✓
The area of a triangular painting is 126 square inches. The base is 18 inches. What is the height?
Answer
14 in.
Exercise 9.7.22:
A triangular tent door has an area of 15 square feet. The height is 5 feet. What is the base?
Answer
6 ft
Figure 9.7.12 - In an isosceles triangle, two sides have the same length, and the third side is the base. In an equilateral triangle, all three sides
have the same length.
Example 9.7.12:
The perimeter of an equilateral triangle is 93 inches. Find the length of each side.
Solution
Step 1. Read the problem. Draw the figure and label it with the given
information.
Perimeter = 93 in.
Step 2. Identify what you are looking for. length of the sides of an equilateral triangle
Step 3. Name. Choose a variable to represent it. Let s = length of each side
93 = 3s
Step 5. Solve the equation.
31 = s
93 = 31 + 31 + 31
93 = 93 ✓
Exercise 9.7.23:
Find the length of each side of an equilateral triangle with perimeter 39 inches.
Answer
13 in.
Exercise 9.7.24:
Find the length of each side of an equilateral triangle with perimeter 51 centimeters.
Answer
17 cm
Example 9.7.13:
Arianna has 156 inches of beading to use as trim around a scarf. The scarf will be an isosceles triangle with a base of 60 inches. How long
can she make the two equal sides?
Solution
Step 1. Read the problem. Draw the figure and label it with the given
information.
P = 156 in.
Step 2. Identify what you are looking for. the lengths of the two equal sides
Step 3. Name. Choose a variable to represent it. Let s = the length of each side
156 = 2s + 60
48 = s
p = a+b+c
Step 6. Check. ?
156 = 48 + 60 + 48
156 = 156 ✓
Step 7. Answer the question. Arianna can make each of the two equal sides 48 inches long.
Answer
14 ft
Exercise 9.7.26:
A boat’s sail is an isosceles triangle with base of 8 meters. The perimeter is 22 meters. How long is each of the equal sides of the sail?
Answer
7m
Figure 9.7.13 - A trapezoid has a larger base, B, and a smaller base, b. The height h is the distance between the bases.
The formula for the area of a trapezoid is:
1
Areatrapezoid = h(b + B) (9.7.2)
2
Splitting the trapezoid into two triangles may help us understand the formula. The area of the trapezoid is the sum of the areas of the two
triangles. See Figure 9.7.14.
Figure 9.7.14 - Splitting a trapezoid into two triangles may help you understand the formula for its area.
The height of the trapezoid is also the height of each of the two triangles. See Figure 9.7.15.
Figure 9.7.15
The formula for the area of a trapezoid is
1
Areatrapezoid = h(b + B) (9.7.3)
2
If we distribute, we get,
Example 9.7.14:
Find the area of a trapezoid whose height is 6 inches and whose bases are 14 and 11 inches.
Solution
Step 1. Read the problem. Draw the figure and label it with the given
information.
Step 2. Identify what you are looking for. the area of the trapezoid
1
A = ⋅ 6(25)
2
Step 5. Solve the equation.
A = 3(25)
A = 75 square inches
If we draw a rectangle around the trapezoid that has the same big base B and a height h, its area should be greater than that of the
trapezoid.
If we draw a rectangle inside the trapezoid that has the same little base b and a height h, its area should be smaller than that of the
trapezoid.
The area of the larger rectangle is 84 square inches and the area of the smaller rectangle is 66 square inches. So it makes sense that the
area of the trapezoid is between 84 and 66 square inches
Step 7. Answer the question. The area of the trapezoid is 75 square inches.
Exercise 9.7.27:
The height of a trapezoid is 14 yards and the bases are 7 and 16 yards. What is the area?
Answer
161 sq. yd
Answer
255 sq. cm
Example 9.7.15:
Find the area of a trapezoid whose height is 5 feet and whose bases are 10.3 and 13.7 feet.
Solution
Step 1. Read the problem. Draw the figure and label it with the given
information.
Step 2. Identify what you are looking for. the area of the trapezoid
1
A = ⋅ 5(24)
2
Step 5. Solve the equation.
A = 12 ⋅ 5
A = 60 square f eet
Step 6. Check: Is this answer reasonable? The area of the trapezoid should
be less than the area of a rectangle with base 13.7 and height 5, but more
than the area of a rectangle with base 10.3 and height 5.
Step 7. Answer the question. The area of the trapezoid is 60 square feet.
Exercise 9.7.29:
The height of a trapezoid is 7 centimeters and the bases are 4.6 and 7.4 centimeters. What is the area?
Answer
42 sq. cm
Exercise 9.7.30:
The height of a trapezoid is 9 meters and the bases are 6.2 and 7.8 meters. What is the area?
Answer
63 sq. m
Step 1. Read the problem. Draw the figure and label it with the given
information.
Step 2. Identify what you are looking for. the area of the trapezoid
1
A = ⋅ (3.4)(13.8)
Step 5. Solve the equation. 2
Step 6. Check: Is this answer reasonable? Yes. The area of the trapezoid is less than the area of a rectangle with a base of 8.2 yd and height 3.4 yd, but
more than the area of a rectangle with base 5.6 yd and height 3.4 yd.
Step 7. Answer the question. Vinny has 23.46 square yards in which he can plant.
Exercise 9.7.31:
Lin wants to sod his lawn, which is shaped like a trapezoid. The bases are 10.8 yards and 6.7 yards, and the height is 4.6 yards. How
many square yards of sod does he need?
Answer
40.25 sq. yd
Exercise 9.7.32:
Kira wants cover his patio with concrete pavers. If the patio is shaped like a trapezoid whose bases are 18 feet and 14 feet and whose
height is 15 feet, how many square feet of pavers will he need?
Answer
240 sq. ft
Perimeter of a Rectangle
Area of a Rectangle
Perimeter and Area Formulas
Area of a Triangle
135.
136.
137.
138.
139.
140.
Everyday Math
209. Fence Jose just removed the children’s playset from his back yard to make room for a rectangular garden. He wants to put a fence around
the garden to keep out the dog. He has a 50 foot roll of fence in his garage that he plans to use. To fit in the backyard, the width of the
garden must be 10 feet. How long can he make the other side if he wants to use the entire roll of fence?
210. Gardening Lupita wants to fence in her tomato garden. The garden is rectangular and the length is twice the width. It will take 48 feet of
fencing to enclose the garden. Find the length and width of her garden.
211. Fence Christa wants to put a fence around her triangular flowerbed. The sides of the flowerbed are 6 feet, 8 feet, and 10 feet. The fence
costs $10 per foot. How much will it cost for Christa to fence in her flowerbed?
212. Painting Caleb wants to paint one wall of his attic. The wall is shaped like a trapezoid with height 8 feet and bases 20 feet and 12 feet.
The cost of the painting one square foot of wall is about $0.05. About how much will it cost for Caleb to paint the attic wall?
Writing Exercises
213. If you need to put tile on your kitchen floor, do you need to know the perimeter or the area of the kitchen? Explain your reasoning.
214. If you need to put a fence around your backyard, do you need to know the perimeter or the area of the backyard? Explain your reasoning.
215. Look at the two figures. (a) Which figure looks like it has the larger area? Which looks like it has the larger perimeter? (b) Now calculate
the area and perimeter of each figure. Which has the larger area? Which has the larger perimeter?
216. The length of a rectangle is 5 feet more than the width. The area is 50 square feet. Find the length and the width. (a) Write the equation
you would use to solve the problem. (b) Why can’t you solve this equation with the methods you learned in the previous chapter?
(b) On a scale of 1–10, how would you rate your mastery of this section in light of your responses on the checklist? How can you improve
this?
This page titled 9.7: Use Properties of Rectangles, Triangles, and Trapezoids (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or
curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Evaluate x2 when x = 5. If you missed this problem, review Example 2.3.3.
2. Using 3.14 for π, approximate the (a) circumference and (b) the area of a circle with radius 8 inches. If you missed this
problem, review Example 5.6.12.
22
3. Simplify (0.25)2 and round to the nearest thousandth. If you missed this problem, review Example 5.5.9.
7
In this section, we’ll continue working with geometry applications. We will add several new formulas to our collection of formulas.
To help you as you do the examples and exercises in this section, we will show the Problem Solving Strategy for Geometry
Applications here.
Step 1. Read the problem and make sure you understand all the words and ideas. Draw the figure and label it with the given
information.
Step 2. Identify what you are looking for.
Step 3. Name what you are looking for. Choose a variable to represent that quantity
Step 4. Translate into an equation by writing the appropriate formula or model for the situation. Substitute in the given
information.
Step 5. Solve the equation using good algebra techniques.
Step 6. Check the answer in the problem and make sure it makes sense.
Step 7. Answer the question with a complete sentence.
Example 9.8.1:
A circular sandbox has a radius of 2.5 feet. Find the (a) circumference and (b) area of the sandbox.
Solution
(a)
Step 1. Read the problem. Draw the figure and label it with the given
information.
Step 2. Identify what you are looking for. the circumference of the circle
Step 3. Name. Choose a variable to represent it. Let c = circumference of the circle
C = 2πr
Step 4. Translate. Write the appropriate formula. Substitute.
C = 2π(2.5)
C ≈ 2(3.14)(2.5)
Step 5. Solve the equation.
C ≈ 15 f t
Step 7. Answer the question. The circumference of the sandbox is 15.7 feet.
(b)
Step 1. Read the problem. Draw the figure and label it with the given
information.
Step 2. Identify what you are looking for. the area of the circle
Step 3. Name. Choose a variable to represent it. Let A = the area of the circle
2
A = πr
Step 4. Translate. Write the appropriate formula. Substitute. 2
A = π(2.5)
Yes. If we draw a square around the circle, its sides would be 5 ft, as
Step 6. Check. Does this answer make sense? shown in part (a). So the area of the square would be 25 sq. ft. This is
slightly more than the circle's area, 19.625 sq. ft.
Step 7. Answer the question. The area of the circle is 19.625 square feet.
Exercise 9.8.1:
A circular mirror has radius of 5 inches. Find the (a) circumference and (b) area of the mirror.
Answer a
31.4 in.
Answer b
78.5 sq. in.
Exercise 9.8.2:
A circular spa has radius of 4.5 feet. Find the (a) circumference and (b) area of the spa.
Answer a
28.26 ft
Answer b
63.585 sq. ft
We usually see the formula for circumference in terms of the radius r of the circle:
C = 2πr (9.8.1)
But since the diameter of a circle is two times the radius, we could write the formula for the circumference in terms of d.
C = 2πr
So C = πd
We will use this form of the circumference when we’re given the length of the diameter instead of the radius.
Example 9.8.2:
A circular table has a diameter of four feet. What is the circumference of the table?
Solution
Step 1. Read the problem. Draw the figure and label it with the given
information.
Step 3. Name. Choose a variable to represent it. Let c = the circumference of the table
Substitute. C = π(4)
C ≈ (3.14)(4)
Step 5. Solve the equation, using 3.14 for π.
C ≈ 12.56 f t
If we put a square around the circle, its side would be 4. The perimeter
would be 16. It makes sense that the circumference of the circle,
12.56, is a little less than 16.
Step 6. Check.
Step 7. Answer the question. The diameter of the table is 12.56 square feet.
Exercise 9.8.3:
Find the circumference of a circular fire pit whose diameter is 5.5 feet.
Answer
17.27 ft
Exercise 9.8.4:
Answer
37.68 ft.
Example 9.8.3:
Step 1. Read the problem. Draw the figure and label it with the given
information.
Step 3. Name. Choose a variable to represent it. Let d = the diameter of the circle
47.11 3.14d
≈
Step 5. Solve. 3.14 3.14
15 ≈ d
?
47.1 = (3.14)(15)
Step 6. Check.
47.1 = 47.1 ✓
Step 7. Answer the question. The diameter of the circle is approximately 15 centimeters.
Exercise 9.8.5:
Answer
30 cm
Exercise 9.8.6:
Answer
110 ft
Example 9.8.4:
Solution
The given figure is irregular, but we can break it into two rectangles. The area of the shaded region will be the sum of the areas
of both rectangles.
Af igure = bh + bh
Af igure = 12 ⋅ 4 + 2 ⋅ 6
Af igure = 48 + 12
Af igure = 60
Exercise 9.8.7:
Answer
28 sq. units
Exercise 9.8.8:
Find the area of each shaded region:
Answer
110 sq. units
Solution
We can break this irregular figure into a triangle and rectangle. The area of the figure will be the sum of the areas of triangle
and rectangle.
The rectangle has a length of 8 units and a width of 4 units.
We need to find the base and height of the triangle.
Since both sides of the rectangle are 4, the vertical side of the triangle is 3, which is 7 − 4. The length of the rectangle is 8, so
the base of the triangle will be 3, which is 8 − 4.
Now we can add the areas to find the area of the irregular figure.
Af igure = Arectangle + Atriangle
1
Af igure = lw + bh
2
1
Af igure =8⋅4+ ⋅3⋅3
2
Af igure = 32 + 4.5
Exercise 9.8.9:
Answer
36.5 sq. units
Exercise 9.8.10:
Example 9.8.6:
A high school track is shaped like a rectangle with a semi-circle (half a circle) on each end. The rectangle has length 105
meters and width 68 meters. Find the area enclosed by the track. Round your answer to the nearest hundredth.
Solution
We will break the figure into a rectangle and two semi-circles. The area of the figure will be the sum of the areas of the
rectangle and the semicircles.
The rectangle has a length of 105 m and a width of 68 m. The semi-circles have a diameter of 68 m, so each has a radius of 34
m.
Af igure = Arectangle + Asemicircles
1
2
Af igure = bh + 2 ( π⋅r )
2
1
2
Af igure ≈ 105 ⋅ 68 + 2 ( ⋅ 3.14 ⋅ 34 )
2
Exercise 9.8.11:
Answer
103.2 sq. units
Exercise 9.8.12:
Circumference of a Circle
Area of a Circle
Area of an L-shaped polygon
Area of an L-shaped polygon with Decimals
Perimeter Involving a Rectangle and Circle
Area Involving a Rectangle and Circle
236.
237.
238.
239.
240.
241.
242.
244.
245.
246.
247.
248.
250.
251.
252.
253.
254.
In the following exercises, solve.
255. A city park covers one block plus parts of four more blocks, as shown. The block is a square with sides 250 feet long, and the
triangles are isosceles right triangles. Find the area of the park.
257. Perry needs to put in a new lawn. His lot is a rectangle with a length of 120 feet and a width of 100 feet. The house is
rectangular and measures 50 feet by 40 feet. His driveway is rectangular and measures 20 feet by 30 feet, as shown. Find the
area of Perry’s lawn.
258. Denise is planning to put a deck in her back yard. The deck will be a 20-ft by 12-ft rectangle with a semicircle of diameter 6
feet, as shown below. Find the area of the deck.
Everyday Math
259. Area of a Tabletop Yuki bought a drop-leaf kitchen table. The rectangular part of the table is a 1-ft by 3-ft rectangle with a
semicircle at each end, as shown.(a) Find the area of the table with one leaf up. (b) Find the area of the table with both leaves
up.
260. Painting Leora wants to paint the nursery in her house. The nursery is an 8-ft by 10-ft rectangle, and the ceiling is 8 feet tall.
There is a 3-ft by 6.5-ft door on one wall, a 3-ft by 6.5-ft closet door on another wall, and one 4-ft by 3.5-ft window on the third
wall. The fourth wall has no doors or windows. If she will only paint the four walls, and not the ceiling or doors, how many
square feet will she need to paint?
Writing Exercises
261. Describe two different ways to find the area of this figure, and then show your work to make sure both ways give the same area.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) After looking at the checklist, do you think you are well prepared for the next section? Why or why not?
This page titled 9.8: Solve Geometry Applications- Circles and Irregular Figures is shared under a CC BY 4.0 license and was authored, remixed,
and/or curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Evaluate x3 when x = 5. If you missed this problem, review Example 2.3.3.
2. Evaluate 2x when x = 5. If you missed this problem, review Example 2.3.4.
7
3. Find the area of a circle with radius . If you missed this problem, review Example 5.6.12.
2
In this section, we will finish our study of geometry applications. We find the volume and surface area of some three-dimensional
figures. Since we will be solving applications, we will once again show our Problem-Solving Strategy for Geometry Applications.
The volume, V, of any rectangular solid is the product of the length, width, and height.
V = LW H (9.9.1)
We could also write the formula for volume of a rectangular solid in terms of the area of the base. The area of the base, B, is equal
to length × width.
B = L⋅W (9.9.2)
We can substitute B for L • W in the volume formula to get another form of the volume formula.
V = L⋅W ⋅H
V = (L ⋅ W ) ⋅ H
V = Bh
We now have another version of the volume formula for rectangular solids. Let’s see how this works with the 4 × 2 × 3 rectangular
solid we started with. See Figure 9.9.3.
Figure 9.9.3
To find the surface area of a rectangular solid, think about finding the area of each of its faces. How many faces does the
rectangular solid above have? You can see three of them.
Notice for each of the three faces you see, there is an identical opposite face that does not show.
S = (f ront + back) + (lef t side + right side) + (top + bottom)
S = 2 ⋅ 12 + 2 ⋅ 6 + 2 ⋅ 8
S = 24 + 12 + 16
S = 52 sq. units
The surface area S of the rectangular solid shown in Figure 9.9.3 is 52 square units.
In general, to find the surface area of a rectangular solid, remember that each face is a rectangle, so its area is the product of its
length and its width (see Figure 9.9.4). Find the area of each face that you see and then multiply each area by two to account for the
face on the opposite side.
S = 2LH + 2LW + 2W H (9.9.3)
Example 9.9.1:
For a rectangular solid with length 14 cm, height 17 cm, and width 9 cm, find the (a) volume and (b) surface area.
Solution
Step 1 is the same for both (a) and (b), so we will show it just once.
Step 1. Read the problem. Draw the figure and label it with the given
information.
(a)
Step 2. Identify what you are looking for. the volume of the rectangular solid
V = LW H
Step 4. Translate. Write the appropriate formula. Substitute.
V = 14 ⋅ 9 ⋅ 9 ⋅ 17
(b)
Step 2. Identify what you are looking for. the surface area of the solid
S = 2LH + 2LW + 2W H
Step 4. Translate. Write the appropriate formula. Substitute.
S = 2(14 ⋅ 17) + 2(14 ⋅ 9) + 2(9 ⋅ 17)
Step 7. Answer the question. The surface area is 1,034 square centimeters.
Exercise 9.9.1:
Find the (a) volume and (b) surface area of rectangular solid with the: length 8 feet, width 9 feet, and height 11 feet.
Answer a
792 cu. ft
Answer b
518 sq. ft
Exercise 9.9.2:
Find the (a) volume and (b) surface area of rectangular solid with the: length 15 feet, width 12 feet, and height 8 feet.
Answer a
1,440 cu. ft
Answer b
792 sq. ft
Example 9.9.2:
A rectangular crate has a length of 30 inches, width of 25 inches, and height of 20 inches. Find its (a) volume and (b) surface
area.
Solution
Step 1 is the same for both (a) and (b), so we will show it just once.
Step 1. Read the problem. Draw the figure and label it with the given
information.
(a)
Step 2. Identify what you are looking for. the volume of the crate
V = LW H
Step 4. Translate. Write the appropriate formula. Substitute.
V = 30 ⋅ 25 ⋅ 20
(b)
Step 2. Identify what you are looking for. the surface area of the crate
S = 2LH + 2LW + 2W H
Step 4. Translate. Write the appropriate formula. Substitute.
S = 2(30 ⋅ 20) + 2(30 ⋅ 25) + 2(25 ⋅ 20)
Step 7. Answer the question. The surface area is 3,700 square inches.
Exercise 9.9.3:
A rectangular box has length 9 feet, width 4 feet, and height 6 feet. Find its (a) volume and (b) surface area.
Answer a
216 cu. ft
Answer b
228 sq. ft
Exercise 9.9.4:
A rectangular suitcase has length 22 inches, width 14 inches, and height 9 inches. Find its (a) volume and (b) surface area.
Answer a
2,772 cu. in
Answer b
1,264 sq. in.
V = LW H S = 2LH + 2LW + 2W H
V = s⋅ s⋅ s S = 2s ⋅ s + 2s ⋅ s + 2s ⋅ s
3 2 2 2
V =s S = 2s + 2s + 2s
2
S = 6s
So for a cube, the formulas for volume and surface area are V = s3 and S = 6s2.
A cube is 2.5 inches on each side. Find its (a) volume and (b) surface area.
Solution
Step 1 is the same for both (a) and (b), so we will show it just once.
Step 1. Read the problem. Draw the figure and label it with the given
information.
(a)
Step 2. Identify what you are looking for. the volume of the crate
3
V = (2.5)
Step 5. Solve. Substitute and solve.
V = 15.625
(b)
Step 2. Identify what you are looking for. the surface area of the crate
Step 3. Name. Choose a variable to represent it. the surface area of the crate
2
S = 6 ⋅ (2.5)
Step 5. Solve. Substitute and solve.
S = 37.5
Step 7. Answer the question. The surface area is 37.5 square inches.
Exercise 9.9.5:
For a cube with side 4.5 meters, find the (a) volume and (b) surface area of the cube.
Answer a
91.125 cu. m
Answer b
121.5 sq. m
Answer a
389.017 cu. yd.
Answer b
319.74 sq. yd.
Example 9.9.4:
A notepad cube measures 2 inches on each side. Find its (a) volume and (b) surface area.
Solution
Step 1. Read the problem. Draw the figure and label it with the given
information.
(a)
Step 2. Identify what you are looking for. the volume of the crate
3
V = 2
Step 5. Solve the equation.
V = 8
(b)
Step 2. Identify what you are looking for. the surface area of the crate
Step 3. Name. Choose a variable to represent it. the surface area of the crate
2
S = 6 ⋅2
Step 5. Solve the equation.
S = 24
Exercise 9.9.7:
A packing box is a cube measuring 4 feet on each side. Find its (a) volume and (b) surface area.
Answer a
64 cu. ft
Exercise 9.9.8:
A wall is made up of cube-shaped bricks. Each cube is 16 inches on each side. Find the (a) volume and (b) surface area of each
cube.
Answer a
4,096 cu. in.
Answer b
1,536
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remixed, and/or curated by OpenStax.
387. side x
388. side b
389.
390.
391.
392.
393.
396. Seong is building shelving in his garage. The shelves are 36 inches wide and 15 inches tall. He wants to put a diagonal brace
across the back to stabilize the shelves, as shown. How long should the brace be?
401.
402.
430.
431.
432.
433.
434.
PRACTICE TEST
470. Four-fifths of the people on a hike are children. If there are 12 children, what is the total number of people on the hike?
471. The sum of 13 and twice a number is −19. Find the number.
472. One number is 3 less than another number. Their sum is 65. Find the numbers.
473. Bonita has $2.95 in dimes and quarters in her pocket. If she has 5 more dimes than quarters, how many of each coin does she
have?
474. At a concert, $1600 in tickets were sold. Adult tickets were $9 each and children’s tickets were $4 each. If the number of adult
tickets was 30 fewer than twice the number of children’s tickets, how many of each kind were sold?
475. Find the complement of a 52° angle.
476. The measure of one angle of a triangle is twice the measure of the smallest angle. The measure of the third angle is 14 more
than the measure of the smallest angle. Find the measures of all three angles.
477. The perimeter of an equilateral triangle is 145 feet. Find the length of each side.
478. ΔABC is similar to ΔXYZ. Find the length of side c.
479. Find the length of the missing side. Round to the nearest tenth, if necessary.
480. Find the length of the missing side. Round to the nearest tenth, if necessary.
481. A baseball diamond is shaped like a square with sides 90 feet long. How far is it from home plate to second base, as shown?
482. The length of a rectangle is 2 feet more than five times the width. The perimeter is 40 feet. Find the dimensions of the rectangle.
483. A triangular poster has base 80 centimeters and height 55 centimeters. Find the area of the poster.
484. A trapezoid has height 14 inches and bases 20 inches and 23 inches. Find the area of the trapezoid.
485. A circular pool has diameter 90 inches. What is its circumference? Round to the nearest tenth.
486. Find the area of the shaded region. Round to the nearest tenth.
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OpenStax.
If the sum of the measures of two angles is 90°, then they are called
complementary angles
complementary angles.
cone A cone is a solid figure with one circular base and a vertex.
cube A cube is a rectangular solid whose length, width, and height are equal.
A cylinder is a solid figure with two parallel circles of the same size at
cylinder
the top and bottom.
A triangle with all three sides of equal length is called an equilateral
equilateral triangle
triangle.
hypotenuse The side of the triangle opposite the 90° angle is called the hypotenuse.
isosceles triangle A triangle with two sides of equal length is called an isosceles triangle.
legs of a right triangle The sides of a right triangle adjacent to the right angle
rectangle A geometric figure that has four sides and four right angles.
In geometry, if two figures have exactly the same shape but different
similar figures
sizes, we say they are similar figures.
If the sum of the measures of two angles is 180°, then they are called
supplementary angles
supplementary angles.
A four-sided figure, a quadrilateral, with two sides that are parallel and
trapezoid
two sides that are not.
When two rays meet to form an angle, the common endpoint is called the
vertex of an angle
vertex of the angle.
Key Concepts
9.1 - Use a Problem Solving Strategy
Problem Solving Strategy
1. Read the word problem. Make sure you understand all the words and ideas. You may need to read the problem two or more
times. If there are words you don't understand, look them up in a dictionary or on the internet.
2. Identify what you are looking for.
3. Name what you are looking for. Choose a variable to represent that quantity.
4. Translate into an equation. It may be helpful to first restate the problem in one sentence before translating.
5. Solve the equation using good algebra techniques.
6. Check the answer in the problem. Make sure it makes sense.
7. Answer the question with a complete sentence.
where number is the number of coins, value is the value of each coin, and total value is the total value of all the coins.
Solve a Coin Word Problem
1. Read the problem. Make sure you understand all the words and ideas, and create a table to organize the information.
2. Identify what you are looking for.
3. Name what you are looking for. Choose a variable to represent that quantity.
Use variable expressions to represent the number of each type of coin and write them in the table.
Multiply the number times the value to get the total value of each type of coin.
4. Translate into an equation. Write the equation by adding the total values of all the types of coins.
5. Solve the equation using good algebra techniques.
6. Check the answer in the problem and make sure it makes sense.
7. Answer the question with a complete sentence.
Table 9.16
Type Number Value ($) Total Value ($)
Right Triangle
A right triangle is a triangle that has one 90° angle, which is often marked with a symbol.
P = 2L + 2W (9.S.2)
P = a+b +c (9.S.4)
This page titled 9.S: Math Models and Geometry (Summary) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
Example 9.10.5:
A sphere has a radius 6 inches. Find its (a) volume and (b) surface area.
Solution
Step 1 is the same for both (a) and (b), so we will show it just once.
Step 1. Read the problem. Draw the figure and label it with the given
information.
(a)
Step 2. Identify what you are looking for. the volume of the sphere
4
Step 4. Translate. Write the appropriate formula. V = πr
3
(9.6.12)
3
4
3
V ≈ (3.14)6
Step 5. Solve. 3
Step 7. Answer the question. The volume is approximately 904.32 cubic inches.
(b)
Step 2. Identify what you are looking for. the surface area of the cube
Step 7. Answer the question. The surface area is approximately 452.16 square inches.
Exercise 9.10.9:
Find the (a) volume and (b) surface area of a sphere with radius 3 centimeters.
Answer a
113.04 cu. cm
Answer b
113.04 sq. cm
Exercise 9.10.10:
Find the (a) volume and (b) surface area of each sphere with a radius of 1 foot
Answer a
4.19 cu. ft
Answer b
12.56 sq. ft
Example 9.10.6:
A globe of Earth is in the shape of a sphere with radius 14 centimeters. Find its (a) volume and (b) surface area. Round the
answer to the nearest hundredth.
Step 1. Read the problem. Draw the figure and label it with the given
information.
(a)
Step 2. Identify what you are looking for. the volume of the sphere
4
3
V = πr
Step 4. Translate. Write the appropriate formula. Substitute. (Use 3
3.14 for π) 4
3
V ≈ (3.14)14
3
Step 7. Answer the question. The volume is approximately 11,488.21 cubic inches.
Step 2. Identify what you are looking for. the surface area of the sphere
2
S = 4πr
Step 4. Translate. Write the appropriate formula. 2
S ≈ 4(3.14)14
Step 7. Answer the question. The surface area is approximately 2461.76 square inches.
Exercise 9.10.11:
A beach ball is in the shape of a sphere with radius of 9 inches. Find its (a) volume and (b) surface area.
Answer a
3052.08 cu. in
Answer b
1017.36 sq. in.
Exercise 9.10.12:
A Roman statue depicts Atlas holding a globe with radius of 1.5 feet. Find the (a) volume and (b) surface area of the globe.
Answer a
14.13 cu. ft
Answer b
28.26 sq. ft
Figure 9.10.5 - A cylinder has two circular bases of equal size. The height is the distance between the bases.
Rectangular solids and cylinders are somewhat similar because they both have two bases and a height. The formula for the volume
of a rectangular solid, V = Bh, can also be used to find the volume of a cylinder.
For the rectangular solid, the area of the base, B, is the area of the rectangular base, length × width. For a cylinder, the area of the
base, B, is the area of its circular base, πr2. Figure 9.10.6 compares how the formula V = Bh is used for rectangular solids and
cylinders.
Figure 9.10.7 - By cutting and unrolling the label of a can of vegetables, we can see that the surface of a cylinder is a rectangle.
The length of the rectangle is the circumference of the cylinder’s base, and the width is the height of the cylinder.
The distance around the edge of the can is the circumference of the cylinder’s base it is also the length L of the rectangular label.
The height of the cylinder is the width W of the rectangular label. So the area of the label can be represented as
To find the total surface area of the cylinder, we add the areas of the two circles to the area of the rectangle.
A cylinder has height 5 centimeters and radius 3 centimeters. Find the (a) volume and (b) surface area.
Solution
Step 1. Read the problem. Draw the figure and label it with the given
information.
(a)
Step 2. Identify what you are looking for. the volume of the cylinder
Step 7. Answer the question. The volume is approximately 141.3 cubic inches.
(b)
Step 2. Identify what you are looking for. the surface area of the cylinder
2
S = 2πr + 2πrh
Step 4. Translate. Write the appropriate formula. 2
S ≈ 2(3.14)3 + 2(3.14)(3)5
Step 7. Answer the question. The surface area is approximately 150.72 square inches.
Exercise 9.10.13:
Find the (a) volume and (b) surface area of the cylinder with radius 4 cm and height 7 cm.
Answer a
351.68 cu. cm
Answer b
276.32 sq. ft
Find the (a) volume and (b) surface area of the cylinder with given radius 2 ft and height 8 ft.
Answer a
100.48 cu. ft
Answer b
125.6 sq. ft
Example 9.10.8:
Find the (a) volume and (b) surface area of a can of soda. The radius of the base is 4 centimeters and the height is 13
centimeters. Assume the can is shaped exactly like a cylinder.
Solution
Step 1. Read the problem. Draw the figure and label it with the given
information.
(a)
Step 2. Identify what you are looking for. the volume of the cylinder
Step 7. Answer the question. The volume is approximately 653.12 cubic centimeters.
(b)
Step 2. Identify what you are looking for. the surface area of the cylinder
2
S = 2πr + 2πrh
Step 4. Translate. Write the appropriate formula. 2
S ≈ 2(3.14)4 + 2(3.14)(4)13
Step 7. Answer the question. The surface area is approximately 427.04 square centimeters.
Answer a
3,818.24 cu. cm
Answer b
1,356.48 sq. cm
Exercise 9.10.16:
Find the (a) volume and (b) surface area of a cylindrical drum with radius 2.7 feet and height 4 feet. Assume the drum is
shaped exactly like a cylinder.
Answer a
91.5624 cu. ft
Answer b
113.6052 sq. ft
Figure 9.10.8 - The height of a cone is the distance between its base and the vertex.
Earlier in this section, we saw that the volume of a cylinder is V = πr2h. We can think of a cone as part of a cylinder. Figure 9.10.9
shows a cone placed inside a cylinder with the same height and same base. If we compare the volume of the cone and the cylinder,
we can see that the volume of the cone is less than that of the cylinder.
Figure 9.10.9 - The volume of a cone is less than the volume of a cylinder with the same base and height.
In fact, the volume of a cone is exactly one-third of the volume of a cylinder with the same base and height. The volume of a cone
is
1
V = Bh (9.6.21)
3
Since the base of a cone is a circle, we can substitute the formula of area of a circle, πr2, for B to get the formula for volume of a
cone.
In this book, we will only find the volume of a cone, and not its surface area.
Example 9.10.9:
Find the volume of a cone with height 6 inches and radius of its base 2 inches.
Solution
Step 1. Read the problem. Draw the figure and label it with the given
information.
Step 2. Identify what you are looking for. the volume of the cone
1
2
V = πr h
Step 4. Translate. Write the appropriate formula. Substitute. (Use 3
3.14 for π) 1
2
V ≈ (3.14)(2 ) (6)
3
Step 7. Answer the question. The volume is approximately 25.12 cubic inches.
Exercise 9.10.17:
Find the volume of a cone with height 7 inches and radius 3 inches
Answer
65.94 cu. in.
Exercise 9.10.18:
Find the volume of a cone with height 9 centimeters and radius 5 centimeters
Answer
235.5 cu. cm
Step 1. Read the problem. Draw the figure and label it with the given
information.
Step 2. Identify what you are looking for. the volume of the cone
1
Step 4. Translate. Write the appropriate formula. Substitute. (Use V =
2
πr h
3
3.14 for π, and notice that we were given the distance across the
1
2
circle, which is its diameter. The radius is 2.5 inches.) V ≈ (3.14)(2.5 ) (8)
3
Step 7. Answer the question. The volume of the wrap is approximately 52.33 cubic inches.
Exercise 9.10.19:
How many cubic inches of candy will fit in a cone-shaped piñata that is 18 inches long and 12 inches across its base? Round
the answer to the nearest hundredth.
Answer
678.24 cu. in.
Exercise 9.10.20:
What is the volume of a cone-shaped party hat that is 10 inches tall and 7 inches across at the base? Round the answer to the
nearest hundredth.
Answer
128.2 cu. in.
Volume of a Cone
304. Ice cream cones A regular ice cream cone is 4 inches tall and has a diameter of 2.5 inches. A waffle cone is 7 inches tall and
has a diameter of 3.25 inches. To the nearest hundredth, (a) find the volume of the regular ice cream cone. (b) find the volume
of the waffle cone. (c) how much more ice cream fits in the waffle cone compared to the regular cone?
Writing Exercises
305. The formulas for the volume of a cylinder and a cone are similar. Explain how you can remember which formula goes with
which shape.
306. Which has a larger volume, a cube of sides of 8 feet or a sphere with a diameter of 8 feet? Explain your reasoning.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) After reviewing this checklist, what will you do to become confident for all objectives?
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Be Prepared!
Before you get started, take this readiness quiz.
1. Write 35 miles per gallon as a unit rate. If you missed this problem, review Example 5.11.8.
2. Solve 6x + 24 = 96. If you missed this problem, review Example 8.4.1.
3. Find the simple interest earned after 5 years on $1,000 at an interest rate of 4%. If you missed this problem, review
Example 6.4.1.
miles
Notice that the units we used above for the rate were miles per hour, which we can write as a ratio . Then when we
hour
multiplied by the time, in hours, the common units ‘hour’ divided out. The answer was in miles.
Example 9.11.1:
1
Jamal rides his bike at a uniform rate of 12 miles per hour for 3 hours. How much distance has he traveled?
2
Solution
d = ?
Step 1. Read the problem. You may want to create a mini-chart to r = 12 mph
d = rt
Step 4. Translate. Write the appropriate formula for the situation.
1
Substitute in the given information. d = 12 ⋅ 3
2
Step 7. Answer the question with a complete sentence. Jamal rode 42 miles.
Exercise 9.11.1:
1
Lindsay drove for 5 hours at 60 miles per hour. How much distance did she travel?
2
Answer
330 mi
Exercise 9.11.2:
1
Trinh walked for 2 hours at 3 miles per hour. How far did she walk?
3
Answer
7 mi
Example 9.11.2:
Rey is planning to drive from his house in San Diego to visit his grandmother in Sacramento, a distance of 520 miles. If he can
drive at a steady rate of 65 miles per hour, how many hours will the trip take?
Solution
d = 520 miles
Step 1. Read the problem. Summarize the information in the problem. r = 65 mph
t = ?
Step 2. Identify what you are looking for. how many hours (time)
d = rt
Step 6. Check: Substitute the numbers into the formula and make sure ?
520 = 65 ⋅ 8
the result is a true statement.
520 = 520 ✓
Exercise 9.11.3:
Lee wants to drive from Phoenix to his brother’s apartment in San Francisco, a distance of 770 miles. If he drives at a steady
rate of 70 miles per hour, how many hours will the trip take?
Answer
11 hours
Exercise 9.11.4:
Yesenia is 168 miles from Chicago. If she needs to be in Chicago in 3 hours, at what rate does she need to drive?
Answer
56 mph
Example 9.11.3:
Solve the formula d = rt for t: (a) when d = 520 and r = 65 (b) in general.
Solution
We’ll write the solutions side-by-side so you can see that solving a formula in general uses the same steps as when we have
numbers to substitute.
520 65t d rt
Divide to isolate t. = (9.11.3) = (9.11.4)
65 65 r r
d
Notice that the solution for (a) is the same as that in Example 9.58. We say the formula t = is solved for t. We can use this
r
version of the formula anytime we are given the distance and rate and need to find the time.
Exercise 9.11.5:
Solve the formula d = rt for r: (a) when d = 180 and t = 4 (b) in general
Answer a
r = 45
Answer b
d
r =
t
Exercise 9.11.6:
Solve the formula d = rt for r: (a) when d = 780 and t = 12 (b) in general
Answer a
r = 65
Answer b
d
r =
t
1
We used the formula A = bh in Use Properties of Rectangles, Triangles, and Trapezoids to find the area of a triangle when we
2
were given the base and height. In the next example, we will solve this formula for the height.
Example 9.11.4:
1
The formula for area of a triangle is A = bh. Solve this formula for h: (a) when A = 90 and b = 15 (b) in general
2
Solution
1
Substitute any given values. 90 = ⋅ 15 ⋅ h (9.11.5)
2
1 1
Clear the fractions. 2 ⋅ 90 = 2 ⋅ ⋅ 15 ⋅ h (9.11.6) 2 ⋅A = 2 ⋅ ⋅b⋅h (9.11.7)
2 2
We can now find the height of a triangle, if we know the area and the base, by using the formula
Exercise 9.11.7:
1
Use the formula A = bh to solve for h: (a) when A = 170 and b = 17 (b) in general
2
Answer a
h = 20
Answer b
2A
h =
b
Exercise 9.11.8:
1
Use the formula A = bh to solve for b: (a) when A = 62 and h = 31 (b) in general
2
Answer a
b =4
Answer b
2A
b =
h
In Solve Simple Interest Applications, we used the formula I = Prt to calculate simple interest, where I is interest, P is principal, r is
rate as a decimal, and t is time in years.
Example 9.11.5:
Solve the formula I = Prt to find the principal, P: (a) when I = $5,600, r = 4%, t = 7 years (b) in general
Solution
I
Simplify. 20,000 = P =P
rt
I
State the answer. The principal is $20,000. P = (9.11.11)
rt
Exercise 9.11.9:
Use the formula I = Prt. Find t: (a) when I = $2,160, r = 6%, P = $12,000; (b) in general
Answer a
t =3 years
Exercise 9.11.10:
Use the formula I = Prt. Find r: (a) when I = $5,400, P = $9,000, t = 5 years; (b) in general
Answer a
r = 0.12 = 12%
Answer b
I
t =
Pt
Later in this course, and in future algebra classes, you’ll encounter equations that relate two variables, usually x and y. You might
be given an equation that is solved for y and need to solve it for x, or vice versa. In the following example, we’re given an equation
with both x and y on the same side and we’ll solve it for y. To do this, we will follow the same steps that we used to solve a formula
for a specific variable.
Example 9.11.6:
Simplify if possible. 12 + 2y = 18 3x + 2y = 18
Simplify. 2y = 6 2y = 18 - 3x
2y 6 2y 18 − 3x
Divide. = (9.11.14) = (9.11.15)
2 2 2 2
18 − 3x
Simplify. y=3 y = (9.11.16)
2
Exercise 9.11.11:
Solve the formula 3x + 4y = 10 for y: (a) when x = 2 (b) in general
Answer a
y =1
Answer b
10−3x
y =
4
Answer a
y = −1
Answer b
18−5x
y =
2
In the previous examples, we used the numbers in part (a) as a guide to solving in general in part (b). Do you think you’re ready to
solve a formula in general without using numbers as a guide?
Example 9.11.7:
Solve the formula P = a + b + c for a.
Solution
We will isolate a on one side of the equation.
Simplify. P−b−c=a
So, a = P − b − c.
Exercise 9.11.13:
Answer
b=P-a-c
Exercise 9.11.14:
Answer
c=P-a-b
Example 9.11.8:
Simplify. y = 10 - 3x
Exercise 9.11.15:
Answer
y = 11 - 7x
Exercise 9.11.16:
Solve the formula 11x + y = 8 for y.
Answer
y = 8 - 11x
Example 9.11.9:
Simplify. 5y = 13 - 6x
5y 13 − 6x
Divide 5 to make the coefficient 1. = (9.11.20)
5 5
13 − 6x
Simplify. y = (9.11.21)
5
Exercise 9.11.17:
Answer
9−4x
y =
7
Exercise 9.11.18:
Solve the formula 5x + 8y = 1 for y.
Answer
1−5x
y =
8
Everyday Math
357. Converting temperature While on a tour in Greece, Tatyana saw that the temperature was 40° Celsius. Solve for F in the
5
formula C = (F − 32) to find the temperature in Fahrenheit.
9
358. Converting temperature Yon was visiting the United States and he saw that the temperature in Seattle was 50° Fahrenheit.
9
Solve for C in the formula F = C + 32 to find the temperature in Celsius.
5
Writing Exercises
359. Solve the equation 2x + 3y = 6 for y: (a) when x = −3 (b) in general (c) Which solution is easier for you? Explain why.
360. Solve the equation 5x − 2y = 10 for x: (a) when y = 10 (b) in general (c) Which solution is easier for you? Explain why.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) Overall, after looking at the checklist, do you think you are well-prepared for the next Chapter? Why or why not?
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10: Polynomials
Expressions known as polynomials are used widely in algebra. Applications of these expressions are essential to many careers,
including economists, engineers, and scientists. In this chapter, we will find out what polynomials are and how to manipulate them
through basic mathematical operations.
10.1: Add and Subtract Polynomials
10.2: Use Multiplication Properties of Exponents (Part 1)
10.3: Use Multiplication Properties of Exponents (Part 2)
10.4: Multiply Polynomials (Part 1)
10.5: Multiply Polynomials (Part 2)
10.6: Divide Monomials (Part 1)
10.7: Divide Monomials (Part 2)
10.8: Integer Exponents and Scientific Notation (Part 1)
10.9: Integer Exponents and Scientific Notation (Part 2)
10.E: Polynomials (Exercises)
10.S: Polynomials (Summary)
10.10: Introduction to Factoring Polynomials
Figure 10.1 - The paths of rockets are calculated using polynomials. (credit: NASA, Public Domain)
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1
10.1: Add and Subtract Polynomials
Learning Objectives
Identify polynomials, monomials, binomials, and trinomials
Determine the degree of polynomials
Add and subtract monomials
Add and subtract polynomials
Evaluate a polynomial for a given value
be prepared!
Before you get started, take this readiness quiz.
1. Simplify: 8x + 3x. If you missed this problem, review Example 2.3.10.
2. Subtract: (5n + 8) − (2n − 1). If you missed this problem, review Example 7.4.13.
3. Evaluate: 4y2 when y = 5 If you missed this problem, review Example 2.3.6.
Definition: Polynomials
polynomial — A monomial, or two or more monomials, combined by addition or subtraction
monomial — A polynomial with exactly one term
binomial — A polynomial with exactly two terms
trinomial — A polynomial with exactly three terms
Notice that every monomial, binomial, and trinomial is also a polynomial. They are special members of the family of polynomials
and so they have special names. We use the words ‘monomial’, ‘binomial’, and ‘trinomial’ when referring to these special
polynomials and just call all the rest ‘polynomials’.
Example 10.1.1:
Determine whether each polynomial is a monomial, binomial, trinomial, or other polynomial: (a) 8x2 − 7x − 9 (b) −5a4 (c) x4 −
7x3 − 6x2 + 5x + 2 (d) 11 − 4y3 (e) n
Solution
(e) n 1 Monomial
Exercise 10.1.1:
Determine whether each polynomial is a monomial, binomial, trinomial, or other polynomial. (a) z (b) 2x3 − 4x2 − x − 8 (c)
6x2 − 4x + 1 (d) 9 − 4y2 (e) 3x7
Answer a
monomial
Answer b
polynomial
Answer c
trinomial
Answer d
binomial
Answer e
monomial
Exercise 10.1.2:
Determine whether each polynomial is a monomial, binomial, trinomial, or other polynomial. (a) y3 − 8 (b) 9x3 − 5x2 − x (c) x4
− 3x2 − 4x − 7 (d) −y4 (e) w
Answer a
binomial
Answer b
trinomial
Answer c
polynomial
Answer d
monomial
Answer e
monomial
Let's see how this works by looking at several polynomials. We'll take it step by step, starting with monomials, and then
progressing to polynomials with more terms.
Remember: Any base written without an exponent has an implied exponent of 1.
Example 10.1.2:
Find the degree of the following polynomials: (a) 4x (b) 3x3 − 5x + 7 (c) −11 (d) −6x2 + 9x − 3 (e) 8x + 2
Solution
(a) 4x
(b) 3x3 − 5x + 7
(c) −11
(d) −6x2 + 9x − 3
(e) 8x + 2
Exercise 10.1.3:
Find the degree of the following polynomials: (a) −6y (b) 4x − 1 (c) 3x4 + 4x2 − 8 (d) 2y2 + 3y + 9 (e) −18
Answer a
1
Answer b
1
Answer c
4
Answer d
2
Answer e
0
Exercise 10.1.4:
Find the degree of the following polynomials: (a) 47 (b) 2x2 − 8x + 2 (c) x4 − 16 (d) y5 − 5y3 + y (e) 9a3
Answer a
0
Answer b
2
Answer c
4
Answer d
5
Answer e
3
Working with polynomials is easier when you list the terms in descending order of degrees. When a polynomial is written this way,
it is said to be in standard form. Look back at the polynomials in Example 10.2. Notice that they are all written in standard form.
Get in the habit of writing the term with the highest degree first.
Exercise 10.1.5:
Answer
17x2
Exercise 10.1.6:
Answer
-3y2
Example 10.1.4:
Exercise 10.1.7:
Subtract: 9n − (−5n).
Answer
14n
Exercise 10.1.8:
Answer
-2a3
Example 10.1.5:
Remember, −6a2 and 4b2 are not like terms. The variables are not the same.
Answer
-2x2 + 3y2
Exercise 10.1.10:
Answer
-2a2 + b2
Example 10.1.6:
Exercise 10.1.11:
Find the sum: (3x2 − 2x + 8) + (x2 − 6x + 2).
Answer
4x2 - 8x + 10
Exercise 10.1.12:
Answer
11y2 + 9y - 5
Parentheses are grouping symbols. When we add polynomials as we did in Example 10.6, we can rewrite the expression without
parentheses and then combine like terms. But when we subtract polynomials, we must be very careful with the signs.
Example 10.1.7:
Find the difference: (7u2 − 5u + 3) − (4u2 − 2).
Solution
Exercise 10.1.13:
Find the difference: (6y2 + 3y − 1) − (3y2 − 4).
Answer
3y2 + 3y + 3
Exercise 10.1.14:
Answer
3u2 - u + 2
Example 10.1.8:
Exercise 10.1.15:
Answer
4n2 + 12n
Exercise 10.1.16:
Subtract: (a2 − 4a − 9) from (6a2 + 4a − 1).
Answer
5a2 + 8a + 8
Multiply. 27 − 27 + 7
Simplify. 7
(b) x = −1
Multiply. 3+9+7
Simplify. 19
Exercise 10.1.17:
Answer a
13
Answer b
3
Exercise 10.1.18:
Evaluate: 7y2 − y − 2 when (a) y = −4 (b) y = 0
Answer a
114
Answer b
-2
Example 10.1.10:
The polynomial −16t 2 + 300 gives the height of an object t seconds after it is dropped from a 300 foot tall bridge. Find the
height after t = 3 seconds.
Solution
Simplify. 156
Answer
4 feet
Exercise 10.1.20:
The polynomial −8t2 + 24t + 4 gives the height, in feet, of a ball x seconds after it is tossed into the air, from an initial height of
4 feet. Find the height after t = 2 seconds.
Answer
20 feet
Adding Polynomials
Subtracting Polynomials
Writing Exercises
53. Using your own words, explain the difference between a monomial, a binomial, and a trinomial.
54. Eloise thinks the sum 5x2 + 3x4 is 8x6. What is wrong with her reasoning?
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
This page titled 10.1: Add and Subtract Polynomials is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
be prepared!
Before you get started, take this readiness quiz.
3 3
1. Simplify: ⋅ . If you missed the problem, review Example 4.3.7.
4 4
2. Simplify: (−2)(−2)(−2). If you missed the problem, review Example 3.7.6.
In the expression am, the exponent tells us how many times we use the base a as a factor.
Before we begin working with variable expressions containing exponents, let’s simplify a few expressions involving only numbers.
Example 10.2.1:
Simplify: (a) 53 (b) 91
Solution
(a) 53
Simplify. 125
(b) 91
Multiply 1 factor of 9. 9
Answer a
64
Answer b
11
Exercise 10.2.2:
Answer a
81
Answer b
21
Example 10.2.2:
2
7
Simplify: (a) ( ) (b) (0.74)2
8
Solution
2
7
(a) ( )
8
7 7
Multiply two factors. ( )( ) (10.2.1)
8 8
49
Simplify. (10.2.2)
64
(b) (0.74)2
Simplify. 0.5476
Exercise 10.2.3:
2
5
Simplify: (a) ( ) (b) (0.67)2
8
Answer a
25
64
Answer b
0.4489
Answer a
8
125
Answer b
0.016129
Example 10.2.3:
Simplify. 81
(b) −34
Simplify. −81
Notice the similarities and differences in parts (a) and (b). Why are the answers different? In part (a) the parentheses tell us to
raise the (−3) to the 4th power. In part (b) we raise only the 3 to the 4th power and then find the opposite.
Exercise 10.2.5:
Answer a
16
Answer b
-16
Exercise 10.2.6:
Answer a
64
Answer b
-64
2 2
x ⋅x (10.2.3)
So, we have x
5
(10.2.4)
2 3
x ⋅x
We write: x
2+3
5
x
The base stayed the same and we added the exponents. This leads to the Product Property for Exponents.
? 5
4⋅8 = 2
32 = 32 ✓
Example 10.2.4:
Simplify: x5 • x7.
Solution
Simplify. x
12
(10.2.8)
Exercise 10.2.7:
Simplify: x7 • x8.
Answer
x15
Simplify: x5 • x11.
Answer
x16
Example 10.2.5:
Simplify: b4 • b.
Solution
Rewrite, b = b1. 4
b ⋅b
1
(10.2.9)
Simplify. b
5
(10.2.11)
Exercise 10.2.9:
Simplify: p9 • p.
Answer
p10
Exercise 10.2.10:
Simplify: m • m7.
Answer
m8
Example 10.2.6:
Simplify: 27 • 29.
Solution
Simplify. 16
2 (10.2.13)
Exercise 10.2.11:
Simplify: 6 • 69.
Answer
610
Simplify: 96 • 99.
Answer
915
Example 10.2.7:
Simplify. y
40
(10.2.15)
Exercise 10.2.13:
Answer
y43
Exercise 10.2.14:
Answer
z39
We can extend the Product Property of Exponents to more than two factors.
Example 10.2.8:
Simplify: x3 • x4 • x2.
Solution
Add the exponents, since the bases are the same. 3+4+2
x (10.2.16)
Simplify. x
9
(10.2.17)
Exercise 10.2.15:
Simplify: x7 • x5 • x9.
Answer
x21
Answer
y15
2 3
(x ) (10.2.18)
So, we have x
6
(10.2.20)
2 3
(x )
We write: x
2⋅3
6
x
We multiplied the exponents. This leads to the Power Property for Exponents.
3 ? 6
(25) = 5
Example 10.2.9:
Simplify. x
35
(10.2.24)
Simplify. x
48
(10.2.26)
Exercise 10.2.17:
Answer a
x28
Answer b
732
Exercise 10.2.18:
Answer a
y54
Answer b
842
This page titled 10.2: Use Multiplication Properties of Exponents (Part 1) is shared under a CC BY 4.0 license and was authored, remixed, and/or
curated by OpenStax.
(2x)3
3
(2x)
We write: 3 3
2 ⋅x
The exponent applies to each of the factors. This leads to the Product to a Power Property for Exponents.
2 ?
6 = 4⋅9
?
36 = 36 ✓
Example 10.3.10:
Simplify: (−11x)2.
Solution
Simplify. 121x
2
(10.2.29)
Exercise 10.3.19:
Simplify: (−14x)2.
Answer
196x2
Exercise 10.3.20:
Simplify: (−12a)2.
Answer
Example 10.3.11:
Simplify: (3xy)3.
Solution
Simplify. 27x y
3 3
(10.2.31)
Exercise 10.3.21:
Simplify: (−4xy)4.
Answer
256x4y4
Exercise 10.3.22:
Simplify: (6xy)3.
Answer
216x3y3
Product Property am • an = am + n
Example 10.3.12:
Simplify: (x2)6(x5)4.
Solution
Simplify: (x4)3(x7)4.
Answer
x40
Exercise 10.3.24:
Simplify: (y9)2(y8)3.
Answer
y42
Example 10.3.13:
Simplify: (−7x3y4)2.
Solution
Exercise 10.3.25:
Simplify: (−8x4y7)3.
Answer
-512x12y21
Exercise 10.3.26:
Simplify: (−3a5b6)4.
Answer
81a20b24
Example 10.3.14:
Simplify: (6n)2(4n3).
Solution
Notice that in the first monomial, the exponent was outside the parentheses and it applied to both factors inside. In the second
monomial, the exponent was inside the parentheses and so it only applied to the n.
Answer
98n14
Exercise 10.3.28:
Simplify: (4m)2(3m3).
Answer
48m5
Example 10.3.15:
Simplify: (3p2q)4(2pq2)3.
Solution
Multiply the constants and add the exponents for each variable. 648p11q10
Exercise 10.3.29:
Simplify: (u3v2)5(4uv4)3.
Answer
64u18v22
Exercise 10.3.30:
Simplify: (5x2y3)2(3xy4)3.
Answer
675x7y18
Multiply Monomials
Since a monomial is an algebraic expression, we can use the properties for simplifying expressions with exponents to multiply the
monomials.
Example 10.3.16:
Multiply: (4x2)(−5x3).
Solution
Multiply. −20x5
Multiply: (7x7)(−8x4).
Answer
-56x11
Exercise 10.3.32:
Multiply: (−9y4)(−6y5).
Answer
54y9
Example 10.3.17:
3
Multiply: ( 3
c d) (12cd2).
4
Solution
3
Use the Commutative Property to rearrange the factors. • 12 • c3 • c • d • d2
4
Multiply. 9c4d3
Exercise 10.3.33:
4
Multiply: ( 4
m n d)
3
(15mn3).
5
Answer
12m5n6
Exercise 10.3.34:
2
Multiply: ( 5
p qd) (18p6q7).
3
Answer
12p11q8
Exponent Properties
Exponent Properties 2
59. (0.2)3
60. (0.4)3
61. (−5)4
62. (−3)5
63. −54
64. −35
65. −104
66. −26
3
2
67. −( )
3
4
1
68. −( )
4
69. −0.52
70. −0.14
119. (8a3)2(2a)4
120. (5r2)3(3r)2
121. (10p4)3(5p6)2
122. (4x3)3(2x5)4
4
1
123. ( 2
x y )
3
(4x5y3)2
2
4
1
124. ( 3
m n )
2
(9m8n3)2
3
125. (3m2n)2(2mn5)4
126. (2pq4)3(5p6q)2
Multiply Monomials
In the following exercises, multiply the following monomials.
127. (12x2)(−5x4)
128. (−10y3)(7y2)
129. (−8u6)(−9u)
130. (−6c4)(−12c)
1
131. ( 8
r ) (20r3)
5
133. (4a3b)(9a2b6)
134. (6m4n3)(7mn5)
4
135. ( xy )
2
(14xy3)
7
3
5
136. ( 3
u v) (24u5v)
8
2 3
137. ( 2
x y) ( xy )
2
3 4
3 5
138. ( 3
m n )(
2 2
m n )
3
5 9
Everyday Math
139. Email Janet emails a joke to six of her friends and tells them to forward it to six of their friends, who forward it to six of their
friends, and so on. The number of people who receive the email on the second round is 62, on the third round is 63, as shown in
the table. How many people will receive the email on the eighth round? Simplify the expression to show the number of people
who receive the email.
1 6
2 62
3 63
… …
8 ?
140. Salary Raul’s boss gives him a 5% raise every year on his birthday. This means that each year, Raul’s salary is 1.05 times his
last year’s salary. If his original salary was $40,000, his salary after 1 year was $40,000(1.05), after 2 years was $40,000(1.05)2,
after 3 years was $40,000(1.05)3, as shown in the table below. What will Raul’s salary be after 10 years? Simplify the
expression, to show Raul’s salary in dollars.
Year Salary
1 $40,000(1.05)
2 $40,000(1.05)2
3 $40,000(1.05)3
… …
10 ?
Writing Exercises
141. Use the Product Property for Exponents to explain why x • x = x2.
142. Explain why −53 = (−5)3 but −54 ≠ (−5)4.
2
1
143. Jorge thinks ( ) is 1. What is wrong with his reasoning?
2
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
This page titled 10.3: Use Multiplication Properties of Exponents (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or
curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Distribute: 2(x + 3). If you missed the problem, review Example 7.4.1.
2. Distribute: −11(4 − 3a). If you missed the problem, review Example 7.4.10.
3. Combine like terms: x2 + 9x + 7x + 63. If you missed the problem, review Example 2.3.9.
Example 10.4.1:
Multiply: 3(x + 7).
Solution
Distribute.
3•x+3•7
Simplify. 3x + 21
Exercise 10.4.1:
Multiply: 6(x + 8).
Answer
6x + 48
Exercise 10.4.2:
Answer
2y + 24
Example 10.4.2:
Multiply: x(x − 8).
Solution
Distribute.
Simplify. x2 - 8x
Exercise 10.4.3:
Answer
2
y − 9y
Exercise 10.4.4:
Answer
2
p − 13p
Example 10.4.3:
Distribute.
10x • 4x + 10x • y
Exercise 10.4.5:
Answer
2
8x + 24xy
Exercise 10.4.6:
Answer
2
18 r + 3rs
Example 10.4.4:
Distribute.
Exercise 10.4.7:
Answer
3 2
−32 y − 20 y + 36y
Exercise 10.4.8:
Answer
3 2
−54 x − 6x + 6x
Example 10.4.5:
Distribute.
Exercise 10.4.9:
Answer
4 3 2
12 x − 9x + 27 x
Exercise 10.4.10:
Answer
4 3 2
24 y − 16 y − 32 y
Example 10.4.6:
Multiply: (x + 3)p.
Solution
Distribute.
Simplify. xp + 3p
Exercise 10.4.11:
Multiply: (x + 8)p.
Answer
xp + 8p
Exercise 10.4.12:
Multiply: (a + 4)p.
Answer
ap + 4p
Distribute (x + 7).
Distribute again. x2 + 7x + 3x + 21
Notice that before combining like terms, we had four terms. We multiplied the two terms of the first binomial by the two terms of
the second binomial—four multiplications.
Be careful to distinguish between a sum and a product.
Sum Product
x +x x⋅x
2
2x x
Example 10.4.7:
Distribute again. x2 + 8x + 6x + 48
Simplify. x2 + 14x + 48
Exercise 10.4.13:
Answer
2
x + 17x + 72
Exercise 10.4.14:
Answer
2
a + 9a + 20
Now we'll see how to multiply binomials where the variable has a coefficient.
Example 10.4.8:
Exercise 10.4.15:
Answer
2
20 x + 51x + 27
Exercise 10.4.16:
Answer
2
80 m + 142m + 63
In the previous examples, the binomials were sums. When there are differences, we pay special attention to make sure the signs of
the product are correct.
Distribute.
Simplify. 24y2 − 2y − 15
Exercise 10.4.17:
Answer
2
56 y − 13y − 3
Exercise 10.4.18:
Answer
2
15 x − 14x − 16
Up to this point, the product of two binomials has been a trinomial. This is not always the case.
Example 10.4.10:
Distribute.
Distribute again. x2 - xy + 2x - 2y
Exercise 10.4.19:
Answer
2
x − xy + 5x − 5y
Exercise 10.4.20:
Multiply: (x + 2y)(x − 1).
Answer
2
x − x + 2xy − 2y
This page titled 10.4: Multiply Polynomials (Part 1) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
2
x − xy + 2x − 2y
2
Where did the first term, x , come from?
It is the product of x and x, the first terms in (x + 2) and (x − y).
The next term, −xy, is the product of x and − y, the two outer terms.
The third term, +2x, is the product of 2 and x, the two inner terms.
And the last term, −2y, came from multiplying the two last terms.
We abbreviate “First, Outer, Inner, Last” as FOIL. The letters stand for ‘First, Outer, Inner, Last’. The word FOIL is easy to
remember and ensures we find all four products. We might say we use the FOIL method to multiply two binomials.
Let's look at (x + 3)(x + 7) again. Now we will work through an example where we use the FOIL pattern to multiply two binomials.
Example 10.5.11:
Multiply using the FOIL method: (x + 6)(x + 9).
Solution
Exercise 10.5.21:
Answer
2
x + 15x + 56
Exercise 10.5.22:
Answer
2
y + 16y + 28
We summarize the steps of the FOIL method below. The FOIL method only applies to multiplying binomials, not other
polynomials!
HOW TO: USE THE FOIL METHOD FOR MULTIPLYING TWO BINOMIALS
Example 10.5.12:
Exercise 10.5.23:
Answer
2
y + 5y − 24
Exercise 10.5.24:
Answer
2
q + q − 20
Example 10.5.13:
Exercise 10.5.25:
Answer
2
20 a + 37a − 18
Answer
2
49 x − 28x − 32
Example 10.5.14:
Exercise 10.5.27:
Answer
2
12 x − 60x − xy + 5y
Exercise 10.5.28:
Answer
2
12 a − 54a − 2ab + 9b
Example 10.5.15:
Multiply 2x − 7 by −1.
Multiply 2x − 7 by 5x.
Notice the partial products are the same as the terms in the FOIL method.
Exercise 10.5.29:
Answer
2
12 m − 55m + 63
Exercise 10.5.30:
Answer
2
42 n − 47n + 10
We have now used three methods for multiplying binomials. Be sure to practice each method, and try to decide which one you
prefer. The three methods are listed here to help you remember them.
Example 10.5.16:
Distribute.
Exercise 10.5.31:
Answer
3 2
y − 8y + 9y − 2
Exercise 10.5.32:
Answer
3 2
3x + 2x − 3x + 10
Example 10.5.17:
Multiply using the Vertical Method: (x + 3)(2x2 − 5x + 8).
Solution
It is easier to put the polynomial with fewer terms on the bottom because we get fewer partial products this way.
Multiply (2x2 − 5x + 8) by 3.
Multiply (2x2 − 5x + 8) by x.
Exercise 10.5.33:
Multiply using the Vertical Method: (y − 1)(y2 − 7y + 2).
Answer
Exercise 10.5.34:
Answer
3 2
3x + 2x − 3x + 10
Everyday Math
215. Mental math You can use binomial multiplication to multiply numbers without a calculator. Say you need to multiply 13 times
15. Think of 13 as 10 + 3 and 15 as 10 + 5.
a. Multiply (10 + 3)(10 + 5) by the FOIL method.
b. Multiply 13 • 15 without using a calculator.
c. Which way is easier for you? Why?
216. Mental math You can use binomial multiplication to multiply numbers without a calculator. Say you need to multiply 18 times
17. Think of 18 as 20 − 2 and 17 as 20 − 3.
a. Multiply (20 − 2)(20 − 3) by the FOIL method.
b. Multiply 18 • 17 without using a calculator.
c. Which way is easier for you? Why?
Writing Exercises
217. Which method do you prefer to use when multiplying two binomials—the Distributive Property, the FOIL method, or the
Vertical Method? Why?
218. Which method do you prefer to use when multiplying a trinomial by a binomial—the Distributive Property or the Vertical
Method? Why?
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) What does this checklist tell you about your mastery of this section? What steps will you take to improve?
This page titled 10.5: Multiply Polynomials (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
8
1. Simplify: . If you missed the problem, review Example 4.3.1.
24
3 5
2. Simplify:(2m ) . If you missed the problem, review Example 10.3.13.
12x
3. Simplify: . If you missed the problem, review Example 4.3.5.
12y
Product Property am • an = am + n
Now we will look at the exponent properties for division. A quick memory refresher may help before we get started. In Fractions
you learned that fractions may be simplified by dividing out common factors from the numerator and denominator using the
Equivalent Fractions Property. This property will also help us work with algebraic fractions—which are also quotients.
5 2
x x
Consider (10.6.2) and (10.6.3)
2 3
x x
x ⋅x ⋅x ⋅x ⋅x x ⋅x
What do they mean? (10.6.4) (10.6.5)
x ⋅x x ⋅x ⋅x
Notice that in each case the bases were the same and we subtracted the exponents.
When the larger exponent was in the numerator, we were left with factors in the numerator and 1 in the denominator, which we
simplified.
When the larger exponent was in the denominator, we were left with factors in the denominator, and 1 in the numerator, which
could not be simplified.
We write:
5 2
x x
2 3
x x
5−2
1
x
3−2
x
3
1
x
x
When we work with numbers and the exponent is less than or equal to 3, we will apply the exponent. When the exponent is greater
than 3, we leave the answer in exponential form.
Example 10.6.1:
10 9
x 2
Simplify: (a) 8
(b) 2
x 2
Solution
To simplify an expression with a quotient, we need to first compare the exponents in the numerator and denominator.
(a)
10
x
Since 10 > 8, there are more factors of x in the numerator. (10.6.11)
8
x
m
a
Use the quotient property with m > n, n
= a
m−n
. 10−8
x (10.6.12)
a
Simplify. 2
x (10.6.13)
(b)
m
a
Use the quotient property with m > n, n
= a
m−n
. 2
9−2
(10.6.15)
a
Simplify. 2
7
(10.6.16)
Notice that when the larger exponent is in the numerator, we are left with factors in the numerator.
Exercise 10.6.1:
12 14
x 7
Simplify: (a) 9
(b) 5
x 7
Answer a
3
x
Answer b
9
7
Exercise 10.6.2:
23 15
y 8
Simplify: (a) 17
(b) 7
y 8
Answer a
6
y
Answer b
8
8
Example 10.6.2:
10 3
b 3
Simplify: (a) 15
(b) 5
b 3
Solution
To simplify an expression with a quotient, we need to first compare the exponents in the numerator and denominator.
(a)
10
b
Since 15 > 10, there are more factors of b in the denominator. (10.6.17)
15
b
m
a 1 1
Use the quotient property with n > m, n
=
n−m
. (10.6.18)
a a 15−10
b
1
Simplify. (10.6.19)
5
b
(b)
m
a 1 1
Use the quotient property with n > m, n
=
n−m
. 5−3
(10.6.21)
a a 3
1
Simplify. 2
(10.6.22)
3
1
Apply the exponent. (10.6.23)
9
Notice that when the larger exponent is in the denominator, we are left with factors in the denominator and 1 in the numerator.
Exercise 10.6.3:
8 11
x 12
Simplify: (a) 15
(b) 21
x 12
Answer a
1
7
x
Answer b
1
1
12 0
Exercise 10.6.4:
17 8
m 7
Simplify: (a) 26
(b) 14
m 7
Answer a
1
9
m
Answer b
1
6
7
Example 10.6.3:
5 11
a x
Simplify: (a) 9
(b) 7
a x
Solution
(a)
Since 9 > 5, there are more a's in the denominator and so we will end a
5
(10.6.24)
up with factors in the denominator. a
9
m
a 1 1
Use the quotient property with n > m, n
=
n−m
. (10.6.25)
a a 9−5
a
1
Simplify. (10.6.26)
4
a
(10.6.27)
we will end up with factors in the numerator. x
97
m
a
Use the quotient property with m > n, n
= a
m−n
. a
11−7
(10.6.28)
a
Simplify. x
4
(10.6.29)
Exercise 10.6.5:
19 5
b z
Simplify: (a) 11
(b) 11
b z
Answer a
8
b
Answer b
1
6
z
Exercise 10.6.6:
9 13
p w
Simplify: (a) 17
(b) 9
p w
Answer a
1
8
p
Answer b
4
w
2 17 −43
=1 =1 =1 (10.6.30)
2 17 −43
x
In words, a number divided by itself is 1. So = 1, for any x (x ≠ 0), since any number divided by itself is 1.
x
m
a
The Quotient Property of Exponents shows us how to simplify n
when m > n and when n < m by subtracting exponents. What if
a
m = n?
m
a 8
Now we will simplify m
in two ways to lead us to the definition of the zero exponent. Consider first , which we know is 1.
a 8
8
= 1 (10.6.31)
8
3
2
Write 8 as 23. = 1 (10.6.32)
3
2
Simplify. 2
0
= 1 (10.6.34)
m
a
We see n
simplifies to a0 and to 1. So a0 = 1.
a
If a is a non-zero number, then a0 = 1. Any nonzero number raised to the zero power is 1.
In this text, we assume any variable that we raise to the zero power is not zero.
Example 10.6.4:
(b) y0
Exercise 10.6.7:
Answer a
1
Answer b
1
Exercise 10.6.8:
Simplify: (a) k0 (b) 290
Answer a
1
Answer b
Now that we have defined the zero exponent, we can expand all the Properties of Exponents to include whole number exponents.
What about raising an expression to the zero power? Let's look at (2x)0. We can use the product to a power rule to rewrite this
expression.
(2x)0
Simplify. 1
This tells us that any non-zero expression raised to the zero power is one.
Example 10.6.5:
Simplify: (7z)0.
Solution
Exercise 10.6.9:
Simplify: (−4y)0.
Answer
1
Exercise 10.6.10:
0
2
Simplify: ( x) .
3
Answer
1
Example 10.6.6:
Simplify: (a) (−3x2y)0 (b) −3x2y0
Solution
(a) (−3x2y)0
(b) −3x2y0
Notice that only the variable y is being raised to the zero power. −3x2y0
Simplify. −3x2
Answer a
1
Answer b
2
7x
Exercise 10.6.12:
Answer a
2
−23x
Answer b
1
3
x
( ) (10.6.35)
y
x x x
This means ⋅ ⋅ (10.6.36)
y y y
x ⋅x ⋅x
Multiply the fractions. (10.6.37)
y ⋅y ⋅y
3
x
Write with exponents. (10.6.38)
3
y
3 3
x x
Notice that the exponent applies to both the numerator and the denominator. We see that ( ) is 3
. We write:
y y
3 3
x x
( ) = (10.6.39)
3
y y
To raise a fraction to a power, raise the numerator and denominator to that power.
2 2 2 ? 8
⋅ ⋅ =
3 3 3 27
8 8
= ✓
27 27
Example 10.6.7:
2
4 3
5 x y
Simplify: (a) ( ) (b) ( ) (c) ( )
8 3 m
Solution
2
5
(a) ( )
8
m m 2
a a 5
Use the Quotient to a Power Property, ( ) =
m
. (10.6.41)
b b 2
8
25
Simplify. (10.6.42)
64
4
x
(b) ( )
3
m m 4
a a x
Use the Quotient to a Power Property, ( ) =
m
. (10.6.43)
b b 4
3
4
x
Simplify. (10.6.44)
81
y 3
(c) ( )
m
3
y
Raise the numerator and denominator to the third power. (10.6.45)
3
m
Exercise 10.6.13:
2 6
3
7 y p
Simplify: (a) ( ) (b) ( ) (c) ( )
9 8 q
Answer a
49
81
Answer b
3
y
512
Answer c
6
p
6
q
Answer a
1
64
Answer b
125
−
3
m
Answer c
4
r
s4
This page titled 10.6: Divide Monomials (Part 1) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
Product Property a
m
∙ a
n
= a
m+n
Power Property (a
m n
) = a
m∙n
m
a
Quotient Property n
= a
m−n
, a ≠ 0, m > n
a
m
a 1
= , a ≠ 0, n > m
n n−m
a a
m m
a a
Quotient to a Power Property ( ) =
m
,b ≠ 0
b b
Example 10.7.8:
2 3
(x )
Simplify: 5
.
x
Solution
6
x
Multiply the exponents in the numerator, using the Power Property.
5
x
Exercise 10.7.15:
4 5
(a )
Simplify: 9
.
a
Answer
11
a
Exercise 10.7.16:
5 6
(b )
Simplify: 11
.
b
Answer
19
b
Solution
8
m
Multiply the exponents in the numerator, using the Power Property.
8
m
Exercise 10.7.17:
11
(k
Simplify: 3 3
.
(k )
Answer
2
k
Exercise 10.7.18:
23
(d
Simplify: 4 6
.
(d )
Answer
1
Example 10.7.10:
2
7
x
Simplify: ( 3
) .
x
Solution
Remember parentheses come before exponents, and the bases are the
same so we can simplify inside the parentheses. Subtract the 7−3
(x )
2
exponents.
Simplify. (x )
4 2
Exercise 10.7.19:
2
14
f
Simplify: ( 8
) .
f
Answer
12
f
Answer
1
10
b
Example 10.7.11:
3
2
p
Simplify: ( 5
) .
q
Solution
Here we cannot simplify inside the parentheses first, since the bases are not the same.
Raise the numerator and denominator to the third power using the (p )
2 3
m m
a a
Quotient to a Power Property, ( ) =
m
(q )
5 3
b b
6
p
Use the Power Property, (am)n = am • n.
15
q
Exercise 10.7.21:
3 5
m
Simplify: ( 8
) .
n
Answer
15
m
40
n
Exercise 10.7.22:
10 2
t
Simplify: ( 7
) .
u
Answer
20
t
14
u
Example 10.7.12:
3 4
2x
Simplify: ( ) .
3y
Solution
3 4
Raise the numerator and denominator to the fourth power using the (2x )
4
Raise each factor to the fourth power, using the Power to a Power 2 (x )
3 4
Property. 3 y
4 4
12
16x
Use the Power Property and simplify. 4
81y
Answer
2
25b
6
81c
Exercise 10.7.24:
3
4
4p
Simplify: ( 5
) .
7q
Answer
12
64p
15
343q
Example 10.7.13:
2 3 2 4
(y ) (y )
Simplify: 5 4
.
(y )
Solution
6 8
(y )(y )
Use the Power Property.
20
y
14
y
Add the exponents in the numerator, using the Product Property. 20
y
1
Use the Quotient Property. 6
y
Exercise 10.7.25
4 4 3 5
(y ) (y )
Simplify: 7 6
.
(y )
Answer
1
y 11
Exercise 10.7.26
4 2 3 4
(3 x ) (x )
Simplify: 5 3
.
(x )
Answer
5
9x
Divide Monomials
We have now seen all the properties of exponents. We'll use them to divide monomials. Later, you'll use them to divide
polynomials.
⋅
variable part. 7 x
2
Exercise 10.7.27:
Answer
4
7x
Exercise 10.7.28:
Answer
3
16y
When we divide monomials with more than one variable, we write one fraction for each variable.
Example 10.7.15:
2 3
42x y
Find the quotient: 5
.
−7xy
Solution
2 3
42 x y
Use fraction multiplication. ⋅ ⋅
5
−7 x y
1
Simplify and use the Quotient Property. −6 ⋅ x ⋅
2
y
6x
Multiply. −
2
y
Exercise 10.7.29:
8 3
−84x y
Find the quotient: 10 2
.
7x y
Answer
12y
−
2
x
Answer
9
5
a
Example 10.7.16:
5 3
24a b
Find the quotient: 4
.
48ab
Solution
5 3
24 a b
Use fraction multiplication. ⋅ ⋅
4
48 a b
1 1
Simplify and use the Quotient Property. ⋅a
4
⋅
2 b
4
a
Multiply.
2b
Exercise 10.7.31:
7 6
16a b
Find the quotient: 8
.
24ab
Answer
6
2a
2
3b
Exercise 10.7.32:
4 7
27p q
Find the quotient: 12
.
−45 p q
Answer
6
3q
−
5p8
Once you become familiar with the process and have practiced it step by step several times, you may be able to simplify a fraction
in one step.
Example 10.7.17:
7 12
14x y
Find the quotient: 11 6
.
21x y
Solution
6
2y
Simplify and use the Quotient Property.
4
3x
14
Be very careful to simplify by dividing out a common factor, and to simplify the variables by subtracting their exponents.
21
Answer
2
4y
7x4
Exercise 10.7.34:
5 11
30m n
Find the quotient: 10 14
.
48m n
Answer
5
8m5 n3
In all examples so far, there was no work to do in the numerator or denominator before simplifying the fraction. In the next
example, we'll first find the product of two monomials in the numerator before we simplify the fraction.
Example 10.7.18:
3 2 2 3
(3 x y )(10 x y )
Find the quotient: 4 5
.
6x y
Solution
Remember, the fraction bar is a grouping symbol. We will simplify the numerator first.
5 5
30x y
Simplify the numerator.
4 5
6x y
Exercise 10.7.35:
4 5 2 5
(3 x y )(8 x y )
Find the quotient: 5 8
.
12x y
Answer
2
2xy
Exercise 10.7.36:
6 9 5 8
(−6 a b )(−8 a b )
Find the quotient: 10 12
.
−12a b
Answer
5
−4ab
a 8
250. ( )
b
2
a
251. ( )
3b
4
2x
252. ( )
y
3 5
(y )
265. 4 3
(y )
6 2
(z )
266. 2 4
(z )
Divide Monomials
In the following exercises, divide the monomials.
277. 48b8 ÷ 6b2
278. 42a14 ÷ 6a2
279. 36x3 ÷ (−2x9)
280. 20u8 ÷ (−4u6)
3
18x
281. 2
9x
9
36y
282. 7
4y
7
−35x
283. 13
−42x
5
18x
284. 9
−27x
5
18 r s
285. 3 9
3r s
7
24 p q
286. 2 5
6p q
10
8mn
287. 4
64mn
4
10 a b
288. 2 6
50a b
4 9
−12x y
289. 6 3
15x y
11 9 3
48x y z
290. 6 8 5
36x y z
5 9 7
64x y z
291. 7 12 6
48x y z
2 3 6
(10 u v)(4 u v )
292. 9 2
5u v
Mixed Practice
296. (a) 24a5 + 2a5 (b) 24a5 − 2a5 (c) 24a5 • 2a5 (d) 24a5 ÷ 2a5
297. (a) 15n10 + 3n10 (b) 15n10 − 3n10 (c) 15n10 • 3n10 (d) 15n10 ÷ 3n10
298. (a) p4 • p6 (b) (p4)6
299. (a) q5 • q3 (b) (q5)3
3
y y
300. (a) (b) 3
y y
6 5
z z
301. (a) 5
(b) 6
z z
302. (8x )(9x) ÷ 6x3
5
Everyday Math
310. Memory One megabyte is approximately 106 bytes. One gigabyte is approximately 109 bytes. How many megabytes are in one
gigabyte?
311. Memory One megabyte is approximately 106 bytes. One terabyte is approximately 1012 bytes. How many megabytes are in one
terabyte?
Writing Exercises
20
x
312. Vic thinks the quotient 4
simplifies to x5. What is wrong with his reasoning?
x
3 3
y y
313. Mai simplifies the quotient by writing = 3. What is wrong with her reasoning?
y y
314. When Dimple simplified −30 and (−3)0 she got the same answer. Explain how using the Order of Operations correctly gives
different answers.
315. Roxie thinks n0 simplifies to 0. What would you say to convince Roxie she is wrong?
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
This page titled 10.7: Divide Monomials (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. What is the place value of the 6 in the number 64,891? If you missed this problem, review Example 1.1.3.
2. Name the decimal 0.0012. If you missed this problem, review Exercise 5.1.1.
3. Subtract: 5 − (−3). If you missed this problem, review Example 3.5.8.
2
x
What if we just subtract exponents, regardless of which is larger? Let’s consider 5
. We subtract the exponent in the denominator
x
from the exponent in the numerator.
2
x
5
x
2−5
x
−3
x
2 2
x x
We can also simplify 5
by dividing out common factors: 5
.
x x
x ⋅ x
x ⋅ x ⋅x⋅x⋅x
3
x
1
This implies that x−3
=
3
and it leads us to the definition of a negative exponent.
x
The negative exponent tells us to re-write the expression by taking the reciprocal of the base and then changing the sign of the
exponent. Any expression that has negative exponents is not considered to be in simplest form. We will use the definition of a
negative exponent and other properties of exponents to write an expression with only positive exponents.
1 1
Use the definition of a negative exponent, a
−n
=
n
. 2
(10.8.2)
a 4
1
Simplify. (10.8.3)
16
(b) 10−3
1 1
Use the definition of a negative exponent, a
−n
=
n
. 3
(10.8.4)
a 10
1
Simplify. (10.8.5)
1000
Exercise 10.8.1:
Answer a
1
Answer b
1
100
Exercise 10.8.2:
Answer a
1
Answer b
1
10,000
When simplifying any expression with exponents, we must be careful to correctly identify the base that is raised to each exponent.
Example 10.8.2:
1
Take the reciprocal of the base and change the sign of the exponent. 2
(10.8.7)
(−3)
1
Simplify. (10.8.8)
9
(b) −3−2
The expression −3−2 means "find the opposite of 3−2. The exponent −2
−3 (10.8.9)
applies only to the base, 3.
1
Take the reciprocal of the base and change the sign of the exponent. −1 ⋅
2
(10.8.11)
3
1
Simplify. − (10.8.12)
9
Exercise 10.8.3:
Answer a
1
25
Answer b
1
−
25
Exercise 10.8.4:
Answer a
1
Answer b
1
−
4
We must be careful to follow the order of operations. In the next example, parts (a) and (b) look similar, but we get different results.
Example 10.8.3:
1 1
Use a−n
=
n
. 4 ⋅
1
(10.8.14)
a 2
Simplify. 2 (10.8.15)
(b) (4 • 2)−1
1 1
Use a−n
=
n
. 1
(10.8.17)
a 8
1
Simplify. (10.8.18)
8
Exercise 10.8.5:
Answer a
2
Answer b
1
18
Exercise 10.8.6:
Answer a
2
Answer b
1
256
When a variable is raised to a negative exponent, we apply the definition the same way we did with numbers.
Example 10.8.4:
Simplify: x−6.
Solution
1 1
Use the definition of a negative exponent, a−n
=
n
. (10.8.19)
a 6
x
Simplify: y−7.
Answer
1
7
y
Exercise 10.8.8:
Simplify: z-8.
Answer
1
8
z
When there is a product and an exponent we have to be careful to apply the exponent to the correct quantity. According to the order
of operations, expressions in parentheses are simplified before exponents are applied. We’ll see how this works in the next
example.
Example 10.8.5:
1
Take the reciprocal of y and change the sign of the exponent. 5 ⋅
1
(10.8.21)
y
5
Simplify. (10.8.22)
y
(b) (5y)−1
Here the parentheses make the exponent apply to the base 5y. (5y)
−1
(10.8.23)
1
Take the reciprocal of 5y and change the sign of the exponent. 1
(10.8.24)
(5y)
1
Simplify. (10.8.25)
5y
(c) (−5y)−1
The base is −5y . Take the reciprocal of −5y and change the sign of 1
(10.8.26)
the exponent. (−5y)
1
1
Simplify. (10.8.27)
−5y
Exercise 10.8.9:
Answer a
8
Answer b
1
8p
Answer c
1
−
8p
Exercise 10.8.10:
Answer a
11
Answer b
1
11q
Answer c
1
−
11q
m
a
Now that we have defined negative exponents, the Quotient Property of Exponents needs only one form, n
=a
m−n
, where a ≠ 0
a
and m and n are integers.
When the exponent in the denominator is larger than the exponent in the numerator, the exponent of the quotient will be negative. If
1
the result gives us a negative exponent, we will rewrite it by using the definition of negative exponents, a −n
=
n
.
a
Product Property am • an = am + n
n
=
n−m
, a ≠ 0, n > m
a a
1
Definition of a Negative Exponent a
−n
=
n
a
Example 10.8.6:
Simplify. x
2
(10.8.30)
(b) y−6 • y4
Simplify. y
−2
(10.8.32)
1 1
Use the definition of a negative exponent, a−n
=
n
. 2
(10.8.33)
a y
Simplify. z
−8
(10.8.35)
1 1
Use the definition of a negative exponent, a−n
=
n
. (10.8.36)
a z
8
Exercise 10.8.11:
Answer a
4
x
Answer b
1
5
y
Answer c
1
z9
Answer a
5
a
Answer b
1
4
b
Answer c
1
15
c
In the next two examples, we’ll start by using the Commutative Property to group the same variables together. This makes it easier
to identify the like bases before using the Product Property of Exponents.
Example 10.8.7:
Simplify: (m4n−3)(m−5n−2).
Solution
1 1
Take reciprocals and change the signs of the exponents. 1
⋅
5
(10.8.39)
m n
1
Simplify. 5
(10.8.40)
mn
Exercise 10.8.13:
Simplify: (p6q−2)(p−9q−1).
Answer
1
p3 q 3
Exercise 10.8.14:
Simplify: (r5s−3)(r−7s−5).
Answer
1
r2 s8
If the monomials have numerical coefficients, we multiply the coefficients, just as we did in Use Multiplication Properties of
Exponents.
Simplify. −10 ⋅ x
−1
⋅y
5
(10.8.42)
1 1
Use the definition of a negative exponent, a −n
=
n
. −10 ⋅ ⋅y
5
(10.8.43)
a 1
x
5
−10y
Simplify. (10.8.44)
x
Exercise 10.8.15:
Simplify: (3u−5v7)(−4u4v−2).
Answer
5
12v
−
u
Exercise 10.8.16:
Simplify: (−6c−6d4)(−5c−2d−1).
Answer
3
30d
8
c
In the next two examples, we’ll use the Power Property and the Product to a Power Property.
Example 10.8.9:
Simplify: (k3)−2.
Solution
Simplify. k
−6
(10.8.46)
1
Rewrite with a positive exponent. (10.8.47)
6
k
Exercise 10.8.17:
Simplify: (x4)−1.
Answer
1
4
x
Answer
1
4
y
Example 10.8.10:
Simplify: (5x−3)2.
Solution
25
Simplify. (10.8.51)
6
x
Exercise 10.8.19:
Simplify: (8a−4)2.
Answer
64
a8
Exercise 10.8.20:
Simplify: (2c−4)3.
Answer
8
1
c 2
Example 10.8.11:
5
r
Simplify: −4
.
r
Solution
m
a
Use the Quotient Property, n
m−n
= a . r
5−(−4)
(10.8.52)
a
Simplify. r
9
(10.8.53)
Answer
11
x
Exercise 10.8.22:
7
y
Simplify: −6
.
y
Answer
13
y
This page titled 10.8: Integer Exponents and Scientific Notation (Part 1) is shared under a CC BY 4.0 license and was authored, remixed, and/or
curated by OpenStax.
1
4 × 1000 4×
1000
3
1
4 × 10 4×
3
10
−3
4 × 10
When a number is written as a product of two numbers, where the first factor is a number greater than or equal to one but less than
10, and the second factor is a power of 10 written in exponential form, it is said to be in scientific notation.
It is customary in scientific notation to use × as the multiplication sign, even though we avoid using this sign elsewhere in algebra.
Scientific notation is a useful way of writing very large or very small numbers. It is used often in the sciences to make calculations
easier.
If we look at what happened to the decimal point, we can see a method to easily convert from decimal notation to scientific
notation.
In both cases, the decimal was moved 3 places to get the first factor, 4, by itself.
The power of 10 is positive when the number is larger than 1: 4000 = 4 × 103.
The power of 10 is negative when the number is between 0 and 1: 0.004 = 4 × 10−3.
Example 10.9.12:
Write 37,000 in scientific notation.
Solution
Step 1: Move the decimal point so that the first factor is greater than
or equal to 1 but less than 10.
Step 2: Count the number of decimal places, n, that the decimal point 3.70000
was moved. 4 places
Exercise 10.9.23:
Answer
9.6 × 104
Exercise 10.9.24:
Answer
4.83 × 104
Step 1. Move the decimal point so that the first factor is greater than or equal to 1 but less than 10.
Step 2. Count the number of decimal places, n, that the decimal point was moved.
Step 3. Write the number as a product with a power of 10.
If the original number is:
greater than 1, the power of 10 will be 10n.
between 0 and 1, the power of 10 will be 10−n.
Step 4. Check.
Example 10.9.13:
Move the decimal point to get 5.2, a number between 1 and 10.
Count the number of decimal places the point was moved. 3 places
−3
5.2 × 10
1
5.2 ×
3
10
Check your answer: 1
5.2 ×
1000
5.2 × 0.001
0.0052
Exercise 10.9.25:
Answer
Exercise 10.9.26:
Answer
1.29 × 10-2
If we look at the location of the decimal point, we can see an easy method to convert a number from scientific notation to decimal
form.
In both cases the decimal point moved 4 places. When the exponent was positive, the decimal moved to the right. When the
exponent was negative, the decimal point moved to the left.
Example 10.9.14:
103 is 1000 and 1000 times 6.2 will be 6,200. 6.2 × 103 = 6,200
Exercise 10.9.27:
Answer
1,300
Exercise 10.9.28:
Answer
Example 10.9.15:
Exercise 10.9.29:
Answer
0.00012
Exercise 10.9.30:
Answer
0.075
Example 10.9.16:
Multiply. Write answers in decimal form: (4 × 105)(2 × 10−7).
Solution
Multiply 4 by 2 and use the Product Property to multiply 105 by 10−7. 8 × 10−2
Change to decimal form by moving the decimal two places left. 0.08
Answer
0.06
Exercise 10.9.32:
Answer
0.009
Example 10.9.17:
3
9 × 10
Divide. Write answers in decimal form: −2
.
3 × 10
Solution
3
9 10
Separate the factors. × (10.9.1)
3 −2
10
Divide 9 by 3 and use the Quotient Property to divide 103 by 10−2. 3 × 105
Change to decimal form by moving the decimal five places right. 300,000
Exercise 10.9.33:
Answer
400,000
Exercise 10.9.34:
Answer
20,000
Everyday Math
416. Calories In May 2010 the Food and Beverage Manufacturers pledged to reduce their products by 1.5 trillion calories by the end
of 2015.
1. Write 1.5 trillion in decimal notation.
2. Write 1.5 trillion in scientific notation.
417. Length of a year The difference between the calendar year and the astronomical year is 0.000125 day.
1. Write this number in scientific notation.
2. How many years does it take for the difference to become 1 day?
418. Calculator display Many calculators automatically show answers in scientific notation if there are more digits than can fit in
the calculator’s display. To find the probability of getting a particular 5-card hand from a deck of cards, Mario divided 1 by
2,598,960 and saw the answer 3.848 × 10−7. Write the number in decimal notation.
419. Calculator display Many calculators automatically show answers in scientific notation if there are more digits than can fit in
the calculator’s display. To find the number of ways Barbara could make a collage with 6 of her 50 favorite photographs, she
multiplied 50 • 49 • 48 • 47 • 46 • 45. Her calculator gave the answer 1.1441304 × 1010. Write the number in decimal notation.
Writing Exercises
420. (a) Explain the meaning of the exponent in the expression 23. (b) Explain the meaning of the exponent in the expression 2−3.
421. When you convert a number from decimal notation to scientific notation, how do you know if the exponent will be positive or
negative?
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) After looking at the checklist, do you think you are well prepared for the next section? Why or why not?
522. (−0.5)2
523. −32
Multiply Monomials
In the following exercises, multiply the monomials.
540. (−6p4)(9p)
1
541. ( 2
c ) (30c8)
3
542. (8x2y5)(7xy6)
2 1
543. ( 3
m n )(
6 4
m n )
4
3 6
s 2
575. ( )
10t
Divide Monomials
In the following exercises, divide the monomials.
582. 72p12 ÷ 8p3
583. −26a8 ÷ (2a2)
6
45y
584. 10
−15y
8
−30x
585. 9
−36x
9
28 a b
586. 4 3
7a b
6 3
11u v
587. 2 8
55u v
9 3 3 2
(5 m n )(8 m n )
588.
(10m n4 )(m2 n5 )
2 4 2
42r s 54rs
589. 3
−
6rs 9s
PRACTICE TEST
626. For the polynomial 8y4 − 3y2 + 1
a. Is it a monomial, binomial, or trinomial?
b. What is its degree?
In the following exercises, simplify each expression.
627. (5a2 + 2a − 12) + (9a2 + 8a − 4)
628. (10x2 − 3x + 5) − (4x2 − 6)
3
3
629. (− )
4
630. n • n4
631. (10p3q5)2
632. (8xy3)(−6x4y6)
633. 4u(u2 − 9u + 1)
634. (s + 8)(s + 9)
635. (m + 3)(7m − 2)
636. (11a − 6)(5a − 1)
637. (n − 8)(n 2 − 4n + 11)
638. (4a + 9b)(6a − 5b)
6
5
639. 8
5
2
3 9
x ⋅x
640. ( 5
)
x
18 23 5 0
641. (47a b c )
3
24 r s
642. 2 7
6r s
2
8y − 16y + 20
643.
4y
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degree of a polynomial The degree of a polynomial is the highest degree of all its terms.
degree of a term The degree of a term of a polynomial is the exponent of its variable.
Key Concepts
10.2 - Use Multiplication Properties of Exponents
Exponential Notation
Zero Exponent
If a is a non-zero number, then a0 = 1.
Any nonzero number raised to the zero power is 1.
Quotient Property for Exponents
If a is a real number, a ≠ 0, and m, n are whole numbers, then
m m
a a 1
m−n
=a , m >n and = , n >m (10.S.2)
n n n−m
a a a
To raise a fraction to a power, raise the numerator and denominator to that power.
Product Property am • an = am + n
n
=
n−m
, a ≠ 0, n > m
a a
1
Definition of a Negative Exponent a
−n
=
n
a
Convert from Decimal Notation to Scientific Notation: To convert a decimal to scientific notation:
1. Move the decimal point so that the first factor is greater than or equal to 1 but less than 10.
2. Count the number of decimal places, n, that the decimal point was moved. Write the number as a product with a power of
10.
If the original number is greater than 1, the power of 10 will be 10n.
If the original number is between 0 and 1, the power of 10 will be 10n.
This page titled 10.S: Polynomials (Summary) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Factor 56 into primes. If you missed this problem, review Example 2.9.1.
2. Multiply: −3(6a + 11). If you missed this problem, review Example 7.4.9.
3. Multiply: 4x2(x2 + 3x − 1). If you missed this problem, review Example 10.4.5.
In The Language of Algebra we factored numbers to find the least common multiple (LCM) of two or more numbers. Now we will
factor expressions and find the greatest common factor of two or more expressions. The method we use is similar to what we used
to find the LCM.
The greatest common factor (GCF) of two or more expressions is the largest expression that is a factor of all the expressions.
Example 10.10.1:
Find the greatest common factor of 24 and 36.
Solution
Notice that since the GCF is a factor of both numbers, 24 and 36 can be written as multiples of 12.
24 = 12 ⋅ 2
36 = 12 ⋅ 3
Exercise 10.10.1:
Answer
18
Exercise 10.10.2:
Answer
16
In the previous example, we found the greatest common factor of constants. The greatest common factor of an algebraic expression
can contain variables raised to powers along with coefficients. We summarize the steps we use to find the greatest common factor.
Step 1. Factor each coefficient into primes. Write all variables with exponents in expanded form.
Step 2. List all factors—matching common factors in a column. In each column, circle the common factors.
Step 3. Bring down the common factors that all expressions share.
Step 4. Multiply the factors.
Example 10.10.2:
Answer
7
Exercise 10.10.4:
Answer
11
In the examples so far, the greatest common factor was a constant. In the next two examples we will get variables in the greatest
common factor.
Example 10.10.3:
Factor each coefficient into primes and write the variables with
exponents in expanded form.
Circle the common factors in each column.
Bring down the common factors.
Multiply the factors.
Exercise 10.10.5:
Answer
2
8x
Exercise 10.10.6:
Answer
3
9y
Example 10.10.4:
Exercise 10.10.7:
Answer
3x
Exercise 10.10.8:
Find the greatest common factor: 25m4, 35m3, 20m2.
Answer
2
5m
2 ⋅ x +2 ⋅ 7
2x + 14 product
Here, we will start with a product, like 2x + 14, and end with its factors, 2(x + 7). To do this we apply the Distributive Property “in
reverse”.
The form on the left is used to multiply. The form on the right is used to factor.
So how do we use the Distributive Property to factor a polynomial? We find the GCF of all the terms and write the polynomial as a
product!
Example 10.10.5:
Factor: 2x + 14.
Solution
the GCF. 2x = 2 ⋅ x 2 ⋅x +2 ⋅7
14 = 2 ⋅ 7
2(x + 7)
2x + 14 ✓
Exercise 10.10.9:
Factor: 4x + 12.
Answer
4(x + 3)
Exercise 10.10.10:
Factor: 6a + 24.
Answer
6(a + 4)
Notice that in Example 10.84, we used the word factor as both a noun and a verb:
Noun 7 is a factor of 14
Example 10.10.6:
Factor: 3a + 3.
Solution
Use the Distributive Property 'in reverse' to factor the GCF. 3(a + 1) (10.10.2)
3a + 3 ✓
Exercise 10.10.11:
Factor: 9a + 9.
Answer
9(a + 1)
Exercise 10.10.12:
Answer
11(x + 1)
The expressions in the next example have several factors in common. Remember to write the GCF as the product of all the
common factors.
Example 10.10.7:
12(x − 5)
12x − 60 ✓
Exercise 10.10.13:
Factor: 11x − 44.
Answer
11(x - 4)
Exercise 10.10.14:
Answer
13(y - 4)
Example 10.10.8:
Factor: 3y2 + 6y + 9.
Solution
2
3(y + 2y + 3)
Check by multiplying. 3 ⋅y
2
+ 3 ⋅ 2y + 3 ⋅ 3
2
3y + 6y + 9 ✓
Exercise 10.10.15:
Answer
2
4 (y + 2y + 3)
Exercise 10.10.16:
Answer
2
6 (x + 7x − 2)
Example 10.10.9:
Factor: 6x2 + 5x.
Solution
Find the GCF of 6x2 and 5x and the math that goes with it.
Check by multiplying. x ⋅ 6x + x ⋅ 5
2
6x + 5x ✓
Exercise 10.10.17:
Factor: 9x2 + 7x.
Answer
x(9x + 7)
Exercise 10.10.18:
Answer
a(5a - 12)
When there are several common factors, as we’ll see in the next two examples, good organization and neat work helps!
Example 10.10.10:
2
4 x (x − 5)
Check. 4x
2
⋅ x − 4x
2
⋅5
3 2
4x − 20 x ✓
Exercise 10.10.19:
Answer
2
2 x (x + 6)
Exercise 10.10.20:
Factor: 6y3 − 15y2.
Answer
Example 10.10.11:
Exercise 10.10.21:
Answer
9y(2y + 7)
Exercise 10.10.22:
Answer
8k(4k + 7)
Example 10.10.12:
2
2x(7x + 4x − 5)
Check. 2x ⋅ 7x
2
+ 2x ⋅ 4x − 2x ⋅ 5
3 2
14x + 8x − 10x ✓
Exercise 10.10.23:
Answer
Exercise 10.10.24:
Factor: 16x3 + 8x2 − 12x.
Answer
2
4x (4 x + 2x − 3)
When the leading coefficient, the coefficient of the first term, is negative, we factor the negative out as part of the GCF.
Example 10.10.13:
−9(y + 3)
Check. −9 ⋅ y + (−9) ⋅ 3
−9y − 27 ✓
Exercise 10.10.25:
Answer
-5(y + 7)
Exercise 10.10.26:
Answer
-8(2z + 7)
Pay close attention to the signs of the terms in the next example.
Example 10.10.14:
Exercise 10.10.27:
Answer
-7a(a - 3)
Exercise 10.10.28:
Factor: −6x2 + x.
Answer
-x(6x - 1)
Factor GCF
Factor a Binomial
Identify GCF
Everyday Math
490. Revenue A manufacturer of microwave ovens has found that the revenue received from selling microwaves a cost of p dollars
each is given by the polynomial −5p2 + 150p. Factor the greatest common factor from this polynomial.
491. Height of a baseball The height of a baseball hit with velocity 80 feet/second at 4 feet above ground level is −16t2 + 80t + 4,
with t = the number of seconds since it was hit. Factor the greatest common factor from this polynomial.
Writing Exercises
492. The greatest common factor of 36 and 60 is 12. Explain what this means.
493. What is the GCF of y4, y5, and y10? Write a general rule that tells how to find the GCF of ya, yb, and yc.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) Overall, after looking at the checklist, do you think you are well-prepared for the next Chapter? Why or why not?
This page titled 10.10: Introduction to Factoring Polynomials is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
11: Graphs
Which cyclist will win the race? What will the winning time be? How many seconds will separate the winner from the runner-up?
One way to summarize the information from the race is by creating a graph. In this chapter, we will discuss the basic concepts of
graphing. The applications of graphing go far beyond races. They are used to present information in almost every field, including
healthcare, business, and entertainment.
11.1: Use the Rectangular Coordinate System (Part 1)
11.2: Use the Rectangular Coordinate System (Part 2)
11.3: Graphing Linear Equations (Part 1)
11.4: Graphing Linear Equations (Part 2)
11.5: Graphing with Intercepts (Part 1)
11.6: Graphing with Intercepts (Part 2)
11.7: Understand Slope of a Line (Part 1)
11.8: Understand Slope of a Line (Part 2)
11.E: Graphs (Exercises)
11.S: Graphs (Summary)
Figure 11.1 - Cyclists speed toward the finish line. (credit: ewan traveler, Flickr)
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1
11.1: Use the Rectangular Coordinate System (Part 1)
Learning Objectives
Plot points on a rectangular coordinate system
Identify points on a graph
Verify solutions to an equation in two variables
Complete a table of solutions to a linear equation
Find solutions to linear equations in two variables
be prepared!
Before you get started, take this readiness quiz.
1. Evaluate: x + 3 when x = −1. If you missed this problem, review Example 3.4.10.
2. Evaluate: 2x − 5y when x = 3, y = −2. If you missed this problem, review Example 3.8.106.
3. Solve for y: 40 − 4y = 20. If you missed this problem, review Example 8.4.1.
Figure 11.1.1
Example 11.1.1:
Use the map in Figure 11.1.1. (a) Find the grid section of the Residence Halls. (b) What is located in grid section 4C?
Solution
(a) Read the number below the Residence Halls, 4, and the letter to the side, A. So the Residence Halls are in grid section 4A.
(b) Find 4 across the bottom of the map and C along the side. Look below the 4 and next to the C. Tiger Field is in grid section
4C.
Use the map in Figure 11.1.1. (a) Find the grid section of Taylor Hall. (b) What is located in section 3B?
Answer a
1C
Answer b
Engineering Building
Exercise 11.1.1:
Use the map in Figure 11.1.1. (a) Find the grid section of the Parking Garage. (b) What is located in section 2C?
Answer a
1A
Answer b
Library
Just as maps use a grid system to identify locations, a grid system is used in algebra to show a relationship between two variables in
a rectangular coordinate system. To create a rectangular coordinate system, start with a horizontal number line. Show both positive
and negative numbers as you did before, using a convenient scale unit. This horizontal number line is called the x-axis.
Now, make a vertical number line passing through the x-axis at 0. Put the positive numbers above 0 and the negative numbers
below 0. See Figure 11.1.2. This vertical line is called the y-axis.
Vertical grid lines pass through the integers marked on the x-axis. Horizontal grid lines pass through the integers marked on the y-
axis. The resulting grid is the rectangular coordinate system.
The rectangular coordinate system is also called the x-y plane, the coordinate plane, or the Cartesian coordinate system (since it
was developed by a mathematician named René Descartes.)
An ordered pair, (x, y) gives the coordinates of a point in a rectangular coordinate system. The first number is the x-coordinate.
The second number is the y-coordinate.
So how do the coordinates of a point help you locate a point on the x-y plane?
Let’s try locating the point (2, 5) . In this ordered pair, the x -coordinate is 2 and the y -coordinate is 5 .
We start by locating the x value, 2, on the x-axis. Then we lightly sketch a vertical line through x = 2, as shown in Figure 11.1.4
Figure 11.1.4
Now we locate the y value, 5, on the y -axis and sketch a horizontal line through y = 5. The point where these two lines meet is the
point with coordinates (2, 5). We plot the point there, as shown in Figure 11.1.5.
Example 11.1.2:
To plot the point (3, 1), we start by locating 3 on the x-axis and sketch a vertical line through x = 3. Then we find 1 on the y-
axis and sketch a horizontal line through y = 1. Where the two lines meet, we plot the point (3, 1).
Notice that the order of the coordinates does matter, so, (1, 3) is not the same point as (3, 1).
Plot each point on the same rectangular coordinate system: (2, 5), (5, 2).
Answer
Exercise 11.1.4:
Plot each point on the same rectangular coordinate system: (4, 2), (2, 4).
Answer
Example 11.1.3:
Plot each point in the rectangular coordinate system and identify the quadrant in which the point is located: (a) (−1, 3) (b) (−3,
5
−4) (c) (2, −3) (d) (3, )
2
Solution
The first number of the coordinate pair is the x-coordinate, and the second number is the y-coordinate.
a. Since x = −1, y = 3, the point (−1, 3) is in Quadrant II.
b. Since x = −3, y = −4, the point (−3, −4) is in Quadrant III.
c. Since x = 2, y = −1, the point (2, −1) is in Quadrant lV.
5 5 5 1
d. Since x = 3, y = , the point (3, ) is in Quadrant I. It may be helpful to write as the mixed number, 2 , or decimal,
2 2 2 2
2.5. Then we know that the point is halfway between 2 and 3 on the y-axis.
Plot each point in the rectangular coordinate system and identify the quadrant in which the point is located: (a) (−2, 1) (b) (−3,
3
−1) (c) (4, −4) (d) (−4, )
2
Answer
Exercise 11.1.6:
Plot each point in the rectangular coordinate system and identify the quadrant in which the point is located: (a) (−4, 1) (b) (−2,
5
3) (c) (2, −5) (d) (−3, )
2
Answer
Exercise 11.1.7:
Plot each point: (a) (4, −3) (b) (4, 3) (c) (−4, −3) (d) (−4, 3)
Answer
Exercise 11.1.8:
Plot each point: (a) (−1, 4) (b) (1, 4) (c) (1, −4) (d) (−1, −4)
Answer
You may have noticed some patterns as you graphed the points in the two previous examples.
For each point in Quadrant IV, what do you notice about the signs of the coordinates?
We can summarize sign patterns of the quadrants as follows. Also see Figure 11.1.6.
Table 11.1.1
Quadrant I Quadrant II Quadrant III Quadrant IV
Figure 11.1.6
What if one coordinate is zero? Where is the point (0, 4) located? Where is the point (−2, 0) located? The point (0, 4) is on the y-
axis and the point ( − 2, 0) is on the x-axis.
Points with a y-coordinate equal to 0 are on the x-axis, and have coordinates (a, 0).
Points with an x-coordinate equal to 0 are on the y-axis, and have coordinates (0, b).
What is the ordered pair of the point where the axes cross? At that point both coordinates are zero, so its ordered pair is (0, 0).
The point has a special name. It is called the origin.
Example 11.1.5:
Plot each point on a coordinate grid: (a) (0, 5) (b) (4, 0) (c) (−3, 0) (d) (0, 0) (e) (0, −1)
Solution
a. Since x = 0, the point whose coordinates are (0, 5) is on the y-axis.
b. Since y = 0, the point whose coordinates are (4, 0) is on the x-axis.
c. Since y = 0, the point whose coordinates are (−3, 0) is on the x-axis.
d. Since x = 0 and y = 0, the point whose coordinates are (0, 0) is the origin.
e. Since x = 0, the point whose coordinates are (0, −1) is on the y-axis.
Exercise 11.1.9:
Plot each point on a coordinate grid: (a) (4, 0) (b) (−2, 0) (c) (0, 0) (d) (0, 2) (e) (0, −3)
Answer
Exercise 11.1.10:
Plot each point on a coordinate grid: (a) (−5, 0) (b) (3, 0) (c) (0, 0) (d) (0, −1) (e) (0, 4)
Answer
Example 11.1.6:
Solution
Point A is above −3 on the x-axis, so the x-coordinate of the point is −3. The point is to the left of 3 on the y-axis, so the y-
coordinate of the point is 3. The coordinates of the point are (−3, 3).
Point B is below −1 on the x-axis, so the x-coordinate of the point is −1. The point is to the left of −3 on the y-axis, so the y-
coordinate of the point is −3. The coordinates of the point are (−1, −3).
Point C is above 2 on the x-axis, so the x-coordinate of the point is 2. The point is to the right of 4 on the y-axis, so the y-
coordinate of the point is 4. The coordinates of the point are (2, 4).
Point D is below 4 on the x - axis, so the x-coordinate of the point is 4. The point is to the right of −4 on the y-axis, so the y-
coordinate of the point is −4. The coordinates of the point are (4, −4)
Exercise 11.1.11:
Exercise 11.1.12:
Answer
A: (4,2), B: (−2,3), C: (−4,−4), D: (3,−5)
Example 11.1.7:
Name the ordered pair of each point shown:
Solution
Answer
A: (4,0), B: (0,3), C: (−3,0), D: (0,−5)
Exercise 11.1.14:
Answer
A: (−3,0), B: (0,−3), C: (5,0), D: (0,2)
This page titled 11.1: Use the Rectangular Coordinate System (Part 1) is shared under a CC BY 4.0 license and was authored, remixed, and/or
curated by OpenStax.
3x = 12
x =4
But equations can have more than one variable. Equations with two variables can be written in the general form Ax + By = C. An
equation of this form is called a linear equation in two variables.
An equation of the form Ax + By = C, where A and B are not both zero, is called a linear equation in two variables.
x + 4y = 8
A = 1, B = 4, C = 8
Is y = −5x + 1 a linear equation? It does not appear to be in the form Ax + By = C. But we could rewrite it in this form.
y = −5x + 1 (11.2.1)
Simplify. y + 5x = 1 (11.2.3)
Ax + By = C
Use the Commutative Property to put it in Ax + By = C.
5 + y = 1
By rewriting y = −5x + 1 as 5x + y = 1, we can see that it is a linear equation in two variables because it can be written in the form
Ax + By = C.
Linear equations in two variables have infinitely many solutions. For every number that is substituted for x, there is a
corresponding y value. This pair of values is a solution to the linear equation and is represented by the ordered pair (x, y). When
we substitute these values of x and y into the equation, the result is a true statement because the value on the left side is equal to the
value on the right side.
Determine which ordered pairs are solutions of the equation x + 4y = 8: (a) (0, 2) (b) (2, −4) (c) (−4, 3)
Solution
Substitute the x- and y-values from each ordered pair into the equation and determine if the result is a true statement.
x = 0, y = 2 x = 2, y = −4 x = −4, y = 3
x + 4y = 8 x + 4y = 8 x + 4y = 8
? ? ?
0 +4 ⋅2 = 8 2 + 4(−4) = 8 −4 + 4 ⋅ 3 = 8
? ? ?
0 +8 = 8 2 + (−16) = 8 −4 + 12 = 8
8 = 8 ✓ −14 ≠ 8 8 = 8 ✓
Exercise 11.2.15:
Answer
(a), (c)
Exercise 11.2.16:
Answer
(b), (c)
Example 11.2.9 :
Determine which ordered pairs are solutions of the equation. y = 5x − 1: (a) (0, −1) (b) (1, 4) (c) (−2, −7)
Solution
Substitute the x- and y-values from each ordered pair into the equation and determine if it results in a true statement.
x = 0, y = −1 x = 1, y = 4 x = −2, y = −7
y = 5x − 1 y = 5x − 1 y = 5x − 1
? ? ?
−1 = 5(0) − 1 4 = 5(1) − 1 −7 = 5(−2) − 1
? ? ?
−1 = 0 − 1 4 = 5 −1 −7 = −10 − 1
−1 = −1 ✓ 4 = 4 ✓ −7 ≠ −11
Answer
(b)
Exercise 11.2.18:
Determine which ordered pairs are solutions of the given equation: y = −2x + 6
(a)(0, 6) (b) (1, 4) (c) (−2, −2)
Answer
(a), (b)
y = 5x − 1
x y (x, y)
0 -1 (0, -1)
1 4 (1, 4)
y = 5x − 1 (11.2.4)
Multiply. y = 10 − 1 (11.2.6)
Simplify. y = 9 (11.2.7)
y = 5x − 1
x y (x, y)
0 -1 (0, -1)
1 4 (1, 4)
2 9 (2, 9)
We can find more solutions to the equation by substituting any value of x or any value of y and solving the resulting equation to get
another ordered pair that is a solution. There are an infinite number of solutions for this equation.
y = 4x - 2
x y (x, y)
-1
Solution
Substitute x = 0, x = −1, and x = 2 into y = 4x − 2.
x=0 x = −1 x=2
y = 4x − 2 y = 4x − 2 y = 4x − 2
y=0−2 y = −4 − 2 y=8−2
y = −2 y = −6 y=6
y = 4x - 2
x y (x, y)
0 -2 (0, -2)
-1 -6 (-1, -6)
2 6 (2, 6)
Exercise 11.2.19:
y = 3x − 1
x y (x, y)
-1
Answer
y = 3x − 1
x y (x, y)
0 -1 (0, -1)
-1 -4 (-1, -4)
2 5 (2, 5)
y = 6x + 1
x y (x, y)
-2
Answer
y = 6x + 1
x y (x, y)
0 1 (0, 1)
-1 7 (1, 7)
Example 11.2.11:
5x − 4y = 20
x y (x, y)
Solution
x = 0 y = 0 y = 5
5x − 4y = 20 5x − 4y = 20 5x − 4y = 20
5 ⋅ 0 − 4y = 20 5x − 4 ⋅ 0 = 20 5x − 4 ⋅ 5 = 20
0 − 4y = 20 5x − 0 = 20 5x − 20 = 20
−4y = 20 5x = 20 5x = 40
y = −5 x = 4 x = 8
5x − 4y = 20
x y (x, y)
0 -5 (0, -5)
4 0 (-4, 0)
8 5 (8, 5)
2x - 5y = 20
x y (x, y)
-5
Answer
2x - 5y = 20
x y (x, y)
0 -4 (0, -4)
10 0 (10, 0)
-5 -6 (-5, -6)
Exercise 11.2.22:
3x - 4y = 12
x y (x, y)
-4
Answer
3x - 4y = 12
x y (x, y)
0 -3 (0, -3)
4 0 (4, 0)
-4 -6 (-4, -6)
Example 11.2.12:
3x + 2y = 6
3 ⋅ 0 + 2y = 6
Step 2: Substitute that value into the Substitute 0 for x. Simplify.
0 + 2y = 6
equation. Solve for the other variable. Divide both sides by 2.
2y = 6
y = 3
3x + 2y = 6
Substitute x = 0 , y = 3 into the equation 3x + ?
3 ⋅0 +2 ⋅3 = 6
Step 4: Check. 2y = 6. ?
6 = 6 ✓
Exercise 11.2.23:
Find a solution to the equation: 4x + 3y = 12.
Answer
Answers will vary
Exercise 11.2.24:
Answer
Answers will vary
We said that linear equations in two variables have infinitely many solutions, and we’ve just found one of them. Let’s find some
other solutions to the equation 3x + 2y = 6.
Example 11.2.13:
y = 0 x = 1 y = −3
3x + 0 = 6 3 + 2y = 6 3x − 6 = 6
Simplify. Solve.
3x = 6 2y = 3 3x = 12
3
x=2 y= x=4
2
3x + 2y = 6
3x + 2y = 6 3x + 2y = 6
? 3 ? ?
3 ⋅2 +2 ⋅0 = 6 3 ⋅1 +2 ⋅ = 6 3 ⋅ 4 + 2 ⋅ (−3) = 6
2
? ?
6 +0 = 6 ?
12 + (−6) = 6
3 +3 = 6
6 = 6 ✓ 6 = 6 ✓
6 = 6 ✓
3
So (2, 0), (1, ) and (4, −3) are all solutions to the equation 3x + 2y = 6. In the previous example, we found that (0, 3) is a
2
solution, too. We can list these solutions in a table.
3x + 2y = 6
x y (x, y)
0 3 (0, 3)
2 0 (2, 0)
3 3
1 (1, )
2 2
4 -3 (4, -3)
Exercise 11.2.25:
Answer
Answers will vary
Exercise 11.2.26:
Answer
Answers will vary
Example 11.2.14:
−4y = 8 x −0 = 8 x − 12 = 8
Solve.
y = −2 x = 8 x = 20
So (0, −2), (8, 0), and (20, 3) are three solutions to the equation x − 4y = 8.
x − 4y = 8
x y (x, y)
0 -2 (0, -2)
8 0 (8, 0)
20 3 (20, 3)
Remember, there are an infinite number of solutions to each linear equation. Any point you find is a solution if it makes the
equation true.
Exercise 11.2.27:
Answer
Answers will vary
Exercise 11.2.28:
Answer
Answers will vary
Plotting Points
Identifying Quadrants
Verifying Solution to Linear Equation
3
9. (a) (−2, −3) (b) (3, −3) (c) (−4, 1) (d) (1, )
2
11. (a) (3, -2) (b) (−3, 2) (c) (-3, −2) (d) (3, 2)
12. (a) (4, -1) (b) (−4, 1) (c) (-4, -1) (d) (4, 1)
13. (a) (−2, 0) (b) (−3, 0) (c) (0, 4) (d) (0, 2)
14.
15.
16.
17.
19.
20.
26. y = 2x − 5
a. (0, -5)
b. (2, 1)
1
c. ( , -4)
2
1
27. y = x−1
2
a. (2, 0)
b. (-6, -4)
c. (-4, -1)
1
28. y = x+1
3
a. (-3, 0)
b. (9, 4)
c. (-6, -1)
x y (x, y)
-1
30. y = 3x − 1
x y (x, y)
-1
31. y = − x + 5
x y (x, y)
-2
1
32. y = x+1
3
x y (x, y)
3
33. y = − x − 2
2
-2
34. x + 2y = 8
x y (x, y)
Everyday Math
35. Weight of a baby Mackenzie recorded her baby’s weight every two months. The baby’s age, in months, and weight, in pounds,
are listed in the table, and shown as an ordered pair in the third column.
a. Plot the points on a coordinate grid.
b. Why is only Quadrant I needed?
0 7 (0, 7)
2 11 (2, 11)
4 15 (4, 15)
6 16 (6, 16)
8 19 (8, 19)
10 20 (10, 20)
12 21 (12, 21)
36. Weight of a child Latresha recorded her son’s height and weight every year. His height, in inches, and weight, in pounds, are
listed in the table, and shown as an ordered pair in the third column.
a. Plot the points on a coordinate grid.
b. Why is only Quadrant I needed?
28 22 (28, 22)
31 27 (31, 27)
33 33 (33, 33)
37 35 (37, 35)
40 41 (40, 41)
42 45 (42, 45)
Writing Exercises
37. Have you ever used a map with a rectangular coordinate system? Describe the map and how you used it.
38. How do you determine if an ordered pair is a solution to a given equation?
This page titled 11.2: Use the Rectangular Coordinate System (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or
curated by OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Evaluate: 3x + 2 when x = −1. If you missed this problem, review Example 3.8.10.
2. Solve the formula: 5x + 2y = 20 for y. If you missed this problem, review Example 9.11.6.
3
3. Simplify: (−24). If you missed this problem, review Example 4.3.10.
8
Recognize the Relation Between the Solutions of an Equation and its Graph
In Use the Rectangular Coordinate System, we found a few solutions to the equation 3x + 2y = 6. They are listed in the table below.
3
So, the ordered pairs (0, 3), (2, 0), (1, , (4, − 3), are some solutions to the equation 3x + 2y = 6. We can plot these solutions in
)
2
Notice how the points line up perfectly? We connect the points with a straight line to get the graph of the equation 3x + 2y = 6.
Notice the arrows on the ends of each side of the line. These arrows indicate the line continues.
Every point on the line is a solution of the equation. Also, every solution of this equation is a point on this line. Points not on the
line are not solutions!
Figure 11.3.1
So (4, 1) is not a solution to the equation 3x + 2y = 6. Therefore the point (4, 1) is not on the line. This is an example of the
saying,” A picture is worth a thousand words.” The line shows you all the solutions to the equation. Every point on the line is a
solution of the equation. And, every solution of this equation is on this line. This line is called the graph of the equation 3x + 2y =
6.
Example 11.3.1:
For each ordered pair decide (a) Is the ordered pair a solution to the equation? (b) Is the point on the line?
(a) (0, 3) (b) (3, − 3) (c) (2, − 3) (d) ( − 1, − 5)
Solution
Substitute the x - and y -values into the equation to check if the ordered pair is a solution to the equation.
(a)
y = 2x − 3 y = 2x − 3 y = 2x − 3 y = 2x − 3
? ? ? ?
−3 = 2(0) − 3 3 = 2(3) − 3 − 3 = 2(2) − 3 − 5 = 2(−1) − 3
−3 = −3 ✓ 3 =3 ✓ −3 ≠ 1 − 5 = −5 ✓
(0, −3) is a solution. (3, 3) is a solution. (2, −3) is not a solution. (−1, −5) is a solution.
(b) Plot the points A: (0, − 3) B: (3, 3) C: (2, − 3) and D: (− 1, − 5). The points (0, − 3), (3, 3), and (− 1, − 5) are on the line y =
2x − 3, and the point (2, − 3) is not on the line.
The points which are solutions to y = 2x − 3 are on the line, but the point which is not a solution is not on the line.
Exercise 11.3.1:
The graph of y = 3x − 1 is shown. For each ordered pair, decide (a) is the ordered pair a solution to the equation? (b) is the
point on the line?
1. (0, − 1)
2. (2, 2)
3. (3, − 1)
4. ( − 1, − 4)
Answer 1.
a. yes, b. no
Answer 2.
a. no, b. no
Answer 3.
Answer 4.
a. yes, b. yes
x y (x, y)
0 1 (0, 1)
1 3 (1, 3)
-2 -3 (-2, -3)
Now we plot the points on a rectangular coordinate system. Check that the points line up. If they did not line up, it would mean we
made a mistake and should double-check all our work. See Figure 11.3.2.
Figure 11.3.2
Draw the line through the three points. Extend the line to fill the grid and put arrows on both ends of the line. The line is the graph
of y = 2x + 1.
Step 1. Find three points whose coordinates are solutions to the equation. Organize them in a table.
Step 2. Plot the points on a rectangular coordinate system. Check that the points line up. If they do not, carefully check your
work.
Step 3. Draw the line through the points. Extend the line to fill the grid and put arrows on both ends of the line.
It is true that it only takes two points to determine a line, but it is a good habit to use three points. If you plot only two points and
one of them is incorrect, you can still draw a line but it will not represent the solutions to the equation. It will be the wrong line. If
you use three points, and one is incorrect, the points will not line up. This tells you something is wrong and you need to check your
work. See Figure 11.3.4.
Figure 11.3.4 - Look at the difference between (a) and (b). All three points in (a) line up so we can draw one line through them.
The three points in (b) do not line up. We cannot draw a single straight line through all three points.
Example 11.3.2:
Graph the equation y = −3x.
Solution
Find three points that are solutions to the equation. It’s easier to choose values for x, and solve for y. Do you see why?
y = −3x
x y (x, y)
0 0 (0, 0)
1 -3 (1, -3)
-2 6 (-2, 6)
Plot the points, check that they line up, and draw the line as shown.
Exercise 11.3.2:
Answer
Exercise 11.3.3:
Answer
Example 11.3.3:
1
Graph the equation y = x + 3.
2
Solution
1
Find three points that are solutions to the equation. Since this equation has the fraction as a coefficient of x, we will choose
2
values of x carefully. We will use zero as one choice and multiples of 2 for the other choices.
x y (x, y)
0 3 (0, 3)
2 4 (2, 4)
4 5 (4, 5)
Plot the points, check that they line up, and draw the line as shown.
Answer
Exercise 11.3.5:
1
Graph the equation: y = x + 2.
4
Answer
So far, all the equations we graphed had y given in terms of x. Now we’ll graph an equation with x and y on the same side.
x+y=5
x y (x, y)
0 5 (0, 5)
1 4 (1, 4)
4 1 (4, 1)
Then plot the points, check that they line up, and draw the line.
Exercise 11.3.6:
Answer
Answer
In the previous example, the three points we found were easy to graph. But this is not always the case. Let’s see what happens in
the equation 2x + y = 3. If y is 0, what is the value of x?
2x + y = 3
2x + 0 = 3
2x = 3
3
x =
2
3
The solution is the point ( . This point has a fraction for the x -coordinate. While we could graph this point, it is hard to be
, 0)
2
1
precise graphing fractions. Remember in the example y = x + 3, we carefully chose values for x so as not to graph fractions at all.
2
If we solve the equation 2x + y = 3 for y, it will be easier to find three solutions to the equation.
2x + y = 3
y = −2x + 3
Now we can choose values for x that will give coordinates that are integers. The solutions for x = 0, x = 1, and x = −1 are shown.
y = −2x + 3
x y (x, y)
0 3 (0, 3)
1 1 (1, 1)
-1 5 (-1, 5)
y = −3x − 1
We’ll let x be 0, 1, and −1 to find three points. The ordered pairs are shown in the table. Plot the points, check that they line up,
and draw the line.
y = −3x − 1
x y (x, y)
0 -1 (0, -1)
1 -4 (1, -4)
-1 2 (-1, 2)
If you can choose any three points to graph a line, how will you know if your graph matches the one shown in the answers in
the book? If the points where the graphs cross the x- and y -axes are the same, the graphs match.
Answer
Exercise 11.3.9:
Answer
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OpenStax.
x = -3
x y (x, y)
-3 1 (-3, 1)
-3 2 (-3, 2)
-3 3 (-3, 3)
Then plot the points and connect them with a straight line. Notice in Figure 11.4.5 that the graph is a vertical line.
Figure 11.4.5
Example 11.4.6:
Graph the equation x = 2. What type of line does it form?
Solution
The equation has only variable, x, and x is always equal to 2. We make a table where x is always 2 and we put in any values for
y.
x = -3
x y (x, y)
2 1 (2, 1)
2 2 (2, 2)
2 3 (2, 3)
Exercise 11.4.10:
Answer
Exercise 11.4.11:
Graph the equation: x = −2.
Answer
x = -3
x y (x, y)
0 4 (0, 4)
2 4 (2, 4)
4 4 (4, 4)
Plot the points and connect them, as shown in Figure 11.4.6. This graph is a horizontal line passing through the y-axis at 4.
Figure 11.4.6
A horizontal line is the graph of an equation that can be written in the form y = b. The line passes through the y-axis at (0, b).
Example 11.4.7:
x = -3
x y (x, y)
-3 -1 (-3, -1)
0 -1 (0, -1)
3 -1 (3, -1)
Answer
Exercise 11.4.13:
Answer
The equations for vertical and horizontal lines look very similar to equations like y = 4x. What is the difference between the
equations y = 4x and y = 4?
The equation y = 4x has both x and y. The value of y depends on the value of x. The y-coordinate changes according to the value of
x.
y = 4x
x y (x, y)
0 0 (0, 0)
1 4 (1, 4)
2 8 (2, 8)
y = 4
x y (x, y)
0 4 (0, 4)
1 4 (1, 4)
2 4 (2, 4)
Notice that the equation y = 4x gives a slanted line whereas y = 4 gives a horizontal line.
Example 11.4.8:
y = −3x
x y (x, y)
0 0 (0, 0)
1 -3 (1, -3)
2 -6 (2, -6)
y = -3
x y (x, y)
0 -3 (0, -3)
1 -3 (1, -3)
2 -3 (2, -3)
Exercise 11.4.14:
Graph the equations in the same rectangular coordinate system: y = −4x and y = −4.
Answer
Exercise 11.4.15:
Graph the equations in the same rectangular coordinate system: y = 3 and y = 3x.
Answer
1. (0, − 3)
2. (2, − 2)
3. (− 2, − 4)
4. (4, 1)
1
42. y = x+2
3
1. (0, 2)
2. (3, 3)
3. (− 3, 2)
4. (− 6, 0)
In the following exercises, graph each pair of equations in the same rectangular coordinate system.
1 1
93. y = − x and y = −
2 2
1 1
94. y = − x and y = −
3 3
95. y = 2x and y = 2
Mixed Practice
In the following exercises, graph each equation.
97. y = 4x
98. y = 2x
1
99. y = − x + 3
2
1
100. y = x−2
4
101. y = − x
102. y = x
103. x − y = 3
104. x + y = − 5
105. 4x + y = 2
106. 2x + y = 6
107. y = −1
108. y = 5
109. 2x + 6y = 12
110. 5x + 2y = 10
111. x = 3
112. x = −4
Everyday Math
113. Motor home cost The Robinsons rented a motor home for one week to go on vacation. It cost them $594 plus $0.32 per mile to
rent the motor home, so the linear equation y = 594 + 0.32x gives the cost, y, for driving x miles. Calculate the rental cost for
driving 400, 800, and 1,200 miles, and then graph the line.
114. Weekly earning At the art gallery where he works, Salvador gets paid $200 per week plus 15% of the sales he makes, so the
equation y = 200 + 0.15x gives the amount y he earns for selling x dollars of artwork. Calculate the amount Salvador earns for
selling $900, $1,600, and $2,000, and then graph the line.
Writing Exercises
1
115. Explain how you would choose three x-values to make a table to graph the line y = x − 2.
5
116. What is the difference between the equations of a vertical and a horizontal line?
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) After reviewing this checklist, what will you do to become confident for all objectives?
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OpenStax.
be prepared!
Before you get started, take this readiness quiz.
1. Solve: 3x + 4y = −12 for x when y = 0. If you missed this problem, review Example 9.11.6.
2. Is the point (0, −5) on the x-axis or y-axis? If you missed this problem, review Example 11.1.5.
3. Which ordered pairs are solutions to the equation 2x − y = 6? (a) (6, 0) (b) (0, −6) (c) (4, −2). If you missed this problem,
review Example 11.2.8.
The x-intercept is the point, (a, 0), where the graph crosses the x-axis.
The x-intercept occurs when y is zero.
The y-intercept is the point, (0, b), where the graph crosses the y-axis.
The y-intercept occurs when x is zero.
Example 11.5.1
(b) 3x - y = 6
(c) x + y = -5
The graph crosses the x-axis at the point (4, 0). The x-intercept is (4, 0).
The graph crosses the y-axis at the point (0, 2). The x-intercept is (0, 2).
(b)
The graph crosses the x-axis at the point (2, 0). The x-intercept is (2, 0).
The graph crosses the y-axis at the point (0, -6). The x-intercept is (0, -6).
(c)
The graph crosses the x-axis at the point (-5, 0). The x-intercept is (-5, 0).
The graph crosses the y-axis at the point (0, -5). The x-intercept is (0, -5).
Exercise 11.5.1A
Answer
x-intercept (2,0); y-intercept (0,-2)
Exercise 11.5.1B
Find the x- and y-intercepts of the graph: 2x + 3y = 6.
Example 11.5.2
Figure 11.5.2
To find the x- intercept, let y = 0:
Substitute 0 for y. 2x + 0 = 6
Add. 2x = 6
Divide by 2. x=3
Multiply. 0+y=6
Add. y=6
2x + y = 6
x y
3 0
0 6
Figure 11.5.3
The intercepts are the points (3, 0) and (0, 6).
Exercise 11.5.2A
Answer
x-intercept (4,0); y-intercept (0,12)
Exercise 11.5.2B
Answer
x-intercept (8,0); y-intercept (0,2)
Example 11.5.3
Find the intercepts of 4x−3y = 12.
Solution
To find the x-intercept, let y = 0.
Substitute 0 for y. 4x − 3 • 0 = 12
Multiply. 4x − 0 = 12
Subtract. 4x = 12
Divide by 4. x=3
The y-intercept is (0, −4). The intercepts are the points (−3, 0) and (0, −4).
4x - 3y = 12
x y
3 0
0 -4
Answer
x-intercept (4,0); y-intercept (0,-3)
Exercise 11.5.3B
Answer
x-intercept (4,0); y-intercept (0,-2)
Example 11.5.4
Graph −x + 2y = 6 using intercepts.
Solution
First, find the x-intercept. Let y = 0,
−x + 2y = 6
−x + 2(0) = 6
−x = 6
x = −6
−x + 2y = 6
−0 + 2y = 6
2y = 6
y =3
−2 + 2y = 6
2y = 8
y =4
-x + 2y = 6
x y (x,y)
-6 0 (−6, 0)
0 3 (0, 3)
2 4 (2, 4)
Do the points line up? Yes, so draw line through the points.
Exercise 11.5.4A
Answer
Exercise 11.5.4B
Answer
Example 11.5.5
y − intercept, let x = 0
x − intercept, let y = 0 third point, let y = 4
4x − 3y = 12
4x − 3y = 12 4x − 3y = 12
4(0) − 3y = 12
4x − 3(0) = 12 4x − 12 = 12
4x − 3(4) = 12
4x = 12 4x = 24
−3y = 12
x = 3 x = 6
y = −4
4x - 3y = 12
x y (x. y)
3 0 (3, 0)
0 -4 (0, −4)
6 4 (6, 4)
Answer
Exercise 11.5.5B
Answer
Example 11.5.6
Graph y = 5x using the intercepts.
Solution
x − intercept; Let y = 0.
y − intercept; Let x = 0.
y = 5x
y = 5x
0 = 5x
y = 5(0)
0 = x
y = 0
x = 0
T he y − intercept is (0, 0).
T he x − intercept is (0, 0).
This line has only one intercept! It is the point (0, 0).
To ensure accuracy, we need to plot three points. Since the intercepts are the same point, we need two more points to graph the
line. As always, we can choose any values for x, so we’ll let x be 1 and −1.
y = 5x y = 5x
y = 5(1) y = 5(−1)
y = 5 y = −5
(1, − 5) (−1, − 5)
y = 5x
x y (x, y)
0 0 (0, 0)
1 5 (1, 5)
-1 -5 (−1, −5)
Plot the three points, check that they line up, and draw the line.
Exercise 11.5.6A
Graph using the intercepts: y = 3x.
Answer
Exercise 11.5.6B
Graph using the intercepts: y = −x .
Answer
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OpenStax.
Equation Method
#1 y = 2x + 1 Plotting points
1
#2 y= x+3 Plotting points
2
#3 x = −7 Vertical line
#5 2x + y = 6 Intercepts
#6 4x − 3y = 12 Intercepts
What is it about the form of equation that can help us choose the most convenient method to graph its line?
Notice that in equations #1 and #2, y is isolated on one side of the equation, and its coefficient is 1. We found points by substituting
values for x on the right side of the equation and then simplifying to get the corresponding y- values.
Equations #3 and #4 each have just one variable. Remember, in this kind of equation the value of that one variable is constant; it
does not depend on the value of the other variable. Equations of this form have graphs that are vertical or horizontal lines.
In equations #5 and #6, both x and y are on the same side of the equation. These two equations are of the form Ax + By = C . We
substituted y = 0 and x = 0 to find the x- and y- intercepts, and then found a third point by choosing a value for x or y.
This leads to the following strategy for choosing the most convenient method to graph a line.
Step 1. If the equation has only one variable. It is a vertical or horizontal line.
x = a is a vertical line passing through the x-axis at a.
y = b is a horizontal line passing through the y-axis at b.
Step 2. If y is isolated on one side of the equation. Graph by plotting points.
Choose any three values for x and then solve for the corresponding y- values.
Step 3. If the equation is of the form Ax + By = C, find the intercepts.
Find the x- and y- intercepts and then a third point.
Example 11.6.7:
Identify the most convenient method to graph each line: (a) y = −3 (b) 4x−6y = 12 (c) x = 2 (d) y = 2 5 x−1
Solution
(a) y = −3
This equation has only one variable, y. Its graph is a horizontal line crossing the y-axis at −3.
(b) 4x−6y = 12
This equation is of the form Ax + By = C. Find the intercepts and one more point.
(c) x = 2
There is only one variable, x. The graph is a vertical line crossing the x-axis at 2.
11.6.1 https://math.libretexts.org/@go/page/7291
2
(d) y = x−1
5
Since y is isolated on the left side of the equation, it will be easiest to graph this line by plotting three points.
Exercise 11.6.7A:
1
Identify the most convenient method to graph each line: (a) 3x + 2y = 12 (b) y = 4 (c) y = x−4 (d) x = −7
5
Answer a
intercepts
Answer b
horizontal line
Answer c
plotting points
Answer d
vertical line
Exercise 11.6.7B:
3
Identify the most convenient method to graph each line: (a) x = 6 (b) y = − x + 1 (c) y = −8 (d) 4x−3y = −1
4
Answer a
vertical line
Answer b
plotting points
Answer c
horizontal line
Answer d
intercepts
11.6.2 https://math.libretexts.org/@go/page/7291
117.
118.
119.
120.
121.
11.6.3 https://math.libretexts.org/@go/page/7291
122.
123.
124.
125.
11.6.4 https://math.libretexts.org/@go/page/7291
140. x−2y = 8
141. 4x − y = 8
142. 5x − y = 5
143. 2x + 5y = 10
144. 2x + 3y = 6
145. 3x−2y = 12
146. 3x−5y = 30
1
147. y = x−1
3
1
148. y = x−1
4
1
149. y = x+2
5
1
150. y = x+4
3
151. y = 3x
152. y = −2x
153. y = −4x
154. y = 5x
11.6.5 https://math.libretexts.org/@go/page/7291
183. y = 5
184. x = −3
185. y = −3x + 4
186. y = −5x + 2
187. x − y = 5
188. x − y = 1
2
189. y = x−1
3
4
190. y = x−3
5
191. y = −3
192. y = −1
193. 3x−2y = −12
194. 2x−5y = −10
1
195. y = − x + 3
4
1
196. y = − x + 5
3
Everyday Math
197. Road trip Damien is driving from Chicago to Denver, a distance of 1,000 miles. The x-axis on the graph below shows the time
in hours since Damien left Chicago. The y-axis represents the distance he has left to drive.
a. Find the x- and y- intercepts.
b. Explain what the x- and y- intercepts mean for Damien.
198. Road trip Ozzie filled up the gas tank of his truck and went on a road trip. The x-axis on the graph shows the number of miles
Ozzie drove since filling up. The y-axis represents the number of gallons of gas in the truck’s gas tank.
a. Find the x- and y- intercepts.
b. Explain what the x- and y- intercepts mean for Ozzie.
Writing Exercises
199. How do you find the x-intercept of the graph of 3x−2y = 6?
200. How do you find the y-intercept of the graph of 5x − y = 10?
201. Do you prefer to graph the equation 4x + y = −4 by plotting points or intercepts? Why?
11.6.6 https://math.libretexts.org/@go/page/7291
2
202. Do you prefer to graph the equation y = x − 2 by plotting points or intercepts? Why?
3
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) What does this checklist tell you about your mastery of this section? What steps will you take to improve?
11.6: Graphing with Intercepts (Part 2) is shared under a CC BY license and was authored, remixed, and/or curated by LibreTexts.
11.6.7 https://math.libretexts.org/@go/page/7291
11.7: Understand Slope of a Line (Part 1)
Learning Objectives
Use geoboards to model slope
Find the slope of a line from its graph
Find the slope of horizontal and vertical lines
Use the slope formula to find the slope of a line between two points
Graph a line given a point and the slope
Solve slope applications
be prepared!
Before you get started, take this readiness quiz.
1 −4
1. Simplify: . If you missed this problem, review Example 4.6.12.
8 −2
0 4
2. Divide: , . If you missed this problem, review Example 7.5.5.
4 0
15 −15 −15
3. Simplify: , , . If you missed this problem, review Example 4.6.11.
−3 3 −3
As we’ve been graphing linear equations, we’ve seen that some lines slant up as they go from left to right and some lines slant
down. Some lines are very steep and some lines are flatter. What determines whether a line slants up or down, and if its slant is
steep or flat?
The steepness of the slant of a line is called the slope of the line. The concept of slope has many applications in the real world. The
pitch of a roof and the grade of a highway or wheelchair ramp are just some examples in which you literally see slopes. And when
you ride a bicycle, you feel the slope as you pump uphill or coast downhill.
Figure 11.7.1
Does it look like a line?
Now we stretch one part of the rubber band straight up from the left peg and around a third peg to make the sides of a right triangle
as shown in Figure 11.7.2. We carefully make a 90° angle around the third peg, so that one side is vertical and the other is
horizontal.
Figure 11.7.3
To help remember the terms, it may help to think of the images shown in Figure 11.7.4.
Figure 11.7.4
On our geoboard, the rise is 2 units because the rubber band goes up 2 spaces on the vertical leg. See Figure 11.7.5.
What is the run? Be sure to count the spaces between the pegs rather than the pegs themselves! The rubber band goes across 3
spaces on the horizontal leg, so the run is 3 units.
Figure 11.7.5
2
The slope of a line is the ratio of the rise to the run. So the slope of our line is . In mathematics, the slope is always represented
3
by the letter m.
The rise measures the vertical change and the run measures the horizontal change.
When we work with geoboards, it is a good idea to get in the habit of starting at a peg on the left and connecting to a peg to the
right. Then we stretch the rubber band to form a right triangle.
If we start by going up the rise is positive, and if we stretch it down the rise is negative. We will count the run from left to right, just
like you read this paragraph, so the run will be positive.
Since the slope formula has rise over run, it may be easier to always count out the rise first and then the run.
Example 11.7.1:
Solution
Use the definition of slope.
rise
m = (11.7.1)
run
Start at the left peg and make a right triangle by stretching the rubber band up and to the right to reach the second peg. Count
the rise and the run as shown.
3
The slope is .
4
Exercise 11.7.1:
Answer
4
Exercise 11.7.2:
Answer
1
Example 11.7.2:
Solution
Use the definition of slope.
rise
m = (11.7.4)
run
The run is 3.
−1
m =
3
1
m =−
3
1
The slope is − .
3
Exercise 11.7.3:
Answer
2
−
3
Exercise 11.7.4:
Answer
4
−
3
Figure 11.7.6
As you read from left to right, the line in Figure A, is going up; it has positive slope. The line Figure B is going down; it has
negative slope.
Figure 11.7.7
Example 11.7.3:
2
.
Solution
To model a line with a specific slope on a geoboard, we need to know the rise and the run.
rise
Use the slope formula. m = (11.7.6)
run
1 1 rise
Replace m with . = (11.7.7)
2 2 run
Exercise 11.7.5:
1
Use a geoboard to model a line with the given slope: m = .
3
Answer
Exercise 11.7.6:
3
Use a geoboard to model a line with the given slope: m = .
2
Answer
Example 11.7.4:
−1
Use a geoboard to model a line with slope .
4
Solution
rise
Use the slope formula. m = (11.7.8)
run
1 1 rise
Replace m with − . − = (11.7.9)
4 4 run
Exercise 11.7.7:
−3
Use a geoboard to model a line with the given slope: m = .
2
Answer
Exercise 11.7.8:
−1
Use a geoboard to model a line with the given slope: m = .
3
Answer
Example 11.7.5:
Count the rise on the vertical leg of the triangle. The rise is 4 units.
rise
Use the slope formula. m = (11.7.10)
run
4
Substitute the values of the rise and run. m = (11.7.11)
5
4
The slope of the line is .
5
Notice that the slope is positive since the line slants upward from left to right.
Exercise 11.7.9:
Find the slope of the line:
Answer
2
Exercise 11.7.10:
Step 1. Locate two points on the line whose coordinates are integers.
Step 2. Starting with the point on the left, sketch a right triangle, going from the first point to the second point.
Step 3. Count the rise and the run on the legs of the triangle.
Step 4. Take the ratio of rise to run to find the slope.
rise
m = (11.7.12)
run
Example 11.7.6:
Solution
Locate two points on the graph. Look for points with coordinates that are integers. We can choose any points, but we will use
(0, 5) and (3, 3). Starting with the point on the left, sketch a right triangle, going from the first point to the second point.
rise
Use the slope formula. m = (11.7.13)
run
2
Simplify. m = − (11.7.15)
3
2
The slope of the line is − .
3
Notice that the slope is negative since the line slants downward from left to right.
What if we had chosen different points? Let’s find the slope of the line again, this time using different points. We will use the
points (−3, 7) and (6, 1).
rise
Use the slope formula. m = (11.7.16)
run
−6
Substitute the values of the rise and run. m = (11.7.17)
9
2
Simplify the fraction. m = − (11.7.18)
3
It does not matter which points you use—the slope of the line is always the same. The slope of a line is constant!
Exercise 11.7.11:
Answer
4
−
3
Exercise 11.7.12:
Answer
3
−
5
The lines in the previous examples had y-intercepts with integer values, so it was convenient to use the y-intercept as one of the
points we used to find the slope. In the next example, the y-intercept is a fraction. The calculations are easier if we use two points
with integer coordinates.
Example 11.7.7:
Find the slope of the line shown:
Solution
Locate two points on the graph whose coordinates are integers. (2, 3) and (7, 6)
rise
Use the slope formula. m = (11.7.19)
run
3
Substitute the values of the rise and run. m = (11.7.20)
5
3
The slope of the line is .
5
Exercise 11.7.13:
Find the slope of the line:
Answer
5
Exercise 11.7.14:
Answer
Figure 11.7.8
rise
What is the slope? m = (11.4.21)
run
0
m = (11.4.22)
3
m = 0 (11.4.23)
Now we’ll consider a vertical line, such as the line x = 3, shown in Figure 11.7.9. We’ll use the two points (3, 0) and (3, 2) to count
the rise and run.
Figure 11.7.9
rise
What is the slope? m = (11.4.24)
run
2
m = (11.4.25)
0
But we can’t divide by 0. Division by 0 is undefined. So we say that the slope of the vertical line x = 3 is undefined. The slope of
all vertical lines is undefined, because the run is 0.
Example 11.7.8:
Exercise 11.7.15:
Answer
undefined
Exercise 11.7.16:
Answer
0
Use the Slope Formula to find the Slope of a Line between Two Points
Sometimes we need to find the slope of a line between two points and we might not have a graph to count out the rise and the run.
We could plot the points on grid paper, then count out the rise and the run, but there is a way to find the slope without graphing.
Figure 11.7.10
Since we have two points, we will use subscript notation.
x1 , y1 x2 , y2
(2, 3) (7, 6)
On the graph, we counted the rise of 3. The rise can also be found by subtracting the y-coordinates of the points.
y2 − y1
6 −3
We counted a run of 5. The run can also be found by subtracting the x-coordinates.
x2 − x1
7 −2
rise
We know m = (11.4.26)
run
3
So m = (11.4.27)
5
6 −3
We rewrite the rise and run by putting in the coordinates. m = (11.4.28)
7 −2
The slope of the line between two points (x1, y1) and (x2, y2) is
y2 − y1
m = (11.4.31)
x2 − x1
Example 11.7.9:
Find the slope of the line between the points (1, 2) and (4, 5).
Solution
x1 , y1 x2 , y2
We’ll call (1, 2) point #1 and (4, 5) point #2.
(1, 2) (4, 5)
y2 − y1
Use the slope formula. m = (11.4.32)
x2 − x1
5 −2
y of the second point minus y of the first point m = (11.4.33)
x2 − x1
5 −2
x of the second point minus x of the first point m = (11.4.34)
4 −1
3
Simplify the numerator and the denominator. m = (11.4.35)
3
m=1
m =1
Exercise 11.7.17:
Find the slope of the line through the given points: (8, 5) and (6, 3).
Answer
1
Exercise 11.7.18:
Find the slope of the line through the given points: (1, 5) and (5, 9).
Answer
1
How do we know which point to call #1 and which to call #2? Let’s find the slope again, this time switching the names of the
points to see what happens. Since we will now be counting the run from right to left, it will be negative.
x1 , y1 x2 , y2
We’ll call (4, 5) point #1 and (1, 2) point #2.
(4, 5) (1, 2)
y2 − y1
Use the slope formula. m = (11.4.36)
x2 − x1
2 −5
y of the second point minus y of the first point m = (11.4.37)
x2 − x1
2 −5
x of the second point minus x of the first point m = (11.4.38)
1 −4
−3
Simplify the numerator and the denominator. m = (11.4.39)
−3
m=1
The slope is the same no matter which order we use the points.
Example 11.7.10:
Find the slope of the line through the points (−2, −3) and (−7, 4).
Solution
x1 , y1 x2 , y2
We’ll call (−2, −3) point #1 and (−7, 4) point #2.
(−2, −3) (−7, 4)
y2 − y1
Use the slope formula. m = (11.4.40)
x2 − x1
4 − (−3)
y of the second point minus y of the first point m = (11.4.41)
x2 − x1
4 − (−3)
x of the second point minus x of the first point m = (11.4.42)
−7 − (−2)
7
Simplify. m = (11.4.43)
−5
7
m=−
5
rise
m =
run
−7
m =
5
7
m =−
5
Exercise 11.7.19:
Find the slope of the line through the pair of points: (−3, 4) and (2, −1).
Answer
-1
Exercise 11.7.20:
Find the slope of the line through the pair of points: (−2, 6) and (−3, −4).
Answer
10
Example 11.8.11:
3
Graph the line passing through the point (1, −1) whose slope is m = .
4
Solution
Plot the given point, (1, −1).
rise
Use the slope formula m = to identify the rise and the run.
run
3
m =
4
rise 3
=
run 4
rise = 3
run = 4
Starting at the point we plotted, count out the rise and run to mark the second point. We count 3 units up and 4 units right.
Then we connect the points with a line and draw arrows at the ends to show it continues.
Exercise 11.8.21:
Graph the line passing through the point with the given slope:
4
(2, −2), m =
3
Answer
Exercise 11.8.22:
Graph the line passing through the point with the given slope:
1
(−2, 3), m =
4
Answer
Example 11.8.12:
2
Graph the line with y -intercept (0, 2) and slope m = − .
3
Solution
Plot the given point, the y -intercept (0, 2).
Use the slope formula m = rise run to identify the rise and the run.
2
m =−
3
rise −2
=
run 3
rise =– 2
run = 3
Starting at (0, 2), count the rise and the run and mark the second point.
Answer
Exercise 11.8.24:
Answer
Graph the line passing through the point (−1, −3) whose slope is m = 4.
Solution
Plot the given point.
rise 4
Write 4 as a fraction. = (11.4.45)
run 1
rise = 4, run = 1
Mark the second point. Connect the two points with a line.
Exercise 11.8.25:
Graph the line with the given intercept and slope: (−2, 1), m = 3.
Answer
Graph the line with the given intercept and slope: (4, −2), m = −2.
Answer
Example 11.8.14:
The pitch of a building’s roof is the slope of the roof. Knowing the pitch is important in climates where there is heavy snowfall.
If the roof is too flat, the weight of the snow may cause it to collapse. What is the slope of the roof shown?
Solution
rise
Use the slope formula. m = (11.4.46)
run
9 ft
Substitute the values for rise and run. m = (11.4.47)
18 f t
1
The slope of the roof is .
2
Exercise 11.8.27:
Find the slope given rise and run: A roof with a rise = 14 and run = 24.
Answer
7
12
Exercise 11.8.28:
Find the slope given rise and run: A roof with a rise = 15 and run = 36.
Answer
5
12
Have you ever thought about the sewage pipes going from your house to the street? Their slope is an important factor in how they
take waste away from your house.
Example 11.8.15:
1
Sewage pipes must slope down inch per foot in order to drain properly. What is the required slope?
4
Solution
1
− in.
Use the slope formula. rise 4
m = = (11.4.49)
run 1 ft
1
− in.
Convert 1 foot to 12 inches. 4
m = (11.4.50)
12 in
1
Simplify. m = − (11.4.51)
48
1
The slope of the pipe is − .
48
Exercise 11.8.29:
1
Find the slope of the pipe: The pipe slopes down inch per foot.
3
Answer
1
−
36
Answer
1
−
48
203.
204.
205.
215.
216.
218.
219.
220.
221.
223.
224.
225.
226.
228.
229.
230.
Use the Slope Formula to find the Slope of a Line between Two Points
In the following exercises, use the slope formula to find the slope of the line between each pair of points.
239. (1, 4), (3, 9)
240. (2, 3), (5, 7)
Everyday Math
271. Wheelchair ramp The rules for wheelchair ramps require a maximum 1 inch rise for a 12 inch run.
a. How long must the ramp be to accommodate a 24-inch rise to the door?
b. Draw a model of this ramp.
272. Wheelchair ramp A 1-inch rise for a 16-inch run makes it easier for the wheelchair rider to ascend the ramp.
a. How long must the ramp be to easily accommodate a 24-inch rise to the door?
b. Draw a model of this ramp.
Writing Exercises
273. What does the sign of the slope tell you about a line?
1
274. How does the graph of a line with slope m = differ from the graph of a line with slope m = 2?
2
275. Why is the slope of a vertical line undefined?
276. Explain how you can graph a line given a point and its slope.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) On a scale of 1–10, how would you rate your mastery of this section in light of your responses on the checklist? How can you
improve this?
This page titled 11.8: Understand Slope of a Line (Part 2) is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
OpenStax.
10
280. (a) (3, −2) (b) (−4, −1) (c) (−5, 4) (d) (2, )
3
281.
282.
283.
11.E.1 https://math.libretexts.org/@go/page/7296
284.
c. (6, −2)
x y (x, y)
-2
1
288. y = − x + 3
2
x y (x, y)
-2
289. x + 2y = 5
x y (x, y)
-1
290. 3x − 2y = 6
x y (x, y)
11.E.2 https://math.libretexts.org/@go/page/7296
x y (x, y)
-2
2
296. y = x−1
3
a. (0, −1)
b. (3, 1)
c. (−3, −3)
d. (6, 4)
11.E.3 https://math.libretexts.org/@go/page/7296
298. y = −3x
299. 2x + y = 7
302.
303.
11.E.4 https://math.libretexts.org/@go/page/7296
3
315. y = x−1
4
316.
317.
318.
319.
In the following exercises, model each slope. Draw a picture to show your results.
1
320.
3
3
321.
2
2
322. −
3
1
323. −
2
11.E.5 https://math.libretexts.org/@go/page/7296
Find the Slope of a Line from its Graph
In the following exercises, find the slope of each line shown.
324.
325.
326.
327.
Use the Slope Formula to find the Slope of a Line between Two Points
In the following exercises, use the slope formula to find the slope of the line between each pair of points.
332. (2, 1), (4, 5)
333. (−1, −1), (0, −5)
334. (3, 5), (4, −1)
11.E.6 https://math.libretexts.org/@go/page/7296
335. (−5, −2), (3, 2)
PRACTICE TEST
339. Plot and label these points:
a. (2, 5)
b. (−1, −3)
c. (−4, 0)
d. (3, −5)
e. (−2, 1)
340. Name the ordered pair for each point shown.
x y (x, y)
-2
11.E.7 https://math.libretexts.org/@go/page/7296
345. Complete the table to find three solutions to the equation 4x + y = 8.
x y (x, y)
In the following exercises, find three solutions to each equation and then graph each line.
346. y = −3x
347. 2x + 3y = −6
In the following exercises, find the slope of each line.
348.
349.
350. Use the slope formula to find the slope of the line between (0, −4) and (5, 2).
351. Find the slope of the line y = 2.
3
352. Graph the line passing through (1, 1) with slope m = .
2
353. A bicycle route climbs 20 feet for 1,000 feet of horizontal distance. What is the slope of the route?
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11.S: Graphs (Summary)
KEY TERMS
The graph of an equation that can be written in the form y = b whose line
horizontal line
passes through the y-axis at (0, b).
Each of the points at which a line crosses the x-axis and the y-axis is
intercepts of a line
called an intercept of the line.
An equation of the form Ax + By = C, where A and B are not both zero,
linear equation
is called a linear equation in two variables
An ordered pair (x, y) gives the coordinates of a point in a rectangular
ordered pair coordinate system. The first number is the x-coordinate. The second
number is the y-coordinate.
The point (0, 0) is called the origin. It is the point where the point where
origin
the x-axis and y-axis intersect.
The four areas of a rectangular coordinate system that has been divided
quadrants
by the x-axis and y-axis.
rise
The slope of a line is m = . The rise measures the vertical change
slope of a line run
and the run measures the horizontal change.
Key Concepts
11.1 Use the Rectangular Coordinate System
Sign Patterns of the Quadrants
Coordinates of Zero
Points with a y-coordinate equal to 0 are on the x-axis, and have coordinates (a, 0).
Points with a x-coordinate equal to 0 are on the y-axis, and have coordinates (0, b).
The point (0, 0) is called the origin. It is the point where the x-axis and y-axis intersect.
x y
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12: Appendix
Topic hierarchy
12.1: Cumulative Review
12.2: Powers and Roots
12.3: Geometric Formulas
12: Appendix is shared under a CC BY license and was authored, remixed, and/or curated by LibreTexts.
1
12.1: Cumulative Review
Note
Answers to the Cumulative Review can be found in the Supplemental Resources. Please visit http://openstax college.org to
view an updated list of the Learning Resources for this title and how to access them.
Chapter 3 - Integers
Simplify:
9. |8 − 9| − |3 − 8|
10. −2 + 4(−3 + 7)
11. 27 − (−4 − 7)
12. 28 ÷ (−4) − 7
Translate into an algebraic expression or equation.
13. The sum of −5 and 13, increased by 11.
14. The product of −11 and 8.
15. The quotient of 7 and the sum of −4 and m.
16. The product of −3 and is −51.
Solve:
17. −6r = 24
Chapter 4 - Fractions
18. Locate the numbers on a number line. \(\dfrac{7}{8}, \dfrac{5}{3}, 3\dfrac{1}{4}, 5.
Simplify:
21p
19.
57q
3 28
20. ⋅ (− )
7 45
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3 9
21. −6 ÷
4 2
3
22. −3 ÷6
5
2 6
23. −4 (− )
3 7
1
−2
4
24.
3
−
8
7 ⋅ 8 + 4(7 − 12)
25.
9 ⋅ 6 −2 ⋅ 9
23 17
26. − +
36 20
1 1
+
2 3
27.
3 1
−
4 3
5 1
28. 3 −2
8 2
2
29. − r = 24
3
Chapter 5 - Decimals
Simplify:
30. 24.76 − 7.28
31. 12.9 + 15.633
32. (−5.6)(0.25)
33. $6.29 ÷ 12
34. 3 4 (13.44 − 9.6)
−− − − −
35. √64 + √225
−−−−−−−
36. √121x2 y 2
5 8
37. Write in order from smallest to largest: , 0.75,
8 15
Solve:
38. −8.6x = 34.4
39. Using 3.14 as the estimate for pi, approximate the (a) circumference and (b) area of a circle whose radius is 8 inches.
40. Find the mean of the numbers, 18, 16, 20, 12
41. Find the median of the numbers, 24, 29, 27, 28, 30
42. Identify the mode of the numbers, 6, 4, 4, 5, 6, 6, 4, 4, 4, 3, 5
43. Find the unit price of one t-shirt if they are sold at 3 for $28.97.
Chapter 6 - Percents
44. Convert 14.7% to (a) a fraction and (b) a decimal.
Translate and solve.
45. 63 is 35% of what number?
46. The nutrition label on a package of granola bars says that each granola bar has 180 calories, and 81 calories are from fat. What
percent of the total calories is from fat?
47. Elliot received $510 commission when he sold a $3,400 painting at the art gallery where he works. What was the rate of
commission?
48. Nandita bought a set of towels on sale for $67.50. The original price of the towels was $90. What was the discount rate?
49. Alan invested $23,000 in a friend’s business. In 5 years the friend paid him the $23,000 plus $9,200 interest. What was the rate
of interest?
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Solve:
9 −6
50. =
p 14
Simplify:
8 4 3
52. ( + )+
15 7 7
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75. The width of a rectangle is 4 less than the length. The perimeter is 96 inches. Find the length and the width.
76. Find the (a) volume and (b) surface area of a rectangular carton with length 24 inches, width 18 inches, and height 6 inches.
Chapter 10 - Polynomials
Simplify:
77. (8m2 + 12m − 5) − (2m2 − 7m − 1)
78. p3 • p10
79. (y4)3
80. (3a5)3
81. (x3)5(x2)3
2 1
82. (
3
m n )(
6 4
m n )
4
3 6
Chapter 11 - Graphs
Graph:
92. y = 4x − 3
93. y = −3x
1
94. y = x+3
2
95. x − y = 6
96. y = −2
97. Find the intercepts. 2x + 3y = 12
Graph using the intercepts.
98. 2x − 4y = 8
99. Find the slope of the line shown.
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100. Use the slope formula to find the slope of the line between the points (−5, −2), (3, 2).
1
101. Graph the line passing through the point (−3, 4) and with slope m = − .
3
12.1: Cumulative Review is shared under a CC BY license and was authored, remixed, and/or curated by LibreTexts.
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12.2: Powers and Roots
Table B1
2 − 3 3 −
n n √n n √n
1 1 1 1 1
2 4 1.414214 8 1.259921
3 9 1.732051 27 1.442250
4 16 2 64 1.587401
8 64 2.828427 512 2
9 81 3 729 2.080084
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2 − 3 3 −
n n √n n √n
64 4,096 8 262,144 4
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2 − 3 3 −
n n √n n √n
12.2: Powers and Roots is shared under a CC BY license and was authored, remixed, and/or curated by LibreTexts.
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12.3: Geometric Formulas
Table C1 - 2 Dimensions
Name Shape Formulas
Perimeter: P = 2l + 2w
Rectangle
Area: A = lw
Perimeter: P = 4s
Square
Area: A = s2
Perimeter: P = a + b + c
1
Triangle Area: A = bh
2
Sum of Angles: A + B + C = 180°
Pythagorean Theorem: a2 + b2 = c2
Right Triangle 1
Area: A = ab
2
Circumference: C = 2π r or C = π d
Circle
Area: A = π r2
Perimeter: P = 2a + 2b
Parallelogram
Area: A = bh
Perimeter: P = a + b + c + B
Trapezoid 1
Area: A = (B + b)h
2
Table C2 - 3 Dimensions
Name Shape Formulas
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Name Shape Formulas
Volume: V = lwh
Rectangular Solid
Surface Area: SA = 2lw + 2wh + 2hl
Volume: V = s3
Cube
Surface Area: SA = 6s2
1
Volume: V = πr h
2
Cone 3
−−−−−−
Surface Area: SA = πr 2 2
+ πr√h + r
2
4
Volume: V = πr
3
Sphere 3
Surface Area: SA = 4πr 2
Volume: V = πr h 2
12.3: Geometric Formulas is shared under a CC BY license and was authored, remixed, and/or curated by LibreTexts.
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Index
A
Add Fractions with Different Denominators
4.9: Add and Subtract Fractions with Different Denominators (Part 2)
Approximate Square Roots
5.13: Simplify and Use Square Roots (Part 2)
average
5.8: Averages and Probability (Part 1)
C
circumference
5.6: Decimals and Fractions (Part 2)
complementary angle
9.4: Use Properties of Angles, Triangles, and the Pythagorean Theorem (Part 1)
composite number
2.8: Find Multiples and Factors (Part 2)
D
decimals
5.6: Decimals and Fractions (Part 2)
5.7: Solve Equations with Decimals
discount
6.3: Solve Sales Tax, Commission, and Discount Applications
Divide Mixed Numbers
4.5: Multiply and Divide Mixed Numbers and Complex Fractions (Part 1)
Dividing Integers
3.7: Multiply and Divide Integers (Part 1)
divisibility
2.8: Find Multiples and Factors (Part 2)
E
Exponential Notation
10.2: Use Multiplication Properties of Exponents (Part 1)
F
factor tree
2.9: Prime Factorization and the Least Common Multiple (Part 1)
Fraction Bar
4.6: Multiply and Divide Mixed Numbers and Complex Fractions (Part 2)
Fractions
5.6: Decimals and Fractions (Part 2)
H
Hypotenuse
9.5: Use Properties of Angles, Triangles, and the Pythagorean Theorem (Part 2)
I
intercept of the line
11.5: Graphing with Intercepts (Part 1)
interest
6.4: Solve Simple Interest Applications
L
ladder method
2.9: Prime Factorization and the Least Common Multiple (Part 1)
M
Multiply Mixed Numbers
4.5: Multiply and Divide Mixed Numbers and Complex Fractions (Part 1)
Multiplying Integers
3.7: Multiply and Divide Integers (Part 1)
1 https://math.libretexts.org/@go/page/38041
O
order of operations
2.2: Use the Language of Algebra (Part 2)
P
percent
6.1: Understand Percent
percent problems
6.2: Solve General Applications of Percent
percent proportion
6.6: Solve Proportions and their Applications (Part 2)
Polynomials
10: Polynomials
prime factorizaton
2.9: Prime Factorization and the Least Common Multiple (Part 1)
prime numbers
2.8: Find Multiples and Factors (Part 2)
probability
5.8: Averages and Probability (Part 1)
proportion
6.5: Solve Proportions and their Applications (Part 1)
Pythagorean Theorem
9.5: Use Properties of Angles, Triangles, and the Pythagorean Theorem (Part 2)
R
radius
5.6: Decimals and Fractions (Part 2)
reciprocal
4.4: Multiply and Divide Fractions (Part 2)
S
Sales
6.3: Solve Sales Tax, Commission, and Discount Applications
Simplify Fractions
4.3: Multiply and Divide Fractions (Part 1)
slope
11.7: Understand Slope of a Line (Part 1)
Solve Equations with a Fraction Coefficient
4.13: Solve Equations with Fractions (Part 2)
square root function
5.12: Simplify and Use Square Roots (Part 1)
Subtract Fractions with Different Denominators
4.9: Add and Subtract Fractions with Different Denominators (Part 2)
Subtract Whole Numbers
1.5: Subtract Whole Numbers (Part 1)
supplementary angle
9.4: Use Properties of Angles, Triangles, and the Pythagorean Theorem (Part 1)
surface area
9.9: Solve Geometry Applications- Volume and Surface Area (Part 1)
T
Tax
6.3: Solve Sales Tax, Commission, and Discount Applications
trapezoid
9.6: Use Properties of Rectangles, Triangles, and Trapezoids (Part 1)
V
volume
9.9: Solve Geometry Applications- Volume and Surface Area (Part 1)
2 https://math.libretexts.org/@go/page/38041
Glossary
Sample Word 1 | Sample Definition 1
1 https://math.libretexts.org/@go/page/51406
Detailed Licensing
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